LISTENING SKILL - PRACTISING THE SIMPLE PAST TENSE WITH A SONG

LISTENING ACTIVITY

You are going to watch a music video in order to practise how to form the Simple Past tense of regular and irregular verbs.

Tasks:

- First, fill in the gaps with the Simple Past form of the verbs in brackets. 

- Second, check your answers when you watch the video which contains the lyrics of the song.


“THE ONE THAT GOT AWAY" by KATY PERRY

Summer after high school when we first _________________ (meet)
We ______________ (make)  out in your Mustang to Radiohead
And on my 18th birthday we ______________ (get) matching tattoos
________________ (use) to steal your parents' liquor and climb to the roof
Talk about our future like we ____________________ (have) a clue
Never _______________ (plan) that one day I'd be losing you

In another life I would be your girl
We keep all our promises, be us against the world
And in other life I would make you stay
So I don't have to say you ________________ (be) the one that _______________ (get) away
The one that ___________ (get) away!

I _______________ (be) June and you ____________ (be) my Johnny Cash
Never one without the other, we _______________ (make) a pact
Sometimes when I miss you, I put those records on, (whoa)
Someone _____________ (say) you _______________ (have) your tattoo removed
_________________ (see) you downtown singing the blues
It's time to face the music, I'm no longer your muse

In another life I would be your girl
We keep all our promises, be us against the world
And in another life, I would make you stay
So I don't have to say you ________________ (be) the one that ________________(get) away
The one that __________________ (get) away

The o-o-o-o-one   The o-o-o-o-one   The o-o-o-o-one The one that got away

All this money can't buy me a time machine, (Nooooo)
Can't replace you with a million rings, (Nooooo)
I should've told you what you _________________ (mean) to me, (whoa)
'Cause now I pay the price

In another life I would be your girl
We keep all our promises, be us against the world

And in another life, I would make you stay
So I don't have to say you ___________________ (be) the one that ____________ (get) away
The one that _______________ (get) away (TWICE)!

GRAMMAR - CONDITIONALS & I WISH / IF ONLY

FIRST CONDITIONAL

USE - TO DESCRIBE REAL AND POSSIBLE FUTURE SITUATIONS // PROMISES, THREATS.

A. IF + SUBJECT + V (PRESENT SIMPLE), SUBJECT + WILL + V.

If you reveal this secret, I won’t talk to you again.

If the Maths teacher is angry, he will scold his students.

B. SUBJECT + WILL + V +  IF + SUBJECT + V (PRESENT SIMPLE).

I won’t talk to you again if you reveal this secret.

The Maths teacher will scold his students if he is angry. 

C.  IF + SUBJECT + V (PRESENT SIMPLE), IMPERATIVE.

 If you miss the train, get the bus.

I. REPLACING “IF” WITH OTHER CONNECTORS

→ IF = AS LONG AS, PROVIDING THAT / PROVIDED THAT (formal): “siempre y cuando”, “siempre que”.

You will continue to pass the exams as long as you study every day.

 You will continue to pass the exams providing that you study every day.

- “As long as” and “providing that” are emphatic, they mean “ONLY IF”.

- Also emphatic: “EVEN IF” (“incluso si”): Even if he apologised to me, I wouldn’t forgive him.

→ IF … NOT = UNLESS

You will not pass the exams if you don’t study every day.

You will not pass the exams unless you study every day.

II. USING MODALS IN THE FIRST CONDITIONAL

- “Will” in the result clause can be replaced with modals:

1. Permission: Can. If you need to correct that exam, you can use my red pen.

2. Possibility: May, might. If you call him, he may/might come.

3. Obligation: Must. If you accept that job offer, you must leave your current job.

4. Suggestion: Should. If you are in love with Jane, you should ask her out.

SECOND CONDITIONAL

USE - TO DESCRIBE IMAGINARY PRESENT OR UNLIKELY FUTURE     SITUATION // HYPOTHETICAL FUNCTION.

A. IF + SUBJECT + V (PAST S.), SUBJECT + WOULD// COULD/ MIGHT (- probable) + V

If I won the lottery (improbable situation), I would/could/ might buy a huge house.

If Mary decided to accept that job (improbable situation), she wouldn’t inform you about it.

B.  SUBJECT + WOULD // COULD/MIGHT + V +  IF + SUBJECT + V (PAST SIMPLE)

I would/ could/ might buy a huge house if I won the lottery.

Mary wouldn’t inform you about her new job if she decided to accept it.

→  TO BE: IF I/HE/SHE/IT  +  WAS (informal) / WERE...

If I was/were older, I would buy a car.

If he was/were a good student, he wouldn’t fail all the subjects.

 → IF I WERE YOU…. (ONLY TO GIVE ADVICE)

If I were you, I would go on a diet.

If I were you, I would be more patient with your little sister.

THIRD CONDITIONAL

USE - TO DESCRIBE IMPOSSIBLE SITUATIONS BECAUSE THEY ARE PAST  EVENTS (Regret over a past action).

A. IF + SUBJECT + V (PAST PERFECT S.), SUBJECT + WOULD//COULD/MIGHT HAVE + Past Participle.

If I had listened to my parents, I would/could/might have been more successful in life.

If I had applied for that job, I would/could/might have got it.

B.  SUBJECT + WOULD// COULD/ MIGHT HAVE + Past Participle , IF + SUBJECT + PAST PERFECT SIMPLE.

I would/could/might have been more successful in life if I had listened to my parents.

I would/could/might have got that job if I had applied for it.

ATTENTION - HAD (’D) / WOULD (’D). Example: If I’d applied for that job, I’d have got it.

"WISH" / "IF ONLY"

USE – WISH FOR A CHANGE, REGRET FOR A PRESENT OR PAST SITUATION

1. WISH / IF ONLY + PAST SIMPLE/ COULD: PRESENT WISH / REGRET

I wish I had a car!   He wishes he could go on holiday. If only we were on the beach.

2.  WISH / IF ONLY + WOULD: DISATISFACTION WITH SOMEBODY’S ACTIONS (NOT OUR OWN) IN THE PRESENT / DESIRE OF (UNLIKELY) FUTURE CHANGE 

I wish he would stop talking. I wish my neighbours wouldn’t disturb me. I wish you would come to the cinema with me. I wish it would rain tomorrow.

Attention - "I WISH I WOULD...." is incorrect because "would" implies a desire for a different person's willingness or choice to change.

3. WISH / IF ONLY + PAST PERFECT SIMPLE: PAST REGRET

I wish I had studied harder at school.   If only my mother hadn’t punished me!  

                                                            SUMMARY 

I.  IF + S + V (PRESENT SIMPLE), S + WILL + V

II. IF + S + V (PAST SIMPLE), S + WOULD// COULD/ MIGHT (- probable) + V

III. IF + S + V (PAST PERFECT SIMPLE), S + WOULD//COULD/MIGHT HAVE + PP.

GRAMMAR - PAST SIMPLE "TO BE"

AFFIRMATIVE SENTENCES	NEGATIVE SENTENCES
I WAS You WERE He WAS She WAS It WAS We WERE You WERE They WERE	I  WAS NOT / WASN’T You WERE NOT / WEREN’T     He WAS NOT / WASN’T        She   WAS NOT / WASN’T      It WAS NOT / WASN’T      We WERE NOT / WEREN’T         You WERE NOT / WEREN’T       They WERE NOT / WEREN’T

QUESTIONS	SHORT ANSWERS
WAS I? WERE you? WAS he? WAS she? WAS it? WERE we? WERE you? WERE they?	Yes, I WAS / No, I WASN’T Yes, you WERE / No, you WEREN’T Yes, he WAS / No, he WASN’T Yes, she WAS / No, she WASN’T Yes, it WAS / No, it WASN’T Yes, we WERE / No, we WEREN’T Yes, you WERE / No, you WEREN’T Yes, they WERE / No, they WEREN’T

GRAMMAR - PRESENT SIMPLE: "TO BE"

AFFIRMATIVE SENTENCES	NEGATIVE SENTENCES
I am / I’m You are / You’re  He is / He’s  She is / She’s  It is / It’s  We are / We’re  You are / You’re They are / They’re	I am not / I’m not You are not / You aren’t  He is not / He isn’t  She is not / She isn’t  It is not / It isn’t We are not / We aren’t You are not / You aren’t They are not / They aren’t

QUESTIONS	SHORT ANSWERS
Am I? Are you? Is he? Is she? Is it? Are we? Are you? Are they?	Yes, I am / No, I’m not Yes, you are / No, you aren’t Yes, he is / No, he isn’t Yes, she is / No, she isn’t Yes, it is / No, it isn’t Yes, we are / No, we aren’t Yes, you are / No, you aren’t     Yes, they are / No, they aren’t

GRAMMAR - PRESENT SIMPLE "HAVE GOT" / "HAVE"

AFFIRMATIVE SENTENCES
I have got / I’ve got    You have got / You’ve got He has got / He’s got She has got / She’s got It has got / It’s got We have got / We’ve got You have got / You’ve got They have got / They’ve got	I have You have He has She has It has We have You have They have

NEGATIVE SENTENCES
I have not got / I haven’t got    You have not got / You haven’t got He has not got / He hasn’t got She has not got / She hasn’t got It has not got / It hasn’t got We have not got / We haven’t got You have not got / You haven’t got They have not got / They haven’t got	I do not / don’t have You do not / don’t have He  does not / doesn’t have She does not / doesn’t have It does not / doesn’t have We do not / don’t have You do not / don’t have They do not / don’t have

QUESTIONS AND SHORT ANSWERS (“HAVE GOT”)
Have I got? Have you got? Has he got? Has she got? Has it got? Have we got? Have you got? Have they got?	Yes, I have / No, I haven’t Yes, you have / No, you haven’t Yes, he has / No, he hasn’t Yes, she has / No, she hasn’t Yes, it has / No, it hasn’t Yes, we have / No, we haven’t Yes, you have / No, you haven’t Yes, they have / No, they haven’t

QUESTIONS AND SHORT ANSWERS (“HAVE”)
Do I have? Do you have? Does he have? Does she have? Does it have? Do we have? Do you have? Do they have?	Yes, I do / No, I don’t Yes, you do / No, you don’t Yes, he does / No, he doesn’t Yes, she does / No, she doesn’t Yes, it does / No, it doesn’t Yes, we do / No, we don’t Yes, you do / No, you don’t Yes, they do / No, they don’t

LISTENING SKILL - PRACTISING THE PRESENT CONTINUOUS TENSE WITH A SONG

LISTENING ACTIVITY: “Lemon Tree” (Band: Fool’s Garden)

You are going to watch an animated music video in order to examine the use and form of the Present Continuous tense. The video contains the lyrics of the song.

Tasks:

- First, copy all the verbs in the present continuous form.

- Second, transform those verbs into the negative form of the present continuous.

- Third, transform these verbs into the third personal singular of the present continuous.

READING SKILL - "THE DAILY ROUTINE OF A TYPICAL TEENAGER"

My name is Mary and I am fourteen years old. I am English and I am a student at the Charles Dickens School in Dover.  

Every day, I get up at seven o’clock and I have milk and cereal for breakfast. After that, I have a shower. Then, I get dressed and I go to school. I am bad at Maths, because I don’t like numbers. I am very good at French, because my father is from France. My mum is from Spain and she teaches me Spanish, so I can speak two languages! I like my school and I always have fun with my classmates. But this week we are studying for our exams. It’s boring!

When I get home, I have lunch with my parents and my sister Carmen. In the afternoons, I do homework and I tell beautiful stories to my little brother, Jim. Later, I go to the sports centre to do ballet. Tomorrow we are performing "Sleeping Beauty". Isn’t it fantastic?

As soon as I go back home, I have dinner with my family. I never watch TV at night. I am often tired, so I go to bed at half past ten.

That’s a typical day in my life. My everyday life is quite ordinary, but I love it!

READING COMPREHENSION EXERCISE

Answer the following questions about Mary’s everyday life:

1. How old is Mary?

2. Why is Mary bad at Maths?

3. How many languages can she speak?

4. Where are her parents from?

5. How many brothers and sisters has Mary got?

6. What are Mary and her friends doing this week?

7. Why does Mary love doing aerobics?

8. What time does Mary go to bed?