Basic English Grammar Course for Beginners | 37 Lessons | Learn with Esther

Hi everybody.

Salut tout le monde.

Welcome to Beginner 1.

Bienvenue dans Débutant 1.

In these videos, I hope to  teach you some basic English.

Dans ces vidéos, j'espère vous apprendre quelques bases d'anglais.

So, these videos are for low level beginners.

Donc, ces vidéos sont destinées aux débutants de bas niveau.

Okay…

Now when you watch these videos, I want you to pay attention.

D'accord…

Maintenant, lorsque vous regardez ces vidéos, je veux que vous fassiez attention.

Okay…

Watch all the videos in the series.

D'accord…

Regardez toutes les vidéos de la série.

Okay…

D'accord…

Please listen carefully and if there are any words or expressions that you don’t know,

Veuillez écouter attentivement et s'il y a des mots ou des expressions que vous ne connaissez pas,

please check your dictionary.

veuillez vérifier votre dictionnaire.

Another thing you should do is repeat after me.

Une autre chose que vous devriez faire est de répéter après moi.

Repeating is a really good practice.

La répétition est une très bonne pratique.

Okay…

D'accord…

So, I know that some of these videos are hard.

Donc, je sais que certaines de ces vidéos sont difficiles.

But please don’t give up.

Mais s'il vous plaît, n'abandonnez pas.

If you try your best, and watch all of these videos,

Si vous faites de votre mieux et que vous regardez toutes ces vidéos,

I know that your English will get better.

je sais que votre anglais s'améliorera.

Okay, well let’s get started.

Bon, eh bien commençons.

Hi, everybody and welcome to this video.

Salut à tous et bienvenue sur cette vidéo.

Now in this video, I want to talk about the difference between consonants and vowels.

Maintenant, dans cette vidéo, je veux parler de la différence entre les consonnes et les voyelles.

Now, in the English alphabet,  there are twenty-six letters.

Or, dans l'alphabet anglais, il y a vingt-six lettres.

And in the alphabet, there are five main vowels and one special vowel.

Et dans l'alphabet, il y a cinq voyelles principales et une voyelle spéciale.

And the rest are consonants.

Et le reste sont des consonnes.

So, let’s look at the board.

Alors, regardons le tableau.

Here’s the alphabet.

Voici l'alphabet.

The first letter, ‘a’, is a vowel.

La première lettre, 'a', est une voyelle.

The next letter, ‘b’, is a consonant.

La lettre suivante, 'b', est une consonne.

‘c’ is a consonant.

'c' est une consonne.

‘d’ consonant.

'd' consonne.

‘e’ is a vowel.

'e' est une voyelle.

Then, ‘f’, is a consonant.

Alors, 'f', est une consonne.

‘g’ consonant.

consonne 'g'.

‘h’ consonant.

'h' consonne.

‘i’ is another vowel.

'i' est une autre voyelle.

‘j’ is a consonant.

'j' est une consonne.

‘k’ consonant.

'k' consonne.

‘l’, ‘m’, ‘n’ are consonants.

'l', 'm', 'n' sont des consonnes.

‘o’ is another vowel.

'o' est une autre voyelle.

‘p’, ‘q’, ‘r’, ’s’ and ‘t’, these are all consonants.

'p', 'q', 'r', 's' et 't', ce sont toutes des consonnes.

‘u’ is the last main vowel.

'u' est la dernière voyelle principale.

‘v’ consonant.

consonne 'v'.

‘w’ consonant.

consonne 'w'.

‘x’ consonant.

Consonne 'x'.

‘y’ is the special vowel.

'y' est la voyelle spéciale.

And we’ll talk about that more later on.

Et nous en reparlerons plus tard.

And ‘z’ is the last letter, and it is a consonant.

Et 'z' est la dernière lettre, et c'est une consonne.

Okay, so, there are twenty-six  letters in the alphabet.

Bon, alors, il y a vingt-six lettres dans l'alphabet.

There are five main vowels.

Il y a cinq voyelles principales.

One special vowel.

Une voyelle spéciale.

And the rest are consonant.

Et le reste est consonant.

Okay, let’s move on to the next part.

Bon, passons à la partie suivante.

Let’s look at some words.

Regardons quelques mots.

Now all English words have vowels.

Maintenant, tous les mots anglais ont des voyelles.

Maybe one or many vowels.

Peut-être une ou plusieurs voyelles.

So, let’s look at these words.

Alors, regardons ces mots.

The first word is “cat”.

Le premier mot est "chat".

Okay, we have ‘c’ is a consonant.

D'accord, nous avons 'c' est une consonne.

‘a’ a vowel.

'a' une voyelle.

‘t’ consonant.

't' consonne.

“Egg”.

"Œuf".

‘e’ is a vowel.

'e' est une voyelle.

And ‘g’, ‘g’.

Et 'g', 'g'.

‘g’ is a consonant.

'g' est une consonne.

“Hit”.

"Succès".

‘h’ is a consonant.

'h' est une consonne.

‘i’ a vowel.

'i' une voyelle.

And ‘t’ a consonant.

Et 't' une consonne.

“Top”.

"Haut".

‘t’ is a consonant.

't' est une consonne.

‘o’ is a vowel.

'o' est une voyelle.

And ‘p’ a consonant.

Et 'p' une consonne.

The last word is “cut”.

Le dernier mot est "couper".

‘c’ is a consonant.

'c' est une consonne.

‘u’ a vowel.

'u' une voyelle.

And ‘t’ a consonant.

Et 't' une consonne.

So, we have the main vowels: ‘a’, ’e’, ‘i’, ‘o’, ‘u’.

Ainsi, nous avons les voyelles principales : 'a', 'e', ​​'i', 'o', 'u'.

Now, I said ‘y’ is a special vowel.

Maintenant, j'ai dit que 'y' est une voyelle spéciale.

That’s because sometimes it’s a vowel and sometimes it’s a consonant.

C'est parce que parfois c'est une voyelle et parfois c'est une consonne.

So, let’s look.

Alors, regardons.

In the word, “why”,

Dans le mot « pourquoi »,

the letter ‘y’ sounds like ‘i’.

la lettre « y » ressemble à « i ».

“Why”.

"Pourquoi".

So, it is a vowel.

C'est donc une voyelle.

“Bicycle”.

"Bicyclette".

The letter ‘y’ sounds like ‘i’.

La lettre 'y' ressemble à 'i'.

“Bicycle”.

"Bicyclette".

‘i’ is the letter ‘i’, right, it sounds like the letter ‘i’.

'i' est la lettre 'i', à droite, cela ressemble à la lettre 'i'.

So, in this case ‘y’ is also a vowel.

Donc, dans ce cas, 'y' est aussi une voyelle.

“Pretty”.

"Jolie".

“Pretty”.

"Jolie".

‘y’ sounds like ‘e’.

'y' sonne comme 'e'.

Okay…

D'accord…

“Pretty”.

So, it’s a vowel.

"Jolie".

Donc, c'est une voyelle.

Now, in the last two words,

Maintenant, dans les deux derniers mots,

“you” and “yes”, the letter ‘y’ is a consonant.

« vous » et « oui », la lettre « y » est une consonne.

Usually, if ‘y’ comes at the beginning of a word,

Habituellement, si 'y' vient au début d'un mot,

or if it makes a /u/ sound,

ou s'il fait un son /u/,

for example, “you”, “yes”,

par exemple, "vous", "oui",

it is a consonant. Okay…

c'est une consonne. Ok…

So again, five main vowels: ‘a’, ’e’, ’i’, ’o’, ’u’.

Encore une fois, cinq voyelles principales : 'a', 'e', ​​'i', 'o', 'u'.

And ‘y’ the special vowel.

Et 'y' la voyelle spéciale.

Now to help us remember vowels, we can say, “a, e, i, o, u and sometimes y.”

Maintenant, pour nous aider à nous souvenir des voyelles, nous pouvons dire "a, e, i, o, u et parfois y".

Okay, repeat again after me.

OK, répétez après moi.

“a, e, i, o, u and sometimes y.”

"a, e, i, o, u et parfois y."

One more time, faster.

Une fois de plus, plus vite.

“a, e, i, o, u and sometimes y.”

"a, e, i, o, u et parfois y."

Okay, and that’s the end of this video. Thank you.

Bon, et c'est la fin de cette vidéo. Merci.

Hi everybody and welcome to this video.

Salut à tous et bienvenue sur cette vidéo.

In this video, we’re going to  talk about using ‘a’ or ‘an’.

Dans cette vidéo, nous allons parler de l'utilisation de 'a' ou 'an'.

Okay.

D'accord.

We use ‘a’ or ‘an’ in front of nouns.

Nous utilisons 'a' ou 'an' devant les noms.

Well, what is a noun?

Eh bien, qu'est-ce qu'un nom?

A noun is a person, place, thing, or animal.

Un nom est une personne, un lieu, une chose ou un animal.

Okay, so let’s look at the board.

Bon, regardons le tableau.

The first noun we have is “banana”.

Le premier nom que nous avons est "banane".

“banana”, starts with the consonant ‘b’.

"banane", commence par la consonne 'b'.

So, we put “a banana”.

Alors, on met « une banane ».

“a banana”.

"une banane".

Look at the next word. “Apple”.

Regardez le mot suivant. "Pomme".

In this case, the first letter is ‘a’.

Dans ce cas, la première lettre est 'a'.

‘a’ is a vowel.

'a' est une voyelle.

Remember the vowels are a, e, i, o, u,

Rappelez-vous que les voyelles sont a, e, i, o, u,

so we have to put ‘an’.

donc nous devons mettre 'an'.

“an apple”.

"une pomme".

“cat”. Hmmm.

"chat". Hmmm.

The first letter, ‘c’, is a consonant.

La première lettre, 'c', est une consonne.

So, should we put, ‘a’ or ‘an’?

Alors, faut-il mettre 'a' ou 'an' ?

Remember, if it’s a consonant, we have to put ‘a’.

Rappelez-vous, si c'est une consonne, nous devons mettre 'a'.

“a cat”.

"un chat".

The next word, “boy”.

Le mot suivant, "garçon".

Again, the word starts with a consonant: ‘b’.

Encore une fois, le mot commence par une consonne : 'b'.

So, we have to say, “a boy”.

Donc, nous devons dire, "un garçon".

The next word, “egg”, has the letter ‘e’ in front.

Le mot suivant, « œuf », a la lettre « e » devant.

‘e’ is a vowel.

'e' est une voyelle.

So, what do we put?

Alors, on met quoi ?

We put ‘an’.

Nous mettons 'an'.

If we read it, it sounds like “an egg.”

Si nous le lisons, cela ressemble à "un œuf".

“an egg”.

"un œuf".

Okay, and the last word is “ant”.

D'accord, et le dernier mot est "fourmi".

“ant” starts with the vowel ‘a’.

« fourmi » commence par la voyelle « a ».

So again, we must put……”an ant”.

Donc encore une fois, il faut mettre……”une fourmi”.

“an ant”.

"une fourmi".

Now, let’s go through these words together.

Maintenant, parcourons ces mots ensemble.

“a banana”. “a banana”.

"une banane". "une banane".

“an apple”. “an apple”.

"une pomme". "une pomme".

Keep in mind that when you have ‘an’ in front,

Gardez à l'esprit que lorsque vous avez 'an' devant,

it has to sound like almost one word.

cela doit ressembler à presque un mot.

“an apple”. “an apple”.

"une pomme". "une pomme".

“a cat”. “a cat”.

"un chat". "un chat".

“a boy”. “a boy”.

"un garçon". "un garçon".

“an egg”. “an egg”.

"un œuf". "un œuf".

“an egg”.

"un œuf".

Again, it sounds like one word.

Encore une fois, cela ressemble à un mot.

"an egg". 

"un œuf".

"an ant" "an ant"

"une fourmi" "une fourmi"

"an ant"

"une fourmi"

Okay. Let’s move on the next part.

OK. Passons à la partie suivante.

Okay, let’s do some extra practice.

Bon, faisons un peu d'entraînement supplémentaire.

Ahhh, I have some nouns on the board.

Ahhh, j'ai quelques noms sur le tableau.

Remember, a noun is a person, place, thing or animal.

N'oubliez pas qu'un nom est une personne, un lieu, une chose ou un animal.

So let’s go through them one by one.

Passons-les donc en revue une par une.

“a book”, “book” is a thing.

"un livre", "livre" est une chose.

It’s a thing that we read.

C'est une chose que nous lisons.

“park”, is a place. It’s a place we go.

"parc", est un lieu. C'est un endroit où nous allons.

“umbrella” is a thing.

"parapluie" est une chose.

Right. Umbrella is a thing that we use when it’s raining.

À droite. Le parapluie est une chose que nous utilisons quand il pleut.

“elephant”. “elephant” is an animal.

"l'éléphant". "éléphant" est un animal.

“doctor”. “doctor” is a person.

"médecin". "médecin" est une personne.

And “orange”. "orange" is a thing that we eat.

Et "oranger". "orange" est une chose que nous mangeons.

Okay. Now, I’m going to say ‘a’ or ‘an’ in front of the nouns.

D'accord. Maintenant, je vais dire 'a' ou 'an' devant les noms.

I want you to listen and see if you can hear the difference.

Je veux que vous écoutiez et voyez si vous pouvez entendre la différence.

Okay…

D'accord…

We have “book”.

Nous avons « livre ».

In that case we say, “a book”. “a book”.

Dans ce cas, nous disons "un livre". "un livre".

We have to say, “a book”.

Il faut dire « un livre ».

Okay…

The next one is “park”.

D'accord…

Le prochain est "parc".

We say, “a park”. “a park”.

On dit « un parc ». "un parc".

Remember, we put ‘a’ in front of words that begin with consonants.

Rappelez-vous, nous mettons 'a' devant les mots qui commencent par des consonnes.

‘b’ and ‘p’ are consonants.

'b' et 'p' sont des consonnes.

That’s why we say, “a book”, “a park”.

C'est pourquoi on dit « un livre », « un parc ».

Okay…

D'accord…

How about the next word?

Que diriez-vous du mot suivant ?

“an umbrella”.

"un parapluie".

“an umbrella”.

"un parapluie".

Could you here the difference? “an umbrella”.

Pourriez-vous ici la différence? "un parapluie".

We say ‘an’ because umbrella starts with a vowel: ‘u’.

Nous disons 'an' parce que parapluie commence par une voyelle : 'u'.

“an umbrella”.

"un parapluie".

Okay… “elephant”.

D'accord… "éléphant".

We should we say?

Doit-on dire ?

“an elephant”. “an elephant”.

"un éléphant". "un éléphant".

Again, 'elephant' starts with a vowel.

Encore une fois, "éléphant" commence par une voyelle.

“a doctor”. “a doctor”.

"un docteur". "un docteur".

“a doctor”.

"un docteur".

And the last word, “an orange”. “an orange”.

Et le dernier mot, "une orange". "une orange".

Again, we have to say, “an orange” because ‘o’ is a vowel.

Encore une fois, nous devons dire « une orange » parce que « o » est une voyelle.

So, let’s go through each word one more time.

Alors, passons en revue chaque mot une fois de plus.

“a book”. “a book”.

"un livre". "un livre".

Okay…

D'accord…

“a park”. “a park”.

"un parc". "un parc".

“an umbrella”. “an umbrella”.

"un parapluie". "un parapluie".

Notice it sounds like one word.

Remarquez que cela ressemble à un mot.

“an umbrella”.

"un parapluie".

“an elephant” “an elephant”

"un éléphant" "un éléphant"

“a doctor” “a doctor”

"un docteur" "un docteur"

And the last one.

Et le dernier.

“an orange” “an orange”

"une orange" "une orange"

Okay. So that’s the end of this video.

D'accord. Voilà donc la fin de cette vidéo.

I hope you can remember when to use ‘a’ and ‘an’.

J'espère que vous vous souviendrez quand utiliser 'a' et 'an'.

Okay, thank you. Bye.

D'accord, merci. Au revoir.

Hi, everybody and welcome to this video.

Salut à tous et bienvenue sur cette vidéo.

Now, in this lesson I’m going to talk about singular and plural nouns.

Maintenant, dans cette leçon, je vais parler des noms au singulier et au pluriel.

Okay. Singular means one.

D'accord. Singulier signifie un.

And plural means more than one or many.

Et le pluriel signifie plus d'un ou plusieurs.

Okay. So let’s look at the board.

D'accord. Alors regardons le tableau.

This part is showing singular nouns.

Cette partie montre les noms singuliers.

Okay, remember, singular means one.

D'accord, rappelez-vous, singulier signifie un.

Okay.

D'accord.

So when the noun is singular, we put ‘a’ or ‘an’.

Donc quand le nom est au singulier, on met 'a' ou 'an'.

So let’s look.

Alors regardons.

“a ring”

"un anneau"

That means one ring. “a ring”

Cela signifie un anneau. "un anneau"

“a dog” Again, one dog.

"un chien" Encore une fois, un chien.

“a dog”

"un chien"

“a teacher” One teacher.

"un enseignant" Un enseignant.

“a teacher”

"un professeur"

“an apple” “an apple”

"une pomme" "une pomme"

One apple.

Une pomme.

“an egg” “an egg”

« un œuf » « un œuf »

One egg.

Un œuf.

So again, one…. noun is singular.

Alors encore une fois, un…. le nom est au singulier.

Okay. Now over here, we have plural nouns.

D'accord. Maintenant, ici, nous avons des noms au pluriel.

Plural means more than one. Two, three, four, and so on.

Pluriel signifie plus d'un. Deux, trois, quatre, etc.

So, many. Okay.

Tant. D'accord.

So, when we have a plural noun, we have to,

Donc, quand on a un nom au pluriel, il faut,

don’t forget, we have to put ‘s’ or ‘es’.

n'oublie pas, il faut mettre 's' ou 'es'.

Again, if there’s more than one,

Encore une fois, s'il y en a plus d'un,

if the noun is plural,

si le nom est au pluriel,

you have to put ‘s’ or ‘es’.

vous devez mettre 's' ou 'es'.

Now the nouns here, you just have to add an ‘s’.

Maintenant les noms ici, vous n'avez plus qu'à ajouter un 's'.

Okay, and we’re going to  go through them right now.

D'accord, et nous allons les parcourir maintenant.

“two rings”.

"deux anneaux".

Okay, we had one ring. “a ring”.

D'accord, nous avons eu une sonnerie. "un anneau".

Now we have “two rings.” With an ‘s’.

Maintenant, nous avons "deux anneaux". Avec un 's'.

Okay.

D'accord.

We had “a dog”.

Nous avions « un chien ».

The plural is “three dogs”.

Le pluriel est "trois chiens".

Again, ‘s’ “three dogs”

Encore une fois, 's' "trois chiens"

“a teacher” One teacher

"un enseignant" Un enseignant

“four teachers” “four teachers”

"quatre enseignants" "quatre enseignants"

Don’t forget the ‘s’.

N'oubliez pas le 's'.

Okay, you must not forget that.

Bon, il ne faut pas l'oublier.

“an apple”. That’s one apple.

"une pomme". C'est une pomme.

Then we have plural. “five apples”

Ensuite, nous avons le pluriel. "cinq pommes"

“five apples”

"cinq pommes"

Okay. And the last one.

D'accord. Et la dernière.

“an egg”. One egg.

"un œuf". Un oeuf.

“six eggs”

"six oeufs"

Don’t forget ‘s’. “six eggs”

N'oubliez pas 's'. "six œufs"

Okay. I really need you to remember that.

d'accord. J'ai vraiment besoin que tu t'en souviennes.

“two rings”

"deux anneaux"

“three dogs”

"trois chiens"

“four teachers”

"quatre professeurs"

“five apples”

"cinq pommes"

and “six eggs”.

et "six œufs".

Okay, let’s move on to the next part.

Bon, passons à la partie suivante.

Now we have some more nouns.

Maintenant, nous avons plus de noms.

These nouns are a little bit different.

Ces noms sont un peu différents.

Uhhh, when they’re singular it’s the same.

Euh, quand ils sont au singulier c'est pareil.

You put ‘a’ or ‘an’ in front.

Vous mettez 'a' ou 'an' devant.

But when you want to make them  plural, you have to add ‘es’.

Mais quand vous voulez les mettre au pluriel, vous devez ajouter 'es'.

Remember, I said, you can add ‘s’ or ‘es’ to make a noun plural…more than one.

N'oubliez pas, j'ai dit, vous pouvez ajouter 's' ou 'es' pour créer un nom au pluriel…plus d'un.

So again, these nouns you have to add ‘es’.

Donc encore une fois, ces noms, vous devez ajouter 'es'.

So let’s go through them one more time.

Alors parcourons-les une fois de plus.

Okay. So we have “a bus”.

D'accord. Nous avons donc « un bus ».

“a bus”

"un bus"

Again, that means one bus.

Encore une fois, cela signifie un bus.

“a box” “a box”

"une boîte" "une boîte"

“a watch” “a watch”

"une montre" "une montre"

Okay, one.

Ok, un.

“a kiss” “a kiss”

"un bisou" "un bisou"

And “an ax”. “an ax”

et "une hache". "une hache"

One. “an ax”

Un. "une hache" d'

Okay. Now, we’re going to move on to the plural.

accord. Maintenant, nous allons passer au pluriel.

Remember, again, to make the plural, or more 

Rappelez-vous, encore une fois, pour faire le pluriel, ou plus

than one, here, we add ‘es’. Okay.

d'un, ici, nous ajoutons 'es'. D'accord.

“a bus” One.

"un bus" Un.

“two buses” “two buses”

"deux bus" "deux bus"

“a box”

"une boîte"

“three boxes” “three boxes”

"trois boîtes" "trois boîtes"

“a watch”. “four watches”

"une montre". "quatre montres"

‘es’ right. “four watches”

'es' à droite. "quatre montres"

“a kiss” One.

"un baiser" Un.

“five kisses” “five kisses”

"cinq bisous" "cinq bisous"

Add the ‘es’.

Ajoutez le 'es'.

And the last one.

Et la dernière.

“an ax” “an ax”

"une hache" "une hache"

Okay, we have “six axes”. “six axes”

D'accord, nous avons "six haches". "six axes"

So don’t forget. We have to put  

Alors n'oubliez pas. Il faut mettre

‘es’ to make these nouns plural.

'es' pour mettre ces noms au pluriel.

Okay, let’s move on to the next part.

Bon, passons à la partie suivante.

So, how do we know if we should put ‘s’ or ‘es’ to make the noun plural?

Alors, comment savons-nous si nous devons mettre 's' ou 'es' pour mettre le nom au pluriel ?

Well, for most nouns, you just have to put ‘s’.

Eh bien, pour la plupart des noms, vous n'avez qu'à mettre 's'.

Okay, for most of them.

D'accord, pour la plupart d'entre eux.

But, for some, you have to put ‘es’. And how do we know?

Mais, pour certains, il faut mettre 'es'. Et comment savons-nous?

Well…

Eh bien…

Let’s look at the board. We have some nouns.

Regardons le tableau. Nous avons des noms.

The first one is “church”. Okay.

Le premier est "l'église". D'accord.

“Church” ends in ‘ch’.

« Église » se termine par « ch ».

So if the noun ends in ‘ch’, you have to put ‘es’.

Donc si le nom se termine par 'ch', il faut mettre 'es'.

Okay. So it becomes “churches”.

D'accord. Alors ça devient des « églises ».

So again, if the noun ends in ‘ch’,

Encore une fois, si le nom se termine par 'ch',

add ‘es’ at the end to make it plural.

ajoutez 'es' à la fin pour le mettre au pluriel.

The same goes for the next word “brush”.

Il en va de même pour le mot suivant "pinceau".

You’ll notice “brush” ends in ‘sh’. Okay.

Vous remarquerez que "pinceau" se termine par "sh". D'accord.

So if it ends in ‘sh’, same thing, we add ‘es’ at the end to make it plural.

Donc s'il se termine par 'sh', même chose, on ajoute 'es' à la fin pour le mettre au pluriel.

Okay. The next word is 'fox'.

D'accord. Le mot suivant est "renard".

We have the letter ‘x’ at the end. Okay.

Nous avons la lettre 'x' à la fin. D'accord.

All nouns that end in ‘x’, we have to put ‘es’ to make it plural.

Tous les noms qui se terminent par 'x', nous devons mettre 'es' pour le mettre au pluriel.

Okay, so, ‘ch’, ‘sh’, ‘x’.

Ok, donc, 'ch', 'sh', 'x'.

If the noun ends with these, put ‘es’.

Si le nom se termine par ceux-ci, mettez 'es'.

And the last one is “dress”.

Et le dernier est "robe".

Okay, we have ‘ss’ at the end.

D'accord, nous avons 'ss' à la fin.

Same thing.

Même chose.

Put ‘es’ at the end to make it plural.

Mettez 'es' à la fin pour le mettre au pluriel.

Okay. “dresses”

D'accord. "robes"

Again, if it ends in ‘ss’ put ‘es’.

Encore une fois, s'il se termine par 'ss', mettez 'es'.

Okay, so please, don’t  forget ‘ch’, ‘sh’, ‘x’, ‘ss’, 

Bon, alors s'il vous plaît, n'oubliez pas 'ch', 'sh', 'x', 'ss',

we must put ‘es’ at the end.

nous devons mettre 'es' à la fin.

Most of the other nouns we just add ‘s’.

Pour la plupart des autres noms, nous ajoutons simplement "s".

Okay. Now we have some special nouns on this side.

D'accord. Maintenant, nous avons quelques noms spéciaux de ce côté.

“Potato, tomato, volcano”.

"Pomme de terre, tomate, volcan".

Now, most nouns that end in ‘o’, like “photo”,

Maintenant, la plupart des noms qui se terminent par 'o', comme "photo",

all we have to do is add an ‘s’ to make it plural.

tout ce que nous avons à faire est d'ajouter un 's' pour le mettre au pluriel.

“photos”. Okay.

"Photos". D'accord.

But these are special because we actually 

Mais ceux-ci sont spéciaux parce que nous devons

have to put ‘es’ at the end… to make them…plural.

mettre 'es' à la fin… pour les rendre… au pluriel.

Okay. So we have “potatoes, tomatoes, volcanoes”.

D'accord. Nous avons donc "des pommes de terre, des tomates, des volcans".

Again, these are a little bit special.

Encore une fois, ceux-ci sont un peu spéciaux.

For most nouns that end in ‘o’, we just add ‘s’.

Pour la plupart des noms qui se terminent par 'o', nous ajoutons simplement 's'.

Okay, and, uhhh, let’s go to the final part.

D'accord, et, euh, passons à la dernière partie.

Okay, let’s do some extra practice.

Bon, faisons un peu d'entraînement supplémentaire.

On the board, I have some nouns.

Au tableau, j'ai quelques noms.

Some are singular and some are plural.

Certains sont au singulier et d'autres au pluriel.

We have to decide together  if we should put ‘s’ or ‘es’

Nous devons décider ensemble si nous devons mettre 's' ou 'es'

or make them singular. Okay.

ou les mettre au singulier. D'accord.

So you have to listen carefully and  remember what we learned in this video.

Vous devez donc écouter attentivement et vous souvenir de ce que nous avons appris dans cette vidéo.

Okay. “two books”

D'accord. "deux livres"

Right, this is plural. There are two.

Bon, c'est au pluriel. Il y en a deux.

“two books” We have to put an ‘s’.

"deux livres" Il faut mettre un 's'.

“two books”

"deux livres"

Okay. The next one.

d'accord. Le prochain.

“three class” Hmmmm.

"trois classes" Hmmmm.

“class” ends with an ‘s’. So what do we put?

"classe" se termine par un 's'. Alors on met quoi ?

“three classes” “three classes”

"trois classes" "trois classes"

Okay. So again the plural is “three classes”.

D'accord. Donc, encore une fois, le pluriel est "trois classes".

Okay. 

D'accord.

“a lion” “a lion”

« un lion » « un lion »

Do we have to put anything? No.

Faut-il mettre quelque chose ? Non

No ‘s’ or ‘es’ because this is singular. There’s just one lion.

. Pas de 's' ou 'es' car c'est au singulier. Il n'y a qu'un seul lion.

“a lion”

"un lion"

“six hats” “six hats”

"six chapeaux" "six chapeaux"

We have to put an ‘s’. “six hats”

Il faut mettre un 's'. "six chapeaux"

Okay. The next noun is “seven match”.

d'accord. Le nom suivant est "sept matchs".

What do we put?

On met quoi ?

Well, we have a ‘ch’. So we have to put “matches”.

Eh bien, nous avons un "ch". Il faut donc mettre des « allumettes ».

“seven matches” “seven matches”

"sept matches" "sept matches"

Okay. And the last one is “one bat”.

D'accord. Et le dernier est "une chauve-souris".

“one bat”.

"une chauve-souris".

We do not put an ‘s’ or ‘es’ because again, it’s just one.

On ne met pas de 's' ou de 'es' car encore une fois, c'est juste un.

We don’t have to put anything after ‘bat’.

Nous n'avons rien à mettre après 'bat'.

Okay, this is singular.

D'accord, c'est au singulier.

Okay, so, in this video, we learned how to make a noun singular.

Bon, alors, dans cette vidéo, nous avons appris à mettre un nom au singulier.

Okay. And how to make a noun plural.

D'accord. Et comment mettre un nom au pluriel.

Remember, singular means one. Plural means more than one.

Rappelez-vous, singulier signifie un. Pluriel signifie plus d'un.

And remember, don’t forget, we have to put 

Et rappelez-vous, n'oubliez pas, nous devons mettre

‘s’ or ‘es’. Okay.

's' ou 'es'. D'accord.

And thanks for joining. That’s the end of this video.

Et merci de nous avoir rejoint. C'est la fin de cette vidéo.

Bye.

Au revoir.

Hi everybody and welcome to this video.

Salut à tous et bienvenue sur cette vidéo.

In this video, we’re going to  talk about subjective pronouns.

Dans cette vidéo, nous allons parler des pronoms subjectifs.

So, let’s take a look at the board.

Alors, jetons un coup d'œil au tableau.

Here they are. The subjective pronouns.

Les voici. Les pronoms subjectifs.

Please take a careful look. They’re very important in English.

Veuillez regarder attentivement. Ils sont très importants en anglais.

Okay. So, the first subjective pronoun is ‘I’.

D'accord. Ainsi, le premier pronom subjectif est « je ».

“I” means me. “I’m Esther”.

« Je » signifie moi. "Je suis Esther".

I

I

He Now, “he” is only used for boys or men.

He Now, "il" n'est utilisé que pour les garçons ou les hommes.

Okay. He

D'accord. Il

So another boy or man is “he”.

Donc, un autre garçon ou un homme est "il".

“She” is used for girls or women.

"Elle" est utilisé pour les filles ou les femmes.

Okay. She

D'accord. She

It “It”  

It "It"

is used for a place like a school, an animal like a dog, or a thing like a chair.

est utilisé pour un endroit comme une école, un animal comme un chien ou une chose comme une chaise.

Okay. It

D'accord. Il

The next one is “you”. “You” means you.

Le suivant est "vous". "Vous" signifie vous.

Okay. “you”.

D'accord. "tu".

We “We” means other people and me.

Nous "Nous" signifie les autres et moi.

For example, “I sing”, “you sing”, then “we sing”.

Par exemple, « je chante », « tu chantes », puis « nous chantons ».

Okay. “we”.

D'accord. "nous".

And the last one is “they”.

Et le dernier est "ils".

“They” means many people,  places, animals or things.

"Ils" signifie beaucoup de personnes, de lieux, d'animaux ou de choses.

Okay. So, more than one.

D'accord. Donc, plus d'un.

If there’s more than one, we use  the subjective pronoun ‘they’.

S'il y en a plusieurs, nous utilisons le pronom subjectif "ils".

Okay, let’s move on to the next part.

Bon, passons à la partie suivante.

Okay, so let’s practice together  with subjective pronouns.

Bon, alors pratiquons ensemble avec les pronoms subjectifs.

The first sentence on the  board says, “Jenny sings”.

La première phrase au tableau dit : « Jenny chante ».

Now Jenny is one girl.

Maintenant, Jenny est une fille.

So we can say, “She sings”.

Alors on peut dire : « Elle chante ».

“Jack sings”. Jack is one boy.

"Jack chante". Jack est un garçon.

So we have to say, “he sings”.

Alors il faut dire "il chante".

The last sentence says, “Jenny and Jack sing”.

La dernière phrase dit : « Jenny et Jack chantent ».

Now Jenny and Jack are two people.

Maintenant, Jenny et Jack sont deux personnes.

So we have to say, “they sing”.

Il faut donc dire « ils chantent ».

Okay, let’s move on to the next part.

Bon, passons à la partie suivante.

Okay, let’s do some more practice.

Bon, faisons un peu plus de pratique.

The first sentence on the board says,

La première phrase au tableau dit :

“The cat runs”.

« Le chat court ».

‘The cat’ is an animal, so we have to say, “It runs”.

« Le chat » est un animal, nous devons donc dire : « Il court ».

The next sentence says, “The dog and cat run”.

La phrase suivante dit : « Le chien et le chat courent ».

Now, ‘the dog and cat’, they are two animals.

Maintenant, 'le chien et le chat', ce sont deux animaux.

So anytime you have two or more  things, we say, “They run”.

Ainsi, chaque fois que vous avez deux objets ou plus, nous disons : « Ils fuient ».

‘They’.

'Ils'.

Okay, now, for the last sentence, I’m  going to talk about my cat, Ongee.

Bon, maintenant, pour la dernière phrase, je vais parler de mon chat, Ongee.

Ongee is a cat. He’s an animal.

Ongee est un chat. C'est un animal.

But he has a name. He’s a boy cat.

Mais il a un nom. C'est un garçon chat.

Okay and I love him. And he’s like family.

D'accord et je l'aime. Et il est comme une famille.

So, “Ongee runs”. I can say “He runs”.

Donc, "Ongee court". Je peux dire "Il court".

Okay. Let’s move on to the next part.

D'accord. Passons à la partie suivante.

Okay, here are some more examples.

Bon, voici d'autres exemples.

But, this time, you have to figure out the subjective pronoun together with me.

Mais, cette fois, vous devez trouver le pronom subjectif avec moi.

Okay. So, “My students study”.

D'accord. Donc, "Mes élèves étudient".

What should we use?

Que devrions-nous utiliser ?

Well, ‘My students’, there’s an ‘s’. Right.

Eh bien, 'Mes élèves', il y a un 's'. À droite.

They’re people and there’s more than one.

Ce sont des gens et il y en a plus d'un.

Many people.

Beaucoup de gens.

So we have to use the subjective pronoun, ‘they’.

Nous devons donc utiliser le pronom subjectif, "ils".

“They study”.

"Ils étudient".

The next example.

L'exemple suivant.

“John is handsome”.

"Jean est beau".

Okay, ‘John’, that’s a person.

OK, 'John', c'est une personne.

There’s only one. Right…

Il n'y en a qu'un. C'est vrai…

And it’s a boy, ‘John’.

Et c'est un garçon, 'John'.

So what should we use?

Alors que devons-nous utiliser ?

We have to use the subjective pronoun, ‘he’.

Nous devons utiliser le pronom subjectif, 'il'.

One boy. We say, “he”.

Un garcon. On dit "il".

“He is handsome”.

"Il est beau".

Okay, the last one. “Pizza is delicious”.

Bon, le dernier. "La pizza est délicieuse".

‘Pizza’ is a thing.

'Pizza' est une chose.

And there’s only one. Right.

Et il n'y en a qu'un. À droite.

There’s no ‘s’. One pizza.

Il n'y a pas de 's'. Une pizza.

We say, “it”.

Nous disons « ça ».

“It is delicious”. Okay.

"C'est délicieux". D'accord.

Let’s move on to some more examples.

Passons à d'autres exemples.

Okay, the first example says,

D'accord, le premier exemple dit,

“Seoul is a city”.

"Séoul est une ville".

Now, ‘Seoul’ is a place. Okay.

Maintenant, "Séoul" est un endroit. D'accord.

So we have to use the subjective pronoun, ‘it’.

Nous devons donc utiliser le pronom subjectif "ça".

“It is a city”.

"C'est une ville".

The next example says,

L'exemple suivant dit:

“My parents love Ongee”.

"Mes parents aiment Ongee".

Now, ‘Ongee’ is my cat. “My parents love Ongee”.

Maintenant, 'Ongee' est mon chat. "Mes parents adorent Ongee".

Well, ‘my parents’, they are two people. My mom and my dad.

Eh bien, 'mes parents', ils sont deux personnes. Ma mère et mon père.

So, what do I use?

Alors, qu'est-ce que j'utilise?

I have to say, “they”. “They love Ongee”.

Je dois dire "ils". "Ils aiment Ongee".

The last example is very  similar to the second one.

Le dernier exemple ressemble beaucoup au second.

“My parents and I love Ongee”. Okay.

"Mes parents et moi aimons Ongee". D'accord.

The difference is… it says, “and I”.

La différence est… il dit, "et moi".

So this is ‘my parents’ with ‘me’.

Donc c'est 'mes parents' avec 'moi'.

So I have to say, “we”. “We love Ongee”.

Alors je dois dire "nous". "Nous aimons Ongee".

Okay. All of us.

D'accord. Nous tous.

Okay, so, in this video we  learned about subjective pronouns.

Bon, alors, dans cette vidéo, nous avons appris les pronoms subjectifs.

I hope you guys have a good understanding  of ‘when’ and ‘how’ to use them.

J'espère que vous comprenez bien "quand" et "comment" les utiliser.

Thank you for watching and I’ll see you guys next time.

Merci d'avoir regardé et je vous verrai la prochaine fois.

Bye.

Au revoir.

Hi, everybody. Welcome to this video.

Salut tout le monde. Bienvenue dans cette vidéo.

Now, in this video, we’re going to talk about subjective pronouns,

Maintenant, dans cette vidéo, nous allons parler des pronoms subjectifs,

‘be’ verbs, and also, contractions.

des verbes "être", et aussi des contractions.

So let’s take a look at the board.

Jetons donc un coup d'œil au tableau.

Okay. First, we have the subjective pronouns.

D'accord. Premièrement, nous avons les pronoms subjectifs.

And we have the ‘be’ verbs: am, is, and are.

Et nous avons les verbes « être » : am, is et are.

Okay. So let’s look at the first one.

D'accord. Alors regardons le premier.

“I am”. “I am Esther”.

"Je suis". « Je suis Esther ».

The contraction for ‘I am’ is ‘I’m’.

La contraction de "je suis" est "je suis".

“I’m”.

"Je suis".

Now, a contraction is a more common way of saying subjective pronouns and their ‘be’ verb.

Maintenant, une contraction est une façon plus courante de dire les pronoms subjectifs et leur verbe « être ».

It’s faster and quicker and shorter.

C'est plus rapide et plus rapide et plus court.

Okay, it’s more common.

D'accord, c'est plus courant.

I want you to use contractions. Okay.

Je veux que vous utilisiez des contractions. D'accord.

So, “I am” becomes “I’m”.

Ainsi, "je suis" devient "je suis".

“He is” – “he’s”.

"Il est" - "il est".

“She is” - “she’s”.

"Elle est elle est".

“It is” - “it’s”.

"C'est le sien".

Okay, let’s move on to the bottom.

Bon, passons au fond.

“You are” becomes “you’re”.

"Tu es" devient "tu es".

“You’re”.

"Tu es".

“We are” – “we’re”. “We’re”.

"Nous sommes nous sommes". "Ont été".

and “They are”. The contraction is “they’re”.

et ils sont". La contraction est "ils sont".

“They’re”.

"Ils sont".

Okay, let’s move on to the next part.

Bon, passons à la partie suivante.

Okay.

D'accord.

We’re going to take a look at some sentences using the ‘be’ verbs.

Nous allons examiner quelques phrases utilisant les verbes "être".

Now, notice on the board,  I only used contractions.

Maintenant, remarquez au tableau, je n'ai utilisé que des contractions.

Okay.

D'accord.

For example, instead of “I am”, I’m going to say “I’m”.

Par exemple, au lieu de "je suis", je vais dire "je suis".

So, the first sentence. “I’m a student”.

Donc, la première phrase. "Je suis étudiant".

Okay. This means one.

D'accord. Cela signifie un.

So we have to say, “a student”.

Nous devons donc dire « un étudiant ».

“a”

"a"

Now many people make the mistake of saying,

Maintenant, beaucoup de gens font l'erreur de dire

“I’m student”, but that’s wrong. Okay.

"je suis étudiant", mais c'est faux. D'accord.

You have to put ‘a’.

Il faut mettre 'a'.

Now, before I read it, you  have to listen carefully.

Maintenant, avant que je le lise, vous devez écouter attentivement.

‘I’m a’ - sounds like one word.

'Je suis un' - ressemble à un mot.

“I’m a…” “I’m a…”

"Je suis un…" "Je suis un…"

“I’m a student”.

"Je suis un étudiant".

Okay. Please repeat after me.

D'accord. Veuillez répéter après moi.

“I’m a student”. “I’m a student”.

"Je suis étudiant". "Je suis étudiant".

Okay, the next one, again, sounds like one word.

D'accord, le suivant, encore une fois, ressemble à un mot.

“He’s a…”. “He’s a…”.

Okay.so…

“He’s a student”.

Please repeat.

"Il est un…". "Il est un…". Okay.donc…

"C'est un étudiant".

Répetez s'il-vous-plait.

“He’s a student”. “He’s a student”.

"Il est un étudiant". "Il est un étudiant".

Same thing.

Même chose.

“She’s a student”.

"C'est une étudiante".

Please repeat.

Répetez s'il-vous-plait.

“She’s a student”. “She’s a student”.

"C'est une étudiante". "C'est une étudiante".

Okay. The next sentence has ‘it’.

D'accord. La phrase suivante a 'il'.

Now remember, ‘it’ is only used for a place, a thing or an animal.

Maintenant rappelez-vous, 'il' n'est utilisé que pour un lieu, une chose ou un animal.

So we can’t have those things be a student.

Donc, nous ne pouvons pas faire en sorte que ces choses soient un étudiant.

So we have to say, “It’s a dog”.

Nous devons donc dire : « C'est un chien ».

Okay, please repeat.

D'accord, veuillez répéter.

“It’s a dog”. “It’s a dog”.

"C'est un chien". "C'est un chien".

Okay, the next one.

Bon, le suivant.

“You’re a student”.

"Tu es un étudiant".

Please repeat.

Répetez s'il-vous-plait.

“You’re a student”. “You’re a student”.

"Tu es un étudiant". "Tu es un étudiant".

Okay. Now let’s look at ‘we’re’.

D'accord. Regardons maintenant "nous sommes".

“We’re students”. Okay.

"Nous sommes étudiants". D'accord.

We took out the ‘a’ and we put an ‘s’

Nous avons enlevé le 'a' et nous avons mis un 's'

because ‘we’re’ means many people.

parce que 'nous sommes' signifie beaucoup de gens.

Not one student, but many students.

Pas un étudiant, mais plusieurs étudiants.

So, we have to say, “we’re students”.

Donc, nous devons dire, « nous sommes des étudiants ».

Please repeat.

Répetez s'il-vous-plait.

“We’re students”. “We’re students”.

"Nous sommes étudiants". "Nous sommes étudiants".

The same thing goes for ‘they’.

La même chose vaut pour « ils ».

Again, ‘they’ means many people…or many things.

Encore une fois, « ils » signifie beaucoup de gens... ou beaucoup de choses.

Here, we put ‘s’. And we took out the ‘a’.

Ici, on met 's'. Et nous avons retiré le 'a'.

So, “they’re students”.

Donc, « ce sont des étudiants ».

Please repeat.

Répetez s'il-vous-plait.

“They’re students”. “They’re students”.

"Ils sont étudiants". "Ils sont étudiants".

Okay, we’re going to look at some more examples.

D'accord, nous allons examiner d'autres exemples.

Please listen and repeat carefully.

Veuillez écouter et répéter attentivement.

Let’s start with the first one: “I’m”.

Commençons par le premier : « je suis ».

“I’m a boy”. “I’m a boy”.

"Je suis un garçon". "Je suis un garçon".

“I’m a girl”. “I’m a girl”.

"Je suis une fille". "Je suis une fille".

“He’s”.

“He’s a man”. “He’s a man”.

"Il est".

"C'est un homme". "C'est un homme".

“He’s a boy”. “He’s a boy”.

"C'est un garçon". "C'est un garçon".

“She’s”.

“She’s a woman”. “She’s a woman”.

"Elle est". "C'est une femme". "C'est une femme".

“She’s a girl”. “She’s a girl”.

"C'est une fille". "C'est une fille".

“It’s”.

"Son". "C'est une chaise". "C'est une chaise".

“It’s a chair”. “It’s a chair”.

“It’s a cat”. “It’s a cat”.

"C'est un chat". "C'est un chat".

“You’re”.

"Tu es".

“You’re a singer”. “You’re a singer”.

"Tu es un chanteur". "Tu es un chanteur".

“You’re a friend”. “You’re a friend”.

"Tu es un ami". "Tu es un ami".

“We’re”.

“We’re sisters”. “We’re sisters”.

"Ont été".

« Nous sommes sœurs ». « Nous sommes sœurs ».

“We’re brothers”. “We’re brothers”.

"Nous sommes frères". "Nous sommes frères".

“They’re”.

“They’re people”. “They’re people”.

"Ils sont". "Ce sont des gens". "Ce sont des gens".

“They’re cars”. “They’re cars”.

"Ce sont des voitures". "Ce sont des voitures".

Well I hope that this video helped you understand

Eh bien, j'espère que cette vidéo vous a aidé à comprendre

how to use subjective pronouns,

comment utiliser les pronoms subjectifs,

their ‘be’ verbs, and also contractions.

leurs verbes "être", ainsi que leurs contractions.

Now, before we go, I wanted to share a  little bit about myself using the lesson.

Maintenant, avant de partir, je voulais partager un peu sur moi en utilisant la leçon.

So, first, remember, “I’m a…”.

Alors, d'abord, rappelez-vous, "Je suis un...".

“I’m a girl”.

"Je suis une fille".

Also, “I’m a teacher”.

Aussi, "Je suis un enseignant".

“I’m an American”.

"Je suis Américain".

Now, the word ‘American’  starts with the vowel ‘a’,

Maintenant, le mot « américain » commence par la voyelle « a »,

so we have to say ‘an’.

nous devons donc dire « an ».

“I’m an American”.

"Je suis Américain".

And “I’m an animal lover”.

Et "Je suis un amoureux des animaux".

Again, same thing.

Encore une fois, même chose.

‘Animal’ starts with the vowel ‘a’,

'Animal' commence par la voyelle 'a',

so we have to put ‘an’.

nous devons donc mettre 'an'.

“I’m an animal lover”.

"Je suis un amoureux des animaux".

And that means someone who loves animals.

Et cela signifie quelqu'un qui aime les animaux.

I love dogs and cats and other animals.

J'aime les chiens et les chats et d'autres animaux.

So, “I’m an animal lover”.

Donc, "je suis un amoureux des animaux".

Okay.

Well, that’s it and thank you for watching.

D'accord.

Eh bien, c'est tout et merci d'avoir regardé.

And I’ll see you guys next time.

Et je vous verrai la prochaine fois.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to talk about subjective pronouns,

Dans cette vidéo, nous allons parler des pronoms subjectifs,

‘be’ verbs,

des verbes « être »

and how to use them with the word ‘not’.

et de la façon de les utiliser avec le mot « non ».

Okay. So, let’s look at the board to help us out.

D'accord. Alors, regardons le tableau pour nous aider.

Now the first sentence says, “I’m not a student”.

Maintenant, la première phrase dit : « Je ne suis pas étudiant ».

‘Not’ means it’s not true.

"Non" signifie que ce n'est pas vrai.

No.

Non.

So remember, “I’m a student” means ‘yes’.

Alors rappelez-vous, "Je suis un étudiant" signifie "oui".

“I’m a student”.

"Je suis étudiant".

I go to school, and I learn.

Je vais à l'école et j'apprends.

“I’m not a student” means ‘no’.

« Je ne suis pas étudiant » signifie « non ».

“I’m a teacher” or “No, I’m not a student”.

« Je suis enseignant » ou « Non, je ne suis pas étudiant ».

Okay.

D'accord.

Now, notice, we first have the subjective pronoun and the ‘be’ verb.

Maintenant, remarquez, nous avons d'abord le pronom subjectif et le verbe « être ».

Then, we put ‘not’.

Ensuite, on met 'pas'.

Okay.

D'accord.

‘Not’ comes after.

"Non" vient après.

And then we have the noun.

Et puis nous avons le nom.

Okay.

D'accord.

“I’m not a student”.

"Je ne suis pas étudiant".

Okay.

Now, also, listen carefully.

D'accord.

Maintenant, aussi, écoutez attentivement.

“Not a…” sounds like one word.

"Pas un..." sonne comme un seul mot.

“I’m not a student”.

"Je ne suis pas étudiant".

“Not a…”.

« Pas un… ».

“I’m not a student”.

"Je ne suis pas étudiant".

Okay, let’s look at the next one.

Bon, regardons le suivant.

“He’s not a student”.

"Ce n'est pas un étudiant".

“He’s not a student”.

"Ce n'est pas un étudiant".

“She’s not a student”.

"Elle n'est pas étudiante".

“She’s not a student”.

"Elle n'est pas étudiante".

“It’s not a dog”.

"Ce n'est pas un chien".

Remember, ‘it’ is used for place, thing or animal.

N'oubliez pas que « il » est utilisé pour désigner un lieu, une chose ou un animal.

So, “It’s not a dog”.

Donc, "Ce n'est pas un chien".

Okay.

D'accord.

“You’re not a student”.

"Vous n'êtes pas étudiant".

“You’re not a student”.

"Vous n'êtes pas étudiant".

Okay, the next one is a little bit different.

Bon, le suivant est un peu différent.

We have ‘we are’.

Nous avons 'nous sommes'.

“We’re”.

Now, remember, ‘we’ means more than one.

"Ont été".

Maintenant, rappelez-vous, 'nous' signifie plus d'un.

Many.

Okay.

Beaucoup.

D'accord.

So we say “students”.

Alors on dit « étudiants ».

We put an ‘s’ and we don’t put an ‘a’ in front.

On met un 's' et on ne met pas de 'a' devant.

“We’re not students”.

"Nous ne sommes pas des étudiants".

“We’re not students”.

"Nous ne sommes pas des étudiants".

Okay. And ‘they’re’ is the same thing.

D'accord. Et "ils sont" est la même chose.

It means more than one.

Cela signifie plus d'un.

So, “They’re not students”.

Donc, "Ce ne sont pas des étudiants".

“They’re not students”.

"Ce ne sont pas des étudiants".

Okay, we’re going to look at some more examples.

D'accord, nous allons examiner d'autres exemples.

I want you to listen carefully and repeat after the examples.

Je veux que vous écoutiez attentivement et que vous répétiez après les exemples.

Let’s start with the first one.

Commençons par le premier.

“I’m not”.

"Je ne suis pas".

“I’m not a boy”.

"Je ne suis pas un garcon".

“I’m not a boy”.

"Je ne suis pas un garcon".

“I’m not a girl”.

"Je ne suis pas une fille".

“I’m not a girl”.

"Je ne suis pas une fille".

“He’s not”.

"Il n'est pas".

“He’s not a man”.

"Ce n'est pas un homme".

“He’s not a man”.

"Ce n'est pas un homme".

“He’s not a boy”.

"Ce n'est pas un garçon".

“He’s not a boy”.

"Ce n'est pas un garçon".

“She’s not”.

"Elle n'est pas".

“She’s not a woman”.

"Ce n'est pas une femme".

“She’s not a woman”.

"Ce n'est pas une femme".

“She’s not a girl”.

"Ce n'est pas une fille".

“She’s not a girl”.

"Ce n'est pas une fille".

“It’s not”.

"Ce n'est pas".

“It’s not a chair”.

"Ce n'est pas une chaise".

“It’s not a chair”.

"Ce n'est pas une chaise".

“It’s not a cat”.

"Ce n'est pas un chat".

“It’s not a cat”.

"Ce n'est pas un chat".

“You’re not”.

"Vous n'êtes pas".

“You’re not a singer”

"Tu n'es pas un chanteur"

“You’re not a singer”.

"Tu n'es pas un chanteur".

“You’re not a friend”.

"Tu n'es pas un ami".

“You’re not a friend”.

"Tu n'es pas un ami".

“We’re not”.

"N'étaient pas".

“We’re not sisters”.

« Nous ne sommes pas sœurs ».

“We’re not sisters”.

« Nous ne sommes pas sœurs ».

“We’re not brothers”.

"Nous ne sommes pas frères".

“We’re not brothers”.

"Nous ne sommes pas frères".

“They’re not”.

"Ils ne sont pas".

“They’re not people”.

"Ce ne sont pas des gens".

“They’re not people”.

"Ce ne sont pas des gens".

“They’re not cars”.

"Ce ne sont pas des voitures".

“They’re not cars”.

"Ce ne sont pas des voitures".

Okay, so in this video, we learned how to use subjective pronouns

D'accord, donc dans cette vidéo, nous avons appris à utiliser les pronoms subjectifs

with the ‘be’ verb

avec le verbe "être"

and how to use them with the word ‘not’. Okay.

et à les utiliser avec le mot "non". D'accord.

So, I wrote some sentences about  myself using what we learned.

Alors, j'ai écrit quelques phrases sur moi-même en utilisant ce que nous avons appris.

So remember, “I’m not a…”.

Alors rappelez-vous, "Je ne suis pas un…".

Okay.

D'accord.

“I’m not a boy”.

"Je ne suis pas un garcon".

“I’m not a boy”.

"Je ne suis pas un garcon".

“I’m not a student”.

"Je ne suis pas étudiant".

“I’m not a student”.

"Je ne suis pas étudiant".

“I’m not a Canadian”.

« Je ne suis pas Canadien ».

“I’m not a Canadian”.

« Je ne suis pas Canadien ».

And the last one.

Et la dernière.

“I’m not a loser”.

"Je ne suis pas un perdant".

“I’m not a loser”.

"Je ne suis pas un perdant".

Okay.

D'accord.

So that was a little bit about me.

Donc c'était un peu à propos de moi.

Thanks for watching and  I’ll see you guys next time.

Merci d'avoir regardé et je vous verrai la prochaine fois.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, I’m going to talk about how to make questions using subjective pronouns

Dans cette vidéo, je vais parler de la façon de poser des questions en utilisant des pronoms subjectifs

and ‘be’ verbs.

et des verbes "être".

Okay.

D'accord.

So, let’s take a look at the board.

Alors, jetons un coup d'œil au tableau.

So, this example sentence says.

Donc, cette phrase d'exemple dit.

“I’m a student”.

"Je suis étudiant".

Okay.

D'accord.

Remember, “I’m” is just a contraction for “I am”.

N'oubliez pas que "je suis" n'est qu'une contraction de "je suis".

Okay.

D'accord.

So, “I’m a student”.

Donc, "je suis étudiant".

“I am a student”.

"Je suis étudiant".

They mean the same thing.

Ils signifient la même chose.

Now when we want to make a question,

Maintenant, quand nous voulons poser une question,

we just have to make a simple  change. It’s very easy.

nous n'avons qu'à faire un simple changement. C'est très facile.

All you have to do is put  the ‘be’ verb in the front.

Tout ce que vous avez à faire est de mettre le verbe "être" devant.

Okay.

D'accord.

So, “Am I a student?”.

Alors, "Suis-je un étudiant?".

“Am I a student?”.

"Suis-je un étudiant?".

The ‘be’ verb comes in the front.

Le verbe « être » vient devant.

Okay.

I also want you to listen to my intonation.

D'accord.

Je veux aussi que vous écoutiez mon intonation.

When I say it in a sentence, “I’m a student”.

Quand je le dis dans une phrase, « je suis étudiant ».

“I’m a student”.

"Je suis étudiant".

Okay, then when I say it in a question.

D'accord, alors quand je le dis dans une question.

“Am I a student?”.

"Suis-je un étudiant?".

“Am I a student?”.

"Suis-je un étudiant?".

Notice my intonation goes up for the question.

Remarquez que mon intonation monte pour la question.

Okay, now there are two possible answers for this question.

Bon, maintenant il y a deux réponses possibles à cette question.

“Am I a student?”.

"Suis-je un étudiant?".

The answers you can say are: “Yes, I am”.

Les réponses que vous pouvez dire sont : "Oui, je le suis".

“Yes, I am”.

"Oui".

Okay.

D'accord.

And, “No, I’m not”.

Et, "Non, je ne le suis pas".

“No, I’m not”.

"Non, je ne suis pas".

Okay.

D'accord.

We’re going to look at some more examples.

Nous allons examiner d'autres exemples.

Please make sure you repeat after each example.

Veuillez vous assurer de répéter après chaque exemple.

Let’s look at the first one.

Regardons le premier.

“Am I…?”.

"Suis-je…?".

“Am I a girl?”.

« Suis-je une fille ? ».

“Yes, I am”.

"Oui".

“Am I a boy?”.

"Suis-je un garçon?".

“No, I’m not”.

"Non, je ne suis pas".

“Am I a singer?”.

« Suis-je un chanteur ? ».

“Yes, I am”.

"Oui".

“Am I a friend?”.

« Suis-je un ami ? ».

“No, I’m not”.

"Non, je ne suis pas".

Now, we’re going to talk about “he is” and “she is” and how to use them in questions.

Maintenant, nous allons parler de « il est » et « elle est » et de la façon de les utiliser dans les questions.

So let’s look at the sentence on the board.

Alors regardons la phrase au tableau.

“He’s a doctor”.

"Il est docteur".

Or…

Ou…

“She’s a doctor”.

« Elle est médecin ».

Remember, “he’s” and “she’s” are contractions for “he is” and “she is”.

N'oubliez pas que « il est » et « elle est » sont des contractions pour « il est » et « elle est ».

The ‘be’ verb there is ‘is’.

Le verbe 'être' y est 'est'.

So, when we make a question, we have to move the ‘be’ verb to the front.

Ainsi, lorsque nous posons une question, nous devons déplacer le verbe « être » vers l'avant.

Okay.

So we put ‘is’ in the front.

D'accord.

Nous avons donc mis 'est' devant.

“Is he a doctor?”.

"Est-il docteur?".

“Is she a doctor?”.

"Est-ce qu'elle est médecin ?".

Okay.

D'accord.

Very easy.

Très facile.

Just put the ‘be’ verb in the front.

Il suffit de mettre le verbe « être » devant.

Now I want you to listen to the intonation again.

Maintenant, je veux que vous écoutiez à nouveau l'intonation.

“He’s a doctor”.

"Il est docteur".

Okay.

D'accord.

The intonation is going down.

L'intonation descend.

“Is he a doctor?”.

"Est-il docteur?".

In the question, again, the intonation goes up.

Dans la question, encore une fois, l'intonation monte.

Okay.

D'accord.

Now when you answer, they are several possible answers you can give.

Maintenant, lorsque vous répondez, vous pouvez donner plusieurs réponses possibles.

So…

Alors…

“Yes, he is”.

"Oui, il l'est".

Or…

Ou…

“Yes, she is”.

"Oui, elle l'est".

Okay.

That’s easy.

D'accord.

C'est facile.

When you come to know, this is where it gets a little tricky, but you can do it.

Quand vous venez de savoir, c'est là que ça devient un peu délicat, mais vous pouvez le faire.

“No, he isn’t”.

"Non, il ne l'est pas".

Okay, “isn’t” is a contraction for “is not”.

D'accord, "n'est pas" est une contraction de "n'est pas".

Okay.

D'accord.

“No, he isn’t”.

"Non, il ne l'est pas".

Or…

Ou…

“No, she isn’t”.

"Non, elle ne l'est pas".

Okay, so you can use “she isn’t”, “he isn’t”.

D'accord, vous pouvez donc utiliser "elle n'est pas", "il n'est pas".

Another answer you can give is “No, he’s not”.

Une autre réponse que vous pouvez donner est "Non, il ne l'est pas".

Or…

Ou…

“No, she’s not”.

"Non, elle ne l'est pas".

You already know this is a contraction for ‘he is’ and ‘she is’.

Vous savez déjà que c'est une contraction pour 'il est' et 'elle est'.

So, “No, he’s not”.

Donc, "Non, il ne l'est pas".

“No, she’s not”.

"Non, elle n'est pas".

Okay.

So these are both common.

D'accord.

Ce sont donc les deux communs.

And they’re both ok to use.

Et ils sont tous les deux utilisables.

Okay.

D'accord.

So, remember, we can give two  different answers for ‘no’.

Alors, rappelez-vous, nous pouvons donner deux réponses différentes pour "non".

Alright, now we’re going to  look at some more examples.

Très bien, nous allons maintenant examiner d'autres exemples.

Please make sure you repeat after each example.

Veuillez vous assurer de répéter après chaque exemple.

“Is he…?”, “Is she…?”.

« Est-il… ? », « Est-elle… ? ».

“Is he a man?”

« Est-ce un homme ? »

“Yes, he is”.

"Oui il l'est".

“Is he a cowboy?”.

"Est-ce qu'il est un cow-boy?".

“No, he isn’t.”

"Non, il ne l'est pas."

“Is she a woman?”

« Est-ce une femme ? »

“Yes, she is”.

"Oui, elle est".

“Is she a cowgirl?”.

"Est-ce qu'elle est une cow-girl?".

“No, she’s not.

"Non, elle n'est pas.

Now, we’re going to move on to ‘it is’.

Maintenant, nous allons passer au "c'est".

Okay.

And how to use that in a question.

D'accord.

Et comment l'utiliser dans une question.

So, let’s look at the board.

Alors, regardons le tableau.

“It’s a dog”.

"C'est un chien".

Okay, we have the contraction “it’s”.

D'accord, nous avons la contraction "c'est".

Remember, “it’s” is a contraction for “it is”.

N'oubliez pas que "c'est" est une contraction de "c'est".

The ‘be’ verb is ‘is’.

Le verbe 'être' est 'est'.

When we make a question, remember, we have to put the ‘be’ verb in the front.

Lorsque nous posons une question, rappelez-vous, nous devons mettre le verbe « être » devant.

“Is it a dog?”

"Est-ce un chien?"

“Is it a dog?”

"Est-ce un chien?"

Okay.

D'accord.

The intonation goes up for the question.

L'intonation monte pour la question.

“Is it a dog?”

"Est-ce un chien?"

Okay.

D'accord.

Now, there are several answers you can give.

Maintenant, il y a plusieurs réponses que vous pouvez donner.

The first one is “Yes, it is”.

Le premier est "Oui, c'est vrai".

“Yes, it is”.

"Oui c'est le cas".

Okay.

D'accord.

When you say “no”, you can give two answers.

Lorsque vous dites « non », vous pouvez donner deux réponses.

“No, it isn’t”.

"Non, ce n'est pas".

“No, it isn’t”.

"Non, ce n'est pas".

Remember, “isn’t” is a contraction for “is not”.

N'oubliez pas que «n'est pas» est une contraction de «n'est pas».

Okay.

D'accord.

We can also say “No, it’s not”.

Nous pouvons aussi dire "Non, ce n'est pas".

“No, it’s not”.

"Non ce n'est pas".

“It’s” is a contraction for “it is”.

"C'est" est une contraction de "c'est".

Okay.

So again, remember, we have these two answers for ‘no’, but they’re both common and

D'accord.

Encore une fois, rappelez-vous, nous avons ces deux réponses pour "non", mais elles sont toutes les deux courantes et

they’re both ok to use when you say “no”.

elles peuvent toutes les deux être utilisées lorsque vous dites "non".

Okay.

D'accord.

We’re going to look at some more examples.

Nous allons examiner d'autres exemples.

Please make sure you follow  and repeat after each one.

Assurez-vous de suivre et de répéter après chacun.

“Is it…?”.

« Est-ce… ? »

“Is it a book?”.

"Est-ce que c'est un livre?".

“Yes, it is”.

"Oui c'est le cas".

“Is it a chair?”.

"Est-ce une chaise?".

“No, it isn’t”.

"Non, ce n'est pas".

“Is it a shoe?”.

"Est-ce une chaussure?".

“Yes, it is”.

"Oui c'est le cas".

“Is it a car?”.

"Est-ce une voiture?".

“No, it’s not”.

"Non ce n'est pas".

Now, we’re going to move on to “you are” and put that in a question.

Maintenant, nous allons passer à "vous êtes" et mettre cela dans une question.

Okay.

D'accord.

On the board the sentence says.

Au tableau la phrase dit.

“You’re a boy”.

"Tu es un garçon".

Remember, “you’re” is a contraction for “you are”.

N'oubliez pas que "vous êtes" est une contraction de "vous êtes".

The ‘be’ verb is ‘are’.

Le verbe 'être' est 'sont'.

So we have to put that in  the front of the question.

Nous devons donc mettre cela au début de la question.

“Are you a boy?”

"Êtes-vous un garçon?"

“Are you a boy?”

"Êtes-vous un garçon?"

Okay.

D'accord.

When we answer, it’s very simple.

Quand on répond, c'est très simple.

We can say, “Yes, I am” or “No, I’m not”.

Nous pouvons dire « Oui, je le suis » ou « Non, je ne le suis pas ».

Okay.

We’re going to look at some more examples.

D'accord.

Nous allons examiner d'autres exemples.

Please follow and repeat after each one.

Veuillez suivre et répéter après chacun.

“Are you…?”

"Êtes-vous…?"

“Are you a Korean?”

« Êtes-vous coréen ? »

“Yes, I am.”

"Oui."

“Are you a clown?”

« Êtes-vous un clown ? »

“No, I’m not.”

"Non, je ne suis pas."

“Are you a nurse?”

"Es-tu infirmière?"

“Yes, I am.”

"Oui."

“Are you a dancer?”

« Êtes-vous danseur ? »

“No, I’m not.”

"Non, je ne suis pas."

Now, let’s talk about “we are” and how to use that in a question.

Parlons maintenant de "nous sommes" et comment l'utiliser dans une question.

Okay.

So the sentence here says, “We’re teachers”.

D'accord.

Donc la phrase ici dit : « Nous sommes des enseignants ».

Okay.

D'accord.

“We’re” is a contraction from “we are”.

« Nous sommes » est une contraction de « nous sommes ».

So the ‘be’ verb ‘are’ goes in the front.

Ainsi, le verbe « être » « sont » va au premier plan.

“Are we teachers?”

« Sommes-nous des enseignants ?

“Are we teachers?”

« Sommes-nous des enseignants ?

Okay.

D'accord.

When we answer, we can say several things.

Lorsque nous répondons, nous pouvons dire plusieurs choses.

“Yes, we are.”

"Oui nous sommes."

“Yes, we are.”

"Oui nous sommes."

Or…

Ou…

“No, we aren’t.”

"Non, nous ne le sommes pas."

Listen… “aren’t.”

Écoutez… "ne sont pas."

“No, we aren’t.”

"Non, nous ne le sommes pas."

“Aren’t” is a contraction for “are not”.

« Ne sont pas » est une contraction de « ne sont pas ».

Or we can say, “No, we’re not”.

Ou nous pouvons dire : « Non, nous ne le sommes pas ».

“No, we’re not”.

"Non, nous ne sommes pas".

And you know “We’re” is a  contraction for “we are”.

Et vous savez que "We're" est une contraction de "we are".

Okay.

D'accord.

We’re going to look at some more examples.

Nous allons examiner d'autres exemples.

Please repeat after each one.

Veuillez répéter après chacun.

“Are we…?”

"Sommes nous…?"

“Are we boys?”

« Sommes-nous des garçons ?

“Yes, we are.”

"Oui nous sommes."

“Are we girls?”

« Sommes-nous des filles ?

“No, we aren’t.”

"Non, nous ne le sommes pas."

“Are we friends?”

"Sommes nous amis?"

“Yes, we are.”

"Oui nous sommes."

“Are we pro-gamers?”

« Sommes-nous des pro-gamers ? »

“No, we aren’t.”

"Non, nous ne le sommes pas."

Now, we’re moving on to ‘they are’ in a question.

Maintenant, nous passons à "ils sont" dans une question.

The sentence on the board says, “They’re friends”.

La phrase au tableau dit : « Ce sont des amis ».

Remember, ‘They’re’ is a  contraction for ‘they are’.

N'oubliez pas que « ils sont » est une contraction de « ils sont ».

The ‘be’ verb ‘are’ goes in the front of the question.

Le verbe 'être' 'sont' va au début de la question.

“Are they friends?”

"Sont-ils amis?"

“Are they friends?”

"Sont-ils amis?"

Okay.

Now when we answer, we can say, “Yes, they are.”

D'accord.

Maintenant, quand nous répondons, nous pouvons dire : "Oui, ils le sont."

“Yes, they are.”

"Oui, ils sont."

Or, we can say, “No, they aren’t.”

Ou, nous pouvons dire, "Non, ils ne le sont pas."

“No, they aren’t.”

"Non, ils ne le sont pas."

‘Aren’t’ is a contraction for ‘are not’.

'Aren't' est une contraction de 'are not'.

The last thing we can say is “No, they’re not”.

La dernière chose que nous pouvons dire est "Non, ils ne le sont pas".

“No, they’re not.”

"Non, ils ne sont pas."

‘They’re’ is a contraction for ‘they are’.

'Ils sont' est une contraction de 'ils sont'.

These two answers for ‘no’ are both correct.

Ces deux réponses pour « non » sont toutes les deux correctes.

And they’re both common.

Et ils sont tous les deux communs.

So you can say either one.

Vous pouvez donc dire l'un ou l'autre.

Okay.

We’re going to look at some more examples now.

D'accord.

Nous allons maintenant examiner d'autres exemples.

Please repeat after each example.

Veuillez répéter après chaque exemple.

“Are they…?”

"Sont-ils…?"

“Are they tourists?”

« Sont-ils des touristes ?

“Yes, they are.”

"Oui, ils sont."

“Are they dogs?”

« Ce sont des chiens ? »

“No, they aren’t.”

"Non, ils ne le sont pas."

“Are they computers?”

« Sont-ils des ordinateurs ? »

“Yes, they are.”

"Oui, ils sont."

“Are they birds?”

« Ce sont des oiseaux ? »

“No, they’re not.”

"Non, ils ne sont pas."

Okay.

D'accord.

In this lesson, we learned how to change a 

Dans cette leçon, nous avons appris à transformer un

subjective pronoun and a  ‘be’ verb into a question.

pronom subjectif et un verbe "être" en une question.

Remember, when you’re making a question, you have to put the ‘b’ verb in the beginning.

N'oubliez pas que lorsque vous posez une question, vous devez mettre le verbe « b » au début.

Okay.

D'accord.

Alright, that’s the end of this video.

Bon, c'est la fin de cette vidéo.

Thanks for watching.

Merci d'avoir regardé.

Bye.

Au revoir.

Okay, so this is a review video.

Ok, donc c'est une vidéo de révision.

We learned about subjective  pronouns and ‘be’ verbs.

Nous avons appris les pronoms subjectifs et les verbes "être".

We also learned how to use them in a negative sentence and in a question.

Nous avons également appris à les utiliser dans une phrase négative et dans une question.

So, let’s look at the board for review.

Alors, regardons le conseil d'administration pour examen.

“I am a teacher.”

"Je suis enseignant."

Remember, ‘am’ is the ‘be’ verb.

N'oubliez pas que « suis » est le verbe « être ».

“I am a teacher.”

"Je suis enseignant."

Okay, we also learned contractions: “I’m”.

Bon, on a aussi appris les contractions : « je suis ».

“I’m a teacher.”

"Je suis un enseignant."

“I’m a teacher.”

"Je suis un enseignant."

Okay, this is a negative sentence.

Bon, c'est une phrase négative.

“I’m not a teacher.”

"Je ne suis pas enseignant."

“I’m not a teacher.”

"Je ne suis pas enseignant."

Remember, ‘not’ goes after the ‘be’ verb.

N'oubliez pas que « not » va après le verbe « être ».

Okay.

And here’s a question.

D'accord.

Et voici une question.

“Am I a teacher?”

"Suis-je un enseignant?"

“Am I a teacher?”

"Suis-je un enseignant?"

Remember, the ‘be’ verb comes in the front for a question.

N'oubliez pas que le verbe « être » vient au premier plan pour une question.

Okay.

We’re going to listen to some more examples.

D'accord.

Nous allons écouter d'autres exemples.

I want you to repeat after each one.

Je veux que vous répétiez après chacun.

Okay.

D'accord.

Let’s look at some examples.

Regardons quelques exemples.

“He is a king.”

"C'est un roi."

“He is a king.”

"C'est un roi."

“He’s a king.”

"C'est un roi."

“He’s a king.”

"C'est un roi."

“He’s not a king.”

"Ce n'est pas un roi."

“He’s not a king.”

"Ce n'est pas un roi."

“Is he a king?”

« Est-il un roi ? »

“Is he a king?”

« Est-il un roi ? »

Next.

Suivant.

“She is a queen.”

"C'est une reine."

“She is a queen.”

"C'est une reine."

“She’s a queen.”

"C'est une reine."

“She’s a queen.”

"C'est une reine."

“She’s not a queen.”

"Ce n'est pas une reine."

“She’s not a queen.”

"Ce n'est pas une reine."

“Is she a queen?”

« Est-elle une reine ? »

“Is she a queen?”

« Est-elle une reine ? »

Next.

Suivant.

“It is a monkey.”

"C'est un singe."

“It is a monkey.”

"C'est un singe."

“It’s a monkey.”

"C'est un singe."

“It’s a monkey.”

"C'est un singe."

“It’s not a monkey.”

"Ce n'est pas un singe."

“It’s not a monkey.”

"Ce n'est pas un singe."

“Is it a monkey?”

« Est-ce un singe ? »

“Is it a monkey?”

« Est-ce un singe ? »

Next.

Suivant.

“You are a cook.”

"Vous êtes cuisinier."

“You are a cook.”

"Vous êtes cuisinier."

“You’re a cook.”

"Tu es cuisinier."

“You’re a cook.”

"Tu es cuisinier."

“You’re not a cook.”

"Tu n'es pas cuisinier."

“You’re not a cook.”

"Tu n'es pas cuisinier."

“Are you a cook?”

« Êtes-vous cuisinier ? »

“Are you a cook?”

« Êtes-vous cuisinier ? »

Next.

Suivant.

“We are friends.”

"Nous sommes amis."

“We are friends.”

"Nous sommes amis."

“We’re friends.”

"Nous sommes amis."

“We’re friends.”

"Nous sommes amis."

“We’re not friends.”

"Nous ne sommes pas amis."

“We’re not friends.”

"Nous ne sommes pas amis."

“Are we friends?”

"Sommes nous amis?"

“Are we friends?”

"Sommes nous amis?"

And last.

Enfin.

“They are monkeys.”

"Ce sont des singes."

“They are monkeys.”

"Ce sont des singes."

“They’re monkeys.”

"Ce sont des singes."

“They’re monkeys.”

"Ce sont des singes."

“They’re not monkeys.”

"Ce ne sont pas des singes."

“They’re not monkeys.”

"Ce ne sont pas des singes."

“Are they monkeys?”

« Ce sont des singes ? »

“Are they monkeys?”

« Ce sont des singes ? »

So that was our review of subjective pronouns,

C'était donc notre examen des pronoms subjectifs,

‘be’ verbs,

des verbes « être »,

how to use them with ‘not’,

comment les utiliser avec « non »

and how to use them in questions.

et comment les utiliser dans les questions.

I really hope that you repeated  each example that I gave

J'espère vraiment que vous avez répété chaque exemple que j'ai donné

because pronunciation is very important.

car la prononciation est très importante.

Now, if you didn’t, you should go back and watch it again and repeat.

Maintenant, si vous ne l'avez pas fait, vous devriez revenir en arrière et le regarder à nouveau et répéter.

Okay. Well that’s all. Thank you.

D'accord. Eh bien voilà tout. Merci.

Bye.

Au revoir.

This is a checkup for subjective pronouns and ‘be’ verbs.

Il s'agit d'un contrôle des pronoms subjectifs et des verbes "être".

Let’s take a look at the board.

Jetons un coup d'œil au tableau.

The first sentence.

La première phrase.

“___, are bags.”

"___, sont des sacs."

Now, bags are things.

Maintenant, les sacs sont des choses.

So we can’t say “he” or “she” or, you know, any of those.

So we can't say “he” or “she” or, you know, any of those.

We have to use “it” or “they”.

We have to use “it” or “they”.

Now, we have “are….

Now, we have “are….

bags”.

bags”.

With an ‘s’.

With an 's'.

So that means more than one.

So that means more than one.

We have to use ‘they’.

We have to use 'they'.

“They are bags.”

“They are bags.”

Okay.

D'accord.

The next sentence we have an animal.

The next sentence we have an animal.

“____ is a dog.”

“____ is a dog.”

Okay.

D'accord.

But just one.

But just one.

Right? ’a’ dog.

À droite? 'a' dog.

So this time we use ‘it’.

So this time we use 'it'.

“It is a dog.”

“It is a dog.”

Now let’s look at these two.

Now let's look at these two.

“The girl is an artist.”

“The girl is an artist.”

We have ‘the girl’.

We have 'the girl'.

What is the subjective pronoun for one girl?

What is the subjective pronoun for one girl?

“She.”

“She.”

“She is an artist.”

“She is an artist.”

These two sentences have the same meaning.

These two sentences have the same meaning.

They’re the same.

They're the same.

Okay, and on the bottom, we have a question.

Okay, and on the bottom, we have a question.

When we ask a question, we have to put the ‘be’ verb first.

When we ask a question, we have to put the 'be' verb first.

“Are ___ pandas?”

“Are ___ pandas?”

“Are ___ pandas?”

“Are ___ pandas?”

With an ‘s’.

With an 's'.

That means more than one.

That means more than one.

So, we say, “they”.

So, we say, “they”.

“Are they pandas?”

“Are they pandas?”

“Yes, ____ are.”

“Yes, ____ are.”

Again plural.

Again plural.

So we just use the same.

So we just use the same.

“They.”

“They.”

“Yes, they are.”

“Yes, they are.”

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

Okay, now we’re going to focus on negatives and questions.

Okay, now we're going to focus on negatives and questions.

Okay, the first sentence says,

Okay, the first sentence says,

“I’m a student”.

“I'm a student”.

Okay, “I am…I’m a student”.

Okay, “I am…I'm a student”.

Okay.

D'accord.

What if I’m a teacher?

What if I'm a teacher?

Okay, it’s not true.

Okay, it's not true.

I need ‘not’.

I need 'not'.

Right…

Right…

Remember, ‘not’ goes after the ‘be’ verb.

Remember, 'not' goes after the 'be' verb.

“I am…am not.”

“I am…am not.”

And then the noun. “…a student.”

And then the noun. “…a student.”

“I’m not a student.”

“I'm not a student.”

Okay.

D'accord.

“They are teachers.”

“They are teachers.”

Okay.

D'accord.

And now we have some other people...

And now we have some other people...

and that’s not true.

and that's not true.

“They are not teachers.”

“They are not teachers.”

Again, after the ‘be’ verb ‘are’ and before the noun ‘teachers’.

Again, after the 'be' verb 'are' and before the noun 'teachers'.

“They are not teachers.”

“They are not teachers.”

Okay.

Now, I’m going to ask you a question.

D'accord.

Now, I'm going to ask you a question.

And you have to answer.

And you have to answer.

“Are you a student?”

“Are you a student?”

“Are you a student?”

“Are you a student?”

Well, you’re taking my class,  you’re learning English.

Well, you're taking my class, you're learning English.

So, “Yes, I am.”

So, “Yes, I am.”

Okay, you should say, “Yes, I am.”

Okay, you should say, “Yes, I am.”

But how about this one?

But how about this one?

“Are you a monkey?”

“Are you a monkey?”

“Are you a monkey?”

“Are you a monkey?”

Of course the answer is “No, I’m not”.

Of course the answer is “No, I'm not”.

“No, I’m not”.

“No, I'm not”.

Okay, let’s move on to the last part.

Okay, let's move on to the last part.

Now for this last part, we’re going to look at some sentences,

Now for this last part, we're going to look at some sentences,

but there’s something wrong  in all of these sentences.

but there's something wrong in all of these sentences.

So you have to find the mistakes.

So you have to find the mistakes.

The first sentence says, “I’m student”.

The first sentence says, “I'm student”.

Okay, look, “student”.

Okay, look, “student”.

There’s no ‘s’.

There's no 's'.

That means just one.

That means just one.

Just one.

Juste un.

So remember, if there’s just  one, we have to put ‘a’.

So remember, if there's just one, we have to put 'a'.

“I’m a student.”

“I'm a student.”

Let’s look at the next one.

Let's look at the next one.

“They are student”.

“They are student”.

Okay.

D'accord.

This one says, “They are”.

This one says, “They are”.

This means there is more than one.

This means there is more than one.

More than one student.

More than one student.

So, what do we have to do?

So, what do we have to do?

We have to say “They are….

We have to say “They are….

students”.

students”.

We have to put an ‘s’ to show there’s more than one student.

We have to put an 's' to show there's more than one student.

“She aren’t a baby.”

“She aren't a baby.”

“She.”

“She.”

That’s one person.

That's one person.

One girl or woman.

One girl or woman.

“…a baby.”

“…a baby.”

That’s one person.

That's one person.

But we put “aren’t”.

But we put “aren't”.

Now that’s wrong.

Now that's wrong.

We have to say... ‘isn’t’.

We have to say... 'isn't'.

“She isn’t a baby”.

“She isn't a baby”.

“You isn’t a cat”.

“You isn't a cat”.

Now, for the subjective pronoun ‘you’,

Now, for the subjective pronoun 'you',

we have to have the ‘be’ verb ‘are’.

we have to have the 'be' verb 'are'.

So not “You isn’t a cat”,  but “You aren’t... a cat”.

So not “You isn't a cat”, but “You aren't... a cat”.

“You aren’t a cat.”

“You aren't a cat.”

Okay.

D'accord.

“Are it a cat?”

“Are it a cat?”

Okay. “…a cat.”

D'accord. “…a cat.”

That’s one animal.

That's one animal.

So, do we need ‘are’?

So, do we need 'are'?

No, we need the ‘be’ verb ‘is’.

No, we need the 'be' verb 'is'.

“Is it a cat?”

“Is it a cat?”

“Is it a cat?”

“Is it a cat?”

Okay, so that was the checkup for subjective pronouns and ‘be’ verbs.

Okay, so that was the checkup for subjective pronouns and 'be' verbs.

I hope you guys understood and I’ll see you in the next video.

I hope you guys understood and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to learn how to  make questions using ‘what’ and ‘be’ verbs. 

In this video, we're going to learn how to make questions using 'what' and 'be' verbs.

Okay. Now when we have one thing,

D'accord. Now when we have one thing,

we have to use the ‘be’ verb ‘is’.

we have to use the 'be' verb 'is'.

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

"Qu'est-ce que c'est?"

“It is a watch.”

“It is a watch.”

“It is a watch.”

“It is a watch.”

It’s one thing, so I have to say ‘a’.

It's one thing, so I have to say 'a'.

“a watch.”

“a watch.”

I can also use the contraction for ‘it is’,

I can also use the contraction for 'it is',

“it’s”.

“it's”.

Okay, now listen.

Okay, now listen.

“It’s a ….”

“It's a ….”

“It’s a ….”

“It's a ….”

“It’s a watch.”

“It's a watch.”

“It’s a watch.”

“It's a watch.”

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

"Qu'est-ce que c'est?"

“It’s a marker.”

“It's a marker.”

“It’s a marker.”

“It's a marker.”

Okay. Now, there are two highlighters.

D'accord. Now, there are two highlighters.

Okay, two.

Okay, two.

We use ‘are’.

We use 'are'.

“What are they?”

“What are they?”

“What are they?”

“What are they?”

“They are highlighters.”

“They are highlighters.”

“They are highlighters.”

“They are highlighters.”

We have more than one, so we have to say “are”.

We have more than one, so we have to say “are”.

And we have to put an ‘s’ at the end.

And we have to put an 's' at the end.

Again, we can use a contraction for ‘they are’:

Again, we can use a contraction for 'they are':

“they’re”.

“they're”.

“They’re highlighters.”

“They're highlighters.”

“They’re highlighters.”

“They're highlighters.”

“What are they?”

“What are they?”

“What are they?”

“What are they?”

“They’re markers.”

“They're markers.”

“They’re markers.”

“They're markers.”

Okay. 

D'accord.

We’re going to look at some examples  and I’m going to ask some questions.

We're going to look at some examples and I'm going to ask some questions.

We please try to answer them.

We please try to answer them.

Listen carefully and answer with “It’s 

Listen carefully and answer with “It's

a” or “They’re”. Let’s look at the first one.

a” or “They're”. Let's look at the first one.

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

“It’s a key.”

"Qu'est-ce que c'est?"

“It's a key.”

“It’s a key.”

“It's a key.”

“What are they?”

“What are they?”

“What are they?”

“What are they?”

“They’re keys.”

“They're keys.”

“They’re keys.”

“They're keys.”

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

"Qu'est-ce que c'est?"

“It’s a chair.”

“It's a chair.”

“It’s a chair.”

“It's a chair.”

“What are they?”

“What are they?”

“They’re chairs.”

“What are they?”

“What are they?” “They're chairs.”

“They’re chairs.”

“They're chairs.”

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

"Qu'est-ce que c'est?"

“It’s a cat.”

“It's a cat.”

“It’s a cat.”

“It's a cat.”

“What are they?”

“What are they?”

“They’re cats.”

“They’re cats.”

“What are they?” “What are they?”

“They're cats.”

“They're cats.”

“What is it?”

“What is it?”

“It’s a house.”

"Qu'est-ce que c'est?"

"Qu'est-ce que c'est?"

“It's a house.”

“It’s a house.”

“It's a house.”

“What are they?”

“What are they?”

“What are they?”

“They’re houses.”

“What are they?” “They're houses.”

“They’re houses.”

“They're houses.”

Now let’s focus on pronunciation

Now let's focus on pronunciation

and saying these fast. Okay. 

and saying these fast. D'accord.

English speakers speak very quickly,

English speakers speak very quickly,

so you have to practice as well.

so you have to practice as well.

Okay. “What is it?” 

D'accord. "Qu'est-ce que c'est?"

Okay, let’s try it faster three times.

Okay, let's try it faster three times.

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

It sounds like one word.

"Qu'est-ce que c'est?"

It sounds like one word.

Okay, and the answer is also very fast.

Okay, and the answer is also very fast.

“It’s a…”

“It's a…”

“It’s a…”

“It's a…”

“It’s a…”

“It's a…”

“It’s a pencil.”

“It's a pencil.”

“It’s a chair.”

“It’s a marker.”

“It's a chair.” “It's a marker.”

Okay.

D'accord.

When we have more than one,  we say, “What are they?”.

When we have more than one, we say, “What are they?”.

Let’s do it fast three times.

Let's do it fast three times.

“What are they?”

“What are they?”

“What are they?”

“What are they?”

“What are they?”

“What are they?”

Okay.

D'accord.

And when you answer. “They’re…” 

And when you answer. “They're…”

“They’re pencils”

“They're pencils”

“They’re chairs”

“They're chairs”

“They’re markers”

“They're markers”

Okay, so this video was ‘what’ and ‘be’ verbs.

Okay, so this video was 'what' and 'be' verbs.

I hope you understood, and  I’ll see you in the next video.

I hope you understood, and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody, and welcome.

Hi, everybody, and welcome.

In this video, we’re going to talk about ‘this’ and ‘that’.

In this video, we're going to talk about 'this' and 'that'.

Now ‘this’ and ‘that’ are used to talk about nouns

Now 'this' and 'that' are used to talk about nouns

that are close to us, near or far away.

that are close to us, near or far away.

Okay.

So let’s look at the board.

D'accord.

So let's look at the board.

“This is a flower.”

“This is a flower.”

Okay, we use ‘this’ to talk about  one noun, “a flower”, that is close.

Okay, we use 'this' to talk about one noun, “a flower”, that is close.

Okay.

D'accord.

“This is a flower.”

“This is a flower.”

It’s not far.

It's not far.

It’s close.

It's close.

“That is a flower.”

“That is a flower.”

Okay, we use ‘that’ to talk  about one noun that’s far away.

Okay, we use 'that' to talk about one noun that's far away.

So, “That… that is a flower”.

So, “That… that is a flower”.

Okay.

D'accord.

For another example…

For another example…

“This is a marker.”

“This is a marker.”

It’s close to me.

It's close to me.

But “That… that is a marker”.

But “That… that is a marker”.

It’s far away.

It's far away.

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

So we know…

So we know…

“This is a flower.”

“This is a flower.”

Okay.

D'accord.

And “That is a flower... that”.

And “That is a flower... that”.

Now, “Is this a flower”?

Now, “Is this a flower”?

“What is it?”

"Qu'est-ce que c'est?"

“It’s a chair.”

“It's a chair.”

So we have to use the negative.

So we have to use the negative.

“This isn’t a flower.”

“This isn't a flower.”

It’s close by, but it isn’t a flower.

It's close by, but it isn't a flower.

‘isn’t’ is a contraction for ‘is not’.

'isn't' is a contraction for 'is not'.

Okay.

D'accord.

“This isn’t a flower.”

“This isn't a flower.”

“This is a chair.”

“This is a chair.”

“That isn’t a flower.”

“That isn't a flower.”

It’s far away, so we say “that”.

It's far away, so we say “that”.

Again, we have ‘isn’t’, ‘a flower’.

Again, we have 'isn't', 'a flower'.

“That’s a chair.”

“That's a chair.”

And let’s take another example.

And let's take another example.

“This isn’t a pencil.”

“This isn't a pencil.”

“This is a marker.”

“This is a marker.”

And…

And…

“That isn’t a pencil.”

“That isn't a pencil.”

“That is a marker.”

“That is a marker.”

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

Now we’re going to learn how to use ‘this’ and ‘that’ in a question.

Now we're going to learn how to use 'this' and 'that' in a question.

Okay.

D'accord.

So we know, “This is a flower”.

So we know, “This is a flower”.

When we make a question, we have to switch.

When we make a question, we have to switch.

We put the ‘be’ verb first.

We put the 'be' verb first.

So it becomes, “Is this a flower?”.

So it becomes, “Is this a flower?”.

Okay, it’s close by.

Okay, it's close by.

So the answer is, “Yes, it is”.

So the answer is, “Yes, it is”.

Okay.

D'accord.

“Is that a flower?”

“Is that a flower?”

It’s far away.

It's far away.

The answer is, “Yes, it is”.

The answer is, “Yes, it is”.

Okay, but how about this?

Okay, but how about this?

“This isn’t a flower.” So...

“This isn't a flower.” So...

“Is this a flower?”.

“Is this a flower?”.

The answer is, “No, it isn’t”.

The answer is, “No, it isn't”.

“Is that a flower?”

“Is that a flower?”

“No, it isn’t.”

“No, it isn't.”

Okay, here.

Okay, here.

“Is this a marker?”.

“Is this a marker?”.

“Yes, it is.”

“Yes, it is.”

“Is that a marker?”.

“Is that a marker?”.

“Yes, it is.”

“Is this a pencil?”.

“Yes, it is.” “Is this a pencil?”.

“No, it isn’t.”

“No, it isn't.”

“Is that a pencil?”.

“No, it isn’t.”

“Is that a pencil?”. “No, it isn't.”

Okay, so we learned ‘this’  and ‘that’ in this video.

Okay, so we learned 'this' and 'that' in this video.

I hope you guys understand and  I’ll see you in the next video.

I hope you guys understand and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody and welcome to this video.

Hi, everybody and welcome to this video.

We’re going to talk about how  to use ‘these’ and ‘those’.

We're going to talk about how to use 'these' and 'those'.

Okay.

D'accord.

Uhhh, just like we learned with ‘this’ and ‘that’,

Uhhh, just like we learned with 'this' and 'that',

we use ‘these’ and ‘those’ to talk  about nouns that are close to us

we use 'these' and 'those' to talk about nouns that are close to us

or far from us.

or far from us.

Okay.

D'accord.

So, let’s take a look at the board.

So, let's take a look at the board.

Now, we know if there is just one,

Now, we know if there is just one,

and it’s close to us,

and it's close to us,

we say, “This is a flower”.

we say, “This is a flower”.

Okay.

D'accord.

But there’s more than one.

But there's more than one.

It’s plural.

It's plural.

So we have to say, “These”.

So we have to say, “These”.

“These are flowers.”

“These are flowers.”

Again, more than one.

Again, more than one.

Now, I change the ‘be’ verb to ‘are’

Now, I change the 'be' verb to 'are'

and I added an ‘s’ at the end of ‘flower’.

and I added an 's' at the end of 'flower'.

So, “These are flowers.”

So, “These are flowers.”

Okay.

D'accord.

Now, there’s one that’s far away.

Now, there's one that's far away.

We say, “That is a flower.”

We say, “That is a flower.”

But, again, there’s more than one.

But, again, there's more than one.

There are two flowers.

There are two flowers.

So, in that case, we use, “Those are flowers.”

So, in that case, we use, “Those are flowers.”

“Those are flowers.”

“Those are flowers.”

They’re far away.

They're far away.

“Those are flowers.”

“Those are flowers.”

Let’s look at these.

Let's look at these.

“This is a marker.”

“This is a marker.”

“These are markers.”

“These are markers.”

“That is a marker.”

“That is a marker.”

“Those are markers.”

“Those are markers.”

Okay.

D'accord.

Let’s move on to the next part.

Let's move on to the next part.

So we know “These are flowers”.

So we know “These are flowers”.

They’re close by.

They're close by.

And for the flowers that are far away, we say,

And for the flowers that are far away, we say,

“Those are flowers”.

“Those are flowers”.

Okay.

D'accord.

But over here we have ‘chairs’.

But over here we have 'chairs'.

So, we have to use the negative.

So, we have to use the negative.

Okay.

We use the contraction ‘aren’t’

D'accord.

We use the contraction 'aren't'

which is short for ‘are not’.

which is short for 'are not'.

“These aren’t flowers.”

“These aren't flowers.”

“These aren’t flowers.

“These aren't flowers.

Okay, and for the chairs that are far away,

Okay, and for the chairs that are far away,

we say, “Those aren’t flowers”.

we say, “Those aren't flowers”.

“Those aren’t flowers.”

Okay, and let’s try with the markers.

“Those aren't flowers.”

Okay, and let's try with the markers.

“These aren’t pens.”

“These aren't pens.”

“These aren’t pens.”

“These aren't pens.”

Okay, and far away.

Okay, and far away.

“Those aren’t pens.”

“Those aren't pens.”

“Those aren’t pens.”

“Those aren't pens.”

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

Okay, now we’re going to make some questions.

Okay, now we're going to make some questions.

We know, “These are flowers”.

We know, “These are flowers”.

When you want to make a  question, you have to change

When you want to make a question, you have to change

‘these are’ and put the ‘be’ verb first.

'these are' and put the 'be' verb first.

So, it becomes, “Are these flowers?”.

So, it becomes, “Are these flowers?”.

“Are these flowers?”

“Are these flowers?”

And the answer is “Yes, they are.”

And the answer is “Yes, they are.”

Okay, now the flowers are far away.

Okay, now the flowers are far away.

So we say, “Are those flowers?”.

So we say, “Are those flowers?”.

“Are those flowers?”

“Are those flowers?”

And again, the answer is “Yes, they are.”

And again, the answer is “Yes, they are.”

Okay. Now here, we have chairs.

D'accord. Now here, we have chairs.

“Are these flowers?”

“Are these flowers?”

The answer is “No, they aren’t.”

The answer is “No, they aren't.”

Okay, now they’re far away.

Okay, now they're far away.

“Are those flowers?”

“Are those flowers?”

And again, the answer is “No, they aren’t.”

And again, the answer is “No, they aren't.”

How about these? “Are these markers?”

How about these? “Are these markers?”

“Yes, they are.”

“Yes, they are.”

“Are those markers?”

“Are those markers?”

“Yes, they are.”

“Yes, they are.”

“Are these pens?”

“Are these pens?”

“No, they aren’t.”

“No, they aren't.”

“Are those pens?”

“No, they aren’t.”

“Are those pens?” “No, they aren't.”

Okay, so in this video, we learned  how to use ‘these’ and ‘those’.

Okay, so in this video, we learned how to use 'these' and 'those'.

I hope you guys understand and I’ll see you in the next video.

I hope you guys understand and I'll see you in the next video.

Bye.

Au revoir.

Let’s do some practice with ‘this’, ‘that’,  

Let's do some practice with 'this', 'that',

‘these’, and ‘those’. First, I have this pen.

'these', and 'those'. First, I have this pen.

I have to say, “This is a pen.”

I have to say, “This is a pen.”

“This is a pen.”

“This is a pen.”

Okay.

D'accord.

Over there, “That is a pen.”

Over there, “That is a pen.”

“That is a pen.”

“That is a pen.”

Now, I have two pens.

Now, I have two pens.

“These are pens.”

“These are pens.”

“These are pens.”

“These are pens.”

Okay, I’m going to move them far away.

Okay, I'm going to move them far away.

“Those are pens.”

“Those are pens.”

“Those are pens.”

“Those are pens.”

Okay, let’s move on to questions.

Okay, let's move on to questions.

I have one pen.

I have one pen.

“Is this a pen?”

“Is this a pen?”

“Yes, it is.”

“Yes, it is.”

“Is this a cookie?”

“Is this a cookie?”

“No, it isn’t.”

“No, it isn't.”

“Is that a pen?”

“Yes, it is.”

“Is that a pen?” “Yes, it is.”

“Is that a cookie?”

“No, it isn’t.”

“Is that a cookie?”

“No, it isn't.”

Okay, two pens.

Okay, two pens.

“Are these pens?”

“Are these pens?”

“Yes, they are.”

“Yes, they are.”

“Are these cookies?”

“Are these cookies?”

“No, they aren’t.”

“No, they aren't.”

Okay, now they’re over here.

Okay, now they're over here.

“Are those pens?”

“Are those pens?”

Yes, they are?”

Yes, they are?”

“Are those cookies?”

“Are those cookies?”

“No, they aren’t.”

“No, they aren't.”

Okay, so that was our practice

Okay, so that was our practice

for ‘this’, ‘that’, ‘these’, and ‘those’.

for 'this', 'that', 'these', and 'those'.

I hope you guys understood and  I’ll see you in the next video.

I hope you guys understood and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to  learn about possessive adjectives.

In this video, we're going to learn about possessive adjectives.

We use possessive adjectives to show that something belongs to me,

We use possessive adjectives to show that something belongs to me,

or something belongs to someone else.

or something belongs to someone else.

I own something or someone owns something.

I own something or someone owns something.

Okay.

D'accord.

So let’s take a look at the board.

So let's take a look at the board.

Now last time we learned about subjective pronouns

Now last time we learned about subjective pronouns

and here they are.

and here they are.

‘I’, ‘he’, ‘she’, ‘it’, ‘you’, ‘we’, ‘they’.

'I', 'he', 'she', 'it', 'you', 'we', 'they'.

And here are the possessive adjectives.

And here are the possessive adjectives.

Okay.

D'accord.

‘My’.

'My'.

We use ‘my’ to show that something belongs to me.

We use 'my' to show that something belongs to me.

Okay.

D'accord.

‘His’.

'His'.

This means that something belongs to one man or one boy.

This means that something belongs to one man or one boy.

‘Her’.

'Her'.

We use that to show something belongs to one woman or one girl.

We use that to show something belongs to one woman or one girl.

‘Its’.

'Its'.

We use ‘its’ to show that something belongs to an animal.

We use 'its' to show that something belongs to an animal.

We use ‘your’ to show that  something belongs to you.

We use 'your' to show that something belongs to you.

Okay.

D'accord.

‘Our’.

'Our'.

‘Our’ means that something belongs to me and you or me and somebody else.

'Our' means that something belongs to me and you or me and somebody else.

Okay, or me and other people.

Okay, or me and other people.

Okay, and last.

Okay, and last.

We use ‘their’ to show that something belongs to many people.

We use 'their' to show that something belongs to many people.

Okay, not me, but many people.

Okay, not me, but many people.

Okay, now I want you to pay  attention to three special words.

Okay, now I want you to pay attention to three special words.

‘Its’, ‘your’ and ‘their’.

'Its', 'your' and 'their'.

Now I want you to notice these words sound like other words.

Now I want you to notice these words sound like other words.

So you have to be careful  not to get them confused.

So you have to be careful not to get them confused.

And I’m going to explain.

And I'm going to explain.

‘Its’ sounds like the contraction for ‘it is’; ‘it’s’.

'Its' sounds like the contraction for 'it is'; 'it's'.

Okay, so, don’t get that confused.

Okay, so, don't get that confused.

‘Your’ sounds like the contraction for ‘you are’ ‘you’re’.

'Your' sounds like the contraction for 'you are' 'you're'.

Okay.

D'accord.

So make sure you use this one to show possession.

So make sure you use this one to show possession.

Okay.

D'accord.

And the last word, ‘their’, it actually sounds like two other words.

And the last word, 'their', it actually sounds like two other words.

The contraction for ‘they are’ ‘they’re’

The contraction for 'they are' 'they're'

or the word t-h-e-r-e, the  other word ‘there’. Okay.

or the word there, the other word 'there'. D'accord.

So please don’t get those confused.

So please don't get those confused.

Now I know all of this sounds very hard,

Now I know all of this sounds very hard,

but if you practice with me,  I’m sure you’ll understand.

but if you practice with me, I'm sure you'll understand.

So let’s move on to the next part.

So let's move on to the next part.

Okay, let’s practice together.

Okay, let's practice together.

Now, here I have a marker.

Now, here I have a marker.

It belongs to me.

It belongs to me.

So, I have to say, “This is my marker.”

So, I have to say, “This is my marker.”

“This isn’t your marker.”

“This isn't your marker.”

“This is my marker.”

“This is my marker.”

Okay, let’s look at this boy.

Okay, let's look at this boy.

He has a hat.

He has a hat.

So, I have to say, “This is his hat.”

So, I have to say, “This is his hat.”

“This is his hat.”

“This is his hat.”

“This isn’t my hat.”

“This isn't my hat.”

“This isn’t your hat.”

“This isn't your hat.”

Okay.

D'accord.

And this girl has a dress.

And this girl has a dress.

So, “This is her dress.”

So, “This is her dress.”

“This is her dress.”

“This is her dress.”

“This isn’t my dress.”

“This isn't my dress.”

“This isn’t your dress.”

“This isn't your dress.”

Okay, in this picture there’s an animal; a dog…and it has a ball.

Okay, in this picture there's an animal; a dog…and it has a ball.

I have to say, “This is its ball.”

I have to say, “This is its ball.”

“This is its ball.”

“This is its ball.”

“This isn’t my ball.”

“This isn't my ball.”

and “This isn’t your ball.”

and “This isn't your ball.”

Now, in this picture, we have two people.

Now, in this picture, we have two people.

Okay, and they both own this house.

Okay, and they both own this house.

So, “This is their house.”

So, “This is their house.”

“This is their house.”

“This is their house.”

Okay, now a little bit farther away, we have three books.

Okay, now a little bit farther away, we have three books.

Okay.

D'accord.

And this boy and girl have the books here.

And this boy and girl have the books here.

So, we have to say “those”.

So, we have to say “those”.

And because we have more than one,

And because we have more than one,

we have to use ‘are’.

we have to use 'are'.

Okay.

D'accord.

“Those are their books.”

“Those are their books.”

“Those are their books.”

“Those aren’t my books.”

“Those are their books.”

“Those aren't my books.”

“Those aren’t your books.”

“Those aren't your books.”

Okay.

D'accord.

And the last one.

And the last one.

Here’s the county Korea.

Here's the county Korea.

Okay, we all live here.

Okay, we all live here.

So we say, “This is our country.”

So we say, “This is our country.”

“This is our country.”

“This is our country.”

Okay, let’s move on to the next  part for some more practice.

Okay, let's move on to the next part for some more practice.

Here are some practice sentences.

Here are some practice sentences.

We’re going to put possessive  adjectives on these lines.

We're going to put possessive adjectives on these lines.

Okay.

D'accord.

So, let’s try together.

So, let's try together.

“I put candy in ____ mouth.”

“I put candy in ____ mouth.”

Okay, this is a mouth.

Okay, this is a mouth.

“I put candy in ……”

“I put candy in ……”

What should we put?

What should we put?

“my mouth.”

“my mouth.”

Okay, next.

Okay, next.

“John.”

“John.”

John is one man or boy.

John is one man or boy.

“John lost ____ bag.”

“John lost ____ bag.”

Okay, for one man or boy, we say, “his”.

Okay, for one man or boy, we say, “his”.

“John lost his bag.”

“John lost his bag.”

Okay, “The parents…”

Okay, “The parents…”

That’s more than one person. That’s two people.

That's more than one person. That's two people.

So, “The parents love ____ baby.”

So, “The parents love ____ baby.”

We have to put…

We have to put…

“their”.

“their”.

“The parents love their baby.”

“The parents love their baby.”

Okay. And here, “The dog…”

D'accord. And here, “The dog…”

Okay, ‘the dog’ is an animal.

Okay, 'the dog' is an animal.

So, “The dog eats ____ food.”

So, “The dog eats ____ food.”

What do we put?

What do we put?

We have to say, “its”.

We have to say, “its”.

“The dog eats its food.”

“The dog eats its food.”

Okay, let’s look at some more examples.

Okay, let's look at some more examples.

Let’s continue.

Let's continue.

“_____ names are Paul and Sam.”

“_____ names are Paul and Sam.”

Okay, we have two people, Paul, and Sam.

Okay, we have two people, Paul, and Sam.

And the plural names.

And the plural names.

So we have to say, “Their”.

So we have to say, “Their”.

“Their names are Paul and Sam.”

“Their names are Paul and Sam.”

Okay.

D'accord.

“Can I use ____ phone?”

“Can I use ____ phone?”

Okay, I’m asking you.

Okay, I'm asking you.

So I have to say, “Can I use… your phone?”

So I have to say, “Can I use… your phone?”

Okay.

D'accord.

And the next one. “_____ make-up looks good.”

And the next one. “_____ make-up looks good.”

Whose make-up? Well, usually  girls or women wear make-up.

Whose make-up? Well, usually girls or women wear make-up.

So, I’m going to say,

So, I'm going to say,

“Her make-up looks good.”

“Her make-up looks good.”

Okay, and…

Okay, and…

“_____ videos are helpful to you.”

“_____ videos are helpful to you.”

Okay, these are the videos that we make. Right?

Okay, these are the videos that we make. À droite?

We teach English in these videos.

We teach English in these videos.

So, the answer is “our”.

So, the answer is “our”.

“Our videos are helpful to you.”

“Our videos are helpful to you.”

Or we sure hope they are.

Or we sure hope they are.

Okay, so in this video, we learned  how to use possessive adjectives.

Okay, so in this video, we learned how to use possessive adjectives.

Don’t forget you have to  put a noun after each one.

Don't forget you have to put a noun after each one.

I hope you understand, and I hope to see you in the next video.

I hope you understand, and I hope to see you in the next video.

Bye.

Au revoir.

Hi, everybody and welcome.

Hi, everybody and welcome.

In this video, we’re going to learn about possessive pronouns.

In this video, we're going to learn about possessive pronouns.

Okay.

And we use possessive pronouns to show that something belongs to us

D'accord. And we use possessive pronouns to show that something belongs to us

or something is owned by us.

or something is owned by us.

Okay, or someone else.

Okay, or someone else.

So, let’s take a look at the board.

So, let's take a look at the board.

Now, last time we learned  about subjective pronouns.

Now, last time we learned about subjective pronouns.

And here they are.

And here they are.

Okay.

D'accord.

And in another video, we talked  about possessive adjectives.

And in another video, we talked about possessive adjectives.

And here they are.

And here they are.

Okay.

D'accord.

And over here are the possessive pronouns that we’re going to talk about in this video.

And over here are the possessive pronouns that we're going to talk about in this video.

Now, possessive adjectives and possessive pronouns are the same.

Now, possessive adjectives and possessive pronouns are the same.

They show possession.

They show possession.

Which means, I own something.

Which means, I own something.

Something belongs to me…or to someone else.

Something belongs to me…or to someone else.

Okay.

D'accord.

The only difference is that they’re used a little differently.

The only difference is that they're used a little differently.

For possessive adjectives, you have to put a noun after.

For possessive adjectives, you have to put a noun after.

Okay.

“My dog.”

D'accord.

“My dog.”

Okay.

But for possessive pronouns, you don’t have to put a noun after it.

D'accord.

But for possessive pronouns, you don't have to put a noun after it.

Okay, you can just say “mine”.

Okay, you can just say “mine”.

Okay.

D'accord.

So let’s go through each one.

So let's go through each one.

“My"

“My"

"Mine”

"Mine”

Okay.

Okay.

And this is the same.

And this is the same.

“His"

“His"

"His”

"His”

Okay.

For ‘her’, we say “hers”.

Okay.

For 'her', we say “hers”.

We add an ‘s’.

We add an 's'.

“Hers”

“Hers”

“Its"

“Its"

"Its”

"Its”

Again, it’s the same.

Again, it's the same.

“Your"

“Your"

"Yours”

"Yours”

We have to put an ‘s’.

We have to put an 's'.

“Yours”

“Yours”

“Our"

“Our"

"Ours” and “Their"

"Ours” and “Their"

"Theirs”

"Theirs”

Okay, again, I know that this can be really confusing, but let’s practice some more.

Okay, again, I know that this can be really confusing, but let's practice some more.

Okay.

And let’s move on to the next part.

D'accord.

And let's move on to the next part.

Okay, let’s practice together.

Okay, let's practice together.

Now, “This is my marker.”

Now, “This is my marker.”

But with possessive pronouns, you do not have to put a noun after.

But with possessive pronouns, you do not have to put a noun after.

Okay, so I can say, “This is mine.”

Okay, so I can say, “This is mine.”

“This isn’t yours.”

“This isn't yours.”

“This is mine.”

“This is mine.”

Okay, let’s look at the board.

Okay, let's look at the board.

This boy has a hat.

This boy has a hat.

So we say, “This is his.”

So we say, “This is his.”

“This isn’t mine.”

“This isn't mine.”

“This isn’t yours.”

“This isn't yours.”

“This is his.”

“This is his.”

The girl has a dress.

The girl has a dress.

“This is hers.”

“This is hers.”

“This isn’t mine.”

“This isn’t yours.”

“This isn't mine.”

“This isn't yours.”

“This is hers.”

“This is hers.”

Okay.

D'accord.

Now with ‘its’, it’s kind of different.

Now with 'its', it's kind of different.

Okay.

You still have to put a noun,

D'accord.

You still have to put a noun,

so you can’t say, “This is its.”

so you can't say, “This is its.”

You have to say, “This is its ball.”

You have to say, “This is its ball.”

Again, “This is its ball.”

Again, “This is its ball.”

“This isn’t mine.”

“This isn’t yours.”

“This isn't mine.”

“This isn't yours.”

“This is its ball.”

“This is its ball.”

Okay.

Now we have two people who have a house.

D'accord.

Now we have two people who have a house.

“This is theirs.”

“This is theirs.”

“This isn’t mine.”

“This isn’t yours.”

“This isn't mine.”

“This isn't yours.”

“This is theirs.”

“This is theirs.”

Okay.

Now over here, we have some books and we’re going to say that they belong to these two people.

D'accord.

Now over here, we have some books and we're going to say that they belong to these two people.

Okay.

D'accord.

So we’re going to use the plural ‘be’ verb; ‘are’.

So we're going to use the plural 'be' verb; 'are'.

Okay.

D'accord.

“These are theirs.”

“These are theirs.”

“These aren’t mine.”

“These aren't mine.”

“These aren’t yours.”

“These aren't yours.”

“These are theirs.”

“These are theirs.”

Okay.

D'accord.

And last, we have a picture of Korea.

And last, we have a picture of Korea.

Okay.

D'accord.

“This is ours.”

“This is ours.”

“This is ours.”

“This is ours.”

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

Okay, let’s look at these examples.

Okay, let's look at these examples.

We have to put in some possessive pronouns.

We have to put in some possessive pronouns.

Okay.

D'accord.

“That lipstick is _____.”

“That lipstick is _____.”

Okay, well we have the noun ‘lipstick’ and usually a girl or woman wears lipstick,

Okay, well we have the noun 'lipstick' and usually a girl or woman wears lipstick,

so we’re going to use the possessive pronoun ‘hers’.

so we're going to use the possessive pronoun 'hers'.

Okay.

D'accord.

“That lipstick is hers.”

“That lipstick is hers.”

Okay.

D'accord.

The next sentence.

The next sentence.

“That sports car is _____.”

“That sports car is _____.”

Okay.

D'accord.

Again, usually a man will drive a sports car.

Again, usually a man will drive a sports car.

So, we can say, “That sports car is his.”

So, we can say, “That sports car is his.”

Okay.

D'accord.

Now, let’s look at these last two.

Now, let's look at these last two.

“This money is mine, not yours.”

“This money is mine, not yours.”

“This money is mine; it belongs to me.”

“This money is mine; it belongs to me.”

“It doesn’t belong to you.”

“It doesn't belong to you.”

Not yours.

Not yours.

Okay.

D'accord.

And the last one.

And the last one.

“Dokdo is ours.”

“Dokdo is ours.”

It’s Koreas.

It's Koreas.

Right…

Right…

“Not theirs.”

“Not theirs.”

Not Japan’s.

Not Japan's.

“It belongs to us.”

“It belongs to us.”

So we say, “It’s ours.”

So we say, “It's ours.”

Okay, so in this video, we  learned possessive pronouns.

Okay, so in this video, we learned possessive pronouns.

I hope you understand, and I’ll see you in the next video.

I hope you understand, and I'll see you in the next video.

Bye.

Au revoir.

This is a checkup for ‘this’,  ‘that’, ‘these’, ‘those’,

This is a checkup for 'this', 'that', 'these', 'those',

possessive adjectives, and possessive pronouns.

possessive adjectives, and possessive pronouns.

Okay.

D'accord.

Now here, I want you to focus on ‘this’, ‘that’, ‘these’, and ‘those’.

Now here, I want you to focus on 'this', 'that', 'these', and 'those'.

Okay, so here’s the first example.

Okay, so here's the first example.

We have a dog.

We have a dog.

One dog.

One dog.

So we have to use ‘this’ or ‘that’.

So we have to use 'this' or 'that'.

Okay.

D'accord.

If it’s close, I say, “This is a dog.”

If it's close, I say, “This is a dog.”

If it’s far away, I say, “That is a dog.”

If it's far away, I say, “That is a dog.”

So, I’m going to write ‘this’.

So, I'm going to write 'this'.

Okay.

D'accord.

The next one says, “…are balloons.”

The next one says, “…are balloons.”

“…are balloons.” With an ‘s’.

“…are balloons.” With an 's'.

There’s more than one.

There's more than one.

So can we use ‘this’ or ‘that’?

So can we use 'this' or 'that'?

No.

No.

We have to use ‘these’ or ‘those’.

We have to use 'these' or 'those'.

So, if it’s close, I say “These are balloons.”

So, if it's close, I say “These are balloons.”

If they are far, “Those are balloons.”

If they are far, “Those are balloons.”

Okay.

D'accord.

So let’s write ‘those’.

So let's write 'those'.

“Those are balloons.”

“Those are balloons.”

Okay.

D'accord.

Now when we ask the question,

Now when we ask the question,

“Are these pens?”

“Are these pens?”

we have more than one.

we have more than one.

“These pens.” With an ‘s’.

“These pens.” With an 's'.

Okay.

D'accord.

I can put two answers here.

I can put two answers here.

“No, ___ aren’t.”

“No, ___ aren't.”

I can say “No, these aren’t.”

I can say “No, these aren't.”

Or… I can say “No, they..."  more than one "... they aren’t.”

Or… I can say “No, they..." more than one "... they aren't.”

Okay.

D'accord.

The next one. “These ____ eyes.”

The next one. “These ____ eyes.”

We need a ‘be’ verb.

We need a 'be' verb.

Okay.

D'accord.

There’s more than one, right.

There's more than one, right.

There are two eyes.

There are two eyes.

So, “These are eyes.”

So, “These are eyes.”

Okay.

D'accord.

And here “…is a nose.”

And here “…is a nose.”

One.

One.

A nose.

And it’s close.

A nose.

And it's close.

So, I have to say, “This is a nose.”

So, I have to say, “This is a nose.”

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

We’re going to do some more checkup.

We're going to do some more checkup.

Now here, I want you to focus on possessive adjectives and possessive pronouns.

Now here, I want you to focus on possessive adjectives and possessive pronouns.

Let’s look at the first example.

Let's look at the first example.

“These are my pen.”

“These are my pen.”

Okay.

D'accord.

We have ‘these…are’.

We have 'these…are'.

This means we need more than one.

This means we need more than one.

Right…

Right…

More than one pen.

More than one pen.

So, we have to put ‘s’.

So, we have to put 's'.

“These are my pens.”

“These are my pens.”

Okay.

D'accord.

Let’s look at these two together.

Let's look at these two together.

“Those aren’t her children.”

“Those aren't her children.”

Okay.

D'accord.

So we can also say, “Those aren’t ____.”

So we can also say, “Those aren't ____.”

What do we put?

What do we put?

“… her children.”

“… her children.”

We can always say, “Those aren’t hers.”

We can always say, “Those aren't hers.”

Okay.

D'accord.

We don’t need a noun here.

We don't need a noun here.

We do need a noun over here, though.

We do need a noun over here, though.

Okay.

D'accord.

Then, “Is it yours?”

Then, “Is it yours?”

“Is it yours?”

“Is it yours?”

“Yes, it’s _____.”

“Yes, it's _____.”

There’s no noun.

There's no noun.

We have to say…

We have to say…

“mine”.

“mine”.

“Is it yours?”

“Is it yours?”

“Yes, it’s mine.”

“Yes, it's mine.”

Okay.

D'accord.

And the last two…

And the last two…

” _____ these his shoes?”

” _____ these his shoes?”

We need a ‘be’ verb here.

We need a 'be' verb here.

” _____ these his shoes?”

” _____ these his shoes?”

We have ‘these’, and we have ‘shoes’ with an ‘s’.

We have 'these', and we have 'shoes' with an 's'.

So we need the plural ‘be’ verb.

So we need the plural 'be' verb.

“Are”. “Are these his shoes?”

“Are”. “Are these his shoes?”

Okay.

And the answer. “No, they…”

D'accord.

And the answer. “No, they…”

Plural.

Plural.

“…are.”

“…are.”

We have ‘no’. “No, they aren’t”

We have 'no'. “No, they aren't”

Okay.

Okay.

“Are not, aren’t”.

“Are not, aren't”.

Okay.

D'accord.

Let’s move on to the next part.

Let's move on to the next part.

For this last part, we’re going to look at these sentences.

For this last part, we're going to look at these sentences.

But they’re all wrong.

But they're all wrong.

They all have mistakes.

They all have mistakes.

So you have to find the mistakes for me.

So you have to find the mistakes for me.

Okay.

D'accord.

So, the first one says, “That are chairs.”

So, the first one says, “That are chairs.”

Hmmmm, we know that’s wrong.

Hmmmm, we know that's wrong.

‘That’ is used for singular nouns.

'That' is used for singular nouns.

One.

One.

But it says “are” and it says “chairs” with an ‘s’.

But it says “are” and it says “chairs” with an 's'.

So, we have to change this word.

So, we have to change this word.

We can say, “These are chairs.”

We can say, “These are chairs.”

or “Those are chairs.”

or “Those are chairs.”

Okay.

D'accord.

“This book is my.”

“This book is my.”

Hmm.

Hmm.

We have the possessive pronoun ‘my’.

We have the possessive pronoun 'my'.

But remember, you have to have a noun after,

But remember, you have to have a noun after,

but there’s no noun.

but there's no noun.

So, we can change this to the  possessive adjective ‘mine’.

So, we can change this to the possessive adjective 'mine'.

Okay.

You don’t need a noun if you say ‘mine’.

D'accord.

You don't need a noun if you say 'mine'.

Okay.

D'accord.

“That is he house.”

“That is he house.”

Hmm.

Hmm.

We want to show that this house belongs to this man or boy.

We want to show that this house belongs to this man or boy.

“That is he house.”

“That is he house.”

But this word ‘he’, does not show possession.

But this word 'he', does not show possession.

Okay.

D'accord.

So, we say, “This is his house.”

So, we say, “This is his house.”

‘His’, then the noun ‘house’.

'His', then the noun 'house'.

Similarly, for the next one.

Similarly, for the next one.

“She name is Jenny.”

“She name is Jenny.”

We want to show that this name belongs to Jenny.

We want to show that this name belongs to Jenny.

So, we say…

So, we say…

“her”.

“her”.

“Her name is Jenny.”

“Her name is Jenny.”

Okay, and the last one is also similar.

Okay, and the last one is also similar.

“It’s ours house.”

“It's ours house.”

Now, if we don’t have ‘house’, “It’s ours.”

Now, if we don't have 'house', “It's ours.”

We can say that.

We can say that.

But since we have a noun, …

But since we have a noun, …

we use the possessive pronoun,

we use the possessive pronoun,

“It’s ‘our’ house.”

“It's 'our' house.”

Okay.

D'accord.

That was the checkup for possessive  pronouns, possessive adjectives,

That was the checkup for possessive pronouns, possessive adjectives,

‘this’, ‘that’, ‘these’, and ‘those’.

'this', 'that', 'these', and 'those'.

I hope you understood, and I’ll see you in the next video.

I hope you understood, and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to talk about the articles; ‘a’, ‘an’ and ‘the’.

In this video, we're going to talk about the articles; 'a', 'an' and 'the'.

Now this can be very confusing, so please make sure you pay careful attention.

Now this can be very confusing, so please make sure you pay careful attention.

We use articles in front of nouns.

We use articles in front of nouns.

Okay, so remember that and  let’s look at the board.

Okay, so remember that and let's look at the board.

First, we use ‘a’ or ‘an’ when we’re talking about any one thing.

First, we use 'a' or 'an' when we're talking about any one thing.

For example, let’s say I  say, “A banana is delicious.”

For example, let's say I say, “A banana is delicious.”

Okay, that means all bananas.

Okay, that means all bananas.

Any banana is delicious.

Any banana is delicious.

“A banana is delicious.”

“A banana is delicious.”

Okay, let’s jump over here.

Okay, let's jump over here.

If I’m talking about a specific banana…

If I'm talking about a specific banana…

maybe I have a banana in my hand.

maybe I have a banana in my hand.

It’s specific, not any banana, this one.

It's specific, not any banana, this one.

I have to use ‘the’,

I have to use 'the',

“The banana is old.”

“The banana is old.”

Okay. This one.

D'accord. Celui-là.

I can’t say, “A banana is old.”

I can't say, “A banana is old.”

Then that means all bananas are old.

Then that means all bananas are old.

And that’s not true. Just this one.

And that's not true. Just this one.

So, I say, “The banana is old.”

So, I say, “The banana is old.”

Okay, let’s move over here.

Okay, let's move over here.

We also use ‘a’ or ‘an’ when we’re talking about something for the first time.

We also use 'a' or 'an' when we're talking about something for the first time.

So, I have another example here.

So, I have another example here.

“I watched a movie.”

“I watched a movie.”

Okay.

I’m talking about this movie for the first time, so I have to use “…a movie”.

D'accord.

I'm talking about this movie for the first time, so I have to use “…a movie”.

But, if I want to talk about this movie again,

But, if I want to talk about this movie again,

for the second time, or the  third time or fourth, fifth…

for the second time, or the third time or fourth, fifth…

it doesn’t matter.

it doesn't matter.

I have to use ‘the’.

I have to use 'the'.

“The movie was fun.”

“The movie was fun.”

I’m talking about this one. The specific.

I'm talking about this one. The specific.

“The movie was fun.”

“The movie was fun.”

I can’t say, “A movie was fun.”

I can't say, “A movie was fun.”

That means all movies are fun.

That means all movies are fun.

That’s not true.

Ce n'est pas vrai.

“The movie was fun.”

“The movie was fun.”

Okay, and I also use ‘the’

Okay, and I also use 'the'

when I’m talking about a noun  where there’s only one and only.

when I'm talking about a noun where there's only one and only.

Okay.

D'accord.

For example, there’s only one sun.

For example, there's only one sun.

Okay, when I look at the  sky, there’s only one sun.

Okay, when I look at the sky, there's only one sun.

So, I say, “The sun.”

So, I say, “The sun.”

“The sun is hot.”

“The sun is hot.”

I cannot say, “A sun.”

I cannot say, “A sun.”

That’s wrong.

That's wrong.

When there’s one and only, we say, “The sun.”

When there's one and only, we say, “The sun.”

Okay.

Let’s look at some more examples.

D'accord.

Let's look at some more examples.

The first example says, “A lion is dangerous.”

The first example says, “A lion is dangerous.”

I have to use ‘a’ because I’m  talking about any one lion.

I have to use 'a' because I'm talking about any one lion.

Any lion is dangerous.

Any lion is dangerous.

All lions are dangerous.

All lions are dangerous.

So, I use ‘a’.

So, I use 'a'.

The next sentence says, “It’s a dog.”

The next sentence says, “It's a dog.”

I’m talking about this dog for the first time, so I use ‘a’.

I'm talking about this dog for the first time, so I use 'a'.

Now, I’m talking about this  dog for the second time.

Now, I'm talking about this dog for the second time.

So, I say, “The dog is cute.”

So, I say, “The dog is cute.”

Okay.

D'accord.

Here’s a similar example.

Here's a similar example.

“It’s an ant.”

“It's an ant.”

Well, I used ‘an’ because we have ‘ant’, which start with a vowel.

Well, I used 'an' because we have 'ant', which start with a vowel.

And I’m talking about this ant for the first time.

And I'm talking about this ant for the first time.

“It’s an ant.”

“It's an ant.”

Now, I’m talking about this ant again.

Now, I'm talking about this ant again.

“The ant is small.”

“The ant is small.”

“The ant…”, this one, “…is small.”

“The ant…”, this one, “…is small.”

Okay, and the last one.

Okay, and the last one.

“It’s the moon.”

“It's the moon.”

I have to say, “the moon”  because there’s only one moon.

I have to say, “the moon” because there's only one moon.

I cannot say, “a moon”.

I cannot say, “a moon”.

“It’s the moon.

“It's the moon.

The moon…”, only one, “…is round.”

The moon…”, only one, “…is round.”

Okay.

Let’s look at some more examples.

D'accord.

Let's look at some more examples.

Okay, we have some more examples,

Okay, we have some more examples,

but this time I want you to think about  whether we should put ‘a’, ‘an’ or ‘the’.

but this time I want you to think about whether we should put 'a', 'an' or 'the'.

Okay.

D'accord.

So, “I see ____ desk and ___ chair.”

So, “I see ____ desk and ___ chair.”

We don’t know which desk and chair.

We don't know which desk and chair.

And it’s the first time I’m talking about them.

And it's the first time I'm talking about them.

So, we have to put ‘a’.

So, we have to put 'a'.

“I see a desk and a chair.”

“I see a desk and a chair.”

The next one.

The next one.

“I see ____ octopus.”

“I see ____ octopus.”

Okay, this is the same.

Okay, this is the same.

It’s the first time I’m  talking about this octopus.

It's the first time I'm talking about this octopus.

So, do I put ‘a’ or ‘an’?

So, do I put 'a' or 'an'?

Well here we have the vowel ‘o’.

Well here we have the vowel 'o'.

So we have to put “‘an’ octopus”.

So we have to put “'an' octopus”.

“I see an octopus.”

“I see an octopus.”

Okay, the next one.

Okay, the next one.

“It’s ___ pen.”

“It's ___ pen.”

Okay, it’s the same.

Okay, it's the same.

It’s the first time, so I say, “a pen”.

It's the first time, so I say, “a pen”.

Now, I’m talking about the  pen for the second time.

Now, I'm talking about the pen for the second time.

So I say, “The pen is red.”

So I say, “The pen is red.”

Okay, I’m talking about this one.

Okay, I'm talking about this one.

So I say, “the”.

So I say, “the”.

Okay, similarly…

Okay, similarly…

“She is ____ girl.”

“She is ____ girl.”

What do I say?

What do I say?

“a girl.”

“a girl.”

We’re talking about her for the first time.

We're talking about her for the first time.

Okay.

And now we’re talking about this girl again, for the second time.

D'accord.

And now we're talking about this girl again, for the second time.

So, I have to say, “The girl is pretty.”

So, I have to say, “The girl is pretty.”

And the last example.

And the last example.

“I can see ___ sky.”

“I can see ___ sky.”

Now, we only have one sky.

Now, we only have one sky.

Right…

So, if there’s only one and only, we have to put the article ‘the’.

Right…

So, if there's only one and only, we have to put the article 'the'.

“I can see the sky.”

“I can see the sky.”

Okay.

D'accord.

So in this video, we talked about the articles ‘a’, ‘an’ and ‘the’.

So in this video, we talked about the articles 'a', 'an' and 'the'.

I hope you understand, and  I’ll see you in the next video.

I hope you understand, and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to talk about the prepositions: in, on and under.

In this video, we're going to talk about the prepositions: in, on and under.

Now, we use prepositions to  show ‘where’ something is.

Now, we use prepositions to show 'where' something is.

So, let’s take a look at the board.

So, let's take a look at the board.

Okay, now in this picture, we have a cat.

Okay, now in this picture, we have a cat.

Okay, and we’re talking about this specific cat, so we have to say, “the cat”.

Okay, and we're talking about this specific cat, so we have to say, “the cat”.

Okay. “…is in the box.”

D'accord. “…is in the box.”

Okay.

The preposition is ‘in’.

D'accord.

The preposition is 'in'.

“He’s ‘in’ the box.” “…’in’ the box.”

“He's 'in' the box.” “…'in' the box.”

Okay.

And the next one.

D'accord.

And the next one.

“The cat is on…”

“The cat is on…”

The preposition ‘on’… “the chair”.

The preposition 'on'… “the chair”.

“He’s on the chair.”

“He's on the chair.”

Okay.

D'accord.

And the next one.

And the next one.

“The cat is ‘under’…

“The cat is 'under'…

’under’ the table.”

'under' the table.”

“…’under’ the table.”

“…'under' the table.”

Okay.

D'accord.

Let’s look at the next one.

Let's look at the next one.

Now we have plural nouns.

Now we have plural nouns.

“The apples ‘are’…”

“The apples 'are'…”

Okay. “…in the box.”

Okay. “…in the box.”

Again, the apples are “…’in’ the box.”

Again, the apples are “…'in' the box.”

Okay.

D'accord.

Next, “The apples are ‘on’ the chair.”

Next, “The apples are 'on' the chair.”

And last.

And last.

“The apples are ‘under’….’under’ the table.”

“The apples are 'under'….'under' the table.”

Okay, let’s look at some more examples.

Okay, let's look at some more examples.

Okay, let’s look at some pictures to help us understand the prepositions:

Okay, let's look at some pictures to help us understand the prepositions:

in, on, and under.

in, on, and under.

I’m going to ask you some questions.

I'm going to ask you some questions.

I want you to think about  which one you should use.

I want you to think about which one you should use.

Okay.

D'accord.

“Where is the dog?”

“Where is the dog?”

“Where is the dog?”

“Where is the dog?”

“The dog is ‘in’ the doghouse.

“The dog is 'in' the doghouse.

You should use the preposition ‘in’.

You should use the preposition 'in'.

“The dog is ‘in’ the doghouse.

“The dog is 'in' the doghouse.

“Where is the man?”

“Where is the man?”

“Where is the man?”

“Where is the man?”

“The man is ‘under’ the umbrella.”

“The man is 'under' the umbrella.”

“The man is ‘under’ the umbrella.”

“The man is 'under' the umbrella.”

And last.

And last.

“Where are the girls?”

“Where are the girls?”

“Where are the girls?”

“Where are the girls?”

“The girls are ‘on’ the bridge.”

“The girls are 'on' the bridge.”

“The girls are ‘on’ the bridge.”

“The girls are 'on' the bridge.”

Okay.

D'accord.

Let’s look at some more examples.

Let's look at some more examples.

Now, we’re going to practice asking and answering questions using: in, on and under.

Now, we're going to practice asking and answering questions using: in, on and under.

First, let’s take a look at this picture.

First, let's take a look at this picture.

Here we have a rabbit, a chair  and one, two, three snakes.

Here we have a rabbit, a chair and one, two, three snakes.

Okay.

D'accord.

So, I will ask a question using in, on or under.

So, I will ask a question using in, on or under.

I want you to think.

I want you to think.

Is the answer, “Yes, it is.”

Is the answer, “Yes, it is.”

or “No, it isn’t.”

or “No, it isn't.”

Okay.

D'accord.

Let’s start with the rabbit.

Let's start with the rabbit.

“Is the rabbit under the chair?”

“Is the rabbit under the chair?”

“No, it isn’t.”

“No, it isn't.”

“Is the rabbit in the chair?”

“Is the rabbit in the chair?”

“No, it isn’t.”

“No, it isn't.”

“Is the rabbit on the chair?” “…on the chair?”

“Is the rabbit on the chair?” “…on the chair?”

“Yes, it is.”

“Yes, it is.”

Okay.

D'accord.

Now, we’re going to move on to the snakes.

Now, we're going to move on to the snakes.

Now, there are…there are more than one, right, so it’s plural, so we say,

Now, there are…there are more than one, right, so it's plural, so we say,

“Are the snakes…” with an ‘s’.

“Are the snakes…” with an 's'.

Okay.

So again, think.

D'accord.

So again, think.

Is the answer, “Yes, they are.”

Is the answer, “Yes, they are.”

or “No, they aren’t.”

or “No, they aren't.”

“Are the snakes in the chair?”

“Are the snakes in the chair?”

“No, they aren’t.”

“No, they aren't.”

“Are the snakes on the chair?”

“Are the snakes on the chair?”

“No, they aren’t.”

“No, they aren't.”

“Are the snakes under the chair?”

“Are the snakes under the chair?”

“Yes, they are.”

“Yes, they are.”

Okay, how did you do?

Okay, how did you do?

I hope you guys understand how to use the 

I hope you guys understand how to use the

prepositions; in, on and under  after watching this video.

prepositions; in, on and under after watching this video.

Thanks for joining and I’ll see you next time.

Thanks for joining and I'll see you next time.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going  to talk about adjectives.

In this video, we're going to talk about adjectives.

Now, we use adjectives to  describe nouns or things.

Now, we use adjectives to describe nouns or things.

Okay, we can describe its size, its color, its shape or other things like that.

Okay, we can describe its size, its color, its shape or other things like that.

Okay.

So let’s take a look at the board.

D'accord.

So let's take a look at the board.

The first noun we’re going to use is ‘marker’.

The first noun we're going to use is 'marker'.

“It’s a marker.”

“It's a marker.”

Now, I want to use an adjective  to describe the color.

Now, I want to use an adjective to describe the color.

I'm going to say, “It’s a ‘black’ marker.”

I'm going to say, “It's a 'black' marker.”

‘Black’ is the adjective.

'Black' is the adjective.

Now notice, I have to put the adjective after the article ‘a’, but before the noun ‘marker’.

Now notice, I have to put the adjective after the article 'a', but before the noun 'marker'.

“It’s a black marker.”

“It's a black marker.”

Now, I can use another  adjective to describe its size.

Now, I can use another adjective to describe its size.

“It’s a long marker.”

“It's a long marker.”

Okay.

D'accord.

Let’s try the next one.

Let's try the next one.

Here we have a bird.

Here we have a bird.

So, “It’s a bird.”

So, “It's a bird.”

Okay.

I want to use another adjective  to describe the color.

D'accord.

I want to use another adjective to describe the color.

So, I’m going to say, “It’s a blue bird.”

So, I'm going to say, “It's a blue bird.”

Again, you have to put the adjective after the article, before the noun.

Again, you have to put the adjective after the article, before the noun.

I can also describe its size.

I can also describe its size.

“It’s a small bird.”

“It's a small bird.”

‘Small’ is another adjective.

'Small' is another adjective.

Now, at the last part, we have some apples.

Now, at the last part, we have some apples.

Three apples.

Three apples.

Okay, remember, when we have more than one noun, it’s called a plural noun.

Okay, remember, when we have more than one noun, it's called a plural noun.

So, we have to say, “They’re apples.”, with an ‘s’.

So, we have to say, “They're apples.”, with an 's'.

“They’re apples.”

I want to use the adjective ‘red’ to describe the color of these apples.

“They're apples.”

I want to use the adjective 'red' to describe the color of these apples.

So, I’m going to say, “They’re red apples.”

So, I'm going to say, “They're red apples.”

Okay.

D'accord.

Here, there’s no article.

Here, there's no article.

There’s no ‘a’.

There's no 'a'.

That’s because there’s more than one.

That's because there's more than one.

“They’re red apples.”

“They're red apples.”

So, I just have to put the adjective before the noun that it’s describing.

So, I just have to put the adjective before the noun that it's describing.

“They’re red apples.”

“They're red apples.”

Okay, let’s move on to some more examples.

Okay, let's move on to some more examples.

Okay. Now we’re going to  practice asking and answering 

D'accord. Now we're going to practice asking and answering

questions using adjectives.

questions using adjectives.

Okay.

D'accord.

So, we have a man here.

So, we have a man here.

I want to ask, “Is he a small man?”

I want to ask, “Is he a small man?”

Okay.

D'accord.

We have the adjective ‘small’.

We have the adjective 'small'.

Notice, even in a question,

Notice, even in a question,

we have to put the adjective after  the article and before the noun.

we have to put the adjective after the article and before the noun.

“Is he a small man?”

“Is he a small man?”

Well, let’s take a look at this picture.

Well, let's take a look at this picture.

The answer is, “No, he’s a _____ man.”

The answer is, “No, he's a _____ man.”

We need another adjective.

We need another adjective.

He’s not a small man.

He's not a small man.

So, we have to say “No, he’s a…

So, we have to say “No, he's a…

big man.”

big man.”

Okay.

D'accord.

We’re going to use the adjective ‘big’.

We're going to use the adjective 'big'.

Okay, let’s look at the next one.

Okay, let's look at the next one.

“Is it a _____ table?”

“Is it a _____ table?”

The answer is “Yes, it is.”

The answer is “Yes, it is.”

We need an adjective to describe color, shape or size or something.

We need an adjective to describe color, shape or size or something.

Well, we can’t really describe the color.

Well, we can't really describe the color.

So, I think we should try the shape.

So, I think we should try the shape.

Okay.

D'accord.

Well, “Is it a….

Well, “Is it a….

round table?”

round table?”

And the answer is “Yes, it is.”

And the answer is “Yes, it is.”

Okay, and last, we have two dresses.

Okay, and last, we have two dresses.

Okay. So that means the noun is plural.

D'accord. So that means the noun is plural.

In that case, for the  questions, we begin with ‘are’.

In that case, for the questions, we begin with 'are'.

“Are they red dresses?”

“Are they red dresses?”

Okay, the adjective is ‘red’.

Okay, the adjective is 'red'.

But, “Are they red dresses?”

But, “Are they red dresses?”

“No, they’re…

“No, they're…

blue dresses.”

blue dresses.”

Okay.

D'accord.

“No, they’re…blue dresses.”

“No, they're…blue dresses.”

Okay.

D'accord.

So, in this video, we learned about adjectives.

So, in this video, we learned about adjectives.

I hope you guys understand.

I hope you guys understand.

And I’ll see you in the next video.

And I'll see you in the next video.

Bye.

Au revoir.

This is a check-up video for articles,  prepositions, and adjectives.

This is a check-up video for articles, prepositions, and adjectives.

I’ve written some sentences on the board.

I've written some sentences on the board.

Let’s try to finish them together.

Let's try to finish them together.

Okay.

D'accord.

The first sentence says, “It’s __ ___umbrella.”

The first sentence says, “It's __ ___umbrella.”

Okay.

D'accord.

We have the noun.

We have the noun.

We need an article and an  adjective to describe the umbrella.

We need an article and an adjective to describe the umbrella.

Okay.

So here it is.

D'accord.

So here it is.

Let’s describe the color.

Let's describe the color.

Okay.

D'accord.

We would say ‘black’.

We would say 'black'.

Remember, the adjective comes before the noun.

Remember, the adjective comes before the noun.

Now we need an article.

Now we need an article.

And the correct article is ‘a’.

And the correct article is 'a'.

“It’s a black umbrella.”

“It's a black umbrella.”

Okay.

D'accord.

Next, “It’s ___ ___ ___.”

Next, “It's ___ ___ ___.”

We have three blanks.

We have three blanks.

Here, we have the noun ‘ant’.

Here, we have the noun 'ant'.

So, we’re going to put that at the end.

So, we're going to put that at the end.

Okay.

D'accord.

Let’s use the adjective ugly.

Let's use the adjective ugly.

Okay.

Remember, again, the adjective  comes before the noun.

D'accord.

Remember, again, the adjective comes before the noun.

“…ugly ant.”

“…ugly ant.”

“It’s __ ugly ant.”

“It's __ ugly ant.”

We need an article.

We need an article.

Should we use ‘a’ or ‘an’?

Should we use 'a' or 'an'?

Well, ‘ugly’ starts with the vowel ‘u’, so we have to say ‘an’.

Well, 'ugly' starts with the vowel 'u', so we have to say 'an'.

“It’s an ugly ant.”

“It's an ugly ant.”

Next.

Suivant.

“It’s __ __ __.”

“It's __ __ __.”

Okay.

D'accord.

We have the noun ‘car’.

We have the noun 'car'.

So, we put that at the end.

So, we put that at the end.

Again, let’s use an adjective  that describes the color.

Again, let's use an adjective that describes the color.

Let’s use ‘blue’.

Let's use 'blue'.

Okay.

D'accord.

What article should we use?

What article should we use?

We have to say “a”.

We have to say “a”.

“It’s a blue car.”

“It's a blue car.”

Okay, and last.

Okay, and last.

“I __ ___ nice girl.”

“I __ ___ nice girl.”

That’s me.

That's me.

We have the noun ‘girl’…and the adjective ‘nice’.

We have the noun 'girl'…and the adjective 'nice'.

So, we need the article.

So, we need the article.

We’re going to say “a”.

We're going to say “a”.

Now, we’re missing one more thing.

Now, we're missing one more thing.

We need the ‘be’ verb ‘am’.

We need the 'be' verb 'am'.

“I am a nice girl.”

“I am a nice girl.”

Okay, let’s move on to the next part.

Okay, let's move on to the next part.

Okay, let’s continue with the checkup.

Okay, let's continue with the checkup.

Here’s a picture.

Here's a picture.

Okay.

D'accord.

Look at it carefully.

Look at it carefully.

“What is it?”

"Qu'est-ce que c'est?"

“What is it?”

"Qu'est-ce que c'est?"

“It’s __ banana.”

“It's __ banana.”

We need an article here.

We need an article here.

And it’s the first time I’m talking about this, so we’re going to say “a”.

And it's the first time I'm talking about this, so we're going to say “a”.

“It’s a banana.”

“It's a banana.”

“Where is ___ banana?”

“Where is ___ banana?”

Now, you know, I’m talking about this one.

Now, you know, I'm talking about this one.

It’s specific.

It's specific.

So, I’m going to use the article ‘the’.

So, I'm going to use the article 'the'.

“Where is the banana?”

“Where is the banana?”

Okay. And now, let’s think about the preposition.

D'accord. And now, let's think about the preposition.

“It’s __ the chair.”

“It's __ the chair.”

We need to use the preposition ‘on’.

We need to use the preposition 'on'.

“It’s on the chair.”

“It's on the chair.”

Okay.

Let’s move on.

D'accord.

Let's move on.

“What are they?”

“What are they?”

Okay.

D'accord.

“They’re ____ oranges.”

“They're ____ oranges.”

Okay.

We have more than one.

D'accord.

We have more than one.

That’s why we said, “They are…they’re” and “oranges” …with an ‘s’.

That's why we said, “They are…they're” and “oranges” …with an 's'.

Okay.

D'accord.

Can we use ‘the’?

Can we use 'the'?

No, you don’t know what oranges I’m talking about because it’s the first time I said

No, you don't know what oranges I'm talking about because it's the first time I said

anything about them.

anything about them.

Then, can I use ‘a’ or ‘an’?

Then, can I use 'a' or 'an'?

No, ‘a’ or ‘an’ is used for any one thing.

No, 'a' or 'an' is used for any one thing.

So here we do not need any article.

So here we do not need any article.

“They’re oranges.”

“They're oranges.”

“What are they?”

“They’re oranges.”

“What are they?”

“They're oranges.”

Okay.

D'accord.

“Where __ __ oranges?”

“Where __ __ oranges?”

Okay.

D'accord.

Now, again, you know I’m talking about these specific oranges, so we use ‘the’.

Now, again, you know I'm talking about these specific oranges, so we use 'the'.

“Where __ the oranges?”

“Where __ the oranges?”

Okay, remember, when you ask a question with plural, you need ‘are’.

Okay, remember, when you ask a question with plural, you need 'are'.

“Where are the oranges?”

“Where are the oranges?”

Okay.

D'accord.

Now, let’s think about the preposition.

Now, let's think about the preposition.

“They’re ___ the chair.”

“They're ___ the chair.”

Okay.

The preposition we need is ‘under’.

D'accord.

The preposition we need is 'under'.

Okay.

D'accord.

They’re not ‘on’, “they’re ‘under’ the chair.”

They're not 'on', “they're 'under' the chair.”

Okay, let’s move on to the last part.

Okay, let's move on to the last part.

Okay, let’s continue with the checkup.

Okay, let's continue with the checkup.

Now, we have two short stories here.

Now, we have two short stories here.

You have to help me find the mistakes.

You have to help me find the mistakes.

The first sentence says, “It’s snake.”

The first sentence says, “It's snake.”

Well, we’re missing an article.

Well, we're missing an article.

Okay.

D'accord.

And that article is ‘a’.

And that article is 'a'.

“It’s a snake.”

“It's a snake.”

Okay.

D'accord.

“It’s blue a snake.”

“It's blue a snake.”

Can you find the mistake?

Can you find the mistake?

Okay.

D'accord.

Remember, the adjective ‘blue’ has to go between the article and the noun.

Remember, the adjective 'blue' has to go between the article and the noun.

So, we have to move the article to the front.

So, we have to move the article to the front.

“It’s a blue snake.”

“It's a blue snake.”

That is the correct answer.

That is the correct answer.

“It’s a blue snake.”

“It's a blue snake.”

Okay, the next one.

Okay, the next one.

“The snake under the box.”

“The snake under the box.”

It sounds right.

It sounds right.

“The snake under the box.”,

“The snake under the box.”,

but we forgot the ‘be’ verb.

but we forgot the 'be' verb.

“The snake is under the box.”

“The snake is under the box.”

Okay, let’s move on to the next story.

Okay, let's move on to the next story.

“It’s a octopus.”

“It's a octopus.”

Okay, we have an article, but octopus starts with the vowel ‘o’.

Okay, we have an article, but octopus starts with the vowel 'o'.

So, we have to use ‘an’.

So, we have to use 'an'.

“It’s an octopus.”

“It's an octopus.”

“An octopus is big.”

“An octopus is big.”

Hmmm…

Hmmm…

This one’s a little bit hard.

This one's a little bit hard.

But remember, we’re talking about the same octopus.

But remember, we're talking about the same octopus.

So now, this octopus is specific.

So now, this octopus is specific.

So, we have to change the article ‘an’ to ‘the’.

So, we have to change the article 'an' to 'the'.

“The octopus is big.”

“The octopus is big.”

The octopus from the first sentence.

The octopus from the first sentence.

Last, “The octopus are under the chair.”

Last, “The octopus are under the chair.”

What’s the mistake?

What's the mistake?

“The octopus…”

“The octopus…”

There’s only one.

There's only one.

So, we don’t use ‘are’, we have to say “is”.

So, we don't use 'are', we have to say “is”.

“The octopus is under the chair.”

“The octopus is under the chair.”

Okay.

D'accord.

So that was our checkup for articles,  prepositions and adjectives.

So that was our checkup for articles, prepositions and adjectives.

I hope you guys understand better and I’ll see you in the next video.

I hope you guys understand better and I'll see you in the next video.

Thank you.

Bye.

Merci.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going  to learn ‘have’ and ‘has’.

In this video, we're going to learn 'have' and 'has'.

Now we use ‘have’ or ‘has’ to show possession.

Now we use 'have' or 'has' to show possession.

To show something belongs to you.

To show something belongs to you.

Okay.

D'accord.

So, let’s take a look at the board.

So, let's take a look at the board.

Okay.

D'accord.

When you’re talking about ‘you’, or me, we say, “I have…”

When you're talking about 'you', or me, we say, “I have…”

Okay.

Okay.

If something belongs to a boy or man, we say, “He has…”

If something belongs to a boy or man, we say, “He has…”

For a girl or a woman.

For a girl or a woman.

“She has…”

“She has…”

For an animal or thing.

For an animal or thing.

“It has…”

“It has…”

For you, “You have…”

For you, “You have…”

For us.

For us.

Me and some other people.

Me and some other people.

We say, “We have…”

We say, “We have…”

Okay, and some other people.

Okay, and some other people.

“They have…”

“They have…”

Okay.

Okay.

This is very easy, you just have to remember it.

This is very easy, you just have to remember it.

Okay.

D'accord.

So, let’s practice with these pictures.

So, let's practice with these pictures.

Here we have a rabbit…

Here we have a rabbit…

and a carrot.

and a carrot.

So, which one do we have to use?

So, which one do we have to use?

Well, a rabbit is an animal.

Well, a rabbit is an animal.

So, we have to use ‘it’.

So, we have to use 'it'.

“It has a carrot.”

“It has a carrot.”

Again, “It has a carrot.”

Again, “It has a carrot.”

Now, in this picture, we have two ants.

Now, in this picture, we have two ants.

Okay.

D'accord.

So, for two things we have to use ‘they’.

So, for two things we have to use 'they'.

Okay.

D'accord.

So, here are two ants and an apple.

So, here are two ants and an apple.

So, we’re going to say, “They have an apple.”

So, we're going to say, “They have an apple.”

“They have an apple.”

“They have an apple.”

Okay, let’s move on to some more practice.

Okay, let's move on to some more practice.

Let’s do some practice together.

Let's do some practice together.

You have to think about if we should use ‘have’ or ‘has’ in the blanks.

You have to think about if we should use 'have' or 'has' in the blanks.

Okay.

D'accord.

So, let’s look at the first one.

So, let's look at the first one.

“The girl ‘blank’ long hair.”

“The girl 'blank' long hair.”

Okay.

D'accord.

Now, ‘the girl’.

Now, 'the girl'.

We can we use instead of the girl?

We can we use instead of the girl?

We can say “she”.

We can say “she”.

“She” then what do we say?

“She” then what do we say?

“Has.”

“Has.”

“She has long hair.”

“She has long hair.”

Or…

“The girl has long hair.”

Or…

“The girl has long hair.”

It’s the same.

It's the same.

Okay.

D'accord.

The next one.

The next one.

“The boys…”

“The boys…”

Now, there’s an ‘s’ here.

Now, there's an 's' here.

That means there’s more than one boy.

That means there's more than one boy.

When we have more than one thing, what do we use?

When we have more than one thing, what do we use?

“They.”

“They.”

Okay.

D'accord.

“They…”

“They…”

Do we say ‘have’ or ‘has’?

Do we say 'have' or 'has'?

We have to say “have”.

We have to say “have”.

“They have caps.”

“They have caps.”

Or…

Or…

“The boys have caps.”

“The boys have caps.”

Okay, the next one’s easier.

Okay, the next one's easier.

“I…”

“I…”

When we have ‘I’, we say “have”.

When we have 'I', we say “have”.

“I have a friend.”

“I have a friend.”

Okay, the next one is also easy.

Okay, the next one is also easy.

“He…”

“He…”

“He ‘blank’ an umbrella.”

“He 'blank' an umbrella.”

What do we have to use?

What do we have to use?

“Has.”

“Has.”

“He has an umbrella.”

“He has an umbrella.”

Okay, the next one says, “The dog ‘blank’ a bone.”

Okay, the next one says, “The dog 'blank' a bone.”

“The dog…”

“The dog…”

What do we use for animals?

What do we use for animals?

“It.”

“It.”

“It…

“It…

has a bone.”

has a bone.”

Or… “The dog has a bone.”

Or… “The dog has a bone.”

And last.

And last.

“My mother and I ‘blank’ a car.”

“My mother and I 'blank' a car.”

Okay, this one’s tricky.

Okay, this one's tricky.

“My mother and I…”

“My mother and I…”

We have to say “we”.

We have to say “we”.

“We…have…a car.”

“We…have…a car.”

“My mother and I have a car.”

“My mother and I have a car.”

Okay.

D'accord.

So, I hope you understand how to use ‘have’ and ‘has’.

So, I hope you understand how to use 'have' and 'has'.

And I’ll see you in the next video.

And I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to learn negatives with ‘have’ and ‘has’.

In this video, we're going to learn negatives with 'have' and 'has'.

Now this also pretty easy.

Now this also pretty easy.

You just have to remember everything that I wrote.

You just have to remember everything that I wrote.

Okay.

D'accord.

So, let’s take a look at the board.

So, let's take a look at the board.

Okay, first, for ‘I’, we use, “I don’t have…”

Okay, first, for 'I', we use, “I don't have…”

Remember, ‘don’t’ is a contraction for ‘do not’.

Remember, 'don't' is a contraction for 'do not'.

“I don’t have…”

“I don't have…”

For ‘he, ‘she’ and ‘it’, we use ‘doesn’t have’.

For 'he, 'she' and 'it', we use 'doesn't have'.

‘Doesn’t’ is a contraction for ‘does not’.

'Doesn't' is a contraction for 'does not'.

“He doesn’t have…”

“He doesn't have…”

“She doesn’t have…”

“She doesn't have…”

“It doesn’t have…”

“It doesn't have…”

Now on the bottom.

Now on the bottom.

For ‘you’, ‘we’, ‘they’, it’s the same as ‘I’.

For 'you', 'we', 'they', it's the same as 'I'.

We use ‘don’t have’.

We use 'don't have'.

“You don’t have…”

“You don't have…”

“We don’t have…” and “They don’t have…”

“We don't have…” and “They don't have…”

So, let’s look at these pictures.

So, let's look at these pictures.

Remember, we have a rabbit and a carrot.

Remember, we have a rabbit and a carrot.

So, we said, “It has a carrot.”

So, we said, “It has a carrot.”

Okay, but, we’re doing  negatives, so we have to say,

Okay, but, we're doing negatives, so we have to say,

“It doesn’t have a cake.”

“It doesn't have a cake.”

“It doesn’t have a cake.”

“It doesn't have a cake.”

Okay.

D'accord.

Now here, we have the ants and an apple.

Now here, we have the ants and an apple.

So, we said, “They have an apple.”

So, we said, “They have an apple.”

Okay.

D'accord.

But for this banana here, we have to say, “They don’t have a banana.”

But for this banana here, we have to say, “They don't have a banana.”

“They don’t have a banana.”

“They don't have a banana.”

Okay, let’s move on to some more practice.

Okay, let's move on to some more practice.

Now let’s try this practice with the negatives ‘doesn’t have’ and ‘don’t have’ together.

Now let's try this practice with the negatives 'doesn't have' and 'don't have' together.

Now this is a little easy because we know that the second word is have.

Now this is a little easy because we know that the second word is have.

All you have to think is should  we use ‘doesn’t’ or ‘don’t’.

All you have to think is should we use 'doesn't' or 'don't'.

Okay.

D'accord.

So, I’m just going to put ‘have’ her first.

So, I'm just going to put 'have' her first.

Okay.

D'accord.

“She ‘blank’ have short hair.”

“She 'blank' have short hair.”

Should we use ‘don’t’ or ‘doesn’t’?

Should we use 'don't' or 'doesn't'?

If you remember, for ‘she’, we use ‘doesn’t’.

If you remember, for 'she', we use 'doesn't'.

“She doesn’t have short hair.”

“She doesn't have short hair.”

Okay.

D'accord.

And again, I’m going to put ‘have’ first.

And again, I'm going to put 'have' first.

This is easy.

This is easy.

‘He’ and ‘she’ we both use ‘doesn’t’.

'He' and 'she' we both use 'doesn't'.

“He doesn’t have an umbrella.”

“He doesn't have an umbrella.”

Okay.

D'accord.

How about for ‘I’?

How about for 'I'?

“I doesn’t have….”

“I doesn't have….”

Or “I don’t have…”?

Or “I don't have…”?

The correct answer is ‘don’t’.

The correct answer is 'don't'.

“I don’t have a wife.”

“I don't have a wife.”

“People…”

“People…”

Remember, if we have more than one person, animal and thing, we have to think of ‘they’.

Remember, if we have more than one person, animal and thing, we have to think of 'they'.

For ‘they’, do we use ‘don’t’ or ‘doesn’t’?

For 'they', do we use 'don't' or 'doesn't'?

Do you remember?

Do you remember?

The correct answer is ‘don’t’.

The correct answer is 'don't'.

“People don’t have manners.”

“People don't have manners.”

Okay.

D'accord.

Next.

Suivant.

“We…”

“We…”

“We ‘blank’ have money.”

“We 'blank' have money.”

Should we put ‘doesn’t’ or ‘don’t’?

Should we put 'doesn't' or 'don't'?

The correct answer is ‘don’t’.

The correct answer is 'don't'.

“We don’t have money.”

“We don't have money.”

Okay, and the last one.

Okay, and the last one.

“A snake…”

“A snake…”

A snake is an animal.

A snake is an animal.

What do we use for an animal?

What do we use for an animal?

“It.”

“It.”

“It…”

“It…”

What should we put here?

What should we put here?

“It…doesn’t…have legs.”

“It…doesn't…have legs.”

Okay, so that was our practice the negatives ‘don’t have’ and ‘doesn’t have’.

Okay, so that was our practice the negatives 'don't have' and 'doesn't have'.

I hope you understand, and I’ll see you in the next video.

I hope you understand, and I'll see you in the next video.

Bye.

Au revoir.

Hi, everybody.

Salut tout le monde.

In this video, we’re going to learn how to ask questions using ‘have’.

In this video, we're going to learn how to ask questions using 'have'.

Okay, let’s look at the board.

Okay, let's look at the board.

When we are talking about ‘he’, ‘she’ or ‘it’,

When we are talking about 'he', 'she' or 'it',

the question always begins with ‘does’.

the question always begins with 'does'.

After the pronoun, we have ‘have’.

After the pronoun, we have 'have'.

So, we say, “Does he have…”

So, we say, “Does he have…”

“Does she have…”

“Does she have…”

“Does it have…”

“Does it have…”

Now, let’s practice with this question and let’s look at the two answers.

Now, let's practice with this question and let's look at the two answers.

Okay.

D'accord.

“Does he have a friend?”

“Does he have a friend?”

If the answer is ‘yes’, we say “yes”,

If the answer is 'yes', we say “yes”,

in the blank, we match… this has to be the same.

in the blank, we match… this has to be the same.

“Yes, he does.”

“Yes, he does.”

If the answer is ‘no’.

If the answer is 'no'.

“No, he doesn’t.”

“No, he doesn't.”

“Does he have a friend?”

“Does he have a friend?”

“Yes, she does.”

“Yes, she does.”

“No, she doesn’t.”

“No, she doesn't.”

“Does it have a friend?”

“Does it have a friend?”

“Yes, it does.”

“Yes, it does.”

“No, it doesn’t.”

“No, it doesn't.”

Okay, so remember ‘does…have’.

Okay, so remember 'does…have'.

Now, when we use ‘you’, ‘we’, ‘they’, we use ‘do’ in the front.

Now, when we use 'you', 'we', 'they', we use 'do' in the front.

And ‘have’ after.

And 'have' after.

“Do you have a friend?”

“Do you have a friend?”

“Do we have a friend?”

“Do we have a friend?”

“Do they have a friend?”

“Do they have a friend?”

Okay.

And again, we have two answers.

D'accord.

And again, we have two answers.

We finish with ‘do’ or ‘don’t’.

We finish with 'do' or 'don't'.

So, “Do you have a friend?”

So, “Do you have a friend?”

“Yes, I do.”

“Yes, I do.”

Right, the question is asking ‘you’, so, you say “I do.”

Right, the question is asking 'you', so, you say “I do.”

Or, “No, I don’t.”

Or, “No, I don't.”

“Do we have a friend?”

“Do we have a friend?”

“Yes, we do.”

“Yes, we do.”

Or, “No, we don’t.”

Or, “No, we don't.”

And last.

And last.

“Do they have a friend?”

“Do they have a friend?”

“Yes, they do.”

“Yes, they do.”

“No, they don’t.”

“No, they don't.”

Okay, let’s move on to some more practice.

Okay, let's move on to some more practice.

Alright, let’s try this practice together.

Alright, let's try this practice together.

I know it looks hard, but I’m going to help you.

I know it looks hard, but I'm going to help you.

Okay.

D'accord.

So let’s look at the first practice.

So let's look at the first practice.

It’s a question.

It's a question.

Okay, so remember when we ask a question, we begin with ‘do’ or ‘does’.

Okay, so remember when we ask a question, we begin with 'do' or 'does'.

Okay.

D'accord.

We have ‘she’.

We have 'she'.

Well, remember for all questions we use ‘have’.

Well, remember for all questions we use 'have'.

In the front, should we use ‘does’ or ‘do’?

In the front, should we use 'does' or 'do'?

The answer is ‘does’.

The answer is 'does'.

“Does she have a dress?”

“Does she have a dress?”

When we answer, “Yes…”

When we answer, “Yes…”

What do we put here?

What do we put here?

Remember, we put the pronoun ‘she’.

Remember, we put the pronoun 'she'.

And the answer ‘does’.

And the answer 'does'.

“Yes, she does.”

“Yes, she does.”

The next one.

The next one.

We have ‘they’.

We have 'they'.

Okay, ‘have’ is again the same.

Okay, 'have' is again the same.

“…have a bicycle?”

“…have a bicycle?”

Okay, what goes in the front?

Okay, what goes in the front?

For ‘they’, we use ‘do’.

For 'they', we use 'do'.

“Do they have a bicycle?”

“Do they have a bicycle?”

This time the answer is negative.

This time the answer is negative.

“No, they….”

“No, they….”

What do we put here?

What do we put here?

It doesn’t make sense to say, “do”.

It doesn't make sense to say, “do”.

Right?

“No, they do.”

À droite?

“No, they do.”

That’s wrong.

That's wrong.

It’s a negative.

It's a negative.

We have to say, “No, they don’t.”

We have to say, “No, they don't.”

“No, they do not.”

“No, they do not.”

Okay, and again, we have ‘have’ over here.

Okay, and again, we have 'have' over here.

“It…”

“It…”

Which one, ‘do’ or ‘does’?

Which one, 'do' or 'does'?

The answer is ‘does’.

The answer is 'does'.

“Does it have a ball?”

“Does it have a ball?”

Again, the answer is negative.

Again, the answer is negative.

“No, it…does not.”

“No, it…does not.”

or the contraction, “No, it doesn’t.”

or the contraction, “No, it doesn't.”

Okay.

So that was our practice for asking questions with ‘have’.

D'accord.

So that was our practice for asking questions with 'have'.

I hope you understand and I’ll  see you in the next video. 

I hope you understand and I'll see you in the next video.

This is a checkup video for 'have', 'has', 'don't have', 'doesn't have'

This is a checkup video for 'have', 'has', 'don't have', 'doesn't have'

and questions with 'have'.

and questions with 'have'.

Let's take a look at the board.

Let's take a look at the board.

Here, we have a picture of a dog and a ball.

Here, we have a picture of a dog and a ball.

And this ball belongs to this dog.

And this ball belongs to this dog.

So let's make a sentence about this picture.

So let's make a sentence about this picture.

Ok...

The dog is an animal.

Ok...

The dog is an animal.

So, we have to use 'it'.

So, we have to use 'it'.

Ok...

Ok...

With 'it', do we use 'have' or 'has'?

With 'it', do we use 'have' or 'has'?

We have to use 'has'.

We have to use 'has'.

"It has a ball."

"It has a ball."

Now, there's a hat, but it says "no".

Now, there's a hat, but it says "no".

It's negative.

It's negative.

So, "It..."

So, "It..."

Remember, for negative, we always use 'have'.

Remember, for negative, we always use 'have'.

But what goes in the front?

But what goes in the front?

'Doesn't' or 'don't'?

'Doesn't' or 'don't'?

For 'it', we say "doesn't".

For 'it', we say "doesn't".

"It doesn't have a hat."

"It doesn't have a hat."

Next, we have a question.

Next, we have a question.

We use 'have'.

We use 'have'.

Remember, we have to put the pronoun over here.

Remember, we have to put the pronoun over here.

The same one.

The same one.

And we put 'does' or 'do' in the front.

And we put 'does' or 'do' in the front.

What do you think?

Qu'en penses-tu?

We have to say, "does".

We have to say, "does".

"Does it have a ball?"

"Does it have a ball?"

Well, "Does it have a ball?"

Well, "Does it have a ball?"

"Yes, it does."

"Yes, it does."

Let's move on to the next part.

Let's move on to the next part.

Here we have two people.

Here we have two people.

So, we're going to say "they".

So, we're going to say "they".

And a car...that belongs to them.

And a car...that belongs to them.

For 'they', we have to say "have".

For 'they', we have to say "have".

"They have a car."

"They have a car."

Here, there's a bus.

Here, there's a bus.

But, again, it says, "no".

But, again, it says, "no".

Negative.

Negative.

"They 'blank' 'blank' a bus."

"They 'blank' 'blank' a bus."

Again, for negative, we say "have".

Again, for negative, we say "have".

'Doesn't have' or 'don't have'?

'Doesn't have' or 'don't have'?

Which one is it?

Which one is it?

For 'don't'...uhh for 'they', we say,

For 'don't'...uhh for 'they', we say,

"They don't have a bus."

"They don't have a bus."

Ok, and we have a question.

Ok, and we have a question.

Well, again, we have to put the same pronoun.

Well, again, we have to put the same pronoun.

How about in the front?

How about in the front?

'Do' or 'does'?

'Do' or 'does'?

For 'they', we put 'do'.

For 'they', we put 'do'.

"Do they have a bus?"

"Do they have a bus?"

"Do they have a bus?"

"Do they have a bus?"

"No, they don't."

"No, they don't."

Ok, let's move on to some more practice.

Ok, let's move on to some more practice.

Ok, now for this practice, we have to find the mistakes in these sentences.

Ok, now for this practice, we have to find the mistakes in these sentences.

What's wrong with them?

What's wrong with them?

Ok...

Ok...

So, let's look at the first one.

So, let's look at the first one.

"They has two watches."

"They has two watches."

Hmmmm.

Hmmmm.

Remember, for 'they', we have  to use 'have', not 'has'.

Remember, for 'they', we have to use 'have', not 'has'.

"They have two watches."

"They have two watches."

The next one is a question.

The next one is a question.

"Does they have three watches?"

"Does they have three watches?"

Ok...

Ok...

Remember, when we start a question, we have to use 'do' or 'does'.

Remember, when we start a question, we have to use 'do' or 'does'.

Here we have 'does'.

Here we have 'does'.

But remember, for 'they', we begin with 'do'.

But remember, for 'they', we begin with 'do'.

"Do they have three watches?"

"Do they have three watches?"

And in the answer...

And in the answer...

"No, we don't."

"No, we don't."

What's wrong with this answer?

What's wrong with this answer?

Remember, the pronoun has to match.

Remember, the pronoun has to match.

It has to be the same.

It has to be the same.

"Do they have three watches?"

"Do they have three watches?"

"No, they don't."

"No, they don't."

Let's look at these.

Let's look at these.

"She have a dress."

"She have a dress."

Remember, for 'she', we use 'has'.

Remember, for 'she', we use 'has'.

"She has a dress."

"She has a dress."

How about in the question?

How about in the question?

"Do she have a hat?"

"Do she have a hat?"

Remember, we begin with 'do' or 'does', but for 'she', we should begin with 'does'.

Remember, we begin with 'do' or 'does', but for 'she', we should begin with 'does'.

"Does she have a hat?"

"Does she have a hat?"

And the answer.

And the answer.

"No, she do."

"No, she do."

Hmmm.

Hmmm.

'No' means it's negative.

'No' means it's negative.

So, we need a negative here.

So, we need a negative here.

Is it 'don't' or 'doesn't'?

Is it 'don't' or 'doesn't'?

"No, she..

"No, she..

doesn't." is the correct answer.

doesn't." is the correct answer.

Okay.

So that was our checkup.

D'accord.

So that was our checkup.

I hope you understand better.

I hope you understand better.

And I'll see you in the next video.

And I'll see you in the next video.

Hi, everybody.

Salut tout le monde.

I’m Esther. Welcome to  

I'm Esther. Welcome to

my English grammar course on the tenses. I’m going to teach you how to use the twelve  

my English grammar course on the tenses. I'm going to teach you how to use the twelve

tenses in the past, present, and future. It’s a great course, and there’s a lot of  

tenses in the past, present, and future. It's a great course, and there's a lot of

important information. So keep watching.

important information. So keep watching.

Hi, everybody.

Salut tout le monde.

My name is Esther.

My name is Esther.

I'm so excited to teach you the present simple tense in today's video.

I'm so excited to teach you the present simple tense in today's video.

Now this lesson can be a little difficult,

Now this lesson can be a little difficult,

so I'll do my best to keep it easy and fun for you.

so I'll do my best to keep it easy and fun for you.

My goal is for you to understand how and when to use this grammar by the end of the video.

My goal is for you to understand how and when to use this grammar by the end of the video.

Let's get started.

Let's get started.

Let's start with the first usage for the present simple tense.

Let's start with the first usage for the present simple tense.

The first usage is pretty easy.

The first usage is pretty easy.

We use it to talk about facts, truths, and generalizations.

We use it to talk about facts, truths, and generalizations.

Let's look at some examples.

Let's look at some examples.

‘The Sun is bright.’

'The Sun is bright.'

Now that's a fact.

Now that's a fact.

It doesn't change.

It doesn't change.

Everybody knows that the Sun is bright.

Everybody knows that the Sun is bright.

It was bright yesterday.

It was bright yesterday.

It's bright today.

It's bright today.

And it will be bright tomorrow.

And it will be bright tomorrow.

That makes it a fact.

That makes it a fact.

‘Pigs don't fly.’

'Pigs don't fly.'

That's also a fact.

That's also a fact.

Everybody knows that pigs don't fly.

Everybody knows that pigs don't fly.

‘Cats are better than dogs.’

'Cats are better than dogs.'

Now this you may not agree with.

Now this you may not agree with.

This is my truth.

This is my truth.

I'm making a generalization about cats and dogs in this example.

I'm making a generalization about cats and dogs in this example.

And finally, ‘It's cold in winter.’

And finally, 'It's cold in winter.'

This really depends on where you live, but for a lot of people, or let's say for

This really depends on where you live, but for a lot of people, or let's say for

most people, it is cold in the winter,

most people, it is cold in the winter,

so that's the truth for some people.

so that's the truth for some people.

Now let's look back and see what verb I used in the present simple tense.

Now let's look back and see what verb I used in the present simple tense.

For the first sentence, we have ‘is’.

For the first sentence, we have 'is'.

I use the ‘be’ verb ‘is’ to talk about the Sun.

I use the 'be' verb 'is' to talk about the Sun.

In the next sentence, I use the negative of do - ‘do not’

In the next sentence, I use the negative of do - 'do not'

And you'll notice I use the contraction and put these two words together to make it ‘don't’.

And you'll notice I use the contraction and put these two words together to make it 'don't'.

‘Cats are better than dogs.’

'Cats are better than dogs.'

I use the ‘be’ verb "are" to talk about cats because ‘cats’ is plural.

I use the 'be' verb "are" to talk about cats because 'cats' is plural.

And finally, it's cold and winter.

And finally, it's cold and winter.

Here I use the ‘be’ verb "is" again,

Here I use the 'be' verb "is" again,

but I use the contraction to combine ‘it’ and ‘is’

but I use the contraction to combine 'it' and 'is'

and made ‘it’s’.

and made 'it's'.

Let's move on to the next usage.

Let's move on to the next usage.

We also use the present simple tense to talk about habits and routines.

We also use the present simple tense to talk about habits and routines.

So things and actions that happen regularly.

So things and actions that happen regularly.

Let’s look at the examples.

Let's look at the examples.

‘I always eat lunch at noon.’

'I always eat lunch at noon.'

You'll notice I use the adverb ‘always’ because I'm talking about something that I

You'll notice I use the adverb 'always' because I'm talking about something that I

do regularly.

do regularly.

What is that?

Qu'est-ce que c'est?

‘Eat lunch at noon.’

'Eat lunch at noon.'

So I use the present simple tense.

So I use the present simple tense.

And here I use the verb ‘eat’.

And here I use the verb 'eat'.

‘I eat…’

'I eat…'

The second example says you play games every day.

The second example says you play games every day.

Do you see the clue that helps you know that this is something that happens regularly?

Do you see the clue that helps you know that this is something that happens regularly?

It's ‘every day’.

It's 'every day'.

So it's something that happens as a routine or a habit,

So it's something that happens as a routine or a habit,

so you play games.

so you play games.

The verb here is ‘play’.

The verb here is 'play'.

‘You play…’

'You play…'

The next example says ‘Seth starts work at 9:00 a.m. daily.’

The next example says 'Seth starts work at 9:00 am daily.'

Again this is something that happens regularly.

Again this is something that happens regularly.

‘Seth goes to work at 9:00 a.m.’ every day.

'Seth goes to work at 9:00 am' every day.

Now you'll notice I put a blue line under the ‘s’ in ‘starts’.

Now you'll notice I put a blue line under the 's' in 'starts'.

Can you figure out why?

Can you figure out why?

Well remember that when the subject of a sentence is ‘he’, ‘she’, or ‘it’,

Well remember that when the subject of a sentence is 'he', 'she', or 'it',

we need to add an ‘s’ or ‘es’ to the end of the verb in the present simple tense.

we need to add an 's' or 'es' to the end of the verb in the present simple tense.

Seth is a ‘he’, so we need to add an ‘s’.

Seth is a 'he', so we need to add an 's'.

‘Seth starts work at 9:00 a.m. daily.’

'Seth starts work at 9:00 am daily.'

And the last example: ‘They study English every Monday.’

And the last example: 'They study English every Monday.'

Again, ‘every Monday’ means that they do it regularly,

Again, 'every Monday' means that they do it regularly,

and that's why we use the present simple tense.

and that's why we use the present simple tense.

‘They study…’.

'They study…'.

So as a review, remember we use the present simple tense

So as a review, remember we use the present simple tense

to talk about habits and routines that happen regularly.

to talk about habits and routines that happen regularly.

Let's move on.

Let's move on.

We also use the present simple tense with non-continuous verbs.

We also use the present simple tense with non-continuous verbs.

These are verbs that we  don't use in the continuous 

These are verbs that we don't use in the continuous

form,

even if they're happening right now.

form,

even if they're happening right now.

They're also called stative verbs.

They're also called stative verbs.

These are connected with thoughts, opinions, feelings, emotions, and our five senses.

These are connected with thoughts, opinions, feelings, emotions, and our five senses.

Let's look at these examples.

Let's look at these examples.

‘I love my mom.’

'I love my mom.'

The verb here is ‘love’.

The verb here is 'love'.

That's an emotion, so I use the present simple tense.

That's an emotion, so I use the present simple tense.

‘It smells good.’

'It smells good.'

‘Smell’ is one of the five senses, so I use the present simple tense.

'Smell' is one of the five senses, so I use the present simple tense.

You'll notice I underlined the ‘s’ because remember the subject is ‘it’.

You'll notice I underlined the 's' because remember the subject is 'it'.

‘Kelly feels happy.’

'Kelly feels happy.'

This is talking about a feeling.

This is talking about a feeling.

Again the subject here is ‘Kelly’ which is a ‘she’,

Again the subject here is 'Kelly' which is a 'she',

so I added an ‘s’ to the verb.

so I added an 's' to the verb.

And finally, ‘They need help.’

And finally, 'They need help.'

We don't say, ‘they are needing help’ even though it's happening right now.

We don't say, 'they are needing help' even though it's happening right now.

‘Need’ is non-continuous, so we say, ‘they need help’,

'Need' is non-continuous, so we say, 'they need help',

so remember you also use the present simple tense with non-continuous verbs,

so remember you also use the present simple tense with non-continuous verbs,

connected with thoughts, opinions, feelings, emotions, and our five senses.

connected with thoughts, opinions, feelings, emotions, and our five senses.

Let's move on.

Let's move on.

Speakers occasionally use the present simple tense to talk about something that will happen

Speakers occasionally use the present simple tense to talk about something that will happen

in the near future.

in the near future.

Now this can be a little confusing, but we're not using the future tense,

Now this can be a little confusing, but we're not using the future tense,

we're using the present simple tense.

we're using the present simple tense.

It's possible to do that and it's actually common for people to do that.

It's possible to do that and it's actually common for people to do that.

Again, for something that will happen in the near future.

Again, for something that will happen in the near future.

Let's look at the examples.

Let's look at the examples.

‘I have class at 6 p.m.’

'I have class at 6 pm'

‘6 p.m.’ that's pretty soon, so I can say,

'6 pm' that's pretty soon, so I can say,

'I have class.'

'I have class.'

- the present simple tense.

- the present simple tense.

‘Lisa arrives on Sunday.’

'Lisa arrives on Sunday.'

Again the near future, ‘Sunday’.

Again the near future, 'Sunday'.

So I use the present simple tense.

So I use the present simple tense.

I added an ‘s’ at the end of arrive, because Lisa, the subject, is a ‘she’.

I added an 's' at the end of arrive, because Lisa, the subject, is a 'she'.

‘We start work soon.’

'We start work soon.'

Again, the near future, ‘soon’,

Again, the near future, 'soon',

so I use the present simple verb ‘start’.

so I use the present simple verb 'start'.

And finally, ‘My students come tomorrow.’

And finally, 'My students come tomorrow.'

This is something that will happen in the near future,

This is something that will happen in the near future,

so I use the verb ‘come’.

so I use the verb 'come'.

So remember it is possible, and it is common to use the present simple tense

So remember it is possible, and it is common to use the present simple tense

to talk about something that will happen in the near future.

to talk about something that will happen in the near future.

Let's go to the next usage.

Let's go to the next usage.

Let's talk about a possible negative usage for the present simple tense,

Let's talk about a possible negative usage for the present simple tense,

and that is ‘do not’ and ‘does not’.

and that is 'do not' and 'does not'.

The first example says, ‘Mike eats bread.’

The first example says, 'Mike eats bread.'

I put an ‘s’ at the end of ‘eat’ because the subject is Mike which is a ‘he’.

I put an 's' at the end of 'eat' because the subject is Mike which is a 'he'.

Now that's not a negative statement.

Now that's not a negative statement.

What happens when I want to turn it into a negative statement?

What happens when I want to turn it into a negative statement?

Well I change it like this - ‘Mike doesn't eat bread.’

Well I change it like this - 'Mike doesn't eat bread.'

So you'll notice that I didn't move the ‘s’ here, okay.

So you'll notice that I didn't move the 's' here, okay.

Instead I added ‘doesn't’.

Instead I added 'doesn't'.

I took ‘does’ and ‘not’ and I turned it into a contraction by combining the two

I took 'does' and 'not' and I turned it into a contraction by combining the two

and making it ‘doesn't’.

and making it 'doesn't'.

So if the subject is ‘he’, ‘she’, or ‘it’,

So if the subject is 'he', 'she', or 'it',

we use ‘does not’ or ‘doesn't’ to make it negative.

we use 'does not' or 'doesn't' to make it negative.

‘You swim well.’

'You swim well.'

In this case, I don't need to put an ‘s’ at the end of ‘swim’ because the subject

In this case, I don't need to put an 's' at the end of 'swim' because the subject

is ‘you’.

is 'you'.

If I want to make this sentence negative, I use ‘don't’.

If I want to make this sentence negative, I use 'don't'.

‘You don't swim well.’

'You don't swim well.'

I use the contraction for ‘do’ and ‘not’.

I use the contraction for 'do' and 'not'.

I combine them to make ‘don't’,

I combine them to make 'don't',

so if the subject is ‘I’, ‘you’, ‘we’, or ‘they’,

so if the subject is 'I', 'you', 'we', or 'they',

we use ‘do not’ or ‘don't’.

we use 'do not' or 'don't'.

So to review ‘do not’ and ‘does not’ or ‘don't’ and ‘doesn't’

So to review 'do not' and 'does not' or 'don't' and 'doesn't'

is a possible usage for the negative for present simple

is a possible usage for the negative for present simple

tense.

tense.

Let's continue on.

Let's continue on.

Now I'll talk about one possible question form for the present simple tense

Now I'll talk about one possible question form for the present simple tense

and that is by using ‘do’ or ‘does’.

and that is by using 'do' or 'does'.

So let's look at the example, ‘They live here.’

So let's look at the example, 'They live here.'

That's not a question, right?

That's not a question, right?

'They live here’

'They live here'

In order to turn it into a question, it's really simple.

In order to turn it into a question, it's really simple.

All I have to do is add ‘do’ to the beginning and add a question mark at the end.

All I have to do is add 'do' to the beginning and add a question mark at the end.

‘Do they live here?’

'Do they live here?'

So if the subject is ‘I’, ‘you’, ‘we’, or ‘they’,

So if the subject is 'I', 'you', 'we', or 'they',

simply add ‘do’ to the beginning of the question.

simply add 'do' to the beginning of the question.

How about this one, ‘He plays soccer.’

How about this one, 'He plays soccer.'

In this statement, the subject is ‘he’ and that's why you should know by now,

In this statement, the subject is 'he' and that's why you should know by now,

I have an ‘s’ at the end of ‘play’.

I have an 's' at the end of 'play'.

However, to turn this into a question, I add ‘does’ at the beginning.

However, to turn this into a question, I add 'does' at the beginning.

‘Does he play soccer?’

'Does he play soccer?'

What you'll notice here is that I no longer have the ‘s’ at the end of play.

What you'll notice here is that I no longer have the 's' at the end of play.

Instead I just used ‘does’ at the beginning,

Instead I just used 'does' at the beginning,

so for ‘he’, ‘she’, or ‘it’, put ‘does’ at the beginning,

so for 'he', 'she', or 'it', put 'does' at the beginning,

and don't worry about putting an ‘s’ or ‘es’ at the end of the verb.

and don't worry about putting an 's' or 'es' at the end of the verb.

So to review, one possible way of forming a question for the present simple tense is

So to review, one possible way of forming a question for the present simple tense is

using ‘do’ or ‘does’ at the beginning.

using 'do' or 'does' at the beginning.

Alright let's move on.

Alright let's move on.

Let's start with the first checkup.

Let's start with the first checkup.

In this checkup, I want you to focus on the ‘be’ verbs.

In this checkup, I want you to focus on the 'be' verbs.

Remember ‘be’ verbs, in the present simple tense, can be ‘is’, ‘am’, or ‘are’.

Remember 'be' verbs, in the present simple tense, can be 'is', 'am', or 'are'.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘She _ blank _ at school.’

It says, 'She _ blank _ at school.'

The subject of this sentence is ‘she’.

The subject of this sentence is 'she'.

What ‘be’ verb do we use for ‘she’?

What 'be' verb do we use for 'she'?

The correct answer is ‘is’.

The correct answer is 'is'.

Now if you were thinking of the negative, the

Now if you were thinking of the negative, the

correct answer would be ‘she isn't’

correct answer would be 'she isn't'

or ‘she is not’.

or 'she is not'.

That's correct as well.

That's correct as well.

And if we want to use a contraction for ‘she is’, we can say ‘she's at school’

And if we want to use a contraction for 'she is', we can say 'she's at school'

For the next one, it says, ‘They _ blank _ twenty years old.’

For the next one, it says, 'They _ blank _ twenty years old.'

The subject of this sentence is ‘they’.

The subject of this sentence is 'they'.

What ‘be’ verb do we use for ‘they’?

What 'be' verb do we use for 'they'?

The correct answer is ‘are’.

The correct answer is 'are'.

For the negative, you can also use ‘aren't’ or ‘are not’.

For the negative, you can also use 'aren't' or 'are not'.

Also if you want to use the contraction for ‘they are’, you can say,

Also if you want to use the contraction for 'they are', you can say,

‘They're 20 years old.’

'They're 20 years old.'

The next sentence says, ‘His father _ blank_ busy.’

The next sentence says, 'His father _ blank_ busy.'

The subject of this sentence is ‘his father’.

The subject of this sentence is 'his father'.

What subject pronoun do we use for ‘his father’?

What subject pronoun do we use for 'his father'?

The correct answer is ‘he’.

The correct answer is 'he'.

Remember for ‘he’, ‘she’, ‘it’, the ‘be’ verb is ‘is’.

Remember for 'he', 'she', 'it', the 'be' verb is 'is'.

For the negative, we can say ‘isn't’ or ‘is not’.

For the negative, we can say 'isn't' or 'is not'.

And for a contraction, for ‘father’ and ‘is’, we can say, ‘His father's busy.’

And for a contraction, for 'father' and 'is', we can say, 'His father's busy.'

Now I want you to try to find the mistakes in this sentence.

Now I want you to try to find the mistakes in this sentence.

‘We isn't good friends.’

'We isn't good friends.'

Did you find the mistake?

Did you find the mistake?

This is the mistake.

This is the mistake.

The subject is ‘we’ and the ‘be’ verb is ‘are’.

The subject is 'we' and the 'be' verb is 'are'.

Therefore, the correct answer is ‘we are not’,

Therefore, the correct answer is 'we are not',

or the contraction, ‘we aren't good friends.’

or the contraction, 'we aren't good friends.'

The next sentence.

The next sentence.

Can you find the mistake?

Can you find the mistake?

‘Are John a teacher?’

'Are John a teacher?'

Think about the subject of this sentence.

Think about the subject of this sentence.

The subject is ‘John’.

The subject is 'John'.

And ‘John’, the subject pronoun is ‘he’.

And 'John', the subject pronoun is 'he'.

Therefore, we don't use ‘are’, we use ‘is’.

Therefore, we don't use 'are', we use 'is'.

‘Is John a teacher?’

'Is John a teacher?'

‘Is John a teacher?’

'Is John a teacher?'

And finally, ‘It am a puppy.’

And finally, 'It am a puppy.'

hmm This one is a big mistake.

hmm This one is a big mistake.

The subject here is ‘it’.

The subject here is 'it'.

What ‘be’ verb do we use for ‘it’?

What 'be' verb do we use for 'it'?

The correct answer is ‘is’.

The correct answer is 'is'.

So we don't say, ‘It am a puppy,’ we say, ‘It is a puppy.’

So we don't say, 'It am a puppy,' we say, 'It is a puppy.'

Great job guys.

Great job guys.

Let's move on to the next checkup.

Let's move on to the next checkup.

For the next checkup, I want you to think of some other verbs in the present simple

For the next checkup, I want you to think of some other verbs in the present simple

tense.

tense.

Take a look at the first sentence.

Take a look at the first sentence.

‘He __ blank __ …’, I want you to think of the verb, ‘like his dinner’.

'He __ blank __ …', I want you to think of the verb, 'like his dinner'.

What do we do to the verb when the subject is ‘he’, ‘she’, or ‘it’?

What do we do to the verb when the subject is 'he', 'she', or 'it'?

Remember we add an ‘s’.

Remember we add an 's'.

‘He likes his dinner.’

'He likes his dinner.'

For the negative, you can also say, ‘He doesn't like his dinner.’

For the negative, you can also say, 'He doesn't like his dinner.'

The next sentence says, ‘My students __ blank __…’, I want you to think of ‘need’,

The next sentence says, 'My students __ blank __…', I want you to think of 'need',

‘…books’.

'…books'.

What is the subject pronoun for ‘my students’?

What is the subject pronoun for 'my students'?

The correct answer is ‘they’.

The correct answer is 'they'.

If the subject is ‘I’, ‘you’, ‘we’, or ‘they’, in the present simple tense,

If the subject is 'I', 'you', 'we', or 'they', in the present simple tense,

we don't change the verb, we keep it as is.

we don't change the verb, we keep it as is.

So the correct answer is, ‘My students need books.’

So the correct answer is, 'My students need books.'

Now for the negative, you can say, ‘My students don't need books.’

Now for the negative, you can say, 'My students don't need books.'

The next sentence says, ‘I __ blank __…’, think of the verb,

The next sentence says, 'I __ blank __…', think of the verb,

‘…live in London.’

'…live in London.'

What do we do here?

What do we do here?

Again the subject is ‘I’, therefore we don't change the verb.

Again the subject is 'I', therefore we don't change the verb.

The correct answer is, ‘I live in London.’

The correct answer is, 'I live in London.'

What's the negative?

What's the negative?

‘I don't live in London.’

'I don't live in London.'

For the next part, I would like for you to try to find the mistake in the sentence.

For the next part, I would like for you to try to find the mistake in the sentence.

‘He doesn't likes math.’

'He doesn't likes math.'

What's the error here?

What's the error here?

Well this is a negative.

Well this is a negative.

‘He doesn't…’, that's correct.

'He doesn't…', that's correct.

However, we do not add an ‘s’ when we have ‘doesn't’ in front of ‘it’.

However, we do not add an 's' when we have 'doesn't' in front of 'it'.

‘Do he eat candy?’

'Do he eat candy?'

Here we have a question.

Here we have a question.

The subject of the sentence is ‘he’.

The subject of the sentence is 'he'.

For ‘he’, ‘she’, ‘it’, when we're making a sentence in the present simple tense,

For 'he', 'she', 'it', when we're making a sentence in the present simple tense,

we use ‘does’ not ‘do’.

we use 'does' not 'do'.

So the correct answer is, ‘Does he eat candy?’

So the correct answer is, 'Does he eat candy?'

And finally, ‘Sam is play computer games.’

And finally, 'Sam is play computer games.'

There are two present simple verbs here and we can't have that,

There are two present simple verbs here and we can't have that,

so the correct way to fix this sentence is to get rid of the ‘is’.

so the correct way to fix this sentence is to get rid of the 'is'.

So take that out and say, ‘Sam plays computer games.’

So take that out and say, 'Sam plays computer games.'

Add an ‘s’ because the subject is ‘Sam’ which is a ‘he’.

Add an 's' because the subject is 'Sam' which is a 'he'.

Great job!

Great job!

Let's move on to the next practice.

Let's move on to the next practice.

For this next practice, we're taking a look at routines.

For this next practice, we're taking a look at routines.

Remember the present simple tense can be used to describe events that happen regularly.

Remember the present simple tense can be used to describe events that happen regularly.

Let's take a look at the first sentence,

Let's take a look at the first sentence,

‘We _ blank _ the bus every day.’

'We _ blank _ the bus every day.'

And I want you to use the verb ‘take’.

And I want you to use the verb 'take'.

Here we see the clue word ‘every day’ which shows that this is a routine.

Here we see the clue word 'every day' which shows that this is a routine.

The subject of the sentence is ‘we’.

The subject of the sentence is 'we'.

In the present simple tense,

In the present simple tense,

remember if the subject is ‘I’, ‘you’, ‘we’, or ‘they’,

remember if the subject is 'I', 'you', 'we', or 'they',

we do not change the verb.

we do not change the verb.

Therefore the correct answer is, ‘We take the bus every day.’

Therefore the correct answer is, 'We take the bus every day.'

In the second sentence it says, ‘He _ blank _ to school every morning.’

In the second sentence it says, 'He _ blank _ to school every morning.'

Again a routine.

Again a routine.

The subject here is ‘he’.

The subject here is 'he'.

What do we do if the subject is ‘he’, ‘she’, or ‘it’?

What do we do if the subject is 'he', 'she', or 'it'?

We add ‘s’ or ‘es’ to the verb.

We add 's' or 'es' to the verb.

In this example, the verb is ‘go’, so we have to add ‘es’.

In this example, the verb is 'go', so we have to add 'es'.

‘He goes to school every morning.’

'He goes to school every morning.'

In the next sentence, it says, ‘Lizzy not play (in parenthesis) tennis.’

In the next sentence, it says, 'Lizzy not play (in parenthesis) tennis.'

Here I want you to think about the negative form.

Here I want you to think about the negative form.

Lizzy is a ‘she’.

Lizzy is a 'she'.

The subject pronoun is ‘she’ so what do we do for the negative?

The subject pronoun is 'she' so what do we do for the negative?

We say ‘does not’ or the contraction ‘doesn't play tennis’.

We say 'does not' or the contraction 'doesn't play tennis'.

We do not add an ‘s’ or ‘es’ to the end of the verb.

We do not add an 's' or 'es' to the end of the verb.

Instead we say ‘doesn't’ or ‘does not’.

Instead we say 'doesn't' or 'does not'.

Now I want you to find a mistake in the next sentence.

Now I want you to find a mistake in the next sentence.

‘They watches TV at night.’

'They watches TV at night.'

Can you figure out what's wrong with the sentence?

Can you figure out what's wrong with the sentence?

The subject is ‘they’.

The subject is 'they'.

Therefore, remember, we do not change the verb.

Therefore, remember, we do not change the verb.

We say ‘watch’.

We say 'watch'.

‘They watch TV at night’.

'They watch TV at night'.

In the next sentence, or question, it says, ‘Does he plays soccer every week?’

In the next sentence, or question, it says, 'Does he plays soccer every week?'

The subject of the sentence is ‘he’.

The subject of the sentence is 'he'.

To make a sentence, putting ‘does’ at the beginning is okay,

To make a sentence, putting 'does' at the beginning is okay,

However, we don't put an ‘s’ at the end of ‘play’.

However, we don't put an 's' at the end of 'play'.

Therefore, the correct answer is to simply say,

Therefore, the correct answer is to simply say,

‘Does he play soccer every week?’

'Does he play soccer every week?'

And finally, ‘He always forget his book.’

And finally, 'He always forget his book.'

In this case, the subject is ‘he’.

In this case, the subject is 'he'.

Remember, again, for he/she/it we add 's' or 'es' to the end of the verb.

Remember, again, for he/she/it we add 's' or 'es' to the end of the verb.

What's the verb in the sentence?

What's the verb in the sentence?

It's ‘forget’.

It's 'forget'.

Therefore we have to say, ‘He always forgets his book.’

Therefore we have to say, 'He always forgets his book.'

Great job.

Great job.

Let's move on to the next practice.

Let's move on to the next practice.

In this checkup, we'll take a look at how the present simple tense can be used to describe

In this checkup, we'll take a look at how the present simple tense can be used to describe

future events.

future events.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘The airplane _ blank _ tonight.’

It says, 'The airplane _ blank _ tonight.'

And we're looking at the verb ‘leave’.

And we're looking at the verb 'leave'.

What is the subject of the sentence?

What is the subject of the sentence?

The correct answer is ‘airplane’.

The correct answer is 'airplane'.

What subject pronoun do we use for ‘airplane’?

What subject pronoun do we use for 'airplane'?

It's ‘it’.

It's 'it'.

Remember in the present simple tense, for ‘he’, ‘she’, ‘it’, we add an ‘s’

Remember in the present simple tense, for 'he', 'she', 'it', we add an 's'

or ‘es’ to the verb.

or 'es' to the verb.

The verb here is ‘leave’ so we simply add an ‘s’.

The verb here is 'leave' so we simply add an 's'.

The correct answer is, ‘The airplane leaves tonight.’

The correct answer is, 'The airplane leaves tonight.'

In the second sentence, it says, ‘Does the movie _blank_ soon?’

In the second sentence, it says, 'Does the movie _blank_ soon?'

And we're using the verb ‘start’.

And we're using the verb 'start'.

What is the subject of this sentence?

What is the subject of this sentence?

It’s ‘movie’.

It's 'movie'.

And what subject pronoun do we use for movie?

And what subject pronoun do we use for movie?

It’s ‘it’.

It's 'it'.

So it's like saying, ‘Does it _ blank _ soon?’

So it's like saying, 'Does it _ blank _ soon?'

Well this is a question, so we already have the correct word in the front - ‘does’.

Well this is a question, so we already have the correct word in the front - 'does'.

For he/she/it, when we're asking a question, we use ‘does’.

For he/she/it, when we're asking a question, we use 'does'.

Now all we have to do is use the same verb in its base form,

Now all we have to do is use the same verb in its base form,

so ‘Does the movie start soon?’

so 'Does the movie start soon?'

We do not add an ‘s’ or ‘es’ here.

We do not add an 's' or 'es' here.

Finally, it says, ‘Viki _ blank _ tomorrow.’

Finally, it says, 'Viki _ blank _ tomorrow.'

The subject of the sentence is ‘Vicki’.

The subject of the sentence is 'Vicki'.

‘Vicki’ is a girl so the subject pronoun is ‘she’.

'Vicki' is a girl so the subject pronoun is 'she'.

You'll remember now that for… in this case, we put ‘works’.

You'll remember now that for… in this case, we put 'works'.

w-o-r-k-s ‘works’.

works 'works'.

‘Vicki works tomorrow.’

'Vicki works tomorrow.'

Now let's find the mistakes in the sentence below.

Now let's find the mistakes in the sentence below.

‘He do leave at 3:30 p.m.’

'He do leave at 3:30 pm'

Actually there's only one mistake.

Actually there's only one mistake.

Can you find it?

Can you find it?

‘He do leave at 3:30 p.m.’

'He do leave at 3:30 pm'

We do not need the ‘do’ here.

We do not need the 'do' here.

We only use ‘do’ in a question or in the negative form.

We only use 'do' in a question or in the negative form.

But also the subject is ‘he’, so we would use ‘does’.

But also the subject is 'he', so we would use 'does'.

Either way we don't need this here.

Either way we don't need this here.

Well now we have the verb ‘leave’ with the subject ‘he’.

Well now we have the verb 'leave' with the subject 'he'.

Do you know what to do?

Do you know what to do?

We simply change this to ‘leaves’.

We simply change this to 'leaves'.

Just like we did in the first sentence.

Just like we did in the first sentence.

‘He leaves at 3:30 p.m.’

'He leaves at 3:30 pm'

In the next sentence, ‘They don't start school today.’

In the next sentence, 'They don't start school today.'

We have a negative sentence.

We have a negative sentence.

‘They don't…’, that's correct.

'They don't…', that's correct.

‘…do not’ is correct.

'…do not' is correct.

For subject pronoun ‘they’.

For subject pronoun 'they'.

However, in the negative form, we don't have to change the main verb at all.

However, in the negative form, we don't have to change the main verb at all.

Therefore, all we will do is say, ‘They don't start school today.’

Therefore, all we will do is say, 'They don't start school today.'

No ‘s’.

No 's'.

Finally, ‘Does we eat at noon?’

Finally, 'Does we eat at noon?'

Take a look.

Regarde.

What is the subject or subject pronoun in the sentence?

What is the subject or subject pronoun in the sentence?

The correct answer is ‘we’.

The correct answer is 'we'.

Think about the question form.

Think about the question form.

Do we say ‘do’ or ‘does’ in the question form for the subject pronoun ‘we’?

Do we say 'do' or 'does' in the question form for the subject pronoun 'we'?

The correct answer is ‘do’.

The correct answer is 'do'.

We say ‘do’.

We say 'do'.

So the correct way to say this sentence or question is,

So the correct way to say this sentence or question is,

‘Do we eat at noon?’

'Do we eat at noon?'

Great job guys.

Great job guys.

You're done with the practice.

You're done with the practice.

Thank you for your hard work.

Thank you for your hard work.

Let's move on.

Let's move on.

Good job guys.

Good job guys.

You put in a lot of practice today.

You put in a lot of practice today.

The present simple tense is not easy, and I'm really happy to see how hard you guys

The present simple tense is not easy, and I'm really happy to see how hard you guys

worked on mastering it.

worked on mastering it.

Be sure to check out my other videos and thank you for watching this video.

Be sure to check out my other videos and thank you for watching this video.

I'll see you next time.

Je te verrai la prochaine fois.

Bye.

Au revoir.

Hi, everybody. I'm Esther.

Salut tout le monde. I'm Esther.

I'm so excited to be teaching you the  present continuous tense in this video.

I'm so excited to be teaching you the present continuous tense in this video.

This tense is used to describe: an action that's happening right now,

This tense is used to describe: an action that's happening right now,

a longer action in progress , and something happening in the near future.

a longer action in progress , and something happening in the near future.

There's a lot to learn, but don't worry I'll guide you through it.

There's a lot to learn, but don't worry I'll guide you through it.

Let's get started.

Let's get started.

The present continuous tense is used to talk  about actions that are happening right now.

The present continuous tense is used to talk about actions that are happening right now.

For example,

For example,

‘I'm teaching English’ and ‘You are studying English.’

'I'm teaching English' and 'You are studying English.'

Let's take a look at some more examples.

Let's take a look at some more examples.

The first sentence says, ‘He is watching a movie’.

The first sentence says, 'He is watching a movie'.

We start with the subject and a ‘be’ verb.

We start with the subject and a 'be' verb.

In this case, the subject is ‘he’.

In this case, the subject is 'he'.

For ‘he’ / ‘she’ and ‘it’,  we use the ‘be’ verb ‘is’.

For 'he' / 'she' and 'it', we use the 'be' verb 'is'.

Then you'll notice I added an ‘-ing’  to the end of the verb ‘watch’.

Then you'll notice I added an '-ing' to the end of the verb 'watch'.

‘He is watching a movie.’

'He is watching a movie.'

The next sentence says, ‘Tim is playing a computer game.’

The next sentence says, 'Tim is playing a computer game.'

He's doing that right now.

He's doing that right now.

Tim is a ‘he’, therefore, again  we use the ‘be’ verb ‘is’.

Tim is a 'he', therefore, again we use the 'be' verb 'is'.

And again you'll notice I added  ‘-ing’ to the end of the verb.

And again you'll notice I added '-ing' to the end of the verb.

The next sentence says,

The next sentence says,

‘The machine is making a noise.’

'The machine is making a noise.'

Now pay attention to the subject, ‘the machine’.

Now pay attention to the subject, 'the machine'.

What is the proper pronoun?

What is the proper pronoun?

The answer is ‘it’, therefore  we use the ‘be’ verb ‘is’.

The answer is 'it', therefore we use the 'be' verb 'is'.

‘The machine is making a noise.’

'The machine is making a noise.'

We can also say, ‘It is making a noise’. Or the contraction, ‘It's making a noise’.

We can also say, 'It is making a noise'. Or the contraction, 'It's making a noise'.

And finally, ‘Tom and Ben are speaking English’.

And finally, 'Tom and Ben are speaking English'.

In this case, you'll notice  that we use the ‘be’ verb ‘are’.

In this case, you'll notice that we use the 'be' verb 'are'.

Can you figure out why?

Can you figure out why?

That's because Tom and Ben - the subject pronoun for these two is ‘they’.

That's because Tom and Ben - the subject pronoun for these two is 'they'.

‘They are speaking English.’

'They are speaking English.'

Let's move on to the next usage.

Let's move on to the next usage.

The present continuous tense is also used to describe a longer action in progress.

The present continuous tense is also used to describe a longer action in progress.

Even though you might not be  doing the action right now.

Even though you might not be doing the action right now.

Let's take a look at some examples.

Let's take a look at some examples.

The first sentence says,

The first sentence says,

‘I'm reading an interesting book these days.’

'I'm reading an interesting book these days.'

In this case, the subject is  ‘I’, so the ‘be’ verb is ‘am’.

In this case, the subject is 'I', so the 'be' verb is 'am'.

In this example, we use the contraction  ‘I'm’ by putting ‘I’ and ‘am’ together.

In this example, we use the contraction 'I'm' by putting 'I' and 'am' together.

Again, you'll notice there's  an ‘-ing’ after the verb.

Again, you'll notice there's an '-ing' after the verb.

The next sentence says,

The next sentence says,

‘You are studying to become an English teacher.’

'You are studying to become an English teacher.'

The subject here is ‘you’,

The subject here is 'you',

therefore the ‘be’ verb is ‘are’.

therefore the 'be' verb is 'are'.

Next, ‘Steven is preparing for the IELTS exam.’

Next, 'Steven is preparing for the IELTS exam.'

The subject here is ‘Steven’ which is a ‘he’,

The subject here is 'Steven' which is a 'he',

therefore we use the ‘be’ verb ‘is’.

therefore we use the 'be' verb 'is'.

And finally, ‘John and June are working at a company.’

And finally, 'John and June are working at a company.'

If you look at the subject ‘John and June’, the pronoun for that is ‘they’.

If you look at the subject 'John and June', the pronoun for that is 'they'.

That's why we use the ‘be’ verb ‘are’.

That's why we use the 'be' verb 'are'.

‘They are working at a company.’

'They are working at a company.'

Let's move on to the next usage.

Let's move on to the next usage.

The present continuous is also used  to talk about near future plans.

The present continuous is also used to talk about near future plans.

Let's take a look.

Nous allons jeter un coup d'oeil.

‘She is meeting some friends tonight.’

'She is meeting some friends tonight.'

That's going to happen in the near future.

That's going to happen in the near future.

You'll notice that we have 'she', so the ‘be’ verb is ‘is’.

You'll notice that we have 'she', so the 'be' verb is 'is'.

And then we added an ‘-ing’ to the end of the verb ‘meet’.

And then we added an '-ing' to the end of the verb 'meet'.

The next example says, ‘We are going on vacation in July.’

The next example says, 'We are going on vacation in July.'

The subject here is ‘we’, therefore we use the ‘be’ verb ‘are’.

The subject here is 'we', therefore we use the 'be' verb 'are'.

We can also use a contraction and say, ‘We're going on vacation in July.’

We can also use a contraction and say, 'We're going on vacation in July.'

Again, another near future plan.

Again, another near future plan.

The next example says,

The next example says,

‘David is learning to drive tomorrow.’

'David is learning to drive tomorrow.'

‘tomorrow’ is the near future.

'tomorrow' is the near future.

‘David’ is the subject.

'David' is the subject.

‘David’ is a ‘he’, so we use ‘is’.

'David' is a 'he', so we use 'is'.

And lastly, ‘Vicki and I are teaching English next week.’

And lastly, 'Vicki and I are teaching English next week.'

‘Vicky and I’… If we think about the subject pronoun is ‘we’.

'Vicky and I'… If we think about the subject pronoun is 'we'.

That's why we used ‘are’. ‘We are teaching.’

That's why we used 'are'. 'We are teaching.'

Let's move on.

Let's move on.

Now let's talk about the negative  form of the present continuous tense.

Now let's talk about the negative form of the present continuous tense.

I have some examples here.

I have some examples here.

These two examples are for actions that are happening right now, or longer actions.

These two examples are for actions that are happening right now, or longer actions.

These last two are for near future plans.

These last two are for near future plans.

Let's take a look.

Nous allons jeter un coup d'oeil.

The first sentence says, ‘I am not having fun.’

The first sentence says, 'I am not having fun.'

Now that's not true for me because I am having fun,

Now that's not true for me because I am having fun,

but in this example I am not having fun.

but in this example I am not having fun.

You'll notice that the word ‘not’ goes  between the ‘be’ verb and the ‘verb -ing’.

You'll notice that the word 'not' goes between the 'be' verb and the 'verb -ing'.

In the second example it says, ‘Jane isn't doing her homework.’

In the second example it says, 'Jane isn't doing her homework.'

Here we use the contraction ‘isn't’ for ‘is not’,

Here we use the contraction 'isn't' for 'is not',

so just like the first sentence, we put ‘not’ between ‘is’ and ‘verb -ing’.

so just like the first sentence, we put 'not' between 'is' and 'verb -ing'.

The next sentence says, ‘You're not seeing him tonight.’

The next sentence says, 'You're not seeing him tonight.'

Here we have a contraction for ‘you are’.

Here we have a contraction for 'you are'.

‘You're not seeing him tonight.’

'You're not seeing him tonight.'

And finally, ‘We are not running tomorrow morning.’

And finally, 'We are not running tomorrow morning.'

Here we have the subject ‘we’, therefore, we use the ‘be’ verb ‘are’.

Here we have the subject 'we', therefore, we use the 'be' verb 'are'.

Don’t forget to add a ‘not’ after that to make it negative.

Don't forget to add a 'not' after that to make it negative.

Let's move on.

Let's move on.

Now let's talk about how to form ‘be’ verb  questions in the present continuous tense.

Now let's talk about how to form 'be' verb questions in the present continuous tense.

The first example here says,

The first example here says,

‘Is he waiting for you?’

'Is he waiting for you?'

or ‘Is he waiting for you?’

or 'Is he waiting for you?'

We start with the ‘be’ verb.

We start with the 'be' verb.

Take a look at the subject though.

Take a look at the subject though.

The subject is ‘he’ and that's why we start with the ‘be’ verb ‘is’.

The subject is 'he' and that's why we start with the 'be' verb 'is'.

‘Is he waiting for you?’

'Is he waiting for you?'

You can answer, ‘Yes, he is.’ or ‘No he isn't.’

You can answer, 'Yes, he is.' or 'No he isn't.'

The second sentence says,

The second sentence says,

‘Are you coming to class?’

'Are you coming to class?'

The subject here is ‘you’ and  that's why we start with ‘are’.

The subject here is 'you' and that's why we start with 'are'.

‘Are you coming to class?’

'Are you coming to class?'

You can answer, ‘Yes I am.’ or ‘No, I'm not.’

You can answer, 'Yes I am.' or 'No, I'm not.'

The next question says, ‘Is he preparing to study in Canada?’

The next question says, 'Is he preparing to study in Canada?'

The subject is ‘he’, and so we start with ‘is’.

The subject is 'he', and so we start with 'is'.

The answer can be, ‘Yes, he is.’ or it can also be ‘No, he isn't.’

The answer can be, 'Yes, he is.' or it can also be 'No, he isn't.'

Finally the last question says, ‘Are they going out tonight?’

Finally the last question says, 'Are they going out tonight?'

The subject here is ‘they’, and so we start with ‘are’.

The subject here is 'they', and so we start with 'are'.

The answer can be ‘Yes, they are.’ or ‘No, they aren't.’

The answer can be 'Yes, they are.' or 'No, they aren't.'

Let's move on.

Let's move on.

Now let's talk about the WH question  form for the present continuous tense.

Now let's talk about the WH question form for the present continuous tense.

I have some examples here

I have some examples here

and you'll notice that we start with the WH questions:

and you'll notice that we start with the WH questions:

what, where, when, who, why, and how.

what, where, when, who, why, and how.

What comes after?

What comes after?

You'll notice it's the ‘be’ verbs: ‘are’, ‘is’, and if the subject is ‘I’, ‘am’.

You'll notice it's the 'be' verbs: 'are', 'is', and if the subject is 'I', 'am'.

So after that you have the subject and then the verb -ing.

So after that you have the subject and then the verb -ing.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘What are you doing?’

'What are you doing?'

I'm asking about right now.

I'm asking about right now.

For example, ‘I'm teaching English.’

For example, 'I'm teaching English.'

‘Where are you going?’ ‘I'm going to the store.’

'Where are you going?' 'I'm going to the store.'

‘When is it starting?’ ‘It's starting at 3.’

'When is it starting?' 'It's starting at 3.'

I can be talking about a movie a show anything can be ‘it’.

I can be talking about a movie a show anything can be 'it'.

‘Who is she talking to?’ ‘She's talking to Bob.’

'Who is she talking to?' 'She's talking to Bob.'

‘Why is she crying?’ ‘She's crying because she's sad.’

'Why is she crying?' 'She's crying because she's sad.'

And finally, ‘How is it going?’ ‘It's going well.’

And finally, 'How is it going?' 'It's going well.'

For this checkup of the present continuous tense,

For this checkup of the present continuous tense,

we'll look at how this tense can be used to  describe an action that's happening right now.

we'll look at how this tense can be used to describe an action that's happening right now.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘You -blank- learning English.’

'You -blank- learning English.'

Remember for this tense, we start  with the subject and the ‘be’ verb

Remember for this tense, we start with the subject and the 'be' verb

and then the verb ‘-ing’.

and then the verb '-ing'.

We already have the verb ‘-ing’ here, so we need the ‘be’ verb.

We already have the verb '-ing' here, so we need the 'be' verb.

The subject in the first sentence is ‘you’.

The subject in the first sentence is 'you'.

For ‘you’, ‘we’, and ‘they’,  we use the ‘be’ verb - ‘are’,

For 'you', 'we', and 'they', we use the 'be' verb - 'are',

so the correct answer is,

so the correct answer is,

‘You are learning English’ right now.

'You are learning English' right now.

The next sentence says,

The next sentence says,

‘She _blank_ not watching TV.’

'She _blank_ not watching TV.'

This is the negative form of  the present continuous tense.

This is the negative form of the present continuous tense.

We have the word ‘not’ before the verb ‘-ing’,

We have the word 'not' before the verb '-ing',

However, we're missing the ‘be’ verb again.

However, we're missing the 'be' verb again.

What is the be verb to use  if the subject is ‘she’?

What is the be verb to use if the subject is 'she'?

the correct answer is ‘is’.

the correct answer is 'is'.

‘She is not watching TV.’

'She is not watching TV.'

This one says, ‘I _blank_ studying now.’

This one says, 'I _blank_ studying now.'

The subject here is ‘I’.

The subject here is 'I'.

Again think of the ‘be’ verb that goes before the subject ‘I’.

Again think of the 'be' verb that goes before the subject 'I'.

The ‘be’ verb is ‘am’.

The 'be' verb is 'am'.

‘I am studying now.’

'I am studying now.'

We can also use a contraction and say, ‘I'm studying now’

We can also use a contraction and say, 'I'm studying now'

If we wanted to turn this into the negative form,

If we wanted to turn this into the negative form,

we can also say, ‘I'm not studying now.’

we can also say, 'I'm not studying now.'

Now, take a look at the next  sentence and find the mistake.

Now, take a look at the next sentence and find the mistake.

‘Layla is watch a movie.’

'Layla is watch a movie.'

Here we have the subject and the subject pronoun for Layla would be ‘she’.

Here we have the subject and the subject pronoun for Layla would be 'she'.

We have the correct ‘be’ verb - ‘is’,

We have the correct 'be' verb - 'is',

However, you'll notice we forgot  the ‘-ing’ at the end of the verb.

However, you'll notice we forgot the '-ing' at the end of the verb.

We need to say, ‘watching’.

We need to say, 'watching'.

‘Layla is watching a movie.’

'Layla is watching a movie.'

The next sentence says,

The next sentence says,

‘They playing soccer now.’

'They playing soccer now.'

What's missing?

What's missing?

If you got it the correct answer is we need the ‘be’ verb – ‘are’

If you got it the correct answer is we need the 'be' verb – 'are'

because the subject is ‘they’.

because the subject is 'they'.

‘They are playing soccer now.’

'They are playing soccer now.'

And finally, ‘What do you do?’

And finally, 'What do you do?'

If you want to ask somebody  what they're doing right now,

If you want to ask somebody what they're doing right now,

you say, 'what’... and the ‘be’ verb – ‘are... you.. doing?’

you say, 'what'... and the 'be' verb – 'are... you.. doing?'

‘What are you doing?’

'What are you doing?'

Let's move on to the next practice.

Let's move on to the next practice.

For this checkup we'll talk about the present continuous tense

For this checkup we'll talk about the present continuous tense

and how it can be used to describe an action that started in the past and continues today.

and how it can be used to describe an action that started in the past and continues today.

It's a longer action.

It's a longer action.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘He _blank_ studying economics.’

'He _blank_ studying economics.'

Remember for this tense, we take the  subject, a ‘be’ verb, and then verb ‘-ing’.

Remember for this tense, we take the subject, a 'be' verb, and then verb '-ing'.

Here we already have the verb ‘-ing’, ‘studying’.

Here we already have the verb '-ing', 'studying'.

So what are we missing?

So what are we missing?

The ‘be’ verb.

The 'be' verb.

The correct ‘be’ verb for  the subject ‘he’ is ‘is’.

The correct 'be' verb for the subject 'he' is 'is'.

So, ‘He is studying economics.’

So, 'He is studying economics.'

The next sentence says, ‘They're _blank_ for the fight.’

The next sentence says, 'They're _blank_ for the fight.'

The verb we want to use is ‘train’.

The verb we want to use is 'train'.

Now we already have the 'be' verb here.

Now we already have the 'be' verb here.

It's in the contraction ‘there’  because it's ‘they are’.

It's in the contraction 'there' because it's 'they are'.

All we have to do now is add ‘-ing’ to the verb.

All we have to do now is add '-ing' to the verb.

‘They're training for the fight these days.’

'They're training for the fight these days.'

And ‘We _blank_ teaching at the school.’

And 'We _blank_ teaching at the school.'

Again we're missing the ‘be’ verb.

Again we're missing the 'be' verb.

What is the ‘be’ verb for ‘we’?

What is the 'be' verb for 'we'?

The correct answer is ‘are’.

The correct answer is 'are'.

‘We are teaching at the school.’

'We are teaching at the school.'

Now let's look for the  mistakes in the next sentence.

Now let's look for the mistakes in the next sentence.

‘Ben is study to become a doctor.’

'Ben is study to become a doctor.'

Can you find the error?

Can you find the error?

Well we have the subject and we have the proper ‘be verb’.

Well we have the subject and we have the proper 'be verb'.

What we're missing is the ‘-ing’ at the end of ‘study’.

What we're missing is the '-ing' at the end of 'study'.

The correct answer is, ‘Ben is studying to become a doctor’.

The correct answer is, 'Ben is studying to become a doctor'.

Let's look at the next sentence.

Let's look at the next sentence.

‘I don't reading that book.’

'I don't reading that book.'

hmm

‘I don't reading that book.’

hmm 'I don't reading that book.'

To form the negative in the present continuous, we don't use ‘do’ or ‘does’

To form the negative in the present continuous, we don't use 'do' or 'does'

We use the ‘be’ verb. What is the be verb for ‘I’?

We use the 'be' verb. What is the be verb for 'I'?

The correct answer is ‘am’.

The correct answer is 'am'.

‘I am not reading that book.’

'I am not reading that book.'

There is no contraction for ‘am not’.

There is no contraction for 'am not'.

Finally, ‘They are to learn English.’

Finally, 'They are to learn English.'

We have the subject and we have the correct ‘be’ verb,

We have the subject and we have the correct 'be' verb,

but remember we need verb ‘-ing’.

but remember we need verb '-ing'.

Therefore, the correct answer is,

Therefore, the correct answer is,

‘They are learning English.’

'They are learning English.'

Let's move on to the next checkup.

Let's move on to the next checkup.

For this checkup we'll take a look at how the present continuous tense

For this checkup we'll take a look at how the present continuous tense

can be used to talk about future plans.

can be used to talk about future plans.

Let's take a look.

Nous allons jeter un coup d'oeil.

The first sentence says, ‘They're play a game tonight.’

The first sentence says, 'They're play a game tonight.'

The verb we want to use is ‘play’.

The verb we want to use is 'play'.

Remember we start with the subject  and here we have it, ‘they’.

Remember we start with the subject and here we have it, 'they'.

Then we have the ‘be’ verb.

Then we have the 'be' verb.

In this case we used a contraction  for ‘they are – ‘they’re’.

In this case we used a contraction for 'they are – 'they're'.

That's correct.

That's correct.

After that we have to add ‘-ing’ to the end of the verb,

After that we have to add '-ing' to the end of the verb,

so the correct answer is, ‘They're playing a game tonight.’

so the correct answer is, 'They're playing a game tonight.'

The next sentence says, 'We _blank_ not studying tomorrow.’

The next sentence says, 'We _blank_ not studying tomorrow.'

Looks good but there's a word that's missing.

Looks good but there's a word that's missing.

This is the negative form because we have ‘not’.

This is the negative form because we have 'not'.

We simply need the ‘be’ verb for ‘we’.

We simply need the 'be' verb for 'we'.

The correct ‘be’ verb is ‘are’. ‘We are not studying tomorrow.’

The correct 'be' verb is 'are'. 'We are not studying tomorrow.'

The next sentence says, ‘Lynn is _blank_ out tonight.’

The next sentence says, 'Lynn is _blank_ out tonight.'

and we want to use the verb ‘go’.

and we want to use the verb 'go'.

Remember 'Lynn' and then the ‘be’ verb – ‘is’.

Remember 'Lynn' and then the 'be' verb – 'is'.

That's correct. All we have to do is add ‘-ing’.

That's correct. All we have to do is add '-ing'.

‘Lynn is going out tonight.’

'Lynn is going out tonight.'

To make this negative you can say,

To make this negative you can say,

‘Lynn is not going out tonight.’ or ‘Lynn isn't going out tonight.’

'Lynn is not going out tonight.' or 'Lynn isn't going out tonight.'

The next sentence says, ‘Laura isn't study this evening.’

The next sentence says, 'Laura isn't study this evening.'

Can you find the mistake?

Can you find the mistake?

Remember we have to add  ‘-ing’ to the end of the verb,

Remember we have to add '-ing' to the end of the verb,

so we need to say,

so we need to say,

‘Laura isn't studying this evening.’

'Laura isn't studying this evening.'

The next sentence says,

The next sentence says,

‘My sons will playing chess later.’

'My sons will playing chess later.'

We are talking about a future plan,

We are talking about a future plan,

so you might be tempted to use ‘well’ or ‘will’, I'm sorry.

so you might be tempted to use 'well' or 'will', I'm sorry.

However, instead of saying ‘will’, we use the ‘be’ verb.

However, instead of saying 'will', we use the 'be' verb.

‘My sons are playing chess later.’

'My sons are playing chess later.'

And finally, ‘She's not to eating dinner tonight.’

And finally, 'She's not to eating dinner tonight.'

There's an extra word in here that we don't need.

There's an extra word in here that we don't need.

What is it?

Qu'est-ce que c'est?

It's ‘to’.

It's 'to'.

Remember, subject - ‘be’ verb, not verb ‘-ing’.

Remember, subject - 'be' verb, not verb '-ing'.

We do not need ‘to’ in this sentence.

We do not need 'to' in this sentence.

All right well that's the end of this checkup.

All right well that's the end of this checkup.

Let's move on.

Let's move on.

Good job, everyone.

Good job, everyone.

You just completed the lesson  on the present continuous tense.

You just completed the lesson on the present continuous tense.

This tense is not easy but you did a great job.

This tense is not easy but you did a great job.

And keep watching to learn more.

And keep watching to learn more.

I know English can be difficult but with practice and effort you will improve.

I know English can be difficult but with practice and effort you will improve.

I promise.

I promise.

See you in the next video.

Rendez-vous dans la prochaine vidéo.

Hi, everyone.

Salut tout le monde.

I'm Esther.

I'm Esther.

In this video, I'm going to introduce the present perfect tense.

In this video, I'm going to introduce the present perfect tense.

This tense can be used to talk about an action that happened in the past,

This tense can be used to talk about an action that happened in the past,

but when it happened is not very important or it’s unknown.

but when it happened is not very important or it's unknown.

It can also be used to talk about an action that started in the past and continues in

It can also be used to talk about an action that started in the past and continues in

the present.

the present.

We really want to emphasize how long that action has been happening.

We really want to emphasize how long that action has been happening.

And finally, we use this tense to talk about a recent action.

And finally, we use this tense to talk about a recent action.

There's a lot to learn and a lot of important information, so keep watching.

There's a lot to learn and a lot of important information, so keep watching.

Let's talk about one usage of the present perfect tense.

Let's talk about one usage of the present perfect tense.

This tense can be used to talk about an action that happened in the past.

This tense can be used to talk about an action that happened in the past.

But when it happened is not important or not known.

But when it happened is not important or not known.

However, this action is  important to the conversation 

However, this action is important to the conversation

right now.

right now.

Let's take a look at some examples.

Let's take a look at some examples.

The first one says, ‘I have been to Canada.’

The first one says, 'I have been to Canada.'

What we do here is we start with the subject, ‘I’.

What we do here is we start with the subject, 'I'.

For ‘I’, ‘you’, ‘we’, and ‘they’, we follow with ‘have’.

For 'I', 'you', 'we', and 'they', we follow with 'have'.

After that we use the past participle of the verb.

After that we use the past participle of the verb.

In this case, the verb is ‘be’.

In this case, the verb is 'be'.

And so the past participle is ‘been’.

And so the past participle is 'been'.

‘I have been to Canada.’

'I have been to Canada.'

The next sentence says, ‘My cousins have seen the movie.’

The next sentence says, 'My cousins have seen the movie.'

My cousins is a ‘they’.

My cousins is a 'they'.

And so again, we follow with ‘have’.

And so again, we follow with 'have'.

And the past participle of see is ‘seen’.

And the past participle of see is 'seen'.

‘They have seen the movie.’

'They have seen the movie.'

Or ‘My cousins have seen the movie.’

Or 'My cousins have seen the movie.'

The next example says, ‘Chad has gone home.’

The next example says, 'Chad has gone home.'

Chad is a ‘he’.

Chad is a 'he'.

For ‘he’, ‘she’, ‘it’, we follow with ‘has’.

For 'he', 'she', 'it', we follow with 'has'.

Then, the past participle ‘gone’ is for the verb ‘go’.

Then, the past participle 'gone' is for the verb 'go'.

‘Chad has gone home.’

'Chad has gone home.'

And finally, ‘My phone has been fixed.’

And finally, 'My phone has been fixed.'

My phone is an ‘it’.

My phone is an 'it'.

Therefore, I use ‘has’.

Therefore, I use 'has'.

And then I need the past participle of ‘be’ – ‘been’.

And then I need the past participle of 'be' – 'been'.

‘My phone has been fixed.’

'My phone has been fixed.'

Let's move on to the next usage.

Let's move on to the next usage.

The present perfect tense is also used to describe an action that started in the past

The present perfect tense is also used to describe an action that started in the past

and continues in the present.

and continues in the present.

‘for’ and since’ are common expressions used with the present perfect tense.

'for' and since' are common expressions used with the present perfect tense.

Let's take a look at these examples.

Let's take a look at these examples.

‘I have worked there since 2002.’

'I have worked there since 2002.'

You'll notice we start with the subject.

You'll notice we start with the subject.

If it's ‘I’, ‘you’ or ‘we’, we have ‘have’.

If it's 'I', 'you' or 'we', we have 'have'.

Then the past participle of the verb.

Then the past participle of the verb.

In this case - ‘worked’.

In this case - 'worked'.

What you'll notice here is that we also have ‘since 2002’.

What you'll notice here is that we also have 'since 2002'.

This shows when the action started, so with the expression ‘since’, you need to use

This shows when the action started, so with the expression 'since', you need to use

a specific point in time.

a specific point in time.

The next example does the same thing.

The next example does the same thing.

‘You have had a car since last year.’

'You have had a car since last year.'

Again, we use ‘since’, so we have a specific point in time - ‘last year’.

Again, we use 'since', so we have a specific point in time - 'last year'.

Take a look at the next example.

Take a look at the next example.

‘Anna has liked him for weeks.’

'Anna has liked him for weeks.'

In this case the subject is ‘Anna’.

In this case the subject is 'Anna'.

Which is a ‘she’, and so we use ‘has’.

Which is a 'she', and so we use 'has'.

Then the past participle ‘liked’.

Then the past participle 'liked'.

However, at the end of the sentence, we see ‘for weeks’.

However, at the end of the sentence, we see 'for weeks'.

Not ‘since weeks’.

Not 'since weeks'.

When we use ‘for’, we talk about the duration.

When we use 'for', we talk about the duration.

We explain how long this action has been true.

We explain how long this action has been true.

And finally, ‘We have eaten lunch here for 3 months.’

And finally, 'We have eaten lunch here for 3 months.'

Again, the sentence ends with ‘for 3 months’.

Again, the sentence ends with 'for 3 months'.

So we show the duration.

So we show the duration.

Let's move on to the next usage.

Let's move on to the next usage.

In addition, the present perfect tense can be used to describe an action that recently

In addition, the present perfect tense can be used to describe an action that recently

stopped.

stopped.

Let’s take a look at some examples.

Let's take a look at some examples.

‘I have just been to the doctor,’

'I have just been to the doctor,'

So just like for all the other usages, we start with the subject,

So just like for all the other usages, we start with the subject,

‘have’ or ‘has’, and the past participle.

'have' or 'has', and the past participle.

But you'll notice here, I used the word ‘just’ between ‘have’ and the verb.

But you'll notice here, I used the word 'just' between 'have' and the verb.

‘I have just been to the doctor.’

'I have just been to the doctor.'

This shows that it happened very recently.

This shows that it happened very recently.

The next example says, ‘James has just seen his new baby.’

The next example says, 'James has just seen his new baby.'

Again, just goes in between ‘have’ or ‘has’ and the verb.

Again, just goes in between 'have' or 'has' and the verb.

Take a look at the next example.

Take a look at the next example.

It says, ‘She has already been to China.’

It says, 'She has already been to China.'

‘already’ is another word you can use to show that this action recently happened.

'already' is another word you can use to show that this action recently happened.

However, ‘already’ can also be moved to the end of the sentence.

However, 'already' can also be moved to the end of the sentence.

So it's perfectly fine to say, ‘She has been to China already.’

So it's perfectly fine to say, 'She has been to China already.'

And in the last example, ‘We have recently visited Tom.’

And in the last example, 'We have recently visited Tom.'

Again, you can put this word between ‘have’ or ‘has’ and the verb.

Again, you can put this word between 'have' or 'has' and the verb.

Or you can also put it at the end of the sentence.

Or you can also put it at the end of the sentence.

‘We have visited Tom recently.’

'We have visited Tom recently.'

Let's move on.

Let's move on.

Let's take a look at the negative form of the present perfect tense.

Let's take a look at the negative form of the present perfect tense.

Here are some examples.

Here are some examples.

The first one says, ‘I have not been to Europe.’

The first one says, 'I have not been to Europe.'

What you'll notice in the first sentence is that we simply put a 'not' between ‘have’

What you'll notice in the first sentence is that we simply put a 'not' between 'have'

and ‘been’.

and 'been'.

‘I have not been to Europe.’

'I have not been to Europe.'

You can also use a contraction and say ‘I haven't been to Europe.’

You can also use a contraction and say 'I haven't been to Europe.'

The next sentence says, ‘It has not rained for 3 months.’

The next sentence says, 'It has not rained for 3 months.'

Again, we put the ‘not’ between the ‘has’ and the verb.

Again, we put the 'not' between the 'has' and the verb.

‘It has not rained for 3 months.’

'It has not rained for 3 months.'

Here we have a time expression to show the duration.

Here we have a time expression to show the duration.

The next example says, ‘Teddy hasn't driven for 2 years.’

The next example says, 'Teddy hasn't driven for 2 years.'

We used the contraction here for ‘has’ and ‘not’ – ‘hasn't’.

We used the contraction here for 'has' and 'not' – 'hasn't'.

And then we use the time expression ‘for 2 years’ at the end of the sentence.

And then we use the time expression 'for 2 years' at the end of the sentence.

And finally, the last sentence says, ‘My sons haven't played soccer since 2010.’

And finally, the last sentence says, 'My sons haven't played soccer since 2010.'

We see another contraction here for ‘have not’ – ‘haven't’.

We see another contraction here for 'have not' – 'haven't'.

‘My sons haven't played soccer since 2010.’

'My sons haven't played soccer since 2010.'

This time expression uses ‘since’.

This time expression uses 'since'.

And so we mention a specific point and time.

And so we mention a specific point and time.

Let's move on.

Let's move on.

Now let's take a look at the ‘have’ or ‘has’ question form of the present perfect

Now let's take a look at the 'have' or 'has' question form of the present perfect

tense.

tense.

Take a look at the board.

Take a look at the board.

The first sentence says, ‘Mike has eaten lunch.’

The first sentence says, 'Mike has eaten lunch.'

That is a statement.

That is a statement.

Now to turn it into a question, it's quite easy.

Now to turn it into a question, it's quite easy.

All you have to do is put ‘has’ at the beginning.

All you have to do is put 'has' at the beginning.

Then you follow with the subject and then the past participle.

Then you follow with the subject and then the past participle.

You'll notice that the placement of the past participle doesn't change.

You'll notice that the placement of the past participle doesn't change.

We've simply changed the order of the first 2 words.

We've simply changed the order of the first 2 words.

‘Has Mike eaten lunch?’

'Has Mike eaten lunch?'

‘Has Mike eaten lunch?’

'Has Mike eaten lunch?'

And you can answer by saying ‘Yes, he has.’ or ‘No, he hasn't.’

And you can answer by saying 'Yes, he has.' or 'No, he hasn't.'

The next sentence says, ‘They have watched the video.’

The next sentence says, 'They have watched the video.'

This is a statement.

This is a statement.

If we want to turn it into a question, again, we change the order of the first two words.

If we want to turn it into a question, again, we change the order of the first two words.

‘Have they…?’

'Have they…?'

And the past participle verb stays in the same place.

And the past participle verb stays in the same place.

‘Have they watched the video?’

'Have they watched the video?'

‘Have they watched the video?’

'Have they watched the video?'

You can answer this question by saying, ‘Yes, they have.’

You can answer this question by saying, 'Yes, they have.'

or ‘No, they haven't.’

or 'No, they haven't.'

Good job, guys.

Good job, guys.

Let's move on.

Let's move on.

Now, I'll briefly introduce how to ask WH questions in the present perfect tense.

Now, I'll briefly introduce how to ask WH questions in the present perfect tense.

Take a look at the board.

Take a look at the board.

I have ‘where’, ‘what’, ‘who’, and ‘how’.

I have 'where', 'what', 'who', and 'how'.

These go at the beginning of the question.

These go at the beginning of the question.

Let's take a look at the first example.

Let's take a look at the first example.

‘Where has Tim been?’

'Where has Tim been?'

You'll notice we followed the WH word with ‘has’ or ‘have’.

You'll notice we followed the WH word with 'has' or 'have'.

In this case, I used ‘has’ because the subject is ‘Tim’, and Tim is a ‘he’.

In this case, I used 'has' because the subject is 'Tim', and Tim is a 'he'.

And then we followed that with the past participle of the verb.

And then we followed that with the past participle of the verb.

‘Where has Tim been?’

'Where has Tim been?'

And I can answer by saying, ‘Tim has been home.’

And I can answer by saying, 'Tim has been home.'

or ‘Tim has been on vacation.’

or 'Tim has been on vacation.'

Something like that.

Quelque chose comme ca.

The next question says, what countries have you visited?

The next question says, what countries have you visited?

I can answer by saying, ‘I have visited China.’

I can answer by saying, 'I have visited China.'

or ‘I have visited Mexico.’

or 'I have visited Mexico.'

You can also use the contraction ‘I’ve’.

You can also use the contraction 'I've'.

‘I've visited China.’

'I've visited China.'

The next question says, ‘Who has she talked to?’

The next question says, 'Who has she talked to?'

You can answer by saying, ‘She has talked to her mom.’ or ‘She has talked to her

You can answer by saying, 'She has talked to her mom.' or 'She has talked to her

teacher.’

teacher.'

The next question says, ‘How long have you been married?’

The next question says, 'How long have you been married?'

‘I've been married for 3 years.’

'I've been married for 3 years.'

That's one answer that you can give.

That's one answer that you can give.

Great job, everybody.

Great job, everybody.

Let's move on.

Let's move on.

For this checkup, we'll take a look at the present perfect tense.

For this checkup, we'll take a look at the present perfect tense.

Which describes an action that happened at

Which describes an action that happened at

an unknown or indefinite time in the past.

an unknown or indefinite time in the past.

Let's look at the first sentence.

Let's look at the first sentence.

‘She _blank_ read that book.’

'She _blank_ read that book.'

The subject in this sentence is ‘she’.

The subject in this sentence is 'she'.

For he/she/it, in this tense we say, ‘has’.

For he/she/it, in this tense we say, 'has'.

‘She has’.

'She has'.

Now, take a look at the verb.

Now, take a look at the verb.

It looks like ‘read’.

It looks like 'read'.

But remember we need to use the past participle of the verb.

But remember we need to use the past participle of the verb.

So It's actually ‘read’.

So It's actually 'read'.

‘read’ and ‘read’ are spelled the same.

'read' and 'read' are spelled the same.

‘She has read that book.’

'She has read that book.'

The second sentence says, ‘They _blank_ visit China.’

The second sentence says, 'They _blank_ visit China.'

‘visit’ is the verb that you want to use here.

'visit' is the verb that you want to use here.

For ‘I’, ‘you’, ‘we’ and ‘they’, we use ‘have’.

For 'I', 'you', 'we' and 'they', we use 'have'.

Not ‘has’.

Not 'has'.

‘They have’

'They have'

Now, what's the past participle of visit?

Now, what's the past participle of visit?

The answer is ‘visited’.

The answer is 'visited'.

‘They have visited China.’

'They have visited China.'

Next, ‘We _blank_ see that concert.’

Next, 'We _blank_ see that concert.'

Again, for ‘I’, ‘you’, we’ and ‘they’ – we use ‘have’.

Again, for 'I', 'you', we' and 'they' – we use 'have'.

‘We have’.

'We have'.

Now, the past participle of ‘see’ is 'seen'.

Now, the past participle of 'see' is 'seen'.

‘We have seen that concert.’

'We have seen that concert.'

Now, let's look for the mistake in the next sentence.

Now, let's look for the mistake in the next sentence.

‘Rick have been to Cuba.’

'Rick have been to Cuba.'

Take a look at the subject, ‘Rick’.

Take a look at the subject, 'Rick'.

Rick is a ‘he’.

Rick is a 'he'.

So instead of ‘have’, we need to change this to ‘has’.

So instead of 'have', we need to change this to 'has'.

‘Rick has been to Cuba.’

'Rick has been to Cuba.'

‘Sally and I hasn't finished work.’

'Sally and I hasn't finished work.'

The subject in this sentence is ‘Sally’ and ‘I’.

The subject in this sentence is 'Sally' and 'I'.

The pronoun for that is ‘we’.

The pronoun for that is 'we'.

‘We hasn't finished work.’

'We hasn't finished work.'

That still sounds weird, right?

That still sounds weird, right?

We have to change this to ‘have not’ or the contraction ‘haven't’.

We have to change this to 'have not' or the contraction 'haven't'.

And finally, ‘I did go to the doctor.’

And finally, 'I did go to the doctor.'

Now this sentence makes sense, but it's not the present perfect tense.

Now this sentence makes sense, but it's not the present perfect tense.

We have to change it.

We have to change it.

Remember, we use ‘have’ for the subject, ‘I’.

Remember, we use 'have' for the subject, 'I'.

But we're not done.

But we're not done.

What is the past participle of ‘go’?

What is the past participle of 'go'?

It is ‘gone’.

It is 'gone'.

‘I have gone to the doctor.’

'I have gone to the doctor.'

Great job.

Great job.

Let's move on to the next checkup.

Let's move on to the next checkup.

In this checkup, we'll talk about the present perfect tense

In this checkup, we'll talk about the present perfect tense

and how it can be used to describe an action that started in the past and is still true

and how it can be used to describe an action that started in the past and is still true

today.

today.

The first sentence says, ‘I _blank_ known Carly since 1994.’

The first sentence says, 'I _blank_ known Carly since 1994.'

The subject is ‘I’.

The subject is 'I'.

And we already have the past participle of the verb, ‘know’.

And we already have the past participle of the verb, 'know'.

Which is ‘known’.

Which is 'known'.

What are we missing?

What are we missing?

The correct answer is ‘have’.

The correct answer is 'have'.

For ‘I’, ‘you’, ‘we’ and ‘they’, we use ‘have’ after the subject.

For 'I', 'you', 'we' and 'they', we use 'have' after the subject.

The next sentence says,

The next sentence says,

‘He has been here _blank_ 2 p.m.’

'He has been here _blank_ 2 pm'

Now the first part is all there.

Now the first part is all there.

‘He has been’.

'He has been'.

However, remember that for the present perfect tense,

However, remember that for the present perfect tense,

we use ‘for’ or ‘since’ to talk about how long that action has been true.

we use 'for' or 'since' to talk about how long that action has been true.

In this case, we use ‘since’.

In this case, we use 'since'.

Because 2 p.m. is a specific period in time.

Because 2 pm is a specific period in time.

Next it says, ‘She _blank_ liked Tom since June.’

Next it says, 'She _blank_ liked Tom since June.'

The subject is ‘she’.

The subject is 'she'.

And we have the past participle of the verb ‘like’, which is 'liked'.

And we have the past participle of the verb 'like', which is 'liked'.

What are we missing?

What are we missing?

Again, we need ‘have’ or ‘has’.

Again, we need 'have' or 'has'.

Because the subject is ‘she’...

Because the subject is 'she'...

Can you figure out which one you need?

Can you figure out which one you need?

The correct answer is ‘has’.

The correct answer is 'has'.

‘She has liked Tom since June.’

'She has liked Tom since June.'

Now, I want you to find a mistake in the next sentence.

Now, I want you to find a mistake in the next sentence.

‘I have worked here six months ago.’

'I have worked here six months ago.'

Can you find a mistake here?

Can you find a mistake here?

‘I have worked’ - that's correct.

'I have worked' - that's correct.

However, in the present perfect tense, we don't use ‘ago’.

However, in the present perfect tense, we don't use 'ago'.

This is talking about more the past.

This is talking about more the past.

We want to talk about ‘since’ or ‘for’ instead.

We want to talk about 'since' or 'for' instead.

Now ‘six months’ is not a specific time.

Now 'six months' is not a specific time.

So we don't use ‘since’.

So we don't use 'since'.

Instead, we talk about the duration.

Instead, we talk about the duration.

So we need ‘for’.

So we need 'for'.

We'll say, ‘I have worked here for six months.’

We'll say, 'I have worked here for six months.'

Let's take a look at the next sentence.

Let's take a look at the next sentence.

‘Jen have a cold for two weeks.’

'Jen have a cold for two weeks.'

At first glance, this doesn't seem that wrong.

At first glance, this doesn't seem that wrong.

But remember, Jen is a ‘she’.

But remember, Jen is a 'she'.

So we need ‘has’.

So we need 'has'.

‘Jen has’.

'Jen has'.

But wait a minute, ‘Jen has have a cold’?

But wait a minute, 'Jen has have a cold'?

That's not right either.

That's not right either.

We need the past participle of ‘have’.

We need the past participle of 'have'.

What is the past participle?

What is the past participle?

The correct answer is ‘had’.

The correct answer is 'had'.

‘Jen has had a cold for two weeks.’

'Jen has had a cold for two weeks.'

And finally, ‘We haven't went home since Friday.’

And finally, 'We haven't went home since Friday.'

This one is a little tricky.

This one is a little tricky.

The subject is ‘we’.

The subject is 'we'.

‘We have... have not’.

'We have... have not'.

That's correct.

That's correct.

The contraction is ‘haven't’.

The contraction is 'haven't'.

‘We haven't’.

'We haven't'.

Now the problem is, we have this verb ‘went’.

Now the problem is, we have this verb 'went'.

That's in the past simple tense.

That's in the past simple tense.

We need the past participle of ‘go’.

We need the past participle of 'go'.

The correct answer is ‘gone’.

The correct answer is 'gone'.

‘We haven't gone home since Friday.’

'We haven't gone home since Friday.'

Good job, guys.

Good job, guys.

Let's move on to the next checkup.

Let's move on to the next checkup.

In this checkup, we'll take a look at the present perfect tense.

In this checkup, we'll take a look at the present perfect tense.

And how it is used to describe an action that finished recently.

And how it is used to describe an action that finished recently.

We'll be focusing on the words, ‘just’, ‘already’ and ‘recently’ to show this.

We'll be focusing on the words, 'just', 'already' and 'recently' to show this.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘She has just _blank_ that book.’

'She has just _blank_ that book.'

And we're using the verb, ‘read’.

And we're using the verb, 'read'.

Remember, we take the subject, ‘she’.

Remember, we take the subject, 'she'.

And for ‘he’, ‘she’ and ‘it’, we say ‘has’.

And for 'he', 'she' and 'it', we say 'has'.

So that's correct.

So that's correct.

Now we need the past participle of ‘read’.

Now we need the past participle of 'read'.

And that is ‘read’.

And that is 'read'.

‘She has just read that book.’

'She has just read that book.'

You'll notice I use the word, ‘just’ right before the past participle.

You'll notice I use the word, 'just' right before the past participle.

Next it says, ‘They have already’ and the verb is ‘wake up’.

Next it says, 'They have already' and the verb is 'wake up'.

If the subject is ‘he’, ‘she’, or ‘it’, we use ‘has’.

If the subject is 'he', 'she', or 'it', we use 'has'.

But if the subject is ‘I’, ‘you’, ‘we’ or ‘they’, we use ‘have’.

But if the subject is 'I', 'you', 'we' or 'they', we use 'have'.

So that's correct.

So that's correct.

‘They have’.

'They have'.

Also we have the word ‘already’ here to show that it happened recently

Also we have the word 'already' here to show that it happened recently

or that it finished recently.

or that it finished recently.

Now the verb is ‘wake up’.

Now the verb is 'wake up'.

We need the past participle of ‘wake up’,

We need the past participle of 'wake up',

and that is ‘woken up’.

and that is 'woken up'.

So the answer is,

So the answer is,

‘They have already woken up.’

'They have already woken up.'

The next sentence says,

The next sentence says,

‘We have recently _blank_ work.’

'We have recently _blank_ work.'

And the verb is ‘finish’.

And the verb is 'finish'.

‘We have’, that's correct.

'We have', that's correct.

And we have the word 'recently' to show when the action finished.

And we have the word 'recently' to show when the action finished.

And now we need to find the past participle of the verb ‘finish’.

And now we need to find the past participle of the verb 'finish'.

The correct answer is.

The correct answer is.

‘We have recently finished, -ed, work.’

'We have recently finished, -ed, work.'

Now try to find the mistake in the next sentence.

Now try to find the mistake in the next sentence.

‘Morty has eaten just.’

'Morty has eaten just.'

This sounds a little strange, right?

This sounds a little strange, right?

That's because ‘just’ needs to come before the verb.

That's because 'just' needs to come before the verb.

Therefore, the answer is ‘Morty has just eaten.’

Therefore, the answer is 'Morty has just eaten.'

The next sentence says, ‘Karen has recently be sick.’

The next sentence says, 'Karen has recently be sick.'

Karen is a ‘she’.

Karen is a 'she'.

So ‘has’ is correct.

So 'has' is correct.

And there we have ‘recently’.

And there we have 'recently'.

Now we need the past participle of the verb.

Now we need the past participle of the verb.

‘be’ is our verb and the past participle of ‘be’ is ‘been’.

'be' is our verb and the past participle of 'be' is 'been'.

‘Karen has recently been sick.’

'Karen has recently been sick.'

And finally, ‘I have gone already to the dentist.’

And finally, 'I have gone already to the dentist.'

This is similar to another question we looked at just before.

This is similar to another question we looked at just before.

‘I have gone already to the dentist.’

'I have gone already to the dentist.'

The placement of ‘already’ is a little awkward.

The placement of 'already' is a little awkward.

So we can say, ‘I have already gone.’

So we can say, 'I have already gone.'

So we can put ‘already’ before the verb,

So we can put 'already' before the verb,

‘I have already gone to the dentist’

'I have already gone to the dentist'

Or we can put this at the end,

Or we can put this at the end,

‘I have gone to the dentist already.’

'I have gone to the dentist already.'

Both of those are correct.

Both of those are correct.

Now, good job.

Now, good job.

That is the end of the checkup.

That is the end of the checkup.

Let's move on.

Let's move on.

Excellent job, everyone.

Excellent job, everyone.

You just learned about the present perfect tense.

You just learned about the present perfect tense.

There was a lot to learn, but you did a wonderful job.

There was a lot to learn, but you did a wonderful job.

Keep studying English.

Keep studying English.

I know that It's hard, but you will get better with time, effort and practice.

I know that It's hard, but you will get better with time, effort and practice.

I'll see you in the next video.

Je vous verrai dans la prochaine vidéo.

Hi, everyone.

Salut tout le monde.

Welcome to the video.

Welcome to the video.

In this video, I’ll introduce the Present Perfect Continuous English Tense.

In this video, I'll introduce the Present Perfect Continuous English Tense.

This tense can be used to talk about an action

This tense can be used to talk about an action

that started in the past and continues in the present.

that started in the past and continues in the present.

It can also be used to talk about an action that hasn't happened recently.

It can also be used to talk about an action that hasn't happened recently.

And finally, it can also be used to talk about an action that recently stopped.

And finally, it can also be used to talk about an action that recently stopped.

There's a lot to learn, so keep watching.

There's a lot to learn, so keep watching.

You can use the present perfect continuous tense

You can use the present perfect continuous tense

to talk about an action that started in the past and continues in the present.

to talk about an action that started in the past and continues in the present.

We want to emphasize duration

We want to emphasize duration

and you can do that by using ‘for’ or ‘since’ in your sentence.

and you can do that by using 'for' or 'since' in your sentence.

Let's take a look at some examples.

Let's take a look at some examples.

‘Charles has been studying English for an hour.’

'Charles has been studying English for an hour.'

Take a look at the subject, ‘Charles’.

Take a look at the subject, 'Charles'.

The subject pronoun for Charles is ‘he’.

The subject pronoun for Charles is 'he'.

And that's why we say ‘has’.

And that's why we say 'has'.

After that, we add ‘been’ and then verb ‘-ing’.

After that, we add 'been' and then verb '-ing'.

In this case, ‘studying.’

In this case, 'studying.'

You'll also notice that at the end of the sentence we have for an hour.

You'll also notice that at the end of the sentence we have for an hour.

That shows how long this  action has been happening.

That shows how long this action has been happening.

When you use ‘for’, you emphasize the duration. ‘for an hour’.

When you use 'for', you emphasize the duration. 'for an hour'.

‘Charles has been studying English for an hour.’

'Charles has been studying English for an hour.'

Let's take a look at the next sentence.

Let's take a look at the next sentence.

‘Lily has been playing the piano for 2 years.’

'Lily has been playing the piano for 2 years.'

In this case, Lily is a ‘she’ and that's why, again, we say ‘has’.

In this case, Lily is a 'she' and that's why, again, we say 'has'.

You'll notice again, we have ‘been’ and then verb ‘-ing’.

You'll notice again, we have 'been' and then verb '-ing'.

In this case, ‘playing’.

In this case, 'playing'.

At the end of this sentence, we also used ‘for’.

At the end of this sentence, we also used 'for'.

and then ‘two years’.

and then 'two years'.

So again, we're showing how long this has been happening.

So again, we're showing how long this has been happening.

The next sentence is a little different.

The next sentence is a little different.

‘It has been growing since June.’

'It has been growing since June.'

So it can be something like a plant.

So it can be something like a plant.

The plant or it has been growing since June.

The plant or it has been growing since June.

Here we use ‘since’, not ‘for’.

Here we use 'since', not 'for'.

What's the difference?

What's the difference?

We use a specific point in time with since.

We use a specific point in time with since.

We don't say ‘Since two hours’.

We don't say 'Since two hours'.

No, we say ‘When the action started since June.’

No, we say 'When the action started since June.'

And finally, ‘Dan and I have been working since 6 a.m.’

And finally, 'Dan and I have been working since 6 am'

The subject pronoun for ‘Dan and I’ is ‘We’.

The subject pronoun for 'Dan and I' is 'We'.

Therefore we use ‘have’.

Therefore we use 'have'.

At the end of the sentence, we have ‘since 6 a.m.’

At the end of the sentence, we have 'since 6 am'

Remember that with ‘since’, we talked about a specific point in time when the action

Remember that with 'since', we talked about a specific point in time when the action

started.

started.

Let's move on.

Let's move on.

The present perfect continuous can also be used without emphasizing duration.

The present perfect continuous can also be used without emphasizing duration.

In this case, we mean ‘lately’.

In this case, we mean 'lately'.

This action has been happening ‘lately’,

This action has been happening 'lately',

and so we can use the word ‘lately’ or ‘recently’ to explain this.

and so we can use the word 'lately' or 'recently' to explain this.

Let's take a look at some examples.

Let's take a look at some examples.

‘You have been missing many classes lately.’

'You have been missing many classes lately.'

You'll notice that at the end of the sentence I use the word ‘lately'

You'll notice that at the end of the sentence I use the word 'lately'

to describe when this action has been happening.

to describe when this action has been happening.

You can also use lately at the beginning of the sentence.

You can also use lately at the beginning of the sentence.

For example, ‘Lately, you have been missing many classes.’

For example, 'Lately, you have been missing many classes.'

The next example says, ‘Recently, Toby has been running every day.’

The next example says, 'Recently, Toby has been running every day.'

In this sentence, we used ‘recently’ at the beginning

In this sentence, we used 'recently' at the beginning

to show when does action has been happening.

to show when does action has been happening.

You can also use ‘recently’ at the end of the sentence.

You can also use 'recently' at the end of the sentence.

‘Toby has been running everyday recently.’

'Toby has been running everyday recently.'

In this example, the subject is Toby and so we use ‘has’ after Toby.

In this example, the subject is Toby and so we use 'has' after Toby.

Because Toby is a ‘he’.

Because Toby is a 'he'.

The next example says, ‘Lately, Dana has been swimming a lot.’

The next example says, 'Lately, Dana has been swimming a lot.'

Again, we use ‘lately’ at the beginning of this sentence,

Again, we use 'lately' at the beginning of this sentence,

but you can also use it at the end.

but you can also use it at the end.

Dana is a ‘she’ and so we followed this subject with ‘has’.

Dana is a 'she' and so we followed this subject with 'has'.

And finally, ‘We've been practicing English together recently.’

And finally, 'We've been practicing English together recently.'

‘We’ is the subject of this sentence and so we use ‘have’.

'We' is the subject of this sentence and so we use 'have'.

Here, we use the contraction ‘We’ve’.

Here, we use the contraction 'We've'.

‘We have’ become ‘We've’.

'We have' become 'We've'.

‘We've been practicing English together recently.’

'We've been practicing English together recently.'

We can put ‘recently’ at the end,

We can put 'recently' at the end,

or we can say ‘Recently we've been practicing English together.’

or we can say 'Recently we've been practicing English together.'

Let's move on.

Let's move on.

The present perfect continuous tense and also be used to talk about an action that recently

The present perfect continuous tense and also be used to talk about an action that recently

stopped and has a present result.

stopped and has a present result.

Let's take a look at the example.

Let's take a look at the example.

‘I'm tired because I have been running.’

'I'm tired because I have been running.'

The second part of the sentence, ‘I have been running’

The second part of the sentence, 'I have been running'

is using the present perfect continuous tense.

is using the present perfect continuous tense.

This is the action that recently stopped.

This is the action that recently stopped.

And as a result, ‘I'm tired’.

And as a result, 'I'm tired'.

This is the present result.

This is the present result.

What's happening now, because of this.

What's happening now, because of this.

‘I'm tired.’.

'I'm tired.'.

The next example says, ‘The street is wet because it has been raining.’

The next example says, 'The street is wet because it has been raining.'

This is very similar to the first sentence.

This is very similar to the first sentence.

Here, we know that it has been raining.

Here, we know that it has been raining.

And this action recently stopped.

And this action recently stopped.

As a result, in the present, The street is wet.

As a result, in the present, The street is wet.

The street is wet right now because of this action.

The street is wet right now because of this action.

The next example says, ‘You don't understand because you haven't been listening.’

The next example says, 'You don't understand because you haven't been listening.'

You'll notice here that we use the negative.

You'll notice here that we use the negative.

Here's the contractions, ‘haven't’ or ‘have not’

Here's the contractions, 'haven't' or 'have not'

because of this action,  you haven't been listening,

because of this action, you haven't been listening,

now you don't understand.

now you don't understand.

In the last example, we switch the order a little bit.

In the last example, we switch the order a little bit.

‘I've been studying all night.’

'I've been studying all night.'

There is the present perfect continuous tense.

There is the present perfect continuous tense.

This is the action that stopped recently.

This is the action that stopped recently.

And here is the result.

And here is the result.

‘Now, I'm exhausted.’

'Now, I'm exhausted.'

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

Let's take a look at the negative form of the present perfect continuous tense.

Let's take a look at the negative form of the present perfect continuous tense.

Here are some examples.

Here are some examples.

‘I have not been feeling well these days.’

'I have not been feeling well these days.'

At the end of the sentence we have ‘these days’ to show that this is an action that's

At the end of the sentence we have 'these days' to show that this is an action that's

been happening recently.

been happening recently.

In the negative form, we have to have ‘not’.

In the negative form, we have to have 'not'.

The ‘not’ goes after have or has.

The 'not' goes after have or has.

In this case, the subject is ‘I’, so I use ‘have’.

In this case, the subject is 'I', so I use 'have'.

‘I have not been feeling well these days.’

'I have not been feeling well these days.'

We can also use a contraction ‘haven't’ or ‘have not’.

We can also use a contraction 'haven't' or 'have not'.

‘I haven't been feeling well these days.’

'I haven't been feeling well these days.'

The next sentence says, ‘Sue has not been cooking lately.’

The next sentence says, 'Sue has not been cooking lately.'

We have ‘lately’ at the end of this sentence,

We have 'lately' at the end of this sentence,

We can also put ‘lately’ at the beginning of the sentence.

We can also put 'lately' at the beginning of the sentence.

The important part of this sentence is to put ‘not’ after ‘has’.

The important part of this sentence is to put 'not' after 'has'.

Why did we use ‘has’?

Why did we use 'has'?

Because the subject is ‘Sue’ which is a 'she'.

Because the subject is 'Sue' which is a 'she'.

For ‘he’, ‘she’, ‘it’, we use ‘has’.

For 'he', 'she', 'it', we use 'has'.

Again, we can use a contraction ‘hasn't’ for has not.

Again, we can use a contraction 'hasn't' for has not.

‘Sue hasn't been cooking lately.’

'Sue hasn't been cooking lately.'

The next sentence says, ‘Jeff hasn't been eating healthy food recently.’

The next sentence says, 'Jeff hasn't been eating healthy food recently.'

Again, the ‘recently’ can be used at the beginning or end of this sentence.

Again, the 'recently' can be used at the beginning or end of this sentence.

We have the contestant ‘hasn't’ here for you.

We have the contestant 'hasn't' here for you.

‘hasn't’ is a contraction for ‘has not’.

'hasn't' is a contraction for 'has not'.

We have ‘has’ because the subject is Jeff which is ‘he’.

We have 'has' because the subject is Jeff which is 'he'.

And finally, ‘They haven't been speaking for over a year.’

And finally, 'They haven't been speaking for over a year.'

In this case, ‘for over a year’ shows duration.

In this case, 'for over a year' shows duration.

Remember with ‘for’, you show how long something has been happening.

Remember with 'for', you show how long something has been happening.

In this case, we have a contraction ‘haven't’ or ‘have not’.

In this case, we have a contraction 'haven't' or 'have not'.

Great job, everybody.

Great job, everybody.

let's move on.

let's move on.

Now, let's take a look at how to form the ‘have’ or ‘has’ question

Now, let's take a look at how to form the 'have' or 'has' question

for the present perfect continuous tense.

for the present perfect continuous tense.

The first sentence says, ‘He has been reading for an hour,’

The first sentence says, 'He has been reading for an hour,'

Now, to turn this into a question,

Now, to turn this into a question,

all we have to do is change the order of the first two words.

all we have to do is change the order of the first two words.

So ‘He has’ becomes ‘Has he’.

So 'He has' becomes 'Has he'.

‘Has he been reading for an hour?’

'Has he been reading for an hour?'

You'll notice that the second part of the sentence doesn't change.

You'll notice that the second part of the sentence doesn't change.

‘Has he been reading for an hour?’

'Has he been reading for an hour?'

To answer, you can simply say, ‘Yes, he has.’ or ‘No, he hasn't.’

To answer, you can simply say, 'Yes, he has.' or 'No, he hasn't.'

The next sentence says, ‘They have been sleeping since 8 p.m.’

The next sentence says, 'They have been sleeping since 8 pm'

Again, the second part of the sentence stays the same,

Again, the second part of the sentence stays the same,

and in the beginning, we just switch the first two words.

and in the beginning, we just switch the first two words.

‘They have’ become ‘Have they’.

'They have' become 'Have they'.

‘Have they been sleeping since 8 p.m.?’

'Have they been sleeping since 8 pm?'

To answer, you can say, ‘Yes, they have.’

To answer, you can say, 'Yes, they have.'

or ‘No. they haven't.’

or 'No. they haven't.'

Great job, everybody.

Great job, everybody.

Let's move on.

Let's move on.

Now, let's take a look at how to form WH questions in the present perfect continuous tense.

Now, let's take a look at how to form WH questions in the present perfect continuous tense.

Here, we have some WH question words.

Here, we have some WH question words.

‘what’, ‘where’, ‘why’ and ‘how’.

'what', 'where', 'why' and 'how'.

Let's take a look at the first question.

Let's take a look at the first question.

‘What have you been doing lately?’

'What have you been doing lately?'

I can answer by saying, ‘I have been working.’

I can answer by saying, 'I have been working.'

or ‘I have been studying.’

or 'I have been studying.'

I can also use the contraction ‘I've’.

I can also use the contraction 'I've'.

‘I've been working.’

'I've been working.'

‘I've been studying.’

'I've been studying.'

The next question says, ‘Where have you been traveling?’

The next question says, 'Where have you been traveling?'

‘I have been traveling in Europe.’

'I have been traveling in Europe.'

or ‘I've been traveling in Europe.’

or 'I've been traveling in Europe.'

‘Why has he been feeling sad?’

'Why has he been feeling sad?'

You can answer by saying, ‘He's been feeling sad.’

You can answer by saying, 'He's been feeling sad.'

That's the contraction ‘he has’, he's been feeling sad because his pet died.

That's the contraction 'he has', he's been feeling sad because his pet died.

or ‘He has been feeling sad because he broke up with his girlfriend.’

or 'He has been feeling sad because he broke up with his girlfriend.'

Something like that.

Quelque chose comme ca.

And ‘How has she been doing?’

And 'How has she been doing?'

‘How has she been doing?’

'How has she been doing?'

I can say, ‘She's been doing well.’

I can say, 'She's been doing well.'

‘She's’ is a contraction for ‘she has’.

'She's' is a contraction for 'she has'.

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

In this checkup, we will talk about the present perfect continuous tense.

In this checkup, we will talk about the present perfect continuous tense.

This tense can be used to describe an event

This tense can be used to describe an event

that started in the past and continues in the present.

that started in the past and continues in the present.

Let's take a look.

Nous allons jeter un coup d'oeil.

The first sentence says,

The first sentence says,

‘He has _blank_ all week,’

'He has _blank_ all week,'

And the verb is ‘sleep’.

And the verb is 'sleep'.

For this tense, what we do is we first look at the subject, ‘he’.

For this tense, what we do is we first look at the subject, 'he'.

For ‘he’, ‘she’ and ‘it’, we put ‘has’.

For 'he', 'she' and 'it', we put 'has'.

Then, we add ‘been’. ‘has been’.

Then, we add 'been'. 'has been'.

Finally we add ‘-ing’ to the end.

Finally we add '-ing' to the end.

‘He has been sleeping all week.’

'He has been sleeping all week.'

The next sentence says, ‘You haven't _blank_ for a year.’

The next sentence says, 'You haven't _blank_ for a year.'

and the verb is ‘travel’.

and the verb is 'travel'.

Now, this is the negative form.

Now, this is the negative form.

So you see the contraction - ‘haven't’.

So you see the contraction - 'haven't'.

‘You have not’ or ‘You haven't’.

'You have not' or 'You haven't'.

Again, what we do after that is add ‘been’.

Again, what we do after that is add 'been'.

Then, do you remember what to do?

Then, do you remember what to do?

Add ‘-ing’ to the verb.

Add '-ing' to the verb.

‘You haven't been traveling for a year.’

'You haven't been traveling for a year.'

Next, it says ‘They _blank_ working all day.’

Next, it says 'They _blank_ working all day.'

So the verb ‘-ing’ has already been provided for you.

So the verb '-ing' has already been provided for you.

Now, take a look at the subject.

Now, take a look at the subject.

The subject is ‘they’.

The subject is 'they'.

Should we use ‘have’? or should we use ‘has’?

Should we use 'have'? or should we use 'has'?

The correct answer is ‘have’.

The correct answer is 'have'.

Then what do you put?

Then what do you put?

Remember, we put ‘been’.

Remember, we put 'been'.

‘They have been working all day.’

'They have been working all day.'

Now if you want to make this negative, you can say,

Now if you want to make this negative, you can say,

‘They haven't been working all day.’

'They haven't been working all day.'

Now find the mistake in the next sentence.

Now find the mistake in the next sentence.

‘My friends have been watch TV.’

'My friends have been watch TV.'

‘My friends have been watch TV.’

'My friends have been watch TV.'

What's the mistake?

What's the mistake?

Remember, we need to add ‘-ing’ to the end of the verb.

Remember, we need to add '-ing' to the end of the verb.

So we should say,

So we should say,

‘My friends have been watching TV.’

'My friends have been watching TV.'

Next, ‘Sal did talking for 10 minutes.’

Next, 'Sal did talking for 10 minutes.'

Hmm..

Hmm..

Sal is a ‘he'.

Sal is a 'he'.

And ‘talking’ is already there for you.

And 'talking' is already there for you.

So what's in the middle of those two words is the mistake.

So what's in the middle of those two words is the mistake.

For ‘he’, we use ‘has’.

For 'he', we use 'has'.

So we say ‘has been’.

So we say 'has been'.

‘Sal has been talking for 10 minutes.’

'Sal has been talking for 10 minutes.'

And finally,

And finally,

‘He has been to eat for an hour.’

'He has been to eat for an hour.'

Hmm..

Hmm..

‘He has been’ That's correct.

'He has been' That's correct.

However, in this sentence, the base form of the verb ‘eat’ was used.

However, in this sentence, the base form of the verb 'eat' was used.

Instead, remember we need ‘-ing’.

Instead, remember we need '-ing'.

This is the correct answer.

This is the correct answer.

‘He has been eating for an hour.’

'He has been eating for an hour.'

All right, good job. and let's move on to the next practice.

All right, good job. and let's move on to the next practice.

In this practice, we'll take a look at the present perfect continuous tense,

In this practice, we'll take a look at the present perfect continuous tense,

And see how it expresses an action that has been happening recently or lately.

And see how it expresses an action that has been happening recently or lately.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘She has _blank_ bad lately.’

'She has _blank_ bad lately.'

And the verb is ‘feel’.

And the verb is 'feel'.

Remember for ‘she’, we use ‘has’.

Remember for 'she', we use 'has'.

Then don't forget we need to have ‘been’.

Then don't forget we need to have 'been'.

‘She has been’

'She has been'

After that, we add ‘-ing’ to the verb.

After that, we add '-ing' to the verb.

The correct sentence is,

The correct sentence is,

‘She has been feeling bad lately.’

'She has been feeling bad lately.'

The next sentence says,

The next sentence says,

‘We haven't _blank_ much recently.’

'We haven't _blank_ much recently.'

And the verb is ‘cook’.

And the verb is 'cook'.

This is a negative sentence.

This is a negative sentence.

So we say, ‘We have not’ or the contraction - ‘haven't’.

So we say, 'We have not' or the contraction - 'haven't'.

‘We haven't’ Don't forget ‘been’, and then verb ‘-ing’.

'We haven't' Don't forget 'been', and then verb '-ing'.

‘We haven't been cooking much recently.’

'We haven't been cooking much recently.'

Finally, we move on, let's try to find the mistake.

Finally, we move on, let's try to find the mistake.

‘We has been riding bikes to school recently.’

'We has been riding bikes to school recently.'

What's the mistake in this sentence?

What's the mistake in this sentence?

The subject here is ‘We’.

The subject here is 'We'.

For ‘I’, ‘you’, ‘we’ and ‘they’, we have to say ‘have been’, not ‘has

For 'I', 'you', 'we' and 'they', we have to say 'have been', not 'has

been’.

been'.

‘We have been riding bikes to school recently.’

'We have been riding bikes to school recently.'

And for the last one,

And for the last one,

‘Jenny lately hasn't been helping me.’

'Jenny lately hasn't been helping me.'

The lately is placed wrong in this sentence.

The lately is placed wrong in this sentence.

We have to say,

We have to say,

‘Lately, Jenny hasn't been helping me.’

'Lately, Jenny hasn't been helping me.'

or we can also say,

or we can also say,

‘Jenny hasn't been helping me lately.’

'Jenny hasn't been helping me lately.'

Let's move on to the next checkup.

Let's move on to the next checkup.

In this checkup, we'll talk about the present perfect continuous tense

In this checkup, we'll talk about the present perfect continuous tense

and how it expresses an action that stopped recently

and how it expresses an action that stopped recently

but has a present result.

but has a present result.

The first sentence says,

The first sentence says,

‘I _blank_ . That's why I'm so sweaty.’

'I _blank_ . That's why I'm so sweaty.'

The verb here is ‘exercise’.

The verb here is 'exercise'.

And the subject is ‘I’.

And the subject is 'I'.

Do we use ‘has’ or ‘have’ for the subject ‘I’?

Do we use 'has' or 'have' for the subject 'I'?

The correct answer is ‘have’.

The correct answer is 'have'.

Then, we put ‘been’ and then verb ‘-ing’.

Then, we put 'been' and then verb '-ing'.

Okay, so the correct answer is,

Okay, so the correct answer is,

‘I have been exercising.

'I have been exercising.

That's why I'm so sweaty.’

That's why I'm so sweaty.'

That's the result.

That's the result.

The next sentence says,

The next sentence says,

‘I'm covered in flour because I _blank_.’

'I'm covered in flour because I _blank_.'

And the verb is ‘bake’.

And the verb is 'bake'.

Take a look.

Regarde.

I have ‘I'm covered in flour because’

I have 'I'm covered in flour because'

So this first part is the result.

So this first part is the result.

I need to show the action that stopped recently in the present perfect continuous tense.

I need to show the action that stopped recently in the present perfect continuous tense.

Again, the subject is ‘I’.

Again, the subject is 'I'.

So we use ‘have been’.

So we use 'have been'.

Then, all we do is add ‘-ing’ to the end of baking.

Then, all we do is add '-ing' to the end of baking.

‘I have been baking.’

'I have been baking.'

So again,

So again,

‘I'm covered in flour because I have been baking.’

'I'm covered in flour because I have been baking.'

And we can use the contraction and say,

And we can use the contraction and say,

‘I've been baking.’

'I've been baking.'

Now, find the mistake in the next sentence.

Now, find the mistake in the next sentence.

‘She has think a lot, so she has a headache.’

'She has think a lot, so she has a headache.'

Take a look.

Regarde.

The result is that ‘she has a headache.’

The result is that 'she has a headache.'

So we need to use the present perfect continuous for the first part.

So we need to use the present perfect continuous for the first part.

‘She has’ is correct.

'She has' is correct.

What's missing?

What's missing?

Don't forget the ‘been’.

Don't forget the 'been'.

Also don't forget that we need to add ‘-ing’ to the verb.

Also don't forget that we need to add '-ing' to the verb.

‘She has been thinking a lot, so she has a headache.’

'She has been thinking a lot, so she has a headache.'

Look at the next sentence and find the mistake.

Look at the next sentence and find the mistake.

‘I'm so hungry because I have been diet.’

'I'm so hungry because I have been diet.'

The only mistake here is that someone forgot to put the ‘-ing’ at the end of the verb, ‘diet’.

The only mistake here is that someone forgot to put the '-ing' at the end of the verb, 'diet'.

The correct answer is,

The correct answer is,

‘I'm so hungry because I have been dieting.’

'I'm so hungry because I have been dieting.'

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

Thank you so much for watching this  grammar course on the present tense. 

Thank you so much for watching this grammar course on the present tense.

Now, I want you to watch the next  grammar course on the past tense. 

Now, I want you to watch the next grammar course on the past tense.

I’ll see you there.

I'll see you there.

Hi, everyone.

Salut tout le monde.

In this video, I will introduce the past simple English tense.

In this video, I will introduce the past simple English tense.

This grammar tense can help you explain a past general state, action, or habit.

This grammar tense can help you explain a past general state, action, or habit.

There's a lot to learn and it's a very important tense, so keep watching.

There's a lot to learn and it's a very important tense, so keep watching.

In this video, I will talk about the 'be' verb

In this video, I will talk about the 'be' verb

in the past simple tense.

in the past simple tense.

The 'be' verb in the past simple tense can be used to describe a past general state.

The 'be' verb in the past simple tense can be used to describe a past general state.

We use the 'be' verbs, ‘was’ and ‘were’ in this tense.

We use the 'be' verbs, 'was' and 'were' in this tense.

Take a look at the examples.

Take a look at the examples.

‘I was scared.’

'I was scared.'

‘James', or he 'was a teacher.’

'James', or he 'was a teacher.'

‘She was sad.’

'She was sad.'

‘My dog was hungry.’

'My dog was hungry.'

‘My dog’ can be ‘it’.

'My dog' can be 'it'.

So for ‘I’, ‘he’, ‘she’, ‘it’, we use the past tense 'be' verb, ‘was’.

So for 'I', 'he', 'she', 'it', we use the past tense 'be' verb, 'was'.

However, for ‘you’, ‘we’ and ‘they’, we use ‘were’.

However, for 'you', 'we' and 'they', we use 'were'.

‘You were a good student.’

'You were a good student.'

‘Your parents, or they were at the park.’ and ‘We were at home for two hours.’

'Your parents, or they were at the park.' and 'We were at home for two hours.'

In this last sentence, you see that the duration is emphasized.

In this last sentence, you see that the duration is emphasized.

Great job.

Great job.

Let's move on.

Let's move on.

Now I will talk about regular verbs in the past simple tense.

Now I will talk about regular verbs in the past simple tense.

Take a look at these examples.

Take a look at these examples.

‘Liam played a game.’

'Liam played a game.'

Liam is a ‘he’,

Liam is a 'he',

but really it doesn't matter for regular verbs in the past simple tense.

but really it doesn't matter for regular verbs in the past simple tense.

Because no matter what the subject is, all we have to do is add ‘d’ or ‘ed’

Because no matter what the subject is, all we have to do is add 'd' or 'ed'

to the end of the verb.

to the end of the verb.

Here the verb is ‘play’, so I added ‘-ed’.

Here the verb is 'play', so I added '-ed'.

‘Liam played a game.’

'Liam played a game.'

‘The car, or it needed gas.’

'The car, or it needed gas.'

The verb here is ‘need’.

The verb here is 'need'.

For the past simple tense, I added ‘-ed’.

For the past simple tense, I added '-ed'.

‘We watched a movie.’

'We watched a movie.'

Again, an ‘ed’ at the of ‘watch’.

Again, an 'ed' at the of 'watch'.

‘You exercised for an hour.’

'You exercised for an hour.'

In this case, the verb is ‘exercise’.

In this case, the verb is 'exercise'.

I only need to add a ‘d’ to make it the past tense.

I only need to add a 'd' to make it the past tense.

And finally, ‘They usually worked after school.’

And finally, 'They usually worked after school.'

The verb is ‘work’.

The verb is 'work'.

And I added an ‘ed’ to make it in the past tense.

And I added an 'ed' to make it in the past tense.

The word ‘usually’ shows that this was a habit.

The word 'usually' shows that this was a habit.

Remember, the past simple tense can be used to show past habits.

Remember, the past simple tense can be used to show past habits.

Let's move on.

Let's move on.

Now, I'll talk about irregular verbs in the past simple tense.

Now, I'll talk about irregular verbs in the past simple tense.

Remember, for regular verbs, we only add ‘d’ or ‘ed’ to make a verb into the past tense.

Remember, for regular verbs, we only add 'd' or 'ed' to make a verb into the past tense.

However, for irregular verbs, we have to change the verb in a different way.

However, for irregular verbs, we have to change the verb in a different way.

Let's take a look at some examples.

Let's take a look at some examples.

‘I ate with my friend.’

'I ate with my friend.'

The verb here is ‘ate’.

The verb here is 'ate'.

‘ate’ is the past simple tense of ‘eat’.

'ate' is the past simple tense of 'eat'.

The next example says, ‘Nara wrote a story.’

The next example says, 'Nara wrote a story.'

The verb is ‘write’.

The verb is 'write'.

And because it's irregular to change it into the past tense, we change the verb to ‘wrote’.

And because it's irregular to change it into the past tense, we change the verb to 'wrote'.

‘You often came home late.’

'You often came home late.'

The verb here is ‘come’ and it's been changed to ‘came’.

The verb here is 'come' and it's been changed to 'came'.

You'll notice that we had the word ‘often’ to show a habit.

You'll notice that we had the word 'often' to show a habit.

‘We bought a camera.’

'We bought a camera.'

The verb here is ‘buy’ and it's been changed to ‘bought’ to show the past simple tense.

The verb here is 'buy' and it's been changed to 'bought' to show the past simple tense.

And finally, ‘My parents sent me money for a year.’

And finally, 'My parents sent me money for a year.'

Here the verb ‘sent’ is the past tense of ‘send’.

Here the verb 'sent' is the past tense of 'send'.

Here we also see ‘for a year’, this shows duration.

Here we also see 'for a year', this shows duration.

Let's move on.

Let's move on.

Now I will talk about the negative form for the 'be' verb in the past simple tense.

Now I will talk about the negative form for the 'be' verb in the past simple tense.

Here are some examples.

Here are some examples.

The first one says, ‘I was not hungry.’

The first one says, 'I was not hungry.'

For the past simple tense, the negative 'be' verb

For the past simple tense, the negative 'be' verb

I f the subject is ‘I’, ‘he’, ‘she’ or ‘it’, we say ‘was not’.

I f the subject is 'I', 'he', 'she' or 'it', we say 'was not'.

For example, ‘I was not’ or ‘she was not’ or the contraction ‘wasn't’.

For example, 'I was not' or 'she was not' or the contraction 'wasn't'.

‘I wasn't’.

'I wasn't'.

‘She wasn't’.

'She wasn't'.

So let's look again, ‘I was not hungry.’

So let's look again, 'I was not hungry.'

‘She wasn't home today.’

'She wasn't home today.'

Now, if the subject is ‘you’, ‘we’ or ‘they’,

Now, if the subject is 'you', 'we' or 'they',

We say ‘were not’ or the contraction ‘weren't’.

We say 'were not' or the contraction 'weren't'.

‘The children, or they were not quiet.’

'The children, or they were not quiet.'

‘The children were not quiet.’

'The children were not quiet.'

And then, ‘The dog', or it was not, or 'wasn't playful.’

And then, 'The dog', or it was not, or 'wasn't playful.'

Let's move on.

Let's move on.

Now, let's talk about how to form the negative in the past simple tense for non-'be' verbs,

Now, let's talk about how to form the negative in the past simple tense for non-'be' verbs,

regular or irregular.

regular or irregular.

Here are some examples.

Here are some examples.

‘I did not like him.’

'I did not like him.'

What we do for non-'be' verbs is simply put ‘did not’ after the subject.

What we do for non-'be' verbs is simply put 'did not' after the subject.

And you'll notice that for the verb, we don't make any changes.

And you'll notice that for the verb, we don't make any changes.

We keep the base verb.

We keep the base verb.

‘He didn't catch the ball.’

'He didn't catch the ball.'

Again, it's ‘he did not’, but here we used a contraction,

Again, it's 'he did not', but here we used a contraction,

‘He didn't catch the ball.’

'He didn't catch the ball.'

‘They didn't dance.’

'They didn't dance.'

Again, here's the contraction for ‘did not’.

Again, here's the contraction for 'did not'.

And you'll notice that for the verb, we didn't change it at all.

And you'll notice that for the verb, we didn't change it at all.

Here's an irregular verb, and here's a regular verb, we keep them in the base form.

Here's an irregular verb, and here's a regular verb, we keep them in the base form.

And finally, ‘We didn't think about that.’

And finally, 'We didn't think about that.'

Again, we simply say ‘did not’ or ‘didn't’.

Again, we simply say 'did not' or 'didn't'.

Let's move on.

Let's move on.

Now I will introduce two ways to form questions for the past simple tense.

Now I will introduce two ways to form questions for the past simple tense.

Take a look at the first example.

Take a look at the first example.

‘He was angry.’

'He was angry.'

In this first sentence, we see the 'be' verb ‘was’.

In this first sentence, we see the 'be' verb 'was'.

It's quite easy.

It's quite easy.

All you have to do to turn this into a question is switch the order the first two words.

All you have to do to turn this into a question is switch the order the first two words.

‘Was he angry?’

'Was he angry?'

You can answer by saying ‘Yes, he was.’ or ‘No, he wasn't.’

You can answer by saying 'Yes, he was.' or 'No, he wasn't.'

The next sentence also has a 'be' verb.

The next sentence also has a 'be' verb.

‘They were comfortable.’

'They were comfortable.'

So again, switch the first two words.

So again, switch the first two words.

‘Were they comfortable?’

'Were they comfortable?'

The answers can be, ‘Yes, they were.’

The answers can be, 'Yes, they were.'

or ‘No, they weren't.’

or 'No, they weren't.'

However, look at the third sentence.

However, look at the third sentence.

‘Sam lived here.’

'Sam lived here.'

There is no 'be' verb in this sentence.

There is no 'be' verb in this sentence.

Instead, we see the action verb ‘lived’.

Instead, we see the action verb 'lived'.

So what we do is no matter what the subject,

So what we do is no matter what the subject,

we start the question with ‘did’.

we start the question with 'did'.

‘Did Sam live here?’

'Did Sam live here?'

You'll notice that the verb no longer is in the past tense.

You'll notice that the verb no longer is in the past tense.

We use the base form of the verb.

We use the base form of the verb.

‘Did Sam live here?’

'Did Sam live here?'

You can say ‘Yes, he did.’

You can say 'Yes, he did.'

or ‘No, he didn't.’

or 'No, he didn't.'

The last sentence is similar.

The last sentence is similar.

‘They won the contest last year.’

'They won the contest last year.'

The verb here is ‘won’, that's not a 'be' verb.

The verb here is 'won', that's not a 'be' verb.

So again, we start the question with ‘did’ .

So again, we start the question with 'did' .

And then the subject ‘they’, we use the base form of the verb and that's ‘win’.

And then the subject 'they', we use the base form of the verb and that's 'win'.

‘Did they win the contest last year?’

'Did they win the contest last year?'

You can say, ‘Yes, they did.’

You can say, 'Yes, they did.'

or ‘No, they didn't.’

or 'No, they didn't.'

Let's move on.

Let's move on.

Now I'll introduce how to create an answer WH questions in the past simple tense.

Now I'll introduce how to create an answer WH questions in the past simple tense.

Take a look at the board.

Take a look at the board.

We have some WH words here.

We have some WH words here.

‘What’ ‘When’

'What' 'When'

‘Where’ and ‘Why’

'Where' and 'Why'

You'll notice that after each WH word comes the word ‘did’.

You'll notice that after each WH word comes the word 'did'.

‘What did’ ‘When did’

'What did' 'When did'

‘Where did’ and ‘Why did’.

'Where did' and 'Why did'.

What comes after that the subject and then the base form of the verb.

What comes after that the subject and then the base form of the verb.

So, let's take a look.

So, let's take a look.

‘What did you do last night?’

'What did you do last night?'

‘What did you do last night?’

'What did you do last night?'

I can answer by saying something like, ‘I watched a movie.’

I can answer by saying something like, 'I watched a movie.'

Or ‘I read a book.’

Or 'I read a book.'

You'll notice that the answer is in the past simple tense.

You'll notice that the answer is in the past simple tense.

‘When did you get home last night?’

'When did you get home last night?'

‘I got home at 10 p.m.’

'I got home at 10 pm'

‘Where did they eat lunch?’

'Where did they eat lunch?'

‘They ate lunch at home.’

'They ate lunch at home.'

Again, ‘ate’ is the past tense of ‘eat’.

Again, 'ate' is the past tense of 'eat'.

Answer in the past simple tense.

Answer in the past simple tense.

And finally, ‘Why did the company hire him?’

And finally, 'Why did the company hire him?'

‘The company hired him because he's a hard worker.’

'The company hired him because he's a hard worker.'

Let's move on.

Let's move on.

In this first checkup, we'll take a look at

In this first checkup, we'll take a look at

practice questions using the 'be' verb in the past simple tense.

practice questions using the 'be' verb in the past simple tense.

Remember the 'be' verbs in the past simple tense are ‘was’ or ‘were’.

Remember the 'be' verbs in the past simple tense are 'was' or 'were'.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘He __ at work earlier.’

'He __ at work earlier.'

The subject here is ‘we’.

The subject here is 'we'.

So do we use ‘was’ or ‘were’?

So do we use 'was' or 'were'?

The correct answer is ‘was’.

The correct answer is 'was'.

‘He was at work earlier.’

'He was at work earlier.'

The next sentence says,

The next sentence says,

‘We _____ very happy yesterday.’

'We _____ very happy yesterday.'

If the subject is ‘we’, remember the be verb is ‘were’.

If the subject is 'we', remember the be verb is 'were'.

‘We were very happy yesterday.’

'We were very happy yesterday.'

Next, ‘My parents or they __ worried about me.’

Next, 'My parents or they __ worried about me.'

If it's 'they', remember we have to say ‘were’.

If it's 'they', remember we have to say 'were'.

‘My parents were worried about me.’

'My parents were worried about me.'

If I want to use the negative, I can also say ‘My parents weren't worried about me.’

If I want to use the negative, I can also say 'My parents weren't worried about me.'

And that's possible.

And that's possible.

Now I want you to find the mistake in the next sentence.

Now I want you to find the mistake in the next sentence.

‘We wasn't good students.’

'We wasn't good students.'

We wasn't good students.

We wasn't good students.

Can you figure out what's wrong?

Can you figure out what's wrong?

The subject here is ‘we’, so we don't say ‘was not’.

The subject here is 'we', so we don't say 'was not'.

We need to say ‘were not’ or the contraction ‘weren't’.

We need to say 'were not' or the contraction 'weren't'.

‘We weren't good students,’ is the correct answer.

'We weren't good students,' is the correct answer.

The next one says, ‘Were she a teacher?’

The next one says, 'Were she a teacher?'

Now, this is a question so the be verb comes at the beginning.

Now, this is a question so the be verb comes at the beginning.

That's correct, but the subject here is ‘she’.

That's correct, but the subject here is 'she'.

Therefore, we need to start with ‘was’.

Therefore, we need to start with 'was'.

‘Was she a teacher?’

'Was she a teacher?'

And finally,

And finally,

‘They wasn't at school.’

'They wasn't at school.'

The subject is ‘they’, so the answer is

The subject is 'they', so the answer is

‘They weren't at school.’

'They weren't at school.'

You can use the contraction ‘weren't’ or ‘were not’.

You can use the contraction 'weren't' or 'were not'.

Let's move on to the next checkup.

Let's move on to the next checkup.

Now, let's practice regular verbs in the past simple tense.

Now, let's practice regular verbs in the past simple tense.

Take a look at the first sentence.

Take a look at the first sentence.

‘He ____ at home.’

'He ____ at home.'

The verb is ‘study’.

The verb is 'study'.

Remember, when changing a regular verb into

Remember, when changing a regular verb into

the past tense, we add ‘d’ or ‘ed’ to the end of the

the past tense, we add 'd' or 'ed' to the end of the

verb.

However, there's a separate rule for words that end in ‘y’.

verb.

However, there's a separate rule for words that end in 'y'.

Such as, ‘study’.

Such as, 'study'.

We drop the ‘y’ and we add ‘ied’.

We drop the 'y' and we add 'ied'.

So the correct answer is,

So the correct answer is,

‘He studied at home.’

'He studied at home.'

The next sentence says, ‘We __ pencils.’

The next sentence says, 'We __ pencils.'

We want to use negative because it says ‘not use’.

We want to use negative because it says 'not use'.

Remember for the negative, we always use ‘did not’, no matter what the subject.

Remember for the negative, we always use 'did not', no matter what the subject.

You can also use the contraction ‘didn't’.

You can also use the contraction 'didn't'.

Now, what do we do to the verb?

Now, what do we do to the verb?

We keep it as ‘is’.

We keep it as 'is'.

We do not change it.

We do not change it.

‘We didn't’ or ‘We did not’ use pencils.

'We didn't' or 'We did not' use pencils.

The next sentence says, ‘His friends or they walk to the gym.’

The next sentence says, 'His friends or they walk to the gym.'

What's the past tense of ‘walk’?

What's the past tense of 'walk'?

We simply have to add ‘ed’ because it's a regular verb.

We simply have to add 'ed' because it's a regular verb.

‘His friends walked to the gym.’

'His friends walked to the gym.'

Now, find a mistake in the next sentence.

Now, find a mistake in the next sentence.

‘She didn't likes math.’

'She didn't likes math.'

‘didn't’ is correct.

'didn't' is correct.

However, remember we keep the verb as ‘is’ in the base form.

However, remember we keep the verb as 'is' in the base form.

So we don't say ‘likes’.

So we don't say 'likes'.

We say ‘like’.

We say 'like'.

‘She didn't like math.’

'She didn't like math.'

The next sentence says, ‘Did it rained this morning?’

The next sentence says, 'Did it rained this morning?'

Now this is a question.

Now this is a question.

In a question, it’s right to start the sentence with ‘Did’.

In a question, it's right to start the sentence with 'Did'.

‘Did it rained?’

'Did it rained?'

Do you notice the mistake?

Do you notice the mistake?

Remember, we do not use the past tense form in the question.

Remember, we do not use the past tense form in the question.

We use the base form of the verb.

We use the base form of the verb.

‘Did it rain this morning?’

'Did it rain this morning?'

And finally, ‘They not play the piano.’

And finally, 'They not play the piano.'

The verb is an action verb.

The verb is an action verb.

So we need a ‘did’ in front of ‘not’.

So we need a 'did' in front of 'not'.

‘They did not play the piano.’

'They did not play the piano.'

Let's move on to the next checkup.

Let's move on to the next checkup.

Now, I'll talk about irregular verbs in the past simple tense.

Now, I'll talk about irregular verbs in the past simple tense.

Take a look at the first sentence.

Take a look at the first sentence.

‘He __ to school.’

'He __ to school.'

And the verb is ‘run’.

And the verb is 'run'.

‘run’ is an irregular verb, so the past tense form is ‘ran’.

'run' is an irregular verb, so the past tense form is 'ran'.

‘He ran to school.’

'He ran to school.'

The next sentence says, ‘We __ flowers.’

The next sentence says, 'We __ flowers.'

We want to use the negative because here it says ‘not grow’.

We want to use the negative because here it says 'not grow'.

Remember, no matter what the subject in the negative form,

Remember, no matter what the subject in the negative form,

we say ‘did not’

we say 'did not'

or ‘didn't’.

or 'didn't'.

Then we keep the verb in its base form.

Then we keep the verb in its base form.

‘We did not grow’ or ‘We didn't grow flowers.’

'We did not grow' or 'We didn't grow flowers.'

The next sentence says, ‘Where __ you teach last year?’

The next sentence says, 'Where __ you teach last year?'

This is a question.

This is a question.

Again, all we need to put is ‘did’.

Again, all we need to put is 'did'.

‘Where did you teach last year?’

'Where did you teach last year?'

It doesn't matter what the subject is.

It doesn't matter what the subject is.

We always go with ‘did’.

We always go with 'did'.

Next, try to find the mistake in the next sentence.

Next, try to find the mistake in the next sentence.

‘He didn't sold newspapers.’

'He didn't sold newspapers.'

Remember, in the negative, ‘didn't’ is correct for whatever subject there is.

Remember, in the negative, 'didn't' is correct for whatever subject there is.

However, we need to keep the verb in its base form.

However, we need to keep the verb in its base form.

So the correct answer is, ‘He didn't sell newspapers.’

So the correct answer is, 'He didn't sell newspapers.'

The next sentence says, ‘Did she sing a song?’

The next sentence says, 'Did she sing a song?'

You'll notice it's a similar problem here.

You'll notice it's a similar problem here.

‘sang’ is the irregular past tense form of ‘sing’.

'sang' is the irregular past tense form of 'sing'.

But in a question, if it starts with ‘did’,

But in a question, if it starts with 'did',

we use the base form.

we use the base form.

‘Did she sing a song?’

'Did she sing a song?'

And finally, ‘We taked it home.’

And finally, 'We taked it home.'

Does that sound right?

Does that sound right?

‘taked’ is not correct.

'taked' is not correct.

The past tense of ‘take’ is ‘took’.

The past tense of 'take' is 'took'.

‘We took it home.’

'We took it home.'

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

Wow, we learned a lot in this video.

Wow, we learned a lot in this video.

Keep studying and reviewing the past simple tense.

Keep studying and reviewing the past simple tense.

It's an essential tense that will help you talk about the past.

It's an essential tense that will help you talk about the past.

Keep studying English and I'll see you in the next video.

Keep studying English and I'll see you in the next video.

Bye. 

Au revoir.

Hi, everybody.

Salut tout le monde.

I'm Esther.

I'm Esther.

In this video.

In this video.

I will introduce the past continuous tense.

I will introduce the past continuous tense.

This tense can be used to describe an action that was ongoing in the past.

This tense can be used to describe an action that was ongoing in the past.

It can also be used to describe two actions happening at the same time in the past.

It can also be used to describe two actions happening at the same time in the past.

There's a lot to learn so let's get started.

There's a lot to learn so let's get started.

Let's take a look at the first usage of the past continuous tense.

Let's take a look at the first usage of the past continuous tense.

This tense can be used to describe an action that was ongoing in the past.

This tense can be used to describe an action that was ongoing in the past.

Let's take a look at these examples.

Let's take a look at these examples.

‘I was walking in the park in the evening.’

'I was walking in the park in the evening.'

So first we start with the subject, ‘I’.

So first we start with the subject, 'I'.

For I, he, she, and it, we follow with ‘was’.

For I, he, she, and it, we follow with 'was'.

‘I was’

'I was'

And then we add an ‘ING’ to the end of the verb.

And then we add an 'ING' to the end of the verb.

‘I was walking’

'I was walking'

Now take a look at the whole sentence.

Now take a look at the whole sentence.

‘I was walking in the park in the evening.’

'I was walking in the park in the evening.'

You can see that this was an ongoing action and it happened in the past.

You can see that this was an ongoing action and it happened in the past.

Let's look at the next example.

Let's look at the next example.

‘She was living here last year.’

'She was living here last year.'

Here, the subject is ‘she’.

Here, the subject is 'she'.

So again we use ‘was’ and then ‘verb-ing’.

So again we use 'was' and then 'verb-ing'.

Here we have another expression that shows that this action was happening in the past.

Here we have another expression that shows that this action was happening in the past.

‘The dog,’ or ‘it’, ‘was eating dinner five minutes ago.’

'The dog,' or 'it', 'was eating dinner five minutes ago.'

The subject here is ‘the dog’ which can be replaced by the pronoun ‘it’.

The subject here is 'the dog' which can be replaced by the pronoun 'it'.

And so we follow with ‘was’.

And so we follow with 'was'.

And finally, ‘Andy and Jim,’ we can replace this with ‘they’.

And finally, 'Andy and Jim,' we can replace this with 'they'.

For ‘you’, ‘we’ and ‘they’, we use ‘were’.

For 'you', 'we' and 'they', we use 'were'.

‘They were’, or ‘Andy and Jim were working at 9:00 p.m.’

'They were', or 'Andy and Jim were working at 9:00 pm'

Let's move on.

Let's move on.

The past continuous tense is also used to describe an ongoing

The past continuous tense is also used to describe an ongoing

action in the past that was interrupted by another action.

action in the past that was interrupted by another action.

This interrupting action is used in the past simple tense with the word ‘when’.

This interrupting action is used in the past simple tense with the word 'when'.

Let's take a look at this example.

Let's take a look at this example.

‘I was playing cards when you called.’

'I was playing cards when you called.'

Again we start with the subject ‘was’ or ‘were’,

Again we start with the subject 'was' or 'were',

and then ‘verb-ing’,

and then 'verb-ing',

so this is the action that was ongoing in the past,

so this is the action that was ongoing in the past,

‘I was playing cards’

'I was playing cards'

The interrupting action in this sentence is ‘you called’.

The interrupting action in this sentence is 'you called'.

You'll notice I use the word ‘when’ to show the interrupting action’

You'll notice I use the word 'when' to show the interrupting action'

And I used it in the past simple tense, ‘called’.

And I used it in the past simple tense, 'called'.

Let's take a look at the next sentence.

Let's take a look at the next sentence.

‘The cat' or 'it' was eating when Eric came home.’

'The cat' or 'it' was eating when Eric came home.'

Again the action in progress is ‘the cat was eating’.

Again the action in progress is 'the cat was eating'.

And ‘Eric came home’, you'll notice the past simple tense.

And 'Eric came home', you'll notice the past simple tense.

This is the interrupting action used with the word ‘when’.

This is the interrupting action used with the word 'when'.

‘We were sleeping when Anne arrived.’

'We were sleeping when Anne arrived.'

Again we have the ongoing action in the past.

Again we have the ongoing action in the past.

The subject here is ‘we’.

The subject here is 'we'.

And so we used ‘were’ and then ‘verb-ing’.

And so we used 'were' and then 'verb-ing'.

‘When Anne arrived’ is the interrupting action.

'When Anne arrived' is the interrupting action.

And finally, ‘Alicia and I’, or ‘We' were walking when we saw Mark.’

And finally, 'Alicia and I', or 'We' were walking when we saw Mark.'

‘When we saw Mark’ is the interrupting action that interrupted the ongoing ‘Alicia

'When we saw Mark' is the interrupting action that interrupted the ongoing 'Alicia

and I were walking’.

and I were walking'.

It's also important to note that we can also switch the order of the sentence around and

It's also important to note that we can also switch the order of the sentence around and

say,

‘When you called, I was playing cards,’

say,

'When you called, I was playing cards,'

or ‘When Eric came home, the cat was eating.’

or 'When Eric came home, the cat was eating.'

Let's move on.

Let's move on.

Another usage for the past continuous tense is to talk about two actions that were

Another usage for the past continuous tense is to talk about two actions that were

happening at the same time in the past.

happening at the same time in the past.

We use the past continuous tense for both actions with the word ‘while’.

We use the past continuous tense for both actions with the word 'while'.

Let's take a look at some examples.

Let's take a look at some examples.

The first sentence says, ‘While I was playing soccer, she was watching

The first sentence says, 'While I was playing soccer, she was watching

me.’

me.'

You'll notice that both actions are in the past continuous tense.

You'll notice that both actions are in the past continuous tense.

‘I was playing soccer’ and ‘She was watching me’.

'I was playing soccer' and 'She was watching me'.

The word ‘while’ at the beginning shows that these actions were happening at the sametime.

The word 'while' at the beginning shows that these actions were happening at the sametime.

‘While you were reading, I was preparing dinner.’

'While you were reading, I was preparing dinner.'

Again both actions are expressed in the past continuous tense.

Again both actions are expressed in the past continuous tense.

The word ‘while’ shows that they were happening at the same time.

The word 'while' shows that they were happening at the same time.

‘While Her husband’ or ‘he’, ‘was driving

'While Her husband' or 'he', 'was driving

she was taking pictures.’

she was taking pictures.'

Both actions are in the past continuous tense.

Both actions are in the past continuous tense.

And finally,

And finally,

‘While we were eating, the music was playing.’

'While we were eating, the music was playing.'

Both actions were happening at the same time.

Both actions were happening at the same time.

Now, you'll notice that in my examples the word ‘while’ comes at the beginning,

Now, you'll notice that in my examples the word 'while' comes at the beginning,

however, it's important to note that you can move the word ‘while’ around in several

however, it's important to note that you can move the word 'while' around in several

ways.

ways.

For example, instead of saying this,

For example, instead of saying this,

‘While I was playing soccer, she was watching me.’

'While I was playing soccer, she was watching me.'

I can move ‘while’ to the middle of the sentence.

I can move 'while' to the middle of the sentence.

‘I was playing soccer while she was watching me.’

'I was playing soccer while she was watching me.'

I can put the ‘while’ between the two actions.

I can put the 'while' between the two actions.

Or I can also change the sentence around and say,

Or I can also change the sentence around and say,

‘While she was watching me, I was playing soccer.’

'While she was watching me, I was playing soccer.'

So it doesn't matter which action comes first with the ‘while’ if you put it in the

So it doesn't matter which action comes first with the 'while' if you put it in the

beginning.

beginning.

Let's move on.

Let's move on.

Now let's talk about the negative form of the past continuous tense.

Now let's talk about the negative form of the past continuous tense.

Here are some examples.

Here are some examples.

‘She was not reading last night.’

'She was not reading last night.'

The subject is ‘she’ and so we use ‘was’.

The subject is 'she' and so we use 'was'.

However, before the ‘verb-ing’, we add ‘not’.

However, before the 'verb-ing', we add 'not'.

‘She was not reading last night.’

'She was not reading last night.'

I can use a contraction and say,

I can use a contraction and say,

‘She wasn't reading last night.’

'She wasn't reading last night.'

‘We were not listening to music this morning.’

'We were not listening to music this morning.'

In this case, the subject is ‘we’ and so we use ‘were’.

Again ‘not’ comes before the ‘verb-ing’.

In this case, the subject is 'we' and so we use 'were'. Again 'not' comes before the 'verb-ing'.

‘We were not listening to music this morning.’

Again I can use a contraction and say,

'We were not listening to music this morning.' Again I can use a contraction and say,

‘We weren't listening to music this morning.’

'We weren't listening to music this morning.'

And the next one says, ‘He wasn't watching TV when his dad came

And the next one says, 'He wasn't watching TV when his dad came

home.’

home.'

In this example, the contraction is already there for you,

In this example, the contraction is already there for you,

‘He wasn't watching TV’.

'He wasn't watching TV'.

You'll notice the word ‘when’.

You'll notice the word 'when'.

Remember ‘when’ + ‘a past simple tense verb’ shows an interrupting action,

Remember 'when' + 'a past simple tense verb' shows an interrupting action,

so, ‘When his dad came home he wasn't watching TV.’

so, 'When his dad came home he wasn't watching TV.'

He was doing something else.

He was doing something else.

And finally,

And finally,

‘They weren't talking while the game was playing.’

'They weren't talking while the game was playing.'

The word ‘while’ is in this sentence.

The word 'while' is in this sentence.

Remember that shows 2 past ongoing actions happening at the same time,

Remember that shows 2 past ongoing actions happening at the same time,

so ‘While the game was playing they weren't talking’.

so 'While the game was playing they weren't talking'.

They were doing something else.

They were doing something else.

Let's move on now.

Let's move on now.

Let's talk about how to form ‘be’ verb questions for the past continuous tense.

Let's talk about how to form 'be' verb questions for the past continuous tense.

Take a look at the first statement.

Take a look at the first statement.

It says,

It says,

‘It was raining this morning.’

'It was raining this morning.'

In order to turn this into a question, it's quite easy,

In order to turn this into a question, it's quite easy,

all we have to do is change the order of the first two words.

all we have to do is change the order of the first two words.

Instead of ‘It was’, I now say ‘Was it’ to make it a question.

Instead of 'It was', I now say 'Was it' to make it a question.

You'll notice that the rest of the words stay in the same place.

You'll notice that the rest of the words stay in the same place.

‘Was it raining this morning?’

'Was it raining this morning?'

You can answer by saying, ‘Yes, it was.’ or ‘No, it wasn't.’

You can answer by saying, 'Yes, it was.' or 'No, it wasn't.'

The next statement says,

The next statement says,

‘They were living there when the fire happened.’

'They were living there when the fire happened.'

To turn this into a big question, again we just switched the order of the first two words.

To turn this into a big question, again we just switched the order of the first two words.

Instead of ‘They were’, we say ‘Were they’.

Instead of 'They were', we say 'Were they'.

And again, the rest of the words can stay in the same place.

And again, the rest of the words can stay in the same place.

‘Were they living there when the fire happened?’

'Were they living there when the fire happened?'

And you can answer by saying,

And you can answer by saying,

‘Yes, they were’ or ‘No, they weren't.’

'Yes, they were' or 'No, they weren't.'

Let's continue on.

Let's continue on.

Now I'll go into how to make WH questions for the past continuous tense.

Now I'll go into how to make WH questions for the past continuous tense.

You'll notice that the examples here all begin with some WH words.

You'll notice that the examples here all begin with some WH words.

For example, ‘what’, ‘where’, ‘why’, and ‘who’.

For example, 'what', 'where', 'why', and 'who'.

Let's take a look at the first question.

Let's take a look at the first question.

‘What were they doing last night?”

'What were they doing last night?”

The subject of this sentence is ‘they’.

The subject of this sentence is 'they'.

So what you do is after the WH word you put the proper ‘be’ verb.

So what you do is after the WH word you put the proper 'be' verb.

In this case, ‘were’.

In this case, 'were'.

‘What were they doing last night?’

'What were they doing last night?'

You'll notice that after the subject comes the ‘verb-ing’.

You'll notice that after the subject comes the 'verb-ing'.

‘What were they doing last night?’

'What were they doing last night?'

I can answer by saying, ‘They were playing games’ or

I can answer by saying, 'They were playing games' or

‘They were reading a book’.

'They were reading a book'.

The next question says,

The next question says,

‘Where was he working last week?’

'Where was he working last week?'

In this case the subject is ‘he’ and so the be verb to use is ‘was’.

In this case the subject is 'he' and so the be verb to use is 'was'.

‘Where was he working last week?’

I can say, ‘He was working in Canada.’

‘Why was she crying when she finished the book?’

In this case, the subject is ‘she’ and so I put ‘was’ after ‘why’.

'Where was he working last week?' I can say, 'He was working in Canada.'

'Why was she crying when she finished the book?' In this case, the subject is 'she' and so I put 'was' after 'why'.

‘Why was she crying when she finished the book?’

'Why was she crying when she finished the book?'

I can say, ‘She was crying because the ending was sad.’

I can say, 'She was crying because the ending was sad.'

And finally,

And finally,

‘Who were the children staying with while their mom was working?’

'Who were the children staying with while their mom was working?'

In this case, ‘the children’ is a ‘they’

In this case, 'the children' is a 'they'

so we follow 'who' with ‘were’.

so we follow 'who' with 'were'.

‘Who were they’ or

'Who were they' or

‘Who were the children staying with while their mom was working?’

'Who were the children staying with while their mom was working?'

To answer, I can say, ‘The children’ or

To answer, I can say, 'The children' or

‘They were staying with their dad.’

'They were staying with their dad.'

Let's move on.

Let's move on.

In this section, let's do a checkup for the past continuous tense.

In this section, let's do a checkup for the past continuous tense.

Take a look at the first sentence.

Take a look at the first sentence.

‘Last night they were blank at school.’

'Last night they were blank at school.'

I want you to try to fill in the blank with the negative for the verb ‘stay’.

I want you to try to fill in the blank with the negative for the verb 'stay'.

‘not stay’

'not stay'

What do you think it is?

What do you think it is?

Remember, for the negative of the past continuous,

Remember, for the negative of the past continuous,

all you have to do is put ‘not’ and then ‘verb-ing’ after the 'be' verb.

all you have to do is put 'not' and then 'verb-ing' after the 'be' verb.

‘They were not staying at school last.’

'They were not staying at school last.'

‘Last night, they were not staying at school.’

'Last night, they were not staying at school.'

The next sentence says,

The next sentence says,

‘Two days ago you blank soccer.’

'Two days ago you blank soccer.'

Again try the negative for the verb ‘play’.

Again try the negative for the verb 'play'.

‘Two days ago blank not play soccer.’

'Two days ago blank not play soccer.'

In this case, the first thing that's missing is the ‘be’ verb.

In this case, the first thing that's missing is the 'be' verb.

If the subject is ‘you’, can you think of which be verb needs to be put in there?

If the subject is 'you', can you think of which be verb needs to be put in there?

The correct answer is ‘were’.

The correct answer is 'were'.

And then, we say ‘not’.

And then, we say 'not'.

What happens after that?

What happens after that?

Remember, ‘verb-ing’.

Remember, 'verb-ing'.

So ‘you were not playing’

So 'you were not playing'

‘two days ago, you were not playing soccer’

'two days ago, you were not playing soccer'

You can also use a contraction and say,

You can also use a contraction and say,

‘You weren't playing soccer.’

'You weren't playing soccer.'

Now try to find the mistake in the next sentence.

Now try to find the mistake in the next sentence.

‘Yesterday, she were reading at home.’

'Yesterday, she were reading at home.'

hmmm

hmmm

The subject of this sentence is ‘she’ so the ‘be’ verb to use is not ‘were’.

The subject of this sentence is 'she' so the 'be' verb to use is not 'were'.

It's 'was'.

It's 'was'.

‘Yesterday, she was reading at home.’

'Yesterday, she was reading at home.'

In the next sentence it says, ‘Tomorrow, they were seeing their friends.’

In the next sentence it says, 'Tomorrow, they were seeing their friends.'

hmmm

hmmm

‘They’ and ‘were’

'They' and 'were'

That's correct.

That's correct.

And we have the ‘verb-ing’

And we have the 'verb-ing'

So what's the mistake?

So what's the mistake?

Remember the past continuous is for the past.

Remember the past continuous is for the past.

‘Tomorrow’ is not the past.

'Tomorrow' is not the past.

So instead, we need to put a word that shows the past.

So instead, we need to put a word that shows the past.

For example, I can say, ‘yesterday’.

For example, I can say, 'yesterday'.

‘Yesterday, they were seeing their friends.’

'Yesterday, they were seeing their friends.'

Let's move on.

Let's move on.

Now, let's start a checkup of the ‘when’ usage

Now, let's start a checkup of the 'when' usage

of the past continuous tense.

of the past continuous tense.

Take a look at the first example.

Take a look at the first example.

It says, ‘Andrea and John’ blank when they bank hurt.’

It says, 'Andrea and John' blank when they bank hurt.'

Remember ‘when’ shows an interrupting action.

Remember 'when' shows an interrupting action.

It needs to be used with the past simple tense.

It needs to be used with the past simple tense.

So let's first look at the second blank.

So let's first look at the second blank.

‘When they blank hurt’

'When they blank hurt'

What's the past tense of the verb ‘get’?

What's the past tense of the verb 'get'?

The answer is ‘got’.

The answer is 'got'.

Now let's take a look at the action that was in progress in the past.

Now let's take a look at the action that was in progress in the past.

‘Andrea and John’ or ‘they’

'Andrea and John' or 'they'

Well what comes after ‘they’?

Well what comes after 'they'?

‘were’.

'were'.

‘Andrea and John were’

'Andrea and John were'

Then remember we need to add -ing to the verb.

Then remember we need to add -ing to the verb.

‘They were skiing’ or ‘Andrea and John were skiing when they got hurt’.

'They were skiing' or 'Andrea and John were skiing when they got hurt'.

The next example says, ‘It blank not raining when the game blank’.

The next example says, 'It blank not raining when the game blank'.

And I want you to use the verb ‘start’ for the second blank.

And I want you to use the verb 'start' for the second blank.

Take a look ‘when the game blank’ what's the past tense of ‘start’?

Take a look 'when the game blank' what's the past tense of 'start'?

‘started’

'started'

Now let's look at the first part of the sentence.

Now let's look at the first part of the sentence.

The subject is ‘it’.

The subject is 'it'.

So what ‘be’ verb do we use for 'it'?

So what 'be' verb do we use for 'it'?

‘was’

'was'

‘It was not raining when the game started.’

'It was not raining when the game started.'

Now find the mistake in the next sentence.

Now find the mistake in the next sentence.

‘I wasn't study at the library yesterday’.

'I wasn't study at the library yesterday'.

The subject here is ‘I’ and so the ‘be’ verb ‘was’ is correct.

The subject here is 'I' and so the 'be' verb 'was' is correct.

Here there's a contraction, ‘I wasn't’ for ‘I was not’.

Here there's a contraction, 'I wasn't' for 'I was not'.

Now the problem is with the verb.

Now the problem is with the verb.

Remember we need to put ‘–ing’ at the end of the verb.

Remember we need to put '–ing' at the end of the verb.

‘I wasn't studying at the library yesterday.’

'I wasn't studying at the library yesterday.'

And finally, ‘We did meet our friends last weekend.’

And finally, 'We did meet our friends last weekend.'

That sounds right, but remember we're doing the past continuous tense.

That sounds right, but remember we're doing the past continuous tense.

Take a look again.

Take a look again.

The subject is ‘we’.

The subject is 'we'.

We need a ‘be’ verb.

We need a 'be' verb.

‘were’

'were'

Then what happens?

Then what happens?

Remember, we need to add an ‘-ing’ to the end of the verb,

Remember, we need to add an '-ing' to the end of the verb,

so we take out ‘did’ and say, ‘We were meeting our friends last weekend.’

so we take out 'did' and say, 'We were meeting our friends last weekend.'

Let's move on.

Let's move on.

Now, for this checkup, we'll look at the ‘while’ usage of the past continuous tense.

Now, for this checkup, we'll look at the 'while' usage of the past continuous tense.

Take a look at the first example.

Take a look at the first example.

‘While I blank someone blank my bike.’

'While I blank someone blank my bike.'

When we use ‘while’ in the past continuous tense,

When we use 'while' in the past continuous tense,

we're showing that two actions happened at the same time in the past

we're showing that two actions happened at the same time in the past

or they were happening at the same time in the past.

or they were happening at the same time in the past.

So we need to use the past continuous for both actions.

So we need to use the past continuous for both actions.

‘While I blank’

'While I blank'

I want you to use ‘shop’ in the first blank.

I want you to use 'shop' in the first blank.

Remember, the subject here is ‘I’ so I need to use the ‘be’ verb ‘was’.

Remember, the subject here is 'I' so I need to use the 'be' verb 'was'.

Then ‘verb-ing’.

Then 'verb-ing'.

‘While I was shopping’

'While I was shopping'

Now ‘someone’ can be a ‘he’ or ‘she’.

Now 'someone' can be a 'he' or 'she'.

Therefore, again we need to use ‘was’

Therefore, again we need to use 'was'

and then the ‘verb-ing’ of ‘steal’.

and then the 'verb-ing' of 'steal'.

‘While I was shopping, someone was stealing my bike.’

'While I was shopping, someone was stealing my bike.'

The next sentence says,

The next sentence says,

‘While he blank’

'While he blank'

I want you to use the verb ‘cook’.

I want you to use the verb 'cook'.

The subject is ‘he’ and so I need to use ‘was cooking’.

The subject is 'he' and so I need to use 'was cooking'.

‘While he was cooking, his girlfriend was cleaning.’

'While he was cooking, his girlfriend was cleaning.'

Did you get that?

Est-ce que tu a reçu sa?

Let's move on.

Let's move on.

Try to find the mistake in the next sentence.

Try to find the mistake in the next sentence.

‘Jane was looking for us while we get off the plane.’

'Jane was looking for us while we get off the plane.'

The first part of the sentence is correct.

The first part of the sentence is correct.

‘Jane was looking’

'Jane was looking'

Now the second part of the sentence.

Now the second part of the sentence.

Notice it's not in the past continuous tense.

Notice it's not in the past continuous tense.

‘While we get off the plane’

'While we get off the plane'

So what we need to do is say, ‘were getting’.

So what we need to do is say, 'were getting'.

‘Jane was looking for us while we were getting off the plane.’

'Jane was looking for us while we were getting off the plane.'

The next sentence says, 'I was watching TV while my wife sleep’

The next sentence says, 'I was watching TV while my wife sleep'

Again this part of the sentence did not use the past continuous tense.

Again this part of the sentence did not use the past continuous tense.

My wife is a ‘she’ and so I need to say ‘was sleeping’.

My wife is a 'she' and so I need to say 'was sleeping'.

‘I was watching TV while my wife was sleeping.’

'I was watching TV while my wife was sleeping.'

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

Good job, everybody in learning the past  

Good job, everybody in learning the past

continuous tense.

continuous tense.

This tense can be a little difficult and a little tricky.

This tense can be a little difficult and a little tricky.

Especially when it comes to the ‘when’ and ‘while’ usage.

Especially when it comes to the 'when' and 'while' usage.

It'll take some practice to really master it, but I know you can do it.

It'll take some practice to really master it, but I know you can do it.

Keep studying English and I'll see you in the next video. 

Keep studying English and I'll see you in the next video.

Hi, everybody.

Salut tout le monde.

I'm Esther.

I'm Esther.

In this video, I will introduce the past perfect tense.

In this video, I will introduce the past perfect tense.

This tense is used to describe an action that took place at a specific time in the past.

This tense is used to describe an action that took place at a specific time in the past.

This tense can be a little tricky, but don't worry I will guide you through it.

This tense can be a little tricky, but don't worry I will guide you through it.

There's so much to learn and it's a very important tense.

There's so much to learn and it's a very important tense.

So keep watching.

So keep watching.

Let's take a look at the first usage of the past perfect tense.

Let's take a look at the first usage of the past perfect tense.

This tense can be used to describe an action in the past

This tense can be used to describe an action in the past

that happened before another action in the past.

that happened before another action in the past.

Here are some examples.

Here are some examples.

‘I have visited China before I moved there.’

'I have visited China before I moved there.'

No matter what the subject you follow with ‘had’,

No matter what the subject you follow with 'had',

So that's easy.

So that's easy.

‘I had’ ‘Steve had’

'I had' 'Steve had'

‘The plane had’ and ‘We had’.

'The plane had' and 'We had'.

Then, we follow with the past participle of the verb.

Then, we follow with the past participle of the verb.

In this case, it's ‘visited’.

In this case, it's 'visited'.

‘I had visited China.’

'I had visited China.'

Now you'll notice that the second verb is in the past simple tense.

Now you'll notice that the second verb is in the past simple tense.

‘I moved there.’

'I moved there.'

And I'll talk about that a little bit more later on.

And I'll talk about that a little bit more later on.

‘Steve had bought the book.’

'Steve had bought the book.'

Again, ‘subject’, ‘had’ and ‘past participle’.

Again, 'subject', 'had' and 'past participle'.

In this case, the verb is ‘buy’.

In this case, the verb is 'buy'.

‘Steve had bought the book before he read it.’

'Steve had bought the book before he read it.'

Again, we have the simple tense of ‘read’ which is ‘read’.

Again, we have the simple tense of 'read' which is 'read'.

And finally, ‘The plane had left by the time I got to the airport.’

And finally, 'The plane had left by the time I got to the airport.'

Again, the first part of this sentence is in the past perfect tense.

Again, the first part of this sentence is in the past perfect tense.

‘The plane had left’.

'The plane had left'.

This is the past participle of ‘leave’.

This is the past participle of 'leave'.

The second verb says, ‘I got to the airport.’

The second verb says, 'I got to the airport.'

‘got’ is the past tense of ‘get’.

'got' is the past tense of 'get'.

Now what these three sentences have in common is that you'll see, ‘before’.

Now what these three sentences have in common is that you'll see, 'before'.

‘before’ or ‘by the time’.

'before' or 'by the time'.

They all mean the same thing.

They all mean the same thing.

The verb that is in the past perfect tense happened first.

The verb that is in the past perfect tense happened first.

The verb that's in the past simple tense happen after.

The verb that's in the past simple tense happen after.

So again, for the first example.

So again, for the first example.

‘before I move there’ That happened later.

'before I move there' That happened later.

Before that, ‘I had already visited China.’

Before that, 'I had already visited China.'

Do you understand how that works?

Do you understand how that works?

Let's take a look at the last example.

Let's take a look at the last example.

‘When they arrived, we had already started the game.’

'When they arrived, we had already started the game.'

So maybe they were late or something had happened.

So maybe they were late or something had happened.

But ‘When they arrived’, this is the past simple tense.

But 'When they arrived', this is the past simple tense.

So this happened second.

So this happened second.

‘We had already started the game.’

'We had already started the game.'

This action had already started.

This action had already started.

It started before this action.

It started before this action.

Let's move on.

Let's move on.

Earlier I mentioned that the past perfect tense can be used to describe an action

Earlier I mentioned that the past perfect tense can be used to describe an action

that happened in the past before another action in the past.

that happened in the past before another action in the past.

We can do the same thing but also emphasize the duration.

We can do the same thing but also emphasize the duration.

How long that first action happened.

How long that first action happened.

We do this by using four and a duration.

We do this by using four and a duration.

Let's take a look.

Nous allons jeter un coup d'oeil.

‘I had owned my computer for two months before it broke.’

'I had owned my computer for two months before it broke.'

This is very similar to the first usage.

This is very similar to the first usage.

‘I had’ and the past participle of the verb.

'I had' and the past participle of the verb.

This part shows the action that happened earlier in the past.

This part shows the action that happened earlier in the past.

The second part, ‘it broke’.

The second part, 'it broke'.

The past simple tense verb shows the action in the past

The past simple tense verb shows the action in the past

that happened later than the first action.

that happened later than the first action.

However, you'll notice that this sentence has a duration, ‘for two months’.

However, you'll notice that this sentence has a duration, 'for two months'.

‘I had owned my computer for two months before it broke.’

'I had owned my computer for two months before it broke.'

All I'm doing here is showing how long the first action had been true.

All I'm doing here is showing how long the first action had been true.

Let's take a look at the next example.

Let's take a look at the next example.

‘Jim had been lonely for a long time until he got a puppy.’

'Jim had been lonely for a long time until he got a puppy.'

Again, we have subject ‘had’, past participle.

Again, we have subject 'had', past participle.

And then we have the past simple ‘he got a puppy’.

And then we have the past simple 'he got a puppy'.

All we're doing here is emphasizing how long first action had been true.

All we're doing here is emphasizing how long first action had been true.

He had been lonely for a long time.

He had been lonely for a long time.

That is until the later action, ‘he got a puppy.’

That is until the later action, 'he got a puppy.'

And finally, ‘She and I had been friends for many years before she became my wife.’

And finally, 'She and I had been friends for many years before she became my wife.'

The first part of the sentence is the past perfect.

The first part of the sentence is the past perfect.

It happened before she became my wife.

It happened before she became my wife.

But I want to explain how long that had been true for many years.

But I want to explain how long that had been true for many years.

Let's move on.

Let's move on.

Now I'll introduce how to form the negative in the past perfect tense.

Now I'll introduce how to form the negative in the past perfect tense.

Take a look at the board.

Take a look at the board.

The first sentence says, ‘I had not eaten at the restaurant before I went yesterday.’

The first sentence says, 'I had not eaten at the restaurant before I went yesterday.'

Again, we have the past perfect tense here and the past simple tense here.

Again, we have the past perfect tense here and the past simple tense here.

This one is the action that happened earlier in the past

This one is the action that happened earlier in the past

And this one over here is the action that happened later in the past.

And this one over here is the action that happened later in the past.

However, because this is the negative, what I'm going to do is add a 'not' between

However, because this is the negative, what I'm going to do is add a 'not' between

the ‘had’ and the past participle of the verb.

the 'had' and the past participle of the verb.

So I say, ‘I have not eaten’.

So I say, 'I have not eaten'.

Or I can use the contraction

Or I can use the contraction

and say, ‘I hadn't eaten at the restaurant before I went yesterday.’

and say, 'I hadn't eaten at the restaurant before I went yesterday.'

The next sentence is very similar.’

The next sentence is very similar.'

‘She had not been to the circus before she went last week.’

'She had not been to the circus before she went last week.'

Here's the action that happened earlier in the past,

Here's the action that happened earlier in the past,

and here's the action that happened later in the past.

and here's the action that happened later in the past.

However, again, because it's negative,

However, again, because it's negative,

I put a 'not' between ‘had’ and the past participle of the verb.

I put a 'not' between 'had' and the past participle of the verb.

Also, I can use the contraction and say, ‘She hadn't been to the circus.’

Also, I can use the contraction and say, 'She hadn't been to the circus.'

The next sentence says,

The next sentence says,

‘The cat hadn't chased the bird for very long before it flew away.’

'The cat hadn't chased the bird for very long before it flew away.'

Remember, we can show duration,

Remember, we can show duration,

or how long the first action was true.

or how long the first action was true.

by using 'for' and a duration.

by using 'for' and a duration.

Because this is the negative form,

Because this is the negative form,

again, I use 'had not' after the subject and before the past participle of the verb

again, I use 'had not' after the subject and before the past participle of the verb

In this case, the contraction ‘hadn't’ is already there for you.

In this case, the contraction 'hadn't' is already there for you.

‘We hadn't known each other for three months before we married.’

'We hadn't known each other for three months before we married.'

That's a pretty short time.

That's a pretty short time.

It shows the duration by saying ‘for’, How long?

It shows the duration by saying 'for', How long?

‘three months’

'three months'

Let's move on.

Let's move on.

Now, let's take a look at questions using ‘had’ in the past perfect tense.

Now, let's take a look at questions using 'had' in the past perfect tense.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘She had eaten lunch by noon.’

It says, 'She had eaten lunch by noon.'

Now, to turn this into a question is quite easy.

Now, to turn this into a question is quite easy.

All you have to do is change the order of the first two words.

All you have to do is change the order of the first two words.

So instead of ‘she had’, we say ‘Had she’.

So instead of 'she had', we say 'Had she'.

‘Had she eaten lunch by noon?’

'Had she eaten lunch by noon?'

You can say, ‘Yes, she had.’

You can say, 'Yes, she had.'

or ‘No, she hadn't.’

or 'No, she hadn't.'

The next sentence says, ‘It had rained before they left.’

The next sentence says, 'It had rained before they left.'

Again simply switched the order of the first two words.

Again simply switched the order of the first two words.

Instead of ‘It had’, say ‘Had it’ to make a question.

Instead of 'It had', say 'Had it' to make a question.

‘Had it rained before they left?’

'Had it rained before they left?'

To reply you can say, ‘Yes, it had.’

To reply you can say, 'Yes, it had.'

or ‘No, it hadn't.’

or 'No, it hadn't.'

Let's move on now.

Let's move on now.

I'll go into how to form ‘WH’ questions in the past perfect tense.

I'll go into how to form 'WH' questions in the past perfect tense.

Let's take a look.

Nous allons jeter un coup d'oeil.

Here we see at the beginning of each question a 'WH' word.

Here we see at the beginning of each question a 'WH' word.

‘where’, ‘who’, ‘what’, and ‘how’.

'where', 'who', 'what', and 'how'.

Let's take a look at the first question.

Let's take a look at the first question.

‘Where had he traveled before?’

'Where had he traveled before?'

You'll notice that after each ‘WH’ word, we have ‘had’.

You'll notice that after each 'WH' word, we have 'had'.

And then the subject and then the past participle of the verb.

And then the subject and then the past participle of the verb.

‘Where had he traveled before?’

'Where had he traveled before?'

The next question says, ‘Who had she talked to before?’

The next question says, 'Who had she talked to before?'

This is the same thing the ‘WH’ word

This is the same thing the 'WH' word

‘had she’ and then the past participle.

'had she' and then the past participle.

You'll notice here that we have the word ‘before’, but we didn't write a specific point in time.

You'll notice here that we have the word 'before', but we didn't write a specific point in time.

If you see that it simply means before now.

If you see that it simply means before now.

The next question says, ‘What had he eaten before lunch?’

The next question says, 'What had he eaten before lunch?'

Again we follow the same formula, however, here it says ‘lunch for you'.

Again we follow the same formula, however, here it says 'lunch for you'.

The last one says,

The last one says,

‘How long had she known him before she dated him?’

'How long had she known him before she dated him?'

Again how long ‘had’ + ‘subject’ and then the past participle.

Again how long 'had' + 'subject' and then the past participle.

Let's take a look at how  to answer these questions.

Let's take a look at how to answer these questions.

‘Where had he traveled before?’

'Where had he traveled before?'

‘He had traveled to Europe.’

'He had traveled to Europe.'

is one possible answer.

is one possible answer.

‘Who had she talked to before?’

'Who had she talked to before?'

Here I can say, ‘She had talked to her brother.’

Here I can say, 'She had talked to her brother.'

‘What had he eaten before lunch?’

'What had he eaten before lunch?'

‘He had eaten sushi before lunch.’

'He had eaten sushi before lunch.'

And finally, ‘How long had she known him before she dated him?’

And finally, 'How long had she known him before she dated him?'

‘She had known him for three years.’

'She had known him for three years.'

That is one possible answer.

That is one possible answer.

Let's move on.

Let's move on.

Now let's take a look at some practice exercises for the basic usage of the past perfect tense.

Now let's take a look at some practice exercises for the basic usage of the past perfect tense.

Take a look at the first sentence.

Take a look at the first sentence.

‘I blank for six hours before I had a break.’

'I blank for six hours before I had a break.'

The verb here is ‘work’.

The verb here is 'work'.

Remember, we need to say ‘I had’.

Remember, we need to say 'I had'.

No matter what the subject is, say ‘had’.

No matter what the subject is, say 'had'.

And then, you take the past participle of the verb.

And then, you take the past participle of the verb.

In this case, we would say ‘worked’.

In this case, we would say 'worked'.

‘I had worked for six hours before I had a break.’

'I had worked for six hours before I had a break.'

For the next sentence, I want you to try the negative form.

For the next sentence, I want you to try the negative form.

‘We blank TV before we listened to the radio.’

'We blank TV before we listened to the radio.'

Remember, for the negative form, we say ‘had not’

Remember, for the negative form, we say 'had not'

or we use the contraction, ‘hadn't’.

or we use the contraction, 'hadn't'.

‘We hadn’t’.

'We hadn't'.

And then, we need the past participle.

And then, we need the past participle.

‘We hadn't watched TV before we listened to the radio.’

'We hadn't watched TV before we listened to the radio.'

Now find the mistake in the next sentence.

Now find the mistake in the next sentence.

‘Reggie had it be to Mexico before he went to Peru.’

'Reggie had it be to Mexico before he went to Peru.'

Well, we have the subject here and for the negative, ‘hadn't’ is correct.

Well, we have the subject here and for the negative, 'hadn't' is correct.

However, we need the past participle of the verb ‘be’.

However, we need the past participle of the verb 'be'.

So the correct answer is,

So the correct answer is,

‘Reggie hadn't been to Mexico before he went to Peru.’

'Reggie hadn't been to Mexico before he went to Peru.'

And finally, ‘Sally and Jan or they had do their job.’

And finally, 'Sally and Jan or they had do their job.'

Hmm.

Hmm.

Remember, we need the past participle.

Remember, we need the past participle.

We don't say do.

We don't say do.

We say ‘done’.

We say 'done'.

‘Sally and Jan had done their job before they watched TV.’

'Sally and Jan had done their job before they watched TV.'

Let's move on.

Let's move on.

In this checkup, we'll take a look at some practice exercises

In this checkup, we'll take a look at some practice exercises

for the past perfect tense that describes how long.

for the past perfect tense that describes how long.

Let's take a look at the first sentence.

Let's take a look at the first sentence.

‘You blank at the park for three hours before you came home.’

'You blank at the park for three hours before you came home.'

Remember, we start with the subject and then ‘had’.

Remember, we start with the subject and then 'had'.

So I'm going to add that here,

So I'm going to add that here,

then we need the past participle of the verb ‘be’.

then we need the past participle of the verb 'be'.

And that is ‘been’.

And that is 'been'.

‘You had been at the park for three hours before you came home.’

'You had been at the park for three hours before you came home.'

The next sentence says,

The next sentence says,

‘They blank for six hours before they took a break.’

'They blank for six hours before they took a break.'

Again, no matter what the subject, we have ‘had’ and then the past participle.

Again, no matter what the subject, we have 'had' and then the past participle.

So the answer is,

So the answer is,

‘They had studied for six hours before they took a break.’

'They had studied for six hours before they took a break.'

Now, find the mistake in the next sentence.

Now, find the mistake in the next sentence.

It's a little bit longer so it might take you a while.

It's a little bit longer so it might take you a while.

‘They had been known each other for ten years before they had their first fight.’

'They had been known each other for ten years before they had their first fight.'

Can you find the mistake?

Can you find the mistake?

Well, we have the subject and ‘had’, but check this out.

Well, we have the subject and 'had', but check this out.

There are two past participles here.

There are two past participles here.

We need to get rid of one of them.

We need to get rid of one of them.

We can take out this verb and say, ‘They had known each other for ten years

We can take out this verb and say, 'They had known each other for ten years

before they had their first fight.’

before they had their first fight.'

The next sentence says, ‘I have played soccer for many years before I scored my first goal.’

The next sentence says, 'I have played soccer for many years before I scored my first goal.'

This sentence doesn't look wrong at first.

This sentence doesn't look wrong at first.

But remember, in the past perfect tense, we need to say ‘had’.

But remember, in the past perfect tense, we need to say 'had'.

‘I had played soccer for many years before I scored my first goal.’

'I had played soccer for many years before I scored my first goal.'

Good job, everybody.

Good job, everybody.

Let's move on.

Let's move on.

Great job, everyone.

Great job, everyone.

Now you have a better understanding of the past perfect tense.

Now you have a better understanding of the past perfect tense.

I know it can be a little difficult but keep studying,

I know it can be a little difficult but keep studying,

and keep practicing, and you will get better.

and keep practicing, and you will get better.

I know studying English is not easy but with time and effort,

I know studying English is not easy but with time and effort,

I know you'll master it.

I know you'll master it.

Thank you so much for watching and I'll see you in the next video.

Thank you so much for watching and I'll see you in the next video.

Hi, everybody.

Salut tout le monde.

I'm Esther.

I'm Esther.

In this video, I will introduce the past perfect continuous tense.

In this video, I will introduce the past perfect continuous tense.

It's a great tense that helps you express an ongoing action

It's a great tense that helps you express an ongoing action

in the past continuing up to another point in the past.

in the past continuing up to another point in the past.

There's a lot to learn, so keep watching.

There's a lot to learn, so keep watching.

One usage of the past perfect continuous tense is to talk about an ongoing action in the

One usage of the past perfect continuous tense is to talk about an ongoing action in the

past that continued up to another point in the

past that continued up to another point in the

past.

past.

You can use ‘for’ and a duration to talk about

You can use 'for' and a duration to talk about

how long that action was in progress.

how long that action was in progress.

Here are some examples.

Here are some examples.

‘I had been waiting for the bus for two hours before it arrived.’

'I had been waiting for the bus for two hours before it arrived.'

You'll notice that at the beginning.

You'll notice that at the beginning.

It doesn't matter what the subject is, we follow with ‘had been’.

It doesn't matter what the subject is, we follow with 'had been'.

For example, ‘I had been’, ‘Chuck had been’,

For example, 'I had been', 'Chuck had been',

And ‘Tom and Kim had been.’

And 'Tom and Kim had been.'

And then we follow with the verb ‘-ing’.

And then we follow with the verb '-ing'.

‘waiting’.

'waiting'.

‘I had been waiting.’

'I had been waiting.'

Now this is the ongoing action that happened first.

Now this is the ongoing action that happened first.

Again, four and two hours shows the duration.

Again, four and two hours shows the duration.

The second part says, ‘it arrived’.

The second part says, 'it arrived'.

This verb is in the past simple tense.

This verb is in the past simple tense.

Therefore, that is the second action.

Therefore, that is the second action.

It's the action that this first action happened until this action happened,

It's the action that this first action happened until this action happened,

so again, ‘I had been waiting for the bus,’ happened

so again, 'I had been waiting for the bus,' happened

first.

first.

And then, it happened until the bus arrived.

And then, it happened until the bus arrived.

‘Chuck had been cooking,’ Again, that part's easy.

'Chuck had been cooking,' Again, that part's easy.

No matter what’s the subject, we say ‘had been’ and then verb ‘-ing’.

No matter what's the subject, we say 'had been' and then verb '-ing'.

Again, I can show how long Chuck had been cooking by saying ‘for an hour’, showing

Again, I can show how long Chuck had been cooking by saying 'for an hour', showing

the duration.

the duration.

And then, I finished by saying, ‘before he finished’.

And then, I finished by saying, 'before he finished'.

He had been cooking up to this point in the past.

He had been cooking up to this point in the past.

Finally, ‘Tom and Kim had been walking,’ This part should be familiar to you by now,

Finally, 'Tom and Kim had been walking,' This part should be familiar to you by now,

‘for an hour’ Again, that shows duration.

'for an hour' Again, that shows duration.

‘before they rested.’

'before they rested.'

So they had been walking for an hour before they took a break.

So they had been walking for an hour before they took a break.

Before they rested.

Before they rested.

Let's move on.

Let's move on.

The past perfect continuous tense is also used to express cause and effect in the

The past perfect continuous tense is also used to express cause and effect in the

past.

past.

The verb that's in the past perfect continuous tense shows the cause,

The verb that's in the past perfect continuous tense shows the cause,

why something happened.

why something happened.

We can use ‘because’ or ‘so’ to show the cause and effect.

We can use 'because' or 'so' to show the cause and effect.

Here, I'll explain.

Here, I'll explain.

‘Jason was tired because he had been jogging.’

'Jason was tired because he had been jogging.'

The first part of the sentence is in the past tense.

The first part of the sentence is in the past tense.

‘Jason was tired,’ However, we see ‘why?’

'Jason was tired,' However, we see 'why?'

Well, because, ‘he had been jogging’.

Well, because, 'he had been jogging'.

The second part of this sentence is in the past perfect continuous tense.

The second part of this sentence is in the past perfect continuous tense.

‘he had been’, remember no matter what the subject,

'he had been', remember no matter what the subject,

we follow with ‘had been’ and jogging – ‘verb -ing’.

we follow with 'had been' and jogging – 'verb -ing'.

‘he had been jogging’ This shows why Jason was tired.

'he had been jogging' This shows why Jason was tired.

The next sentence says, ‘The pavement’ or it ‘was wet because

The next sentence says, 'The pavement' or it 'was wet because

it had been raining.’

it had been raining.'

Similar to the first sentence, ‘it had been raining’ shows the cause.

Similar to the first sentence, 'it had been raining' shows the cause.

Why was the pavement wet?

Why was the pavement wet?

‘The pavement was wet because it had been raining.’

'The pavement was wet because it had been raining.'

In this sentence, we see a little difference.

In this sentence, we see a little difference.

‘The children had been playing’ Again, this is the past perfect continuous

'The children had been playing' Again, this is the past perfect continuous

tense.

tense.

‘had been playing’ The second part says, ‘the room was a mess’.

'had been playing' The second part says, 'the room was a mess'.

So here, instead of ‘because’ like the first two sentences,

So here, instead of 'because' like the first two sentences,

I used ‘so’.

I used 'so'.

So the order has been changed but the meaning is the same.

So the order has been changed but the meaning is the same.

This, ‘the children had been playing’ is why the room was a mess.

This, 'the children had been playing' is why the room was a mess.

This is the cause and this is the effect.

This is the cause and this is the effect.

Let's move on.

Let's move on.

Now let's go into the negative form of the past perfect continuous tense.

Now let's go into the negative form of the past perfect continuous tense.

Here are some examples.

Here are some examples.

‘I had not been working for a day before I quit.’

'I had not been working for a day before I quit.'

So no matter what the subject ‘I’, ‘you’, ‘she’, or ‘it’,

So no matter what the subject 'I', 'you', 'she', or 'it',

just like in the affirmative, we say ‘had’, but after the ‘had’, in the negative form,

just like in the affirmative, we say 'had', but after the 'had', in the negative form,

we add ‘not’. ‘had not’

we add 'not'. 'had not'

‘had not’ or you can use the contraction ‘hadn't’.

'had not' or you can use the contraction 'hadn't'.

Which is a combination of ‘had’ and ‘not’ together.

Which is a combination of 'had' and 'not' together.

‘I had not been working’ The rest of the sentence is the same.

'I had not been working' The rest of the sentence is the same.

‘been + verb -ing’ ‘I had not been working for a day before

'been + verb -ing' 'I had not been working for a day before

I quit.’

I quit.'

The next sentence says, ‘You had not been cutting onions for long

The next sentence says, 'You had not been cutting onions for long

before you cried.’

before you cried.'

Again, the ‘not’ goes between ‘had’ and ‘been’.

Again, the 'not' goes between 'had' and 'been'.

‘She hadn't been studying for long when she fell asleep.’

'She hadn't been studying for long when she fell asleep.'

Here, we have the contraction.

Here, we have the contraction.

And finally, ‘It hadn't been snowing for long when it

And finally, 'It hadn't been snowing for long when it

stopped.’

stopped.'

Again, we have the contraction for ‘had not’ here.

Again, we have the contraction for 'had not' here.

You'll notice that in the first two sentences, I used ‘before’.

You'll notice that in the first two sentences, I used 'before'.

And in the last two, I used ‘when’.

And in the last two, I used 'when'.

Either one can be used to show when the first action stopped.

Either one can be used to show when the first action stopped.

Let's move on.

Let's move on.

Now let's go into how to form basic questions in the past perfect continuous tense.

Now let's go into how to form basic questions in the past perfect continuous tense.

Here is the first example.

Here is the first example.

‘He had been driving all day before he arrived.’

'He had been driving all day before he arrived.'

Now, to turn this into a question, all we have to do is change the order of the first

Now, to turn this into a question, all we have to do is change the order of the first

two words.

two words.

Instead of ‘He had’, now I can say, ‘Had he’, in order to form a question.

Instead of 'He had', now I can say, 'Had he', in order to form a question.

‘Had he been driving all day before he arrived?’

'Had he been driving all day before he arrived?'

The next sentence says, ‘The dog had been barking because it was

The next sentence says, 'The dog had been barking because it was

scared.’

scared.'

In this case, the subject is ‘The dog’.

In this case, the subject is 'The dog'.

And then we follow with ‘had’.

And then we follow with 'had'.

To turn this into a question, again, we switch the order.

To turn this into a question, again, we switch the order.

‘Had the dog been barking because it was scared?’

'Had the dog been barking because it was scared?'

You'll notice that in the question, the rest of the words stay in the same place.

You'll notice that in the question, the rest of the words stay in the same place.

Now, in the first question, we're asking how long an action happened,

Now, in the first question, we're asking how long an action happened,

or how long it was ongoing in the past.

or how long it was ongoing in the past.

And in this question, we ask about cause and effect.

And in this question, we ask about cause and effect.

Let's move on.

Let's move on.

Now, I'll introduce how to form WH questions in the past perfect continuous tense.

Now, I'll introduce how to form WH questions in the past perfect continuous tense.

Take a look at these examples.

Take a look at these examples.

You'll notice that they all start with a WH word.

You'll notice that they all start with a WH word.

Why, where, what, and who.

Why, where, what, and who.

You might also have noticed that after we have ‘had’.

You might also have noticed that after we have 'had'.

‘Why had’ ‘Where had’

'Why had' 'Where had'

‘What had’ and ‘Who had’

'What had' and 'Who had'

In the first question, after that comes the subject.

In the first question, after that comes the subject.

‘Why had you’ And then ‘been + verb -ing’

'Why had you' And then 'been + verb -ing'

And that's the same pattern we follow for all of these sentences.

And that's the same pattern we follow for all of these sentences.

So ‘Why had you been studying so much?’

So 'Why had you been studying so much?'

I can answer by saying, ‘I had been studying so much because I have

I can answer by saying, 'I had been studying so much because I have

a test.’

a test.'

‘Where had you been traveling before you came here?’

'Where had you been traveling before you came here?'

I can say, ‘I had been traveling through Asia.’

I can say, 'I had been traveling through Asia.'

‘What had they been playing before they played soccer?’

'What had they been playing before they played soccer?'

I can answer, ‘They had been playing baseball.’

I can answer, 'They had been playing baseball.'

And finally, ‘Who had she been talking to before she

And finally, 'Who had she been talking to before she

left home?’

left home?'

I can answer, ‘She had been talking to her boyfriend.’

I can answer, 'She had been talking to her boyfriend.'

Let's move on.

Let's move on.

Let's start a checkup for the past perfect continuous tense.

Let's start a checkup for the past perfect continuous tense.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘They __ for a long time before they went home.’

It says, 'They __ for a long time before they went home.'

Try to fill in the blank with the verb ‘work’ in this tense.

Try to fill in the blank with the verb 'work' in this tense.

Remember, no matter what the subject, we follow the subject with ‘had been’.

Remember, no matter what the subject, we follow the subject with 'had been'.

So we say, ‘They had been’.

So we say, 'They had been'.

What happens to the verb?

What happens to the verb?

Remember, we add ‘-ing’.

Remember, we add '-ing'.

So the sentence is, ‘They had been working for a long time before they went home.’

So the sentence is, 'They had been working for a long time before they went home.'

Now, take a look at the second sentence.

Now, take a look at the second sentence.

I want you to use the negative.

I want you to use the negative.

‘I __ TV for a year before I started again.’

'I __ TV for a year before I started again.'

Remember, the negative form for this tense starts with the subject

Remember, the negative form for this tense starts with the subject

and then ‘had not been’.

and then 'had not been'.

Or I can use the contraction ‘hadn't’.

Or I can use the contraction 'hadn't'.

‘I hadn't been’ And then again, verb ‘-ing’.

'I hadn't been' And then again, verb '-ing'.

‘I hadn't been watching TV for a year before I started again.’

'I hadn't been watching TV for a year before I started again.'

Now, try to find the mistake in this next sentence.

Now, try to find the mistake in this next sentence.

‘Gina and I hadn't been do any work before we started.’

'Gina and I hadn't been do any work before we started.'

What's the error?

What's the error?

You'll notice that the verb does not have an ‘-ing’.

You'll notice that the verb does not have an '-ing'.

To make the sentence correct, we must say, ‘Gina and I hadn't been doing

To make the sentence correct, we must say, 'Gina and I hadn't been doing

any work before we started.’

any work before we started.'

Now, find the mistake here.

Now, find the mistake here.

‘He had be watching YouTube because he had some free time.’

'He had be watching YouTube because he had some free time.'

‘He had’, that's correct, but we need to change ‘be’ to been’.

'He had', that's correct, but we need to change 'be' to been'.

And ‘watching’ is correct.

And 'watching' is correct.

So, ‘He had been watching YouTube because he had some free time.’

So, 'He had been watching YouTube because he had some free time.'

Let's move on.

Let's move on.

Now, let's move on to another checkup of the past perfect continuous tense.

Now, let's move on to another checkup of the past perfect continuous tense.

Take a look at the first example.

Take a look at the first example.

It says, ‘The company __ employees because they worked hard.’

It says, 'The company __ employees because they worked hard.'

Use the verb ‘promote’ in the past perfect continuous tense.

Use the verb 'promote' in the past perfect continuous tense.

Remember, no matter what the subject, we follow with ‘had been’.

Remember, no matter what the subject, we follow with 'had been'.

So we say, ‘The company had been’ and then verb ‘-ing’, so ‘promoting’.

So we say, 'The company had been' and then verb '-ing', so 'promoting'.

‘The company had been promoting employees because they worked hard.’

'The company had been promoting employees because they worked hard.'

The next example says, ‘I __ your emails for a while because they went to the spam

The next example says, 'I __ your emails for a while because they went to the spam

folder.’

folder.'

Here, try to use the negative form with the verb ‘get’.

Here, try to use the negative form with the verb 'get'.

Remember, in the negative form, we say ‘had not been getting’

Remember, in the negative form, we say 'had not been getting'

Or the contraction ‘hadn't been getting’.

Or the contraction 'hadn't been getting'.

‘I hadn't been getting your emails for a while because they went to the spam folder.’

'I hadn't been getting your emails for a while because they went to the spam folder.'

Now look for the mistake in the next sentence.

Now look for the mistake in the next sentence.

‘I had been work a lot because I needed the money.’

'I had been work a lot because I needed the money.'

What's the mistake?

What's the mistake?

Remember, we need to add ‘-ing’ to the verb.

Remember, we need to add '-ing' to the verb.

‘I had been working a lot because I needed the money.’

'I had been working a lot because I needed the money.'

The last sentence says, ‘He has been smoking because he was stressed.’

The last sentence says, 'He has been smoking because he was stressed.'

Can you find the mistake?

Can you find the mistake?

Remember, we're practicing the past perfect continuous.

Remember, we're practicing the past perfect continuous.

In this case, we need ‘had’ after the subject, not ‘has’.

In this case, we need 'had' after the subject, not 'has'.

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

Thank you so much for watching this  grammar course on the past tense. 

Thank you so much for watching this grammar course on the past tense.

Now, if you haven’t had a chance to check  out my grammar course on the present tense  

Now, if you haven't had a chance to check out my grammar course on the present tense

or the future tense, make sure you do that now. Thank you again for watching and I will see you  

or the future tense, make sure you do that now. Thank you again for watching and I will see you

next time. Bye. 

next time. Au revoir.

Hi, everyone.

Salut tout le monde.

I'm Esther.

I'm Esther.

In this video, I will introduce the future simple tense

In this video, I will introduce the future simple tense

using 'will' and 'be going to'.

using 'will' and 'be going to'.

This is a very important tense that will help you express future actions and plans.

This is a very important tense that will help you express future actions and plans.

There's a lot to learn, so let's get started.

There's a lot to learn, so let's get started.

The future simple tense can be used to express a future action.

The future simple tense can be used to express a future action.

Let's take a look at some examples.

Let's take a look at some examples.

‘I'm cold.’

'I'm cold.'

Well that's right now.

Well that's right now.

‘I will close the window.’

'I will close the window.'

We start with the subject ‘will’.

We start with the subject 'will'.

And then, the base verb.

And then, the base verb.

‘I will close the window.’

'I will close the window.'

In this example, I'm making a sudden decision because how I feel right now.

In this example, I'm making a sudden decision because how I feel right now.

I will close the window because I'm cold right now.

I will close the window because I'm cold right now.

‘I will be at the library tomorrow.’

'I will be at the library tomorrow.'

Again, you start with the subject and then ‘will’.

Again, you start with the subject and then 'will'.

After that, you have the base verb.

After that, you have the base verb.

You can use the ‘be’ verb to talk about a confirmed plan.

You can use the 'be' verb to talk about a confirmed plan.

‘I will be at the library tomorrow.’

'I will be at the library tomorrow.'

The economy will get better next year.

The economy will get better next year.

In this case, the subject is ‘the economy’.

In this case, the subject is 'the economy'.

Again, we follow with ‘will’ and the base verb ‘get’.

Again, we follow with 'will' and the base verb 'get'.

‘The economy will get better next year.’

'The economy will get better next year.'

I'm making a prediction here about something that will happen in the future.

I'm making a prediction here about something that will happen in the future.

And finally, ‘I will help you with your homework.’

And finally, 'I will help you with your homework.'

I'm making a future plan to help you.

I'm making a future plan to help you.

‘I will help you with your homework.’

'I will help you with your homework.'

It doesn't say when but I am talking about the future.

It doesn't say when but I am talking about the future.

Let's move on.

Let's move on.

You can also use ‘be going to’ to express a future action.

You can also use 'be going to' to express a future action.

It's almost the same as ‘will’.

It's almost the same as 'will'.

Here are some examples.

Here are some examples.

‘There's no milk.

'There's no milk.

I'm going to buy some.’

I'm going to buy some.'

So what you see here is the subject and then the ‘be’ verb - ‘am’.

So what you see here is the subject and then the 'be' verb - 'am'.

‘I am’

'I am'

And then here we used a contraction ‘I'm’.

And then here we used a contraction 'I'm'.

‘I'm going to buy some.’

'I'm going to buy some.'

I made a decision to buy some because there's no milk.

I made a decision to buy some because there's no milk.

The next sentence says, ‘It looks like it's going to snow tomorrow.’

The next sentence says, 'It looks like it's going to snow tomorrow.'

Here the subject is ‘it’ and so I use the ‘be’ verb – ‘is’.

Here the subject is 'it' and so I use the 'be' verb – 'is'.

‘it is’

'it is'

‘It's’ is the contraction.

'It's' is the contraction.

‘It's going to’ And then we use the base verb ‘snow’.

'It's going to' And then we use the base verb 'snow'.

The word ‘tomorrow’ shows that this is a future action.

The word 'tomorrow' shows that this is a future action.

‘He's going to take a trip in the summer.’

'He's going to take a trip in the summer.'

Because the subject is ‘he’, we use the ‘be’ verb – is.

Because the subject is 'he', we use the 'be' verb – is.

And we can use the contraction ‘he's’. ‘he is’ or ‘he's’ going to

And we can use the contraction 'he's'. 'he is' or 'he's' going to

And then the base verb ‘take’

And then the base verb 'take'

‘take a trip in the summer’

'take a trip in the summer'

Again an action happening in the future.

Again an action happening in the future.

Let's move on.

Let's move on.

Now, let's take a look at the negative form of

Now, let's take a look at the negative form of

the future simple tense.

the future simple tense.

The first example says, ‘Stan will not like his English score.’

The first example says, 'Stan will not like his English score.'

No matter what the subject is, we follow with ‘will not’ and then the

No matter what the subject is, we follow with 'will not' and then the

base form of the verb.

base form of the verb.

‘Stan will not like his English score.’

'Stan will not like his English score.'

‘We won't give you money anymore.’

'We won't give you money anymore.'

In this case, the subject is ‘we’.

In this case, the subject is 'we'.

And we follow with the contraction ‘won't’.

And we follow with the contraction 'won't'.

It sounds really different and it's different from other contractions,

It sounds really different and it's different from other contractions,

but ‘won't’ is the contraction for ‘will not’

but 'won't' is the contraction for 'will not'

so you can say ‘we will not’ or ‘we won't’.

so you can say 'we will not' or 'we won't'.

They're the same.

They're the same.

‘We won't give you money anymore.’

'We won't give you money anymore.'

Again, you notice the base verb ‘give’ after ‘not’.

Again, you notice the base verb 'give' after 'not'.

‘He is not going to fly until next week.’

'He is not going to fly until next week.'

This sentence uses ‘be going to’.

This sentence uses 'be going to'.

The subject is ‘he’.

The subject is 'he'.

And therefore the ‘be’ verb we use is – ‘is’

And therefore the 'be' verb we use is – 'is'

However we put a ‘not’ after the ‘be’ verb.

However we put a 'not' after the 'be' verb.

‘He is not going to …’ And then the base verb.

'He is not going to …' And then the base verb.

‘He is not going to fly until next week.’

'He is not going to fly until next week.'

The last sentence says, ‘You are not going to go to the party tonight.’

The last sentence says, 'You are not going to go to the party tonight.'

The subject is ‘you’ and so we use the ‘be’ verb – ‘are’.

The subject is 'you' and so we use the 'be' verb – 'are'.

‘You are not going to go …’ That's the base verb.

'You are not going to go …' That's the base verb.

‘… to the party tonight.’

'… to the party tonight.'

Let's move on.

Let's move on.

Now let's take a look at how to form basic questions in the future simple tense.

Now let's take a look at how to form basic questions in the future simple tense.

The first sentence says, ‘He will play with us.’

The first sentence says, 'He will play with us.'

To turn this into a question, all we have to do is change the order of the

To turn this into a question, all we have to do is change the order of the

first two words.

first two words.

So ‘He will becomes ‘Will he’.

So 'He will becomes 'Will he'.

‘Will he play with us?’

'Will he play with us?'

‘The next sentence says, ‘He is going to play with us.’

'The next sentence says, 'He is going to play with us.'

This one uses ‘be going to’.

This one uses 'be going to'.

The subject is ‘he’.

The subject is 'he'.

And so the ‘be’ verb to use is – ‘is’.

And so the 'be' verb to use is – 'is'.

Then we have ‘going to’ and then the base verb.

Then we have 'going to' and then the base verb.

‘He is going to play with us.’

'He is going to play with us.'

When I make a question, I simply again change the order of the first two words.

When I make a question, I simply again change the order of the first two words.

‘Is he going to play with us?’

'Is he going to play with us?'

Now if the subject were to be ‘you’ or ‘we’ or ‘they’,

Now if the subject were to be 'you' or 'we' or 'they',

we would say ‘they are’.

we would say 'they are'.

And so the question would say, ‘Are they'.

And so the question would say, 'Are they'.

'Are they going to play with them?’

'Are they going to play with them?'

for example.

for example.

So again, remember, for ‘will’ in the future simple tense,

So again, remember, for 'will' in the future simple tense,

just say ‘will’ subject and then the base form of the verb.

just say 'will' subject and then the base form of the verb.

However for ‘be going to’ questions, make sure that you pay attention to the proper

However for 'be going to' questions, make sure that you pay attention to the proper

'be' verb to use at the beginning of the question.

'be' verb to use at the beginning of the question.

To answer the first question, ‘Will he play with us?’

To answer the first question, 'Will he play with us?'

You can say ‘Yes, he will’ or ‘No, he won't’.

You can say 'Yes, he will' or 'No, he won't'.

‘Is he going to play with us?’

'Is he going to play with us?'

You can say, ‘Yes, he's going to’ or ‘No, he isn't going to’.

You can say, 'Yes, he's going to' or 'No, he isn't going to'.

Let's move on.

Let's move on.

Let's look at how to form ‘WH’ questions in the future simple tense.

Let's look at how to form 'WH' questions in the future simple tense.

If you notice each question begins with a ‘WH’ word.

If you notice each question begins with a 'WH' word.

Who

Who

When

When

Where

Where

And What

And What

The first two sentences use ‘will’ for the future simple tense.

The first two sentences use 'will' for the future simple tense.

‘Who will win the game?’

'Who will win the game?'

To answer I can say, ‘My team will win the game.’

To answer I can say, 'My team will win the game.'

‘When will they arrive?’

'When will they arrive?'

‘They will arrive in two hours.’

'They will arrive in two hours.'

Now these two sentences have ‘be going to’.

Now these two sentences have 'be going to'.

‘Where is he going to study?’

'Where is he going to study?'

In this case, I have the ‘be’ verb – ‘is’ because the subject is ‘he’.

In this case, I have the 'be' verb – 'is' because the subject is 'he'.

‘Where is he going to study?’

'Where is he going to study?'

I can say, ‘He is going to study at the library.’

I can say, 'He is going to study at the library.'

And finally, ‘What are you going to do?’

And finally, 'What are you going to do?'

In this case, I use the ‘be’ verb – ‘are’ because the subject is ‘you’.

In this case, I use the 'be' verb – 'are' because the subject is 'you'.

‘What are you going to do?’

'What are you going to do?'

‘I am going to take a shower.’

'I am going to take a shower.'

Let's move on.

Let's move on.

For this checkup let's take a look at the will usage for the future simple tense.

For this checkup let's take a look at the will usage for the future simple tense.

The first example says, ‘Jen and Paul [blank] home soon’

The first example says, 'Jen and Paul [blank] home soon'

with the verb ‘go’.

with the verb 'go'.

Remember, when using ‘will’ for the future simple tense,

Remember, when using 'will' for the future simple tense,

it doesn't matter what the subject is.

it doesn't matter what the subject is.

We say ‘will’ and then the base verb.

We say 'will' and then the base verb.

So here we can say, ‘Jen and Paul’ or ‘They will go home soon’.

So here we can say, 'Jen and Paul' or 'They will go home soon'.

‘I [blank] a scientist after I graduate.’

'I [blank] a scientist after I graduate.'

Try filling in the blank with ‘be’.

Try filling in the blank with 'be'.

Again, we simply say ‘will be’.

Again, we simply say 'will be'.

‘I will be a scientist after I graduate.’

'I will be a scientist after I graduate.'

Now try this one, ‘We [blank] that because it smells bad.’

Now try this one, 'We [blank] that because it smells bad.'

I want you to use the negative form with the verb ‘eat’.

I want you to use the negative form with the verb 'eat'.

Here we say, ‘will not eat’ or remember we can use the contraction ‘won't’.

Here we say, 'will not eat' or remember we can use the contraction 'won't'.

‘We will not eat that’ or ‘We won't eat that because it smells bad’.

'We will not eat that' or 'We won't eat that because it smells bad'.

Now look for the mistake in this sentence.

Now look for the mistake in this sentence.

‘I will eat a pizza for lunch.’

'I will eat a pizza for lunch.'

Remember, we need the base form of the verb.

Remember, we need the base form of the verb.

‘I will eat a pizza for lunch.’

'I will eat a pizza for lunch.'

‘Angie and I will playing a game.’

'Angie and I will playing a game.'

Again we need the base form of the verb.

Again we need the base form of the verb.

Angie and I will play a game.’

Angie and I will play a game.'

And finally, ‘Will she be cook dinner?’

And finally, 'Will she be cook dinner?'

This is a question.

This is a question.

However we need to say, ‘Will she cook dinner.’

However we need to say, 'Will she cook dinner.'

We do not need a ‘be’ verb here.

We do not need a 'be' verb here.

Let's move on.

Let's move on.

Let's practice the ‘be going to’ usage of the future simple tense.

Let's practice the 'be going to' usage of the future simple tense.

‘We [blank] going to _blank_ soccer.’

'We [blank] going to _blank_ soccer.'

I want you to use the verb ‘watch’.

I want you to use the verb 'watch'.

Remember, for ‘be going to’ in the future simple tense,

Remember, for 'be going to' in the future simple tense,

we start with the subject and then the ‘be’ verb.

we start with the subject and then the 'be' verb.

The subject here is ‘we’.

The subject here is 'we'.

So we need the ‘be’ verb – ‘are’.

So we need the 'be' verb – 'are'.

‘We are going to’ and then the base verb ‘watch’.

'We are going to' and then the base verb 'watch'.

‘We are going to watch soccer.’

'We are going to watch soccer.'

‘I [blank] going to [blank].’

'I [blank] going to [blank].'

The verb is ‘talk’.

The verb is 'talk'.

And I want you to use the negative form.

And I want you to use the negative form.

In this case, the subject is ‘I’.

In this case, the subject is 'I'.

And so I use the ‘be’ verb – ‘am’.

And so I use the 'be' verb – 'am'.

‘I am’ and then we need ‘not’.

'I am' and then we need 'not'.

‘I am not going to’

'I am not going to'

Then the base verb ‘talk’.

Then the base verb 'talk'.

‘Why [blank] you going to [blank]?’

'Why [blank] you going to [blank]?'

The verb here is ‘go’.

The verb here is 'go'.

In a question, especially a ‘WH’ question, we start with the ‘WH’ word,

In a question, especially a 'WH' question, we start with the 'WH' word,

and then the ‘be’ verb.

and then the 'be' verb.

‘are’ is the correct ‘be’ verb because the subject is ‘you’.

'are' is the correct 'be' verb because the subject is 'you'.

Then we have ‘going to’.

Then we have 'going to'.

And again, the base form of the verb.

And again, the base form of the verb.

‘Why are you going to go?’

'Why are you going to go?'

Now try to find the mistake in the next sentence.

Now try to find the mistake in the next sentence.

‘You are going to studying at home.’

'You are going to studying at home.'

Can you find the mistake?

Can you find the mistake?

‘You are going to’ that's correct.

'You are going to' that's correct.

But we need the base form of the verb.

But we need the base form of the verb.

‘You are going to study at home.’

'You are going to study at home.'

‘You will be going to learn English.’

'You will be going to learn English.'

‘You will be going’

'You will be going'

That sounds a little strange.

That sounds a little strange.

Remember, we don't need the ‘will’ here.

Remember, we don't need the 'will' here.

We're using ‘be going to’ and we need to change the ‘be’ verb to match the subject.

We're using 'be going to' and we need to change the 'be' verb to match the subject.

‘You are going to learn English’.

'You are going to learn English'.

Or remember, you can also say, ‘You will learn English.

Or remember, you can also say, 'You will learn English.

and finally ‘Is he going to do play soccer.’

and finally 'Is he going to do play soccer.'

uh-oh We have two verbs here.

uh-oh We have two verbs here.

‘Is he going to’ - that's correct.

'Is he going to' - that's correct.

But we have ‘do’ and ‘play’.

But we have 'do' and 'play'.

We don't need both, so we say, ‘Is he going to play soccer?’

We don't need both, so we say, 'Is he going to play soccer?'

Great job everybody.

Great job everybody.

Let's move on.

Let's move on.

Great job, everyone.

Great job, everyone.

You now have a better understanding of the future simple tense.

You now have a better understanding of the future simple tense.

There's still a lot of practice you need to do because this tense is so important.

There's still a lot of practice you need to do because this tense is so important.

Keep studying and I'll see you in the next video. 

Keep studying and I'll see you in the next video.

Hi, everybody.

Salut tout le monde.

I'm Esther.

I'm Esther.

In this video, I will introduce the future continuous English grammar tense.

In this video, I will introduce the future continuous English grammar tense.

This tense can be used to express an ongoing action in the future.

This tense can be used to express an ongoing action in the future.

I'll go over the basics of this lesson.

I'll go over the basics of this lesson.

And by the end you'll have a better idea of when to use this tense.

And by the end you'll have a better idea of when to use this tense.

There's a lot to learn, so let's get started.

There's a lot to learn, so let's get started.

One usage of the future continuous tense

One usage of the future continuous tense

is to talk about an ongoing action that will happen in the future.

is to talk about an ongoing action that will happen in the future.

We include when this action will be happening.

We include when this action will be happening.

We can use ‘will be’ or ‘be going to be’.

We can use 'will be' or 'be going to be'.

To do this, let's take a look at some examples.

To do this, let's take a look at some examples.

‘I will be taking the test soon.’

'I will be taking the test soon.'

So you can see here we have the subject and then ‘will be’.

So you can see here we have the subject and then 'will be'.

After that, we include verb +ing.

After that, we include verb +ing.

The word ‘soon’ at the end of this sentence indicates when this action will be happening.

The word 'soon' at the end of this sentence indicates when this action will be happening.

‘I am going to be taking the test soon.’

'I am going to be taking the test soon.'

This sentence means the same thing as the first sentence,

This sentence means the same thing as the first sentence,

but instead of ‘will be’, we used ‘be going to be’.

but instead of 'will be', we used 'be going to be'.

Here the subject is ‘I’.

Here the subject is 'I'.

And therefore we have the ‘be’ verb ‘am’.

And therefore we have the 'be' verb 'am'.

‘I am going to be’ And then verb +ing.

'I am going to be' And then verb +ing.

‘I am going to be taking the test soon.’

'I am going to be taking the test soon.'

I can also use the contraction and say.

I can also use the contraction and say.

‘I'm going to be taking the test soon.’

'I'm going to be taking the test soon.'

The next sentence says, ‘He will be sleeping by 10 p.m.’

The next sentence says, 'He will be sleeping by 10 pm'

And the last sentence says, ‘They are going to be …’

And the last sentence says, 'They are going to be …'

Here, because the subject is ‘they’, we use ‘are’.

Here, because the subject is 'they', we use 'are'.

‘They are going to be studying …’ There's the verb +ing

'They are going to be studying …' There's the verb +ing

‘… next October.’

'… next October.'

‘by 10 pm’ and ‘next October’ show when these actions will be happening.

'by 10 pm' and 'next October' show when these actions will be happening.

Let's move on.

Let's move on.

The future continuous tense is also used to show

The future continuous tense is also used to show

that a short action in the future is happening

that a short action in the future is happening

during or while a longer action is in progress in the future,.

during or while a longer action is in progress in the future,.

We can use the word ‘when’ to show when the shorter action occurs.

We can use the word 'when' to show when the shorter action occurs.

Take a look at the first example,

Take a look at the first example,

‘I will be sleeping when they arrive.’

'I will be sleeping when they arrive.'

Here we see two actions,

Here we see two actions,

‘I will be sleeping’ and ‘they arrive’.

'I will be sleeping' and 'they arrive'.

The part of the sentence that's in the future continuous tense is the longer action

The part of the sentence that's in the future continuous tense is the longer action

that's in progress in the future.

that's in progress in the future.

‘I will be sleeping.’

'I will be sleeping.'

Remember, ‘I will be’ and then verb +ing.

Remember, 'I will be' and then verb +ing.

This is the action that is ongoing in the future.

This is the action that is ongoing in the future.

Then we see ‘when they arrive’.

Then we see 'when they arrive'.

This is in the present tense.

This is in the present tense.

‘they arrive’

'they arrive'

This is the shorter action that happens while this action is ongoing.

This is the shorter action that happens while this action is ongoing.

‘We will be having dinner when the movie starts.’

'We will be having dinner when the movie starts.'

This is very similar to the first sentence.

This is very similar to the first sentence.

‘We will be having dinner …’

'We will be having dinner …'

That's the ongoing action that will happen in the future.

That's the ongoing action that will happen in the future.

And while this is happening, the movie will start.

And while this is happening, the movie will start.

But again, we use the present tense here.

But again, we use the present tense here.

‘the movie starts’

'the movie starts'

So we will be having dinner when the movie starts.

So we will be having dinner when the movie starts.

‘Tina is going to be working when you leave.’

'Tina is going to be working when you leave.'

Remember, we can use ‘be going to be’ in this tense so,

Remember, we can use 'be going to be' in this tense so,

‘She is going to be working when you leave.’

'She is going to be working when you leave.'

This shorter action will happen while this ongoing action is in progress.

This shorter action will happen while this ongoing action is in progress.

And finally, ‘It will be raining when you go shopping’.

And finally, 'It will be raining when you go shopping'.

Again, this is the ongoing action.

Again, this is the ongoing action.

And this is the shorter action.

And this is the shorter action.

Let's move on.

Let's move on.

Now, I'll talk about the negative form of the future continuous tense.

Now, I'll talk about the negative form of the future continuous tense.

Here are some examples:

Here are some examples:

‘He will not be reading before bed.’

'He will not be reading before bed.'

For the negative form, after the subject and ‘will’, we say ‘not be’.

For the negative form, after the subject and 'will', we say 'not be'.

And then verb +ing.

And then verb +ing.

‘He will not be reading before bed.’

'He will not be reading before bed.'

He'll be doing something else.

He'll be doing something else.

The next sentence says,

The next sentence says,

‘My dad won't be cheering when the game ends.’

'My dad won't be cheering when the game ends.'

So this is very similar to the first sentence.

So this is very similar to the first sentence.

We have the subject, ‘my dad,’

We have the subject, 'my dad,'

and instead of ‘will not’ we use the contraction ‘won't’.

and instead of 'will not' we use the contraction 'won't'.

Remember, ‘won't’ is a contraction for ‘will not’.

Remember, 'won't' is a contraction for 'will not'.

‘My dad won't …’ and then we have ‘be’ verb +ing.

'My dad won't …' and then we have 'be' verb +ing.

‘My dad won't be cheering when the game ends.’

'My dad won't be cheering when the game ends.'

The next sentence says, ‘He is not going to be working tomorrow.’

The next sentence says, 'He is not going to be working tomorrow.'

Here we have the ‘be going to be’.

Here we have the 'be going to be'.

So ‘he’ is the subject and so we use the ‘be’ verb ‘is’.

So 'he' is the subject and so we use the 'be' verb 'is'.

After the ‘be’ verb, we say ‘not’.

After the 'be' verb, we say 'not'.

He is not going to ‘be’ verb +ing.

He is not going to 'be' verb +ing.

‘He is not going to be working tomorrow.’

'He is not going to be working tomorrow.'

Remember, we can also use a contraction here and say,

Remember, we can also use a contraction here and say,

‘He isn't going to be working tomorrow.’

'He isn't going to be working tomorrow.'

That's okay as well.

That's okay as well.

‘We aren't going to be shopping on Sunday.’

'We aren't going to be shopping on Sunday.'

Here the subject is ‘we’.

Here the subject is 'we'.

And so the ‘be’ verb to use is ‘are’.

And so the 'be' verb to use is 'are'.

I use the contraction here ‘aren't’ for ‘are not’.

I use the contraction here 'aren't' for 'are not'.

‘We are not …’ or ‘We aren't going to be shopping on Sunday.’

'We are not …' or 'We aren't going to be shopping on Sunday.'

Great job.

Great job.

Let's move on.

Let's move on.

Now let's talk about how to form basic questions in the future continuous tense.

Now let's talk about how to form basic questions in the future continuous tense.

Take a look at this first sentence.

Take a look at this first sentence.

It says, ‘He will be traveling next month.’

It says, 'He will be traveling next month.'

Now, to turn this into a question,

Now, to turn this into a question,

all you have to do is change the order of the first two words.

all you have to do is change the order of the first two words.

So ‘He will’ becomes ‘Will he’.

So 'He will' becomes 'Will he'.

‘Will he be traveling next month?’

'Will he be traveling next month?'

You'll notice that the rest of the words don't change.

You'll notice that the rest of the words don't change.

Only the first two words.

Only the first two words.

So, ‘Will he be traveling next month?’

So, 'Will he be traveling next month?'

To answer you can say, ‘Yes, he will.’

To answer you can say, 'Yes, he will.'

or ‘No, he won't.’

or 'No, he won't.'

The next sentence says, ‘They are going to be living there.’

The next sentence says, 'They are going to be living there.'

Again to turn this into a question, simply switch the order of the first two words.

Again to turn this into a question, simply switch the order of the first two words.

‘They are’ becomes ‘Are they’.

'They are' becomes 'Are they'.

‘Are they going to be living there?’

'Are they going to be living there?'

To reply you can say, ‘Yes, they are.’

To reply you can say, 'Yes, they are.'

or ‘No, they aren't.’

or 'No, they aren't.'

Now, you'll notice in these two sentences,

Now, you'll notice in these two sentences,

there is no exact point in time that shows when this action will be happening in the

there is no exact point in time that shows when this action will be happening in the

future.

future.

There is no ‘next month’ or anything like that.

There is no 'next month' or anything like that.

In that case, it simply means sometime in the future.

In that case, it simply means sometime in the future.

So, they are going to be living there sometime in the future.

So, they are going to be living there sometime in the future.

That's what that means.

That's what that means.

Great job, everyone.

Great job, everyone.

Let's move on.

Let's move on.

Now, I'll go into how to form ‘WH’ questions in the future continuous tense.

Now, I'll go into how to form 'WH' questions in the future continuous tense.

Take a look at the board.

Take a look at the board.

First, you'll notice that all of these questions begin with the ‘Wh’ words -

First, you'll notice that all of these questions begin with the 'Wh' words -

‘Where,’ ‘What,’ ‘Who,’ and ‘When’.

'Where,' 'What,' 'Who,' and 'When'.

Let's take a look at the first question.

Let's take a look at the first question.

‘Where will he be working?’

'Where will he be working?'

When we use ‘will be’, we start with ‘Where’ and then ‘will’.

When we use 'will be', we start with 'Where' and then 'will'.

After that, we have the subject + be and then verb +ing.

After that, we have the subject + be and then verb +ing.

‘Where will he be working?’

'Where will he be working?'

I can answer by saying,

I can answer by saying,

‘He will’ or ‘He'll be working at the factory.’

'He will' or 'He'll be working at the factory.'

The next question says, ‘What will she be watching?’

The next question says, 'What will she be watching?'

This is very similar to the first question.

This is very similar to the first question.

The only difference is that the subject is now ‘she’ and the verb is different.

The only difference is that the subject is now 'she' and the verb is different.

‘What will she be watching?’

'What will she be watching?'

I can say, ‘She'll be watching’ or ‘She will be watching her favorite tv show’.

I can say, 'She'll be watching' or 'She will be watching her favorite tv show'.

‘Who will they be talking to?’

'Who will they be talking to?'

Again, very similar.

Again, very similar.

To answer,I can say,

To answer,I can say,

‘They will be talking to their mom.’

'They will be talking to their mom.'

The last question has ‘be going to be’.

The last question has 'be going to be'.

‘When are we …’ here the subject is ’we’.

'When are we …' here the subject is 'we'.

So we start with the ‘be verb’ – ‘are’.

So we start with the 'be verb' – 'are'.

‘When are we going to be meeting Casey?’

'When are we going to be meeting Casey?'

I can say,

I can say,

‘We are going to be meeting Casey later tonight.’

'We are going to be meeting Casey later tonight.'

Good job, everybody.

Good job, everybody.

Let’s move on.

Let's move on.

Let's start a checkup for the future continuous tense.

Let's start a checkup for the future continuous tense.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘They _blank_ at school tomorrow.’

It says, 'They _blank_ at school tomorrow.'

I want you to use ‘will' and then the verb ‘study’, for this tense.

I want you to use 'will' and then the verb 'study', for this tense.

Remember, in the future continuous tense,

Remember, in the future continuous tense,

no matter what the subject, we say ‘will be’ and then verb +ing.

no matter what the subject, we say 'will be' and then verb +ing.

So the correct answer for this sentence is ‘they will be studying’

So the correct answer for this sentence is 'they will be studying'

‘They will be studying at school tomorrow.’

'They will be studying at school tomorrow.'

The next sentence says.

The next sentence says.

‘Jesse _blank_ a TV show later.’

'Jesse _blank_ a TV show later.'

Here, instead of ‘will’ try to use ‘be going to be’.

Here, instead of 'will' try to use 'be going to be'.

‘Jesse _blank_ watch a TV show later.’

'Jesse _blank_ watch a TV show later.'

I want you to use the verb ‘watch’.

I want you to use the verb 'watch'.

So, Jessie is a ‘he’ or it can be a ‘she’.

So, Jessie is a 'he' or it can be a 'she'.

Sometimes the name is used for a boy or a girl.

Sometimes the name is used for a boy or a girl.

Either way I need to use the ‘be’ verb – ‘is’.

Either way I need to use the 'be' verb – 'is'.

‘Jesse is going to be’

'Jesse is going to be'

and then we need verb +ing.

and then we need verb +ing.

‘Jesse is going to be watching a TV show later.’

'Jesse is going to be watching a TV show later.'

The next sentence, I want you to find the mistake.

The next sentence, I want you to find the mistake.

‘We willn’t be studying at the library today.’

'We willn't be studying at the library today.'

‘We will not …’

'We will not …'

What's the contraction for ‘will not’?

What's the contraction for 'will not'?

Well it definitely isn't ‘willn’t’.

Well it definitely isn't 'willn't'.

The contraction is ‘won't’.

The contraction is 'won't'.

‘We won't be studying at the library today.’

'We won't be studying at the library today.'

And finally, ‘Sally and I will be meet our friends soon.’

And finally, 'Sally and I will be meet our friends soon.'

Remember, we need ‘will be’ and then verb +ing.

Remember, we need 'will be' and then verb +ing.

So the correct answer is,

So the correct answer is,

‘Sally and I will be meeting our friends soon.’

'Sally and I will be meeting our friends soon.'

Good job, everyone.

Good job, everyone.

Let's move on.

Let's move on.

Now, let's move on to the next checkup of the future continuous tense.

Now, let's move on to the next checkup of the future continuous tense.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘He _blank_ at the door when the movie ends.’

It says, 'He _blank_ at the door when the movie ends.'

I want you to use ‘will’ and the verb ‘wait’.

I want you to use 'will' and the verb 'wait'.

Remember, for this tense, we need ‘will be’ and then verb +ing,

Remember, for this tense, we need 'will be' and then verb +ing,

so the correct answer is,

so the correct answer is,

‘He will be waiting at the door when the movie ends.’

'He will be waiting at the door when the movie ends.'

The next sentence says, ‘We are not …’ so this is a negative,

The next sentence says, 'We are not …' so this is a negative,

‘_blank_ the play when he performs’.

'_blank_ the play when he performs'.

Here, instead of ‘will’, I want you to use ‘be going to be’ and the verb ‘see’.

Here, instead of 'will', I want you to use 'be going to be' and the verb 'see'.

We already have part of that phrase for you.

We already have part of that phrase for you.

‘We are …’, here's the ‘be’ verb, ‘not’

'We are …', here's the 'be' verb, 'not'

so this is negative.

so this is negative.

And then we say ‘going to be’

And then we say 'going to be'

and then verb +ing.

and then verb +ing.

‘We are not going to be seeing the play when he performs.’

'We are not going to be seeing the play when he performs.'

Now find the mistake in this sentence.

Now find the mistake in this sentence.

‘They won't be stay at home when the delivery man visits.’

'They won't be stay at home when the delivery man visits.'

‘They won't be’

'They won't be'

That's correct in the negative form.

That's correct in the negative form.

However, we need verb +ing.

However, we need verb +ing.

‘They won't be staying at home when the delivery man visits.’

'They won't be staying at home when the delivery man visits.'

And finally, ‘Terry is going to working when the manager arrives’.

And finally, 'Terry is going to working when the manager arrives'.

‘Terry’ is a ‘he’ or ‘she’ so ‘is’ is the correct ‘be’ verb to use.

'Terry' is a 'he' or 'she' so 'is' is the correct 'be' verb to use.

‘going to’ that's also correct.

'going to' that's also correct.

What we're missing here is ‘be’.

What we're missing here is 'be'.

‘Terry is going to be working when the manager arrives.’

'Terry is going to be working when the manager arrives.'

Good job, everybody.

Good job, everybody.

Let's move on.

Let's move on.

Now, you have a better understanding of the future continuous tense.

Now, you have a better understanding of the future continuous tense.

Please take some time to study and practice this tense as it is very important.

Please take some time to study and practice this tense as it is very important.

I know English can be a struggle, but don't worry, I'm here for you.

I know English can be a struggle, but don't worry, I'm here for you.

And I believe in you.

And I believe in you.

I'll see you in the next video. Hi, everyone.

Je vous verrai dans la prochaine vidéo. Salut tout le monde.

I’m Esther.

I'm Esther.

In this video, I will introduce the future perfect tense.

In this video, I will introduce the future perfect tense.

This tense is used to express an action in the future

This tense is used to express an action in the future

that will happen by a specific time in the future.

that will happen by a specific time in the future.

This tense can be a little difficult to understand but don't worry I will guide you through it

This tense can be a little difficult to understand but don't worry I will guide you through it

so keep watching.

so keep watching.

The future perfect tense is used to express an action in the future

The future perfect tense is used to express an action in the future

that will happen by a specific time in the future.

that will happen by a specific time in the future.

Let's look at some examples.

Let's look at some examples.

The first sentence says,

The first sentence says,

‘The snow will have stopped by April.’

'The snow will have stopped by April.'

We start with the subject.

We start with the subject.

In this case, ‘The snow’.

In this case, 'The snow'.

Then, we follow with ‘will have’ and the past participle of the verb.

Then, we follow with 'will have' and the past participle of the verb.

In this case, we used ‘stopped’ for the verb ‘stop’.

In this case, we used 'stopped' for the verb 'stop'.

At the end of the sentence, you'll notice ‘by April’.

At the end of the sentence, you'll notice 'by April'.

‘by April’ shows the specific time in the future when this action will have happened.

'by April' shows the specific time in the future when this action will have happened.

The next sentence says,

The next sentence says,

‘By the time he graduates, he will have completed five years of study.’

'By the time he graduates, he will have completed five years of study.'

In this sentence,

In this sentence,

‘By the time he graduates’ or the specific time in the future.

'By the time he graduates' or the specific time in the future.

comes at the beginning of the sentence

comes at the beginning of the sentence

so ‘by’ plus ‘a time in the future’

so 'by' plus 'a time in the future'

can come at the end or it can come at the beginning.

can come at the end or it can come at the beginning.

‘By the time he graduates, he will have completed…’

'By the time he graduates, he will have completed…'

Again, you see ‘subject + will + have’ and the past participle of the verb.

Again, you see 'subject + will + have' and the past participle of the verb.

In this case, ‘completed’.

In this case, 'completed'.

‘By the time he graduates, he will have completed five years of study.’

'By the time he graduates, he will have completed five years of study.'

The next sentence says,

The next sentence says,

‘Her arm will have fully healed by the summer.’

'Her arm will have fully healed by the summer.'

In this example, ‘by the summer’, the future specific time, comes at the end.

In this example, 'by the summer', the future specific time, comes at the end.

By this time in the future, her ‘arm’, that's the subject, will have ‘healed’,

By this time in the future, her 'arm', that's the subject, will have 'healed',

the past participle.

the past participle.

Here I put ‘fully’ just to show how much it will have healed.

Here I put 'fully' just to show how much it will have healed.

I’m just adding an extra description.

I'm just adding an extra description.

The last sentence says,

The last sentence says,

‘By next month, …’ so here we see ‘by’ and ‘the time’ at the beginning of the

'By next month, …' so here we see 'by' and 'the time' at the beginning of the

sentence.

sentence.

‘you’, that's the subject.

'you', that's the subject.

‘will have received’, there's the past participle.

'will have received', there's the past participle.

‘your promotion.’

'your promotion.'

Again, ‘By next month you will have received your promotion.’

Again, 'By next month you will have received your promotion.'

Let's move on.

Let's move on.

Now, let's talk about the negative form of the future perfect tense.

Now, let's talk about the negative form of the future perfect tense.

Here are some examples.

Here are some examples.

Let's take a look.

Nous allons jeter un coup d'oeil.

The first sentence says,

The first sentence says,

‘I will not have graduated from university by July.’

'I will not have graduated from university by July.'

First, I want to point out that at the end, I have the specific time in the future,

First, I want to point out that at the end, I have the specific time in the future,

‘byJuly’.

'byJuly'.

Now for the negative form, what I do is say, ‘subject’ and ‘will not have’,

Now for the negative form, what I do is say, 'subject' and 'will not have',

then we put the past participle of the verb.

then we put the past participle of the verb.

‘I will not have graduated from university by July.’

'I will not have graduated from university by July.'

The next sentence says,

The next sentence says,

‘Ollie and Max will not have spoken ...’

'Ollie and Max will not have spoken ...'

There it is again, ‘will not have’ and then the past participle of speak ...

There it is again, 'will not have' and then the past participle of speak ...

which is ‘spoken’.

which is 'spoken'.

‘… before the plane leaves.’

'… before the plane leaves.'

Here, instead of the word ‘by’, we used ‘before’ to show a specific time in the

Here, instead of the word 'by', we used 'before' to show a specific time in the

future.

That's okay as well.

future.

That's okay as well.

The next sentence says,

The next sentence says,

‘You will not have eaten dinner by 6 p.m.’

'You will not have eaten dinner by 6 pm'

Here, again, we've used ‘by 6 p.m.’ to show a time in the future.

Here, again, we've used 'by 6 pm' to show a time in the future.

And again, you see ‘you will not have’ and then the past participle of eat which

And again, you see 'you will not have' and then the past participle of eat which

is ‘eaten’.

is 'eaten'.

The last sentence says, ‘By noon …’, there's the time again,

The last sentence says, 'By noon …', there's the time again,

‘I will not have taken off to Japan.’

'I will not have taken off to Japan.'

‘taken’ is the past participle of ‘take’.

'taken' is the past participle of 'take'.

Let's move on.

Let's move on.

Now, let's move on to how to form questions in the future perfect tense.

Now, let's move on to how to form questions in the future perfect tense.

The first sentence here says,

The first sentence here says,

‘You will have gone to work by 10 a.m.’

'You will have gone to work by 10 am'

To turn this into a question, all we have to

To turn this into a question, all we have to

do is switch the order of the first two words.

do is switch the order of the first two words.

‘You will’ becomes ‘Will you’.

'You will' becomes 'Will you'.

You'll notice that the rest of the question stays the same as the sentence.

You'll notice that the rest of the question stays the same as the sentence.

‘Will you have gone to work by 10 a.m.?’

'Will you have gone to work by 10 am?'

You can answer by saying, ‘Yes, I will have.’

You can answer by saying, 'Yes, I will have.'

or ‘No, I will have not.’

or 'No, I will have not.'

The next sentence says, ‘She will have woken up by noon.’

The next sentence says, 'She will have woken up by noon.'

Again, to turn this into a question just switch the first two words.

Again, to turn this into a question just switch the first two words.

‘She will’ becomes ‘Will she’.

'She will' becomes 'Will she'.

‘Will she have woken up by noon?’

'Will she have woken up by noon?'

Again, the rest of the sentence stays the same.

Again, the rest of the sentence stays the same.

‘Will she have woken up by noon?’

'Will she have woken up by noon?'

To reply, you can say, ‘Yes, she will have.’

To reply, you can say, 'Yes, she will have.'

or ‘No, she will have not.’

or 'No, she will have not.'

Let's move on.

Let's move on.

Now, I'll talk about how to form ‘WH’ questions in the future perfect tense.

Now, I'll talk about how to form 'WH' questions in the future perfect tense.

If you notice on the board, each of these questions begins with the ‘WH’ word.

If you notice on the board, each of these questions begins with the 'WH' word.

‘Where’, ‘what’, ‘who’, and ‘when’.

'Where', 'what', 'who', and 'when'.

Then after each ‘WH’ word comes the word ‘will’.

Then after each 'WH' word comes the word 'will'.

‘Where will’ ‘What will’

'Where will' 'What will'

‘Who will’ and ‘When will’

'Who will' and 'When will'

So let's take a look at the first question.

So let's take a look at the first question.

‘Where will’…’ then you add ‘the subject’.

'Where will'…' then you add 'the subject'.

In this case, ‘you’.

In this case, 'you'.

And then, ‘have’ and after that the past participle of the verb.

And then, 'have' and after that the past participle of the verb.

In this case, it's ‘traveled’.

In this case, it's 'traveled'.

‘Where will you have traveled by December?’

'Where will you have traveled by December?'

I can answer by saying, ‘I will have traveled to Germany and Denmark.’

I can answer by saying, 'I will have traveled to Germany and Denmark.'

There are many possible answers here and this is just an example.

There are many possible answers here and this is just an example.

The next question says, ‘What will they have done …’

The next question says, 'What will they have done …'

‘done’ is the past participle of ‘do’.

'done' is the past participle of 'do'.

‘… by the end of the evening?’

'… by the end of the evening?'

I can answer by saying, ‘They will have done their homework.’

I can answer by saying, 'They will have done their homework.'

The next question says, ‘Who will she have interviewed by 5 p.m.?’

The next question says, 'Who will she have interviewed by 5 pm?'

Again, ‘who will’ + the subject ‘have’ and the past participle of the verb.

Again, 'who will' + the subject 'have' and the past participle of the verb.

I can answer this question by saying,

I can answer this question by saying,

‘She will have interviewed the teachers by 5 p.m.’

'She will have interviewed the teachers by 5 pm'

And finally, ‘When will they have started to learn?’

And finally, 'When will they have started to learn?'

One way to answer this question is to say,

One way to answer this question is to say,

‘They will have started to learn in January.’

'They will have started to learn in January.'

Let's move on.

Let's move on.

Let's start this checkup for the future perfect tense.

Let's start this checkup for the future perfect tense.

Take a look at the first sentence.

Take a look at the first sentence.

It says, ‘We _blank_ that book by tomorrow.’

It says, 'We _blank_ that book by tomorrow.'

The verb to use is ‘read’.

The verb to use is 'read'.

Remember, in the future perfect tense, we start with the subject,

Remember, in the future perfect tense, we start with the subject,

and we have that here, ‘we’.

and we have that here, 'we'.

Then say, ‘will have’ and the past participle of the verb.

Then say, 'will have' and the past participle of the verb.

So here we need to say ‘will have’.

So here we need to say 'will have'.

What is the past participle of ‘read’?

What is the past participle of 'read'?

The correct answer is ‘read’.

The correct answer is 'read'.

They're spelled the same, but they are pronounced differently.

They're spelled the same, but they are pronounced differently.

‘We will have read that book by tomorrow.’

'We will have read that book by tomorrow.'

The next sentence says, ‘She _blank_ the video by bedtime.’

The next sentence says, 'She _blank_ the video by bedtime.'

Here we have ‘not’ so I want you to try the negative form.

Here we have 'not' so I want you to try the negative form.

And the verb to try is ‘watch’.

And the verb to try is 'watch'.

In the negative form, we start with the subject.

In the negative form, we start with the subject.

And instead of ‘will have’, we say ‘will not have’.

And instead of 'will have', we say 'will not have'.

‘She will not have …’ Then we need the past participle of the verb.

'She will not have …' Then we need the past participle of the verb.

In this case, it is ‘watched’.

In this case, it is 'watched'.

‘She will not have watched the video by bedtime.’

'She will not have watched the video by bedtime.'

Now find the mistake in the next sentence.

Now find the mistake in the next sentence.

‘Ryan will not have be to Cuba by summer.’

'Ryan will not have be to Cuba by summer.'

This is the negative form because we have ‘will not have’.

This is the negative form because we have 'will not have'.

That's correct.

That's correct.

But we need the past participle of ‘be’.

But we need the past participle of 'be'.

So we need to change it to ‘been’.

So we need to change it to 'been'.

‘Ryan will not have been to Cuba by summer.’

'Ryan will not have been to Cuba by summer.'

The last sentence says, ‘I will have go to school by 8 30 a.m.’

The last sentence says, 'I will have go to school by 8 30 am'

Here, we have the affirmative, ‘will have’.

Here, we have the affirmative, 'will have'.

But, uh oh, we forgot the past participle of ‘go’ which is ‘gone’.

But, uh oh, we forgot the past participle of 'go' which is 'gone'.

‘I will have gone to school by 8 30 a.m.’

'I will have gone to school by 8 30 am'

Great job, everybody.

Great job, everybody.

Let's move on.

Let's move on.

Good job, guys.

Good job, guys.

Now you have a better understanding of the future perfect tense.

Now you have a better understanding of the future perfect tense.

I want you to keep studying and practicing this tense.

I want you to keep studying and practicing this tense.

I know studying English can be difficult, but I believe in you

I know studying English can be difficult, but I believe in you

and I will guide you through it.

and I will guide you through it.

I'll see you in the next video. Hi, everybody.

Je vous verrai dans la prochaine vidéo. Salut tout le monde.

I’m Esther.

I'm Esther.

Welcome to the last tense.

Welcome to the last tense.

If you haven't checked out my earlier videos on the tenses,

If you haven't checked out my earlier videos on the tenses,

please go check them out now.

please go check them out now.

In this video, I will talk about the future perfect continuous tense.

In this video, I will talk about the future perfect continuous tense.

This tense can be used to describe an ongoing action

This tense can be used to describe an ongoing action

or situation that will last for a specified period of time in the future.

or situation that will last for a specified period of time in the future.

There's a lot to learn, so keep watching.

There's a lot to learn, so keep watching.

The future perfect continuous tense is used to talk about an ongoing situation

The future perfect continuous tense is used to talk about an ongoing situation

that will be in progress for a period of time at a specific point in time in the future.

that will be in progress for a period of time at a specific point in time in the future.

Let's take a look at some examples.

Let's take a look at some examples.

The first sentence says,

The first sentence says,

‘She will have been living in Ireland for 10 years at that point.’

'She will have been living in Ireland for 10 years at that point.'

So no matter what the subject, in this case we have ‘she’,

So no matter what the subject, in this case we have 'she',

we follow with ‘will have been’ and then ‘verb +ing’.

we follow with 'will have been' and then 'verb +ing'.

So, ‘She will have been living in Ireland …’

So, 'She will have been living in Ireland …'

Then this sentence has the duration.

Then this sentence has the duration.

What period of time will this last? ‘for 10 years’

What period of time will this last? 'for 10 years'

And when?

And when?

Remember, we need a point in time in the future.

Remember, we need a point in time in the future.

In this case, we just use a general expression, ‘at that point’.

In this case, we just use a general expression, 'at that point'.

Here, it's not specific and that's okay.

Here, it's not specific and that's okay.

We'll see some specific examples in the next sentence.

We'll see some specific examples in the next sentence.

‘By midnight, he will have been sleeping for four hours.’

'By midnight, he will have been sleeping for four hours.'

Here, the specific time in the future comes at the beginning of the sentence.

Here, the specific time in the future comes at the beginning of the sentence.

‘By midnight’ And, again, we see ‘will have been’ +

'By midnight' And, again, we see 'will have been' +

verb 'ing'.

verb 'ing'.

‘By midnight, he will have been sleeping for four hours.’.

'By midnight, he will have been sleeping for four hours.'.

Here we have ‘for four hours’.

Here we have 'for four hours'.

This shows the duration or how long this action will be in progress.

This shows the duration or how long this action will be in progress.

So, again, ‘By midnight he will have been sleeping for four hours.’

So, again, 'By midnight he will have been sleeping for four hours.'

The last sentence says, ‘In June …’

The last sentence says, 'In June …'

Here, again, we have the specific time in the future at the beginning of the sentence.

Here, again, we have the specific time in the future at the beginning of the sentence.

‘In June, ‘we’ that's the subject.

'In June, 'we' that's the subject.

‘we'll have been studying …’ There's the ‘verb +ing’.

'we'll have been studying …' There's the 'verb +ing'.

‘… at this university for four years.’

'… at this university for four years.'

Here is the duration, ‘for four years’.

Here is the duration, 'for four years'.

Good job.

And let's move on.

Bon travail.

And let's move on.

Now, let's look at the negative form of the future perfect continuous tense.

Now, let's look at the negative form of the future perfect continuous tense.

In the affirmative form, we say ‘subject’ + ‘will have been’ and then ‘verb +ing’.

In the affirmative form, we say 'subject' + 'will have been' and then 'verb +ing'.

In the negative form, however, we say, ‘subject’ + ‘will not have been’

In the negative form, however, we say, 'subject' + 'will not have been'

and then ‘verb +ing’.

and then 'verb +ing'.

Let's take a look at some examples.

Let's take a look at some examples.

The first sentence here says,

The first sentence here says,

‘At that point, I will not have been living in Spain for 10 years.’

'At that point, I will not have been living in Spain for 10 years.'

And so you see it.

And so you see it.

‘I’ is the subject.

'I' is the subject.

‘… will not have been’ and then ‘verb +ing’.

'… will not have been' and then 'verb +ing'.

In this case, ‘living’.

In this case, 'living'.

The next sentence says,

The next sentence says,

‘He will not have been sleeping for four hours by midnight.’

'He will not have been sleeping for four hours by midnight.'

Again, we see the ‘subject’ + ‘will not have been’ and then ‘verb +ing’,

Again, we see the 'subject' + 'will not have been' and then 'verb +ing',

‘sleeping’.

'sleeping'.

The last sentence says,

The last sentence says,

‘By then, we will not have been studying at this university for three years.’

'By then, we will not have been studying at this university for three years.'

Again, we see the ‘subject’ + ‘we will not have been’ and then ‘verb +ing’

Again, we see the 'subject' + 'we will not have been' and then 'verb +ing'

here, ‘studying’.

here, 'studying'.

Let's move on.

Let's move on.

Now let's take a look at how to form questions in the future perfect continuous tense.

Now let's take a look at how to form questions in the future perfect continuous tense.

Here, the sentence says,

Here, the sentence says,

‘Sean will have been playing soccer for a year by December.’

'Sean will have been playing soccer for a year by December.'

To turn this into a question, all we have to do is switch the order of the first two

To turn this into a question, all we have to do is switch the order of the first two

words.

words.

So instead of ‘Sean will’, I can say ‘Will Sean’.

So instead of 'Sean will', I can say 'Will Sean'.

‘Will Sean have been playing soccer for a year by December?’

'Will Sean have been playing soccer for a year by December?'

You'll notice that the rest of the sentence stays the same.

You'll notice that the rest of the sentence stays the same.

I can answer by saying, ‘Yes, he will have.’

I can answer by saying, 'Yes, he will have.'

or ‘No, he will have not.’

or 'No, he will have not.'

The next sentence says,

The next sentence says,

‘They will have been working there for three months by that time.’

'They will have been working there for three months by that time.'

Again, I changed the order of the first two words.

Again, I changed the order of the first two words.

To turn this into a question ‘They will’ becomes ‘Will they’.

To turn this into a question 'They will' becomes 'Will they'.

‘Will they have been working there for three months by that time?’

'Will they have been working there for three months by that time?'

Again, the rest of the sentence stays the same.

Again, the rest of the sentence stays the same.

I can answer by saying, ‘Yes, they will have.’

I can answer by saying, 'Yes, they will have.'

or ‘No, they will have not.’

or 'No, they will have not.'

Let's move on.

Let's move on.

Now let's take a look at how to form ‘WH” questions in the future perfect continuous

Now let's take a look at how to form 'WH” questions in the future perfect continuous

tense.

tense.

Take a look at the board.

Take a look at the board.

All of these questions begin with a ‘WH’ word.

All of these questions begin with a 'WH' word.

‘where’ ‘what’

'where' 'what'

‘who’ and ‘how long’

'who' and 'how long'

Take a look at the first question.

Take a look at the first question.

‘Where will you have been walking?’

'Where will you have been walking?'

To form a ‘WH’ question, we start with the ‘WH’ word, then ‘will’.

To form a 'WH' question, we start with the 'WH' word, then 'will'.

After that, we add the subject, ‘you’, ‘they’, ‘she’ and ‘you’.

After that, we add the subject, 'you', 'they', 'she' and 'you'.

After that, we add ‘have been’ + ‘verb +ing’.

After that, we add 'have been' + 'verb +ing'.

‘Where will you have been walking?’

'Where will you have been walking?'

‘What will they have been playing?’

'What will they have been playing?'

‘Who will she have been talking to?’

'Who will she have been talking to?'

and ‘How long will you have been working …?’

and 'How long will you have been working …?'

There's the ‘verb +ing’.

There's the 'verb +ing'.

‘ … there by the time you finish?’

' … there by the time you finish?'

So let's go through one more time and I'll show you how to answer these questions.

So let's go through one more time and I'll show you how to answer these questions.

‘Where will you have been walking?’

'Where will you have been walking?'

I can answer by saying, ‘I will have been walking in the park.’

I can answer by saying, 'I will have been walking in the park.'

‘What will they have been playing?’

'What will they have been playing?'

‘They will have been playing video games.’

'They will have been playing video games.'

‘Who will she have been talking to?’

'Who will she have been talking to?'

‘She will have been talking to her cousin.’

'She will have been talking to her cousin.'

And finally,

And finally,

‘How long will you have been working there by the time you finish?’

'How long will you have been working there by the time you finish?'

‘By the time I finish, I will have been working there for five years.’

'By the time I finish, I will have been working there for five years.'

Let's move on.

Let's move on.

Let's start a checkup for the future perfect continuous tense.

Let's start a checkup for the future perfect continuous tense.

Take a look at the board.

Take a look at the board.

The first sentence says,

The first sentence says,

‘By 10 p.m., I _blank_ that game for three hours.’

'By 10 pm, I _blank_ that game for three hours.'

I’m looking to use the verb ‘play’.

I'm looking to use the verb 'play'.

Remember, in this tense, we need to have ‘subject’ + ‘will have been’ and then ‘verb +ing’.

Remember, in this tense, we need to have 'subject' + 'will have been' and then 'verb +ing'.

So ‘By 10 p.m., I will have been playing …’

So 'By 10 pm, I will have been playing …'

Again, we need ‘verb +ing’.

Again, we need 'verb +ing'.

‘… I will have been playing that game for three hours.

'… I will have been playing that game for three hours.

The next sentence says,

The next sentence says,

‘When she gets here, he _blank_ dinner for an hour.’

'When she gets here, he _blank_ dinner for an hour.'

Try to use the verb ‘cook’.

Try to use the verb 'cook'.

Again, no matter what the subject, it doesn't change.

Again, no matter what the subject, it doesn't change.

‘When she gets here, he will have been cooking …’

'When she gets here, he will have been cooking …'

‘When she gets here, he will have been cooking dinner for an hour.’

'When she gets here, he will have been cooking dinner for an hour.'

Now, find the mistake in the next sentence.

Now, find the mistake in the next sentence.

‘Steve and Jan will not have be waiting for a year when it arrives.’

'Steve and Jan will not have be waiting for a year when it arrives.'

Here, we have a negative form, ‘they will not have’.

Here, we have a negative form, 'they will not have'.

Then we need ‘been’.

Then we need 'been'.

‘They will not have been …’

'They will not have been …'

And then the ‘verb +ing’ is here so that's correct.

And then the 'verb +ing' is here so that's correct.

‘Steve and Jan will not have been waiting for a year when it arrives.’

'Steve and Jan will not have been waiting for a year when it arrives.'

The last sentence says,

The last sentence says,

‘It will have been work for 10 years on January 15th.’

'It will have been work for 10 years on January 15th.'

So maybe here I’m talking about a computer or a TV.

So maybe here I'm talking about a computer or a TV.

Maybe some kind of machine.

Maybe some kind of machine.

‘it’ ‘It will have been …’

'it' 'It will have been …'

I see the mistake here.

I see the mistake here.

We need ‘verb +ing’.

We need 'verb +ing'.

‘It will have been working for 10 years on January 15th.

'It will have been working for 10 years on January 15th.

Great job, everybody.

Great job, everybody.

Let's move on.

Let's move on.

Thank you so much for watching this  course on the twelve English tenses. 

Thank you so much for watching this course on the twelve English tenses.

Now, you have a better understanding  of how to use these tenses. 

Now, you have a better understanding of how to use these tenses.

I know studying English can be hard, but  with time and practice, you will get better. 

I know studying English can be hard, but with time and practice, you will get better.

Please watch my other videos. And I’ll see you next time. 

Please watch my other videos. And I'll see you next time.

Bye.

Au revoir.