Grammar Friends
Quốc Cường Trươngvisibility
…
description
82 pages
link
1 file
AI-generated Abstract
The paper "Grammar Friends" focuses on teaching English grammar through the use of subject pronouns and auxiliary verbs. It provides example sentences and exercises to help learners understand affirmative and negative forms, along with forming questions. Various activities are included to reinforce the learners' grasp of grammar including matching, writing sentences, and negative imperatives.
Related papers
Yes / No Question in Ào
SKASE Journal of Theoretical Linguistics, 2004
This paper describes question markers in Ào within the Minimalist framework. They are N sé , S é, pà…rín and pàrin. N zé and S é occur in pre-subject positions, pàrin occurs at the sentence-final position while pà…rín, has its first part occurring after the subject while the other part, occurs at the sentence-final position. The structure of pà…rín poses problem for the Extended Endocentricity Principle. Pà…rín may be portrayed as a double head-word of a projection, thus violating the EEP However, we analyse pà…rín as a single-head. The work also discusses the co-occurrence of yes/no question markers.
The Syntax of Yes and No
2015
Chapter 1: Introduction 1.1 Answers are derived by ellipsis 1.2 Answer by particle or verb 1.3 How to answer negative questions 1.4 Some terminological details 1.4.1 Questions, answers, rejoinders 1.4.2 On ungrammatical answers 1.5 On the data Chapter 2: The syntax of questions 2.1 The meaning of questions 2.2 Alternative questions and disjunction 2.3 Wh-questions 2.4 Chinese disjunctive yes-no questions 2.5 Yes-no questions in Finnish 2.6 On focus in questions 2.7 Yes-no questions in English 2.8 Negative questions 2.9 Yes-no questions in Thai 2.9.1 Introduction: Final question particles 2.9.2 Questions with Type 1 particles 2.9.3 Questions with Type 2 particles 2.10 Conclusions Chapter 3: The syntax of answers 3.1 Introduction: Answers are full sentences 3.2 Identity and ellipsis 3.3 On disconfirming the negative alternative proposition of a negative question 3.4 Alternatives to answer particles 3.5 Verb-echo answers 3.6 Verb-echo answers across the languages of the world 3.7 The syntax of verb-echo answers: The significance of inflections 3.8 Pro-drop and VP-ellipsis or big ellipsis? 3.9 Testing for pro-drop: the indefinite subject test 3.10 Another parameter: one verb or a string of verbs? 3.11 A case study: Welsh 3.12 The structure of Finnish answers 3.12.1 Some basic facts. The syntax of clauses in Finnish 3.12.2 The structure of answers to yes-no questions in Finnish 3.12.3 Deriving verb-echo answers in Finnish without remnant movement 3.12.4 Affirmative particles in Finnish 3.13 The structure of answers in Thai 3.13.1 General properties of questions and answers 3.13.2 The derivation of answers in Thai 3.13.3. Questions and answers with Type 2 particles 3.14 Answering questions with coordination 3.15 Conclusions Chapter 4: How to answer negative questions 4.1 The two systems for answering negative questions 4.2 The global distribution of the two systems 4.3 The English answering system 4.4 Negation in the polarity-based system 4.5 Swedish: a language without low negation 4.6 Finnish: another language without low negation 4.7 Thai and the (in-)significance of low negation 4.8 Answering questions with high negation 4.8.1 Positive and negative bias 4.8.2 Tag questions 4.8.3 Positive-bias negative questions 4.9 Chinese negative questions and their answers 4.10 Japanese positive-bias negative questions 4.11 Another type of biased questions 4.12 Other accounts of positive bias questions 4.13 Conclusions and some typological implications Chapter 5: Some further issues 5.1 Yes and no as rejoinders expressing agreement or disagreement with statements 5.2 Answering yes-no questions with narrow focus 5.2.1 Some cross-linguistic observations 5.2.2 The derivation of narrow-focus questions and their answers in Finnish 5.2.3 Negative answers to narrow-focus questions Chapter 6: Conclusions References 'Can I put the milk in the fridge?' A: Voit (panna). can.2SG put 'Yes (you can).' deviant. This is indicated by *. Informants sometimes point out that it can convey that meaning if it has emphatic enough intonation, typically rendered as high pitch, with a longer than usual vowel. This is noteworthy, but does not nullify the observation that, when pronounced with more or less neutral intonation, it clearly has a different status than the perfectly well formed and natural 'long answer ' (b). This is a fact, among many other facts, that we want the theory of syntax to explain (and one which happens to be particularly interesting in the sense that it reveals properties of the syntax of ellipsis and polarity which are not obvious to the eye, as will be discussed in Chapter 4). The observation about the effect of intonation should ideally be explained as well, though. My suggestion is that it can have the effect of marking polarity reversal, making a high pitched, lengthened yes equivalent to Swedish jo in (19A2), in the right context. Another device which appears to have this effect in English is prefixing the answer with oh, so that (21) as a response to the question in (20) will convey that John does want coffee. (21) Oh yes. My suggestion is that the contribution of oh is to mark polarity reversal, making this answer similar to jo in (20A2). See chapter 4.5. 5 A recurring issue when analysing answers to yes-no questions is that answers that are predicted by the syntactic theory to be ungrammatical, and are perceived as deviant by informants, are sometimes not judged to be deviant to the extent that the theory predicts. They may even go unnoticed in ordinary discourse. This is to be expected when dealing with expressions in discourse between two or more interlocutors. As mentioned, the form of the answer depends on the question, in principle. However, in practice, there are 'repair mechanisms' which allow a question to be reanalysed to fit an answer which actually violates some syntactic rule or principle, given the syntax of the question. It is obviously not always easy to distinguish such cases from cases where the theory just makes a false prediction. 1.5 On the data The data in this study of the syntax of yes and no come from a variety of sources. For the typological part the data come from the SSWL database, from the literature (primarily descriptive grammars), and from questionnaire-based fieldwork. Unfortunately, how to answer a yes-no question, or any kind of question, is only rarely mentioned in descriptive grammars. For example, out of about 60 PhD dissertations presenting a 5 See Wallage and van der Wurff (2013) on the history of polarity reversal in Old English. descriptive grammar of a language which I have consulted, 6 all except two written between 2000 and 2011, only 14 made any mention at all of answers to yes-no questions, and fewer than half of the 14 included more than a fleeting mention. The main reason is, presumably, that the authors do not think of the form of answers as grammatically significant information. In descriptions of more limited scope, such as, say, the grammatical descriptions in the Handbook of Australian languages (ed. by R.M.W. Dixon and Barry Blake), there is typically no more than a short paragraph devoted even to questions, of any kind, so the form of answers clearly has no place in the description. Another related reason for this dearth of information is the traditional emphasis on morphology in grammatical description. Interrogatives are typically treated in more detail in those languages where they exhibit more complex morphology, and where interrogatives are treated in detail, there is sometimes discussion, or at least some examples, of answers to questions. In many languages yes-no questions are signalled only by intonation, with no morphology at all, and the descriptions are correspondingly short. If there is hardly any mention even of questions, we do not expect to see any information on answers to questions. 7 A welcome exception to this generalization is the series of descriptive grammars edited by Bernard Comrie (published first by Croom Helm, later by Routledge). They all include, as part of the section on interrogatives, a subsection on answers, which sometimes is quite detailed. 8 Syntactic Structures of the World's Languages (SSWL, http://sswl.railsplayground.net/) is an online, searchable database which has been an important source of data for the present project. This database works as follows: Researchers can post questions on the database about a grammatical phenomenon that they are interested in. In due course these questions are answered by a set of language experts. At the time of writing (December 2014) SSWL has data from 251 6 The dissertations were made available to me courtesy of Martin Haspelmath. 7 According to Austin (1981) "[t]he topic of question formation has been little studied by linguists working on Australian languages" (Austin 1981: 151). This was prior to 1981, but it seems true for much work on these languages also after this date. I suspect part of the reason is that, at least in many cases, they do not have very complex morphology. 8 The grammars in this series follow a strict format. The sections on interrogatives are among the very first in the grammars, with a special section on leading questions (which, as we shall see, play an important part in the present book), and are followed by sections on answers to the different types of questions. Bernard Comrie (p.c.) has told me that he was interested in the syntax of answers at the time when he devised the format of this series, after reading about answers to yes-no questions in Welsh (a verb-echoing language), which exhibit some properties which distinguish them from (other) declarative sentences (as will be discussed in Chapter 3, mainly based on Jones 1999). One of the subsections on answers is titled 'Answers as distinct speech acts'. Only one or two of the authors of the various grammars have elaborated this particular idea, though. different languages, although the amount of data for each language can vary considerably. These data are then freely available, searchable and processable in various ways on the SSWL website. Together with Craig Sailor, and with much assistance from Hilda Koopman, the current manager of SSWL, we have posted a set of questions concerning yes-no questions and answers to them. At the time of writing, we have received at least a partial set of answers to our queries for 114 languages. One likely reason why we have not received, say, 251 complete sets of answers, is that some of our queries concern aspects of grammar which require native-like competence. The language experts contributing to the SSWL do not always have that level of competence in 'their' language. Another linguistic database is The World Atlas of Linguistic Structure (WALS; Haspelmath, Dryer, Gil and Comrie (eds.) 2011). This database has a much wider coverage than the SSWL (currently it has data from 2,679 languages). The data in WALS come from the literature, mainly descriptive grammars. It has...
The syntax of Korean polar alternative questions: A-not-A
This study claims that a binary [±Q] feature is not sufficient to account for all the question complementizers that occur in the right periphery in Korean utterances. In the literature on questions, constituent questions are distinguished from polar questions by the [WH] feature, and alternative questions are proposed to have a disjunction structure (Larson 1985, Schwarz 1999, Han & Romero 2004); polar alternative questions (PAQs) are considered to result from deletion of elements from a bi-clausal construction containing two full clauses with disjunctive coordinators (Quirk et al. 1985, Huddleston and Pullum 2002). The syntactic structure of Korean PAQs in main clauses (1) and embedded clauses (2) has not been fully discussed in the literature. This study provides an initial detailed investigation into the syntactic structure of Korean PAQs, also called A-not-A questions in reference to Chinese questions of the same name. The goal of this study is to develop a full analysis of Korean PAQs. I assume that a polar alternative interrogative morpheme [C, TYPE, INT, POLARITY (A-not-A)] is base-generated in the head of TypeP (in the sense of Cheng 1997; labelled IntP in Rizzi 2001) and A-ci an A-ci is the morphological realization of this abstract syntactic head; this syntactic head is realized by a different morpheme on the head of Force P. The uninterpretable POLARITY feature triggers movements of A; it is valued by interpretable features on the negative marker and on other elements in the structure. In other words, this polar alternative interrogative morpheme is spelled out as A-ci an A-ci in embedded clause (2), and as A-e an A-e, A-ni an A-ni, A-lay an A-lay, A-tay an A-tay, or A-kka an A-kka in main clauses. This presentation has two components. First, I argue that the Korean PAQ is a single clause. I propose that the formation of Korean PAQs does not involve the deletion of a coordinator or the presence of a null coordinator. Even though there are two predicates and two complementizers in this type of utterance, there are no overt coordinators or subordinators in this construction. The single-clause proposal receives empirical support from four facts: fixed constituent order of predicates (3), mandatory identity between the phonological forms of the two COMPs (4), inability of the negative auxiliary mal to act as a stand-alone predicate (5), and the prohibition against disjunction in embedded clauses (6). Second, based on the observation that only –nun-ci- occurs in embedded sentences and –nun is incompatible with main-clause complementizers such as -e, -ni, -lay, -kka, and –ta-ko, I propose that –nun (6a) is a realis non-finite COMP and l is an irrealis COMP. The interrogative morphemes –ci and –nun (or l) merge in TypeP. Unlike COMP –kes, the complementizer ci- is selected by the main verbs mut-‘ask’ and kwungkumha- ‘wonder’. The negative form of the verb molu-‘not know’ can take –ci as its COMP, but the affirmative al- ‘know’ takes –ci only if it merges with a WH-word. Whether or not pragmatic features such as illocutionary force and evidentiality are represented in the syntax is a growing debate in the literature. This study not only provides an initial detailed investigation into the syntactic structure of Korean PAQs, but will also contribute to proposals concerning the correlation between sentence type and force such as Rizzi (1997) and Zanuttini &Portner (2003). I argue that right peripherial elements such as ni, e, lay, ci, ko, and kka in Korean PAQs are best understood as complementizers within an extended CP system like the one proposed in Rizzi (1997). Data (1) ciwu-nun ca-ni an ca-ni ? Jiwoo-TOP sleep-COMP not sleep-COMP ‘Is Jiwoo asleep or not?’ (2) ciwu-ka ca-nun-ci an ca-nun-ci Jiwoo-NOM sleep-COMP not sleep-COMP kwungkumha-ta. wonder- COMP ‘(I) am wondering whether or not Jiwoo is asleep’. (3) a. ciwu-nun cip-ey iss-ni eps-ni? Jiwoo-TOP home-LOC be- COMP not.be- COMP ‘Is Jiwoo at home or not?’ b. *ciwu-nun cip-ey eps-ni iss-ni ? Jiwoo-TOP home-LOC not.be- COMP be- COMP *‘Isn’t Jiwoo at home or is?’ c. ciwu-nun cip-ey eps-ni? animyen iss-ni? Jiwoo-TOP home-LOC not.be- COMP if.not be- COMP ‘Isn’t Jiwoo at home? Or is she?’ (4) a. ciwu-nun cip-ey iss-ni eps-ni? b. ciwu-nun cip-ey iss-e eps-e? Jiwoo-TOP home-LOC be- COMP not.be- COMP ‘Is Jiwoo at home or not?’ * c. ciwu-nun cip-ey iss-ni eps-e? (5) a. wuli-nun cip-ey ka-l-kka mal-kka ? we-TOP home-LOC go-MOD-COMP MOD.not-COMP ‘Should or shouldn’t we go home? b. wuli-nun cip-ey ka-l-kka ? we-TOP home-LOC go-MOD-COMP ‘Should we go home? c. *wuli-nun cip-ey mal-kka ? we-TOP home-LOC MOD.not-COMP ‘Shouldn’t we go home? (6) a. nay chayk-i caymi.iss-nun-ci eps-nun-ci my book-NOM be.interesting-FIN-INT isn’t-FIN-INT mwul-ess-ta. ask-PST-COMP ‘pro asked whether or not my book is interesting.’ * b. nay chayk-i caymi.iss-nun-ci my book-NOM be.interesting-FIN-INT animyen eps-nun-ci mwul-ess-ta. if.not isn’t-FIN-INT ask-PST-COMP ‘pro asked whether or not my book is interesting.’ c. nay chayk-i caymi.iss-nun-ci my book-NOM be.interesting-FIN-INT animyen caymi.eps-nun-ci mwul-ess-ta. if.not not.be.interesting ask-PST-COMP ‘pro asked whether or not my book is interesting.’
The pronominal system of Odual
Studies in African linguistics, 2007
This paper discusses the pronominal system of 09ual, which has five subsets of pronouns: personal, reflexive, interrogative, demonstrative, and indefinite. A noteworthy feature of the system is the distinction between inclusive and exclusive first person plural personal pronouns. Reflexivity is marked by a noun meaning 'self plus a possessive pronoun, the noun varying in form depending on the singularity or plurality of the antecedent. It is noted that tense/aspect markers in 09ual show limited agreement for person and number, and in some cases they do not have distinct forms to reflect the differences in the forms of pronouns occasioned by differences in person and number. Also noted is the fact that the basic word order in 09ual simple clauses is SVO, and that word order in NPs to a large extent is typologically consistent with the basic word order, as many of the pronouns that function as modifiers follow the noun they modify. * I am immensely grateful to Mr. Isaiah E9ighotu, a native speaker of the Adibaam [adibaam] dialect of 09ual, for providing the data needed for this paper, and for sharing his knowledge of 09ual with me. I am also grateful to David Odden and an anonymous SAL reviewer for their detailed and insightful comments, which have helped to improve the quality of this paper. I accept responsibility for any errors that remain. 3 Double oral vowels are analyzed in this work as single syllables consisting of two moras. The O~ual word eena 'you (pl.)', for instance, is analyzed as two syllables consisting of three moras e.e.na, while the word ezira 'we (incl.)' is analyzed as consisting of three syllables and three moras e.zi.ra. Mutaka & Tamanji (2000: 82) remark that "Although African languages are not known for a highly developed metrical structure, the notion of mora is still useful in accounting for example for the association of tone or the lengthening of a vowel." 4 The following abbreviations are used in this paper: I sg. = first person singular, I sgO = first person singular object, IsgS = first person singular subject, 2sg. = second person singular, 2sg0 = second person singular object, 2sgS = second person subject, 3sg. = third person singular, 3sgS = third person singular subject, I pI. = first person plural, I piS = first person plural subject, 2pl. = second person plural, 2plS = second person plural subject, 3pl. third person plural, 3plS = third person plural subject, ATR = advanced tongue root, C = consonant, CERT = certainty, DIST = distal demonstrative, EXCLlexcl. = exclusive, FOC = focus marker, FUT = future, INCLIincl.
The syntactic and pragmatic properties of a-not-a question in Chinese
2017
This thesis looks at the syntactic structure and pragmatic functions of A-not-A questions in spoken Cantonese and Mandarin Chinese, and in written Chinese. The data analysed in this study comes from three films produced in Hong Kong which have audio in Cantonese and Mandarin, plus Chinese and English subtitles. Four patterns of A-not-A questions are attested in my sample: A-not-A forms, A-not-AB forms, a-not-AB forms, a-not-A forms, where 'A' stands for the full form of the predicate, 'a' stands for the first syllable of a disyllabic predicate and 'B' stands for the complement. For all instances of disyllabic verbs (or adjectives, or adverbs) only the first syllable is pronounced in the affirmative and the full verb (or adjective, or adverb) in the negative counterpart. The patterns attested in this study can be captured in the modular approach proposed by J. Huang (2010) and R. Huang (2010).The forms of A-not-AB and a-not-AB questions are derived from a full...
The Prosody of Questions in Natural Discourse
2002
For this paper, we examined a corpus of 73 wh-questions and yes/no questions, both positive and negative, from natural discourse. We found that the locus of interrogation (the initial auxiliary in yes/no questions or the initial wh-word in whquestions) most frequently gets an L+H* pitch accent, especially in wh-questions and negative yes/no questions. Positive yes/no questions are more variable, and included 40% unstressed auxiliaries. Nuclear stress was primarily falling in wh-questions, as expected; but positive yes/no questions were almost twice as often falling or level as rising, contrary to expectation. Finally, the topic of the question turned out to be marked primarily with some version of an H* accent rather than an L+H* accent, and the focus with L+H* rather than some variant of H*, contrary to predictions in the literature.
Grammar and Social Organization: Yes/No Interrogatives and the Structure of Responding
American Sociological Review, 2003
Natural Syntax: Negation in English
Poznan Studies in Contemporary Linguistics, 2007
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lsthisyourdoll?
lsthisyourcar?
fsthisyourtrain?
fsthisyourteddyZ
lsthisyourkiteZ
Uni t2
pluralnoun
Regular
Present
simpleof be (2
Demonstrativ
/^911!
Finger,
flnger,
finger.
Yes,
Aliso
n. Three
flngers!
wh enwe or e
W eu s et hes ingul or f or m
issin g u to r.
F in ger
toLkingoboutonethingor person.
whe nwe or e
is p lu ro [.W eu set he pl ur oLf or m
F i n ge rs
t ot ki n go b o u m
t o reth o no nethi ngor pe r so n.
pL ur o[ =s in g u L o r+ s
//
F>
,r -\ oinh* finnor< W
onefinger)eightfingL,,
( /
fW
( I
@ oneeye) twoeyes I I
nose
) fournoses
.\ one
164 1^
the tob[e.
Complete
Singular
Plural
arms
ear
faces
leg
NOSES
16
Un it3
- Tick(/) the correctone.
'i l
)
o
o
: - re eJi ng er
- re ef i ng er s
t
D
D
two Legs
D
on e h onds D
thr eeeor
onefoce
onefoces
two Leg
D
D
\\*-/ V
#
0
il
t:
-r o r m D
t: ort,
D
-,
on e h ond
t hr eeeor s
o
D
; l c unt o nd w rite .
--iowmongfoces?
2 H ow m ongnos es?
-l w mon ge or s?
4 How mongorm s?
- J,V m ongfi n ge rs?
6 How m ongeges ?
U ni t3
ReviewI
I Writethe wordsin the correctorder.Thenmotch.
nome's Mg
Tom
six I'm
books Five
gou fine
I'm
fine,__
ondonswers.
2 Writequestions
rubber
pen
r Whot's this I
It's on eor
door
ege
or m
2 Whot's t-hlE?
It's
4
6
20
ReviewL
t
thonk
Writethe wordsin the correctbox.
pencils pens bol.Ltroin cor ptone
-drt( Pdd\)
ntg :*,*'-.r
(
doLl
fr
/ tr u o ur
tedd
Write.
Yes,it is. No,it isn't.
t Is it o b og?
Is it o window?
NQ, ii rsnlt
. .,
s Is it o window?
_,
WriteThisis or Theseore.Thenmotch.
r
2
3
4
5
c1E -,-mUeges. b
]hes-e_mueors.
munose.
mgfoce.
m9o r ms .
Review1
Subjectpronouns(1)
Yes/noquestions(1)
Jobs
What'sMr Jones?
He'sa policeman.
What'sMrsJones? She'sa doctor.
Heondsheoresubjectpronouns.
Weusehewhen
wetotkoboutmotes
(bogs
ondmen).
Weuseshewhen
weto[koboutfemoles
(girLs
ondwomen).
Weuseit whenwe totk obout
o thingor on object.
Othersubjectpronouns
or€: I, gou,we,theg '
I Motch.
t She's
o nurse.
2 He'so pupil..
3 She's
o teocher.
4 He'so doctor.
5 He'so firemon.
6 She'so vet.
22
Unit4
2 Tick(/) the correct
one.
Thisisromie.
she's
o pupil.D
rhisisromie.
He's
o pupil.
=
M
ThisisMrsSmith.She's
o housewife.
O
ThisisMrsSmith.He'so housewife.
D
ThisisMr Rogers.
He'so vet. D
ThisisMr Rogers.
She's
o vet. O
T h isisMr S m it h.
S he'on
s os tr on out.
D
T h isisMr Sm it h.He' son os t r onoutD.
3 WriteHe'sor She's,
ond o or on.
H e ' sa po[icemo
n.
pil,ot.
She ' so
doctor.
housewife.
ostronout.
U ni t4
Lookond wr ite .
Yes,
heis. No ,h eisn ' t. Yes,sheis. No,shei sn't.
I s s heo d o cto r?
Is he o pil,ot?
Is he o vet?
Is sheo housewife?
Is he o doctor?
,
Is sheo nur se ?
5 Writethe wordsin the correctorder.
sh e
o
housewife Is
she Yes is
,
ohe
Is
is n't N o
he
policemon
-t '
Is he
doctor Is
No
isn't
she
s he
?
Is
te o che r Is
she
is
she Yes
,
he
fir e mo n Is
is Yes he
,
Uni t4
(1
Wh- questions
place
Prepositions
of
It'son theswina.
Where's
...?iso wh- question.
Weconuseit to oskoboutthe
ptoceor position
of something.
Weconreplgwith lt's ...
WeconolsouseWhere's
...?to oskoboutthe ploceor position
Thenwe conreplgwith He's...or She's...
of someone.
Where's
...?- Whereis ...?
FF
Lookond write.
th ete d dg?
1
in th e b o g .
on the s w i n g.
?
U n i t5
?
u n d e the
r s ti de.
i n th e pooL .
Io m ie?
A t i s on
?
o n the swing.
26
t he b og?
unde rthe s [i d e.
Th eted dyi s i n th e b o g.
Theb og ison the swi ng. Thekiteis underthe s lide.
On,in ondunderoreprepositions
of ptoce.
is .
Thegtell usw h e res o me th ing
or s omeone
in,on ondunder.
2 Circlethe prepositions
Whe r e' th
s e p en ciL?
It's i n th e p e n citcose.
W here's
the doLl?
It's underthe seesow.
Where's
the ba g ?
It's on the sw i n g.
Where's
the ruL er?
It' s in t he bog .
W h e re 'th
s e b o L L?
It's in the pool.
W here's
the teddg?
It's underthe sLide.
Un i t5
27
! Lookondwritethe questions.
It'sin the poo[.
2
It' sunderthe s Lide.
4
It 'sunderthe s wi ng.
It'son the seesow.
: -ookondwrite.
Lts
th e b o L L ?
th esw in g .
It's
th ete d d g ?
th e b o g .
-
th et ro in ?
the seesow.
th ed o L L?
th es wing.
th ec o r ?
th eswin g.
the kite?
th e s L id e.
Uni t5
ffiy fmm$fly
Youaren'tmydad!
(2
Subjectpronouns
Yes/noquestions(2
Possessive
yourbrother.
Yes!I'mJamie,
Andyou're Alison,my sister.
WeuseIfor ourselves.
Weuse
I ondgouoresubjectpronouns.
goufor o personwe oretol.king
to.Thepronouns
ore:
S ingu[o r
PturoI
I, gou,he,she,it
we, gou,theg
I 'm = Iom
go u'r e= !ou of€
I Drowgoursefondwrite.
I'm Don.
30
U ni t6
D
3 Writethe wordsin the correctorder.
1
mg
grondpo You're
You'remg g r o n d p o
2
mg
grondmo
3
mU sister You're
4 You mg
You're
oren't sister
You're mum
5
mg
6
mum You mg
oren't
Un it 6
Areyou my brother?
Areyoumy brother?
l'm yourbrother.
Yes,
No,l'flIyourgrandma.
Weuseit to find out oboutpeople.
Aregou...?iso ges/noquestion.
Wechonge
thewordorderin questions.
Youare mq brother.
Uou' yg= g ou oI€
\-/
Areyou mg brother?
.,
v
4 Lookond write.
A
mVgrondmo?
goumg siste r ?
Ag
m g g ro n dp o ?
m
U ni t6
Yes,
m g mum!
Areyoulamie'smum?
mumtoo!
I'm Alison's
It's co[[edthe possessive's.
'stells uswho hossomething.
I'm Alison's
brother.
Thisis lamie's book.
Th ismo rk' is coLLed
on opostr ophe.
Circlethe possessive
's.
Thi s i s Al i s on ' sfo miL g Io
. mi e is ALison'sbrother.And Mrs Robi ns on
is hi s m u m . A liso n' s d ad is Mr Robinson.
G rondmo'snome is Cother ine.
Gron dp o ' sn o m e i s Er ni e .
Fo[[owondwrite.
t Grondmo
It's
book.
z Alison
It's
hot.
I Grandpo
It's
pen.
q Iamie
It's
puzzl,e.
s Mum
It's
doLL.
o Dod
It's
penciL
cose.
-
\
Un i t6
33
Writequestions.
troin
cor teddg
do L t bc[t
kite
7
1
It's in the pool.
)
2
It'sonthe swing.
3
It's underthe seesow.
4
It'sin thetree.
It'sunderthetree.
It'sin the bog.
Write.
Dod's Mum's Atison's Icnnie's
mum.
d od .
book.
bog
Review2
35
Yes/noquestions
Possessive
adjectives
Whatarethese? No,theyaren't.
shorts.
Arethey trousers? They're
Weconuseit to oskobout
Aretheg...?iso ges/noquestion.
n r t hing.
moreth ono n ep e rso o
to the
Yes,thegoreondNo,thegoren'toreshortonswers
question
Aretheg...?
Arethey trousers?No,theyaren't.
Yes,thegare.
Aretheg socks?
No ,the gor en' t.= Nc
1 Tick(/) the correctshort onswer.
A ret he gshoes ?
D
No,thegoren't.D
Yes,
thegore.
l
Yes,
thegore.
Yes,
thegore.
o
I
No ,th ego re n't .
Aretheghots?
I
l
No,thegoren't.
No ,the go ren 't .
?
ArethegT-shirts
Arethegsocks?
Yes,
thegore.
Yes,
thegore.
o
D
No,thegoren't.
U n i t7
Yes,
thegore.
Arethegcoots?
D
,6
Ar ethe gdr es s es
?
I
No,thegoren't.I
Write.
Yes,thegore. No,thegoren't.
ArethegAlison's
socks?
ArethegDod'ssocks?
-,
-,
egIomie'sshoes?
ArethegMum'shots?
-,
look ond write.Alison'sor fomie's?
Yes,
it is. No,it isn't. Yes,
thegore. No,thegoren't.
ArethegJomie's
shorts?
Yes, theuare
2 Arethegfomie'ssocks?
-
3 Is it ALison's
hot?
_t
s Is it Alison's
T-shirt?
-,
ArethegIomie'sshoes?
-,
Is it Iomie'sdress?
_t
Un i t7
5 Writehisor her.
c
t This i s it ." , h ot .
,A
@}
2 Thisis
h ot .
E Th i si s
T-shirt.
Thisis
T-shirt.
s T h isi s
sh oe .
T hi si s
shoe.
c s t r o u s cr s
. T h er J 'r hi
. li
'.: f
t €rI' Cl,.€,S.!
D
U ni t7
WhereareJamieand Dave?
Arethey in the bedroom?
Alison?
fs shein the livingroom?
Is shein ...?is o ges/noquestion.
We conuseit to
o skif o p e r s o no r th i n g i s i n t h e p[ oc ew e t hi nk .
Where's
Alison?Is shein the living room?
Where'sIamie?Is he in the kitchen?
WhereareIamie and Dave?Aretheg in the hall?
2 Motch.
Aretheg in the hol,l,?
Yes,he is.
I s he i n th e L i v i n gr oo m?
Yes,
thegore.
Ar eth e g in th e k i t c hen ?
N o,h e i s n ' t .
Is h e i n th e b oth ro om ?
N o,t h ego r e n ' t .
Un it8
upstoirs
downstoirs
Thegtetl uswheresomeone
Upstoirs
onddownstoirs
oreodverbs.
or something
isin o house.
Upstoirs
meonsof thetop of the house.
Downstoirs
meonsof the bottomof the house.
Where's
WhereareAtisonandMum?
Iamie?
He'supstairs.
Theg'redownstairs.
Where's
the bathroom? Wherearethe kitchenandthediningroom?
Theg'redownstairs.
It'supstairs.
Lookondwrite.
t Where's
Jomie?
H e's_,_ r_' _rl , _.
H e's ' "' i , i . , "
W he reor eA l i so non d Mum ?
Theg're
Theg're
r Where's
the kitchen?
It's
4 Where's
the bothroom?
s Where's
Dod?
6 Where'sthe hoil.?
U n i t8
Havegot
I'vegot.Nvosandwiches.
I've Eotsogsthot gou hoveor own something.
g o ud o n ' th o v eo r ow n s o m e t h i ng.
I've got a sandwich.It'smy sandwich.
I haven'tEot a banana.
I've got = I hovegot
I hoven'tgot = I hovenot got
l7-n
V
Alisonor fomie?WriteA or I.
1 I'vegot o biscuit.
z I'vegot two biscuits.
3 I' veg o t a bo n on o.
4 I hoven'tgot o peor.
5 I'vegot two peors.
6 I ' veg o t o dr i n k .
7 I ' veg o t o n o p pL e .
8 I h o ve n 'gt o t on op p Le .
U n i t9
2 Writethe wordsin the correctorder.
two
-_'
I've
l/ "
on
o
h g5
l . ' i /o _s c' t:1., ., is
got
two
I've opples
oppte hoven't I
drink got
I've
got
I've
egg on
6
got sondwiches
hoven't I
two
got
biscuits got
Lookondwrite.
o drink
qsor,dwtch on opple o biscuit
I'vegot I . rlnrlrrr.; r p
I hoven'tgot
I'vegot
I hoven'tgot
Un i t9
Haveyougotyourlunchbox?
Haveyou gotyourbooksZ
Haveyou gotyourpencilcase?
gotyourshoesT
Haveyou
Yes,I have.
haven't!
Hovegou got ...?is o ges/noquestion.
We conuseit to osk
o b o u tt h e t hi n gspe op l eh ov e.
Yes,I hoveond No,I hoven'toreshortonswers.We conuse
themif t h eq u est i on
b eg in Hc
s v eg ougot...?
No,I hoven't.= No,I hove
4 Motch.
t Hovegougotonoronge?
O
No,I hoven't.
z Hovegoug o t go u rp en cil s?
Yes,I hove.
No,I hoven't.
Yes,I hove.
Writethe wordsin the correctorder.Mokequestions.
t
got Hove gou o
o n e g g g ot
46
U n i t9
[unchbox 2
Uou Hove
two
sondwiches got Hove gc_
U ou go t o
bo non o Ho v e
Lookondwrite.
Yes,I hove.
No,I hoven't.
t H o v eg o ug ot a ba n on o ?
z H o v eg o ug ot o n e gg ?
I Ho veg o ug o t o bi s c ui t?
4 H o v eg o ug o t o s on d w i c h?
s H o v eg o ug o t o d r i n k ?
6 H o v eg o ug o t o n o pp l e ?
Lookondwrite.
Hovegougot? Yes,I hove. No,I hoven't.
E mm o :
o p e o r?
J om i e :
Emm o :
Dove:
o pe or ?
o bi s c ui t ?
Jom ie:
.,.-
,
Dove:
o sondwich?
Dove:
Io m ie:
Em m o :
o peor?
o s on dw i ch ? 6 D ov e:
E m mot
,
Un i t9
47
Review3
I WriteThisis or Theseoreond hisor her.
, O
rhis[shts hot.
hot.
o
trousers.
shoes.
*
M
b
shoes.
dress.
(3
coot.
Write.
Yes,thegore. No,thegoren't.
Aretheg hissocks?
2
|}
Review3
Aretheghershoes?
Aretheghissocks?
-,
_t
Aretheghertrousers?
Arethegherdresses?
_t
-,
3 WriteI've got ond o wordfrom the box.
o drink o peor
o
o sondwich o tomoto on oronge
4
5
6
Lookondwrite.
Yes,I hove. No,I hoven't.
1
2
t
4
5
6
Review3
49
My friends
Havegot -
T h isisI om ie.
He'sgot short
hoir.He'sgot
browneges.
T h isisf o m i e'sf ri en d.
H e rn o m e's
A ngi e.
5 he
hosn'tgot shorthoir.
Sh e ' g
s o t Lon ghoi r.
5he'sgot greeneges.
He's9ot,she'sgot ondit's got sogthot o personor thing
hosor ownssomething.
5he'sgot a doll. It'sherdoll.
Weolsousethemto soghow peopteondthings[ook.
Affirmotive
He'sgot shorthair.
It'sgotfour sides.
Negotive
Hehasn'tgot long hair
It hasn'tgotfour sides.
Reodond circle.
t ffifr !i's.,
gotfour[egs.
/ She's
f He's
2
fi
t {
It / She/ Hehosn't
gotLong
hoir.
rt's/she'sf He'sgotthreesides.
It's/She'sf He'sgot o boLl..
It's / She'sf He'sgot o hot.
It / She/ Hehosn'tgot o hot.
U n i t1 0
2 Look,reodondwrite the nomes.
1 She'sgot long hoir.
Jomie'sfriends
Angie
2 He'sgot o puzzLe.
-J
Billu
got o whitedress.
3 She's
4 He'sgot o book.
Billy
5 She'sgot o bog.
6 He'sgot o whiteT-shirt.
7 She'sgot blockhoir.
8 She'sgot brownhoir.
Writethe wordsin the correctorder.
tr
He's o
got biscuit
.'s oot
o biscu it
r--
block hoir got
three got
It's sides
It's
She hosn't
bike o
He's got
U n i t1 0
Lookond write. UseHe'sgot or She'sgot ond wordsfrom the box.
gregtrousers o [unchbox o blueT-shirt
o btuehot o gellowT-shirt obog
She'soot [onohoir
-
Lookondwrite.Uselt's got ondwordsfrom the box.
long
short
triongle
rectongle
Whot'sthis?
It'so
four sides.
Whot'sthis?
two
sidesond
side.It'so
t3l
\-,
Whot'sthis?
two
s i desond
sides.It's o
,2
Unit10
6 Mokethe sentences
negotive.
L
2
3
4
5
He hos n 'too t [o nqhq ir
He'sgot tonghoir.
got btockhoir.
She's
lt's got bigeues.
She'sgot greensocks.
He'sgot blocktrousers.
7 Lookond write.
He'sgot
She'sgot It's got
Hehosn'tgot Shehosn'tgot It hosn'tgot
do|.I
x
/
/
x
,/
x
)(
Dove
7
8
9
Thecot
4
10
5
1.1
6
Unit10
Presentsimple:/ike
Adject
I like monkeys.
don't lil<esnake:
I LikeondI don'tlikeorepresent
simpteformsof theverb[ike.
Weusethe present
simpleto toLkoboutthingsthot oretruenow.
Affirmotive
@ I like
Negotive
€) r don't like
Motch.
WriteI [ikeor I don'tl.ike.
o
giraffes.
Un i t1 1
monke5,s
3 Lookondwrite.
Like:g
A[ison
Don'tLike:
@
o
o
o
(")
I om i e
Mum
("
Dod
("
@
r Alison'[ li k e e [ ep h o 11 5^ .: :' :
'..' s nok e s .I tik e mon k egs .
2 J om i e :
e[ephonts.
monkegs.
snokes.
3 Mum :
e[ephonts.
monkegs.
snokes.
4 Dod:
e[ephonts.
monkegs.
snokes.
4 Whot do gou like?Thenwrite oboutgou.
etephont
monkeg
snoke
frog
o o o o o o
1
I tike zebras
2
3
4
5
6
Un it L1
W r i te .
big
LittLe bL u e red
Lo ng geLLow s hor t toLl. I r ee n
tr
7 Circlethe odjectives.
Trueor foLse?
WriteT or F.
z
I
+
s
E Lep h o n ts
o r e gr e en .
Giraffesore short.
El ep h o n tso r e bi g .
Sno k e so r e t o L t.
Frogsore Little.
Un i t1 L
57
Presentsimple:/ike
Wh- questions
rcemffi
#mnnffiffiy
Do you like flsh?
No,I don't.
Do you lil<ecarrots? No,I don't.
oreYes,I do
Theshortonswers
Dogoulike...?iso ges/noquestion.
simpteinterrogotive
or No,I don't.It isthe present
form.
DogouLike +
DogouLike .
@
@
.
? = Doyou likeapptes? Yes,I do.
+ ? = Dogou tikebananas? NorI don't.
I Writethe wordsin the correctorder.Mokequestions.
Uou Do Like meot
l"ike Do oronges gou
Dogou
Like breod Do Uou
Do
rice Like gou Do
Like Do tomotoes gou
gou Like fish gou Do
Do uo . rr.' (cb' eod
?
corrots Dogou
w
&
b o n o no s
rice
Motch.
t Dogoulikefish?@ ----.-
Dogoulikemeot?O
Dogoulikecorrots?@
4 Dogoulikeopples?@
s Dogoulikerice?@
6 Dogoulikebreod?@
4 Write.
Yes,I do. No,I don't.
Doyou[ikemeot?
2 Dogou[ikecorrots?
3 Dogoutikefish?
1
Dogou[ikebreod?
juice?
5 DogouLike
6 DogouLikemitk?
4
Unit 12
what do you likez
likeyogurl!
Whotdo gou Like?is o wh- question.
Weconreplg:
O I likeyogurt.
€) I don't likefish.
Writethe wordsin the correctorder.
t
do Whot Like gou
.]if.,L .'tt tltlt -ll..t---
2
-
,?
3 Uou Do fish tike
tike I
breod
Like W ho t Uo u d o
Unit12
go u Do Lik e bo no nos
g ou tik e do Whot
6
don't I
corrots I
like breod
tike don't
5 Lookondwrite.
@r
Vt
{
, E mm o?
, Jom i e?
5
, Dove?
6
7
, A ngi e ?
8
9
, A n gi e?
10
11
, Effimo ?
12
Un it12
Review4
got or Shehosn'tgot.
I WriteShe's
1
2
She'sgot Longhoir.
She hasn'tqot shorthoir.
---_-----------stroighthoir.
curlghoir.
blockhoir.
brownhoir.
o dotL.
o teddg.
3
4
5
6
7
8
Writethe wordsin the correctorder.
t
Like I
lions
2
monkegs like I
I tike l ro ns
3 don't I etephonts tike
s
giroffes Like I
4 don't Like I snokes
6 I
tike don't monkegs
Motch.
t
2
3
4
5
6
62
It's big.
Theg're
[ong.
Theg're
toLL.
It's [ong.
It'ssmo[[.
It's short.
Review4
b
Write.
No,I don't. Yes,I do.
t M u m : D o g o u [ i k ec o r r ot s ?
Ann: NQ , i . , -.
Mum:Dogo uli kerice ?
Ann:
,
Mum:Dogo ul ikeop p t e s?
Ann:
,
Mum:Dogo u[ikebreod?
A nn :
Mum:Dogo uL i keb ono nos ?
Ann :
,
Mum:Dogo uLik egog ur t?
A n n:
,
Lookond write.
Wh o t .
'No
L i k e d o n' t I
do you likez
don't.
likemeat!
Review4
:J*
Thereis and there:
Thereare fourrooms.
There'sa bed.
There's
a cupboard.
Weusethere'sondthereoreto to[koboutthingsoroundus.
Weusethere'sto to[koboutonethingor person.
There's
a bed. There's
a cupboard.
Weusethereoreto tol.kobouttwo or morethingsor
peopLe.
Therearefour rooms.
there's= thereis
i
Motch.
t
2
r
4
s
6
64
Thereoretwo tog boxes.
There'so tog box.
There'so do[[.
ThereorethreedoL[s.
Thereorefour books.
There'so book.
U n i t1 3
Write the words in the correctbox.
two pitlows o cupboord five pencils
-abed' ;Jght-ffiten cors o doLL sixpuzzles o shef o blonket
-
There's
Thereore
a -"
o bed
,oc RS
Count.Writesentences.
t _l'ircri?-\ oruE teddg.
doLl,s.
boLls.
puzz[e.
kite.
books.
bed.
sheLf.
Un it13
ls therea shoe?
ls there a sock?
ls there a boy?
Yes,thereisl
Is there...?iso ges/noquestion.
WeconuseIs there...?to
oskobou t h in gsor ou n dus .
Wechongethe wordorderin questions.
There's
o pillow on the bed.
Is therea pitlow on the bed?
Writethe wordsin the correctorder.Mokequestions.
t
there Is o pil.Low
2 there Is o tog box
3
sheLf o Is there
4
o Is cupboordthere
Unit13
a bed there Is
rug Is o there
lstherea train?
No,thereisn't.
Wecon
isn'toreshortonswers.
eg in sIs th er e...?
Yes,there is.
No,thereisn't.
No,thereisn't.= No,thereis not.
5 Tick(/) the correctshortonswer.
t I s th e r eo be d?
N o,t he r ei s n' t .
Y esthe
, r eis .
2 Is thereo sheLf?
I Is thereo tog box?
o
a
D
Y esthe
, r eis .
D
No,thereisn't. D
N o ,t he r ei s n' t
Ye sth
, er ei s.
4 I s t h e r eo c up b oo r d?N o,t he rei sn 't .
Y e sthe
, r ei s .
o
D
o
6 Lookondwrite.
Yes,
thereis. No,thereisn't.
?
1 Is thereo co ro nt h esh e Lf
?
2 Is thereo botlonthe sheLf
3 Is thereo b [ o nkeot nt h e b ed ?
4 Is thereo c u pb o or d?
Un i t13
r . .slr
i
Can for ab
at
I canrun!A snake
can'trun.
A birdcan fly.l can't fly.
Co nm eo n st ho t U o uo r eo b l et o do s om et h i ng.
I t ol wo gs
comesbeforeonotherverb.
A birdcanfly. It canfly.
Alisoncanrun.Shecanrun.
Con'tmeonsthot Uouorenotobleto do something.
A snakecan'trun. It can'trun.
con't = Coflflot
Iamiecan'tfly. Hecan'tfly.
1 Trueor folse?WriteT or F.
A mo nk egco ns i n g .
A m on ke gc on 'ts i n g .
Af i shco nswim .
A porrotconswim.
A f ishco n' tswim .
A porrotcon'tswim.
A s no k ec o nru n .
A tige rc onru n.
A tige rc on'tru n.
A s n ok ec on ' tr un .
U n i t1 4
2 Writethe wordsin the correctorder.
A wo[k. con't fish
zebro A con't fLg
A teft't a :' '.' '. ,,
monkeg A con run
porrot A swim con't
A tolk con't cot
con plog Alison
Writeconor con't.
Iomie
A fish
t Iomie con write.
write.
A monkeg
A bird
r un .
r Jomie
Iomie
ru n.
A snoke
fl'u.
fl,s.
+ W{Jetruesentences.
s l n9
bird
monkeg
,/
x
run
crimb
x
X' r/i
/
/x
fty _ i
i--*
'--'i
t bird/ sing
A b r r d c on si ac
3 bird / run
2 monkeg/fLg
A monk e gc ont flil
4 monkeg/ cLimb
s bird/fLg
6 monkeg
/ run
7 bird/climb
8 m on k" g/ s in g
Unit L4
69
5 Tick(/l ondwriteoboutgou.
I con
I con't
1
toLk
2
run
3
4
fLu
5
wo[k
6
sing
swi m
Yes,it can.
Conit ...?is o gesfno question.
We useit to find out whot onimols
o n dt h i n g so r eo b leto d o .
Yes,it conond No,it con'toreshortonswers.
We conusethem
if the question
begins
Conit...?
Conit run?
,/ Yes,it con.
X No,it con't.
we useconhe or consheto find out whot peop[eoreob[eto do.
;
U n itL 4
6 Motch.
Conit fl.g? Con it swim? C o ni t c t i mb ? Con it ctimb? Conit r un? Co nit r un?
\*_
No,it con't.
Yes,it con.
Lookondwrite.
'con Yes,he con
Conhe Conshe Conit
Yes,it con No,shecon't No,shecon't No,it con't
Co nsh es w i m?
C onhe r u n?
\'
--_,
It
++
+
+
-
toLk?
C o ni t r u n?
, --
c l i mb ?
flu?
- --,
Unit14
Le
l mp e r a t=i ,
Negative
imperatr
. =:
r
I
Let'smakea sandcastle.
Let'splayfootball.
That'sa
Weuse[et'soso wog of suggesting
to somebodg
thot goudo
something
together.
Let'solwogscomesbeforeonotherverb.
wo[k.
run.
l-et,s c[imb.
toLk.
sin g .
drow.
ptoUfootboLL.
Jindshe[ts.
Let,s swimin the seo.
go in o boot.
write.
[et's= Letus
mokeo sondcostte.
Motch.
1
2
3
4
s
6
72
Let'smokeo sondcostle.
Let'spLoU
footboLL.
Let'sdrow.
Let'sJindshells.
Let'sgo in o boot.
Let'sswimin the seo.
U n i t1 5
F
Lookond write. UseLet'sond the words in the box.
-reod' find shells hoveon iceLol.tg ptogfootboLL
mokeo sondcostleswimin the seo
fomie: Lels-reqd
fo m ie:
Jomie:
Io m ie:
Io m ie:
Writethe wordsin the correctorder.
t
swim in seo Let's the
2 footbol.l.Let's pl.og
L- e t 'ssw in t , ,- ,:^ .a: ,,.
3
Let's o sondcostlemoke
s
icetoLLg on Let's hove
she[[s find Let's
6
good ideo Thot's o
Un itL5
imperotive
r
mork.We ofien useit of the
! Thisis on exclomotion
e he nth e v er bis on i m per o t i v e.
e n do f t h e s e nt en cw
'4,
GY
,
4 Motch.
t
z
r
4
s
74
Fi n dt h e b o tL !
Ru n !
Co t cht h e b o LL !
Woit!
Look!
U n i t1 5
Don'tforgetyourhat, Alison.
@
aF
rtive.We con useo negotiveimperotive
t h i ng.W e u sed on' to ndo v er b.
Imperotive
Negotiveimperotive
Forget.
Run.
Look.
Don'tforget.
Don'trun.
Don'ttook.
don't= do not
I
Mokethe imperotives
negotive.
t
2
3
4
s
Wo[k!
Run!
S to n du p !
Pl,ogboLL!
Ho veo n i ce[o L Lg !
I
I
I
I
I
6 Lookondwrite.
Don'tswim Don'twoLk Don'tflg Don'trun
o kite!
U n i t15
Review5
1 Describe
the picture.
1
Thereore
3
4
5
2 Motch.
t
2
3
4
s
6
76
2 There's
It conswim.
Shecon'tswim.
He condrow.
Heco ns i n g .
S h eco nj um p .
It con'tjump.
Review5
3 Writeshortonswers.
C onit sw im ?
Conit totk?
Con sheswim?
,
tr
il,
Con it climb?
-
-" t
C onh e d ro w?
Conit s i ng ?
- --
,
4 Lookondwrite.
go Let'scl.imb
Let'srun Let's
swim Let's
_l
in o boot!
5 Lookondwrite.
Don'two[k Don'tswim Ftg Drow
o picture!
I
Review5
GrarnmcrrefeFence
odjectives
Subjectpronouns Possessive
I
mg
uou
he
she
it
we
theg
uour
his
her
its
our
their
Affirmotive
Shortform LongJorm
I om
I'm
gouore
gou're
heis
he's
sheis
she's
it is
it's
we're
we ore
gou're
gouore
thegore
theg're
Interrogotive
om I?
oregou?
is he?
is she?
is it?
orewe?
oregou?
oretheg?
Negotive
ShortJorm
I'm not
gouoren't
heisn't
sheisn't
it isn't
we oren't
gouoren't
thegoren't
Longform
I om not
gouorenot
heis not
sheis not
it is not
we qrenot
gouorenot
thegorenot
Shortonswers
Yes,Iom.
No,I'm not.
Yes,gouore. No,gouoren't.
Yes,heis.
No,heisn't.
Yes,sheis.
No,sheisn't.
Yes,it is.
No,it isn't.
we
ore.
Yes,
No,we oren't.
Yes,gouore. No,gouoren't.
Yes,
thegore. No,thegoren't.
Grommorreference
Ho veg ot
Affirmotive
Shortform Longform
I've got
I hovegot
gou'vegot
gou hovegot
he'sgot
he hosgot
she'sgot
shehosgot
it'sgot
it hosgot
we'vegot
we hovegot
gou'vegot
gou hovegot
theg'vegot theg hovegot
Interrogotive
hoveI got?
hovegougot?
hoshegot?
hosshegot?
hosit got?
hovewe got?
hovegougot?
hovetheggot?
Affirmotive
I Like
goulike
helikes
shelikes
it likes
we like
gouLike
theglike
Interrogotive
do I Like?
do gou[ike?
doeshe [ike?
doesshe[ike?
doesit [ike?
do we [ike?
do gou[ike?
dothegLike?
Negotive
Shortform
I hoven'tgot
gou hoven'tgot
he hosn'tgot
shehosn'tgot
it hosn'tgot
we hoven'tgot
gou hoven'tgot
theg hoven'tgot
S h o rto n s w e r s
Yes,I hove.
Yes,gou hove.
Yes,he hos.
Yes,shehos.
Yes,it hos.
Yes,we hove.
Yes,gou hove.
Yes,theg hove.
Negotive
ShortJorm
I don't [ike
gou don't [ike
he doesn't[ike
shedoesn't[ike
it doesn'ttike
we don't [ike
gou don't like
theg don't [ike
Longform
I hovenot got
gouhovenotgot
he hosnot got
shehosnot got
it hosnot got
we hqvenot got
gouhovenotgot
theghovenot got
N o ,I h o v e n ' t.
No,gou hoven't.
No,he hosn't.
No,shehosn't.
No,it hosn't.
No,we hoven't.
No,gou hqven't.
No,theg hoven't.
LongJorm
I do not Like
gou do not like
he doesnot like
shedoesnot [ike
it doesnot [ike
we do not like
gou do not like
theg do not like
S h o rto n s w e r s
Yes,I do.
No,I don't.
No,gou don't.
Yes,gou do.
Yes,he does.
No,he doesn't.
No,shedoesn't.
Yes,shedoes.
Yes,it does.
No,it doesn't.
Yes,we do.
No,we don't.
No,gou don't.
Yes,gou do.
Yes,theg do.
No,theg don't.
Grommorreference
The r eis on d t h er eo re
Affirmotive
Shortform Longform
thereis
there's
thereore
Negotive
Shortform Longform
thereisn't thereis not
thereoren't thereorenot
Interrogotive Shortonswers
isthere?
Yes,thereis. No,thereisn't.
orethere?
Yes,thereore. No,thereoren't.
I r npe r oti ve s
Affirmotive
t heg co n
Negotive
Shortform
I con't
gou con't
he con't
s h ec o n 't
it con't
we con't
gou con't
theg con't
Interrogotive
c onI ?
c ong o u ?
c onhe ?
c ons h e ?
con it?
c onw e ?
c ongo u ?
c ont h e g ?
S h o r to n s w e r s
Yes,I con.
No,I con't.
Yes,gou con. No,gou con't.
Yes,he con. No,he con't.
Yes,shecon. No,shecon't.
Yes,it con.
No,it con't.
Yes,we con. No,we con't.
Yes,gou con. No,gou con't.
Yes,theg con. No,theg con't.
I c on
gouc o n
he c o n
s hec o n
it con
we con
g OUCOn
Grommorreference
Longform
I connot
gou connot
he connot
s h ec o n n o t
it connot
we connot
you connot
theg connot
Affirmotive Negotive
cotch
don'tcotch
don'tfind
find
don'tflg
fts
don'tforget
forget
hove
don'thove
j u mp
don 'tjum p
look
don'tlook
ptou
don'tplog
r un
don'trun
don'tstondup
stondup
swim
don'tswim
woit
don'twoit
wo[k
don'two[k
Forstudentspreparingfor the
Cam bridge ESOLYoung Learner's examsi
Storters:
GrommorFriends
Lond2
Movers:GrommorFriends
3 ond4
F tge rs: Gro mmorFrie nd5s on d 6
OXFORDENGTISH
tsBN 978-0-1
9-478012-!
,t|[illtililltl
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