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Fatmir Mani's English School
English Made Easier
January 05 2025
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Fatmir Mani's English School
English Made Easier
January 04 2025
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Fatmir Mani's English School
English Made Easier
January 03 2025
Rudolf Steiner (1861–1925), the founder of Anthroposophy, did not address the exact scenario of “a rich person giving all their life savings to local schools” in a single direct quote. However, from Steiner’s broader teachings on love, morality, and the nature of the human being, we can piece together insights that shed light on how he might interpret such a generous act.
1. Human Beings as Fourfold Beings
Steiner viewed human beings as comprised of:
- Physical Body – Our material, biological form.
- Etheric Body – The life force or vitality.
- Astral Body – The seat of emotions, desires, and personal feelings.
- “I” or Ego – The spiritual core or higher self that enables moral freedom and self-awareness.
When discussing love, Steiner often points out that it can express itself through different layers of our being: emotional sympathy (astral) or more universal, selfless love (arising out of the higher “I”).
2. Love and Moral Freedom
A key theme in Steiner’s work—especially in The Philosophy of Freedom (also known as The Philosophy of Spiritual Activity)—is that true moral action arises from what he calls “moral intuition,” which the individual perceives through their highest spiritual core, the “I.”
- Egoism vs. Selfless Love
- Steiner distinguishes between actions motivated by personal interest (even if subtly so) and those arising from a genuine, free moral imagination that serves the well-being of others.
- Acts of generosity, when truly free of personal reward, reflect selfless love that Steiner would say is guided by the spiritual “I.”
- Steiner distinguishes between actions motivated by personal interest (even if subtly so) and those arising from a genuine, free moral imagination that serves the well-being of others.
- Acts of generosity, when truly free of personal reward, reflect selfless love that Steiner would say is guided by the spiritual “I.”
3. The Social Element in Anthroposophy
Steiner also spoke about how society thrives when individuals serve each other out of genuine concern and moral insight. In his lectures on social renewal, he introduced what he sometimes referred to as the “fundamental social law”:
“The well-being of a community of cooperators is the greater, the less the individual claims for himself the proceeds of his work, that is, the more of these proceeds he makes over to his fellow workers, and the more his own needs are satisfied not out of his own work but out of the work done by others.”
Although this “fundamental social law” often applies to economic life and cooperative social structures, the spirit behind it is:
- A community flourishes when individuals act out of selfless concern, freely offering their abilities or resources to benefit others.
“The well-being of a community of cooperators is the greater, the less the individual claims for himself the proceeds of his work, that is, the more of these proceeds he makes over to his fellow workers, and the more his own needs are satisfied not out of his own work but out of the work done by others.”
4. Interpreting the Philanthropic Gesture
If someone gives away their life savings to benefit schools or a community, from a Steiner-inspired viewpoint, one might see this as:
An Expression of Universal Love (Spirit)
- The deeper part of ourselves (the “I”) can recognize the dignity and worth in all human beings, motivating an act that transcends purely personal or material concerns.
A Moral Deed Springing from Freedom
- If this giving is done freely—without external compulsion or expectation of reward—it exemplifies Steiner’s idea of moral intuition in action. The person acts out of an inner sense of responsibility and love, rather than social pressure or ego gratification.
Nurturing Future Generations
- Education was crucial for Steiner (as seen in the Waldorf school movement). A gift that supports learning and growth for children would be highly aligned with an anthroposophical ideal of fostering individual and societal development.
An Expression of Universal Love (Spirit)
- The deeper part of ourselves (the “I”) can recognize the dignity and worth in all human beings, motivating an act that transcends purely personal or material concerns.
A Moral Deed Springing from Freedom
- If this giving is done freely—without external compulsion or expectation of reward—it exemplifies Steiner’s idea of moral intuition in action. The person acts out of an inner sense of responsibility and love, rather than social pressure or ego gratification.
Nurturing Future Generations
- Education was crucial for Steiner (as seen in the Waldorf school movement). A gift that supports learning and growth for children would be highly aligned with an anthroposophical ideal of fostering individual and societal development.
5. Love Arising from Which Source?
Steiner saw love as having many facets, but ultimately, love that is truly self-giving and universal—in this case, channeling large sums of wealth for the benefit of others—would come from the higher or spiritual aspect of the human being (the “I”). If mixed with personal emotion or compassion, it may also engage the astral body (our feelings), but its most selfless dimension emanates from the spirit.
Conclusion
While Rudolf Steiner did not speak specifically about a person donating life savings to schools, his teachings suggest that such a generous, altruistic deed—if done in freedom and without expectation of personal gain—could be viewed as an expression of spiritual love (arising from the higher “I”) and a manifestation of moral intuition. It aligns with his vision of a society where acts of selflessness contribute to both individual spiritual development and the healthy progress of the wider community.
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Fatmir Mani's English School
English Made Easier
January 02 2025
Body, Soul, and Spirit
People often say that each person has three parts: body, soul, and spirit. But what do these words really mean? First, the body is our physical part. It is what we see, touch, and use to move around in the world. We take care of our bodies by eating well, sleeping enough, and doing exercise.
Next is the soul. Many people describe the soul as our inner self—where we feel emotions, think thoughts, and develop our personality. If you feel happiness, sadness, or love, you often say these feelings come from your soul. The soul can be influenced by our experiences, memories, and relationships.
Finally, some believe there is also a spirit, which can mean our connection to something greater than ourselves. This might be a connection to nature, the universe, or a higher power. People who talk about the spirit usually say it is the part of us that searches for meaning or purpose in life. It can be a sense of wonder or peace we feel when we watch a beautiful sunset or do something kind for others.
Even though different cultures and religions explain these ideas in different ways, many people around the world think about body, soul, and spirit to understand who they are. For some, love can come from the soul (deep personal feelings), from the spirit (universal or selfless care), or both.
People often say that each person has three parts: body, soul, and spirit. But what do these words really mean? First, the body is our physical part. It is what we see, touch, and use to move around in the world. We take care of our bodies by eating well, sleeping enough, and doing exercise.
Next is the soul. Many people describe the soul as our inner self—where we feel emotions, think thoughts, and develop our personality. If you feel happiness, sadness, or love, you often say these feelings come from your soul. The soul can be influenced by our experiences, memories, and relationships.
Finally, some believe there is also a spirit, which can mean our connection to something greater than ourselves. This might be a connection to nature, the universe, or a higher power. People who talk about the spirit usually say it is the part of us that searches for meaning or purpose in life. It can be a sense of wonder or peace we feel when we watch a beautiful sunset or do something kind for others.
Even though different cultures and religions explain these ideas in different ways, many people around the world think about body, soul, and spirit to understand who they are. For some, love can come from the soul (deep personal feelings), from the spirit (universal or selfless care), or both.
Discussion Questions
- Body: In what ways do we take care of our bodies? Why is this important?
- Soul: Which emotions or experiences do you connect with the idea of a soul?
- Spirit: How would you describe the spirit? Do you think everyone has one?
- Love: Have you felt love that seems more personal (soul) and love that feels bigger or universal (spirit)? Can you give examples?
- Personal Opinion: Do you believe there is a difference between the soul and the spirit, or do you think they are the same?
Use these questions to share your thoughts and experiences. Remember, there are many viewpoints, and all respectful opinions are welcome.
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- Body: In what ways do we take care of our bodies? Why is this important?
- Soul: Which emotions or experiences do you connect with the idea of a soul?
- Spirit: How would you describe the spirit? Do you think everyone has one?
- Love: Have you felt love that seems more personal (soul) and love that feels bigger or universal (spirit)? Can you give examples?
- Personal Opinion: Do you believe there is a difference between the soul and the spirit, or do you think they are the same?
Use these questions to share your thoughts and experiences. Remember, there are many viewpoints, and all respectful opinions are welcome.
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Fatmir Mani's English School
English Made Easier
June 07 2024
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Fatmir Mani's English School
English Made Easier
November 28 2023
Infinitive vs. Ing Form
Fill in the blanks with a gerund or infinitive.
Fill in the blanks with a gerund or infinitive.
1. Please allow me ………………….. you a drink.
2. I don't want …………………..
3. I remember …………………… him there.
4. She doesn’t show any interest ………………… a job.
5. It takes a lot of effort …………………… a second language.
6. I am waiting ………………….. from them.
7. She does not enjoy ………………….. around strangers.
8. Who told you …………………….. this?
9. There appears …………………. a problem with the motor.
10. I can’t seem ………………….. him understand.
11. He spent years ………………….. for his sick mother.
12. I couldn’t help …………………… what you said.
Answers
1. Please allow me to buy you a drink.
2. I don’t want to quit.
3. I remember meeting him there.
4. She doesn’t show any interest to find a job.
5. It takes a lot of effort to learn a second language.
6. I am waiting to hear from them.
7. She does not enjoy being around strangers.
8. Who told you to do this?
9. There appears to be a problem with the motor.
10. I can’t seem to make him understand.
11. He spent years caring for his sick mother.
12. I couldn’t help overhearing what you said.
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Fatmir Mani's English School
English Made Easier
November 27 2023
1. Please allow me to buy you a drink.
2. I don’t want to quit.
3. I remember meeting him there.
4. She doesn’t show any interest to find a job.
5. It takes a lot of effort to learn a second language.
6. I am waiting to hear from them.
7. She does not enjoy being around strangers.
8. Who told you to do this?
9. There appears to be a problem with the motor.
10. I can’t seem to make him understand.
11. He spent years caring for his sick mother.
12. I couldn’t help overhearing what you said.
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Fatmir Mani's English School
English Made Easier
November 27 2023
What is a Biorhythm?
The theory around biorhythms is that humans operate on 3 biological cycles. Each cycle lasts a specific number of days and explains the lows and highs each person experiences in physical health, emotion, and intellectual skill. The cyclic nature of biorhythms means an individual will experience a period of peak performance and a period of minimum performance within the cycle; because these cycles happen over regular periods, the peaks and minimums will occur at the same point in each cycle. The beginning and end of each cycle are determined by an individual's date of birth. The theory is that each person can calculate their biorhythms, capitalizing on their peak days and avoiding important decisions and actions on low days. The point where a cycle switches between a high and low phase is considered a critical time when an individual is most likely to experience adverse events related to that cycle. These critical periods, lasting up to 48 hours when they occur, are when humans are at their most vulnerable and are prone to accidents.
The physical cycle is the shortest, lasting 23 days. This cycle impacts the physical health of an individual. A person may experience optimum levels of energy, strength, and stamina on peak days. Individuals may also feel more confident while they are in the high days of the cycle. On low days, a person may feel weak, suffer from an illness, or have low motivation for activity. At critical periods in the cycle, a person will experience slower physical reactions and is more likely to suffer from physical events such as a heart attack, broken bone, onset of an illness, or other accident or injury. The physical cycle was referred to as the "male" cycle by Wilhelm Fliess, the creator of the theory of biorhythms.
The emotional cycle lasts 28 days and was deemed the "female" cycle by Fliess because the length of the cycle is identical to the menstruation cycle. The emotional cycle controls mental health and changes in mood. When an individual is experiencing a high day in their cycle, they will feel optimistic, creative, and cheerful. At lows, individuals will feel sad, pessimistic, or angry. At critical periods, a person can become irritable or experience a range of mood swings and may experience an emotional outbreak.
The final cycle, the intellectual cycle, is the longest at 33 days long. The intellectual cycle affects an individual's ability to learn, level of alertness, and mental capacity. Decision-making and problem-solving skills are at their highest levels during peak days. During low periods, individuals may experience a lack of judgment or have difficulty concentrating on or completing tasks.
All this being said, biorhythms fall into a category called pseudoscience. Pseudoscience is defined as theories or practices that may seem like they are legitimately rooted in science but are not. Some pseudoscientific theories cannot be proven while others have been proven to be false. Additional examples of pseudoscience are numerology and astrology.
Here are multiple-choice questions based on the provided text:
What is the main idea of the passage?
a. Biorhythms and their impact on physical, emotional, and intellectual cycles.
b. The validity and scientific basis of biorhythms.
c. Wilhelm Fliess's contributions to biorhythm theory.
d. The correlation between biorhythms and astrology.
According to the text, when are individuals most vulnerable to accidents or adverse events related to their biorhythmic cycles?
a. During peak days.
b. At the beginning of each cycle.
c. At critical periods when a cycle switches between high and low phases.
d. On low days of the intellectual cycle.
How does the emotional cycle differ from the physical and intellectual cycles?
a. It is the shortest cycle.
b. It impacts mental health and changes in mood.
c. It lasts 33 days.
d. It is unrelated to the menstruation cycle.
Which of the following is NOT mentioned as a characteristic of the physical cycle?
a. Impact on physical health.
b. Influence on mood swings.
c. Changes in energy, strength, and stamina.
d. Occurrence of critical periods.
Why does the author mention pseudoscience in the last paragraph?
a. To discredit the theory of biorhythms.
b. To emphasize the scientific validity of biorhythms.
c. To compare biorhythms with other scientifically proven theories.
d. To categorize biorhythms as a type of theory that may lack scientific support.
Answers:
- a. Biorhythms and their impact on physical, emotional, and intellectual cycles.
- c. At critical periods when a cycle switches between high and low phases.
- b. It impacts mental health and changes in mood.
- b. Influence on mood swings.
- d. To categorize biorhythms as a type of theory that may lack scientific support
The theory around biorhythms is that humans operate on 3 biological cycles. Each cycle lasts a specific number of days and explains the lows and highs each person experiences in physical health, emotion, and intellectual skill. The cyclic nature of biorhythms means an individual will experience a period of peak performance and a period of minimum performance within the cycle; because these cycles happen over regular periods, the peaks and minimums will occur at the same point in each cycle. The beginning and end of each cycle are determined by an individual's date of birth. The theory is that each person can calculate their biorhythms, capitalizing on their peak days and avoiding important decisions and actions on low days. The point where a cycle switches between a high and low phase is considered a critical time when an individual is most likely to experience adverse events related to that cycle. These critical periods, lasting up to 48 hours when they occur, are when humans are at their most vulnerable and are prone to accidents.
The physical cycle is the shortest, lasting 23 days. This cycle impacts the physical health of an individual. A person may experience optimum levels of energy, strength, and stamina on peak days. Individuals may also feel more confident while they are in the high days of the cycle. On low days, a person may feel weak, suffer from an illness, or have low motivation for activity. At critical periods in the cycle, a person will experience slower physical reactions and is more likely to suffer from physical events such as a heart attack, broken bone, onset of an illness, or other accident or injury. The physical cycle was referred to as the "male" cycle by Wilhelm Fliess, the creator of the theory of biorhythms.
The emotional cycle lasts 28 days and was deemed the "female" cycle by Fliess because the length of the cycle is identical to the menstruation cycle. The emotional cycle controls mental health and changes in mood. When an individual is experiencing a high day in their cycle, they will feel optimistic, creative, and cheerful. At lows, individuals will feel sad, pessimistic, or angry. At critical periods, a person can become irritable or experience a range of mood swings and may experience an emotional outbreak.
The final cycle, the intellectual cycle, is the longest at 33 days long. The intellectual cycle affects an individual's ability to learn, level of alertness, and mental capacity. Decision-making and problem-solving skills are at their highest levels during peak days. During low periods, individuals may experience a lack of judgment or have difficulty concentrating on or completing tasks.
All this being said, biorhythms fall into a category called pseudoscience. Pseudoscience is defined as theories or practices that may seem like they are legitimately rooted in science but are not. Some pseudoscientific theories cannot be proven while others have been proven to be false. Additional examples of pseudoscience are numerology and astrology.
Here are multiple-choice questions based on the provided text:
What is the main idea of the passage?
a. Biorhythms and their impact on physical, emotional, and intellectual cycles.
b. The validity and scientific basis of biorhythms.
c. Wilhelm Fliess's contributions to biorhythm theory.
d. The correlation between biorhythms and astrology.
According to the text, when are individuals most vulnerable to accidents or adverse events related to their biorhythmic cycles?
a. During peak days.
b. At the beginning of each cycle.
c. At critical periods when a cycle switches between high and low phases.
d. On low days of the intellectual cycle.
How does the emotional cycle differ from the physical and intellectual cycles?
a. It is the shortest cycle.
b. It impacts mental health and changes in mood.
c. It lasts 33 days.
d. It is unrelated to the menstruation cycle.
Which of the following is NOT mentioned as a characteristic of the physical cycle?
a. Impact on physical health.
b. Influence on mood swings.
c. Changes in energy, strength, and stamina.
d. Occurrence of critical periods.
Why does the author mention pseudoscience in the last paragraph?
a. To discredit the theory of biorhythms.
b. To emphasize the scientific validity of biorhythms.
c. To compare biorhythms with other scientifically proven theories.
d. To categorize biorhythms as a type of theory that may lack scientific support.
Answers:
- a. Biorhythms and their impact on physical, emotional, and intellectual cycles.
- c. At critical periods when a cycle switches between high and low phases.
- b. It impacts mental health and changes in mood.
- b. Influence on mood swings.
- d. To categorize biorhythms as a type of theory that may lack scientific support
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Fatmir Mani's English School
English Made Easier
November 26 2023
Origin of Biorhythms
The concept of biorhythms originated around 1900. However, biorhythms didn't catch on for several years. It wasn't until the 1970s that biorhythms gained in popularity after other professionals validated or contributed to the theory. Wide-gained popularity was met once several books were published. Biorhythm calculators were created, and businesses used them to maximize productivity and results. For example, United Airlines hopped on the biorhythm train to schedule flights, believing they could reduce the number of human errors.
The concept of biorhythms originated around 1900. However, biorhythms didn't catch on for several years. It wasn't until the 1970s that biorhythms gained in popularity after other professionals validated or contributed to the theory. Wide-gained popularity was met once several books were published. Biorhythm calculators were created, and businesses used them to maximize productivity and results. For example, United Airlines hopped on the biorhythm train to schedule flights, believing they could reduce the number of human errors.
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Fatmir Mani's English School
English Made Easier
November 25 2023
History of Biorhythm
Wilhelm Fliess is credited with first developing the theory of biorhythms. Fliess was a doctor in Germany and is closely associated with Sigmund Freud; they shared and even developed various theories with each other. Wilhelm Fliess was a proponent of numerology and he became fascinated with numbers. In the late 1800s, he decided to attempt to explain what he referred to as internal biological clocks that he had observed among his patients. He concluded that humans have two biological rhythms, a 23-day cycle and a 28-day cycle. He is credited with describing the physical and emotional cycles. He also claimed the 28-day emotional cycle was related to the menstrual cycle, so females were predominately controlled by the emotional cycle, and males were predominately controlled by the 23-day physical cycle.
Psychologist Hermann Swoboda claimed to have independently come to the same conclusion about a 23-day physical cycle and 28-day emotional cycle in the early 1900s. Swoboda published his manuscript, Die Perioden des menschlichen Organismus (Periodicity in the life of the human organism). Swoboda sent his manuscript to Fliess, who soon after realized Swoboda was a student of Freud. Fliess accused Swoboda of plagiarizing his work, to which Swoboda responded by suing for defamation. Swoboda lost his case, instilling Fliess as the father of biorhythms.
Alfred Teltscher, a professor of engineering in Austria, caught onto the concept of biorhythms in the 1920s and expanded upon it. He wanted to test Fliess' theories on his students because he had observed periods of good and bad days. From his studies, he concluded individuals also have a cycle related to their intellectual ability that has a 33-day cycle, thus developing the intellectual cycle of biorhythms.
In 1923, Nikolai Parna published a book titled Rhythm, Life, and Creation. Parna, a professor at St. Petersburg University, had been studying biological rhythms around the same time as Fliess. Parna's method of study involved taking notes on his own mental status, physical health, and other attributes daily over a period of 18 years. Performing statistical analysis on his diary entries, Parna concluded that all organisms have several natural rhythmic cycles. He determined there are years-long periods of creativity in life. Parna also focused on 7-day cycles, as well as cycles that occurred in multiples of 7 days.
Biorhythms peaked in popularity around the 1970s and 1980s. Many individuals and businesses were proponents of the theory. Businesses believed they could capitalize on the theory of biorhythms to increase productivity and reduce errors. A man named Bernard Gittelson wrote guides within his books on biorhythms that businesses could follow to make improvements to their productivity. Some medical doctors would refuse to operate on patients who were at critical or low levels in their biorhythms.
While biorhythms became popular among the public sector, the scientific community never gave it much credence. In 1981, a study that examined the biorhythm cycle of record-holding male track and field athletes between 1913 and 1977 only supported the theory of biorhythms in specific situations. In 1998, neurologist Terence Hines conducted a study in which he concluded Fliess' biorhythms don't exist. Hines conducted a meta-analysis in which he examined 134 biorhythm studies. He did not find evidence to support the theory.
However, Fliess and his proponents did appear to be onto something. Director of Psychiatry at Johns Hopkins University, Curt Paul Richter, was studying biological cycles around the same time as Parna and Teltscher. He authored a paper in 1927 that discussed biological clocks that control behaviors such as sexual activity or appetite in humans and migrating patterns in animals. In contrast to Parna and Teltscher, Richter's studies were rooted in the scientific method. Richter's research was expanded in the following years and human biorhythms were found within hormone levels; however, these biorhythms did not follow the 23-, 28-, or 33-day cycles that Fliess and Telstcher determined nor the 7-day cycle of Parna.
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Here are multiple-choice questions based on the second part of the text:
Who is credited with developing the theory of biorhythms?
a. Sigmund Freud
b. Hermann Swoboda
c. Alfred Teltscher
d. Wilhelm Fliess
What was Wilhelm Fliess's background?
a. Professor of engineering
b. Neurologist
c. Doctor in Germany
d. Psychologist
What did Wilhelm Fliess conclude about the relationship between the emotional cycle and the menstrual cycle?
a. They are unrelated.
b. Females are predominantly controlled by the emotional cycle.
c. Males are predominantly controlled by the emotional cycle.
d. The emotional cycle is longer than the menstrual cycle.
Who claimed to have independently come to the same conclusion about the 23-day physical cycle and 28-day emotional cycle as Wilhelm Fliess?
a. Alfred Teltscher
b. Hermann Swoboda
c. Nikolai Parna
d. Curt Paul Richter
In the 1920s, who expanded upon Fliess's theories and introduced the concept of a 33-day intellectual cycle?
a. Hermann Swoboda
b. Alfred Teltscher
c. Nikolai Parna
d. Bernard Gittelson
What was the focus of Nikolai Parna's study published in 1923?
a. 33-day cycles in intellectual ability
b. 7-day cycles
c. The relationship between biorhythms and hormone levels
d. The popularity of biorhythms in the 1970s
When did biorhythms peak in popularity?
a. 1920s
b. 1950s
c. 1970s and 1980s
d. 1990s
Why did some medical doctors refuse to operate on patients at critical or low levels in their biorhythms?
a. Biorhythms were proven to impact surgical outcomes.
b. It was a widely accepted medical practice.
c. Biorhythms were considered a pseudoscience.
d. Fliess had strong influence in the medical community.
What did the 1981 study examining the biorhythm cycle of track and field athletes conclude?
a. Biorhythms significantly impact athletic performance.
b. Biorhythms are only supported in specific situations.
c. Biorhythms follow a 33-day cycle.
d. There is no evidence to support the theory of biorhythms.
According to neurologist Terence Hines's 1998 study, what did he conclude about Fliess's biorhythms?
a. They are scientifically proven.
b. They don't exist.
c. They follow a 28-day cycle.
d. They are supported by the scientific community.
Answers:
- d. Wilhelm Fliess
- c. Doctor in Germany
- b. Females are predominantly controlled by the emotional cycle.
- b. Hermann Swoboda
- b. Alfred Teltscher
- b. 7-day cycles
- c. 1970s and 1980s
- c. Biorhythms were considered a pseudoscience.
- b. Biorhythms are only supported in specific situations.
- b. They don't exist.
=====
Wilhelm Fliess is credited with first developing the theory of biorhythms. Fliess was a doctor in Germany and is closely associated with Sigmund Freud; they shared and even developed various theories with each other. Wilhelm Fliess was a proponent of numerology and he became fascinated with numbers. In the late 1800s, he decided to attempt to explain what he referred to as internal biological clocks that he had observed among his patients. He concluded that humans have two biological rhythms, a 23-day cycle and a 28-day cycle. He is credited with describing the physical and emotional cycles. He also claimed the 28-day emotional cycle was related to the menstrual cycle, so females were predominately controlled by the emotional cycle, and males were predominately controlled by the 23-day physical cycle.
Psychologist Hermann Swoboda claimed to have independently come to the same conclusion about a 23-day physical cycle and 28-day emotional cycle in the early 1900s. Swoboda published his manuscript, Die Perioden des menschlichen Organismus (Periodicity in the life of the human organism). Swoboda sent his manuscript to Fliess, who soon after realized Swoboda was a student of Freud. Fliess accused Swoboda of plagiarizing his work, to which Swoboda responded by suing for defamation. Swoboda lost his case, instilling Fliess as the father of biorhythms.
Alfred Teltscher, a professor of engineering in Austria, caught onto the concept of biorhythms in the 1920s and expanded upon it. He wanted to test Fliess' theories on his students because he had observed periods of good and bad days. From his studies, he concluded individuals also have a cycle related to their intellectual ability that has a 33-day cycle, thus developing the intellectual cycle of biorhythms.
In 1923, Nikolai Parna published a book titled Rhythm, Life, and Creation. Parna, a professor at St. Petersburg University, had been studying biological rhythms around the same time as Fliess. Parna's method of study involved taking notes on his own mental status, physical health, and other attributes daily over a period of 18 years. Performing statistical analysis on his diary entries, Parna concluded that all organisms have several natural rhythmic cycles. He determined there are years-long periods of creativity in life. Parna also focused on 7-day cycles, as well as cycles that occurred in multiples of 7 days.
Biorhythms peaked in popularity around the 1970s and 1980s. Many individuals and businesses were proponents of the theory. Businesses believed they could capitalize on the theory of biorhythms to increase productivity and reduce errors. A man named Bernard Gittelson wrote guides within his books on biorhythms that businesses could follow to make improvements to their productivity. Some medical doctors would refuse to operate on patients who were at critical or low levels in their biorhythms.
While biorhythms became popular among the public sector, the scientific community never gave it much credence. In 1981, a study that examined the biorhythm cycle of record-holding male track and field athletes between 1913 and 1977 only supported the theory of biorhythms in specific situations. In 1998, neurologist Terence Hines conducted a study in which he concluded Fliess' biorhythms don't exist. Hines conducted a meta-analysis in which he examined 134 biorhythm studies. He did not find evidence to support the theory.
However, Fliess and his proponents did appear to be onto something. Director of Psychiatry at Johns Hopkins University, Curt Paul Richter, was studying biological cycles around the same time as Parna and Teltscher. He authored a paper in 1927 that discussed biological clocks that control behaviors such as sexual activity or appetite in humans and migrating patterns in animals. In contrast to Parna and Teltscher, Richter's studies were rooted in the scientific method. Richter's research was expanded in the following years and human biorhythms were found within hormone levels; however, these biorhythms did not follow the 23-, 28-, or 33-day cycles that Fliess and Telstcher determined nor the 7-day cycle of Parna.
=====
Here are multiple-choice questions based on the second part of the text:
Who is credited with developing the theory of biorhythms?
a. Sigmund Freud
b. Hermann Swoboda
c. Alfred Teltscher
d. Wilhelm Fliess
What was Wilhelm Fliess's background?
a. Professor of engineering
b. Neurologist
c. Doctor in Germany
d. Psychologist
What did Wilhelm Fliess conclude about the relationship between the emotional cycle and the menstrual cycle?
a. They are unrelated.
b. Females are predominantly controlled by the emotional cycle.
c. Males are predominantly controlled by the emotional cycle.
d. The emotional cycle is longer than the menstrual cycle.
Who claimed to have independently come to the same conclusion about the 23-day physical cycle and 28-day emotional cycle as Wilhelm Fliess?
a. Alfred Teltscher
b. Hermann Swoboda
c. Nikolai Parna
d. Curt Paul Richter
In the 1920s, who expanded upon Fliess's theories and introduced the concept of a 33-day intellectual cycle?
a. Hermann Swoboda
b. Alfred Teltscher
c. Nikolai Parna
d. Bernard Gittelson
What was the focus of Nikolai Parna's study published in 1923?
a. 33-day cycles in intellectual ability
b. 7-day cycles
c. The relationship between biorhythms and hormone levels
d. The popularity of biorhythms in the 1970s
When did biorhythms peak in popularity?
a. 1920s
b. 1950s
c. 1970s and 1980s
d. 1990s
Why did some medical doctors refuse to operate on patients at critical or low levels in their biorhythms?
a. Biorhythms were proven to impact surgical outcomes.
b. It was a widely accepted medical practice.
c. Biorhythms were considered a pseudoscience.
d. Fliess had strong influence in the medical community.
What did the 1981 study examining the biorhythm cycle of track and field athletes conclude?
a. Biorhythms significantly impact athletic performance.
b. Biorhythms are only supported in specific situations.
c. Biorhythms follow a 33-day cycle.
d. There is no evidence to support the theory of biorhythms.
According to neurologist Terence Hines's 1998 study, what did he conclude about Fliess's biorhythms?
a. They are scientifically proven.
b. They don't exist.
c. They follow a 28-day cycle.
d. They are supported by the scientific community.
Answers:
- d. Wilhelm Fliess
- c. Doctor in Germany
- b. Females are predominantly controlled by the emotional cycle.
- b. Hermann Swoboda
- b. Alfred Teltscher
- b. 7-day cycles
- c. 1970s and 1980s
- c. Biorhythms were considered a pseudoscience.
- b. Biorhythms are only supported in specific situations.
- b. They don't exist.
=====
Fatmir Mani's English School
English Made Easier
November 24 2023
How is Biorhythm Calculated?
Biorhythms are calculated based on a person's date of birth and the number of days in the cycle. The cyclic nature of biorhythms lends itself to a sine function, which has maximums and minimums that occur at regular intervals. The general formula of the sine function used for biorhythm calculations is
Physical:
Emotional:
Intellectual:
To calculate your age in days follow these steps:
- first multiply your current age by 365.
- Then, add on the number of days that have passed since your last birthday.
- Finally, add on the number of leap days you have experienced.
Once you find this number, you can calculate your physical, emotional, and intellectual biorhythms! Unfortunately, you would have to do this calculation every day if you are just putting the formula into your calculator, and you may not realize you have reached a peak or a minimum day until it has already passed. To maximize the benefit of calculating your biorhythms, you will want to create a biorhythm chart.
Biorhythms are calculated based on a person's date of birth and the number of days in the cycle. The cyclic nature of biorhythms lends itself to a sine function, which has maximums and minimums that occur at regular intervals. The general formula of the sine function used for biorhythm calculations is
Physical:
Emotional:
Intellectual:
To calculate your age in days follow these steps:
- first multiply your current age by 365.
- Then, add on the number of days that have passed since your last birthday.
- Finally, add on the number of leap days you have experienced.
Once you find this number, you can calculate your physical, emotional, and intellectual biorhythms! Unfortunately, you would have to do this calculation every day if you are just putting the formula into your calculator, and you may not realize you have reached a peak or a minimum day until it has already passed. To maximize the benefit of calculating your biorhythms, you will want to create a biorhythm chart.
Biorhythm Chart
A biorhythm chart is simply a graphical representation of the sine function once a person's age has been input. Typically, all 3 biorhythms are displayed on the same chart.
Biorhythm Chart created on GeoGebra
You can create your biorhythm chart by graphing your sine functions by hand. To do this you will first have to find the period of your function, which is determined by dividing
=====
Fatmir Mani's English School
English Made Easier
November 16 2023
A biorhythm chart is simply a graphical representation of the sine function once a person's age has been input. Typically, all 3 biorhythms are displayed on the same chart.
|
You can create your biorhythm chart by graphing your sine functions by hand. To do this you will first have to find the period of your function, which is determined by dividing
=====
Fatmir Mani's English School
English Made Easier
November 16 2023
The main differences between the simple present tense and the present continuous tense lie in their structures and uses. Here's a breakdown of each:
The main differences between the simple present tense and the present continuous tense lie in their structures and uses. Here's a breakdown of each:
Simple Present Tense:
Structure:
- Affirmative: Subject + base form of the verb (e.g., I eat).
- Negative: Subject + do/does not + base form of the verb (e.g., I do not eat).
- Interrogative: Do/does + subject + base form of the verb (e.g., Do you eat?).
Use:
- Describes general truths, habits, routines, and regular actions (e.g., I eat breakfast every day).
- Expresses permanent states or facts (e.g., The sun rises in the east).
- Represents opinions and emotions (e.g., I love chocolate).
Structure:
- Affirmative: Subject + base form of the verb (e.g., I eat).
- Negative: Subject + do/does not + base form of the verb (e.g., I do not eat).
- Interrogative: Do/does + subject + base form of the verb (e.g., Do you eat?).
Use:
- Describes general truths, habits, routines, and regular actions (e.g., I eat breakfast every day).
- Expresses permanent states or facts (e.g., The sun rises in the east).
- Represents opinions and emotions (e.g., I love chocolate).
Present Continuous Tense:
Structure:
- Affirmative: Subject + am/is/are + present participle (verb + -ing) (e.g., I am eating).
- Negative: Subject + am/is/are not + present participle (e.g., I am not eating).
- Interrogative: Am/is/are + subject + present participle (e.g., Are you eating?).
Use:
- Describes actions happening at the moment of speaking (e.g., I am eating lunch).
- Indicates temporary actions or situations (e.g., He is working on a project).
- Expresses future arrangements (e.g., They are meeting tomorrow).
Structure:
- Affirmative: Subject + am/is/are + present participle (verb + -ing) (e.g., I am eating).
- Negative: Subject + am/is/are not + present participle (e.g., I am not eating).
- Interrogative: Am/is/are + subject + present participle (e.g., Are you eating?).
Use:
- Describes actions happening at the moment of speaking (e.g., I am eating lunch).
- Indicates temporary actions or situations (e.g., He is working on a project).
- Expresses future arrangements (e.g., They are meeting tomorrow).
Key Points of Contrast:
Time Frame:
- Simple present: Generally refers to habitual or timeless actions.
- Present continuous: Describes actions occurring around the time of speaking.
State vs. Action:
- Simple present: Describes states, habits, and routines.
- Present continuous: Emphasizes ongoing actions, often temporary.
Verb Forms:
- Simple present: Uses the base form of the verb.
- Present continuous: Uses the present participle (verb + -ing).
Usage in Future:
- Simple present: Rarely used for future actions (except in schedules and timetables).
- Present continuous: Used for future arrangements and plans.
In summary, the simple present tense is used for general facts and habits, while the present continuous tense is used for actions in progress, temporary situations, and future arrangements. Understanding the context and the nature of the action or state helps in choosing the appropriate tense.
Time Frame:
- Simple present: Generally refers to habitual or timeless actions.
- Present continuous: Describes actions occurring around the time of speaking.
State vs. Action:
- Simple present: Describes states, habits, and routines.
- Present continuous: Emphasizes ongoing actions, often temporary.
Verb Forms:
- Simple present: Uses the base form of the verb.
- Present continuous: Uses the present participle (verb + -ing).
Usage in Future:
- Simple present: Rarely used for future actions (except in schedules and timetables).
- Present continuous: Used for future arrangements and plans.
In summary, the simple present tense is used for general facts and habits, while the present continuous tense is used for actions in progress, temporary situations, and future arrangements. Understanding the context and the nature of the action or state helps in choosing the appropriate tense.
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.
======
Paf04.19.2023
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
==========
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.
======
Paf04.19.2023
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
==========
paf18.04.2023
Happy Easter Day !
Shikoni me kujdes tabelen e meposhteme. Mesoni fjalet e reja ne text. Plotesoni tabelen. Argumentoni zgjidhjen tuaj duke filluar…
“ If the photographer and the doctor are women…..
Pergjigjen tuaj e shkruani ne fletoren e detyrave te shtepise.
Name
Job
Floor
There are four floors in a block of flats. Two women and two men live in the flats; they are an architect, an artist, a doctor and a photographer. The architect lives on the ground 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.
=========================================================
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.
=========================================================
Paf04.17.2023
Fatmir Mani's English School
English Made Easier
Here's a chart that outlines the differences between the simple past tense and the past continuous tense:
Simple Past Tense Past Continuous Tense Form Subject + Verb + -ed Subject + "to be" (in past tense) + Verb + -ing Example (Positive) I walked to the store. I was walking to the store. Example (Negative) He didn't play soccer. He wasn't playing soccer. Example (Question) Did you eat breakfast? Were you eating breakfast? Use To describe completed actions in the past. To describe actions that were in progress at a specific time in the past. Duration The simple past tense describes a completed action with a specific duration. The past continuous tense describes an action that was ongoing and may not have been completed. Interrupted Action The simple past tense is used to describe an action that was interrupted by another action. The past continuous tense is used to describe an action that was in progress when another action interrupted it.
The main difference between the simple past tense and the past continuous tense is that the simple past tense describes completed actions in the past, while the past continuous tense describes actions that were in progress at a specific time in the past. The simple past tense is used to describe an action that occurred at a specific point in the past, while the past continuous tense is used to describe an action that was ongoing and may not have been completed.
Another difference between the two tenses is that the past continuous tense is often used to describe interrupted actions, while the simple past tense is used to describe actions that were completed without interruption.
It's important to note that both tenses are commonly used in English, and the choice between the two depends on the context and the speaker's intention.
========
Fatmir Mani's English School
English Made Easier
April 10. 2023
Here's another riddle for young teens with a bit more detail:
There are three houses on a street. The first house is red, the second house is blue, and the third house is white. If the red house is to the left of the blue house, and the blue house is to the left of the white house, where is the red house located in relation to the white house?
Answer: The red house is to the left of the white house.
Explanation: Since the red house is to the left of the blue house and the blue house is to the left of the white house, it follows that the red house is the leftmost house and the white house is the rightmost house. Therefore, the red house is located to the left of the white house.
=====
Fatmir Mani's English School
English Made Easier
March 10. 2023
Këtu është një tabelë që shpjegon kuptimin dhe përdorimin e peremrave te pacaktuar "some" dhe "any":
Kuptimi Pozitiv Negativ Pyetje dhe kërkesa Some Përcakton një sasi specifike të diçkaje ose dikujt Unë kam disa mollë. Unë nuk kam asnjë A mund të më sjellësh disa? mollë. Mund të përdoret gjithashtu për ofertat ose sugjerimet Dëshironi ndonjë ndihmë me atë? Nuk dua asnjë. Mund të marr një gotë ujë? Any Përcakton çdo sasi, shumësi ose person/e. A keni ndonjë ide për darkë? Unë nuk kam asnjë. Mund të marr ndonjë libër me huazim? Mund të përdoret gjithashtu për pyetjet ose kërkesat. A ka ndonjë djathë në frigorifer? Nuk ka asnjë qumësht. Mund të marr ndonjë sheqer?
Diferenca kryesore midis "some" dhe "any" është se "some" përcakton një sasi të caktuar, ndërsa "any" përcakton çdo sasi, shumësi ose person/e. "Some" përdoret në fjaline pozitive dhe ofertat ose sugjerimet, ndërsa "any" përdoret në fjaine negative dhe pyetje ose kërkesa.
Këtu janë disa shembuj që ndihmojnë të ilustrojnë përdorimin e tyre:
- Some:
- Unë kam disa para në xhepin tim. (përcakton një sasi të caktuar të parave)
- A dëshironi ndonjë ndihmë me projektin tuaj? (ofertë ose sugjerim)
- Any:
- Unë nuk kam asnjë ujë më. (përcakton çdo sasi uji)
- A keni ndonjë plan për fundjavën? (pyetje)
Vlen të theksohet se "some" dhe "any" mund të përdoren me emrat të numurueshëm dhe të pa numurueshëm, dhe mund të përdoren si peremra te pacaktuar.
Shpresoj që kjo ju ndihmon të kuptoni kuptimin dhe përdorimin e "some" dhe "any"! Më thoni në qoftë se keni pyetje të tjera.
==========
Fatmir Mani's English School
English Made Easier
March 9. 2023
Here is a chart explaining the meaning and usage of the indefinite pronouns "some" and "any":
Meaning Positive Negative Questions and Requests Some Refers to a specific quantity I have some apples. I don't have any Can you bring me some? of something or someone. apples. Can also be used to make Would you like some I don't want any. Can I have some water? offers or suggestions. help with that? Any Refers to any quantity, Do you have any I don't have any. Can I borrow any books? amount or person(s). ideas for dinner? Can also be used to ask Is there any cheese There isn't any milk. Can I have any sugar? questions or make requests. in the fridge?
The main difference between "some" and "any" is that "some" refers to a specific quantity, while "any" refers to any quantity, amount or person(s). "Some" is used in positive sentences and offers or suggestions, while "any" is used in negative sentences and questions or requests.
Here are some examples to help illustrate their usage:
- Some:
- I have some money in my wallet. (refers to a specific quantity of money)
- Would you like some help with your project? (offer or suggestion)
- Any:
- I don't have any water left. (refers to any quantity of water)
- Do you have any plans for the weekend? (question)
It's also worth noting that "some" and "any" can be used with countable and uncountable nouns, and can be used as determiners or pronouns.
I hope this helps clarify the meaning and usage of "some" and "any" for you! Let me know if you have any further questions.
Fatmir Mani's English School
English Made Easier
March 8. 2023
here are some sentences to help illustrate the difference between "some" and "any" in usage:
I need _______ sugar to make this cake.
Answer: I need some sugar to make this cake. (refers to a specific quantity of sugar)
Do you have _______ suggestions for what we should do this weekend?
Answer: Do you have any suggestions for what we should do this weekend? (refers to any quantity of suggestions)
I have _______ free time tomorrow afternoon.
Answer: I have some free time tomorrow afternoon. (refers to a specific quantity of free time)
I don't have _______ milk for my cereal.
Answer: I don't have any milk for my cereal. (refers to any quantity of milk)
Could you please bring me _______ water?
Answer: Could you please bring me some water? (refers to a specific quantity of water)
I don't have _______ plans for this evening.
Answer: I don't have any plans for this evening. (refers to any quantity of plans)
Can you give me _______ information about the job?
Answer: Can you give me some information about the job? (refers to a specific quantity of information)
I'm looking for _______ new books to read.
Answer: I'm looking for some new books to read. (refers to a specific quantity of books)
Are there _______ good restaurants in this area?
Answer: Are there any good restaurants in this area? (refers to any quantity of good restaurants)
I have _______ friends coming over for dinner tonight.
Answer: I have some friends coming over for dinner tonight. (refers to a specific quantity of friends)
I hope these examples help illustrate when to use "some" and "any" in different contexts! Let me know if you have any questions
========
===========
paf03.07.2023
Fatmir Mani's English SchoolEnglish Made Easier
Paf04.17.2023
Fatmir Mani's English School
English Made Easier
Here's a chart that outlines the differences between the simple past tense and the past continuous tense:
| Simple Past Tense | Past Continuous Tense | |
|---|---|---|
| Form | Subject + Verb + -ed | Subject + "to be" (in past tense) + Verb + -ing |
| Example (Positive) | I walked to the store. | I was walking to the store. |
| Example (Negative) | He didn't play soccer. | He wasn't playing soccer. |
| Example (Question) | Did you eat breakfast? | Were you eating breakfast? |
| Use | To describe completed actions in the past. | To describe actions that were in progress at a specific time in the past. |
| Duration | The simple past tense describes a completed action with a specific duration. | The past continuous tense describes an action that was ongoing and may not have been completed. |
| Interrupted Action | The simple past tense is used to describe an action that was interrupted by another action. | The past continuous tense is used to describe an action that was in progress when another action interrupted it. |
The main difference between the simple past tense and the past continuous tense is that the simple past tense describes completed actions in the past, while the past continuous tense describes actions that were in progress at a specific time in the past. The simple past tense is used to describe an action that occurred at a specific point in the past, while the past continuous tense is used to describe an action that was ongoing and may not have been completed.
Another difference between the two tenses is that the past continuous tense is often used to describe interrupted actions, while the simple past tense is used to describe actions that were completed without interruption.
It's important to note that both tenses are commonly used in English, and the choice between the two depends on the context and the speaker's intention.
========
Fatmir Mani's English School
English Made Easier
April 10. 2023
Here's another riddle for young teens with a bit more detail:
There are three houses on a street. The first house is red, the second house is blue, and the third house is white. If the red house is to the left of the blue house, and the blue house is to the left of the white house, where is the red house located in relation to the white house?
Answer: The red house is to the left of the white house.
Explanation: Since the red house is to the left of the blue house and the blue house is to the left of the white house, it follows that the red house is the leftmost house and the white house is the rightmost house. Therefore, the red house is located to the left of the white house.
=====
Fatmir Mani's English School
English Made Easier
March 10. 2023
Këtu është një tabelë që shpjegon kuptimin dhe përdorimin e peremrave te pacaktuar "some" dhe "any":
| Kuptimi | Pozitiv | Negativ | Pyetje dhe kërkesa | |
|---|---|---|---|---|
| Some | Përcakton një sasi specifike të diçkaje ose dikujt | Unë kam disa mollë. | Unë nuk kam asnjë | A mund të më sjellësh disa? |
| mollë. | ||||
| Mund të përdoret gjithashtu për ofertat ose sugjerimet | Dëshironi ndonjë ndihmë me atë? | Nuk dua asnjë. | Mund të marr një gotë ujë? | |
| Any | Përcakton çdo sasi, shumësi ose person/e. | A keni ndonjë ide për darkë? | Unë nuk kam asnjë. | Mund të marr ndonjë libër me huazim? |
| Mund të përdoret gjithashtu për pyetjet ose kërkesat. | A ka ndonjë djathë në frigorifer? | Nuk ka asnjë qumësht. | Mund të marr ndonjë sheqer? |
Diferenca kryesore midis "some" dhe "any" është se "some" përcakton një sasi të caktuar, ndërsa "any" përcakton çdo sasi, shumësi ose person/e. "Some" përdoret në fjaline pozitive dhe ofertat ose sugjerimet, ndërsa "any" përdoret në fjaine negative dhe pyetje ose kërkesa.
Këtu janë disa shembuj që ndihmojnë të ilustrojnë përdorimin e tyre:
- Some:
- Unë kam disa para në xhepin tim. (përcakton një sasi të caktuar të parave)
- A dëshironi ndonjë ndihmë me projektin tuaj? (ofertë ose sugjerim)
- Any:
- Unë nuk kam asnjë ujë më. (përcakton çdo sasi uji)
- A keni ndonjë plan për fundjavën? (pyetje)
Vlen të theksohet se "some" dhe "any" mund të përdoren me emrat të numurueshëm dhe të pa numurueshëm, dhe mund të përdoren si peremra te pacaktuar.
Shpresoj që kjo ju ndihmon të kuptoni kuptimin dhe përdorimin e "some" dhe "any"! Më thoni në qoftë se keni pyetje të tjera.
==========
Fatmir Mani's English School
English Made Easier
March 9. 2023
Here is a chart explaining the meaning and usage of the indefinite pronouns "some" and "any":
| Meaning | Positive | Negative | Questions and Requests | |
|---|---|---|---|---|
| Some | Refers to a specific quantity | I have some apples. | I don't have any | Can you bring me some? |
| of something or someone. | apples. | |||
| Can also be used to make | Would you like some | I don't want any. | Can I have some water? | |
| offers or suggestions. | help with that? | |||
| Any | Refers to any quantity, | Do you have any | I don't have any. | Can I borrow any books? |
| amount or person(s). | ideas for dinner? | |||
| Can also be used to ask | Is there any cheese | There isn't any milk. | Can I have any sugar? | |
| questions or make requests. | in the fridge? |
The main difference between "some" and "any" is that "some" refers to a specific quantity, while "any" refers to any quantity, amount or person(s). "Some" is used in positive sentences and offers or suggestions, while "any" is used in negative sentences and questions or requests.
Here are some examples to help illustrate their usage:
- Some:
- I have some money in my wallet. (refers to a specific quantity of money)
- Would you like some help with your project? (offer or suggestion)
- Any:
- I don't have any water left. (refers to any quantity of water)
- Do you have any plans for the weekend? (question)
It's also worth noting that "some" and "any" can be used with countable and uncountable nouns, and can be used as determiners or pronouns.
I hope this helps clarify the meaning and usage of "some" and "any" for you! Let me know if you have any further questions.
Fatmir Mani's English School
English Made Easier
March 8. 2023
here are some sentences to help illustrate the difference between "some" and "any" in usage:
I need _______ sugar to make this cake. Answer: I need some sugar to make this cake. (refers to a specific quantity of sugar)
Do you have _______ suggestions for what we should do this weekend? Answer: Do you have any suggestions for what we should do this weekend? (refers to any quantity of suggestions)
I have _______ free time tomorrow afternoon. Answer: I have some free time tomorrow afternoon. (refers to a specific quantity of free time)
I don't have _______ milk for my cereal. Answer: I don't have any milk for my cereal. (refers to any quantity of milk)
Could you please bring me _______ water? Answer: Could you please bring me some water? (refers to a specific quantity of water)
I don't have _______ plans for this evening. Answer: I don't have any plans for this evening. (refers to any quantity of plans)
Can you give me _______ information about the job? Answer: Can you give me some information about the job? (refers to a specific quantity of information)
I'm looking for _______ new books to read. Answer: I'm looking for some new books to read. (refers to a specific quantity of books)
Are there _______ good restaurants in this area? Answer: Are there any good restaurants in this area? (refers to any quantity of good restaurants)
I have _______ friends coming over for dinner tonight. Answer: I have some friends coming over for dinner tonight. (refers to a specific quantity of friends)
I hope these examples help illustrate when to use "some" and "any" in different contexts! Let me know if you have any questions
Once upon a time, in a garden filled with beautiful flowers, there lives a hare named Harry. Harry has many friends in the garden, and he feels like a popular member of the animal community. He loves to run around and play with his friends, the four cats who come to the garden every day.
One day, a new cat comes to the garden for the first time. The cats are surprised to see a hare as they have never seen one before. Harry runs and hides behind a bush, thinking he hears a dog. "There is nothing I can do here," he thinks to himself, and tries to dig a hole to escape.
The cats try to calm Harry down, telling him that there is no dog in the garden. They explain to him that he has nothing to be afraid of and that they will not hurt him. Harry slowly comes out of hiding and begins to feel comfortable around the cats.
As they spend more time together, Harry learns that the cats are not so different from him. They love to play and have fun, just like he does. They all become good friends, and Harry feels truly happy to be a part of their group.
From that day on, Harry plays with the cats every day in the garden, feeling like a valuable and loved member of the animal community. He realizes that sometimes, it takes a new experience and meeting new friends to overcome his fears and become truly happy.
What is the name of the hare in the story?
a) Harry
b) Henry
c) Harold
d) Hagrid
Who are Harry's friends in the garden?
a) Four dogs
b) Four cats
c) Two rabbits
d) Three squirrels
How does Harry feel about being in the garden?
a) He feels lonely
b) He feels scared
c) He feels popular
d) He feels sad
What does Harry think he hears when the new cat comes to the garden?
a) A bird
b) A mouse
c) A dog
d) A frog
How do the cats react to seeing Harry for the first time?
a) They are scared of him
b) They are surprised to see him
c) They don't notice him
d) They are angry with him
What does Harry do when he thinks he hears a dog?
a) He runs and hides
b) He attacks the cats
c) He jumps over a fence
d) He climbs up a tree
What does Harry do to try and escape?
a) He flies away
b) He swims in a pond
c) He digs a hole
d) He climbs a wall
How does Harry feel about the cats after spending time with them?
a) He is afraid of them
b) He doesn't like them
c) He loves them
d) He doesn't care about them
===========
Paf03.06.2023
Fatmir Mani's English School
English Made Easier
Once upon a time, there was a farmer who had a golden goose. The goose laid a golden egg every day, and the farmer went to the goose every morning to collect it. He had become quite wealthy from selling the golden eggs.
One morning, when the farmer went to the goose, he had a surprise. Instead of the ordinary golden egg, the goose had laid a regular egg. The farmer rushed to the house with excitement to show his wife. She was disappointed that it was not a golden egg, but the farmer assured her that the goose would lay another golden egg the next day.
Every day thereafter, the goose laid a golden egg, and the farmer grew rich from selling them. However, the farmer became greedy and wanted to have all the treasure at once. He killed the goose and cut it open, only to find nothing at all.
This goes to show that if you are pure and not greedy, you can have a steady income, rather than trying to get all the treasure at once and losing it all in the end.
What did the farmer have?
a) A cow
b) A golden goose
c) A chicken
d) A goat
What did the goose lay?
a) Silver eggs
b) Golden eggs
c) Copper eggs
d) Bronze eggs
How often did the goose lay an egg?
a) Every other day
b) Every three days
c) Every week
d) Every day
What did the farmer find when he went to collect the egg one day?
a) A regular egg
b) A diamond egg
c) A silver egg
d) A chocolate egg
What did the farmer's wife think of the regular egg?
a) She was happy with it
b) She was disappointed
c) She was angry with the farmer
d) She was confused
What did the farmer do when he became greedy?
a) He killed the goose
b) He gave the goose away
c) He sold the goose
d) He took care of the goose
What did the farmer find when he cut open the goose?
a) A pile of gold
b) Another goose
c) Nothing at all
d) A treasure map
What is the moral of the story?
a) Greed can lead to bad outcomes
b) Golden eggs are better than regular eggs
c) Geese are good pets
d) You should kill your goose if you want to be rich
Paf03.01.2023
Fatmir Mani's English School
English Made Easier
Adverb of Frequency Usage Example Always Used to describe something that happens all the time, without exception. She always wakes up at 6 AM. Usually Used to describe something that happens most of the time. I usually take a walk in the park after dinner. Often Used to describe something that happens frequently, but not all the time. He often forgets his keys at home. Sometimes Used to describe something that happens occasionally, but not regularly. Sometimes I like to watch a movie instead of going out. Rarely Used to describe something that happens infrequently. She rarely eats fast food. Hardly ever Used to describe something that almost never happens. He hardly ever goes to the gym. Never Used to describe something that does not happen at any time. I never eat sushi.
These adverbs can be used in various tenses and with different types of verbs to describe how often something happens or how likely it is to happen. It's important to note that these adverbs are subjective and can vary based on an individual's perception of frequency.
Ndajfoljet e Frekuencës Përdorimi Shembull Gjithmonë (Always) Përdoret për të përshkruar diçka që ndodh gjithmonë, pa përjashtim. Ajo gjithmonë zgjohet në orën 6 të mëngjesit. Zakonisht (Usually) Përdoret për të përshkruar diçka që ndodh shumicën e kohës. Zakonisht shkoj për një shëtitje në park pas darkës. Shpesh (Often) Përdoret për të përshkruar diçka që ndodh shpesh, por jo gjithmonë. Ai shpesh harrohet qelsat në shtëpi. Ndonjëherë (Sometimes) Përdoret për të përshkruar diçka që ndodh rastësisht, por jo rregullisht. Ndonjëherë më pëlqen të shoh një film në vend që të dal. Rrallë (Rarely) Përdoret për të përshkruar diçka që ndodh rrallë. Ajo rrallë ha ushqim të shpejtë. Shumë rrallë (Hardly ever) Përdoret për të përshkruar diçka që ndodh shumë rrallë. Ai shumë rrallë shkon në palestër. Asnjëherë (Never) Përdoret për të përshkruar diçka që nuk ndodh në asnjë kohë. Unë kurrë nuk ha sushi.
Këto ndajfolje të frekuencës mund të përdoren në kohë të ndryshme dhe me lloje të ndryshme të foljeve për të përshkruar se sa shpesh ndodh diçka ose sa e mundshme është të ndodhë. Është e rëndësishme të vini re se këto ndajfolje janë subjektivë dhe mund të ndryshojnë bazuar në perceptimin e një individi për frekuencën.
====paf02.19.2023
Dear students of Sunday 10
We often have problems with the English tenses. Please, have a look at the time line, it might help you understand when to use which tense ( only the ones you know so far ).
As there is a similarity between past, present and future tenses, there are just a few rules to keep in mind.If you know how to use the present progressive correctly to express present actions, you will as well be able to use the past progressive correctly to express past actions.
Try to understand this legend:
Once upon a time, in a garden filled with beautiful flowers, there lives a hare named Harry. Harry has many friends in the garden, and he feels like a popular member of the animal community. He loves to run around and play with his friends, the four cats who come to the garden every day.
One day, a new cat comes to the garden for the first time. The cats are surprised to see a hare as they have never seen one before. Harry runs and hides behind a bush, thinking he hears a dog. "There is nothing I can do here," he thinks to himself, and tries to dig a hole to escape.
The cats try to calm Harry down, telling him that there is no dog in the garden. They explain to him that he has nothing to be afraid of and that they will not hurt him. Harry slowly comes out of hiding and begins to feel comfortable around the cats.
As they spend more time together, Harry learns that the cats are not so different from him. They love to play and have fun, just like he does. They all become good friends, and Harry feels truly happy to be a part of their group.
From that day on, Harry plays with the cats every day in the garden, feeling like a valuable and loved member of the animal community. He realizes that sometimes, it takes a new experience and meeting new friends to overcome his fears and become truly happy.
What is the name of the hare in the story? a) Harry b) Henry c) Harold d) Hagrid
Who are Harry's friends in the garden? a) Four dogs b) Four cats c) Two rabbits d) Three squirrels
How does Harry feel about being in the garden? a) He feels lonely b) He feels scared c) He feels popular d) He feels sad
What does Harry think he hears when the new cat comes to the garden? a) A bird b) A mouse c) A dog d) A frog
How do the cats react to seeing Harry for the first time? a) They are scared of him b) They are surprised to see him c) They don't notice him d) They are angry with him
What does Harry do when he thinks he hears a dog? a) He runs and hides b) He attacks the cats c) He jumps over a fence d) He climbs up a tree
What does Harry do to try and escape? a) He flies away b) He swims in a pond c) He digs a hole d) He climbs a wall
How does Harry feel about the cats after spending time with them? a) He is afraid of them b) He doesn't like them c) He loves them d) He doesn't care about them
Paf03.06.2023
Fatmir Mani's English School
English Made Easier
Once upon a time, there was a farmer who had a golden goose. The goose laid a golden egg every day, and the farmer went to the goose every morning to collect it. He had become quite wealthy from selling the golden eggs.
One morning, when the farmer went to the goose, he had a surprise. Instead of the ordinary golden egg, the goose had laid a regular egg. The farmer rushed to the house with excitement to show his wife. She was disappointed that it was not a golden egg, but the farmer assured her that the goose would lay another golden egg the next day.
Every day thereafter, the goose laid a golden egg, and the farmer grew rich from selling them. However, the farmer became greedy and wanted to have all the treasure at once. He killed the goose and cut it open, only to find nothing at all.
This goes to show that if you are pure and not greedy, you can have a steady income, rather than trying to get all the treasure at once and losing it all in the end.
What did the farmer have? a) A cow b) A golden goose c) A chicken d) A goat
What did the goose lay? a) Silver eggs b) Golden eggs c) Copper eggs d) Bronze eggs
How often did the goose lay an egg? a) Every other day b) Every three days c) Every week d) Every day
What did the farmer find when he went to collect the egg one day? a) A regular egg b) A diamond egg c) A silver egg d) A chocolate egg
What did the farmer's wife think of the regular egg? a) She was happy with it b) She was disappointed c) She was angry with the farmer d) She was confused
What did the farmer do when he became greedy? a) He killed the goose b) He gave the goose away c) He sold the goose d) He took care of the goose
What did the farmer find when he cut open the goose? a) A pile of gold b) Another goose c) Nothing at all d) A treasure map
What is the moral of the story? a) Greed can lead to bad outcomes b) Golden eggs are better than regular eggs c) Geese are good pets d) You should kill your goose if you want to be rich
Paf03.01.2023
Fatmir Mani's English School
English Made Easier
| Adverb of Frequency | Usage | Example |
|---|---|---|
| Always | Used to describe something that happens all the time, without exception. | She always wakes up at 6 AM. |
| Usually | Used to describe something that happens most of the time. | I usually take a walk in the park after dinner. |
| Often | Used to describe something that happens frequently, but not all the time. | He often forgets his keys at home. |
| Sometimes | Used to describe something that happens occasionally, but not regularly. | Sometimes I like to watch a movie instead of going out. |
| Rarely | Used to describe something that happens infrequently. | She rarely eats fast food. |
| Hardly ever | Used to describe something that almost never happens. | He hardly ever goes to the gym. |
| Never | Used to describe something that does not happen at any time. | I never eat sushi. |
These adverbs can be used in various tenses and with different types of verbs to describe how often something happens or how likely it is to happen. It's important to note that these adverbs are subjective and can vary based on an individual's perception of frequency.
| Ndajfoljet e Frekuencës | Përdorimi | Shembull |
|---|---|---|
| Gjithmonë (Always) | Përdoret për të përshkruar diçka që ndodh gjithmonë, pa përjashtim. | Ajo gjithmonë zgjohet në orën 6 të mëngjesit. |
| Zakonisht (Usually) | Përdoret për të përshkruar diçka që ndodh shumicën e kohës. | Zakonisht shkoj për një shëtitje në park pas darkës. |
| Shpesh (Often) | Përdoret për të përshkruar diçka që ndodh shpesh, por jo gjithmonë. | Ai shpesh harrohet qelsat në shtëpi. |
| Ndonjëherë (Sometimes) | Përdoret për të përshkruar diçka që ndodh rastësisht, por jo rregullisht. | Ndonjëherë më pëlqen të shoh një film në vend që të dal. |
| Rrallë (Rarely) | Përdoret për të përshkruar diçka që ndodh rrallë. | Ajo rrallë ha ushqim të shpejtë. |
| Shumë rrallë (Hardly ever) | Përdoret për të përshkruar diçka që ndodh shumë rrallë. | Ai shumë rrallë shkon në palestër. |
| Asnjëherë (Never) | Përdoret për të përshkruar diçka që nuk ndodh në asnjë kohë. | Unë kurrë nuk ha sushi. |
Këto ndajfolje të frekuencës mund të përdoren në kohë të ndryshme dhe me lloje të ndryshme të foljeve për të përshkruar se sa shpesh ndodh diçka ose sa e mundshme është të ndodhë. Është e rëndësishme të vini re se këto ndajfolje janë subjektivë dhe mund të ndryshojnë bazuar në perceptimin e një individi për frekuencën.
As there is a similarity between past, present and future tenses, there are just a few rules to keep in mind.
Legend
moment in time- action that takes place once, never or several times
- actions that happen one after another
- actions that suddenly take place
period of time- action that started before a certain moment and lasts beyond that moment
- actions taking place at the same time
Result- action taking place before a certain moment in time
- puts emphasis on the result
Course / Duration- action taking place before a certain moment in time
- puts emphasis on the course or duration of the action
====
31.01.2023
Concentrate on little things
I like the people around me.
I like the joy, and this way joy comes back to me.
I like friendship, and this way my life is blessed,
And my days are full of smiles.
I don’t have to possess a thing to enjoy it all.
There is so much to gain
If I concentrate on littlr things,
And on ordinary little people.
There are so many surprises
And so many wonders to be discovered.
In all things there ia a memory of lost joy.
Being able to see this is the art of living.
I know, for sure, that it is impossible
If heaven has not come to me first.
Heaven must start on earth wherever people are friends
And where kindness is passed on with joy,
Form hand to hand.
But, of course, every sky has its clouds.
I am not always in the best of moods
And friendships becomes like dried prunes.
Still, that is not a problem to feel sad about.
Life is a compulsive adventure, with God and people,
In a world of give and take.
I want to be neither a hero nor a martyr.
But a funny little man, who gathers the forgotten flowers
And laughs at the big people of this world
Who sit on power and riches.
I like the people around me.
I like the joy, and this way my life is blessed,
and my days are full of smiles.
======04.03.2022
The present continuos tense: form
We make the present continuous tense with the verb ‘to be’ and the –ing form of the verb(the present participle).
Kohen e tashme te vazhduar e formojme me foljen ‘ to be’ dhe formen –ing te foljes (pjesoren e te tashmes)
Examples
I’m watching TV. She’s playing tennis. They’re having lunch.
I’m not watching TV. She isn’t playing tennis. They aren’t having lunch.
The present simple tense and the present continuous tense: use
We use the present simple tense to describe regular events or permanent states.We use the present continuous tense to say what is happening at the moment.
Ne perdorim kohen e tashme per te pershkruar ngjarje te rregullta ose gjendje te perhershme.
Ne perdorim kohen e tashme te vazhduar per te thene cfare po ndodh tani/ne momentin qe flasim.
Examples
I’m working late today. I usually work late on Wednesdays.
She’s singing a song now. She sings well.
Some verbs are not normally used in the continuous form even when they refer to the present moment. They are:
-Verbs of liking and disliking : like, love , prefer, hate, want, wish,need.
-verbs that describe a mental activity : think, imagine, believe,know, realize, mean, understand,remember,suppose ,feel , hope, see.
-verbs of appearance : be, seem, appear, look, sound, taste, smell, feel.
-verbs that describe a permanent state : belong to, contain, include, matter, owe, own.
Disa folje normalisht nuk perdoren ne kohen e tashme te vazhduar edhe kur ato I referohen momentit aktual. Ato jane:
-foljet e pelqimit dhe mospelqimit
-foljet qe pershkruajne nje veprimtari mendore
-fojlet e paraqitjes
-foljet qe pershkruajne gjendje te perhershme.
======
01.03.2022
Story 1, Focus Sound and Spelling: ea (long E sound)
Tom and Angela are near the sea.
Tom is near Angela and Angela is near Tom.
The sea is near and the sea is big.
Tom wants to eat a banana.
Angela wants to eat a kiwi.
They sit and eat.
Now Tom wants to eat a kiwi,
and Angela wants to eat a banana.
They sit and eat.
Angela wants to clean. Tom wants to clean, too.
They clean the banana and they clean the kiwi.
They clean near the sea.
Now Angela wants to read. She sits and reads.
Tom sits, too, but Tom does not read. Tom dreams.
He sits and he dreams and he dreams.
=======
moment in time |
|
period of time |
|
Result |
|
Course / Duration |
|
Concentrate on little things
I like the people around me.
I like the joy, and this way joy comes back to me.
I like friendship, and this way my life is blessed,
And my days are full of smiles.
I don’t have to possess a thing to enjoy it all.
There is so much to gain
If I concentrate on littlr things,
And on ordinary little people.
There are so many surprises
And so many wonders to be discovered.
In all things there ia a memory of lost joy.
Being able to see this is the art of living.
I know, for sure, that it is impossible
If heaven has not come to me first.
Heaven must start on earth wherever people are friends
And where kindness is passed on with joy,
Form hand to hand.
But, of course, every sky has its clouds.
I am not always in the best of moods
And friendships becomes like dried prunes.
Still, that is not a problem to feel sad about.
Life is a compulsive adventure, with God and people,
In a world of give and take.
I want to be neither a hero nor a martyr.
But a funny little man, who gathers the forgotten flowers
And laughs at the big people of this world
Who sit on power and riches.
I like the people around me.
I like the joy, and this way my life is blessed,
and my days are full of smiles.
The present continuos tense: form
We make the present continuous tense with the verb ‘to be’ and the –ing form of the verb(the present participle).
Kohen e tashme te vazhduar e formojme me foljen ‘ to be’ dhe formen –ing te foljes (pjesoren e te tashmes)
Examples
I’m watching TV. She’s playing tennis. They’re having lunch.
I’m not watching TV. She isn’t playing tennis. They aren’t having lunch.
The present simple tense and the present continuous tense: use
We use the present simple tense to describe regular events or permanent states.We use the present continuous tense to say what is happening at the moment.
Ne perdorim kohen e tashme per te pershkruar ngjarje te rregullta ose gjendje te perhershme.
Ne perdorim kohen e tashme te vazhduar per te thene cfare po ndodh tani/ne momentin qe flasim.
Examples
I’m working late today. I usually work late on Wednesdays.
She’s singing a song now. She sings well.
Some verbs are not normally used in the continuous form even when they refer to the present moment. They are:
-Verbs of liking and disliking : like, love , prefer, hate, want, wish,need.
-verbs that describe a mental activity : think, imagine, believe,know, realize, mean, understand,remember,suppose ,feel , hope, see.
-verbs of appearance : be, seem, appear, look, sound, taste, smell, feel.
-verbs that describe a permanent state : belong to, contain, include, matter, owe, own.
Disa folje normalisht nuk perdoren ne kohen e tashme te vazhduar edhe kur ato I referohen momentit aktual. Ato jane:
-foljet e pelqimit dhe mospelqimit
-foljet qe pershkruajne nje veprimtari mendore
-fojlet e paraqitjes
-foljet qe pershkruajne gjendje te perhershme.
Tom and Angela are near the sea.
Tom is near Angela and Angela is near Tom.
The sea is near and the sea is big.
Tom wants to eat a banana.
Angela wants to eat a kiwi.
They sit and eat.
Now Tom wants to eat a kiwi,
and Angela wants to eat a banana.
They sit and eat.
Angela wants to clean. Tom wants to clean, too.
They clean the banana and they clean the kiwi.
They clean near the sea.
Now Angela wants to read. She sits and reads.
Tom sits, too, but Tom does not read. Tom dreams.
He sits and he dreams and he dreams.
Story 2, Focus Sound and Spelling: CH sound
Angela and Tom are near the sea.
They are at the beach. They are happy.
The beach is big. The beach is hot, too.
Angela likes the beach, and Tom likes the beach.
They play and they chat. They chat and they play.
They sit on a bench.
Angela and Tom eat lunch on the bench.
They eat lunch and they chat.
Tom eats a peach, and Angela eats a peach.
Angela eats a cherry, and Tom eats a cherry.
They eat lunch and chat on the bench at the beach.
Pepper the dog is at the beach, too.
Angela and Tom teach Pepper to sit on the bench.
Pepper sits on the bench.
Angela and Tom teach Pepper to catch the peach.
Angela and Tom teach Pepper to catch the cherry.
Pepper runs.
Pepper runs to catch the peach.
Pepper runs to catch the cherry.
Pepper eats the peach and Pepper eats the cherry.
Pepper is happy. Angela and Tom are happy.
Angela and Tom are near the sea.
They are at the beach. They are happy.
The beach is big. The beach is hot, too.
Angela likes the beach, and Tom likes the beach.
They play and they chat. They chat and they play.
They sit on a bench.
Angela and Tom eat lunch on the bench.
They eat lunch and they chat.
Tom eats a peach, and Angela eats a peach.
Angela eats a cherry, and Tom eats a cherry.
They eat lunch and chat on the bench at the beach.
Pepper the dog is at the beach, too.
Angela and Tom teach Pepper to sit on the bench.
Pepper sits on the bench.
Angela and Tom teach Pepper to catch the peach.
Angela and Tom teach Pepper to catch the cherry.
Pepper runs.
Pepper runs to catch the peach.
Pepper runs to catch the cherry.
Pepper eats the peach and Pepper eats the cherry.
Pepper is happy. Angela and Tom are happy.
Exercise:
Story 1 – Fill in the correct letters.
Tom and Angela are n__ __r the s__ __.
Tom is n__ __r Angela and Angela is n__ __r Tom.
The s__ __ is n__ __r and the s__ __ is b__g.
Tom wants to __ __t a banana.
Angela wants to __ __t a kiwi.
They s__t and __ __t.
Now Tom wants to __ __t a kiwi,
and Angela wants to __ __t a banana.
They s__t and __ __t.
Angela wants to cl__ __n. Tom wants to cl__ __n, too.
They cl__ __n the banana and they cl__ __n the kiwi.
They cl__ __n n__ __r the s__ __.
Now Angela wants to r__ __d. She s__ts and r__ __ds.
Tom s__ts, too, but Tom does not r__ __d. Tom dr__ __ms.
He s__ts and he dr__ __ms and he dr__ __ms.
Story 2 – Fill in the correct letters.
Angela and Tom are near the __ea.
They are at the bea__ __. They are happ__.
The bea__ __ is big. The bea__ __ is hot, too.
Angela likes the bea__ __, and Tom likes the bea__ __.
They play and they __ __at. They __ __at and they play.
The__ sit on a ben__ __.
Angela and Tom eat lun__ __ on the ben__ __.
They eat lun__ __ and they __ __at.
Tom eats a pea__ __, and Angela eats a pea__ __.
Angela eats a __ __erry, and Tom eats a __ __erry.
They eat lun__ __ and __ __at on the ben__ __ at the bea__ __.
Pepper the dog is at the bea__ __, too.
Angela and Tom tea__ __ Pepper to sit on the ben__ __.
Pepper sits on the ben__ __.Angela and Tom tea__ __ Pepper to cat__ __ the pea__ __.
Angela and Tom tea__ __ Pepper to cat__ __ the __ __erry.
Pepper runs.
Pepper runs to cat__ __ the pea__ __.
Pepper runs to cat__ __ the __ __erry.
Pepper eats the pea__ __ and Pepper eats the __ __erry.
Pepper is happ__. Angela and Tom are happy.
Story 1 – Fill in the correct letters.
Tom and Angela are n__ __r the s__ __.
Tom is n__ __r Angela and Angela is n__ __r Tom.
The s__ __ is n__ __r and the s__ __ is b__g.
Tom wants to __ __t a banana.
Angela wants to __ __t a kiwi.
They s__t and __ __t.
Now Tom wants to __ __t a kiwi,
and Angela wants to __ __t a banana.
They s__t and __ __t.
Angela wants to cl__ __n. Tom wants to cl__ __n, too.
They cl__ __n the banana and they cl__ __n the kiwi.
They cl__ __n n__ __r the s__ __.
Now Angela wants to r__ __d. She s__ts and r__ __ds.
Tom s__ts, too, but Tom does not r__ __d. Tom dr__ __ms.
He s__ts and he dr__ __ms and he dr__ __ms.
Story 2 – Fill in the correct letters.
Angela and Tom are near the __ea.
They are at the bea__ __. They are happ__.
The bea__ __ is big. The bea__ __ is hot, too.
Angela likes the bea__ __, and Tom likes the bea__ __.
They play and they __ __at. They __ __at and they play.
The__ sit on a ben__ __.
Angela and Tom eat lun__ __ on the ben__ __.
They eat lun__ __ and they __ __at.
Tom eats a pea__ __, and Angela eats a pea__ __.
Angela eats a __ __erry, and Tom eats a __ __erry.
They eat lun__ __ and __ __at on the ben__ __ at the bea__ __.
Pepper the dog is at the bea__ __, too.
Pepper sits on the ben__ __.
Angela and Tom tea__ __ Pepper to cat__ __ the pea__ __.
Angela and Tom tea__ __ Pepper to cat__ __ the __ __erry.
Pepper runs.
Pepper runs to cat__ __ the pea__ __.
Pepper runs to cat__ __ the __ __erry.
Pepper eats the pea__ __ and Pepper eats the __ __erry.
Pepper is happ__. Angela and Tom are happy.
GRAMMAR REFERENCE
The present simple tense: form
I You We They | like
play |
football |
He She (It) | likes
plays |
In the third person singular we add-s to the infinitive.
Ne veten e trete njejes ne i shtojme foles baze -s.
There are some exceptions.When the verb ends in -ss, -sh, -ch, or –o, we add es.
Por ka disa perjashtime. Kur folja mbaron me –ss, -sh, -ch, ose – o, ne i shtojme es.
Examples
miss misses, wash washes, catch catches, go goes.
When the verb ends in –y,we change the-y to –ies.
Kur fojla mbaron me –y, ne nderrojme –y ne – ies.
Examples
hurry hurries
Note also: have has
Gjithashtu vereni : have has
To make negatives we use:
Subject + don’t or doesn’t + infinitive.
Per formen mohore perdorim:
Kryefjale + don’t ose doesn’t + folja baze
Examples
I don’t live near here.
He doesn’t work in a bank.
Note: in negatives and questions we use the infinitive(‘live’ , ‘work’) of the verb.There is no –s on the end in the third person singular.
Vereni: ne fjalite mohore dhe pyetese ne perdorim formen baze te foljeve (‘jetoj’ , ‘punoj’). Nuk i shtojme foljes –s ne veten e trete njejes.
Examples
She doesn’t live here. NOT She doesn’t lives here.
Does he work here? NOT Does he works here?
The present continuos tense: form
We make the present continuous tense with the verb ‘to be’ and the –ing form of the verb(the present participle).
Kohen e tashme te vazhduar e formojme me foljen ‘ to be’ dhe formen –ing te foljes (pjesoren e te tashmes)
Examples
I’m watching TV. She’s playing tennis. They’re having lunch.
I’m not watching TV. She isn’t playing tennis. They aren’t having lunch.
The present simple tense and the present continuous tense: use
We use the present simple tense to describe regular events or permanent states.We use the present continuous tense to say what is happening at the moment.
Ne perdorim kohen e tashme per te pershkruar ngjarje te rregullta ose gjendje te perhershme.
Ne perdorim kohen e tashme te vazhduar per te thene cfare po ndodh tani/ne momentin qe flasim.
Examples
I’m working late today. I usually work late on Wednesdays.
She’s singing a song now. She sings well.
Some verbs are not normally used in the continuos form even when they refer to the present moment.They are:
-Verbs of liking and disliking : like, love , prefer, hate, want, wish,need.
-verbs that describe a mental activity : think, imagine, believe,know, realize, mean, understand,remember,suppose ,feel , hope, see.
-verbs of appearance : be, seem, appear, look, sound, taste, smell, feel.
-verbs that describe a permanent state : belong to, contain, include, matter, owe, own.
Disa folje normalisht nuk perdoren ne kohen e tashme te vazhduar edhe kur ato I referohen momentit aktual. Ato jane:
-foljet e pelqimit dhe mospelqimit
-foljet qe pershkruajne nje veprimtari mendore
-fojlet e paraqitjes
-foljet qe pershkruajne gjendje te perhershme.
1.4 Adverbs of frequency
Adverbs of frequency show how often something happens.
Ndajfoljet e frekuences tregojne se sa shpesh ndodh dicka.
Examples
never,sometimes,often,normally,usually,always
We put the adverb of frequency:
-after the verb ‘to be’.
-in front of a normal verb.
-between an auxiliary verb and a main verb.
Ne vendosim ndajfoljet e frekuences :
-pas foljes ‘jam’.
-para nje foljeje te zakonshme.
- midis nje foljeje ndihmese dhe nje foljeje kryesore.
Examples
She’s always late.
I often go to the cinema.
I don’t usually forget names.
The past simple tense : the verb ‘ to be’
I He She (It) | was was not wasn’t |
at home
here
ill |
last week.
yesterday. |
We You They | were were not weren’t |
To make questions we put ‘ was’ or ‘were’ in front of the subject.
Per te formuar formen pyetese vendosim ‘was’ ose ‘were’ perpara kryefjales.
Examples
‘Was she at home?’ ‘Yes, she was.’
‘Were you on holiday last week?’ ‘No, I wasn’t.’
The past simple tense: regular verbs
To make the past simple tense we add –ed to the infinitve. The past simple is the same for all persons.
Per te formuar kohen e kryer te thjeshte ne i shtojme foljes baze –ed. Koha e kryer e thjeshte eshte e njejte per te gjitha vetat.
Examples
Infinitive past simple
watch I watched televiosion last night.
happen It happened yesterday.
Spelling exceptions:
When the verb ends in –e, we add -d.
Perjashtime drejtshkrimore:
Kur folja mbaron me –e, ne i shtojme vetem –d.
Example
arrive arrived
When the verb ends in a short vowel and a single consonant, we double the consonant and add –ed.
Kur folja mbaron me nje zanore te shkurter dhe nje bashketingellore te vetme , ne e dyfishojme bashketingelloren dhe shtojme –ed.
Example
stop stopped
When the verb ends in -y, we change the –y to –ied.
Kur folja mbaron me –y, e ndryshojme – y ne –ied.
Example
carry carried
The past simple tense: irregular verbs
Many common verbs have an irregular past form. The irregular form is the same for all persons.
Shume folje te zakonshme kane nje forme te crregult ne te shkuaren. Forma e crregult eshte njesoj per te gjitha vetat.
Examples
infinitive past simple
come I came home late.
go We went out last night.
Negatives, questions and short answers are the same for all persons and for all verbs except the verb ‘to be’.
Forma negative, pyetese dhe pergjigjet e shkurtra jane njesoj per te gjitha vetat dhe per te gjitha foljet pervec foljes ‘ jam’.
To make negatives we use:
subject + didn’t +infinitve
Per te formuar formen mohore ne perdorim:
Kryefjale + didn’t + folja baze
Example
I didn’t go to the dance.
To make questions we use:
did + subject + infinitive
Per te formuar formen pyetese ne perdorim:
did + kryefjale + folja baze
Example
‘Did you have a good time?’ ‘Yes,we did.’
Note: In negatives and questions we use the infinitive form of the verb.
Vereni: Ne mohore dhe ne pyetese ne perdorim formen baze te foljeve.
Example
Did you go to the party? NOT Did you went to the party?
The present perfect tense : form
We make the present perfect tense with the verb ‘have/has’ and the past participle of the verb.
Ne e formojne kohen e kryer me foljen ‘ kam/ka’ dhe pjesoren e foljes.
I You We They | have ‘ve have not haven’t |
lived in Slovenia.
written a book.
had lunch.
been to the USA. |
He She (It) | has ‘s has not hasn’t |
To form regular past participle, we add –ed to the infinitive.
Per te formuar pjesoren e rregullt , ne i shtojme foljes baze –ed.
Examples
work worked
play played
Many common verbs have an irregular past participle .
Shume folje te zakonshme kane nje pjesore te crregullt.
Examples
go gone
write written
Note:after words ending in /s/, /z/, /tʃ/, /ʃ /, /ʤ/, we do not normally use the short form of ‘has’. We use the full form.In speech this is reduced to /(h)əz/.
Vereni: pas fjaleve qe mbarojne me /s/, /z/, /tʃ/, /ʃ /, /ʤ/, ne zakonisht nuk perdorim formen e shkurter te ‘has’. Perdorim formen e plote te saj. Ne te folur kjo eshte reduktuar me /(h)əz/.
To make questions in the present perfect we use:
have/has + subject + past participle
Per te bere pyetje ne kohen e kryer perdorim:
kam/ka + kryefjale+ pjesore
Examples
‘Have you read this book?’ ‘Yes, I have.’
‘Has he left yet?’ ‘No he hasn’t.’
The present perfect tense : use
The present perfect links the past with the present. We use it in three ways:
Koha e kryer lidh te tashmen me te shkuaren. Ne e perdorim ate ne tre menyra:
-when we are interested in the present result of a past action.
- kur jemi te interesuar ne rezultatin actual ten je veprimi ne te shkuaren.
Example
She’s gone to the shops.(She’s at the shops now.)
-when the activity started in the past and still continues in the present. Note: we do not use the present tense in this context
-kur veprimi filloi ne te shkuaren dhe vazhdon ende ne te tashmen. Vereni: ne nuk e perdorim te tashmen ne kete kontekst.
Example
I’ve worked here for five years.( And I still work here now.)
NOT I work here for five years. or I am working here for five years.
-when we are referring to a time frame that comes up to the presnt.
-kur i referohemi nje harku kohor qe vjen deri ne te tashmen.
Examples
I’ve been to London three times. (Up till now I’ve been there three times.)
Have you seen Sue today? (We are still in the time frame of ‘today’.)
Note: when there is a past time reference (e.g. in 1993, two days ago,last week), we must use the past simple tense, not the present perfect.
Vereni: kur ka nje referencte te kohes te kaluar (shmb. ne vitin 1993, dy dite me pare, javen e kaluar) , ne duhet te perdorim kohen e kryer te thjeshte , jo kohen e kryer.
I You We They | have ‘ve have not haven’t |
been | playing football
writing book
waiting for an hour
working in USA. |
He She (It) | has ‘s has not hasn’t |
2.1 The present perfect continuos tense: form and use
To make questions we put ‘have’ or ‘has’ in front of the
subject.
Per te bere pyetje ne vendosim ‘kam’ ose ‘ka’ perpara
kryefjales.
Examples
What have you been doing?
Have you been waiting long?
We use the present perfect continuous when we want to:
-describe an activity that takes a long time.
-emphasize the length of time that an activity has taken.
Ne e perdorim kohen e kryer te vazhduar kur ne duam te:
-pershkruajme nje veprim qe kerkon shume kohe.
-theksojme kohezgjatjen qe ka marre nje veprim.
Examples
‘What have you been doing?’ ‘ I’ve been painting my room.’
‘You’re late.’ ‘ I ‘ve been waiting for an hour.’
With the verbs ‘live’ and ‘work’ we can normally use either the present perfect simple or the present perfect continuous.
Me foljet ‘jetoj’ dhe ‘punoj’ normalisht mund te perdorim ose kohen e kryer ose kohen e kryer te vazhduar.
Examples
Have you worked here long?
Have you been working here long?
2.2 The past continuous tense: form
I He She (It) | was was not wasn’t |
going to school
having a drink
sitting in the garden. |
We You They | were were not weren’t |
To make questions we put ‘was’ or ‘were’ in front of the subject.
Per te bere pyetje vendosim ‘was’ ose ‘were’ perpara kryefjales.
Examples
‘Was she talking to John?’ ‘Yes,she was.’
‘Were you sitting in the garden?’ ‘No, we weren’t.’
2.3 The past continuous tense: use
The past continuous tense describes a continuous or incomplete activity in the past.
Koha e shkuar e vazhduar pershkruan nje veprim te vazhdueshem ose te paperfunduar ne te shkuaren.
We often use it with the past simple tense. The past continuous sets the scene.The past simple says what happened. The clauses are usually joined by ‘while’ , ‘as’ or ‘ when’.
Zakonisht e perdorim me kohen e kryer te thjeshte. Koha e shkuar e vazhduar vendosvendngjarjen. Koha e kryer e thjeshte tregon cfare ndodhi. Pjeset e fjalise zakonisht bashkohen me ‘derisa’, ‘ndersa’ ose ‘kur’.
Examples
While he was cooking,the kitchen caught fire.
As we were going to school,we saw Mary.
Compare these two sentences: Krahasoni keto dy fjali:
While he was cooking,the kitchen caught fire.
When the kitchen caught fire,he ran out of the house.
The first sentence has a past continuous tense to set the scene and a past simple tense to say what happened.
Fjalia e pare ka nje kohe te shkuar te vazhduar per te vendosur vendngjarjen dhe nje kohe te kryer te thjeshte per te thene cfare ndodhi.
The second sentence has two past simple tenses.One action happened after the other.
Fjalia e dyte ka dy kohe te kryera the thjeshta.Nje veprim ndodhi pas tjetrit.
2.4 The past perfect tense: form
We make the past perfect tense with ‘had/hadn’t’ and the past participle.
I He She (It) We You They |
had ‘d had not hadn’t
|
|
Ne e formojme kohen e kryer te plote me ‘had/hadn’t’ dhe pjesoren.
To make questions we use: Per te formuar fjalite pyetese perdorim:
had + subject + past participle kisha +kryefjale +pjesore
Example
How long had they been here?
2.5 The past perfect tense: use
The past perfect describes an event that occurred before another event in the past.
Koha e kryer e plote pershkruan nje ngjarje qe ka ndodhur perpara nje ngjarjeje tjeter ne te shkuaren.
Examples
How long had they been here?
2.6 The future simple tense (‘will’): form and use
To make the future simple tense we put ‘will’ (‘ll) in front of the infinitve.To make negatives we use ‘will not’ (won’t).
Per te formuar kohen e ardhme vendosim ‘do te’ perpara foljes baze. Per te formuar fjalite mohore perdorim ‘nuk do te’.
Examples
I’ll be there soon.
We won’t stay long.
We use the future with ‘will’ to make predictions or general statements about the future.
Ne e perdorim te ardhmen me ‘do te’ per te bere parashikime ose deklarata te pergjithshme rreth te ardhmes.
Examples
I won’t be here next week.
We’ll need some more money.
The weather will be fine.
2.7 First conditional (‘if’ clauses 1)
We also use the future simple in first conditionals.First conditionals predict the effects of a real or probable action or event.
Gjithashtu e perdorim kohen e ardhme ne fjalite kushtore te tipit te pare.Fjalite kushtore te tipit te pare parashikojne efektet e nje veprimi apo ngjarjeje reale ose te mundshme.
Examples
If you’re late, we’ll miss the plane.
We won’t go , if we haven’t got any money.
We use the present simple tense in the ‘if’ clause and the future simple in the main clause.
Ne perdorim kohen e tashme ne pjesen e nenrenditur dhe kohen e ardhme ne pjesen kryesore te fjalise.
2.8 ‘going to’ : form and use
I | am ‘m am not ‘m not |
going to |
watch a video.
have dinner.
clean the car.
play tennis. |
He She (It) | is ‘s is not isn’t | ||
We You They | are ‘re are not |
[Text Wrapping Break]To make questions with ‘goint to’ , we put the verb ‘ to be’ in front of the subject.
Per te formuar fjalite pyetese me ‘going to’ (‘kam ndermend’), vendosim foljen ‘jam’ perpara kryefjales.
Examples
What am I going to do?
Are you going to wash up?
‘Going to’ is the define future. It means that you have decided to do something or that something will definitely happen.
‘Going to’(‘Kam ndermend’) eshte e ardhmja e percaktuar. Kjo do te thote se ti ke vendosur te besh dicka ose qe dicka do te ndodhe me patjeter.
Examples
Kim’s going to buy a car.
It’s going to be warm today.
2.9 The present continuous with future meaning
We use the present continuous to talk about arrangements in the future.There is normally a future time expression.
Ne e perdorim kohen e tashme te vazhduar per te folur rreth pergatitjeve ne te ardhmen.Zakonisht ka nje shprehje kohore te te ardhmes.
Examples
I’m going away at the weekend.
We’re meeting at four o’clock.
3.1 Reduced relative clauses
In a relative clause we can sometimes leave out the relative pronoun.
Ne nje fjali lidhore ndonjehere ne mund ta leme jashte peremrin lidhor.
Examples
That’s the guitar that Terry bought.
That’s the guitar Terry bought.
We can only do this if the relative pronoun is the object of the clause.So we mus say:
Kete mund ta bejme vetem nese peremri lidhor eshte kundrinori i fjalise.Keshtu qe duhet te themi:
This is the shop that sells guitars.
3.2 Gerunds
A gerund is the –ing form of a verb.We use it as a noun.We use gerunds as subjects or gerunds.
Nje emer prejfoljor eshte forma -ing e nje foljeje. E perdorim si nje emer. Emrat prejfoljor i perdorim si kryefjale dhe kundrinore.
Examples
Skiing is my favourite sport.
I like dancing.
To make gerunds we add –ing to the infinitive.
Per te formuar emrat prejfoljore i shtojme foljes baze –ing.
For verbs that ends in –e , we remove the –e and add – ing.For verbs with a short vowel and only one consonant,we double the consonant and add –ing.
Per foljet qe mbarojne me –e,e heqim –e dhe ju shtojme –ing. Per foljet me nje zanore te shkurter dhe vetem nje bashketingellore,dyfishojme bashketingelloren dhe me pas i shtojme –ing.
Examples
eat eating
drive driving
run running
3.3 The passive voice : form
We make the passive voice with the verb ‘to be’ and a past participle.
Ne e formojme formen joveprore me foljen ‘jam’ dhe pjesoren.
Example
All our cars are tested.
We can use the passive voice in any tense.To make different tense we change the verb ‘ to be’.
Mund ta perdorim formen joveprore ne cdo kohe. Per te formuar kohet e ndryshme ndryshojme foljen ‘ jam’.
Examples
past: The car was invented in 1885.
present perfect: A new road has been built.
present: Millions of new cars are made every year.
future: The car will be scrapped.
To make the negative of the passive voice , we use the negative of the verb ‘ to be’.
Per te formuar fjalite mohore te forms joveprore , perdorim mohoren e foljes ‘ jam’.
Examples
A sticker wasn’t put on the windscreen.
The car hasn’t been towed away.
New roads aren’t needed.
The tyres won’t be recycled.
To make qyestions, we use the normal question form of the verb ‘ to be’ in each tense.
Per te formuar fjalite pyetese , perdorim formen e zakonshme te foljes ‘jam’ ne cdo kohe.
Examples
Was a sticker put on the windscreen?
Has the car been towed away?
Are new roads needed?
Will the tyres be recycled?
We can use the passive voice with a modal verb.We use this structure:
Ne mund ta perdorim formen joveprore me nje folje modale. Perdorim kete strukture:
modal verb + be + past participle.
Examples
Cars musn’t be parked here.
Glass can be recycled.
3.4 The passive voice : use
We use the passive voice when the action is more important than who or what did it.
Formen joveprore e perdorim kur veprimi eshte me i rendesishem se kush ose cfare e beri ate.
Examples
The car has been tested by a mechanic.
A new road will be built.
If we want to show who or what does the action, we use ‘by’.
Nese duam te tregojme kush ose cfare e beri veprimin , perdorim ‘by’ (‘nga/prej’).
Examples
The car has been tested by a mechanic. A new road will be built by the government.
3.5 ‘used to’
We use ‘used to’ to talk about things that someone did in the past but doesn’t do any longer. It is the same for all subjects.
“Used to’ e perdorim per te folur rreth gjerave qe dikush ka bere ne te shkuaren por nuk i ben me. Eshte e njejte per te gjitha kryefjalet.
Examples
I used to live in London. (But I don’t now.)
She used to smoke. (But she doesn’t now.)
To make questions we use: Per te formuar fjalite pyetese perdorim:
did + subject + use to
Examples
Where did you use to live?
Did she use to smoke?
3.6 Question tags : form
When the statement is positive the tag is negative.When the statement is negative the tag is positive.
Kur deklarata eshte positive pyetja eshte negative. Kur deklarata eshte negative pyetja eshte positive.
Examples
You’re 17 , aren’t you?
You aren’t 17 yet,are you?
With the verb ‘ to be’ we form the tag with the verb and the subject.
Me foljen ‘jam’ formojme pyetjen me foljen dhe kryefjalen.
Example
It isn’t very warm , is it?
When a verb has an auxiliary , we form the tag from the auxiliary and the subject.
Kur folja eshte ndihmese , pyetjen e formojme nga folja ndihmese dhe kryefjala.
Examples
You can speak French , can’t you?
It desn’t matter , does it?
You,ve been to Lisbon , haven’t you?
When the verb hasn’t got an auxiliary , we form the tag from the auxilary that we would normally use for making questions in the tense.
Kur folja nuk eshte ndihmese , pyetjen e formojme nga ndihmesja qe mund ta perdorim zakonisht per te bere pyetje ne kohet.
Examples
He left yesterday , didn’t he?
You like heavy metal, don’t you?
When the subject of the statement is a noun, we replace it with a pronoun in the tag.
Kur kryefjala e deklarates eshte emer , ne pyetje e zevendesojme ate me nje peremer.
Examples
Andrea’s from Argentina, isn’t she?
Dan and Rosy are the students , aren’t they?
When we write a question tag it is separated from the statement by a comma(,) and is followed by a question mark (?)
Kur shkruajme nje pyetje ajo eshte e ndare nga deklarata nga nje presje (,) dhe ndiqet nga nje pikepyetje(?)
3.7 Question tags: use
A question tag turns a statement into a question. We usually use a question tag when we are fairly sure of the answer.It is less direct than an ordinary.
Nje ‘question tag’ e kthen deklaraten ne nje pyetje.Zakonisht i perdorim kur ne jemi mjaft te sigurt per pergjigjen. Eshte me pak e drejtperdrejte se nje e zakonshme.
We can use a falling intonation or rising intonation on the tag. Falling intonation means that we except the person to agree with the statement. Rising intonation is less certain. We use it to check something.
Mund te perdorim nje intonacion ne zbritje dhe ne ngjitje ne pyetje. Intonacioni ne zbritje do te thote se ne e presim qe personi te jete dakord me deklaraten.Intonacioni ne ngjitje eshte me pak i sigurt. E perdorim per te kontrrolluar dicka.
3.8 (not) want someone to …
When someone wants (or doesn’t want) another person to do something , we use this structure:
Kur dikush do (ose nuk do) qe dikush tjeter te beje dicka , perdorim kete strukture:
want+ object+ to +verb
Examples
We wanted them to stay.
Vince didn’t want Kim to leave.
3.9 Numbers
We say decimal numbers like this:
Numrat dhjetore i themi ne kete menyre:
2.72 : two point sven five
To make fractions we use ordinal numbers.
Per te formuar thyesat perdorim numrat rendore.
Example
2/3 : two thirds , 1/10 : one tenth
We say percentages like this :
Perqindjet i themi ne kete menyre:
80% : eighty per cent.
After percentages and fractions we use ‘ of’ except after ‘half’.
Pas perqindjeve dhe thyesave perdorim ‘e’ pervec pas ‘gjysmes
Examples
two-thirds of the population ; sixty per cent of the country
But: half the people
In large numbers we put ‘and’ before any number less than a hundred.
Per numrat e medhenj vendosim ‘dhe’ perpara cilitdo numer me te vogel se njeqind.
Word like ‘billion’ , ‘million’, ‘thousand’ and ‘hundred’ are always singular.
Fjalet si ‘bilion’ , ‘milion’ , ‘mije’ , dhe ‘njeqind’ jane gjithmone ne njejes.
In figures we separate hundreds, thousands and millions with commas.
Ne shifra i ndajme qindrat , mijerat dhe milionat me presje.
Examples
345: three hundred and forty-five
8,050 : eight thousand and fifty
670,000,000 : six hundred and seventy million
4.1 Second conditionals (‘if’ clauses 2 )
In second conditionals we use the conditional form (’would’) in the main clause and the past tense in the ‘if’ clause . Note: we do not use ‘would’ in the ‘if’ clause.
Ne fjalite kushtore te tipit te dyte perdorim formen kushtore (do te) ne pjesen kryesore dhe kohen e shkuar ne pjesen e nenrenditur. Vereni: num e perdorim ‘would’(do te) ne pjesen e nerenditur.
Example
If we had more money , we’d buy a new car.
NOT If we would have more money, we’d buy a car.
Second conditionals describe unreal , unlikely or imaginary situations.
Fjalite kushtore te tipit te dyte pershkruajne situata jo te verteta , te papelqyeshme ose imagjinare.
Examples
What would you do if you won the lottery?
If I went to another planet , I’d miss my friends.
4.2 Reported speech
In reported speech we report what somebody says. The pronouns and possessive adjectives change,because a different person is now speking. We normally introduce reported speech with ‘that’.
Ne ligjeraten e zhdrejte raportojme se cfare ka thene dikush. Peremrat dhe mbiemrat pronore ndryshojne, sepse nje person tjeter eshte duke folur tani. Zakonisht ligjeraten e drejte e paraqesim me ‘se’.
Examples
direct speech : ligjerata e drejte :(Terry is talking ) I like travelling.
reported speech: ligjerata e zhdrejte: (Kim is talking) Terry says that he likes travelling.
When we report something with a past tense verb (‘said’ or ‘told’) , some of the tenses of the verb also change.
Kur raportojme dicka me nje folje ne kohen e shkuar (tha) , disa nga kohet e foljes gjithashu ndryshojne.
direct speech reported speech
present perfect past perfect
past simple past perfect
present simple past simple
present continuous past continuous
future simple conditional
The past perfect and the conditional tenses do not change.
Koha e kryer e plote dhe fjalite kushtore nuk ndryshojne.
Examples
Direct speech Reported speech
Frank: I’ve seen that film. Frank said that he had seen that film.
Jane: We had a great holiday Jane said that they had had a great holiday.
Barry: I don’t feel well. Barry said that he didn’t feel well.
Kate: I’m going away. Kate said that she was going away.
Dan: I’ll be there by six. Dan said that he would be there by six.
Rosy: I would like a pizza. Rosy said that she would like a pizza.
Peter: I had never been there before. Peter said that he had never been there before.
4.3 ‘say’ and ‘tell’
We ‘say’ something. We ‘tell’ somebody.
Ne ‘ themi’ dicka. Ne i ‘themi/tregojme’ dikujt.
4.4 Reported speech questions
When we report questions, we make the following changes:
Kur raportojme pyetje , ndjekim keto ndryshime:
-the tense and pronouns change as for statement.
-koha dhe peremrat ndryshojne si per pohim.
-the word order changes to a statement word order .
-rendi i fjaleve ndryshon ne nje renditje fjalesh te deklaratave.
- verbs have a statement form.
-foljet kane nje forme deklarate.
There is no question mark at the end of a reported question.
Ne fund te pyetjeve te ligjerates se zhdrejte nuk ka shenje pikepyetjeje.
With ‘yes/no’ questions, the reported question start with ‘whether’ or ‘if’.
Me pyetjet qe marrin pergjigje ‘po/jo’ ,pyetjet e ligjerates se zhdrejte fillojne me ‘nese’.
Examples
“Where does Kim work?” Andrea asked Vince where Kim worked.
“Have you seen Kim?” Dan asked Rosy whether she had seen Kim.
4.5 Reported speech : commands and requests.
To report a command or a request we use the following structure. We use ‘tell’ for commands and ‘ask’ for requests :
Per te raportuar nje komande ose nje kerkese perdorim strukturen e meposhtme. Perdorim ‘them’ per komandat dhe ‘kerkoj/pyes’ per kerkesat:
told/asked + person + (not) to + verb
If the person is a pronoun we use an object pronoun (‘me’ , ‘him/her’ , ‘it’ , ‘us’, ‘you’ , ‘them’).
Nese personi eshte nje peremer perdorim nje peremer kundrinor .
Examples
“Be careful.” Sir Walter told Digby to be careful.
“Please look after Isabel” . He asked him to look after Isabel.
“Don’t tell Spencer anything.” He told them not to tell Spencer anything.
4.6 Reflexive pronouns
These are the reflexive pronouns:
Keta jane peremrat vetvetore:
singular (njejes) plural (shumes)
myself ourselves
yourself yourselves
himself themselves
herself
itself
We use reflexive pronouns in two ways.
Ne i perdorim peremrat vetvetore ne dy menyra.
-when the object is the same as the subject.
-kur kundrinori eshte njesoj si kryefjala.
-for emphasis.
-per theksim.
Examples
We don’t go to the movies to see ourselves.
And do you like these superhero films yourself?
4.7 Agreeing and disagreeing
To agree with a positive statement we use:
Per te rene dakord me nje deklarate positive perdorim:
So+ auxiliary verb + subject.
To agree with a negative statement we use:
Per te rene dakord me nje deklarate negative perdorim:
Nor + auxiliary verb + subject
To disagree with a positive statement we use:
Per te mos rene dakord me nje deklarate negative perdorim:
Oh ,I + negative auxilary verb.
To disagree with a negative statement we use:
Per te mos rene dakord me nje deklarate negative perdorim:
Oh, I + positive auxiliary verb.
With the verb ‘to be’ or if the verb already has an auxiliary , we use that.
Me foljen ‘jam’ ose nese folja tashme ka nje ndihmese , ne e perdorim ate.
If the verb hasn’t got an auxiliary , we use the auxilary that we would normally use for a question in that tense.
Nese folja nuk ka nje ndihmese , ne perdorim ndihmesen qe zakonisht e perdorim per nje pyetje ne po ate kohe.
Examples
“He’s from London.” “So am I”. “Oh, I’m not”.
“I haven’t bought any records lately.” “Nor have I”.
“Oh , I have.”
“I like spaghetti.” “So do I.” “Oh, I don’t.”
4.8 Present participles
Present participles (-ing form) are used in several differen ways.
Pjesoret e te tashmes (forma – ing) jane perdorur ne shume menyra te ndryshme.
-to describe what is(or was) happening.
-te pershkruash se cfare eshte (ose ishte) duke ndodhur.
Examples
There’s someone coming.
There were two people crossing the road.
-to describe what someone can sense (‘see’ , ‘hear’ , ‘feel’ , ‘watch’ , ‘smell’ , ‘notice’ , etc.)
-te pershkruash se cfare mund te ndjeje dikush( ‘shoh’ , ‘degjoj’ , ‘ndjej’ , ‘shikoj’ , ‘nuhas’, ‘verej’ ,etj.)
Examples
I heard someone crying.
We saw two people playing tennis.
I can smell something burning.
-with ‘start’ , ‘stop’ , ‘and ‘continue’.
-me ‘filloj’ , ‘mbaroj’ dhe ‘ vazhdoj’.
Examples
They have stopped smoking.
The band has already started playing.
They continued arguing for hours.
-to describe how something is done.
-te pershkruash se si dicka eshte bere.
Example
She changed her hair by dyeing it.
-to say what you want.
-te thuash se cfare deshiron.
Example
He wants his car cleaning.
4.9 Participles as adjectives
The participles of some verbs can be used as adjectives . We can use both the present participle and the past participle but they have different meanings.
Pjesoret e disa foljeve mund te perdoren si mbiemra. Mund te perdorim te dyja ,
edhe pjesoren e se tashmes dhe te se shkuares por ato kane kuptime te ndryshme.
present participle past participle
boring bored
interesting interested
exciting excited
amazing amazed
The present participle has an active meaning. The past participle has a passive meaning.
Pjesorja e se tashmes ka kuptim veprues. Pjesorja e se shkuares ka kuptim pasiv.
Examples
He is amazing . (He amazes people.)
He is amazed. (Something is amazing him.)
5.1 ‘should/shouldn’t have’
If we want to express regret , we use:
Nese duam te shprehim keqardhje , perdorim:
should/shouldn’t + have + past participle
Examples
Terry shouldn’t have told Vince about the agent.
He should have waited till later.
The structure is the same for all persons.
I He She (It) We You They |
Should
Shouldn’t |
have |
gone away
told him.
get up late. |
We can also use this structure in the countinios form:
Gjithashtu kete structure mund ta perdorim edhe ne formen e vazhduar:
should/shouldn’t + have been + present participles
Examples
Kim shouldn’t have been driving so fast. She should have been paying more attention.
5.2 Unfulfilled conditions (‘if’ clause 3)
When we want to express regret we can talk about a condition that didn’t actually happen.
Kur duam te shprehim keqardhje mund te flasim rreth nje gjendje qe nuk ka ndodhur ne te vertete.
This is called an unfulfilled condition. We use the following structure:
Ky quhet kusht i paplotesuar. Ndjekim strukturen e meposhtme:
If + past perfect (continuous) + conditional perfect or conditional perfect+ if +past perfect(continuous).
Examples
If Vince had told the truth , Kim wouldn’t have been so angry.
If Kim hadn’t been driving so fast , she wouldn’t have had an accident.
or
Kim woudn’t have been so angry if Vince had told the truth.
Kim wouldn’t have had an accident if she hadn’t been driving so fast.
The conditional perfect is the same for all persons.
I He She (It) We You They |
would
wouldn’t |
have |
had an accident.
been sick
got the sack. |
5.3 have something done
If we want to show that a job was done by someone else , we use:
Nese duam te tregojme se nje pune ishte bere nga dikush tjeter , perdorim:
have + object + past participle
Examples
I painted my room. (This means that the room was painted and I did it myself.)
I had my room painted.(This means that the room was painted but I didn’t do it myself.Someone else did it for me.)
5.4 ‘make’ / ‘get’ / ‘let’
‘Make ‘ , ‘get’ and ‘let’ show that one person has influenced another person’s behavior.
‘Detyroj’ ‘kerkoj’ dhe ‘lejoj’ tregojne se nje person ka ndikuar ne sjelljen e nje personi tjeter.
‘Make’ means that one person forces another person to do something that they probably don’t want to do.
‘Detyroj’ do te thote se nje person detyron nje tjeter te beje dicka qe ndoshta ata nuk duan ta bejne.
Example
The judge made tha man pay a fine.
‘Get to’ means that one person persuades (or ask) another person to do something.
‘Kerkoj te’ do te thote se nje person bind (ose kerkon) nje personi tjeter te beje dicka.
Example
The man go the assistant to hold the door open.
‘Let’ means that one person allows another person to do something.
‘Lejoj/lë’ do te thote se nje person lejon nje tjeter te beje dicka.
Example
John’s father lets him drive the car.
5.5 ‘ to hospital / to the hospital’
We can use the names of places , such as prison , hospital , school , church , university , court , without a definite article (‘the’) or with a definite article . But the meaning is different.
Ne mund te perdorim emrat e vendeve si burg, spital, shkolle, kishe, universitet , gjykate , me ose pa nje nyje shquese. Por kuptimi eshte ndryshe.
When you mean the function of the place , there is no article.
Kur nenkupton funksionin e vendit , nuk perdoret nyje shquese.
Examples
You go to hospital when you are ill.
The bank robbers are in prison now.
When you mean the building , there is an article.
Kur nenkuptoni ndertesen , perdoret nyja shquese.
Examples
We went to the hospital to visit our friends.
There was a fire in the prison.
5.6 Direct and indirect object
In the example sentence below the direct object shows us what was sent. The indirect object shows us who it was sent to.
Ne shembullin e fjalise te meposhtme kundrinori i drejte na tregon se cfare u dergua . Kundrinori i zhdrejte na tregon kujt ju dergua.
Example
subject verb direct object indirect object
The agent sent a contract to Rosy.
We can show an indirect object in two ways:
Ne mund te tregojme nje kundrinor te zhdrejte ne dy menyra:
-we put ‘ to’ in front of the indirect object and put it after the direct object.
-vendosim ‘to’ perpara kundrinorit te zhdrejte dhe e vendosim ate pas kundrinorit te drejte.
-we put the indirect object in front of the direct object without ‘to’. We normally don’t do this when the direct object is a pronoun.
- vendosim kundrinorin e zhdrejte perpara kundrinorit te drejte dhe nuk vendosim ‘ to’ . Zakonisht nuk veprojme keshtu kur kundrinori i drejte eshte peremer.
Examples
Rosy wrote a letter to the agent.
But she din’t send it to him straightaway.
First she showed it to the others.
She showed the leter to them on Saturday.
Rosy wrote the agent a letter.
But she didn’t send him it straightaway.
(First she showed the others it.)
She showed them the letter on Saturday.
5.7 Passive with an indirect subject
When there is both an indirect and a direct object, it is normally the indirect object that becomes the subject of a passive sentence , like this.
Kur ne nje fjali ndodhen ted y edhe kundrinori i drejte edhe ai i zhdrejte, zakonisht kundrinori i zhdrejte behet kryefjala e nje fjalie ne formen joveprore , si kjo.
Example
Active: The shop offered John a job.
Passive: John was offered a job by the shop.
NOT A job was offered to John by the shop.
5.8 ‘one/ones’
‘One’ is used to replace a noun. We usually do this so that we don’t have to repeat a noun , or if it is abvious from the context what we are referring to.
‘Njera/ajo’ perdoret per te zevendesuar nje emer . Zakonisht e bejme kete kur nuk duam te perserisim nje emer , ose nese eshte e qarte nga konteksti asaj qe po i referohemi.
We use ‘ones’ to replace a plural noun.
‘Ato’ e perdorim per te zevendesuar nje emer ne shumes.
Examples
“Which is your car?” “It’s the blue one.”
“Do you like these shoes?” “I prefer the ones over there.”
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paf26.02.2022
Koha e shkuar e foljeve
Ø Koha e shkuar e anglishtes perkon me kohen e pakryer dhe te kryeren e thjeshte te shqipes. Koha e shkuar shpesh perdoret per te perkthyer te kryeren e thjeshte te shqipes kur ajo tregon nje veprim plotesisht te perfunduar, veprim qe nuk ka asnje lidhje me te tashmen.
ZGJEDHIMI I FOLJES TO BE NE KOHEN E SHKUAR.
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
Ø Folje te rregullta quhen ato folje, te cilat formojne kohen e shkuar duke i shtuar paskajores ose temes se foljes mbaresen ed. P.sh.:
· E shkuara eshte e pandryshueshme per te gjitha vetat, si per njejesin ashtu dhe per shumesin.
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
· Me poshte do te paraqesim kohen e shkuar te disa foljeve te regullta:
(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
· Te rregullta jane edhe tri foljet qe dalin per here te pare ne kete mesim:
Shenim per kohen e shkuar:
v Ne foljet qe vijojne dhe ne foljet e tjera te ngjashme me keto, zanorja e shqiptohet /i/, si tek keto folje: to want-wanted, to wait-waited, to rest-rested, to start-started, sepse ajo paraprihet nga bashketingellorja t. Ajo lexohet gjithashtu /i/ tek folja to end-ended, to defend-defended, to need-needed etj.
v Mbaresa ed, lexohet /t/ kur rrenja apo tema e foljes mbaron me ch, sh, f, k, p,ss,x, si p.sh., tek foljet qe vijojne: to reach-reached,to wash-washed, to ask-asked, to help-helped, to miss-missed, to fix-fixed etj, pra kur folja mbaron me bashketingellore te pazeshme.
v Kjo mbarese lexohet /d/ ne rastet kur folja mbaron me zanore dhe me bashketingellore te zeshme, pervec bashketingellores d, si p.sh. tek foljet: to call-called, to stay-stayed, to suffer-suffered, to aim-aimed etj.
v Ato folje te cilat mbarojne vetem me nje bashketingellore te paraprire nga nje zanore e shkurter mbi te cilen bie theksi, e dyfishojne kete bashketingellore perpara se ato te marrin mbaresen ed te se shkuares. Eshte i njejti rregull qe vepron per pjesoren e tashme. Si p.sh.: to stop-stopped, to drop-dropped.
v Foljet qe mbarojne me y e shnderrojne kete y ne i, ne qofte se kjo y paraprihet nga nje bashketingellore, por perkundrazi e ruajne ate kur paraprihet nga nje zanore, sip.sh.: to try-tried; to hurry-hurried, kur y paraprihet nga nje bashketingellore dhe to enjoy-enjoyed, to play-played, kur y paraprihet nga nje zanore. ( per rregullen per formimin e vetes se trete njejes koha e tashme shiko mesimin 13)
v Ne qofte se nje folje mbaron me zanoren e, koha e shkuar formohet duke shtuar vetem bashketingelloren d. p.sh.: to decide-decided, to move-moved, to like-liked, to dance-danced, to promise-promised, to cure-cured.
v Pervec rastit te shpjeguar ne piken e pare, zanorja e ne kohen e shkuar te foljeve nuk lexohet kurre.
FORMA PYETESE DHE MOHORE NE KOHEN E SHKUAR
Ø Edhe per kohen e shkuar vlejne po ato rregulla te pergjithshme te dhena per kohen e tashme. Pra, per foljet ndihmese, ndertimet pyetese dhe mohore jane si ato te kohes se tashme, me dallimin per te patur kujdes zevendesimin e trajtave to be (am, is dhe are), me was ( per numrin njejes) dhe are me were ( per numrin shumes). Si p.sh.:
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?
Ø Shkurtimet per was dhe were gjate perdorimit ne ndertimet mohore jane: wasn’t /wɔzn’t/ dhe weren’t /w ə:nt/.
Ø Per te gjitha foljet e tjera, ndertimet ne mohore dhe pyetese, behen si ne kohen e tashme duke zevendesuar do ose does me did dhe duke mbajtur mend mire se did eshte e njejte per te gjitha vetat, si per njejesin ashtu dhe per shumesin.
Ø Kujtojme se eshte folja ndihmese to do ajo qe zgjedhohet ne kohen e shkuar dhe jo vete folja perkatese, e cila ruan trajten e paskajores, pa pjesezen to, si psh.:
I did not cook. Did I cook?
Zgjedhimi i foljes (to) help ne kohen e shkuar, forma pyetese.
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?
Zgjedhimi i foljes (to) help ne kohen e shkuar, forma mohore.
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
Bashkebisedim:
Robert: Did you enjoy your day in Oxford yesterday?
Shpjegime:
· Did you enjoy your day in Oxford? A u kenaqet ne Oksford? Si e kaluat diten ne Oksford?
Thenie dhe frazeologji:
o They were all ready at seven o’clock. Ata te gjithe ishin gati ne oren 7.
Shenim:
v Rikujtojme se forma e pjesores se shkuar te foljeve te rregullta eshte e njejte me ate te se kryeres se thjeshte.
Ushtrime per tu zgjidhur:
§ Me 10 folje te paraqitura ne kete mesim formoni fjali per te pershkruar veprime te kryera nje dite me pare si p.sh.: Ben showed me his new car yesterday.
§ Perktheni ne anglisht:
o Ajo shtepi ishte shume e bukur.
Ktheni fjalite e meposhtme ne kohen e shkuar duke perdorur shprehjet kohore si yesterday, at ten o’clock, on the fifth of February.
§ Ktheni fjalite e mesiperme ne mohore dhe pyetese.
§ Shkruani edhe nje here listen e foljeve te paraqitura ne kete mesim dhe dhe perballe trajtes angleze ne secilen nga kater kolonat, pra perballe kohes se tashme dhe asaj te shkuar, shkruani trajten perkatese te shqipes, d.m.th. kuptimin qe keni mesuar ne meismet e meparshme.
Ushtrime per tu perkthyer:
o Oksfordi me pelqeu shume.
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:
paf07.02.2022
You were on holiday. They were They were happy with their test results.
| You were on holiday. | ||
| They | were | They were happy with their test results. |
To Be - Negative Sentences
The negative of To Be can be made by adding not after the verb (was or were).
Subject To Be Examples I was not I was not tired this morning. You were not You were not crazy. He was not He was not married. She was not She was not famous. It was not It was not hot yesterday. We were not We were not invited. You were not You were not at the party. They were not They were not friends.
| Subject | To Be | Examples |
|---|---|---|
| I | was not | I was not tired this morning. |
| You | were not | You were not crazy. |
| He | was not | He was not married. |
| She | was not | She was not famous. |
| It | was not | It was not hot yesterday. |
| We | were not | We were not invited. |
| You | were not | You were not at the party. |
| They | were not | They were not friends. |
To Be - Negative Contractions
The can make negative contractions of the verb To Be in the Past tense by joining the verb (was or were) and n't (e.g. were not = weren't). We don't make a contraction of the subject and the verb (e.g. I was).
I was not tired this morning. OR I wasn't tired this morning. You were not crazy. OR You weren't crazy. He was not married. OR He wasn't married. She was not famous. OR She wasn't famous. It was not hot yesterday. OR It wasn't hot yesterday. We were not invited. OR We weren't invited. You were not at the party. OR You weren't at the party. They were not friends. OR They weren't friends.
* Notice that we don't have contractions for To Be in Past Tense affirmative sentences.
| I was not tired this morning. | OR | I wasn't tired this morning. |
| You were not crazy. | OR | You weren't crazy. |
| He was not married. | OR | He wasn't married. |
| She was not famous. | OR | She wasn't famous. |
| It was not hot yesterday. | OR | It wasn't hot yesterday. |
| We were not invited. | OR | We weren't invited. |
| You were not at the party. | OR | You weren't at the party. |
| They were not friends. | OR | They weren't friends. |
To Be - Questions
To create questions with To Be, you put the Verb before the Subject.
Affirmative You were happy. Subject Verb Question Were you happy? Verb Subject
Affirmative Question I was late Was I late? You were sick. Were you sick? He was surprised. Was he surprised? She was from Italy. Was she from Italy? It was a big house. Was it a big house? We were ready. Were we ready? You were early. Were you early? They were busy. Were they busy?
| Affirmative | You | were | happy. |
|---|---|---|---|
| Subject | Verb | ||
| Question | Were | you | happy? |
| Verb | Subject | ||
| Affirmative | Question |
|---|---|
| I was late | Was I late? |
| You were sick. | Were you sick? |
| He was surprised. | Was he surprised? |
| She was from Italy. | Was she from Italy? |
| It was a big house. | Was it a big house? |
| We were ready. | Were we ready? |
| You were early. | Were you early? |
| They were busy. | Were they busy? |
To Be - Short Answers
In spoken English, we usually give short answers in response to questions.
Was he from Japan? - Yes, he was (from Japan). The last part (from Japan) is not necessary. We use shorts answers to avoid repetition, when the meaning is clear.
Question Short Answers** Short Answers Was I late? Yes, you were. No, you weren't. Were you sick? Yes, I was. No, I wasn't. Was he surprised? Yes, he was. No, he wasn't. Was she from Italy? Yes, she was. No, she wasn't. Was it a big house? Yes, it was. No, it wasn't. Were we ready? Yes, we were. No, we weren't. Were you early? Yes, we were. No, we weren't. Were they busy? Yes, they were. No, they weren't.
2) Fill in the correct form of the verb to be in the past tense--either was or were: You can not write on this page. Simply read it and try to give the right answers.
1. I ___________ here two years ago.
2. They ___________ very rude.
3. He ___________ always on time.
4. Maria ___________ his girlfriend in second grade.
5. The man and the woman ___________ in Central Park.
6. You ___________ right and I ___________ wrong.
7. The record ___________ beautiful.
8. The dog ___________ happy.
9. I ___________ glad to help you with your homework, but they ___________ unwilling to try to do theirs.
10. You ___________ a sight for sore eyes.
11. ___________ they here or ___________ she there?
12. Where ___________ you?
13. Our friends ___________ there, but where ___________ Bob?
14. The weather ___________ snowy and chilly today.
15. The sofa and the chair ___________ the oldest pieces of furniture I owned.
16. Billie Jean King ___________ number one for quite a while.
17. My cat ___________ in the corner a minute ago.
18. My parents ___________ on vacation last week in Mexico.
19. How ___________ the movie last night?
20. My father ___________ a track star when he ___________ younger.
3) - Complete the quiz.
http://www.usingenglish.com/quizzes/77.html
_______________________________________________________________
Was he from Japan? - Yes, he was (from Japan). The last part (from Japan) is not necessary. We use shorts answers to avoid repetition, when the meaning is clear.
| Question | Short Answers** | Short Answers |
|---|---|---|
| Was I late? | Yes, you were. | No, you weren't. |
| Were you sick? | Yes, I was. | No, I wasn't. |
| Was he surprised? | Yes, he was. | No, he wasn't. |
| Was she from Italy? | Yes, she was. | No, she wasn't. |
| Was it a big house? | Yes, it was. | No, it wasn't. |
| Were we ready? | Yes, we were. | No, we weren't. |
| Were you early? | Yes, we were. | No, we weren't. |
| Were they busy? | Yes, they were. | No, they weren't. |
2) Fill in the correct form of the verb to be in the past tense--either was or were:
1. I ___________ here two years ago.
2. They ___________ very rude.
3. He ___________ always on time.
4. Maria ___________ his girlfriend in second grade.
5. The man and the woman ___________ in Central Park.
6. You ___________ right and I ___________ wrong.
7. The record ___________ beautiful.
8. The dog ___________ happy.
9. I ___________ glad to help you with your homework, but they ___________ unwilling to try to do theirs.
10. You ___________ a sight for sore eyes.
11. ___________ they here or ___________ she there?
12. Where ___________ you?
13. Our friends ___________ there, but where ___________ Bob?
14. The weather ___________ snowy and chilly today.
15. The sofa and the chair ___________ the oldest pieces of furniture I owned.
16. Billie Jean King ___________ number one for quite a while.
17. My cat ___________ in the corner a minute ago.
18. My parents ___________ on vacation last week in Mexico.
19. How ___________ the movie last night?
20. My father ___________ a track star when he ___________ younger.
3) - Complete the quiz.
http://www.usingenglish.com/quizzes/77.html
_______________________________________________________________
paf06.02.2022
Finish the following exercise and check the mistakes if any.
fm
http://www.englishexercises.org/makeagame/viewgame.asp?id=2975
_______________________________________________________________________paf05.02.2022The following exercise gives a certain number of irregular verbs in English. Follow carefully and create the opportunity to learn all those verbs that are mentioned there.Shprehja on my way to school' do te thote: 'rruges per ne shkolle.' fm
http://www.rif.org/assets/Documents/readingplanet/ReadAloud_Stories/AllonMyWaytoSchool.swf
___________________
Finish the following exercise and check the mistakes if any.
fm
http://www.englishexercises.org/makeagame/viewgame.asp?id=2975
_______________________________________________________________________
http://www.rif.org/assets/Documents/readingplanet/ReadAloud_Stories/AllonMyWaytoSchool.swf
___________________
Dear students,
Please follow this second video for this week and give your opinion on it.
fm
http://22w.youtube.com/watch?v=-TkQoI6FaOg&feature=youtu.be
________________________________________________________________
paf03.02.2022
http://www.youtube.com/watch?v=K6m8_MRgfrs
Please find out this video and watch it.
fm
___________________________________________
paf02.02.2022
Finish these two exercises:
1) Put in am/is/are(present)or was/were(past)
1.Last year she was 22,so she is 23 now. 2.Today the weather................nice, but yesterday it..................... very cold.3.I...............hungry.Can I have something to eat?4.I feel fine the morning but I...................very tired last night.5.Where ............... at a 11 o 'clock last Friday morning?6.Don't buy those shoes.They..............very expensive.7.I like your new jacket. ................it expensive.8.This time last year I. ........... in Paris.9.'Where............the children? 'I don't know.They.............in the garden ten minutes ago.'
2) Put in was/were or wasn't/weren't.
1. We weren't happy with hotel.Our room was very small and it wasn't very clean.2.George..............at work last week because he .....................ill.He's better now. 3.Yesterday....................a public holiday so the shops...........closed.They're open today.4. '................... Sue and Bill at the party? 'Sue .................. there buts Bill ...............'5.'Where are my keys?' 'I don't know.They................on the table but they're not there now.'6.You..............at home last night.Where...................you?=== ==== paf01.02.2022 
========== paf31.01.2022 ‘Be’ Verbs
Foljet ‘Be’
A verb shows action or a state of being.
Një folje tregon veprim apo gjendje.
I go home.
Home is my place to rest.
I like the smell of my house.
I feel totally relaxed.
Home refreshes me.
At home, I get ready for a new day.
“Be” verbs indicate a state of being.
Foljet “Be” tregojnë gjendje.
Verbs must match subjects.
Foljet duhet të kenë lidhje me kryefjalën.
I am a doctor.
He is sleepy.
We are here.
Negative sentences need ‘not’ after the verb.
Fjalive negative iu duhet ‘not’ pas foljes.
I am not a doctor.
He is not sleepy.
We are not there.
The verb comes first in interrogative sentences.
Folja vjen e para në fjalitë pyetëse.
Am I a doctor?
Is he sleepy?
Are we there?
“Are not” (is not) can be shortened to “aren't” (isn’t).
“Are not” (is not) mund të shkurtohen në “aren’t” (isn’t).
He isn't sleepy.
We aren't there.
Remember the variations of "be" verbs:
Kujtoni variacionet e foljeve “be”:
Present
E tashme
Negative
Negative
Interrogative
Pyetëse
I am
I am not
Am I?
You are
You are not (aren't)
Are you?
He is
He is not (isn't)
Is he?
She is
She is not (isn't)
Is she?
It is
It is not (isn't)
Isn't it?
We are
We are not (aren't)
Are we?
You are
You are not (aren't)
Are you?
They are
They are not (aren't)
Are they?
Which of the following sentences are written correctly?
Cilat prej fjalive që vijojnë janë shkruar saktësisht?
I am thirsty.
You are kind.
He am not sad.
She are not tall.
It is not moving.
We aren't tired.
Is they running?
Are you ready?
=======
paf27.01.2022
future (1) – e ardhmja: hyrje
Mënyrat për të përdorur foljet kur duam të flasim për të ardhmen në anglisht janë disa. Kjo është një çështje e komplikuar gramatikore: ndryshimet ndërmjet kuptimeve dhe strukturave të ndryshme nuk mund të analizohen lehtë dhe të përshkruhen qartësisht. Në shumë situata, (por jo në të gjitha), mund të ekzistojnë dy e më shumë struktura me kuptime të ngjashme.
koha e tanishme
Kur flasim për ngjarje të së ardhmes të cilat janë të planifikuara ose të vendosura që më parë, ose që ne shikojmë që janë në rrugën e realizimit përdorim zakonisht kohën e tanishme. Koha e tanishme progresive gjithashtu është mjaft e përdorshme. Për hollësi, shiko 220.
I’m seeing John tomorrow.
What are you doing this evening?
Koha e tanishme progresive e foljes go përdoret shpesh herë si folje ndihmëse në fjalitë që flasin për të ardhmen. Për hollësi, shiko 220.
Sandra is going to have another baby.
When are you going to get a job?
Koha e tanishme mund të përdoret gjithashtu për të folur për të ardhmen, por vetëm në disa situata të caktuara. Për hollësi, shiko 223.
The train leaves at half past six tomorrow morning.
=========
paf26.01.2022
shall/will
Kur duam të japim thjesht informacion rreth të ardhmes ose duam të parashikojmë ngjarje të së ardhmes të cilat nuk janë vendosur akoma apo që nuk kanë hyrë akoma në rrugën e realizimit, përdorim zakonisht strukturën shall/will + paskajore (në anglishten amerikane shall përdoret shumë rrallë).
Për hollësi, shiko 221.
I shall probably be home late tonight.
Nobody will ever know what happened to her.
I think Liverpool will win.
Shall dhe will përdoren gjithashtu për të shprehur qëllimet dhe pikëpamjet tona ndaj të tjerëve: ato janë të zakonshme kur bëjmë oferta, kërkesa, kërcënime, premtime dhe kur njoftojmë për vendime. Për hollësi, shiko 222.
Shall I carry your bag?
I’ll hit you if you do that again.
I’ll phone you tonight.
‘You can have it for $50.’ ‘OK. I’ll buy it.’
mënyra të tjera për të folur për të ardhmen
E ardhmja e përparme mund të përdoret për të thënë që diçka do të plotësohet, do të përfundojë apo do të arrihet brenda një farë kohe. Për hollësi, shiko 224.
By next Christmas we’ll have been here for eight years.
E ardhmja progresive mund të përdoret për të thënë që diçka do të jetë duke u kryer në një kohë të caktuar. Për hollësi, shiko 225.
This time tomorrow I’ll be lying on the beach.
Struktura be about + paskajore përdoret për të thënë që një ngjarje e së ardhmes është afër realizimit. Për hollësi, shiko 5.
I think the plane’s about to take off. Is your seat belt done up?
Be+paskajore përdoret për të folur rreth planeve, përgatitjeve dhe programeve si dhe për të dhënë udhëzime. Për hollësi, shiko 90.
The President is to visit Tirana in January.
You’re not to tell anybody about this.
‘future in the past’ – ‘e ardhmja në të shkuarën’
Për të thënë që diçka kishte për të ndodhur në të ardhmen e një kohe të shkuar, mund të përdorim një formë të shkuar të një prej strukturave të ardhshme.
I knew she would arrive before long.
Something was going to happen that was to change the world.
===========
paf25.01.2022
fjalitë e varura
Shpesh herë në fjalitë e varura, në vend të strukturës shall/will + paskajore për t’iu referuar së ardhmes përdorim të tanishmen. Për hollësi, shiko 556.
Phone me when you have time. (JO: …when you’ll have time.)
I’ll think of you when I’m lying on the beach next week. (JO: …when I’ll be lying on the beach next week.)
I’ll follow him wherever he goes. (JO: …wherever he’ll go.)
You can have anything I find. (JO: …anything I’ll find.)
future (2): e tanishmja progresive dhe be going to
Kur përdoren këto dy të tanishme për të folur për të ardhmen?
Këto dy kohë të tanishme përdoren për të folur për veprime dhe ngjarje të së ardhmes të cilat përmbajnë pak realitet aktual (të tanishëm). Nëse themi që diçka ‘është duke ndodhur’ në të ardhmen – ‘is happening’ ose ‘do të ndodhë’ – ‘is going to happen’ , kjo do të thotë që është planifikuar, është vendosur, po fillon të ndodhë, ose që ne po e shohim duke ardhur tani.
‘What are you doing this evening?’ ‘I’m washing my hair.’
Look at the sky. It’s going to rain.
Kini parasysh që e tanishmja nuk përdoret shpesh për të folur për të ardhmen.
(JO: What do you do this evening?) (Shiko 223)
e tanishmja progresive: përgatitje dhe plane
E tanishmja progresive përdoret kryesisht për të folur rreth programeve dhe planeve të përcaktuara personale, veçanërisht kur koha dhe vendi janë të vendosura/të përcaktuara.
We’re going to Mexico this summer.
I’m seeing Larry on Saturday.
Did you know I’m getting a new job?
What are we having for dinner.
My car’s going in for a service next week.
Shpehs herë koha e tanishme progresive përdoret me foljet që shprehin lëvizje, për të folur rreth veprimeve që sapo po fillojnë.
Are you coming to the pub?
I’m just popping out to the post office. Back in a minute.
Get your coat on! I’m taking you down to the doctor!
be going + paskajore: plane
Edhe kjo strukturë gjithashtu, mund të përdoret për të folur rreth planesh, veçanërisht në gjuhën informale. Going to, shpesh herë emfatizon idenë e synimit/qëllimit, të një vendimi që është marrë me kohë.
We’re going to get a new car soon.
John says he’s going to call in this evening.
When are you going to get your hair cut?
I’m going to keep asking her out until she says ‘Yes’.
I’m going to stop him reading my letters if it’s the last thing I do.
be going + paskajore: gjëra që do të ndodhin pas fare pak kohe
Një tjetër përdorim i strukturës going to, është ai i parashikimit të së ardhmes mbi bazën e dëshmive aktuale – për të thënë që një veprim apo ngjarje e ardhme do të fillojë së shpejti ose po fillon.
Sandra’s going to have another baby in June.
Look at the sky. It’s going to rain.
Look out! We’re going to crash!
=========
paf24.01.2022
ndryshimet ndërmjet dy strukturave
Në shumë raste, të dyja strukturat mund të përdoren për të shprehur të njëjtën ide. Por ndërmjet tyre ka disa ndryshime.
programe/synime të fiksuara
Koha e tanishme progresive mund të emfatizojë idenë e ‘programeve të harruara e të fiksuara që më parë’ ; Going to mund të emfatizojë idenë e ‘synimit/qëllimit’ , ose të ‘vendimit paraprak’. Krahaso:
Are you doing anything this weekend? (Duke pyetur për planet për fundjavën – më e natyrshme se: Are you going to do anything this weekend?)
Are you going to do anything about that letter from the tax people?
(Duke u interesuar të mësojë çfarë është vendosur – më e natyrshme se: Are you doing anything about that letter…)
Who’s cooking lunch? (Duke pyetur si është organizuar.)
Who’s going to cook lunch? (Duke pyetur rreth një vendimi.)
I’m seeing Phil tonight. (Emfatizim i përgatitjeve/organizimit.)
I’m really going to tell him what I think of him. (Emfatizim i synimit/qëllimit – JO: I’m really telling him…)
I’m getting a new job. (Çdo gjë është gati për këtë gjë.)
I’m going to get a new job. (Kam vendosur të filloj një punë të re.)
ndodhi që nuk janë në dorën tonë
Zakonisht koha e tanishme progresive nuk përdoret për të bërë parashikime rreth ngjarjeve që nuk janë në dorën tonë.
Things are going to get better soon. (JO: Things are getting better soon.)
He’s going to have an accident one of these days.
(JO: He’s having an accident one of these days.)
It’s going to snow before long. (JO: It’s snowing before long.)
situata të përhershme
E tanishmja progresive përdoret për veprime dhe ngjarje, dhe zakonisht JO për gjendje të përhershme. Krahaso:
Our house is getting / is going to get new windows this winter.
Their new house is going to look over the river. (JO: Their new house is looking over the river.)
urdhëra dhe refuzime
Të dyja këto struktura mund të përdoren për të këmbëngulur që njerëzit të bëjnë ose të mos bëjnë gjëra të caktuara.
You’re finishing / going to finish that soup if you sit there all afternoon.
She’s taking / going to take that medicine whether she likes it or not!
You’re not playing / going to play football in my garden.
You’re not wearing / going to wear that skirt to school.
Koha e tanishme progresive është e zakonshme në fjalitë emfatike refuzuese.
I’m sorry, you’re not taking my car.
I’m not bloody well washing your socks!
============
paf16.11.2021
43 Adverbs of frequency (always, never)
Ndajfoljet e frekuencës (gjithmonë, kurrë)
Look at how often Jane does things in a year:
Shihni sa shpesh në vit Xhejni bën gjëra:
She has a cup of tea at breakfast
Pi një filxhan çaj në mëngjes
She goes to the cinema
Shkon në kinema
She walks to work
Ecën për në punë
She goes swimming
Shkon të notojë
She goes on holiday
Shkon me pushime
365
10
0
52
2
We can say:
Mund të themi:
She always has a cup of tea at breakfast.
She sometimes goes to the cinema.
She never walks to work.
She goes swimming every week.
She goes on holiday twice a year.
We use these adverbs to talk about how often we do things:
Këto ndajfolje i përdorim për të folur rreth sa shpesh i bëjmë gjërat:
always
sometimes
usually
rarely
normally
hardly ever
often
never
We put always, usually, etc. after be or an auxiliary (e.g. have, must):
Vendosim gjithmonë, zakonisht, etj. pas foljes jam ose një foljeje ndihmëse (p.sh. kam, duhet):
He is always late.
I’ve often been to Spain for my holidays.
You must never swim after a big meal.
But we put always etc. before main verbs:
Por vendosim gjithmonë, etj. para foljes kryesore:
I usually walk to work.
She hardly ever drinks coffee.
We can compare the meaning of these adverbs like this:
Mund ta krahasojmë kuptimin e këtyre ndajfoljeve kështu:
0%
5%
10%
30%
never
hardly ever
rarely
sometimes
100%
90%
80%
70%
always
usually
normally
often
(We usually say the word often without pronouncing the letter t.)
(Zakonisht fjalën often e themi pa shqiptuar shkronjën t.)
If we want to say exactly how often we do things, we use these expressions:
Nëse duam të themi saktësisht sa shpesh i bëjmë gjërat, përdorim këto shprehje:
every… once a… twice/two times a…
three times a… four times a…
We put these expressions at the end of sentences. Here are some examples:
Këto shprehje i vendosim në fund të fjalive. Këtu ndodhen disa shembuj:
I run around the park every day.
I play tennis once a week.
She drinks coffee three times a day.
I go skiing once a year.
He drives to London twice a month.
..............................................................................................................................................................................
Practice
Put the words in brackets ( ) in the right place in these sentences.
Vendosini fjalët në kllapa ( ) në vendin e duhur në këto fjali.
I work late at the office.
(often) I often work late at the office.
You must lock the front door when you leave.
(always)____________________________________________________________________
Steve and Jill play golf.
(twice a month)______________________________________________________________
I eat a sandwich for lunch.
(usually)____________________________________________________________________
I go to jazz concerts at the weekend.
(sometimes)_________________________________________________________________
My teacher gives me a lot of homework.
(every day)__________________________________________________________________
We see our Mexican friends.
(hardly ever)________________________________________________________________
They go to Morocco for their holidays.
(often)_____________________________________________________________________
Bill and Marie go to the theatre.
(four times a year)____________________________________________________________
They are at home in the evening.
(rarely)_____________________________________________________________________
Match the words in the box with the pictures and write sentences about Philip and Elizabeth.
Lidhni fjalët në kuti me figurat dhe shkruani fjali rreth Filipit dhe Eilzabetës.
get up early (always)
watch TV (sometimes)
go for a walk on Sunday (usually)
eat Italian food (often)
go to the cinema (rarely)
travel abroad (hardly ever)
take taxis (rarely)
feel unhappy (never)
They rarely go to the cinema.
They ____________________
They ____________________
_________________________
_________________________
_________________________
_________________________
_________________________
Look at the table below about John’s activities.
Shihni tabelën e mëposhtme rreth veprimtarive të Xhonit.
day
week
month
year
swimming
a newspaper
his mother
a shower
abroad
sister
tennis
1
2
2
4
3
1
3
Write sentences about John’s activities, using the table and the words in brackets. Use the Present Simple.
Shkruani fajli rreth veprimtarive të Xhonit, duke përdorur tabelën dhe fjalët në kllapa. Përdorni kohën e tashme.
(He/go/swimming/…) He goes swimming twice a week.
(He/buy/a newspaper/…) ______________________________________________________
(He/phone/his mother/…)______________________________________________________
(He/have/a shower/…) ________________________________________________________
(He/go/abroad/…) ___________________________________________________________
(He/visit/his sister/…) ________________________________________________________
(He/play/tennis/…) __________________________________________________________
===================
paf19.09.2021
Note: We love both dogs and cats, this is just in jest! 1. Dogs will tilt their heads and try to understand every word you say. Cats will ignore you and take a nap. 2. Cats look silly on a leash. 3. When you come home from work, your dog will be happy and lick your face. Cats will still be mad at you for leaving in the first place. 4. Dogs will give you unconditional love until the day they die. Cats will make you pay for every mistake you've ever made since the day you were born. 5. A dog knows when you're sad. And he'll try to comfort you. Cats don't care how you feel, as long as you remember where the can opener is. 6. Dogs will bring you your slippers. Cats will drop a dead mouse in your slippers. 7. When you take them for a ride, dogs will sit on the seat next to you. Cats have to have their own private basket, or they won't go at all. 8. Dogs will come when you call them. And they'll be happy. Cats will have someone take a message and get back to you. 9. Dogs will play fetch with you all day long. The only thing cats will play with all day long are small rodents or bugs, preferably ones that look like they're in pain. 10. Dogs will wake you up if the house is on fire. Cats will quietly sneak out the back door.
==== paf12.09.2021
Grammar Pattern 21
Noun + Verb + "to" + Verb + NounModel Sentence
He likes to sleep late.
Pattern 21 has two verbs together in the middle of each sentence, linked by "to". In the Model Sentence above, the verb "likes" is followed by "to sleep". When you read English and see two verbs linked with "to", try to remember the first verb. That verb should always be followed by a verb in the "infinitive" form - that is a verb with "to". The most common verbs followed by "to" (followed by the "infinitive") are "want", "hope", "try", "ask", "expect" and "care". Notice that these verbs are all involved, in some way, with the future. (The verb "like" can be used with "to" or with "ing", as you will see with Pattern 22!)
Pronunciation Practice - Repeat each sentence out loud!
1. We like to read books.
2. They want to eat soup.
3. She hopes to teach English.
4. He tries to improve his writing.
5. I stopped to eat dinner.
Conversation Practice - Ask these questions to your friends!
1. What do you like to read?
2. What do you want to eat for dinner tonight?
3. Where do you hope to work in the future?
4. What are you trying to improve in your life?
5. Do you sometimes stop on your way home from work? Why
===== paf11.09.2021
Grammar Pattern 20
Noun + Verb + Verb + NounModel Sentence
She can speak Japanese.
Patterns 20, 21 and 22 have two verbs together in the middle of each sentence. Pattern 20 has two simple verbs together without "to" or "ing". In the Model Sentence, the two verbs are "can" and "speak". Although this pattern (Pattern 20) is quite simple, it is important to know the difference between this pattern and the next two (Pattern 21 and Pattern 22).
Pronunciation Practice - Repeat each sentence out loud!
1. We can read books.
2. I can't hear the music.
3. You will see her.
4. We won't visit him.b>
5. I don't know them.
6. I do know them. ("do" makes it stronger – "I really DO know them"!)
Conversation Practice - Ask these questions to your friends!
1. What can you do well?
2. What can't you do very well?
3. Will you go somewhere tonight?
4. Will you visit anyone tomorrow?
5. Do you know the Marx brothers? (Groucho, Harpo and Chico, not Karl!)
6. Did you study English yesterday?
=====
paf10.09.2021
Grammar Pattern 19
Noun + Verb + Longer NounModel Sentence
This is my favorite book.
Pattern 18 has a longer verb at the beginning of the sentence. In Pattern 19, however, the longer verb comes at the end. The model sentence shows a "noun phrase" with three words ("my favorite book"). Pronunciation Practice sentence 9 has a noun phrase with six words ("their work on the business deal"). Of course, there is no limit to the possible length of a noun phrase. (Let's try a looooooooooong example! "These lessons are the most useful lessons on English grammar and sentence patterns in any country on Earth or on any website now, in the past, and in the future"!)
Pronunciation Practice - Repeat each sentence out loud!
1. That is my house.
2. The women are famous lawyers.
3. He loves to play the guitar.
4. He enjoys steak with potatos.
5. I hate to drive during rush hour!
6. She's crazy about playing tennis.
7. I love to drive down country roads!
8. I want hot coffee with no milk or sugar.
9. They finished their work on the business deal.
Conversation Practice - Ask these questions to your friends!
1. What do you love to do?
2. Are you crazy about any sport?
3. How do you drink your tea?
4. What kind of coffee do you like?
5. What work have you finished recently?
6. What kind of worker are you?
7. What kind of worker is your father?
==== paf09.09.2021 Grammar Pattern 18
Longer Noun + Verb + NounModel Sentence
My younger brother Sam drinks beer.
This pattern is similar to Pattern 17, however the first noun (the subject of the sentence) can sometimes be a very long "noun phrase". For example, look at the model sentence above. Instead of "Sam drinks beer" which only has one word (Sam) as the subject, the model has four words ("My younger brother Sam") as the subject. This adds useful information and helps us to communicate more effectively. Or look at Pronunciation Practice sentence 5 below - the first noun phrase has nine words! Using noun phrases easily takes practice but when you can say them well, your speaking will be much more fluent.
Pronunciation Practice - Repeat each sentence out loud!
1. My older sister wants coffee.
2. My friend Joe from Hawaii enjoys tea.
3. The brother of my best friend enjoys steak.
4. The woman who works in that shop loves money.
5. My older sister's friend who works in that shop went to New York.
Conversation Practice - Ask these questions to your friends!
1. What does your older sister (or younger sister) like to drink?
2. Do you have a friend from another city? Does he enjoy tea?
3. Who do you know that enjoys steak?
4. What kind of people love money?
5. Do you know anyone who has travelled to another city?
==== paf08.09.2021
Grammar Pattern 16
Past Sentences with "be" + "ing"Model Sentence
We were eating dinner last night at this time.
This pattern describes actions that happened now, so we use "was" or "were", not "is", "am" or "are". We use "ing" to show the action continued. It was not an action that was quickly finished! Because the action continues, it is possible that another action happened at the same time.
Pronunciation Practice - Repeat each sentence out loud!
1. I was sleeping (at 4 o'clock this morning).
2. She was eating dinner (at 6 o'clock last night).
3. He was coming home (last night after work).
4. We were talking on the telephone.
5. They were running.
6. You were studying English in junior high school.
Conversation Practice - Ask these questions to your friends!
1. What were you doing yesterday at this time? (I was working. / I was eating lunch. / I wasn't doing anything special.)
2. What was your father doing this morning at 8? (He was ...)
3. What were your parents doing last week? (They were ...)
4. Were you studying English last night? (Yes I was studying. / No I wasn't studying.)
5. Were you working or studying five years ago?
====
paf07.09.2021
Grammar Pattern 15
Simple Sentences with "be" + "ing"Model Sentence
We are studying English now.
This pattern describes actions that are happening now (so we use "be", not "was") and continue (so we use "ing").
Pronunciation Practice - Repeat each sentence out loud!
1. I am eating dinner.
2. She is riding a bicycle.
3. He is playing the guitar.
4. We are playing tennis.
5. They are singing.
6. You are reading English!
Conversation Practice - Ask these questions to your friends!
1. What's your mother doing now? (She's reading a book. / She's getting ready for bed.)
2. What are your parents doing now? (They're eating dinner. / They're sleeping. / They're watching TV.)
3. Where are you going? (I'm going to work. / I'm going to my friend's home.)
4. Who are they talking to? (They're talking to ...)
5. Are you studying English now? (Yes I'm studying very hard! / No I'm hardly studying!)
====
paf06.09.2021
Grammar Pattern 14
Past Sentences with "Had"Model Sentence
I had a yellow bicycle.
The past of "have" is very easy - it is always "had". (I had, you had, we had, she had, he had, they had) Just remember to use it when you are talking about a time in the past.
Pronunciation Practice - Repeat each sentence out loud!
1. I had a blue and red pen.
2. She had a good teacher last year.
3. He had a dog. (not now)
4. We had a big dinner.
5. They had money.
6. You had English classes two years ago.
Conversation Practice - Ask these questions to your friends!
1. Did you have a big lunch today?
2. Did your parents have English class in school?
3. Did you have any good teachers in school?
4. What kind of toys did you have as a child?
5. What did you have for breakfast this morning?
6. Where did you have dinner last night?
=====
paf05.09.2021
Grammar Pattern 12
Past Sentences with "Be" (was / were)Model Sentence
We were hungry last night.
Use the past of "Be" to describe places, people, or things that happened before now. Pay close attention to the different times we us "was" (He was... / She was... / I was...) and "were" (We were... / They were...). These are easy sentences, but you must do them perfectly! Good luck.
Pronunciation Practice - Repeat each sentence out loud!
1. I was a lazy student.
2. He was tired yesterday.
3. She was my neighbor.
4. We were classmates.
5. They were not classmates.
6. You were a cute child.
Conversation Practice - Ask these questions to your friends!
1. Were you a good student in high school?
2. Were you tired when you woke up this morning?
3. Was she your friend?
4. Were they in the same job?
5. Was he fat as a child?
6. Was yesterday a hot day?
====
paf04.09.2021
Grammar Pattern 13
Simple Sentences with "Have" (or "Has")Model Sentence
We have a little money.
This is a very easy pattern, but very common, so be sure to say each sentence perfectly! Be careful - although we say "I have" or "We have", it is different with "he" or "she". We must say "He has" or "She has".
Pronunciation Practice - Repeat each sentence out loud!
1. I have good books.
2. She has two brothers.
3. He has one sister.
4. We have no time.
5. They have a house in the city.
6. You have good pronunciation in English!
Conversation Practice - Ask these questions to your friends!
1. Do you have any brothers or sisters?
2. What good books do you have for studying English?
3. Does your friend have good English pronunciation?
4. What kind of home does your family have?
5. Do your parents have good jobs?
6. Does your hometown have good parks?
====
paf03.09.2021
Grammar Pattern 11
Simple Sentences with "Be" (am / is / are)Model Sentence
We are not from this city.
This pattern is a very easy but important pattern. Be sure to say these perfectly! Especially be careful of the different forms - "I am", "We are", "They are", "He is" or "She is". You have to say these correctly every time or people will be confused.
Pronunciation Practice - Repeat each sentence out loud!
1. I am from New York.
2. He is a teacher.
3. She is my friend.
4. We are married.
5. They are not married.
6. You are a good student.
Conversation Practice - Ask these questions to your friends!
1. What is your name? (My name is ...)
2. Where are you from? (I am from ...)
3. What is your job? (I am a ...)
4. Are you married? (Yes I am. / No I'm not.)
5. Is your friend a good student? (Yes she is. / No she isn't, she's a ...)
6. Are your parents teachers? (Yes they are. / No, they are ...)
====
paf02.09.2021
Grammar Pattern 10: Questions with "Which"
(This is a good pattern when you want to know your speaking partner's choice or what he/she likes. After you hear your partner's answer, you can ask another question to "follow up". Have fun!)Model Sentence
Which do you like better, fish or meat?
Pronunciation Practice - Repeat each question out loud!
1. Which do you like more, TV or movies?
2. Which do you prefer, bread or rice?
3. Which season is your favorite?
4. Which time of the year is best in your hometown?
5. Which is more interesting, watching sports or playing sports?
Conversation Practice - Ask these questions to your friends!
1. Which sport is your favorite?
2. Which job is best for you?
3. Which sound in English is hardest for you to make?
4. Which do you like more, reading books or listening to music?
5. Which did you enjoy more, your high school days or your elementary school days?
Discussion Practice - Give longer answers to these questions.
1. Which is more important to you, being rich or being happy?
2. Which do you think is more dangerous, eating too much or driving too fast?
====
paf01.09.2021
Grammar Pattern 9: "Have you ever...?"
(This is one of the best ways to start interesting conversations in English! Learn them well, listen for your speaking partner's answer. Finally ask follow-up questions to keep on talking on any topic in English.)Model Sentence
Have you ever been to China?
Pronunciation Practice - Repeat each question out loud!
1. Have you been to California?
2. Have you seen any good movies recently?
3. Have you ever seen a ghost?
4. Has your sisters seen your new car?
5. Has English become easier or more difficult for you?
6. Has your hometown changed a lot in the past ten years?
Conversation Practice - Ask these questions to your friends!
1. Have you read any good books this year?
2. Have you travelled somewhere interesting in your life?
3. Have you ever tried a dangerous sport?
4. Have you studied a foreign language other then English?
5. Has anyone told you an interesting story recently?
Discussion – Give longer answers to these questions.
1. Would you enjoy flying an airplane by yourself?
2. Could we have a cheap electric car in the future?
3. Should cloning (making a "copy" of people!) be allowed in the future?
4. What should people do to make our world cleaner?
5. How could we make a million dollars in a short time?
6. Where should we put all of the world's garbage?
====
paf31.08.2021
Grammar Pattern 8: Conditional Questions
(These questions use "would" and "could" but they are NOT polite questions! Instead, they are questions about "possibilities". These questions are VERY good for starting interesting conversations.)Model Sentence
Would you like to travel to the moon some day?
Pronunciation Practice - Repeat each question out loud!
1. Would you like to visit London? (Yes, I would. / No, I wouldn't.)
2. Could you take a train to work next week? (Yes, we could. / No, we couldn't.)
3. Should we study this for the test? (Yes, you should. / No, you shouldn't.)
4. Would you have studied harder as a student? [If you had another chance.] (Yes, I would have. / No, I wouldn't have.)
5. Could you have found a better way? (Yes, I could have. / No, I couldn't have.
6. Should you have asked for help before the test? (Yes, we should have. / No, we shouldn't have.)
Conversation Practice - Ask these questions to your friends!
1. Would you like to travel in space?
2. Would you like to visit the moon?
3. Could a lion beat an alligator in a fight?
4. Could a time machine be built in the future?
5. Should we spend more time at work or with our families?
6. Should we give money to poor people on the streets?
Discussion – Give longer answers to these questions.
1. Would you enjoy flying an airplane by yourself?
2. Could we have a cheap electric car in the future?
3. Should cloning (making a "copy" of people!) be allowed in the future?
4. What should people do to make our world cleaner?
5. How could we make a million dollars in a short time?
6. Where should we put all of the world's garbage?
==== paf30.08.2021
Grammar Pattern 7: Longer Polite Questions
(Use these sentences only in special situations.
They are not so useful for conversations.)Model Sentence
Would you like to go out for a drink after work?
Pronunciation Practice - Repeat each question out loud!
1. Would you like to get together for a drink tonight?
2. Would you come to our home for dinner Friday night?
3. Would you mind bringing some books to our meeting tomorrow?
4. Could you come to work a little early this week?
5. Could you reserve a seat for me on Wednesday evening?
6. Could you take some time to look at my report?
7. May I ask what you are doing about our problem?
8. May I know what you are planning to do next?
==== paf.29.08.2021 Grammar Pattern 6: Simple Polite Questions
(Use these sentences only in special situations.
They are not so useful for conversations.)Model Sentence
Would you like to have some coffee?
Pronunciation Practice - Repeat each question out loud!
1. Would you like some tea?
2. Would you come here for a moment?
3. What do you want to eat for lunch?
4. What do you want to drink?
5. Could you tell me your name?
6. Could you help me move this?
7. May I sit here?
8. May we come in?
paf27.08.2021
Grammar Pattern 5: Tag QuestionsModel Sentence
This is a good book, isn't it?
Pronunciation Practice - Repeat each question and answer out loud!
1. This book is mine, isn't it? ("Yes it is." / "No it isn't.")
2. That car is yours, isn't that right? ("Yes that's right" / "Yes it's mine" / "No it's not mine")
3. This house is theirs, isn't it? ("Yes it is" / "No it isn't")
4. This phone number is hers, isn't it? ("Yes it is"/"Yes that's right"/"No it isn't")
5. You are from London, aren't you? ("Yes I am" / "No I'm not")
6. We have enough time, don't we? ("Yes we do" / "No we don't!")
7. You can speak German, can't you? ("Yes I can" / "No I can't")
8. They will come tomorrow, won't they? ("Yes they will" / "No they won't")
Conversation Practice - Ask these questions to your friends!
1. You can understand English well, can't you?
2. Learning sentence patterns is good practice, isn't it?
3. We should listen to English more, shouldn't we?
4. Your job is interesting, isn't it?
5. If we keep trying, we'll surely succeed, won't we?
====
paf26.08.2021
Grammar Pattern 4: How much / How long / How manyModel Sentence
How many English sentences do you know?
Pronunciation Practice - Repeat each question out loud!
1. How long have you known your friend?
2. How much time is there in a day?
3. How many people are in your family?
4. How long can you swim underwater?
5. How much time have you spent studying for your test?
6. How many hours are there in a day?
Conversation Practice - Ask these questions to your friends!
1. How long have you studied English?
2. How long will you stay in your current job?
3. How much money do you spend for lunch every day?
4. How much time do you spend sleeping each night?
5. How many years have you spent in school?
6. How many days do you work each week?
======== paf25.08..2021
Grammar Pattern 3: Basic "How" QuestionsModel Sentence:
How do you study English now?
Pronunciation Practice - Repeat each question out loud!
1. How do you go to work every day?
2. How old are you?
3. How tall are you?
4. How can I buy a ticket?
5. How do you feel this afternoon?
6. How is your stomach?
7. How are your parents doing?
8. How is your new job going?
9. How often do you go to the movies?
Conversation Practice - Ask these questions to your friends!1. How do you like your job? (I like it a lot. Or I don't like it very much.)
2. How are you feeling today? (I'm feeling better than yesterday.)
3. How is the weather today? (It's warm and sunny – a beautiful day!)
4. How fast can you run? (I can't run very fast! Or I can run pretty fast.)
5. How often do you study English? (I often study. / I study every day. / I don't study very often. / I frequently study. / I rarely study.)
paf24.08.2021 ======
Grammar Pattern 2: W Questions
["W" word + part of "Yes/No" Question]Model Sentence:
What languages can you speak?
Pronunciation Practice - Repeat each question and answer out loud!
1. What / is your name? (My name is ~ .)
2. What / can you / do well? (I can ~ very well.)
3. Where / are you from? (I am from ~ .)
4. Where / will you go / tomorrow? (I will go to ~ .)
5. When / did you / wake up / this morning? (I woke up at ~ o'clock.)
6. When is your birthday? (My birthday is in ~ .)
7. Who is your favorite singer? (My favorite singer is ~ .)
8. Who will come with us? ( ~ and ~ will come with us.)
9. Why are you studying English now? (I am studying English because ~ . )
10. Why were they so happy? (They were so happy because ~ .)
Conversation Practice - Ask these questions to your friends!
1. What do you like to do in your free time?
2. What will you eat for dinner tonight?
3. Where do you buy fruits and vegetables?
4. Where is the best place to visit in winter?
5. Who was your favorite teacher in school?
6. Who is the most popular singer in your country?
7. When was your last vacation? (My last vacation was in ~ .)
8. When do you prefer to study, in the morning or in the evening?
9. Why are you sleeping so late? (I'm sleeping so late because...)
10. Why are you walking to your school? (I'm walking because...)
Discussions - Give longer answers to these questions.
1. What is the most exciting movie you have ever seen?
2. When is the coldest weather in your hometown?
3. Where do you like to go on a warm summer's day?
4. Who do you like to talk to when you have a problem?
5. Why do you want to learn English?
===========
paf23.08.2021
Grammar Pattern 1: Yes/No Questions
[Note: Use the first question word in your answer!] Pronunciation Practice - Repeat each question and answer out loud!
1. Do you have a pet? Yes, we do. / No, we don't.
2. Does she like to study? Yes, she does. / No, she doesn't.
3. Did you see it? Yes, we did. / No, we didn't.
4. Can you speak English well? Yes, we can. / No, we can't.
5. Is she from here? Yes, she is. / No, she isn't.
6. Are you from a big city? Yes, we are. / No, we aren't.
7. Are they going to come? Yes, they are. / No, they aren't.
8. Will you go with us? Yes, we will. / No, we won't.
9. Were you at home last night? Yes, I was. / No, I wasn't.
Conversation Practice - Ask these questions to your friends!
1. Do you speak English well? (Yes I do. / No I don't.) 2. Do you speak another language well?
3. Does your sister like pizza? (Yes she does. / No she doesn't.)
4. Does your friend like to eat pizza?
5. Do you have a brother or sister?
6. Does your father work in an office?
7. Can you play the guitar? (Yes I can. / No I can't.)
8. Can you drive a car?
9. Can your father drive a car?
10. Can you answer these questions easily?
11. Can French people speak French?
12. Is your friend a good singer? (Yes he is./Yes she is./No he isn't./No she isn't.)
13. Is today Friday?
14. Are you a good student? (Yes I am. / No I am not. / No I'm not.)
15. Are your friends tall?
16. Is your mother going to work today? (Yes, she is./No she is not./No she isn't.)
17. Is your dog big?
18. Are you going to stay home tonight? (Yes, I am. / No I am not. / No I'm not.)
19. Are you going to travel this year?
20. Will you practice all of these questions? (Yes I will. / No I won't.)
21. Will your friend help you study English?
22. Was yesterday Thursday? (Yes it was. / No it was not. / No it wasn't.)
23. Was your test difficult?
24. Were your parents from the same town or city? (Yes they were./No they weren't.)
25. Were your teachers helpful to you?
‘Be’ Verbs
Foljet ‘Be’
A verb shows action or a state of being.
Një folje tregon veprim apo gjendje.
I go home.
Home is my place to rest.
I like the smell of my house.
I feel totally relaxed.
Home refreshes me.
At home, I get ready for a new day.
“Be” verbs indicate a state of being.
Foljet “Be” tregojnë gjendje.
Verbs must match subjects.
Foljet duhet të kenë lidhje me kryefjalën.
I am a doctor.
He is sleepy.
We are here.
Negative sentences need ‘not’ after the verb.
Fjalive negative iu duhet ‘not’ pas foljes.
I am not a doctor.
He is not sleepy.
We are not there.
The verb comes first in interrogative sentences.
Folja vjen e para në fjalitë pyetëse.
Am I a doctor?
Is he sleepy?
Are we there?
“Are not” (is not) can be shortened to “aren't” (isn’t).
“Are not” (is not) mund të shkurtohen në “aren’t” (isn’t).
He isn't sleepy.
We aren't there.
Remember the variations of "be" verbs:
Kujtoni variacionet e foljeve “be”:
Present E tashme | Negative Negative | Interrogative Pyetëse |
I am | I am not | Am I? |
You are | You are not (aren't) | Are you? |
He is | He is not (isn't) | Is he? |
She is | She is not (isn't) | Is she? |
It is | It is not (isn't) | Isn't it? |
We are | We are not (aren't) | Are we? |
You are | You are not (aren't) | Are you? |
They are | They are not (aren't) | Are they? |
Which of the following sentences are written correctly?
Cilat prej fjalive që vijojnë janë shkruar saktësisht?
I am thirsty.
You are kind.
He am not sad.
She are not tall.
It is not moving.
We aren't tired.
Is they running?
Are you ready?
future (1) – e ardhmja: hyrje
Mënyrat për të përdorur foljet kur duam të flasim për të ardhmen në anglisht janë disa. Kjo është një çështje e komplikuar gramatikore: ndryshimet ndërmjet kuptimeve dhe strukturave të ndryshme nuk mund të analizohen lehtë dhe të përshkruhen qartësisht. Në shumë situata, (por jo në të gjitha), mund të ekzistojnë dy e më shumë struktura me kuptime të ngjashme.
koha e tanishme
Kur flasim për ngjarje të së ardhmes të cilat janë të planifikuara ose të vendosura që më parë, ose që ne shikojmë që janë në rrugën e realizimit përdorim zakonisht kohën e tanishme. Koha e tanishme progresive gjithashtu është mjaft e përdorshme. Për hollësi, shiko 220.
I’m seeing John tomorrow.
What are you doing this evening?
Koha e tanishme progresive e foljes go përdoret shpesh herë si folje ndihmëse në fjalitë që flasin për të ardhmen. Për hollësi, shiko 220.
Sandra is going to have another baby.
When are you going to get a job?
Koha e tanishme mund të përdoret gjithashtu për të folur për të ardhmen, por vetëm në disa situata të caktuara. Për hollësi, shiko 223.
The train leaves at half past six tomorrow morning.
=========
paf26.01.2022
shall/will
Kur duam të japim thjesht informacion rreth të ardhmes ose duam të parashikojmë ngjarje të së ardhmes të cilat nuk janë vendosur akoma apo që nuk kanë hyrë akoma në rrugën e realizimit, përdorim zakonisht strukturën shall/will + paskajore (në anglishten amerikane shall përdoret shumë rrallë).
Për hollësi, shiko 221.
I shall probably be home late tonight.
Nobody will ever know what happened to her.
I think Liverpool will win.
Shall dhe will përdoren gjithashtu për të shprehur qëllimet dhe pikëpamjet tona ndaj të tjerëve: ato janë të zakonshme kur bëjmë oferta, kërkesa, kërcënime, premtime dhe kur njoftojmë për vendime. Për hollësi, shiko 222.
Shall I carry your bag?
I’ll hit you if you do that again.
I’ll phone you tonight.
‘You can have it for $50.’ ‘OK. I’ll buy it.’
mënyra të tjera për të folur për të ardhmen
E ardhmja e përparme mund të përdoret për të thënë që diçka do të plotësohet, do të përfundojë apo do të arrihet brenda një farë kohe. Për hollësi, shiko 224.
By next Christmas we’ll have been here for eight years.
E ardhmja progresive mund të përdoret për të thënë që diçka do të jetë duke u kryer në një kohë të caktuar. Për hollësi, shiko 225.
This time tomorrow I’ll be lying on the beach.
Struktura be about + paskajore përdoret për të thënë që një ngjarje e së ardhmes është afër realizimit. Për hollësi, shiko 5.
I think the plane’s about to take off. Is your seat belt done up?
Be+paskajore përdoret për të folur rreth planeve, përgatitjeve dhe programeve si dhe për të dhënë udhëzime. Për hollësi, shiko 90.
The President is to visit Tirana in January.
You’re not to tell anybody about this.
‘future in the past’ – ‘e ardhmja në të shkuarën’
Për të thënë që diçka kishte për të ndodhur në të ardhmen e një kohe të shkuar, mund të përdorim një formë të shkuar të një prej strukturave të ardhshme.
I knew she would arrive before long.
Something was going to happen that was to change the world.
===========
paf25.01.2022
fjalitë e varura
Shpesh herë në fjalitë e varura, në vend të strukturës shall/will + paskajore për t’iu referuar së ardhmes përdorim të tanishmen. Për hollësi, shiko 556.
Phone me when you have time. (JO: …when you’ll have time.)
I’ll think of you when I’m lying on the beach next week. (JO: …when I’ll be lying on the beach next week.)
I’ll follow him wherever he goes. (JO: …wherever he’ll go.)
You can have anything I find. (JO: …anything I’ll find.)
future (2): e tanishmja progresive dhe be going to
Kur përdoren këto dy të tanishme për të folur për të ardhmen?
Këto dy kohë të tanishme përdoren për të folur për veprime dhe ngjarje të së ardhmes të cilat përmbajnë pak realitet aktual (të tanishëm). Nëse themi që diçka ‘është duke ndodhur’ në të ardhmen – ‘is happening’ ose ‘do të ndodhë’ – ‘is going to happen’ , kjo do të thotë që është planifikuar, është vendosur, po fillon të ndodhë, ose që ne po e shohim duke ardhur tani.
‘What are you doing this evening?’ ‘I’m washing my hair.’
Look at the sky. It’s going to rain.
Kini parasysh që e tanishmja nuk përdoret shpesh për të folur për të ardhmen.
(JO: What do you do this evening?) (Shiko 223)
e tanishmja progresive: përgatitje dhe plane
E tanishmja progresive përdoret kryesisht për të folur rreth programeve dhe planeve të përcaktuara personale, veçanërisht kur koha dhe vendi janë të vendosura/të përcaktuara.
We’re going to Mexico this summer.
I’m seeing Larry on Saturday.
Did you know I’m getting a new job?
What are we having for dinner.
My car’s going in for a service next week.
Shpehs herë koha e tanishme progresive përdoret me foljet që shprehin lëvizje, për të folur rreth veprimeve që sapo po fillojnë.
Are you coming to the pub?
I’m just popping out to the post office. Back in a minute.
Get your coat on! I’m taking you down to the doctor!
be going + paskajore: plane
Edhe kjo strukturë gjithashtu, mund të përdoret për të folur rreth planesh, veçanërisht në gjuhën informale. Going to, shpesh herë emfatizon idenë e synimit/qëllimit, të një vendimi që është marrë me kohë.
We’re going to get a new car soon.
John says he’s going to call in this evening.
When are you going to get your hair cut?
I’m going to keep asking her out until she says ‘Yes’.
I’m going to stop him reading my letters if it’s the last thing I do.
be going + paskajore: gjëra që do të ndodhin pas fare pak kohe
Një tjetër përdorim i strukturës going to, është ai i parashikimit të së ardhmes mbi bazën e dëshmive aktuale – për të thënë që një veprim apo ngjarje e ardhme do të fillojë së shpejti ose po fillon.
Sandra’s going to have another baby in June.
Look at the sky. It’s going to rain.
Look out! We’re going to crash!
=========
paf24.01.2022
ndryshimet ndërmjet dy strukturave
Në shumë raste, të dyja strukturat mund të përdoren për të shprehur të njëjtën ide. Por ndërmjet tyre ka disa ndryshime.
programe/synime të fiksuara
Koha e tanishme progresive mund të emfatizojë idenë e ‘programeve të harruara e të fiksuara që më parë’ ; Going to mund të emfatizojë idenë e ‘synimit/qëllimit’ , ose të ‘vendimit paraprak’. Krahaso:
Are you doing anything this weekend? (Duke pyetur për planet për fundjavën – më e natyrshme se: Are you going to do anything this weekend?)
Are you going to do anything about that letter from the tax people?
(Duke u interesuar të mësojë çfarë është vendosur – më e natyrshme se: Are you doing anything about that letter…)
Who’s cooking lunch? (Duke pyetur si është organizuar.)
Who’s going to cook lunch? (Duke pyetur rreth një vendimi.)
I’m seeing Phil tonight. (Emfatizim i përgatitjeve/organizimit.)
I’m really going to tell him what I think of him. (Emfatizim i synimit/qëllimit – JO: I’m really telling him…)
I’m getting a new job. (Çdo gjë është gati për këtë gjë.)
I’m going to get a new job. (Kam vendosur të filloj një punë të re.)
ndodhi që nuk janë në dorën tonë
Zakonisht koha e tanishme progresive nuk përdoret për të bërë parashikime rreth ngjarjeve që nuk janë në dorën tonë.
Things are going to get better soon. (JO: Things are getting better soon.)
He’s going to have an accident one of these days.
(JO: He’s having an accident one of these days.)
It’s going to snow before long. (JO: It’s snowing before long.)
situata të përhershme
E tanishmja progresive përdoret për veprime dhe ngjarje, dhe zakonisht JO për gjendje të përhershme. Krahaso:
Our house is getting / is going to get new windows this winter.
Their new house is going to look over the river. (JO: Their new house is looking over the river.)
urdhëra dhe refuzime
Të dyja këto struktura mund të përdoren për të këmbëngulur që njerëzit të bëjnë ose të mos bëjnë gjëra të caktuara.
You’re finishing / going to finish that soup if you sit there all afternoon.
She’s taking / going to take that medicine whether she likes it or not!
You’re not playing / going to play football in my garden.
You’re not wearing / going to wear that skirt to school.
Koha e tanishme progresive është e zakonshme në fjalitë emfatike refuzuese.
I’m sorry, you’re not taking my car.
I’m not bloody well washing your socks!
43 Adverbs of frequency (always, never)
Ndajfoljet e frekuencës (gjithmonë, kurrë)
Look at how often Jane does things in a year:
Shihni sa shpesh në vit Xhejni bën gjëra:
She has a cup of tea at breakfast Pi një filxhan çaj në mëngjes
She goes to the cinema Shkon në kinema
She walks to work Ecën për në punë
She goes swimming Shkon të notojë
She goes on holiday Shkon me pushime | 365
10
0
52
2 |
We can say:
Mund të themi:
She always has a cup of tea at breakfast.
She sometimes goes to the cinema.
She never walks to work.
She goes swimming every week.
She goes on holiday twice a year.
We use these adverbs to talk about how often we do things:
Këto ndajfolje i përdorim për të folur rreth sa shpesh i bëjmë gjërat:
always sometimes | usually rarely | normally hardly ever | often never |
We put always, usually, etc. after be or an auxiliary (e.g. have, must):
Vendosim gjithmonë, zakonisht, etj. pas foljes jam ose një foljeje ndihmëse (p.sh. kam, duhet):
He is always late.
I’ve often been to Spain for my holidays.
You must never swim after a big meal.
But we put always etc. before main verbs:
Por vendosim gjithmonë, etj. para foljes kryesore:
I usually walk to work.
She hardly ever drinks coffee.
We can compare the meaning of these adverbs like this:
Mund ta krahasojmë kuptimin e këtyre ndajfoljeve kështu:
5% 10%
| never hardly ever rarely sometimes
|
90% 80% 70% |
| always usually normally often |
(We usually say the word often without pronouncing the letter t.)
(Zakonisht fjalën often e themi pa shqiptuar shkronjën t.)
If we want to say exactly how often we do things, we use these expressions:
Nëse duam të themi saktësisht sa shpesh i bëjmë gjërat, përdorim këto shprehje:
every… once a… twice/two times a…
three times a… four times a…
We put these expressions at the end of sentences. Here are some examples:
Këto shprehje i vendosim në fund të fjalive. Këtu ndodhen disa shembuj:
I run around the park every day.
I play tennis once a week.
She drinks coffee three times a day.
I go skiing once a year.
He drives to London twice a month.
..............................................................................................................................................................................
Practice
Put the words in brackets ( ) in the right place in these sentences.
Vendosini fjalët në kllapa ( ) në vendin e duhur në këto fjali.
I work late at the office.
(often) I often work late at the office.
You must lock the front door when you leave.
(always)____________________________________________________________________
Steve and Jill play golf.
(twice a month)______________________________________________________________
I eat a sandwich for lunch.
(usually)____________________________________________________________________
I go to jazz concerts at the weekend.
(sometimes)_________________________________________________________________
My teacher gives me a lot of homework.
(every day)__________________________________________________________________
We see our Mexican friends.
(hardly ever)________________________________________________________________
They go to Morocco for their holidays.
(often)_____________________________________________________________________
Bill and Marie go to the theatre.
(four times a year)____________________________________________________________
They are at home in the evening.
(rarely)_____________________________________________________________________
Match the words in the box with the pictures and write sentences about Philip and Elizabeth.
Lidhni fjalët në kuti me figurat dhe shkruani fjali rreth Filipit dhe Eilzabetës.
get up early (always)
watch TV (sometimes)
go for a walk on Sunday (usually)
eat Italian food (often)
go to the cinema (rarely)
travel abroad (hardly ever)
take taxis (rarely)
feel unhappy (never)
They rarely go to the cinema.
They ____________________
They ____________________
_________________________
_________________________
_________________________
_________________________
_________________________
Look at the table below about John’s activities.
Shihni tabelën e mëposhtme rreth veprimtarive të Xhonit.
| day | week | month | year |
swimming a newspaper his mother a shower abroad sister tennis |
1
2 | 2
4 |
3 |
1 3 |
Write sentences about John’s activities, using the table and the words in brackets. Use the Present Simple.
Shkruani fajli rreth veprimtarive të Xhonit, duke përdorur tabelën dhe fjalët në kllapa. Përdorni kohën e tashme.
(He/go/swimming/…) He goes swimming twice a week.
(He/buy/a newspaper/…) ______________________________________________________
(He/phone/his mother/…)______________________________________________________
(He/have/a shower/…) ________________________________________________________
(He/go/abroad/…) ___________________________________________________________
(He/visit/his sister/…) ________________________________________________________
(He/play/tennis/…) __________________________________________________________
Noun + Verb + "to" + Verb + Noun
Model Sentence
He likes to sleep late.
Pattern 21 has two verbs together in the middle of each sentence, linked by "to". In the Model Sentence above, the verb "likes" is followed by "to sleep". When you read English and see two verbs linked with "to", try to remember the first verb. That verb should always be followed by a verb in the "infinitive" form - that is a verb with "to". The most common verbs followed by "to" (followed by the "infinitive") are "want", "hope", "try", "ask", "expect" and "care". Notice that these verbs are all involved, in some way, with the future. (The verb "like" can be used with "to" or with "ing", as you will see with Pattern 22!)
Pronunciation Practice - Repeat each sentence out loud!
1. We like to read books.
2. They want to eat soup.
3. She hopes to teach English.
4. He tries to improve his writing.
5. I stopped to eat dinner.
Conversation Practice - Ask these questions to your friends!
1. What do you like to read?
2. What do you want to eat for dinner tonight?
3. Where do you hope to work in the future?
4. What are you trying to improve in your life?
5. Do you sometimes stop on your way home from work? Why
Noun + Verb + Verb + Noun
Model Sentence
She can speak Japanese.
Patterns 20, 21 and 22 have two verbs together in the middle of each sentence. Pattern 20 has two simple verbs together without "to" or "ing". In the Model Sentence, the two verbs are "can" and "speak". Although this pattern (Pattern 20) is quite simple, it is important to know the difference between this pattern and the next two (Pattern 21 and Pattern 22).
Pronunciation Practice - Repeat each sentence out loud!
1. We can read books.
2. I can't hear the music.
3. You will see her.
4. We won't visit him.b>
5. I don't know them.
6. I do know them. ("do" makes it stronger – "I really DO know them"!)
Conversation Practice - Ask these questions to your friends!
1. What can you do well?
2. What can't you do very well?
3. Will you go somewhere tonight?
4. Will you visit anyone tomorrow?
5. Do you know the Marx brothers? (Groucho, Harpo and Chico, not Karl!)
6. Did you study English yesterday?
Noun + Verb + Longer Noun
Model Sentence
This is my favorite book.
Pattern 18 has a longer verb at the beginning of the sentence. In Pattern 19, however, the longer verb comes at the end. The model sentence shows a "noun phrase" with three words ("my favorite book"). Pronunciation Practice sentence 9 has a noun phrase with six words ("their work on the business deal"). Of course, there is no limit to the possible length of a noun phrase. (Let's try a looooooooooong example! "These lessons are the most useful lessons on English grammar and sentence patterns in any country on Earth or on any website now, in the past, and in the future"!)
Pronunciation Practice - Repeat each sentence out loud!
1. That is my house.
2. The women are famous lawyers.
3. He loves to play the guitar.
4. He enjoys steak with potatos.
5. I hate to drive during rush hour!
6. She's crazy about playing tennis.
7. I love to drive down country roads!
8. I want hot coffee with no milk or sugar.
9. They finished their work on the business deal.
Conversation Practice - Ask these questions to your friends!
1. What do you love to do?
2. Are you crazy about any sport?
3. How do you drink your tea?
4. What kind of coffee do you like?
5. What work have you finished recently?
6. What kind of worker are you?
7. What kind of worker is your father?
Longer Noun + Verb + Noun
Model Sentence
My younger brother Sam drinks beer.
This pattern is similar to Pattern 17, however the first noun (the subject of the sentence) can sometimes be a very long "noun phrase". For example, look at the model sentence above. Instead of "Sam drinks beer" which only has one word (Sam) as the subject, the model has four words ("My younger brother Sam") as the subject. This adds useful information and helps us to communicate more effectively. Or look at Pronunciation Practice sentence 5 below - the first noun phrase has nine words! Using noun phrases easily takes practice but when you can say them well, your speaking will be much more fluent.
Pronunciation Practice - Repeat each sentence out loud!
1. My older sister wants coffee.
2. My friend Joe from Hawaii enjoys tea.
3. The brother of my best friend enjoys steak.
4. The woman who works in that shop loves money.
5. My older sister's friend who works in that shop went to New York.
Conversation Practice - Ask these questions to your friends!
1. What does your older sister (or younger sister) like to drink?
2. Do you have a friend from another city? Does he enjoy tea?
3. Who do you know that enjoys steak?
4. What kind of people love money?
5. Do you know anyone who has travelled to another city?
Past Sentences with "be" + "ing"
Model Sentence
We were eating dinner last night at this time.
This pattern describes actions that happened now, so we use "was" or "were", not "is", "am" or "are". We use "ing" to show the action continued. It was not an action that was quickly finished! Because the action continues, it is possible that another action happened at the same time.
Pronunciation Practice - Repeat each sentence out loud!
1. I was sleeping (at 4 o'clock this morning).
2. She was eating dinner (at 6 o'clock last night).
3. He was coming home (last night after work).
4. We were talking on the telephone.
5. They were running.
6. You were studying English in junior high school.
Conversation Practice - Ask these questions to your friends!
1. What were you doing yesterday at this time? (I was working. / I was eating lunch. / I wasn't doing anything special.)
2. What was your father doing this morning at 8? (He was ...)
3. What were your parents doing last week? (They were ...)
4. Were you studying English last night? (Yes I was studying. / No I wasn't studying.)
5. Were you working or studying five years ago?
Simple Sentences with "be" + "ing"
Model Sentence
We are studying English now.
This pattern describes actions that are happening now (so we use "be", not "was") and continue (so we use "ing").
Pronunciation Practice - Repeat each sentence out loud!
1. I am eating dinner.
2. She is riding a bicycle.
3. He is playing the guitar.
4. We are playing tennis.
5. They are singing.
6. You are reading English!
Conversation Practice - Ask these questions to your friends!
1. What's your mother doing now? (She's reading a book. / She's getting ready for bed.)
2. What are your parents doing now? (They're eating dinner. / They're sleeping. / They're watching TV.)
3. Where are you going? (I'm going to work. / I'm going to my friend's home.)
4. Who are they talking to? (They're talking to ...)
5. Are you studying English now? (Yes I'm studying very hard! / No I'm hardly studying!)
Past Sentences with "Had"
Model Sentence
I had a yellow bicycle.
The past of "have" is very easy - it is always "had". (I had, you had, we had, she had, he had, they had) Just remember to use it when you are talking about a time in the past.
Pronunciation Practice - Repeat each sentence out loud!
1. I had a blue and red pen.
2. She had a good teacher last year.
3. He had a dog. (not now)
4. We had a big dinner.
5. They had money.
6. You had English classes two years ago.
Conversation Practice - Ask these questions to your friends!
1. Did you have a big lunch today?
2. Did your parents have English class in school?
3. Did you have any good teachers in school?
4. What kind of toys did you have as a child?
5. What did you have for breakfast this morning?
6. Where did you have dinner last night?
Past Sentences with "Be" (was / were)
Model Sentence
We were hungry last night.
Use the past of "Be" to describe places, people, or things that happened before now. Pay close attention to the different times we us "was" (He was... / She was... / I was...) and "were" (We were... / They were...). These are easy sentences, but you must do them perfectly! Good luck.
Pronunciation Practice - Repeat each sentence out loud!
1. I was a lazy student.
2. He was tired yesterday.
3. She was my neighbor.
4. We were classmates.
5. They were not classmates.
6. You were a cute child.
Conversation Practice - Ask these questions to your friends!
1. Were you a good student in high school?
2. Were you tired when you woke up this morning?
3. Was she your friend?
4. Were they in the same job?
5. Was he fat as a child?
6. Was yesterday a hot day?
Simple Sentences with "Have" (or "Has")
Model Sentence
We have a little money.
This is a very easy pattern, but very common, so be sure to say each sentence perfectly! Be careful - although we say "I have" or "We have", it is different with "he" or "she". We must say "He has" or "She has".
Pronunciation Practice - Repeat each sentence out loud!
1. I have good books.
2. She has two brothers.
3. He has one sister.
4. We have no time.
5. They have a house in the city.
6. You have good pronunciation in English!
Conversation Practice - Ask these questions to your friends!
1. Do you have any brothers or sisters?
2. What good books do you have for studying English?
3. Does your friend have good English pronunciation?
4. What kind of home does your family have?
5. Do your parents have good jobs?
6. Does your hometown have good parks?
Simple Sentences with "Be" (am / is / are)
Model Sentence
We are not from this city.
This pattern is a very easy but important pattern. Be sure to say these perfectly! Especially be careful of the different forms - "I am", "We are", "They are", "He is" or "She is". You have to say these correctly every time or people will be confused.
Pronunciation Practice - Repeat each sentence out loud!
1. I am from New York.
2. He is a teacher.
3. She is my friend.
4. We are married.
5. They are not married.
6. You are a good student.
Conversation Practice - Ask these questions to your friends!
1. What is your name? (My name is ...)
2. Where are you from? (I am from ...)
3. What is your job? (I am a ...)
4. Are you married? (Yes I am. / No I'm not.)
5. Is your friend a good student? (Yes she is. / No she isn't, she's a ...)
6. Are your parents teachers? (Yes they are. / No, they are ...)
(This is a good pattern when you want to know your speaking partner's choice or what he/she likes. After you hear your partner's answer, you can ask another question to "follow up". Have fun!)
Model Sentence
Which do you like better, fish or meat?
Pronunciation Practice - Repeat each question out loud!
1. Which do you like more, TV or movies?
2. Which do you prefer, bread or rice?
3. Which season is your favorite?
4. Which time of the year is best in your hometown?
5. Which is more interesting, watching sports or playing sports?
Conversation Practice - Ask these questions to your friends!
1. Which sport is your favorite?
2. Which job is best for you?
3. Which sound in English is hardest for you to make?
4. Which do you like more, reading books or listening to music?
5. Which did you enjoy more, your high school days or your elementary school days?
Discussion Practice - Give longer answers to these questions.
1. Which is more important to you, being rich or being happy?
2. Which do you think is more dangerous, eating too much or driving too fast?
(This is one of the best ways to start interesting conversations in English! Learn them well, listen for your speaking partner's answer. Finally ask follow-up questions to keep on talking on any topic in English.)
Model Sentence
Have you ever been to China?
Pronunciation Practice - Repeat each question out loud!
1. Have you been to California?
2. Have you seen any good movies recently?
3. Have you ever seen a ghost?
4. Has your sisters seen your new car?
5. Has English become easier or more difficult for you?
6. Has your hometown changed a lot in the past ten years?
Conversation Practice - Ask these questions to your friends!
1. Have you read any good books this year?
2. Have you travelled somewhere interesting in your life?
3. Have you ever tried a dangerous sport?
4. Have you studied a foreign language other then English?
5. Has anyone told you an interesting story recently?
Discussion – Give longer answers to these questions.
1. Would you enjoy flying an airplane by yourself?
2. Could we have a cheap electric car in the future?
3. Should cloning (making a "copy" of people!) be allowed in the future?
4. What should people do to make our world cleaner?
5. How could we make a million dollars in a short time?
6. Where should we put all of the world's garbage?
(These questions use "would" and "could" but they are NOT polite questions! Instead, they are questions about "possibilities". These questions are VERY good for starting interesting conversations.)
Model Sentence
Would you like to travel to the moon some day?
Pronunciation Practice - Repeat each question out loud!
1. Would you like to visit London? (Yes, I would. / No, I wouldn't.)
2. Could you take a train to work next week? (Yes, we could. / No, we couldn't.)
3. Should we study this for the test? (Yes, you should. / No, you shouldn't.)
4. Would you have studied harder as a student? [If you had another chance.] (Yes, I would have. / No, I wouldn't have.)
5. Could you have found a better way? (Yes, I could have. / No, I couldn't have.
6. Should you have asked for help before the test? (Yes, we should have. / No, we shouldn't have.)
Conversation Practice - Ask these questions to your friends!
1. Would you like to travel in space?
2. Would you like to visit the moon?
3. Could a lion beat an alligator in a fight?
4. Could a time machine be built in the future?
5. Should we spend more time at work or with our families?
6. Should we give money to poor people on the streets?
Discussion – Give longer answers to these questions.
1. Would you enjoy flying an airplane by yourself?
2. Could we have a cheap electric car in the future?
3. Should cloning (making a "copy" of people!) be allowed in the future?
4. What should people do to make our world cleaner?
5. How could we make a million dollars in a short time?
6. Where should we put all of the world's garbage?
(Use these sentences only in special situations.
They are not so useful for conversations.)
Model Sentence
Would you like to go out for a drink after work?
Pronunciation Practice - Repeat each question out loud!
1. Would you like to get together for a drink tonight?
2. Would you come to our home for dinner Friday night?
3. Would you mind bringing some books to our meeting tomorrow?
4. Could you come to work a little early this week?
5. Could you reserve a seat for me on Wednesday evening?
6. Could you take some time to look at my report?
7. May I ask what you are doing about our problem?
8. May I know what you are planning to do next?
(Use these sentences only in special situations.
They are not so useful for conversations.)
Model Sentence
Would you like to have some coffee?
Pronunciation Practice - Repeat each question out loud!
1. Would you like some tea?
2. Would you come here for a moment?
3. What do you want to eat for lunch?
4. What do you want to drink?
5. Could you tell me your name?
6. Could you help me move this?
7. May I sit here?
8. May we come in?
Model Sentence
This is a good book, isn't it?
Pronunciation Practice - Repeat each question and answer out loud!
1. This book is mine, isn't it? ("Yes it is." / "No it isn't.")
2. That car is yours, isn't that right? ("Yes that's right" / "Yes it's mine" / "No it's not mine")
3. This house is theirs, isn't it? ("Yes it is" / "No it isn't")
4. This phone number is hers, isn't it? ("Yes it is"/"Yes that's right"/"No it isn't")
5. You are from London, aren't you? ("Yes I am" / "No I'm not")
6. We have enough time, don't we? ("Yes we do" / "No we don't!")
7. You can speak German, can't you? ("Yes I can" / "No I can't")
8. They will come tomorrow, won't they? ("Yes they will" / "No they won't")
Conversation Practice - Ask these questions to your friends!
1. You can understand English well, can't you?
2. Learning sentence patterns is good practice, isn't it?
3. We should listen to English more, shouldn't we?
4. Your job is interesting, isn't it?
5. If we keep trying, we'll surely succeed, won't we?
Model Sentence
How many English sentences do you know?
Pronunciation Practice - Repeat each question out loud!
1. How long have you known your friend?
2. How much time is there in a day?
3. How many people are in your family?
4. How long can you swim underwater?
5. How much time have you spent studying for your test?
6. How many hours are there in a day?
Conversation Practice - Ask these questions to your friends!
1. How long have you studied English?
2. How long will you stay in your current job?
3. How much money do you spend for lunch every day?
4. How much time do you spend sleeping each night?
5. How many years have you spent in school?
6. How many days do you work each week?
Model Sentence:
How do you study English now?
Pronunciation Practice - Repeat each question out loud!
1. How do you go to work every day?Conversation Practice - Ask these questions to your friends!
2. How old are you?
3. How tall are you?
4. How can I buy a ticket?
5. How do you feel this afternoon?
6. How is your stomach?
7. How are your parents doing?
8. How is your new job going?
9. How often do you go to the movies?
1. How do you like your job? (I like it a lot. Or I don't like it very much.)
2. How are you feeling today? (I'm feeling better than yesterday.)
3. How is the weather today? (It's warm and sunny – a beautiful day!)
4. How fast can you run? (I can't run very fast! Or I can run pretty fast.)
5. How often do you study English? (I often study. / I study every day. / I don't study very often. / I frequently study. / I rarely study.)
["W" word + part of "Yes/No" Question]
Model Sentence:
What languages can you speak?
Pronunciation Practice - Repeat each question and answer out loud!
1. What / is your name? (My name is ~ .)
2. What / can you / do well? (I can ~ very well.)
3. Where / are you from? (I am from ~ .)
4. Where / will you go / tomorrow? (I will go to ~ .)
5. When / did you / wake up / this morning? (I woke up at ~ o'clock.)
6. When is your birthday? (My birthday is in ~ .)
7. Who is your favorite singer? (My favorite singer is ~ .)
8. Who will come with us? ( ~ and ~ will come with us.)
9. Why are you studying English now? (I am studying English because ~ . )
10. Why were they so happy? (They were so happy because ~ .)
Conversation Practice - Ask these questions to your friends!
1. What do you like to do in your free time?
2. What will you eat for dinner tonight?
3. Where do you buy fruits and vegetables?
4. Where is the best place to visit in winter?
5. Who was your favorite teacher in school?
6. Who is the most popular singer in your country?
7. When was your last vacation? (My last vacation was in ~ .)
8. When do you prefer to study, in the morning or in the evening?
9. Why are you sleeping so late? (I'm sleeping so late because...)
10. Why are you walking to your school? (I'm walking because...)
Discussions - Give longer answers to these questions.
1. What is the most exciting movie you have ever seen?
2. When is the coldest weather in your hometown?
3. Where do you like to go on a warm summer's day?
4. Who do you like to talk to when you have a problem?
5. Why do you want to learn English?
[Note: Use the first question word in your answer!]
2. Does she like to study? Yes, she does. / No, she doesn't.
3. Did you see it? Yes, we did. / No, we didn't.
4. Can you speak English well? Yes, we can. / No, we can't.
5. Is she from here? Yes, she is. / No, she isn't.
6. Are you from a big city? Yes, we are. / No, we aren't.
7. Are they going to come? Yes, they are. / No, they aren't.
8. Will you go with us? Yes, we will. / No, we won't.
9. Were you at home last night? Yes, I was. / No, I wasn't.
3. Does your sister like pizza? (Yes she does. / No she doesn't.)
4. Does your friend like to eat pizza?
5. Do you have a brother or sister?
6. Does your father work in an office?
7. Can you play the guitar? (Yes I can. / No I can't.)
8. Can you drive a car?
9. Can your father drive a car?
10. Can you answer these questions easily?
11. Can French people speak French?
12. Is your friend a good singer? (Yes he is./Yes she is./No he isn't./No she isn't.)
13. Is today Friday?
14. Are you a good student? (Yes I am. / No I am not. / No I'm not.)
15. Are your friends tall?
16. Is your mother going to work today? (Yes, she is./No she is not./No she isn't.)
17. Is your dog big?
18. Are you going to stay home tonight? (Yes, I am. / No I am not. / No I'm not.)
19. Are you going to travel this year?
20. Will you practice all of these questions? (Yes I will. / No I won't.)
21. Will your friend help you study English?
22. Was yesterday Thursday? (Yes it was. / No it was not. / No it wasn't.)
23. Was your test difficult?
24. Were your parents from the same town or city? (Yes they were./No they weren't.)
25. Were your teachers helpful to you?
========
| paf30.06.2021 Present Simple Koha e tashme
The Present Simple tense is the most basic tense in English and uses the base form of the verb (except for the verb be). The only change from the base is the addition of s for third person singular. Koha e tashme është koha më themelore në gjuhën Angleze dhe përdor formën bazë të foljes (përveç të foljes be). Ndryshimi i vetëm nga forma bazë është shtimi i s për vetën e tretë njëjës.
How do we make the Present Simple tense? Si e krijojmë kohën e tashme?
There are two basic structures for the Present Simple: Ka dy struktura kryesore për kohën e tashme:
Fjalitë deftore
Fjalitë pyetëse dhe negative
Look at these examples with the main verb like: Shihni këta shembuj me foljen kryesore like:
From the above table, notice the following points... Nga tabela e mësipërme, vini re pikat që vijojnë…
For positive sentences: Për fjalitë pozitive:
For negative and question sentences: Për fjalitë negative dhe pyetëse:
Emphatic do Emfatikja do Normally, for positive sentences we do not use the auxiliary verb do. But if we want to emphasize (stress) something, we may use it. For example, instead of saying "I like your dress", we could say "I do like your dress", just to show how much we like it. Here are some more examples: Normalisht, për fjalitë pozitive nuk e përdorim foljen ndihmëse do. Por nëse ne duam të emfatizojmë (theksojmë) diçka, mundemi ta përdorim atë. Për shembull, në vend të themi “I like your dress”, mund të themi “I do like your dress”, vetëm për të treguar se sa e pëlqejmë atë. Këtu ndodhen më shumë shembuj:
======= paf28.06.2021
Present Simple with main verb be E tashmja me foljen kryesore be
The structure of the Present Simple with the main verb be is: Struktura e kohës së tashme me foljen kryesore be është:
Look at these examples with the main verb be: Shihni këto shembuj me foljen kryesore be:
paf06.27.2021 |
7 Units of Time
|
Present Simple
The Present Simple tense is the most basic tense in English and uses the base form of the verb (except for the verb be). The only change from the base is the addition of s for third person singular.
How do we make the Present Simple tense?
There are two basic structures for the Present Simple:
1. Positive sentences
| subject | + | main verb |
| Present Simple |
2. Negative and question sentences
| subject | + | auxiliary do | + | main verb |
| conjugated in Present Simple | ||||
| do, does | base |
Look at these examples with the main verb like:
| subject | auxiliary verb | main verb | |||
|---|---|---|---|---|---|
| + | I, you, we, they | like | coffee. | ||
| He, she, it | likes | coffee. | |||
| - | I, you, we, they | do | not | like | coffee. |
| He, she, it | does | not | like | coffee. | |
| ? | Do | I, you, we, they | like | coffee? | |
| Does | he, she, it | like | coffee? |
From the above table, notice the following points...
For positive sentences:
- There is no auxiliary verb.
- We conjugate the main verb by adding s to the third person singular.
For negative and question sentences:
- The auxiliary verb (do) is conjugated in the Present Simple: do, does
- The main verb is invariable in base form: base
- For negative sentences, we insert not between the auxiliary verb and the main verb.
- For question sentences, we exchange the subject and the auxiliary verb.
Normally, for positive sentences we do not use the auxiliary verb do. But if we want to emphasize (stress) something, we may use it. For example, instead of saying "I like your dress", we could say "I do like your dress", just to show how much we like it. Here are some more examples:
- I do wish you'd stop.
- I do apologize.
- You do look smart today.
Present Simple with main verb be
The structure of the Present Simple with the main verb be is:
| subject | + | main verb be |
| conjugated in Present Simple | ||
| am, are, is |
Look at these examples with the main verb be:
| subject | main verb be | |||
|---|---|---|---|---|
| + | I | am | French. | |
| You, we, they | are | French. | ||
| He, she, it | is | French. | ||
| - | I | am | not | old. |
| You, we, they | are | not | old. | |
| He, she, it | is | not | old. | |
| ? | Am | I | late? | |
| Are | you, we, they | late? | ||
| Is | he, she, it | late? |
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paf06.13.2021
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paf06.11.2021
Counting Chart: Numbers 1 to 100
| 1 one | 2 two | 3 three | 4 four | 5 five | 6 six | 7 seven | 8 eight | 9 nine | 10 ten |
| 11 eleven | 12 twelve | 13 thirteen | 14 fourteen | 15 fifteen | 16 sixteen | 17 seventeen | 18 eighteen | 19 nineteen | 20 twenty |
| 21 twenty- one | 22 twenty- two | 23 twenty- three | 24 twenty- four | 25 twenty- five | 26 twenty- six | 27 twenty- seven | 28 twenty- eight | 29 twenty- nine | 30 thirty |
| 31 thirty- one | 32 thirty- two | 33 thirty- three | 34 thirty- four | 35 thirty- five | 36 thirty- six | 37 thirty- seven | 38 thirty- eight | 39 thirty- nine | 40 forty |
| 41 forty- one | 42 forty- two | 43 forty- three | 44 forty- four | 45 forty- five | 46 forty- six | 47 forty- seven | 48 forty- eight | 49 forty- nine | 50 fifty |
| 51 fifty- one | 52 fifty- two | 53 fifty- three | 54 fifty- four | 55 fifty- five | 56 fifty- six | 57 fifty- seven | 58 fifty- eight | 59 fifty- nine | 60 sixty |
| 61 sixty- one | 62 sixty- two | 63 sixty- three | 64 sixty- four | 65 sixty- five | 66 sixty- six | 67 sixty- seven | 68 sixty- eight | 69 sixty- nine | 70 seventy |
| 71 seventy- one | 72 seventy- two | 73 seventy- three | 74 seventy- four | 75 seventy- five | 76 seventy- six | 77 seventy- seven | 78 seventy- eight | 79 seventy- nine | 80 eighty |
| 81 eighty- one | 82 eighty- two | 83 eighty- three | 84 eighty- four | 85 eighty- five | 86 eighty- six | 87 eighty- seven | 88 eighty- eight | 89 eighty- nine | 90 ninety |
| 91 ninety- one | 92 ninety- two | 93 ninety- three | 94 ninety- four | 95 ninety- five | 96 ninety- six | 97 ninety- seven | 98 ninety- eight | 99 ninety- nine | 100 one hundre= |
Prepositions of Time - at, in, on
We use:
- at for a PRECISE TIME
- in for MONTHS, YEARS, CENTURIES and LONG PERIODS
- on for DAYS and DATES
| at PRECISE TIME | in MONTHS, YEARS, CENTURIES and LONG PERIODS | on DAYS and DATES |
|---|---|---|
| at 3 o'clock | in May | on Sunday |
| at 10.30am | in summer | on Tuesdays |
| at noon | in the summer | on 6 March |
| at dinnertime | in 1990 | on 25 Dec. 2010 |
| at bedtime | in the 1990s | on Christmas Day |
| at sunrise | in the next century | on Independence Day |
| at sunset | in the Ice Age | on my birthday |
| at the moment | in the past/future | on New Year's Eve |
Look at these examples:
- I have a meeting at 9am.
- The shop closes at midnight.
- Jane went home at lunchtime.
- In England, it often snows in December.
- Do you think we will go to Jupiter in the future?
- There should be a lot of progress in the next century.
- Do you work on Mondays?
- Her birthday is on 20 November.
- Where will you be on New Year's Day?
Notice the use of the preposition of time at in the following standard expressions:
| Expression | Example |
|---|---|
| at night | The stars shine at night. |
| at the weekend* | I don't usually work at the weekend. |
| at Christmas*/Easter | I stay with my family at Christmas. |
| at the same time | We finished the test at the same time. |
| at present | He's not home at present. Try later. |
*Note that in some varieties of English people say "on the weekend" and "on Christmas".
Notice the use of the prepositions of time in and on in these common expressions:
| in | on |
| in the morning | on Tuesday morning |
| in the mornings | on Saturday mornings |
| in the afternoon(s) | on Sunday afternoon(s) |
| in the evening(s) | on Monday evening(s) |
When we say last, next, every, this we do not also use at, in, on.
- I went to London last June. (not in last June)
- He's coming back next Tuesday. (not on next Tuesday)
- I go home every Easter. (not at every Easter)
- We'll call you this evening. (not in this evening)
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).
1. the 24 hours between one midnight and the next 2. the time between sunrise and sunset (as distinct from night)
paf 23.05.2021
Section 1 be and have
=======grammar summary
Be(am/are/is/was/were)
Ø We can use adjectives, nouns or expressions of place after be.
She is late. I`m hungry. Are you a doctor? Is everybody here?
Ø We use a special structure with be-there is-to introduce things: to say that they exist.
There`s a strange woman at the door. There are some letters for you.
Ø Be can be an auxiliary verb in progressive tenses
She is working. It was made in Hong Kong.
Have(have/has/had)
Ø We can use have or have got to talk about possession, relationships and some other ideas.
Do you have a car? I don`t have any brothers or sisters. Ann has got a headache.
Ø And we can use have to talk about some kinds of actions.
I`m going to have a shower. What time do you have breakfast?
Ø Have can also be an auxiliary verb in perfect tenses
I haven`t seen her all day. We knew that he had taken the money.
To be or not to be, that is the question. There`s a thin man inside every fat man.
(Shakespeare: Hamlet) (George Orwell)
Is there life before death? You can have it all, but you can`t do it all.
(Seamus Heaney) (Michelle Pfeiffer)
If you`ve got everything When I saw young there was no respect for the young, and now that
you`ve got nothing. I am old there is no respect for the old.
(Leni MacShaw) (J B Priestley)
be I am happy today. Are we late?
BE: PRESENT
+
?
- I am you are he/she/it is we are they are Am I? are you? is he/she/it? are we? are they? I am not you are not he/she/it is not we are not they are not
I am a doctor. Are you American? We are not ready.
1.Put in am, are or is.
Ø You are late 4. I ………. happy today.
1. We ………. very well. 5. I think you ………. tired.
2. My sister ………. a doctor. 6. Our house ………. very small.
3. Paul and Ann ………. in America. 7. I ………. nearly ready.
In conversation and informal writing, we use contractions:
I`m you`re he`s she`s it`s John`s the train`s we`re they`re
I`m a doctor You`re late. John`s in London. The shop`s open. We`re ready.
2.Write these sentences with contractions.
Ø Claire is ill. …Claire`s ill.. 4. My name is Peter. ………………………….
1. We are all tired. ………………………… 5. You are early. …………………………………
2. They are here. …………………………… 6. The shop is closed. …………………………
3. I am sorry. …………………………………. 7. She is at home. ………………………………
To make questions(?) with be, we put the verb before the subject.
STATEMENT + : I am late. The taxi is here. We are late. Your keys are in the car. QUESTION ? : Am I late? Is the taxi here? Are we late? Are my keys in the car?
3.Make questions.
Ø Bill/Scottish ..Is bill Scottish?.......... 7. We all/ready ……………………………
1. Marie/from Paris ………………………… 8. I/early ………………………………………
2. We/very late ………………………………. 9. They/at home …………………………..
3. John/in bed ………………………………… 10. You/happy ………………………………
4. The boss/here ………….………………….. 11. Joe/married …………………………….
5. Your car/fast ……………………………….. 12. This/your house ………………………
6. Luke/here ……………………………………. 13. That Jane …………………………………
Do you know all these question words? Who what when where why how
Contractions with is: who`s what`s when`s where`s why`s how`s
Who`s that? What`s this? When`s the party? Where`s the station? Why are we here? How are you?
4.Put in question words with are or `s.
Ø `.…Who`s……….. that?` It`s my brother.` 5. `……………………… you late?` `My watch is broken.`
Ø `.…Where are…. Leo and Amy?` ´In London.` 6. `……………………… your mother?` `Not very well.`
1. `……………………… your name?` `Maria.` 7. `……………………… Daniel?` ´In hospital.`
2. `……………………… my glasses?` `Here.` 8. `……………………… those men?` Ì don`t know.`
3. `……………………… your teacher?` ´Mrs. Allen.` 9. `……………………… your parents?` `Very well.`
4. `……………………… the exams?` ´On Tuesday.` 10.`……………………… your birthday?` `March 17th.`
To make negative (-) sentences with be, we put not after am/is/are or `m, `re, `s.
I am not Scottish. We are not ready. I`m not tired. She`s not here.
We also cam make contractions with n`t: you aren`t, she isn`t etc. (BUT NOT I amn`t).
5.Write negative(-) ends for the sentences.
Ø I`m Greek, but (- from Athens) ……….I`m not from Athens………………………………………
Ø It`s winter, but (- cold) ……….It`s not cold………….OR……….It isn`t cold…………………….
1. She`s tired, but (- ill) ……………………………………………………………………………………………….
2. They are in England, but (- in London) …………………………………………………………………….
3. You`re tall, but (- too tall) ………………………………………………………………………………………..
4. We are late, but (- very late) ……………………………………………………………………………………
5. It`s summer, but (- hot) ……………………………………………………………………………………………
6. I`m student, but (- at university) ………………………………………………………………………………
7. John`s good-looking, but (- very nice) ………………………………………………………………………
8. Anne is at work, but(- in her office) ………………………………………………………………………….
9. This is a nice coat, but (- mine)………………………………………………………………………………….
10. It`s a big car, but (- very fast)…………………………………………………………………………………....
We often use be with: hungry, thirsty, cold, hot, right, wrong, afraid, interested, what color?, what size?.
And we use be with ages.
Have you got anything to eat? I´m hungry. I`m cold. It´s very hot here in summer.
It´s late. You´re right. Let´s go. Are you afraid of flying? I´m interested in politics.
What color is her hair? What size are your shoes? How old are you? I`m 17.
6.Put in words from the box.
afraid cold color hot hungry interested old right size thirsty wrong
Ø He is a big man, but he is …afraid… of her
1. You think I´m wrong, but I know I´m …………………………
2. What ………………………… is that T-shirt? Extra large.
3. What ………………………… is your car?
4. Sorry, I`m not ………………………… in her problems.
5. It`s the 18th today. You`re ………………………… - it`s the 19th.
6. Something to drink? No, thanks. I`m not …………………………
7. It`s ………………………… in here. Open a window.
8. Is it ………………………… here in winter?
9. How ………………………… is your girlfriend? She`s 19.
10. I`m ………………………… Would you like a sandwich?
===========
paf05.03.2021
https://www.ego4u.com/en/cram-up/tests/simple-present-1
====================
paf04.20.2021
6 Present Continuous (2) (Am I winning?)
1. Look at these questions:
Are you enjoying that drink, Ann?
Is he watching TV at the moment?
Are they working hard?
2. We form Present Continuous questions like this:
QUESTIONS | ||
Singular |
| |
Are you winning? | ||
Is she/he/it | ||
Plural |
| |
Are you winning? | ||
Are they |
3. Here are three common Present Continuous questions. They all mean ‘How are you?’ :
How’s it going?
How are you getting on?
How are you doing?
- Hello.How are you doing?
- Very well thanks. And you?
4. In English, we cannot say:
I’m liking tennis.
I’m knowing your sister.
We say:
I like tennis.
I know your sister.
We do not usually use these verbs in the Present Continuous:
like | know | hate | love | understand |
believe | mean | remember | want |
5. think and have
We cannot say:
I’m thinking it’s good.
We say:
I think it’s good.
(=In my opinion, it’s good.)
But we can say:
She’s thinking about the film we saw.
(=The film is in her mind now.)
We cannot say:
I’m having a ticket.
We say:
I have a ticket. (=I possess a ticket.)
But we can say:
I’m having breakfast.
(=I’m eating breakfast.)
………………………………………………………………………………………………
paf04.19.2021
Provoni ne vijim te zgjidhni ushtrimet e dhena ne kete faqe.
fm
Practice
A. Make questions by putting the words in brackets ( ) in the right order.
0 | (enjoying-your work-you-are-? | Are you enjoying your work?______ |
1 | (she-having lunch-is-?) | ______________________________ |
2 | (you-are-feeling sick-? | ______________________________ |
3 | (playing football-are-they-?) | ______________________________ |
4 | (the cat-sleeping-is-?) | ______________________________ |
5 | (relaxing-are-you-) | ______________________________ |
6 | (the sun-is-shining-?) | ______________________________ |
7 | (he-is-coming-to the cinema-?) | ______________________________ |
8 | (listening-are-they-?) | ______________________________ |
9 | (eating-at the moment-she-is-? | ______________________________ |
10 | (it-raining hard-is-?) | ______________________________ |
11 | (I-getting better-at tennis-am-?) | ______________________________ |
12 | (are-winning the match-we-? | ______________________________ |
B. Make questions and answers. Use the Present Continuous.
QUESTIONS ANSWERS
0 (she/work/in Peru this year?) ~ (No, she/study/in Mexico)
Is she working in Peru this year? ~ No. She’s studying in Mexico.
1 (you/study//English at the moment?) ~ (Yes, I/work/hard)
______________________________________________________________________________
2 (they/listen/to the radio?) ~(No, they/play/CDs)
_____________________________________________________________________________
3 (Peter/wash/now?) ~(Yes, he/have/a bath)
____________________________________________________________________________
4 (they/live/in Madrid at the moment?) ~(Yes, they/learn/Spanish)
______________________________________________________________________________
5 (David/sing/in a group this year?) ~(No, he/wotk/in a restaurant)
_____________________________________________________________________________
C. Put a tick () next to a correct sentence, and a cross () next to a wrong sentence.
|
|
0 She’s liking pop music.
1 He’s learning French.
2 They’re enjoying the film.
3 We’re loving ice-cream.
4 She’s believing he’s right.
5 John’s thinking about my idea.
6 He’s having lunch at the moment.
7 She’s eating banana.
8 I’m feeling sick.
9 ‘Huge’ is meaning ‘very big’.
10 Mick is knowing Jane.
11 She’s hating classical music.
D. Complete this conversation. Use the verbs in brackets ( ) in the Present Continuous.
Paul: | Hi Steve! What are you doing? |
Steve: | I’m going_________ (I/go) to the bank. What are you doing? |
Paul: | __________________________ (I/shop) . ______________________ (I/look) for a new tennis racquet. __________________________ (I/play) a lot of tennis at the moment, and I need a new racquet. |
Steve: | Where is Jackie? Do you know? |
Paul: | Yes. She isn’t in England at the moment. _____________________________ (She/work) in France for a month. |
Steve: | What ______________________ (she/do) in France? |
Paul: | ____________________________ (She/sing) in a night-club. |
Steve: | Really? What about Fred and Sue? What ________________________(they/do)? |
Paul: | ________________________ (They/study) for an exam. They’re always in the library at the moment. |
Steve: | How is your sister? Is she all right? |
Paul: | Yes, She’s fine, but she’s tired. __________________________ (We/paint) the living-room. It’s hard work. |
Steve: | Can I help you? |
Paul: | No, It’s OK. My father ___________________________ (help). |
Steve: | Well, I hope you find a good racquet. |
==========
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.
paf04.14.2021
4 Present Simple (2) (Do you drive?)
1 We use the Present Simple:
□ to talk about feelings:
I like pop music.I don’t like classical music.
She loves football!
Philip wants a new car.
I don’t want a cup of tea, thanks.
He feels sick.
□ to talk about thoughts:
I think he’s angry.
I don’t think she likes her new job.
I don’t know the answer.
He doesn’t understand me.
2 For other uses of the Present Simple, see unit 3.
3 We form the Present Simple questions like this:
QUESTIONS |
|
|
|
|
Singular | Do | I/you |
|
|
| Does | He/she/it |
|
|
Plural | Do | we |
|
|
| Do | you |
|
|
| Do | they |
|
|
Note that we put do before I/you/we/they:
Do you speak Spanish?
Do you work in the town centre?
Do the know the answer?
We put does before he/she/it:
Does he walk to work?
Does Steve enjoy his job?
Does she play the piano?
Note that we say:
Does he walk? (Not Does he walks?)
=========================
paf04.13.2021
Praktikoni ushtrimet e meposhteme edhe nese do te kini pyetje i gjykojme diten e enjte kur te vini ne oren mesimore.
fm
Practice
A Write sentences about Peter.(ü=like , üü=love , û = not like , ûû = hate)
0 (tennis û) He doesn’t like tennis.
0 (music üü) He loves music.
1 (coffee ü) He _______________
2 (films û) He _________________
3 (his job üü) __________________
4 (fish ûû) ______________________
5 (holidays üü) _____________________
6 (golf û) __________________________
B Put the words from the box in the correct form in the gaps.Use the Present Simple.Use each verb once.
like | not know | love | feel |
think | not like | want | not understand |
0 She thinks that films are fantastic! She loves__ films.
1 I _______sick. Can I have a glass of water please?
2 I don’t know the answer because I ________________ the question.
3 I ______ he’s tired. He works too hard.
4 We ___________ that new painting. We think it’s terrible!
5 I want to telephone Jane, but I ___________ her phone number.
6 They’re thirsty. They ________ something to drink.
7 I _______ your new car. It’s very nice. Was it expensive?
C This is interview with Mary Woods about herself and her husband, John. Write the questions, using the ideas from the box.
like films | read books | listen to the radio |
play golf | watch TV | play musical instrument |
smoke | go to the theatre | drive a car |
like pop music | drink coffee | live in London |
like dogs | speak any foreign languages |
|
| QUESTIONS | - | ANSWERS |
0 | Do you live in London____________? | - | Yes, I live in north London. |
0 | Does John play golf_______________? | - | No, but he plays tennis. |
1 | _______________________________? | - | Yes, I speak French. |
2 | _______________________________? | - | Yes, I like all the programmes on TV. |
3 | _______________________________? | - | Yes, he listens to the radio in the morning. |
4 | _______________________________? | - | No, but he loves cats. |
5 | _______________________________? | - | No, I don’t like films. |
6 | _______________________________? | - | Yes, he has two cups in the morning. |
7 | _______________________________? | - | No, but I have a bicycle. |
8 | _______________________________? | - | Yes, he plays the piano. |
9 | _______________________________? | - | No, I prefer classical music. |
10 | _______________________________? | - | Yes, I love musicals. |
11 | _______________________________? | - | Yes, I read one book every week. |
12 | _______________________________? | - | No, he doesn’t like cigarettes. |
D You are on holiday, and you are in a Tourist Information Centre. Ask questions using the table below.
A | B | C |
Do | You | Stop at the railway station? |
Does | The sports centre | Finish before eleven p.m.? |
| All the banks | Start here? |
| The number 38 bus | Sell maps of the city? |
| The restaurants | Change tourists’ money into pounds? |
| The concert | Sell souvenirs? |
| The sightseeing tour | Have a swimming pool? |
| The museum | Serve typical English food? |
0 Do you sell maps of the city?__________________________________________________________
1 ______________ the sports centre__________________________________________
2 ______________________________________________________________________
3 ______________________________________________________________________
4 ______________________________________________________________________
5 ______________________________________________________________________
6 ______________________________________________________________________
7 ______________________________________________________________________
=================
paf04.12.2021
FORMA PYETESE DHE MOHORE NE KOHEN E SHKUAR
Ø Edhe per kohen e shkuar vlejne po ato rregulla te pergjithshme te dhena per kohen e tashme. Pra, per foljet ndihmese, ndertimet pyetese dhe mohore jane si ato te kohes se tashme, me dallimin per te patur kujdes zevendesimin e trajtave to be (am, is dhe are), me was ( per numrin njejes) dhe are me were ( per numrin shumes). Si p.sh.:
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?
Ø Shkurtimet per was dhe were gjate perdorimit ne ndertimet mohore jane: wasn’t /wɔzn’t/ dhe weren’t /w ə:nt/.
Ø Per te gjitha foljet e tjera, ndertimet ne mohore dhe pyetese, behen si ne kohen e tashme duke zevendesuar do ose does me did dhe duke mbajtur mend mire se did eshte e njejte per te gjitha vetat, si per njejesin ashtu dhe per shumesin.
Ø Kujtojme se eshte folja ndihmese to do ajo qe zgjedhohet ne kohen e shkuar dhe jo vete folja perkatese, e cila ruan trajten e paskajores, pa pjesezen to, si psh.:
I did not cook. Did I cook?
Zgjedhimi i foljes (to) help ne kohen e shkuar, forma pyetese.
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?
Zgjedhimi i foljes (to) help ne kohen e shkuar, forma mohore.
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
================
paf04.11.2021
1 Be:Present Simple (1) (I am,I’m not)
1 Here are some examples of be in the Present Simple:
This is my brother.He’s ten years old.
I’m a student.These are my books.
They aren’t at home.They’re at the theatre.
2 We form the Present Simple of be like this:
POSITIVE | ||
Full form | Short form | |
Singular | I am | I’m |
You are | You’re | |
He/she/it is | He’s/she’s/it’s | |
Plural | We are | We’re |
You are | You’re | |
They are | They’re | |
NEGATIVE | ||
Full form | Short form | |
Singular | I am not | I’m not |
You are not | You aren’t | |
He/she/it is not | He/she/it isn’t | |
Plural | We are not | We aren’t |
You are not | You aren’t | |
They are not | They aren’t |
3 In speech,we usually use the short forms:
She’s my sister. He’s my brother.
I’m from Italy. They’re German.
paf 04.09.2021
Shikoni ne vijim pjesen e dyte te mesimit te pare.
fm
4 We use be:
· To say who we are:
I’m Steve and this is my friend Bill. We’re from Scotland.
I’m Janet and these are my sisters. This is Sandra and this is Patricia.
Sandra and Patricia are doctors.
· To talk about the weather:
It’s cold today.
It’s a beautiful day.
It’s usually hot here!
It isn’t very warm today.
· To talk about the time:
It’s ten o’clock.
It’s half past four.
You’re late!
· To talk about places:
Milan is in the north of Italy.
John and Mary are in Yorkshire.
· To talk about people’s ages:
My sister is six years old.
==================
paf 04.08.2021
Ju lutem realizoni keto ushtrime ne fletoren tuaj.
fm
Practice
A. Maria is from Brazil. She is writing about herself and her family. Put full forms of be in the gaps.
0 I am a student from Brazil.
0 My parents are not (not) rich.
1 My father is a teacher.
2 My mother is not (not) Brazilian.
3 She is from America.
4 I am twenty years old.
5 My little brother is two.
6 My older brothers are not (not) students.
7 They are in the army.
8 It is often very hot in Brazil.
B. Now fill these gaps.This time,use short forms of be,as in the examples.
0 I’m a doctor.
0 I’m not (not) a bank manager.
1 She isn’t (not) a teacher.
2 He’s a student.
3 They’re at home.
4 They aren’t (not) in the park.
5 It isn’t (not) cold today.
6 It’s very hot.
7 We’re from Paris.
8 We aren’t (not) from Bordeaux.
9 You aren’t ( not) twenty-one.
10 I’m twenty-four.
fm
C . Look at these pictures. These people are saying who they are. Write sentences, choosing the correct jobs from the box, as in the example.
policeman, an artist, a teacher, a film star, a scientist, a photographer.
a pop star | a farmer | a bank manager | a footballer | a dentist | a doctor |
a policeman | an artist | a teacher | a film star | a scientist | a photographer |
0
Names: | Paolo, Federico |
Nationality: | Italy |
Jobs: | Policeman, footballer |
I’m Paolo and this is Federico. We’re from Italy. I’m a policeman and Federico is a footballer.
1
Names: | Bjorn, Liv |
Nationality: | Sweden |
Jobs: | Doctor, film star |
I’m Bjorn and this is Liv. We’re from Sweden. I’m a doctor and Liv is a film star.
2
Names: | Maria, Pedro |
Nationality: | Mexico |
Jobs: | Teacher, pop star |
I’m Maria and this is Pedro. We’re from Mexico. I’m a a teacher and Pedro is a pop star.
3
Names: | Jim, Mary |
Nationality: | Australia |
Jobs: | Bank manager, artist |
I’m Jim and this is Mary. We’re from Australia. I’m a bank manager and Mary is an artist.
4
Names: | Tomoko, Akira |
Nationality: | Japan |
Jobs: | Dentist, photographer |
I’m Tomoko and this is Akira. We’re from Japan. I’m a dentist and Akira is a photographer.
5
Names: | Rajiv, Vikram |
Nationality: | India |
Jobs: | Scientist, farmer |
I’m Rajiv and this is Vikram. We’re from India. I’m a scientist and Vikram is a farmer.
D . Choose words from the box to put in the gaps.
He’s | She’s | They’re | It’s (x3) |
are | Is | We | isn’t |
0 My parents live in Scotland.They’re teachers.
1 New York isn’t in England.It’s in America.
2 Paul is from Germany.He’s German.
3 My sister is a doctor.She’s thirty years old.
4 It’s six o’clock!We are late.
5 It’s very cold today.Let’s stay at home.
6 Look at the time!Chris and Mary are late.
=====================
paf09.03.2021
Personal pronouns – Përemrat vetorë
The two personal pronouns I and me are often used wrongly, usually in sentences in which I is being used with another noun. Here are some tips to help you get it right:
Përemrat vetorë të gjuhës angleze I dhe me shpesh përdoren gabim, zakonisht në ato fjali në të cilat I, përdoret së bashku me një emër tjetër. Ndiqni me kujdes këshillat e mëposhtme me qëllim që ju të mos gaboni në përdorimin e saktë të tij:
Use the pronoun I, along with other subjective pronouns such as we, he, she, you, and they, when the pronoun is the subject of a verb:
Përemrat vetorë I, you, he, she, it, we, you dhe they, kur përemri është kryefjala e foljes:
In the last example, the pronoun I, together with the proper noun Clare, forms the subject of the sentence, so you need to use I rather than me.
Në shembullin e fundit, përemri I, bashkë me emrin e përveçëm Clare, formon kryefjalën e fjalisë, kështu që nevojitet të përdorni I në vend të me.
Use the pronoun me, along with other objective pronouns such as us, him, her, you, and them, when the pronoun is the object of a verb:
Përdorni përemrat me, you, him, her, us, dhe them, kur përemri është kundrina e foljes:
Danny thanked them.
The dog followed John and me to the door.
In the last example, the pronoun me, together with the proper noun John, forms the object of the verb follow, so you need to use me rather than I.
Në shembullin e fundit, përemri me, bashkë me emrin e përveçëm John, formon kundrinën e foljes follow, kështu që nevojitet të përdorni me në vend të I.
Use the pronoun me, along with other objective pronouns such as us, him, her, you, and them, when the pronoun is the object of a preposition:
Përdorni përemrat me, us, him, her, you, dhe them, kur përemri është kundrina e një parafjale:
Rose spent the day with Jake and me.
Me, together with Jake, forms the object of the preposition with, so you need to use the pronoun me rather than the pronoun I.
Me, bashkë me Jake, formon kundrinën e parafjalës with, kështu që ju nevojitet të përdorni përemrin me në vend të përemrit I.
An easy way of making sure you’ve chosen the right pronoun is to see whether the sentence reads properly if you remove the additional pronoun:
Një mënyrë e lehtë për të qenë i sigurt se keni zgjedhur përemrin e duhur është të shihni nëse fjalia lexohet në mënyrën e duhur nëse hiqni përemrin plotësues:
✓ I am going for a coffee. | ✗ Me am going for a coffee. |
✓ Rose and I went for a coffee. | ✗ Rose and me went for a coffee. |
✓ The dog followed me. | ✗ The dog followed I. |
✓ Rose spent the day with me. | ✗ Rose spent the day with I. |
=============
paf25.02.2021
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) emerb) peremerc) 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) mbiemerb) emerc) 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.
==================
Basic sentence pattern in English
In English, our sentences usually operate using a similar pattern: subject, verb, then object. The nice part about this type of structure is that it lets your reader easily know who is doing the action and what the outcome of the action is.
A subject performs the action in a sentence.
- For instance, in the sentence, “Matt eats pizza,” Matt is the subject because he is the one eating the pizza.
A verb is a word that usually indicates some type of action. There are two basic types of verbs in English: action verbs and linking verbs. An action verb represents something the subject of a sentence does, whereas a linking verb connects the subject to a specific state of being. In other words, a linking verb describes a subject instead of expressing an action. Linking verbs are also known at state of being verbs, and the most common one in English is the verb to be.
- If we consider the above sentence, “Matt eats pizza,” the verb is eats, which is an action verb because it tells us what Matt does – he eats.
- In this sentence, “Matt is hungry,” our verb is is, which is a form of to be, a linking verb. Notice how Matt does not do anything in this sentence. Instead, the verb is describes how Matt feels – hungry. Is links Matt with hunger.
An object usually appears after the verb. There are two (2) types of objects in the English language: direct and indirect.
- A direct object takes or receives the action of the verb. In other words, the subject of the sentence acts on the direct object.
- The direct object in our sample sentence “Matt eats pizza” is pizza. Matt eats what? Pizza.
An indirect object tells us to whom or for whom an action is done. To understand this concept, we need to come up with a longer sentence.
- Our new sample sentence will be, “Matt cuts the pizza for Nate.” In this sentence, our subject is Matt, our verb is cuts, the direct object is the pizza, and our indirect object is Nate. The pizza is cut for whom? Nate because Matt cuts the pizza for him.
So, remember, this is the basic pattern of an English sentence: SUBJECT + VERB + OBJECT.
In English, our sentences usually operate using a similar pattern: subject, verb, then object. The nice part about this type of structure is that it lets your reader easily know who is doing the action and what the outcome of the action is.
A subject performs the action in a sentence.
- For instance, in the sentence, “Matt eats pizza,” Matt is the subject because he is the one eating the pizza.
A verb is a word that usually indicates some type of action. There are two basic types of verbs in English: action verbs and linking verbs. An action verb represents something the subject of a sentence does, whereas a linking verb connects the subject to a specific state of being. In other words, a linking verb describes a subject instead of expressing an action. Linking verbs are also known at state of being verbs, and the most common one in English is the verb to be.
- If we consider the above sentence, “Matt eats pizza,” the verb is eats, which is an action verb because it tells us what Matt does – he eats.
- In this sentence, “Matt is hungry,” our verb is is, which is a form of to be, a linking verb. Notice how Matt does not do anything in this sentence. Instead, the verb is describes how Matt feels – hungry. Is links Matt with hunger.
An object usually appears after the verb. There are two (2) types of objects in the English language: direct and indirect.
- A direct object takes or receives the action of the verb. In other words, the subject of the sentence acts on the direct object.
- The direct object in our sample sentence “Matt eats pizza” is pizza. Matt eats what? Pizza.
An indirect object tells us to whom or for whom an action is done. To understand this concept, we need to come up with a longer sentence.
- Our new sample sentence will be, “Matt cuts the pizza for Nate.” In this sentence, our subject is Matt, our verb is cuts, the direct object is the pizza, and our indirect object is Nate. The pizza is cut for whom? Nate because Matt cuts the pizza for him.
So, remember, this is the basic pattern of an English sentence: SUBJECT + VERB + OBJECT.
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Sentence Patterns using "Had I known that..."
This sentence pattern has exactly the same meaning as "If I had known that...". Only the word order is different. The two examples below are exactly the same.
- Had I known that Mark lived in Chicago, I would have called him when I was there.
- If I had known that Mark lived in Chicago, I would have called him when I was there.
Had I known (that) + unknown fact + (then) different action
- Had I known that housing prices would drop, I wouldn't have bought a home last year.
- Had I known it would be so busy, I would have come earlier.
- Had I known that it was her birthday, I would have bought her a present.
- Had I known that it would be on sale this week, I would have waited to buy it.
- Had I known you were a vegetarian, I wouldn't have made chicken for dinner.
- Had I known that he wasn't coming, I wouldn't have made so much food.
- Had I known our class was canceled today, I would have stayed in bed.
Different action + had I known (that) + unknown fact
- I would have invited you to the concert had I known you were a fan of the band.
- I could've helped him had I known that he needed help.
- We would never have bought this house had we known that we would have 5 children.
- She would have joined that company had she known that it would be very successful.
- They wouldn't have gone to the beach had they known it was going to rain.
- Had she known her ex-boyfriend was at the party, she would never have shown up.
- Had he known that he would lose all his money, he would never have invested in that company.
- Had she known that he was the CEO, she wouldn't have argued with him.
1. We only use "were" with these sentences because these sentences are past unreal conditionals. Do not use the word "was" with unreal conditionals.
- Had I known he were coming, I would have made more food.
- Had I known it were raining, I wouldn't have gone.
- If she were here, we might have won the game.
- Had you known it would rain, would you have come?
- Had you known that your ex-girlfriend would be here, would you have come?
- Had I known it would rain, I wouldn't have come.
- Had I known it were going to be busy, I wouldn't have come.
- Had I known it were closed, I wouldn't have come to the store.
- Had I known she liked it, I would have got her one.
A) Had I known that I would get fired for saying that, I probably wouldn't have said it.
B) What do you mean "probably"?
A) I might have said it even if I knew that I would get fired because I was so mad at my boss at the time.
A) Why did you buy that at the mall? It is cheaper online.
B) Had I known that, I would've bought it online.
A) Everything is cheaper online. You should always check before you buy anything.
B) Well, had you come shopping with me like I asked you to, then you could have told me that. So, it is kind of your fault.
A) Are you serious?
B) I am just joking, but I really do wish you would have come with me.
A) Had I known that the beach by the hotel would be so busy, I would have booked a different hotel.
B) I agree. I am surprised that none of the reviews online said anything about that.
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Continuous and perfect tenses
There are two further types of tense: the continuous and the perfect. These tenses are sometimes referred to as aspects rather than tenses. The term aspect is used in grammar to talk about the form of a verb that shows, for example, whether the action happens once or repeatedly, is completed or still continuing.
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Continuous
These tenses (also called progressive tenses) are used to talk about actions that continue for a period of time. They are formed with the relevant tense of the auxiliary verb to be and the present participle of the main verb. There are three main continuous tenses:
the present continuous (I am working)
the past continuous (I was working)
the future continuous (I will be working)
Perfect
Perfect tenses are typically used to talk about actions that are completed by the present or a particular point in the past or future. They are formed with the relevant tense of the auxiliary verb to have and the past participle of the main verb. There are three main perfect tenses:
the present perfect (I have worked)
the past perfect (I had worked)
the future perfect (I will have worked)
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The two personal pronouns I and me are often used wrongly, usually in sentences in which I is being used with another noun. Here are some tips to help you get it right:
- Peremrat vetore te gjuhes angleze I and me, shpesh perdoren gabim zakonisht ne ato lloj fjalish ne te cilat peremri vetor i vetes s e numuri njejes 'I' perdoret se bashku me nje emer tjeter. Ndiqni me kujdes keshillat e meposhteme me qellim qe ju te mos gaboni ne perdorim e sakte te tij.
- Peremrat vetore si me poshte, I,you,he,she,it,we,you dhe they,duhen perdorur gjithmone vetem edhe vetem ne funksion te nje kryefjale.
- Use the pronoun I, along with other subjective pronouns such as we, he, she, you, and they, when the pronoun is the subject of a verb:
He went to bed.
We waited for the bus.
Clare and I are going for a coffee.
In the last example, the pronoun I, together with the proper noun Clare, forms the subject of the sentence, so you need to use I rather than me.
- Use the pronoun me, along with other objective pronouns such as us, him, her, you, and them, when the pronoun is the object of a verb:
Danny thanked them.
The dog followed John and me to the door.
In the last example, the pronoun me, together with the proper noun John, forms the object of the verb follow, so you need to use me rather than I.
- Use the pronoun me, along with other objective pronouns such as us, him, her, you, and them, when the pronoun is the object of a preposition:
Rose spent the day with Jake and me.
Me, together with Jake, forms the object of the preposition with, so you need to use the pronoun me rather than the pronoun I.
An easy way of making sure you’ve chosen the right pronoun is to see whether the sentence reads properly if you remove the additional pronoun:
| ✓ I am going for a coffee. | ✗ Me am going for a coffee. |
| ✓ Rose and I went for a coffee. | ✗ Rose and me went for a coffee. |
| ✓ The dog followed me. | ✗ The dog followed I. |
| ✓ Rose spent the day with me. | ✗ Rose spent the day with I. |
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Perfect continuous
There is a final set of tenses which combine features of the perfect and continuous tenses. They are formed and used as follows:
the present perfect continuous (I have been working): used to talk about how long something has continued up till now (I have been working there for a week)
the past perfect continuous (I had been working): used to talk about something which continued up to a particular moment in the past but is now completed (I had been working there for a week before I resigned)
the future perfect continuous (I will have been working): used to talk about something which is expected to end by a particular time in the future (By December, I will have been working there for 6 months)
The future
The future tense (e.g. I shall [or will] go; he will talk; we shall [or will] have; they will work) is used to refer to things that haven’t yet happened at the present time of speaking, but which are due, expected, or likely to occur in the future. Here are the main situations in which the future is used:
to give or ask for information about the future (you will be in California tomorrow; how long will the journey take?; OK, I’ll write that report on Thursday).
to talk about things that we think are likely or possible to happen in the future, but which aren’t completely certain (I think she’ll retire soon; he won’t [will not] stay married to her for long; you’ll never lose weight, you like food too much).
to refer to conditional situations, namely things that will or may happen if something else occurs (if it’s hot I’ll go swimming later; you’ll get stressed out if you work all the time).
to make promises or threats, or to state decisions at the time of speaking (Fine, I’ll call you soon; Are you going into town? We’ll give you a lift; I’ll never speak to you again).
The future tense is formed with will (or shall) and the infinitive of the verb without ‘to’. Learn more about when to use will or shall.
The past
The past tense (e.g. I was, he talked, we had, they worked) is also called the past simple or simple past. As its description implies, it’s used to talk about things or situations which happened in the past, that is, before the present time of speaking. Its main uses are as follows:
to refer to an event or situation which happened once and is now finished (I met Lisa yesterday; we ate a huge breakfast this morning; they walked ten miles that day; you told me that before).
to describe a situation that lasted for a longer time in the past but is now finished (he went to college for four years; my family lived in Oxford in the 1980s; I loved her for ages but never told her).
to talk about an event that happened regularly or repeatedly but is now over (she called for help over and over again; we ate out every night last week; I phoned him three times today).
Find out how to form the past simple tense.
What Are Verb Tenses?
The tense of a verb tells you when a person did something or when something existed or happened. In English, there are three main tenses: the present, the past, and the future.
The present
The present tense (e.g. I am, she works, we swim, they believe) is also called the present simple or simple present. It's mainly used in the following ways:
to describe things that are currently happening or that are currently or always the case (I love chocolate ice cream; my parents are in New York this week; he has fair hair and blue eyes; some birds eat worms and insects).
to talk about something that exists or happens regularly (she goes out every Saturday night; it always rains here in winter; I start work at 7.30 a.m.).
to refer to a future situation in certain cases and in some subordinate clauses (the bus arrives in London at 6 p.m.; I'll make us some coffee when we get home).
Find out how to form the present simple tense.
Participles
A participle is a word formed from a verb, usually by adding -d, -ed, or -ing.
There are two kinds of participle in English, as follows:
The present participle
The present participle ends with -ing, e.g.:
We are going to Italy.
The company is building new headquarters in the UK.
The past participle
The past participle ends with -d or -ed for regular verbs, e.g.:
She had decided to go to Italy.
Fans had camped outside the studio.
and with -t or -en or some other form for irregular ones, e.g.:
New houses are still being built.
The glass is broken.
Using participles
Participles are used:
with auxiliary verbs to make verb tenses such as the present continuous and the past perfect:
We are going to Italy. [present continuous]
She had decided to go to Italy. [past perfect]
to form the passive voice of verbs (the past participle only is used, along with the auxiliary verb to be:
We were ordered to sit down.
as adjectives, e.g.:
The pavement was covered with broken glass.
He stared at me with bulging eyes.
as nouns, e.g.:
She was a woman of good breeding.
Len was ordered to cut down on his drinking.
When a present participle is used as a noun, as in the last two examples above, it’s known as a verbal noun or a gerund. Here are two more examples of verbal nouns:
Smoking is strictly forbidden.
Camping attracts people of all ages.
"Bare" or "bear"?
Bare and bear are homophones – that is, they sound the same – but have very different meanings. Where it is often misused is when bare is used as a verb. The verb bear relates to carrying or supporting whereas the verb bare means ‘to uncover (a part of the body or other thing) and expose it to view’:
He was bearing a tray of brimming glasses.
Steamboats bear the travellers home.
The walls cannot bear the weight of a stone vault.
He bared his chest to show his scar.
She grinned, baring an impressive row of teeth.
The verb bear can also be used of figurative carrying and supporting, commonly in relation to bearing a name (i.e. to be called by it), carrying the weight of responsibility (The tenant will bear the expert’s fee), or to ‘be able to accept or stand up to’ (His claims may not bear scrutiny).
Bear can also mean to endure an ordeal or difficulty (She bore the pain stoically), to manage to tolerate something (often phrased with the negative; she could not bear his sarcasm), or to dislike strongly (I can’t bear parsnips).
Finally, bear can mean to give birth to a child (when said of a person) or to produce fruit or flowers (when said of a plant or tree):
She bore six daughters. (bore is the past tense of bear)
Plants can bear flowers and fruits at the same time.
Until the 18th century, borne and born were simply variant forms of the past participle of bear, used interchangeably. At that time borne became the standard past participle used in all the senses listed above, and remains so today. Born became restricted to just one very common use, which remains the case today: in the passive, without by, to refer to birth: she was born in 1965.
Several everyday expressions and phrasal verbs use bear; using bare in these expressions is a common mistake:
Bear on: ‘be relevant to (something)’
Bear (something) out: ‘support or confirm (something)’
Bear up: ‘remain cheerful in the face of adversity’
Bear with: ‘be patient or tolerant with’
And bear can also, of course, be a noun – denoting the animal.
Unlike bear, bare can also be an adjective, and is often used to describe someone or something that is uncovered, or without the appropriate or usual contents.
She padded in bare feet towards the door.
Leaf fall had left the trees bare.
It was a bare cell with just a mattress.
Other meanings of the very versatile adjective bare are ‘without addition; basic and simple’, ‘only just sufficient’, or ‘surprisingly small in number or amount’.
He outlined the bare bones of the story.
They had the bare minimum of furniture.
All you need to start is a bare £500.
Here are some tips for identifying which word to use:
- if you need an adjective, always use bare.
- if you want a verb which has anything to do with carrying, supporting, or enduring: use bear.
- if you want a verb which has anything to do with uncovering: use bare
The essential difference between these two words is that bring implies movement towards someone or something:
Bring your instrument with you when you come over.
Whereas take implies movement away from someone or something:
Take your belongings with you when you’re leaving.
Here are 20 simple rules and tips to help you avoid mistakes in English grammar. For more comprehensive rules please look under the appropriate topic (part of speech etc) on our and other pages.
1. A sentence starts with a capital letter and ends with a period/full stop, a question mark or an exclamation mark.
- The fat cat sat on the mat.
- Where do you live?
- My dog is very clever!
2. The order of a basic positive sentence is Subject-Verb-Object. (Negative and question sentences may have a different order.)
- John loves Mary.
- They were driving their car to Bangkok.
3. Every sentence must have a subject and a verb. An object is optional. Note that an imperative sentence may have a verb only, but the subject is understood.
- John teaches.
- John teaches English.
- Stop! (i.e. You stop!)
4. The subject and verb must agree in number, that is a singular subject needs a singular verb and a plural subject needs a plural verb.
- John works in London.
- That monk eats once a day.
- John and Mary work in London.
- Most people eat three meals a day.
5. When two singular subjects are connected by or, use a singular verb. The same is true for either/or and neither/nor.
- John or Mary is coming tonight.
- Either coffee or tea is fine.
- Neither John nor Mary was late.
6. Adjectives usually come before a noun (except when a verb separates the adjective from the noun).
- I have a big dog.
- She married a handsome Italian man.
- (Her husband is rich.)
7. When using two or more adjectives together, the usual order is opinion-adjective + fact-adjective + noun. (There are some additional rules for the order of fact adjectives.)
- I saw a nice French table.
- That was an interesting Shakespearian play.
8. Treat collective nouns (e.g. committee, company, board of directors) as singular OR plural. In BrE a collective noun is usually treated as plural, needing a plural verb and pronoun. In AmE a collective noun is often treated as singular, needing a singular verb and pronoun.
- The committee are having sandwiches for lunch. Then they will go to London. (typically BrE)
- The BBC have changed their logo. (typically BrE)
- My family likes going to the zoo. (typically AmE)
- CNN has changed its logo. (typically AmE)
9. The words its and it's are two different words with different meanings.
- The dog has hurt its leg.
- He says it's two o'clock.
10. The words your and you're are two different words with different meanings.
- Here is your coffee.
- You're looking good.
11. The words there, their and they're are three different words with different meanings.
- There was nobody at the party.
- I saw their new car.
- Do you think they're happy?
12. The contraction he's can mean he is OR he has. Similarly, she's can mean she is OR she has, and it's can mean it is OR it has, and John's can mean John is OR John has.
- He is working
- He has finished.
- She is here.
- She has left.
- John is married.
- John has divorced his wife.
13. The contraction he'd can mean he had OR he would. Similarly, they'd can mean they had OR they would.
- He had eaten when I arrived.
- He would eat more if possible.
- They had already finished.
- They would come if they could.
14. Spell a proper noun with an initial capital letter. A proper noun is a "name" of something, for example Josef, Mary, Russia, China, British Broadcasting Corporation, English.
- We have written to Mary.
- Is China in Asia?
- Do you speak English?
15. Spell proper adjectives with an initial capital letter. Proper adjectives are made from proper nouns, for example Germany → German, Orwell → Orwellian, Machiavelli → Machiavellian.
- London is an English town.
- Who is the Canadian prime minister?
- Which is your favourite Shakespearian play?
16. Use the indefinite article a/an for countable nouns in general. Use the definite article the for specific countable nouns and all uncountable nouns.
- I saw a bird and a balloon in the sky. The bird was blue and the balloon was yellow.
- He always saves some of the money that he earns.
17. Use the indefinite article a with words beginning with a consonant sound. Use the indefinite article an with words beginning with a vowel sound. see When to Say a or an
- a cat, a game of golf, a human endeavour, a Frenchman, a university (you-ni-ver-si-ty)
- an apple, an easy job, an interesting story, an old man, an umbella, an honorable man (on-o-ra-ble)
18. Use many or few with countable nouns. Use much/a lot or little for uncountable nouns. see Quantifiers
- How many dollars do you have?
- How much money do you have?
- There are a few cars outside.
- There is little traffic on the roads.
19. To show possession (who is the owner of something) use an apostrophe + s for singular owners, and s + apostrophe for plural owners.
- The boy's dog. (one boy)
- The boys' dog. (two or more boys)
20. In general, use the active voice (Cats eat fish) in preference to the passive voice (Fish are eaten by cats).
- We use active in preference to passive.
- Active is used in preference to passive.
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paf26.10.2020.
English Modal Verbs Table
| Modal verb | Usage | Example |
| can | ability | I can do several things at the same time. |
| when something is possible | Miracles can happen. | |
| permission | You can go now. | |
| informal requests | Can you come here for a minute? | |
| could | past form of "can" | She said she could pay for us as well. |
| polite requests | Could you move your bag, please? | |
| possibility | It could be that he missed the train. | |
| may | possibility | It may rain tomorrow. |
| ask for or give permission (formal) | May I speak? | |
| might | past form of "may" | He said he might change his mind. |
| possibility | This might fail. | |
| must | you have to do it | You must obey the law. |
| it's very logical or very likely to happen | They left so early, they must be home by now. | |
| must not/ mustn't | you are not allowed to do it | You mustn't smoke in here. |
| shall | future for "I" and "we" | I shall see him tomorrow. |
| questions and suggestions for "I" and "we" | Let's continue, shall we? | |
| should | the right thing to do | She should call the police. |
| advice | - What should I do? - You should stop thinking about it. | |
| what is likely or expected to happen | We should be back by midnight. | |
| will | future action or states (not plans) | Prices will go up next summer. |
| promises and intentions | It's alright, I'll pick it up. | |
| would | past form of "will" | He told me he would come. |
| imagined situations | What would you do if you were him? | |
| for polite requests, offers and invitations | - Would you please sit down? - Would you like some tea? - We are meeting with Sarah next Saturday, would you like to come along? | |
| to say what you want to do or have | I would like a piece of cake. | |
| ought to | the right thing to do | You ought to apologize. |
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paf24.10.2020
The Proud Rose
Once upon a time, there was a beautiful rose plant in a garden. One rose flower on the plant was proud of its beauty. However, it was disappointed that it was growing next to an ugly cactus. Every day, the rose would insult the cactus about its looks, but the cactus stayed quiet. All the other plants in the garden tried to stop the rose from bullying the cactus, but the rose was too swayed by its own beauty to listen to anyone.
One summer, a well in the garden dried up and there was no water for the plants. The rose slowly began to wilt. The rose saw a sparrow dip its beak into the cactus for some water. The rose then felt ashamed for having made fun of the cactus all this time. But because it was in need of water, it went to ask the cactus if it could have some water. The kind cactus agreed, and they both got through summer as friends.
Moral of the Story
Never judge someone by the way they look.
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paf23.10.2020
One day, king Akbar asked a question in his court that left everyone in the courtroom puzzled. As they all tried to figure out the answer, Birbal walked in and asked what the matter was. They repeated the question to him.
The question was, “How many crows are there in the city?”
Birbal immediately smiled and went up to Akbar. He announced the answer; he said there were twenty-one thousand, five hundred and twenty-three crows in the city. When asked how he knew the answer, Birbal replied, “Ask your men to count the number of crows. If there are more, then the relatives of the crows must be visiting them from nearby cities. If there are fewer, then the crows from our city must be visiting their relatives who live outside the city.” Pleased with the answer, Akbar presented Birbal with a ruby and pearl chain.
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paf_22_10_2020
Good evening there,,
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paf_october_19_2020
Modal verbs Grammar Should 1
We use ‘should’ for giving advice.
- You should speak to him about it.
- He should see a doctor.
- We should ask a lawyer.
We use ‘should’ to give an opinion or a recommendation.
- He should resign now.
- We should invest more in Asia.
- They should do something about this terrible train service.
‘Should’ expresses a personal opinion and is much weaker and more personal than ‘must’ or ‘have to’. It is often introduced by ‘ I think’.
- I think they should replace him.
- I don’t think they should keep the contract.
- Do you think we should tell her.
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124 can dhe could (4): leje, kërkesë, etj.
për të kërkuar dhe dhënë leje
Kur duam të kërkojmë apo japim leje përdorim can: ndërsa për të mohuar lejen përdorim can’t.
‘Can I ask you something?’ ‘Yes, of course you can.’
‘Can I have some more cake?’ ‘No, I’m afraid you can’t.’
You can go now if you want to.
Could mund të përdoret gjithashtu edhe për të kërkuar leje; kjo është më me politesë apo më formale se sa can. Could nuk përdoret për të dhënë apo mohuar leje (ajo sugjeron respekt, pra është më e natyrshme në kërkimin e lejes se sa në dhënien e saj.)
‘Could I ask you something, if you’re not too busy?’ ‘Yes, of course you can.’
(JO: …of course you could!’)
Gjithashtu edhe may dhe might përdoren për të kërkuar dhe dhënë leje (shiko 332). Ato janë më formale se can/could. Disa i konsiderojnë ato ‘më të rregullta’ , ‘më korrekte’ , por në fakt can dhe could preferohen zakonisht në përdorim informal të kulturuar, vecanërisht në anglishten britanike.
kur bëjmë të njohur lejen
Can dhe could përdoren gjithashtu kur flitet për një leje e cila ka qenë dhënë apo refuzuar qysh më parë si dhe për gjëra të cilat lejohen (ose nuk lejohen) nga rregulli ose ligji. (Duhet patur parasysh që may zakonisht nuk përdoret kur flasim për rregulla dhe ligje – shiko 332.3.)
She said I could come as often as I liked.
Can you park on a double yellow line on Sundays? (JO: May you park…?)
Kur flasim për të shkuarën, për të thënë që dikush kishte patur të drejtë të bënte dicka në cdo kohë, përdorim could, por ajo nuk mund të përdoret kur duam të flasim rreth lejes për një veprim të caktuar në të shkuarën. Krahaso:
When I was a child, I could watch TV whenever I wanted to.
Yesterday evening, Peter was allowed to watch TV for an hour. (JO: …Peter could watch TV for an hour.)
Por could not mund të përdoret për të folur për një veprim të caktuar i cili nuk ishte lejuar.
Peter couldn’t watch TV yesterday because he was naughty.
(Ndryshimi ndërmjet could dhe was/were allowed është i ngjashëm me ndryshimin ndërmjet was were able )
lejim: përdorimi kushtor i could
Could ka një përdorim kushtor (‘do të isha lejuar’)
He could borrow my car if he asked.
Struktura could have + past participle ka kuptimin ‘do të kisha qenë lejuar’.
I could have kissed her if I’d wanted to. (Do të kisha mundur ta puth…)
ofertë
Shpesh herë can përdoret kur duam të ofrojmë për të bërë dicka për të tjerët.
‘Can I carry your bag?’ ‘Oh, thanks very much.’
‘I can baby-sit for you this evening if you like.’ ‘No, it’s all right, thanks.’
Could është më e përshtatshme nëse dëshirojmë që oferta jonë të tingëllojë më specifike/konkrete.
I could mend your bicycle for you, if that would help.
kërkesa, urdhëra dhe sugjerime
Can dhe could mund të përdoren për t’u kërkuar apo për t’u thënë të tjerëve për të bërë dicka. Could është më me oplitesë dhe përdoret shpesh për të bërë sugjerime ose për të dhënë këshilla.
Can you put the children to bed?
Could you lend me five euros until tomorrow?
Do you think you could help me for a few minutes?
When you’ve finished the washing up you can clean the kitchen. Then you could iron the clothes, if you like.
If you haven’t got anything to do you could sort out your photos.
kritikë
Could mund të përdoret për të kritikuar njerëzit që nuk bëjnë dicka sic duhet.
Could have + past participle përdoret për të folur rreth të shkuarës.
You could ask if you borrow my car.
You could have told me were getting married.
në ligjëratën e zhdrejtë
Could përdoret në ndërtimin e ligjëratës së zhdrejtë në të kryerën (shiko 481), nëse në ligjëratën e drejtë përkatëse është përdorur can.
‘Can you give me a hand?’ ‘What?’ ‘I asked if you could give me a hand.’
============
Good morning Ola,
Following is one of the modal verbs you you asked to know something about.
3 can dhe could (1): hyrje
gramatika
Can dhe could janë folje modale ndihmëse.
Në vetën e tretë njëjës ato nuk marrin –s.
She can swim very well. (JO: She cans…)
Pyetjet dhe mohueset i formojnë pa do.
Can you swim? (JO: Do you can swim?)
I couldn’t understand her. (JO: I didn’t could…)
Pas can dhe could, paskajoret e fjalëve të tjera nuk marrin to.
I can speak a little Arabic. (JO: I can to speak…)
Format progresive, të kryera dhe paskajore pësore janë gjithashtu të mundura.
Do you think she can still be working? It’s very late.
You could have let me know were going out tonight.
This sweater can’t be washed in the machine.
Can dhe could nuk kanë as paskajore dhe as pjesore (to can, canning, I have could nuk ekzistojnë). Kur është e nevojshme, në vend të tyre përdorim fjalë të tjera si format e foljes be able ose be allowed .
I’d like to be able to stay here. (JO: …to can stay …)
You’ll be able to walk soon. (JO: You’ll can…)
I’ve always been able to play games well. (JO: I’ve always could…)
She’s always been allowed to do what she liked.
Nganjëherë, could përdoret si e kryera e thjeshtë e can. Megjithatë ajo mund të përdoret si një formë më pak e përcaktuar ose si kushtore e can,duke iu referuar së tanishmes ose të ardhmes.
Disa ide në të kryerën mund të shprehen me can ose could duke u ndjekur nga paskajorja e kryer – perfect infinitive (have + pjesore e kryer (past participle).
I don’t know where she can have gone.
That was dangerous – he could have killed somebody.
Can ka dy lloje shqiptimesh: një të fortë - ‘strong form’ /kæn/ , dhe një të butë - ‘weak form’ /k (ə) n/. Could po ashtu ka një formë të fortë /kud/ dhe një formë të butë /k (ə) d/. Në shumicën e rasteve më e përdorshme është forma e butë.
Format e apostrofuara mohuese janë can’t (shiqptohet /ka : nt/ në anglishten standarde britanike dhe /k æ nt/ në anglishten standarde amerikane) dhe couldn’t (/’kudnt/’). Cannot shkruhet zakonisht si një fjalë e vetme.
kuptimi
Si can ashtu edhe could përdoren për të shprehur zotësi dhe mundësi, për të kërkuar dhe dhënë leje si dhe për të bërë kërkesa dhe oferta. Atom und të përdoren në strukturat si më poshtë me see, hear dhe disa folje të tjera për të dhënë një farë kuptimi ‘të tanishëm progresiv’ – ‘present progressive’.
Can you speak French? (aftësi, zotësi)
It could rain this afternoon. (mundësi)
Do you think she could be lying? (mundësi)
You can stop work early today. (leje)
Could I have some more tea? (kërkesë)
Can I help you? (ofertë)
I can hear the sea. (kuptim ‘present progressive’)
=========
October 12 2020
Hi Ola,
As soon as you finish studying this lesson please let me know and I will send a question.
Have a good afternoon!
fm
===============
paf12.12.2020
Hi there Ola,
Please have a close look at all of them one by one and whenever you have a question just let me know.
Your test will be by the end of October.
May success make you turn your head!
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) emerb) peremerc) 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) mbiemerb) emerc) 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.
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