Contents

Introduction………………………………….1-2
Chapter 1: Simple tenses in ENGLISH language …………………………………3
• Present simple tense application ..................................……………………………
• Formation of positive sentences……………………
• Formation of interrogative sentences………………………………….
• Formation of negative sentences………………………….
Past simple tense………………………………………7
2.1 Application…………………………………………………………….
2.2 Declarative sentence formation present simple…………………………………………….
2.3 Formation of interrogative sentences…………………….
2.4 Formation of negative sentences………………………………
Future simple tense…………………………………….12
3.1 Application…………………………………………….
3.2 Declarative sentences formation…………………….
3.3 Formation of interrogative sentences………………………….
3.4 Formation of negative sentences…………………………….
Chapter 2: LESSON PLANS……………………15
Conclusion …………………………………………………
Conclusion…………………………………………………………………….21
References………………………………………………………….22

INTRODUCTION
The topic will teach English grammar. It is written how to use them, how to use them
correctly, in what cases, how to make a sentence correctly, find out about the exact time.
About human action at certain times. Learn to use auxiliary verbs and irregular verbs. Tenses in
English are used to indicate the time of action in a sentence. They help determine when an
action is taking place- in the past, present, or future. Knowing the times allows you to express
temporary relationships more accurately and clearly in conversation or writing.
The grammar hypothesis may refer to assumptions or theories about how the grammatical
structure functions in a language. In general, grammar hypotheses may encompass
assumptions about which rules and principles are applied in constructing sentences, expressing
thoughts, and conveying meanings in a language.

1
Examples of grammar hypotheses may involve assumptions about how specific language
constructs are formed, the roles various parts of speech play, and how phrases and sentences
are constructed. Such hypotheses can encompass syntax, morphology, semantics, and other
aspects of language.

The process of formulating and testing grammar hypotheses is a crucial part of linguistic
research aimed at understanding the structure and functioning of languages.
The goal of grammar in linguistic studies is to examine the rules, structures, and functions of
language. Grammar helps describe, systematize, and explain how words and phrases are
formed and combined to convey meaning. In general, the purpose of grammar includes:

Describing language rules: Grammar defines the rules by which words and constructions
combine to form correct sentences.
Explaining linguistic phenomena: Grammar attempts to explain why language is structured in a
particular way and why specific structures are used to convey meaning.
Systematizing linguistic forms: Grammar assists in organizing various forms of words and
constructions in a language, establishing the order of their usage.
Aiding in language learning and understanding: Grammar serves as a tool for language
learning, facilitating comprehension and usage.
The goal of grammar is to create a structured system that helps individuals understand and use
language effectively, ensuring clarity and precision in communication.
The tasks of grammar in linguistic studies include:
Describing language rules: Grammar aims to formally describe the rules by which sentences are
constructed and thoughts are expressed in a language.
Explaining linguistic phenomena: Grammar seeks to explain the reasons and mechanisms
behind language constructions, helping to understand why language operates in a particular
way.
Investigating language variations: Grammar's task involves studying various dialects, styles,
and language variants, as well as their impact on grammatical structures.
Aiding language learning: Grammar is used to develop educational materials and
methodologies that facilitate the learning and understanding of language.
Facilitating correct and effective communication: Grammar helps individuals use language
more precisely, clearly, and effectively in communication.
Systematizing language forms: The task of grammar includes creating a systematic approach to
language forms, helping people navigate linguistic structures more effectively.

2
The tasks of grammar are directed towards understanding and describing language structures,
as well as ensuring its correct and effective use in communication.

CHAPTER 1
SIMPLE TENSES IN ENGLISH LANGUAGE
• Present simple tense application
The present simple is used to describe regular events and situations that take place in general,
and not just in the present tense. This tense form is used to express phenomena and actions
that occur systematically or habitually. In English, such cases can be expressed using the
following words and expressions: always, usually, sometimes, often, every day, every week, so
on futher.

1.2 Formation of positive sentences: subject + verb. The ending -s is added to the
verb if it is 3rd person singular.
For example: I go to school every day.
She goes to school every day.
The ending -s is added to the predicate only if the subject is in the third person singular form. -s
is added if the subject matches the pronouns he, she, it.
The ending -s should not be confused with the plural.

1.3 Formation of interrogative sentences

An interrogative sentence is composed using auxiliary or modal verbs.

The word order in a special question is as follows: question word + auxiliary or modal verbs (do,
does, forms of to be, can, must, may) + subject + predicate +?
As mentioned earlier, if the question is general, then the question word is not used, but the
word order remains the same.
As noted earlier, in the case of general question, the question word is not used, but the word
order remains unchanged. If the original sentence to which we formulate a question includes
present tense form of the verb TO BE, then these forms are used when composing the
question. Example: Let’s ask a question a question to the sentence “She is a student”.
Observing the necessary structure, we get: “Is she a student?”
If the sentence subject to the question contains a modal verb, then we use it to contrast the
question. For example: “She can swim”. “Can she swim?”

3
If a sentence contains a semantic verb, but no modal verbs, we use the present tense form of
the verb “to do”.
Present tense forms of the verb to do. Examples: She reads every day. Does she read every
day? We see that in the interrogative sentence the verb read is deprived of the ending -s. The
auxiliary verb does is a “greedy” verb. He “takes away” -s from the predicate.
1.4 Formation of negative sentences
The creation of negative sentences is carried out using the same auxiliary and modal verbs. The
particle "not" is added after the auxiliary or modal verb. The verb "does" continues its function
as an auxiliary verb, changing the form of the predicate due to the absence of the suffix -s. Here
are some examples:
She does not (doesn't) read.
She cannot (can't) swim.
She is not (isn't) a student.

General statements
Present Simple is used to describe something that is not tied to the moment of speech,
something that is relevant in general.

He likes to be in the focus of attention.

Do you prefer red wine or white wine?
What do you think about online dating?

Well-Known Facts
Present Simple is used to describe well-known truths, scientific facts, natural phenomena,
what, in the opinion of the speaker, has always been, is and will be so.

The Earth revolves around the Sun.

Snow consists of water.
At what temperature does water freeze?
Regularly repeated actions
Present Simple is used to describe regularly recurring events.

I wake up at 6:15 a.m. (regularly, every day).

4
Does not run 10 kilometers every morning.
When does she usually come home?
Schedules and arrangements
Comments
Present Simple is used to describe sequential actions taking place one after the other at a given
moment. For example, in sports reviews, when commenting on news or retelling stories.

Fewhard advances the puck and freezes it.

Saltan intercepts the pass and makes unbelievable goals-kick.
Semmy runs and outstrips her main contender.

With "non-prolonged" verbs

Present Simple is used with verbs that express a state, not an action, to describe actions taking
place right now, at the moment.
Do you see me?
She feels sad.
She appears confused.
They don't need help right now.

In the headlines
Present Simple is used in newspaper headlines, books, and news bulletins to reduce the
number of characters.

What happens when you quit smoking?

Northern Ireland teenager sues Facebook over her nude photo.
Rio Paralympics 2016: Dame Sarah Storey wins 12th Paralympic gold medal.

Time markers
Present Simple can be used with time expressions that describe how often an action occurs or
does not occur.

always – always
5
often – often
usually – usually
regularly – constantly
from time to time – from time to time
sometimes – sometimes
self – occasionally
rarely – rarely
never – never
every day – every day
every week – every week
every month – every month
every year – every year
at the weekend – on weekends
at weekends – on weekends
at 7 o'clock – at 7 o'clock (when it comes to the schedule)
twice a week – twice a week
three times a week – three times a week
four times a month – four times a month
on Mondays – on Mondays
on Sundays – on Sundays
Present Simple is used to describe schedules for something (trains, buses, planes, TV shows,
etc.), as well as an appointment with someone (a date, a doctor's appointment, dinner, etc.),
even if the action refers to the future time.
The train leaves at 7 o'clock.
Let's meet under the big tree.
He has a meeting with the doctor in two hours.
Is the next flight at 9 o'clock tomorrow morning?
Instructions
Present Simple is used to describe instructions, directions, and recipes. In this meaning, Present
Simple is used to express the imperative mood.
Push the button to turn on the TV.

6
The water is deep here, so don't fall in!
Use a capital letter at the beginning of names.
Take one chicken breast fillet and gratinate it at 200 degrees Centigrade.

Past simple tense

2.1 Application
The past simple is used when narrating actions, situations, or events that took place at a
specific moment or during a certain period in the past. The duration of the event is not
important; what matters is that the event occurred in the past and is not connected to the
present. Past simple is often used in combination with time indicators such as "yesterday," "last
year," "in 2002," "last week," "on Sunday," "at 6 o'clock," and so on.

2.2 Declarative sentence formation present simple

Forming declarative sentences in the Present Simple:
Subject + Verb with -ed ending or 2nd form for irregular verbs.
Example: She worked yesterday.
I wrote a letter 5 minutes ago.

2.3 Formation of interrogative sentences

Forming questions is achieved through the use of auxiliary or modal verbs. The word order in a
special question is as follows: interrogative word + auxiliary or modal verbs (did, past forms of
"to be," could) + subject + verb +?
As mentioned earlier, in a general question, the interrogative word is not applied, but the word
order remains the same.
If the sentence we are questioning contains past forms of the verb "to be" these forms are used
to form the question. For example, let's question the sentence "He was a student." Following
the required word order, we get: Was he a student?
If the sentence we are questioning contains a modal verb, we use it to form the question. For
example: "He could swim." Could he swim?
If the sentence contains any main verb, we use the past tense form of the verb "to do" – "did."
Examples: "She worked every day." - Did she read every day? We observe that in the
interrogative sentence, the verb "worked" loses the -ed ending. The auxiliary verb "did" is a
"greedy" verb. It either "takes away" the -ed from the predicate or "returns" it to the infinitive
form if the verb is irregular. For example: "He wrote a letter." - Did he write a letter? We see
that the second form of the irregular verb "wrote" is replaced by the first form of the verb
"write."
7
2.4 Formation of negative sentences
Forming negative sentence involves using the same auxiliary and modal verbs. After the
auxiliary or modal verb, the particle "not" is added.

The verb "did" either takes away the -ed ending from the predicate or transforms the second
form of irregular verbs into the infinitive. Examples: He did not (didn't) write. He could not
(couldn't) ride a horse. He was not (wasn't) a girl.
Words markers and pointers in Past Simple
The main time indicators of "Past Simple" include the following words and phrases:
yesterday
last week
two hours ago
then
in 1998
Affirmative sentences in Past Simple
The affirmative sentence in "Past Simple" is constructed quite simply. First comes the subject,
followed by a verb with the ending "-ed", if it is correct (regular); or the second form of the
verb, if it refers to irregular verbs. Regardless of the person and number of the English subject,
the predicate remains identical for everyone. Past Simple rules and examples can be found in
the table below.

The formula for constructing an affirmative sentence in Past Simple

REGULAR VERB IRREGULAR VERB
I + PAINTED I painted I + SLEPT I slept
You + PAINTED You painted You + SLEPT You slept
She + PAINTED
He + PAINTED
It + PAINTED She painted
He was painting
It drew She + SLEPT
He + SLEPT
It + SLEPT She was asleep
8
He was asleep
It was asleep
We + PAINTED We painted We + SLEPT We slept
You + PAINTED You painted You + SLEPT You slept
The + PAINTED They painted They + SLEPT They slept
The use of verbs in Past Simple
When it comes to the past tense in English, many people probably have a question: "But how to
use the verb "be" correctly?" So that such a question does not arise, recall that this verb has a
couple of forms: "was" / "were" / "been". Since we are talking about "Past Indefinite", we,
accordingly, need the second options based on the rules of construction of this English-
speaking time.

The verb be in Past Simple

I +WAS I was
You +WERE You were
She +WAS He +WAS It +WAS She was He was It was
We +WERE We were
You +WERE You were
They +WERE They were

Cases of using Past Simple

The action or incident happened at a specified moment in the past:
My hubby called me three hours ago.
Past actions that took place one after the other:
Tom sealed the letter, put a stamp on it, and posted it.
The action happened at the specified moment in the past, but it can no longer be repeated,
because the actor no longer has such an opportunity:
Andy Warhol drew dozens of artworks.

In the past simple we use irregular verbs more precisely the second column of the verb
be was; were been быть

bear bore born; borne родить

9
beat beat beaten бить

become became become становиться

begin began begun начинать

bind bound bound связать

bite bit bit; bitten кусать

bleed bled bled кровоточить

blow blew blown дуть

break broke broken ломать

bring brought brought приносить

build built built строить

burn burnt; burned burnt; burned жечь; гореть

buy bought bought покупать

can could could мочь; уметь

catch caught caught ловить,хватать,успеть

choose chose chosen выбирать

come came come приходить

cost cost cost стоить

cut cut cut резать

do did done делать

draw drew drawn рисовать,тащить

dream dreamt; dreamed dreamt; dreamed грезить; мечтать

drink drank drunk пить

drive drove driven водить (машину etc.)

eat ate eaten кушать; есть

fall fell fallen падать

feed fed fed кормить

feel felt felt чувствовать

fight fought fought сражаться; бороться

find found found находить

fit fit fit подходить по размеру

fly flew flown летать

forbid forbad; forbadeforbidden запрещать

10
forget forgot forgotten забывать

forgive forgave forgiven прощать

freeze froze frozen замерзать

get got got получать

give gave given давать

go went gone идти

grow grew grown расти

hang hung hung вешать

have had had иметь

hear heard heard слушать

hide hid hidden прятать(ся)

hit hit hit ударять; попадать

hold held held держать

hurt hurt hurt причинить боль

keep kept kept хранить; содержать

knit knit; knitted knit; knitted вязать

know knew known знать

lay laid laid класть; положить

lead led led вести

learn learnt; learned learnt; learned учить

leave left left оставить

lend lent lent одалживать

let let let позволять

lie lay lain лежать

light lit; lighted lit; lighted освещать

lose lost lost терять

make made made делать; производить

may might might мочь; иметь возможность

mean meant meant подразумевать

meet met met встретить

put put put класть

read read read читать

11
rid rid; ridded rid; ridded избавлять

ride rode ridden ездить верхом

ring rang rung звонить

rise rose risen подняться

run ran run бежать; течь

say said said говорить; сказать

see saw seen видеть

sell sold sold продавать

send sent sent посылать

set set set ставить; устанавливать

Future simple tense

3.1 Application
Future Simple is used to express actions or repeated actions that will take place in the future. It
is often used with time indicators such as tomorrow, next year, next week, in a week, in the
future, etc.

3.2 Declarative sentences formation

Subject + auxiliary verbs shall/will + infinitive verb without "to." This future tense form is
created using the auxiliary verbs of the future tense, shall, or will. Shall is applied with first-
person pronouns , while will is used with all pronouns and subjects, including nouns
corresponding to pronouns. Nowadays, it is advisable to use will in all instances, as the form
shall for forming the future tense is seldom used. Both auxiliary verbs can be contracted.
Example: I shall - I'll He will - He'll.
Examples: I'll go to the club tomorrow. They will work in 10 minutes.

3.3 Formation of interrogative sentences

Special questions are formed using the auxiliary verbs shall/will. The word order in a special
question is: interrogative word + shall/will + subject + verb +? If the question is general, the
interrogative word is not used, but the word order remains the same. Examples: Where will he
work? Will you read it?

3.4 Formation of negative sentences

12
The formation of negative sentences involves using the same auxiliary verbs. The particle "not"
is placed after the auxiliary verb.
Examples: He will not (won't) read it. I shall not (shan't) read it.
Note the contracted (shortened) forms of auxiliary verbs with the particle "not" will not =
won't; shall not - shan't.

A common future
The future is simply used to describe single, repetitive, or subsequent actions in the future.
He's coming here tomorrow.
Next summer I will run every morning.
Next Monday they will go to the cinema, buy something to eat and watch a good movie.
Assumptions about the future
The future is simply used to describe ideas about the future state. Thus, the future simple is
often used together with verbs and expressions in the present simple: to think (think), to
believe (believe), to expect (expect), to be afraid (to beat), to be sure (to be sure) or adverbs:
probably (reliably), perhaps (possibly), definitely (groundlessly).
I think he will win this competition.
I'm afraid she won't get here on time.
Maybe they'll find a way out.
Promises, fears, hopes
The future is simply used to express opinions, descriptions and hope for a connection with the
future. What exactly is used in the sentence with the words: promise (declare), swear (swears),
guarantee (guarantor), hope (hope), threaten (threaten), warn (expect), ask (transfer, request),
offer (transfer).

I promise that next year we will go to the sea.

We hope that he will go to university.
She swears she'll be home on time.
Forecasts for the future
The future is simply used to describe milestones that are constantly found in boudoirs, and
which we cannot influence.

There will be a great storm tomorrow.

13
In any case, she will fly away.
Dawn is coming soon.
Spontaneous decisions
The future is simply used to describe, mostly, remarks, statements, actions that were not
planned and brought to mind only that.

I'll take this dress. (not a planned purchase in the store)

We will go there right now! (an emotional decision)
I'll draw this table. (the decision was made spontaneously, looking at the table)
Time markers
The future is simply used if the question "what will happen?" can be answered with an
approximate, accurate time. Either because it is accurate, or because it is temporary, or
because it is permanent, or because the future is continuous.
tomorrow
the day after tomorrow
tonight
soon
as soon as
later
next week
next month
next year
next century
in a week
in a month
in three year
in two days

14
 CHAPTER 2 LESSON PLANS

My topic will help children to speak correctly in the present tense while
observing grammar. They can also compose a correct sentence. Grammar requires
learning words because of this, children learn new words. They can express their opinion

1.1 Lesson plan.

Lesson goal

To develop students’ speaking skills, writing skils, pronunciation skils

Lesson objectives

By the end of the lesson, Ss will be able to

• learn the rules of grammar

• Make up the sentence correctly

• open the verb brackets”.

Material and equipment

• Сopybook

• White board

Stage Purpos Procedure Int Tim Learning

e . e style

Pre To Good morning, children. How are you Ss- 5 Auditory,

prepare today? Get ready for the lesson. Today T visual
children we will be going through a new topic.
to the Before the new topic, let's give each
new other a good mood. Let's sing our
topic. song:The Alphabet Is So Much Fun

15
Well done children!

Let's check your homework. I asked

you to learn new words verbs.

Be – быть

Have – иметь

Do – делать

Make – совершать

Get – получать

Take – брать

Try – пробовать

Know – знать

Think – думать

Feel – чувствовать

See – видеть

Give – давать

Bring – приносить

Buy – покупать

Cost – стоить (о цене)

Break – разрушать

Put – класть

Eat – есть (кушать)

Sleep – спать

Drink – пить

Understand – понимать

Write – писать

16
 Read – читать

Speak – говорить

Tell – сказать

Meet – встречать

Teach – обучать

Learn – учиться

Send – отправлять

During . The teacher starts writing a topic on Ss- 15 Auditory,

the blackboard. Today's theme is Ss visual.
Present simple. What is Present simplе?
The present simple is used to describe
regular events and situations that take
place in general, and not just in the
present tense. This tense form is used to
express phenomena and actions that
occur systematically or habitually. In
English, such cases can be expressed
using the following words and
expressions: always, usually,
sometimes, often, every day, every
week, so on futher.

Formula : Subjects + Verb + s + Object.

Subjects enter: he, she, it, they, we,

you.

Verb + s: Plays, runs.

Object: often, usually, every day,

sometimes.

If we want to make a positive

sentence, then the subject comes first,
then the verb with the ending S if we
17
have the pronoun He, She, It. For
example, she runs every day. He reads
every night. It often jumps. And when
we have the pronoun I, You, They, We,
the verb does not have the ending S.
For example, I go to school every day.
They always clean home. We go to jym
every night. You clean kitchen every
morning.

We have auxiliary verbs. Do and Does.

They are used in different ways. Do
only for They, We, You, I. And does for
he, she, it .

There is one rule, these auxiliary verbs

are used only when we have negative
and interrogative sentences.

When we want to make a negative

sentence, the Not particle comes to
the rescue.. And the ending S is not
added to the verb.

I don’t go to school every day. They

don’t always clean home. We don’t go
to jym every night. You don’t clean
kitchen every morning. She doesn’t run
every day. He doesn’t read every night.
It doesn’t often jump.

if we want to make a question

sentence, then our auxiliary verbs are
put in the first place. More precisely, it
will switch places with a subject.

For example, Do i go to school every

18
 day? Do they always clean home? Do
we go to jym every night? Do you clean
kitchen every morning? Does she run
every day? Does he read every night?

Students begin to write the rules in

their notebooks. If students have any
questions, they will ask the teacher.

During- Student The teacher gives them a task on a new Ss- 10- Auditory,
s will topic to find out if the students have Ss 15 kinestheti
practice understood the new topic. c
how to
Exercise 1. Expand the brackets by
make a
using verbs in Present Simple.
sentenc
e 1. Alice (to have) a sister.

2. Her sister’s name (to be) Ann.

3. Ann (to be) a student.

4. She (to get) up at seven o'clock.

5. She (to go) to the institute in the

morning.

6. Jane (to be) fond of sports.

7. She (to do) her morning exercises

every day.

8. For breakfast she (to have) two eggs,

a sandwich and a cup of tea.

9. After breakfast she (to go) to the

institute.

10. Sometimes she (to take) a bus.

19
11. It (to take) her an hour and a half to
do her homework.

12. She (to speak) English well.

13. Her friends usually (to call) her at

about 8 o’clock.

14. Ann (to take) a shower before going

to bed.

15. She (to go) to bed at 11 p. m.

Exercise 2. Use words in parentheses to

form sentences in Present Simple. Pay
attention to the form in which the
sentence should be (affirmative,
interrogative or negative).

1) They _____ football at the institute.

(to play)

2) She _____ emails. (not / to write)

3) ____ you____ English? (to speak)

4) My mother ____ fish. (not / to like)

5) ____ Ann ____ any friends? (to

have)

6) His brother _____ in an office. (to

work)

7) She ___ very fast. (cannot / to read)

8) ____ they ____ the flowers every 3

days? (to water)

9) His wife _____ a motorbike. (not / to

ride)

10) ____ Elizabeth_____ coffee? (to

20
 drink)

Post- Student As soon as the students finish their Ss- 7 Visual,

s will assignment, the teacher says the correct T kinestheti
identify answer, and the students begin to check c
their their assignments. In the end, the
mistake students will evaluate themselves
s

Organizationa • Greeting 5
l moments
• Checking H/W

• H/W

Conclusion
During the course of this term paper, certain aspects of grammar were analyzed and
examined in the context of contemporary linguistic studies. In order to study and describe the
fundamental grammatical structures used in the English language, we also explored their role in
sentence structure.
The primary goal of the research was to identify the influence of grammar on the learning
process and effective communication. The analysis of various linguistic phenomena allowed us
to identify key aspects influencing the development of proficient language skills.
One of the main conclusions of the study affirmed the significance of studying grammar as the
foundation of language education. Grammatical skills are an integral part of successful language
proficiency and contribute to more effective communication.
In general, this term paper has allowed for a deeper understanding of the structure and
functions of grammar, as well as its impact on the language proficiency levels of students. The
research findings represent a valuable contribution to the field of linguistic sciences and
education.

References
• Блох М.Я. Практикум по английскому языку: грамматика. Сборник упражнений:
Учеб. пособие для вузов. - М.: Астрель; АСТ, 2000. - 240 с.
https://obuchalka.org/20211209139266/praktikum-po-angliiskomu-yaziku-grammatika-bloh-m-
ya-lebedeva-a-ya-denisova-b-c-2005.html

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 • Бонк, Н.А. Учебник английского языка. В 2ч. Ч.1. / Н.А. Бонк, Т.А. Котий, Н.А. Лукъянова. -
М.: "ЭКСМО", 2002. - 638 с. https://www.labirint.ru/books/713136/?
ysclid=lrahip5inc941630033

• Любимцева, С.Н. Курс английского языка для финансистов / С.Н. Любимцева, В.И.
Коренева. - М.: "ГИС", 2002. - 379 с. https://studfile.net/preview/10098200/

• Совершенствуй свой английский: учеб. пособие для вузов / С.Е. Гридюшко [и др.]. - Мн.:
Выш. шк., 1999. - 236 с.https://rusneb.ru/catalog/005289_000028_RU_CCPL_KNIGA_
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