1. The
present
simple
Tense

2. Formation ..

3. ( I / you / we / they / plural nouns ) inf.
( He / She / it / singular nouns ) inf.- (s / es )

4. Exercises Ex. Choose the correct answer :
1. Nada and Aly ( run – runs ) to school together .
2. The boys ( play – plays ) football every day .
3. My mother ( cooks – cook ) dinner late .
4. He usually ( stay – stays ) with his grandmother .
5. She ( do – does ) her homework in the afternoon .
6. I ( go – goes ) to school by bus every day .
7. Salma ( washes – wash ) the dishes in the evening .
8. Tarek always ( do – does ) his homework .
9. He usually ( wash – washes ) my clothes .
10. Sometimes they ( go – goes ) to the club .
Can we say

5. 5. She ( do – does ) her homework in the afternoon .
6. I ( go – goes ) to school by bus every day.
7. Salma ( washes – wash ) the dishes in the evening .
8. Tarek always(do – does) his homework .
9. He usually (wash – washes) my clothes .
10. Sometimes they (go – goes) to the club .

6. Usage ..

7. 2. Repeated habitual actions ( Routine events ) ..
We use the present simple tense in the following cases :
1. Permanent situations ..
2. Repeated habitual actions ( Routine events ) ..
3. Scientific facts ( general truths )..
4. Job description ..
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

8. Exercise
Define the reason for using the present simple in the following sentences
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

9. 3. The moon goes around the sun 4. Ali works as a doctor .
1. Chin lives in China .
2. I love my parents .
3. The moon goes around the sun
4. Ali works as a doctor .
5. The park often holds festivals .
6. The earth goes round the sun .
7. They get up at seven o’clock .
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

10. What about the Key words?
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

11. every never ususally always often sometimes
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

12. Negative

13. ( I / you / we / they / plural nouns )
do not / don’t + inf.
( He / She / it / singular nouns )
does not / doesn’t + inf.

14. Turn the following sentences into negative ones :
Exercise
Turn the following sentences into negative ones :
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

15. 3. They get up at seven o’clock . 4. He speaks English well .
I like fish .
2. Ali works as a doctor .
3. They get up at seven o’clock .
4. He speaks English well .
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

16. The present Continuous Tense

17. Formation ..

18. am
is ( v.-ing )
are

19. Usage ..

20. 1. Things happening at the time of speaking ..
We use the present continuous tense in the following cases :
1. Things happening at the time of speaking ..
2. Things happening for a limited time around the present time ( temporary actions )
3. Plans for the near future / future arrangements
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

21. Exercise
Define the reason for using the present continuous tense in the following sentences
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

22. 2. Ali is studying English this year .
1. I am eating now .
2. Ali is studying English this year .
3. Abdullah is flying to Egypt next week .
4. They are swimming in the pool at the moment . .
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

23. Stative
Verbs
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

24. What are
stative
Verbs ?
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

25. Verbs that can’t be used in the progressive tenses
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

26. feel (=have an opinion)
Stative Verbs
like
Wish
Belong
Smell
Owe
love
Dislike
Fit
Deny
weigh
hate
Deserve
Contain
Impress
Doubt
need
Lack
Consist
Surprise
Appear
prefer
Know
Seem
feel (=have an opinion)
agree
Realize
Depend
Concern
Mind
Suppose
Matter
Have
Own
Mean
See
Include
Sound
Understand
look (=seem)
Possess
Hear
Believe
Disagree
Remember
Satisfy
Recognize
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

27. Exercises on the present simple & the present cont.
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

28. Define the tense of the following sentences ..
Exercise 1
Define the tense of the following sentences ..
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

29. 1. Heba teaches in a primary school.
2. She eats with a fork and a knife.
3.They are watching television now .
4. Mother is cooking dinner right now.
5. He helps his father in the fields every day .
6. Listen! Someone is knocking at the door.
7. A typist works in an office.
8. Father is reading the paper at this moment.
9. We are studying the exercise on page 72 now.
10.Sally is preparing her homework now.
11.They watch television in the evening.
12. It rains in winter in Egypt.
13.The sun rises in the east .
14.The wind is blowing very hard now.
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

30. Choose the correct answer :
Exercise 2
Choose the correct answer :
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

31. 1. Noha and Hala .............. their flat now.
Clean b) cleaning c) have cleaned d) are cleaning
2. Look! he TV.
watches b) is watching c) watch d) watching
3. Listen! They about the film .
Talking b) talk c) are talking d) talks
4. My father never on Friday.
is working b) works c) working d) work
5. Sara a letter on the computer now.
Types b) typing c) is typing d) typed
6. Rami his room now.
cleans b) cleaning c) is cleaning d) has cleaned
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

32. rise b) rising c) have risen d) rises
7. The sun in the east.
rise b) rising c) have risen d) rises
8. The boys some pictures now .
take b) taking c) are taking d) have take
9. My father always poor people.
is helping b) helps c) help d) helping
10. We usually TV in the evening.
are watching b) watch c) watches d) have watched
11. Look! Nadia with her new toys.
are playing b) play c) play d) is playing
12. Rasha tennis every weekend.
a) play b) plays c) playing c) is playing
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

33. Correct the underlined words :
Exercise 3
Correct the underlined words :
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.

34. We watches TV every night . He is driving his car every day .
She cooks now .
She is wanting to be a doctor .
Reem want to work in Cairo .
They doesn't work with clothes .
Listen ! The teacher speaks .
They works in an office .
It is raining in summer in Egypt.
They watch television now .
11. Look! She cook the meat.
12. He walk to school every day.
13. We gets up early every morning.
14. Does you like football?
Assessment meets many needs. It provides diagnostic feedback. It helps educators set standards. It allows one to evaluate progress and to relate that progress to others.
The primary goal of assessment is to foster learning of academic content that will be worthwhile for all students. Assessments give students feedback on how well they understand the information and on what they need to improve. They help teachers better design instruction to teach more effectively.
Assessment becomes even more relevant when students become involved in the development of the assessment to be used. Students eagerly take an active role in developing the scoring criteria, self-evaluation, and goal setting. They accept that the assessment is adequately measuring their learning because they have had a role in the assessment's creation.
Read Assessment for Understanding by Roberta Furger on the GLEF Web site.