We use the present simple to talk about regular actions. ‘I play after school’ describes a routine, not only an action happening at this moment. With I, you, we and they, use the basic action word: ‘We read’. With he or she, many verbs add s: ‘She reads’. Learn a few useful patterns through real routines before trying many spelling rules.
Time phrases such as ‘every morning’ and ‘after school’ help explain when the action happens. A clear routine sentence has a person, an action and a useful detail: ‘I brush my teeth every morning.’ Say a truthful sentence, then change only the person: ‘My brother brushes his teeth.’ Notice that some verbs add es. If you are unsure of the spelling, use a familiar verb first and check the new form with a teacher.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
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Can tells us about ability. Cannot means not able to.
Use the base verb after can: can sing, can run.
See it. Say it. Understand it.
Easy / Start here
I can clap.
Moderate / Add a little
She can draw a cat.
Challenge / Try when ready
Can you swim? Yes, I can.
More detail for teachers and confident learners
‘Can’ describes an ability: ‘I can swim.’ ‘Cannot’ or ‘can’t’ describes something a person is unable to do: ‘I can’t fly.’ After can, use the basic action word without to: ‘She can sing.’ The form can stays the same with I, he, she, we and they, so it does not gain an s.
A question changes the order: ‘Can you draw?’ It can receive ‘Yes, I can’ or ‘No, I can’t.’ A child may need support to separate what is possible from what they have permission to do; in this lesson, focus on ability. Talk respectfully about different abilities and use examples the learner is comfortable sharing. A person may communicate, move or take part in an activity in different ways, and the English should recognise those differences kindly.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
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A daily sequence tells events in order. ‘First’ introduces the beginning, ‘then’ moves to the next action and ‘finally’ introduces the last action in the sequence being described.
These words are signposts, not actions themselves.
A short sequence can say ‘First, I wash my hands.
See it. Say it. Understand it.
Easy / Start here
First, I pack my bag.
Moderate / Add a little
Then I put on my shoes.
Challenge / Try when ready
Finally, I leave with my father.
More detail for teachers and confident learners
A daily sequence tells events in order. ‘First’ introduces the beginning, ‘then’ moves to the next action and ‘finally’ introduces the last action in the sequence being described. These words are signposts, not actions themselves. A short sequence can say ‘First, I wash my hands. Then I eat. Finally, I clean my plate.’
Look for the order when reading a routine paragraph. A sentence about bedtime should not be placed before breakfast unless the story explains a special reason. In writing, plan three actions before making the sentences. Keep the same speaker throughout: if the first sentence uses I, do not suddenly use she without introducing another person. Read your finished sequence aloud to check that the listener can picture what happens. Different people may have different sensible routines.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
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