Present Simple Worksheets for ESL Students

The present simple takes the following forms: Present Simple Positive Form Review Subject present simple form of verb objects Examples: Alison often watches TV after dinner.They play golf on Saturdays. Present Simple Negative Form Subject do/does not verb objects Examples: Jack doesnt spend much time on reading.They dont eat meat on Fridays. Present Simple Question Form (Question Word) do/does subject verb? Examples: What do you do after work?How often do you eat out? Important Notes The verb to be does not take the auxiliary verb do in the question or negative form. Examples: She is a teacher.I am from Seattle.Are you married? Time Expressions With Present Simple Adverbs of Frequency The following adverbs of frequency are often used with the present simple to express how often someone does something habitually. Remember that present simple is used to express daily routines and habits. These adverbs of frequency are listed from most frequent to least frequent. Adverbs of frequency are placed directly before the main verb. alwaysusuallyoftensometimesoccasionallyrarelynever Days of the Week and Times of the Day Days of the week are often used with s to indicate that someone does something regularly on a specific day of the week. Times of the day are used to express when someone usually does something. Notice that at is used with night, but in with other periods during the day. Finally, at is used with specific times during the day. Examples: I play golf on Saturdays.She gets up early in the morning.Tom catches the bus at 7.30 a.m. Present Simple Worksheet 1 Conjugate the verb in parentheses  using the form  indicated. In the case of questions, use the indicated subject as well. I usually _____ (get up) at six oclock.How often _____ (she go) to the gym to workout?They _____ (be) from Holland.Jack _____ (not work) in the city.Where _____ (he live)?Alison _____ (visit) her friends on Saturdays.They _____ (not eat) meat on Fridays._____ (you play) tennis?Susan often _____ (drive) to the beach when the weather is nice.Eric _____ (not read) in Japanese.When _____ (she have) dinner?I _____ (take) a shower before I leave for work.How _____ (you start) this machine?He _____ (not work) on Sundays.Sharon rarely _____ (watch) TV.We occasionally _____ (take) the train to Seattle.Peter _____ (not like) buying food in supermarkets.Why _____ (they leave) work so late on Fridays?You sometimes _____ (do) housework._____ (she speak) Russian? Present Simple Worksheet 2 Choose the correct time expression used with the  present simple tense. I sleep in late on (Saturday / Saturdays).How (much / often) do you visit your friends in Chicago?Jennifer doesnt catch the bus (in/at) 8 in the morning.Henry enjoys playing golf (in/at) the afternoon.Do they eat fish (in/on) Fridays?I usually have my meetings (on/at) 10 am.Susan doesnt like going out (at/on) Fridays.Our class (usually/usual) takes tests on Tuesdays.The teacher gives us notes (after/while) class.Sharon doesnt go to be before 11 pm (in/at) night.Where do they usually hold meetings (at/in) the morning?Tom (rare/rarely) gets up early on Sundays.We dont enjoy eating breakfast before six (at/in) the morning.Our parents (occasion/occasionally) catch a train to the city.She doesnt use a computer (at/in) night.Alexander has lunch (on/at) noon.David doesnt work (at/on) Tuesdays.They listen to classical music (in/at) the afternoon.Mary answers her e-mail on (Friday/Fridays).How often do you travel (in/on) Tuesdays? Answer Keys Present Simple Worksheet 1 I usually  get up  at six oclock.How often  does she go  to the gym to workout?They  are  from Holland.Jack  doesnt work  in the city.Where  does he live?Alison  visits  her friends on Saturdays.They  dont eat  meat on Fridays.Do you play  tennis?Susan often  drives  to the beach when the weather is nice.Eric  doesnt read  in Japanese.When  does she have  dinner?I  take  a shower before I leave for work.How  do you start  this machine?He  doesnt work  on Sundays.Sharon rarely  watches  TV.We occasionally  take  the train to Seattle.Peter  doesnt like  buying food in supermarkets.Why  do they leave  work so late on Fridays?You sometimes  do  housework.Does she speak  Russian? Present Simple Worksheet 2 I sleep in late on  Saturdays.How  often  do you visit your friends in Chicago?Jennifer doesnt catch the bus  at  8 in the morning.Henry enjoys playing golf  in  the afternoon.Do they eat fish  on  Fridays?I usually have my meetings  at  10 am.Susan doesnt like going out  on  Fridays.Our class  usually  takes tests on Tuesdays.The teacher gives us notes  after  class.Sharon doesnt go to be before 11 pm  at  night.Where do they usually hold meetings  in  the morning?Tom  rarely  gets up early on Sundays.We dont enjoy eating breakfast before six  in  the morning.Our parents  occasionally  catch a train to the city.She doesnt use a computer  at  night.Alexander has lunch  at  noon.David doesnt work  on  Tuesdays.They listen to classical music  in  the afternoon.Mary answers her e-mail on  Fridays.How often do you travel  on  Tuesdays?

Sociocultural Theory And Social Interaction - 1258 Words

Sociocultural theory refers to the idea that parents, peers, teachers, and culture help to shape a child’s learning. The engagement between objects and environment, in collaboration with social interaction play an extensive role in a child’s learning and development (Wang, Bruce, Hughes, 2011). Psychologist, Lev Vygotsky, introduced socio-cultural theory. The basis of socio cultural theory is made up of social interaction and cultural tools. Social interaction refers to the parents, peers, and teachers daily interaction with the child and the learning that is stimulated. Cultural tools refer to the values, beliefs, technical tools, and psychological tools that available and accessible to the child. This theory also describes the learning process in two parts, interpersonal and evolves to intrapersonal. Interpersonal is when a child is learning through social interaction and intrapersonal is when a child learns it on an individual level (Siegler and Alibali, 2005). The transition from interpersonal to intrapersonal depends upon the proximal zone of development and scaffolding. The zone of proximal development is the abilities that children can perform by themself compared to the abilities that a child cannot perform on their own, but is able to learn with the guidance of others (Siegler and Alibali, 2005). Instructed learning is one form that aims to teach a child a task. This could be in regards to a teacher teaching a lesson at school, or parents who are helping theirShow MoreRelatedEssay on Lev Vygotsky and Social Development Theory1038 Words   |  5 Pagescreated the Social Development Theory/ Sociocultural Theory. Vygotsky believed that childrens mental, language, and social development is supported and enhanced through social interaction. Vygotsky also believed that beginning at birth, children seek out adults for social interactions and that development occurs through these interactions. 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Emotions Paper Free Essays

The connection between motivation and emotions can be seen in everyday life. To show the connection this paper will discuss two of the historical theories of emotion and arousal as they relate to human motivation. Then it will analyze two research methods used for uncovering basic emotions. We will write a custom essay sample on Emotions Paper or any similar topic only for you Order Now Finally it will cover the facial feedback hypothesis, particularly the event-appraisal-emotion sequence. James-Lange Theory There have been numerous theories on emotions and arousal. The James-Lange theory is one of the earliest theories of emotion (Goodwin,2008). William James was considered America’s first psychologist. James was captivated with understanding the functions of consciousness. Carl Lange was a psychologist and physician in Denmark. Even though his work is directly linked to James, his deconstruction of emotions has made his work a precursor to the theories of emotion (Wassmann, 2010). He is not as popular as James but was an important contributor to the James-Lange theory. The theory discusses how emotions are directly affected by the physiological arousal of the body in reaction to an exciting stimulus (Deckers, 2010). According to the James-Lange theory one will feel emotions in a specific sequence. The theory’s sequence is emotional stimulus followed by physiological response leading to an affective experience (Deckers, 2010). For example, if a person is involved in a car accident he or she will feel the physiological responses of the body. One may experience heart pounding, hands shaking, or jaw tightening. These responses bring forth emotions like fear, panic, anger, or anxiety. Therefore the physiological arousal is what determines the emotions (Deckers, 2010). Cognitive Arousal Theory The cognitive arousal theory takes emotions to next level by focusing on the interaction between arousal and cognition (Deckers, 2010). According to this theory when a person experiences a situation, he or she will interpret the physiological arousal, and will extract information needed to have an affective experience (Deckers, 2010). Within this theory there are two dimensions of emotions, they are quality and intensity. Quality is a person’s interpretation of the experience where as the intensity of the experience depends on the degree of the arousal. For example when experiencing a car accident, one will focus in on the actual occurrence of the accident, and then based on the severity, the person will analyze and respond effectively. So according to the cognitive arousal theory the intensity of the emotional experience will be dictated by physiological arousal and will directly affect how a person feels (Deckers, 2010). Facial Feedback According to Buck (1980), facial feedback hypothesis states that the facial expressions of a person provides a necessary requirement for a person’s emotional experience or behavior to affected (page 812). A person’s facial feedback, or facial expressions, can change how another person will react to a particular event or situation. There are two versions that may play a role in the actual hypothesis itself based on specific personalities. Between-subjects version of facial feedback hypothesis implies that a lack of overt expression can be detrimental to the emotional process as a whole (Buck, 1980). The premise of this version is that if a person is nonexpressive with one emotion then that person would be nonexpressive on all other emotions and vice versa. Within-subjects version of the facial feedback hypothesis states that a person will have a higher emotional experience on other emotions if they are expressive in general (Buck, 1980). The backbone of this version is that if a person is expressive in general they may have a higher emotional experience across the board. The event-appraisal-emotion sequence has three varying assumptions in emotional events. To begin, different emotions can be produced by varying appraisals of the same event. For example, the end of a sporting event can elicit two different emotions. The winning team will feel excited, happiness, and victory while the losing team may feel disappointment, neglect, and failure. Next, similar appraisal of varying events can create similar emotions. Two people purchasing like vehicles may walk into a dealership and the first may pay $5,000 for a vehicle and the second may pay $10,000. Though there is a difference in purchase prices, both customers may walk out with feelings of success as they are satisfied with the purchase price of their vehicles because it fell within their budget. Lastly, the outcome of the appraisal process provokes automatic emotions. In many situations, a person will be unable to avoid feeling happiness or sadness. Research Methods Uncovering basic emotions can be handled with various research methods such as category analysis of emotion words and facial expressions. Category analysis of emotions words is based on the belief that certain words have been created or modified to describe people’s emotional responses (Deckers, 2010). Words like love, sad, or angry have been labeled as such because people have experienced such emotions and needed the words to categorize the feelings. With category analysis, the feelings or the emotions drive the creation of emotion words and so without the emotions themselves, the words would not exist. Through this type of analysis, words were classified by emotional category based on word meaning and resulted in five basic emotion categories: happiness, sadness, anger, fear, and disgust (Deckers, 2010). Facial expression analysis states that there is a specific facial expression for each basic emotion. Furthermore, any â€Å"emotion† that does not have a distinctive facial expression should not be considered an emotion. There are six major facial expressions of emotions that are easily identifiable by people of different cultures throughout the world: happiness, surprise, sadness, fear, anger, and disgust. It is also believed that the intensity of any emotion and the intensity of its corresponding facial expression will increase at the same rate. Conclusion References Buck, R. (1980). Nonverbal behavior and the theory of emotion: The facial feedback hypothesis. Journal Of Personality ;amp; Social Psychology, 38(5), 811-824. Deckers (2010). Motivation, Biological, psychological and environmental (3rd ed. ). Boston, MA: Allyn ;amp; Bacon. Dimberg, U. , ;amp; Soderkvist, S. (2011). The voluntary facial action technique: A method to test the facial feedback hypothesis. Journal Of Nonverbal Behavior, 35(1), 17-33. doi:10. 1007/s10919-010-0098-6. Goodwin, C. J. ((2008)). A History of Modern Psychology (3rd ed. ). Retrieved from The University of Phoenix eBook Collection database. How to cite Emotions Paper, Papers

Should Robots Replace Human Beings-Free-Samples for Students

Question: Discuss about the whether Robots should replace humans in future and whether the actions of Robots will encompass moral standards. Answer: Background Robots empowered by artificial intelligence have been proven to be very efficient in conducting all kinds of operations that were being done by humans till date. Detecting fraud, conducting research, optimization of logistics translating languages can all be done by robots in the modern era of technological advancement (Russell and Norvig, 2016). These Robots, driven by artificial intelligence aim to revolutionize the modern society. Tech giants such Microsoft, Amazon, IBM and Facebook have been conducting research in the field of artificial intelligence and believe that artificial intelligence has enormous potential to revolutionize the world. However, with the advent of this rapidly emerging technology, several ethical issues have surfaced. The question of whether robots empowered by such artificial intelligence will be able to make ethical decisions has been raised. People are worried about the lack of empathy of the machines and are questioning whether the actions of the machines will be guided by the moral principles (Bostrom and Yudkowsky 2014). Another question that has surfaced is how should robots be punished if they violate any of the duties assigned or fail to act according to moral standards. Robots replacing humans could even have adverse effects on humanity. If the jobs that are performed by humans are replaced by Robots, many people could lose their jobs. Since the cost of employment is rising all over the world, replacing workers in factories with robots would lower the cost of manufacturing and production. However, interaction between humans and robots has brought many legal implication and considerations upon the employers. Such employers will incur the liability risk and liability for malfunctioning of such robots (Parviainen and Pirhonen 2017). The best example that can be given in this context is the concept of driver less, automatic cars (Lin 2016). In case of any mechanical failure resulting in an accident wide number of stakeholders will face liability. It can further be said that deploying Robots in a human work place also raises issues of workplace health and safety. Identifying the relevant facts related to the ethical issue Some of the facts that are relevant to the ethical issue and must be discussed in context of the analysis are: Unemployment- The hierarchy of labor will be the worst affected due to the increase in automation. Work involving intensive physical labor has been automated by humans since the time of the industrial revolution so that humans could engage in far more complex tasks such as administrative and strategic work in the globalized society (www.theregister.co.uk 2018). One of the examples that can be given in this context is the trucking industry in the United States of America. It has been promised by the company Tesla that self driven trucks will be widely available in the next ten years. This has raised an important question. What is expected to happen to those employed in the Trucking Industry? Most of the population still earns a living by selling their time with increase in automation many of the people would become unemployed. Inequality- It has been assessed that significant increase in automation will create economic inequality among the people. The economic system of the society in reality is based on compensation to the people for actively contributing to the economy (www.theregister.co.uk 2018) However, substituting people with robots will give provide the opportunity to the majority of the companies to cut down the cost of paying revenues to the people. This will make them earn a higher profit margin. Therefore will lead to a more widening wealth gap. Dealing with the mistakes made by the Robots- It can be said that just like human beings Robots also go through a testing phase where they are designed to detect the right patterns to act according to the input (www.weforum.org 2018). However, machines might sill malfunction even after being tried and tested. Thus the ethical consideration in the given scenario is whether we should rely on the new technology of artificial intelligence to bring about a new era of technology or whether we should be skeptical that such robots might be misused by some individuals for furthering their interests. Security- Security issues have also surfaced with the new generation of technology. Robots can be used for nefarious reasons such as replacing human soldiers (www.weforum.org 2018). Biasness- Artificial Intelligence cannot always be trusted to be fair and Neutral (www.weforum.org 2018). Ai systems that are created by humans can also be influenced by the biasness of such developer However, it used for the right reasons AI could bring about a positive change. Singularity- The ethical question that has been posed is how to stay in control of an advance and complex intelligent system. One of the key reasons for the survival of the human race is human dominance over the other species. However, an important question that has been raised is, will artificial intelligence have the same dominance over the human race. Assumptions to fill gaps of the ethical problems The assumptions that can be made to fill the gaps in publicly available information about the ethical issue in consideration are enumerated below Robots powered by artificial intelligence will not act malfunction Artificial intelligence will have positive impact on the society. Analyzing the ethical issue by Utilitarianism The theory of Utilitarianism states that those actions which produce the maximum utility for the maximum number of people are considered to be ethical (de Lazari-Radek and Singer 2017). Utility can be defined as the summation positive impacts of the actions minus the negative impacts (Barrow 2015). Thus by the application of the theory of Utilitarianism the positive and the negative impacts of the ethical dilemma in this given scenario can be assessed. Positive impacts: Increase of productivity due to higher working capacity and accuracy of Artificial Intelligence Creating benefits for the society Automation can reduce the burden of human beings to undertake labor intensive work. Negative impacts Increased automation will create unemployment for a large number of people Any malfunction of the robots could have detrimental effects on human being who interact with them in the work place. The Robots powered by artificial intelligence can be used for nefarious reasons. They can be used to replace soldiers in the warfare and can also be used furtherance of personal objectives by people. Ethical conclusion Thus by evaluating both the positive and negative impacts of the ethical dilemma, it can be said that though it might seem that the advancement of artificial intelligence might seem beneficial to the society, the negative impacts of the same cannot be undermined. Artificial intelligence will create benefit for some employers who will be able to earn and acquire huge profits. However, it will create unemployment for the working class. It will also increase economic disparity. It can be used against the human race by evil corporations. Thus to conclude, it can be said replacing humans with robots would be unethical if assessed by the principles of Utilitarianism Reference List: World Economic Forum. (2018).Top 9 ethical issues in artificial intelligence. [online] Available at: https://www.weforum.org/agenda/2016/10/top-10-ethical-issues-in-artificial-intelligence/ [Accessed 7 Apr. 2018]. Theregister.co.uk. (2018).Replacing humans with robots in your factories? Hold on just a sec. [online] Available at: https://www.theregister.co.uk/2016/08/30/robots_factories_legal_considerations_out_law/ [Accessed 7 Apr. 2018]. Lin, P., 2016. Why ethics matters for autonomous cars. InAutonomous Driving(pp. 69-85). Springer, Berlin, Heidelberg. Parviainen, J. and Pirhonen, J., 2017. Vulnerable Bodies in HumanRobot Interactions: Embodiment as Ethical Issue in Robot Care for the Elderly. de Lazari-Radek, K. and Singer, P., 2017.Utilitarianism: A Very Short Introduction. Oxford University Press. Barrow, R., 2015.Utilitarianism: A contemporary statement. Routledge. Gil, Y., Greaves, M., Hendler, J. and Hirsh, H., 2014. Amplify scientific discovery with artificial intelligence.Science,346(6206), pp.171-172. Russell, S., 2015. Ethics of artificial intelligence.Nature,521(7553), pp.415-416. Bostrom, N. and Yudkowsky, E., 2014. The ethics of artificial intelligence.The Cambridge handbook of artificial intelligence, pp.316-334. Russell, S.J. and Norvig, P., 2016.Artificial intelligence: a modern approach. Malaysia; Pearson Education Limited