Adverbs - describing verbs
Use:
Adverbs can be used to describe verbs. They describe HOW you do
something.
Examples: She walks quickly; He sings nicely.
Form:
1) You can make many adverbs by adding –ly to an adjective.
slow -> slowly; loud -> loudly
If an adjective ends in ‘y’, change it to an ‘i’.
heavy -> heavily; funny -> funnily
Add ‘ally’ to adjectives ending in ‘ic’.
Physical -> physically; energetic -> energetically
2) Some adverbs are irregular, and do not end in ly. These include:
good -> well She dances well.
hard -> hard He works hard.
fast -> fast He runs fast.
late -> late He arrives late.
3a) Usually, the adverb goes after the verb it describes.
She talks quietly NOT She quietly talks.
He runs fast. NOT He fast runs.
3b) If the verb has a direct object WITHOUT A PREPOSITION the adverb
should go after the object.
You sang that song nicely. NOT You sang nicely that song.
He did the job well. NOT He did well the job.
3c) If the verb is followed by a preposition and an object, you can put the
adverb in different places.
He quickly walked to the shop.
He walked quickly to the shop.
He walked to the shop quickly.
4) Adverbs are NOT used to describe the following verbs. These verbs use
adjectives.
Be I am quiet. NOT I am quietly.
Seem It seems strange. NOT It seems strangely.
Look That looks nice. NOT That looks nicely.
Smell That smells good. NOT That smells well.
Sound That sounds great. NOT That sounds greatly.
Feel That feels funny. NOT That feels funnily.
5) Some words end in ‘ly’ but they are not adverbs. Friendly is an example.
Friendly is an adjective. We can say ‘She is friendly’ but not ‘She talks
friendly’. There is no adverb for friendly, but we can say ‘She talks in a
friendly way’. Elderly and lonely are also adjectives, not
adverbs.Kindly and early are adjectives and adverbs.
be going to
Use:
Use be going to to talk about your personal plans for the future.
I’m going to see my sister at the weekend.
Are you going to marry Paul?
Form:
1) The form of the positive and negative sentences and questions is shown
below.
Positive
I
am / ‘m
you
are / ‘re
he / she / it
is / ‘s
we
are / ‘re
they
are / ‘re
going to
verb (infinitive
form)
going to
verb (infinitive
form)
Negative
I
‘m not
you
aren’t
not
OR ‘re
he / she / it
isn’t OR
we
aren’t
‘s not
OR ‘re
not
they
aren’t
not
OR ‘re
Questions
Am
I
going to
Are
you
Is
he / she / it
Are
we
Are
they
verb (infinitive
form) ?
2) The short reply to a ‘be going to’ question is ‘Yes, I am’, ‘Yes, she is’ etc.
You cannot contract these short sentences.
Yes, he’s. => Yes, he is.
The short negative replies are:
No, I’m not.
No, you’re not / No, you aren’t.
No, he’s not / No he isn’t. No, she’s not / No she isn’t. No, it’s not / no it
isn’t.
No, we’re not / No, we aren’t.
No, they’re not / No, they aren’t.
Common mistakes:
1) Some students forget to add the verb ’be’ before ‘going to’.
I going to see my friends tonight. => I’m going to see my friends tonight.
2) Some students forget to invert the subject and be in questions.
What time you are going to leave? => What time are you going to leave?
Can / Could
Use:
1) Use can / can’t to talk about your abilities now.
I can speak English.
I can’t speak German.
Use could / couldn’t to talk about abilities in the past.
I could speak French when I was a child, but I can't now.
I couldn’t speak English when I was a child, but I can now.
2) Use can and could to make requests. Could is more polite.
Can you cook this evening please?
Could you pass me the salt?
Use can to reply to requests.
Can I sit here?
=>
Yes, you can.
Sorry, you can’t.
Can you cook this evening please?
=>
Yes, I can.
Sorry, I can’t.
DON’T use could in replies.
Could you lend me some money?
Yes, I could.
=>
Yes, sure! Sorry, I can’t.
Form:
1) Can and could are the same for all persons.
I
can/could
speak English
you can/could
speak English
he / she / it
can/could
speak English
we can/could
speak English
they
can/could
speak English.
2) The negative form of can is cannot, or can’t. The negative form
of could is couldn’t.
3) There is always a verb after can and could, and the verb is always in
the infinitive form(without to).
Sally can help you. NOT Sally can helps you. / Sally can to help you.
4) Make questions by inverting can and the subject.
I can see you this afternoon.
=> Can I see you this afternoon?
You could help me. => Could you help me?
5) Use can/can’t and could/couldn’t in short answers.
Can your brother swim?
=> Yes, he can. No, he can’t.
Could you do the test?
=> Yes, I could. No, I couldn’t.
Common mistakes:
1) Some students make questions incorrectly.
You can speak English?
=> Can you speak English?
I could sit here?
=> Could I sit here?
Comparatives
Use:
Use the comparative form to talk about how two things are different.
I am taller than you.
This book is thicker than that one.
Form:
1) If an adjective has one syllable, add er to the end. If it ends in e already,
just add r.
tall => taller nice => nicer
thick => thicker late => later
2) If an adjective ends in one vowel and one consonant, write the
consonant again, then writeer. But never write a w twice.
big => bigger new => newer (NOT newwer)
thin => thinner slow => slower (NOT slowwer) slim => slimmer
My brother is thinner than me.
3) If an adjective has two syllables and ends in y, change the y to i and
add er.
funny => funnier silly => sillier
Which of these books is funnier?
5) Some adjectives have irregular superlative forms. These are listed below.
good => better
bad => worse
far => further
Add than after a comparative adjective to compare one thing with another.
However, this is not always necessary.
My house is smaller than yours. My house is smaller than yours.
Definite and indefinite articles
Use:
1) Use a before a singular noun.
I've got a brother and a sister.
Use an if the noun begins with a vowel.
I've got an aunt in Texas.
2) Use plural nouns or uncountable nouns to talk about things in general.
Don't use an article here.
I like cats.
Dolphins are very intelligent.
Crime is increasing.
3) Use the to talk about one particular thing, or a particular group of things.
Books are interesting. The book on the table is interesting.
Children are noisy. The children in this class are noisy.
4) Use a to introduce a new thing or person. Use the when you already know
this person or thing.
There is a restaurant near my house. The restaurant serves good food.
5) Use the when there is only one of these things.
The moon is very big tonight.
My dad is the only doctor in our village.
Joe is the best student in the class.
6) Use the when there are many things, but it is clear which one you mean.
Let's go to the pub! We need to go to the supermarket.
7) Most 'general' nouns do not use an article.
Life is not the same as it used to be NOT: The life…
Health is important to everyone. NOT: The health…
We're worried about pollution. NOT: The pollution…
But some general nouns use the:
the environment People are increasingly worried about the environment.
the weather What's the weather like today?
the countryside I love walking in the countryside.
the sea / ocean I'd love to live near the sea.
the radio There's an interesting programme on the radio.
the theatre / cinema We went to the theatre last night.
the economy The economy is affecting everyone.
Common mistakes:
1) Some students use the when they talk about things in general.
I love the romantic films! => I love romantic films!
2) Some students use singular nouns without a or the.
I want book about the weather. => I want a book about the weather.
3) Some students use the when they talk about things in general.
I want the book about the weather. => I want a book about the weather.
First Conditional
Use:
The first conditional structure is used to talk about something which will or
may happen in the future as a result of something else.
Example: If it rains tomorrow, I’ll stay at home.
Form:
Make the first conditional in this way.
If
When
I
you
he
she...
present simple
,
I
you
he
she...
will / won’t verb
might /
(infinitive
might not
form)
Examples: If I see Tom, I will tell him the news.
When you visit, we might go to the park.
Or
I
will / won’t verb
you might / might (infinitive
he not
form)
she...
if
when
I
you
he
she...
present simple
Examples: She’ll be late if she doesn’t hurry up.
You might not pass your exams if you watch television all the time.
Common Mistakes:
1) Don’t use will or might directly after will or might.
If I will arrive first, I’ll make lunch.
=> If I arrive first, I’ll make
lunch.
2) Always use an infinitive verb after will and might.
I might to go out tonight, if I’m not too tired.
=> I might go out tonight if
I’m not too tired.
Gerunds and Infinitives
Use:
1) A gerund is a verb in its –ing form, used as a noun.
For example: eating, going, seeing
Gerunds are used:
a) As the subject of a sentence.
Smoking is bad for you.
b) After some verbs, such as: like, hate, enjoy, quit, suggest, dislike, deny
I like cooking. I enjoy fishing.
A good learner’s dictionary will tell you whether a verb is followed by a
gerund or not.
c) After prepositions.
I’m interested in buying a computer. I’m scared of walking alone
in the dark.
2) The infinitive form of the verb is the original verb. It can be with or
without ‘to’.
For example: (to) eat, (to) go, (to) see.
The infinitive form is used:
a) After some verbs, such as; agree, arrange, ask, promise, decide,
afford
I agreed to do the work. I arranged to see the doctor, They
decided to get married.
A good learner’s dictionary will tell you whether a verb is followed by an
infinitive or not.
b) To show the reason why you did something.
Tony went to the post office to pay a bill.
c) After adjectives.
I was surprised to see Erica. I’m pleased to meet you.
3 a) Some verbs can be followed by a gerund or infinitive with NO
CHANGE in meaning:
For example: start, begin, hate, like, prefer, continue
She started to cry = She started crying.
I hate watching horror films = I hate to watch horror films.
b) Some verbs can be followed by a gerund or a infinitive, but there is a
change in meaning.
For example: try, remember, stop
I tried to get into the house. (Getting into the house is your goal or
objective).
I tried climbing through the window. (Climbing through the
window is one thing you tried in order to obtain your final
objective.)
I stopped cleaning the windows. (I was cleaning the windows and
then I stopped).
I stopped to clean the windows. (I was driving, and I stopped
driving in order to clean the windows).
I remembered to lock the door. (I remembered, and after that I
locked the door).
I remember locking the door. (I remember (now) that I locked the
door (in the past)).
Have to
Use:
Use have to to talk about something you must do.
I have to start work at eight.
Use don’t have to to talk about something that is not necessary.
You don’t have to work tomorrow, it’s Saturday.
Form:
The positive, negative and question forms are shown in the table.
Positive
have to
I, you, we, they
he / she / it
verb (infinitive form)
(go, sleep, work)
has to
Negative
I, you, we, they
he / she / it
don’t
have to
verb (infinitive
form)
(go, sleep, work)
I, you, we, they have to
verb (infinitive
?
form)
(go, sleep, work)
doesn’t
Question
Do
Does
he / she / it
Common mistakes
1)
Some students think that don’t have to means must not, but this is
not correct.
You don’t have to use your mobile phone in class.
→
You
mustn’t use your mobile phone in class.
2)
Some students use haven’t / hasn’t to make negative sentences and
questions.
My sister hasn’t to work today.
→
My sister
doesn’t have to work today.
Have you to leave now?
→
Do
you have to leave now?
How questions
Use:
Use How to get information about numbers and quantities.
You can use it to find out about age, size, length, cost and much more.
Giaoandethitienganh.info
Form:
1)
Dimensions
Use How big to find out about size.
How big is your car?
Use How long to find out about length, and How wide to ask about width.
How long is the River Nile? How wide is it?
Use the words long and wide in your answers to make them clear.
It’s a hundred miles long. It’s a mile wide.
2)
Age
Use How old to find out about age.
How old is your sister?
You can reply: ‘She’s ten’ or ‘She’s ten years old’ NOT ‘She’s ten years’.
3)
Time
Also use How long to ask about time.
How long is the film?
It’s about two hours long.
How long does it take to get there?
About three hours.
4)
Quantity
Use How much to ask about cost. Also use How much with uncountable
nouns.
Remember to put any uncountable nouns directly after ‘much’.
How much is this bag?
How much money do you have? NOT How much do you have money?
Use How many to ask about countable nouns. Remember to put any
countable nouns directly after ‘many’.
How many people are coming? NOT
How many are coming people?
How many questions often use the word there.
How many people are there in your class?
NOT
How many
people are in your class?
Imperative Forms
Use:
Use the imperative form to give instructions, orders and warnings.
Must is often used in signs and notices to give instructions.
Form:
1)
Do not use a subject when giving orders.
You wash your hands. =>
Wash your hands.
Always use the infinitive form of the verb, without to.
To sit down please.
=>
Sit down please.
Use Don’t to make the negative form.
Don’t sit there!
2)
Written instructions on signs often use Do not, not Don’t.
Do not cross this line.
3)
When giving instructions to a friend, you can soften the order by
using ‘you’. However, this is usually only done in spoken English.
First you put the mixture into a bowl, and then you add two eggs.
Then you whisk it.
4)
Some written signs use Must / Must not.
All visitors must wear a badge.
Passengers must not talk to the driver.
Notice how plural nouns (visitors / passengers) are generally used in
signs.
Common mistakes:
1)
Some students use to after Don’t / Must
Don’t to go in that door.
=>
Don’t go in that door.
Inseparable phrasal verbs
Use:
Phrasal verbs consist of a verb and one or more prepositions. They are often
used, especially in informal spoken English. The meaning of phrasal verbs is
often completely different from the meaning of the verb alone.
Form:
1) Some phrasal verbs never use an object.
get up = get out of bed
I get up at seven o’clock every morning.
take off = leave the ground
The plane took off on time.
Giaoandethitienganh.info
look out = beware! be careful!
Look out! That car is going to hit you!
get on = be good friends
My dad and my brother don’t get on.
break down = stop working (for vehicles)
Our car broke down on the way home from Scotland.
make up = become friends again after an argument
The kids often fight but they always make up afterwards.
2) Some phrasal verbs need an object.
get on / off something = exit transport
Get off the bus at the next stop.
look after someone / something = take care of someone / something
Please can you look after our cats while we’re on holiday?
see to something = do, arrange, prepare, organise
Don’t worry about dinner. I’ll see to it.
look into something = investigate
There has been a burglary at the school. Police are looking into it.
get to = arrive at
When you get to the end of the street, turn right.
3) Some phrasal verbs contain three words and an object.
look up to someone = respect someone
I look up to my teachers.
look forward to something = be excited about (a future event)
I’m looking forward to the party.
get on with someone = be good friends with someone
I don’t get on with Karen.
get on with something = continue doing something
Please be quiet and get on with your work.
put up with something = tolerate
I can’t put up with that noise any longer!
KET(A2) Grammar topics
Giaoandethitienganh.info
These are topics you need to study to pass an exam at A2 level, such
as Cambridge English KET:
Adjectives – comparative, – use of than and definite article
Adjectives – superlative – use of definite article
Adverbial phrases of time, place and frequency – including word order
Adverbs of frequency
Articles – with countable and uncountable nouns
Countables and Uncountables: much/many
Gerunds
Going to
Imperatives
Modals – can/could
Modals – have to
Modals – should
Past continuous
Past simple
Phrasal verbs – common
Possessives – use of ‘s, s’
Prepositional phrases (place, time and movement)
Prepositions of time: on/in/at
Present continuous
Present continuous for future
Present perfect
How Questions
Verb + ing/infinitive: like/
want-would like
Wh-questions in past
Will / won't
Zero and 1st conditional
Past continuous
Use:
Giaoandethitienganh.info
1) Use the past to ‘set the scene’ of a story before describing what happened.
‘It was raining. I was walking in the park. Some kids were
playing football nearby. Suddenly…’
2) Use the past continuous to talk about an action which happened for some
time in the past and was then interrupted. Use the past simple tense to talk
about the interruption.
I was cooking dinner when suddenly there was a knock at the door.
3) Use the past continuous to talk about events that were in progress at a
certain time.
At 5 o’clock yesterday afternoon, I was driving home from work.
Note the difference in meaning:
When James got home, I cooked dinner:- I started cooking AFTER he got
home.
When James got home, I was cooking dinner: - I started cooking BEFORE
he got home.
Form:
Positive
I
was
verb+ing
You
were
He / She / It
was
We / They
were
Negative
I
wasn’t
verb+ing
You
weren’t
He / She / It
wasn’t
We / They
weren’t
Question
Was
Were
I
verb+ing ?
you
Was
he / she / it
Were
we / they
Spelling Rules:
If a verb ends in e, delete the e before you add –ing.
have =>I was having lunch.
If a verb ends in one vowel and one consonant, double the consonant
(except w and y).
get =>He was just getting up.
play =>We were playing.
Common mistakes
1) Some students remember the verb be but forget ‘ing’.
I was watch television. =>I was watching television.
2) Some students make spelling mistakes.
I was studing. =>I was studying.
We were eatting =>We were eating.
Past simple
Use:
Use the past simple to talk about finished events in the past. Use it to tell
stories, jokes and anecdotes.
Form:
1)
Many past tense verbs are formed by adding -ed to the end of the
verb.
want
=>
wanted
start
=>
started
If a verb ends in e, just add d (liked, hoped).
If a verb ends in y, delete y and add ied (studied, carried). But don’t do this
if the verb ends in avowel + y (played, NOT plaied. stayed, NOT staied)
But a lot of past tense verbs are irregular. You need to learn each one
separately. Here are some examples.
have
=>
had
make =>
made
take
=>
took
sit
=>
sat
get
=>
got
feel
=>
felt
Past simple verbs are the same for all persons.
I went; you went; he went; she went; they went; we went...
2)
Form negatives this way:
I, you, he , she, we,
they...
didn’t
infinitive verb
know, see, go
Don’t use the past verb in negative sentences.
I didn’t had dinner.
=>
I didn’t have dinner.
3) Form questions this way:
Did
I, you, he , she, we,
they...
infinitive verb
know, see, go
Common mistakes:
Some students use the past verb in questions.
Did you saw the film? =>
Did you see the film?
Present continuous
Use:
1)
Use the present continuous to talk about actions which are
happening now.
Ellen is having a bath at the moment.
Right now, Mark is talking to her manager.
Form:
Positive
I
am / ‘m
verb+ing
You
are / ‘re
He / She / It
is / ‘s
We / They
are / ‘re
Negative
I
‘m not
You
aren’t / ‘re not
He / She / It
isn’t / ‘s not
We / They
aren’t / ‘re not
verb+ing
Question
Am
I
verb+ing
Are
you
Is
he / she / it
Are
we / they
Spelling Rules:
If a verb ends in e, delete the e before you add –ing.
come =>
I’m coming.
have =>
He’s having lunch.
Common mistakes
1)
Some students forget the verb be.
I watching television.
=>
I’m watching television.
She not coming.
=>
She’s not coming.
2)
Some students make questions incorrectly.
She is working?
=>
Is she working?
3)
Some students make spelling mistakes.
I’m studing law. =>
I’m studying law.
Present Continuous for Future
Use:
The present continuous tense has two uses:
1) Use it to describe what is happening at the moment.
‘Where’s dad?’
‘He’s watching TV in the living room’.
2) Use it to describe plans and arrangements in the future.
‘Tom is arriving on the three o’clock train tomorrow’.
Form:
Make the present continuous in this way.
Positive
I
you / they / we
he / she / it
am / ‘m
verb-ing
are / ‘re
is / ‘s
Examples: I’m going / He’s going / We’re going to Spain next week.
Negative
I
you / they / we
he / she / it
‘m not
verb-ing
aren’t / ‘re not
isn’t / ‘s not
Examples: I’m not going / You’re not going / She isn’t going to the
meeting.
Questions
Are
Is
you / they / we verb-ing?
he / she / it
Examples: Are you coming / Is James coming to the party?
Common Mistakes:
1) Some students use will to talk about future plans. However, present
continuous is the correct tense to use.
I’ll visit my cousin in Paris this weekend. => I’m visiting my cousin in
Paris this weekend.
Present Perfect
Use:
The present perfect is used for several reasons:
1) Use it to describe events that happened in the past and are still true now
because you can see the result.
I’ve broken my leg!
David has painted his house.
2) Use it to describe experiences in your life.
I’ve been to New York three times in my life.
However, you cannot use the present perfect to describe experiences in
someone’s life if that person has died.
Michael Jackson performed in Britain many times.
NOT
Michael Jackson has performed in Britain many times.
3) Use it to describe events that started in the past and are still happening
now.
I’ve lived here all my life (and I live here now).
John has worked here for 10 years (and he works here now).
Never refer to a finished time with a present perfect verb.
Form:
Make the present perfect in this way.
Positive
have / ‘ve
I / you / they / we
has / ‘s
he / she / it
Examples:
past participle
I’ve seen him; they’ve gone; she’s taken my bag.
Negative
haven’t / ‘ve past participle
I / you / they / we not
he / she / it
hasn’t / ‘s not
Examples:
here.
I haven’t seen him; they haven’t gone yet; she’s not been
Questions
Have
Has
Examples:
you / they / we past participle?
he / she / it
Have you seen him? Has she taken my bag?
Common mistakes:
1) Don’t use the present perfect to refer to a finished time.
I’ve hurt my arm yesterday.
=>
I’ve hurt my arm.
John’s been to New York last month.
York.
=>
John’s been to New
Separable phrasal verbs
Use:
Separable phrasal verbs consist of two parts. They always require an object.
They are often used, especially in informal spoken English. The meaning of
phrasal verbs is often completely different from the meaning of the verb
alone.
Form:
1) The object of a phrasal verb can go either between the verb and the
preposition or after the preposition.
I handed in my homework.
I handed my homework in.
2) If the object of the sentence is a pronoun, it must go between the two parts
of the phrasal verb.
I handed it in
NOT
I handed in it.
Examples:
Some common separable phrasal verbs:
pick someone/something up = collect
Please can you pick me up from the station?
drop someone/something off = take and leave/ deposit
I dropped John off outside his school.
throw away = discard
I threw all my old school papers away.
write down = note
I wrote Sally’s phone number down on a piece of paper.
make up = invent
Henry likes to make stories up about dinosaurs.
take back = return
This shirt is too small. I’m going to take it back to the shop.
let down = disappoint
James studied hard because he didn’t want to let his parents down.
turn down = reject
The company offered me a job, but I turned it down.
wash up = wash (dishes)
Can you wash your plates up please?
take off = remove (clothes)
Please take off your shoes before you come inside.
put on = dress in (clothes)
You’ll need to put a coat on. It’s cold.
turn up / down = increase / decrease volume/ temperature
Can you turn the music down please? It’s very loud.
try on = wear and test (clothes)
Please can I try on these trousers?
give up = stop doing something.
She smokes a lot, but she wants to give it up.
take up = start doing something (a new hobby)
I’ve decided to take up running.
Should and Ought to
Use:
Use Should and Ought to give advice.
Examples:
You should see a doctor.
You ought to find a new job.
Form:
Should
Should is a modal verb, like can and will, so it follows the same rules.
1) Do not add ‘s’ to the third person singular.
He should buy a new car. NOT
He should buys a new car.
2) To form a negative, add not / n’t after should.
You shouldn’t do that!
3) To form questions, invert should and the subject.
What time should we arrive?
4) Should is always followed by a verb in the infinitive form.
I should to go.
=>I should go.
5) You can also use should in the continuous form. Use should + be + verbing.
Why are you watching TV? You should be working!
Ought
Ought is a semi-modal verb. It is similar to should in some ways:
1) Do not add ‘s’ to the third person singular.
He oughts to buy a new car.
=> He ought to buy a new car.
2) To form a negative, add not / n’t after ought.
You ought not to do that!
However, ought is not often used in negative sentences
3) To form questions, invert ought and the subject.
What time ought we to arrive?
However, ought is not often used in questions.
Ought is different to should because:
1) Ought is always followed by to + a verb in the infinitive form.
I ought go.
=>I ought to go.
some / any / much / many
Some and any
Use:
Use some before plural nouns or uncountable nouns.
There are some children in the street.
There is some money in my pocket.
Use any, not some, in negative sentences and questions.
There aren’t any children in the street.
There isn’t any money in my pocket.
Are there any children in the street?
Is there any money in your pocket?
However, Some is possible in offers and requests.
Please can I have some chocolate?
Would you like some tea?
Much and Many
Use:
Giaoandethitienganh.info
Use many in negative sentences and questions. We don’t often use it in
positive sentences, especially in informal situations. We use a lot of / lots of.
Use many with plural nouns.
Are there many Chinese students in your class?
I haven’t got many CDs.
There are many cars on the road today. →
There are a lot of cars on
the road today.
However, we can use Many of Not Many before the subject of the
sentence.
Many people think that trains are too expensive.
Not many people know that you can get free coffee here!
We use much in negative sentences and questions with uncountable nouns.
We don’t often use it in positive sentences. We say a lot of / lots of.
Have you got much money with you?
I haven’t got much money with me.
I have much money.
→
I have a lot of money.
Common mistakes
1)
Some students use many with uncountable nouns.
I don’t have many money.
→
I don’t have much money.
2)
Some students use some in negative sentences and questions.
I haven’t got some brothers or sisters. →
I haven’t got any brothers
or sisters.
Do you have some brothers or sisters? →
Do you have any brothers
or sisters?
Subject and object questions
Use:
Some questions ask about the object of a sentence.
Who did you see?
=> I saw Helen.
Helen is the object of the sentence.
Who saw you?=> Nobody saw me.
Nobody is the subject of the sentence.
Subject and Object questions have different structures.
Form:
Subject Questions
1)To be
Use to be before a subject + nouns, adjective or place.
to be
Subject
Is / Was
he / she / it / Tom
a teacher / a student?
happy / cold / tired /
ready?
at the party / in the
classroom?
here / there?
Are / Were
we / you / they / your
parents
teachers / students?
happy / cold / tired /
ready?
at the party / in the
classroom?
here / there?
Is Tom a teacher? Is it cold? Was he at the party? Is she here?
Are you students? Were you tired? Are they in the classroom? Were you
parents there?
2)Use Question word + to be before nouns, pronouns, places and this /
that.
Question word
be
Where
Who
What
When
is / was
he / she / it / my bag?
this / that?
at the party / in the
classroom?
are / were
we / you / they / my
keys?
these / those?
at the party / in the