1 Complete: She usually ___ after school. (read) 2 Correct: Does he plays cricket? 3 Make negative: Our club meets on Fridays. 4 Write a true routine sentence of your own.
1 reads. 2 Does he play cricket? 3 Our club does not meet on Fridays. 4 Example: I usually help at home after school. Other meaningful routines are valid. In 2 and 3, does carries the singular form, so play and meet stay in the base form.
reads පළමු පිළිතුරයි; does පසු play හා meet මුල් රූපයෙන් තබන්න. තම පුරුද්දක් ගැන වෙනත් නිවැරදි වාක්‍යද ගැළපේ.
More detail for teachers and confident learners
The present simple describes routines, repeated actions and generally true situations. With ordinary lexical verbs, use the base form after I, you, we and they; with he, she or a singular name, the verb normally takes -s or -es. Be has the special forms am, is and are, and have becomes has with a singular third-person subject. A frequency word such as usually often appears before the main verb, but after be. For ordinary lexical verbs, form negatives and questions with do or does, and return the main verb to its base form. Be forms its own questions and negatives without do. Time expressions help readers see whether an event is repeated rather than happening only now.
Read the whole message before choosing a verb. A sentence can mention today and still describe a usual timetable. Keep the subject and verb together while checking agreement, especially when extra descriptive words stand between them. In a paragraph, a consistent present-time frame makes routines easy to follow.
At this stage, connect the rule with familiar people, school activities and short messages. A clear complete sentence matters more than a long one. Notice how the model names its subject and establishes a simple situation before adding detail.
වැඩි විස්තර අවශ්‍ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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Use a pronoun only when its reference is clear. Repeat a name if two people could be meant.
My, your, his, her, its, our and their come before a noun. Mine, yours, hers, ours and theirs can replace the whole phrase; his has the same form in both uses.
Its shows belonging; it’s is short for it is or it has. Do not add an apostrophe to possessive its.
See it. Say it. Understand it.
Easy / Start here
This is my bag. The bag is mine. → My comes before bag; mine replaces my bag.
මේ මගේ බෑගයයි; my පසු bag යෙදේ, mine සමඟ bag නැවත අවශ්‍ය නැත.
Moderate / Add a little
Our room is small. The larger room is theirs. → Theirs means their room; do not add a noun after it here.
අපේ කාමරය කුඩාය; ලොකු කාමරය ඔවුන්ගේය.
Challenge / Try when ready
The cat is washing its paws. It’s wet. → Its shows the cat’s paws; it’s means it is.
බළලා තම පාද සෝදයි; ඌ තෙමී ඇත. its අයිතියත් it’s යනු it is යන්නත් පෙන්වයි.
Try it / පුහුණු වෙමු
Choose: 1 That is (her / hers) book. 2 The blue books are (our / ours). 3 The dog wags (its / it’s) tail. Rewrite clearly: 4 Ravi spoke to Amal because he needed help. Decide who needs help.
1 her. 2 ours. 3 its. 4 One possible repair: Ravi needed help, so he spoke to Amal. Another: Amal needed help, so Ravi spoke to him. The original leaves that detail unclear; either intended meaning can be made explicit.
A pronoun can replace a noun and prevent unnecessary repetition. Subject pronouns occupy the subject position, while object pronouns occur as objects of verbs or after prepositions. A subject is not always the doer of an action: in a passive clause, it can receive the action. Possessive adjectives stand before a noun, whereas possessive pronouns replace the whole noun phrase. A referring pronoun needs a clear referent in the surrounding text or situation; the referent is often, but not always, mentioned earlier. If two possible nouns could be its reference, repeat the intended noun or rewrite the sentence.
Possession is different from contraction. Its shows possession, while it's means it is or it has. In a description of people, select pronouns respectfully and keep singular or plural meaning consistent. Linking sentences with pronouns helps a paragraph flow, but too many unclear references make the reader stop. Read the paragraph as someone who does not know the people, and check whether each reference can be identified.
At this stage, connect the rule with familiar people, school activities and short messages. A clear complete sentence matters more than a long one. Notice how the model names its subject and establishes a simple situation before adding detail.
වැඩි විස්තර අවශ්‍ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
An honest pupil returned the small green bag to its owner. → Honest begins with a vowel sound because h is silent; the describing words identify the bag.
Complete with a, an or the: 1 ___ umbrella. 2 ___ useful idea. 3 I saw a dog. ___ dog was near the gate. Correct: 4 a books. Expand bag with a suitable colour and size.
1 an. 2 a. 3 The. 4 books / some books. Possible expansion: a small blue bag. Other sensible colour/size choices are valid. Useful begins with a consonant sound even though its first letter is u.
an umbrella, a useful idea, The dog යෙදේ; a books වෙනුවට books හෝ some books ලියන්න. පාට හා ප්‍රමාණය ගැළපෙන වෙනත් පිළිතුරුද පිළිගන්න.
More detail for teachers and confident learners
A and an introduce a singular countable noun when the listener does not yet know which one. The choice depends on the following sound, not simply the written letter. The can identify a noun already mentioned or one made specific by the context. Plural nouns and uncountable nouns often take no article when expressing a general idea. A singular countable noun normally needs an appropriate determiner.
Build the noun phrase before checking the article. An adjective between the article and noun can affect the relevant sound. Countable and uncountable meanings can also change with context: a coffee may mean one serving, while coffee generally names the substance. Avoid mechanically adding the before every school subject, language or general plural. When editing, ask whether the reader knows which particular person or thing is meant.
At this stage, connect the rule with familiar people, school activities and short messages. A clear complete sentence matters more than a long one. Notice how the model names its subject and establishes a simple situation before adding detail.
වැඩි විස්තර අවශ්‍ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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