Tenses ထဲမွာ Simple Present Tense အသုံးၿပဳပုံ ကို ေလ့လာၿခင္း

Simple Present Tense

The simple present tense can be used under these four conditions:


1. To express a present action:
2. To express a habitual action:
3. To express general truths or facts:
4. To show previously-scheduled actions:

1. To express a present action (မ်က္ေမွာက္ ကာလ ၿပဳလုပ္ခ်က္ကို သာမန္ ေဖာ္ၿပၿခင္း)

e.g. 1. I know that girl. She is my friend’s roommate.
ငါ အဲဒီေကာင္မေလးကို သိတယ္။ သူ က ငါ့ သူငယ္ခ်င္း ရဲ့ အခန္းေဖာ္ေလ။

2. Try hard to fulfill your wish.
မင္း ဆုေတာင္း ၿပည့္ဖို. ႀကိဳးစားပါ။

3. Stand up, all the students. Read out what you see on the board.
ေက်ာင္းသားအားလုံး မတ္တပ္ထပါ။ Board ေပၚတြင္ မင္းတို. ၿမင္ တဲ့ အရာေတြကို ဖတ္ပါ။

2. To express a habitual action – it’s typical, usual, and predictable (အေလ.အထၿဖစ္ေနေသာ ၿပဳလုပ္ခ်က္မ်ားကို ေဖာ္ၿပၿခင္း - ပုံစံေပါက္ေသာ၊ ထုံးစံၿဖစ္ေသာ၊ ႀကိဳတင္ေပာာကိန္းထုတ္ႏိူင္ေသာ)


e.g 1. Gary is very punctual.
Gary သည္ အခ်ိန္မွန္သူၿဖစ္သည္။
2. This book is interesting to read.
ဒီစာအုပ္က ဖတ္ခ်င္ေလာက္ေအာင္ စိတ္ဝင္စားဖို.ေကာင္းတယ္။
3. He smokes.
သူ ေဆးလိပ္ေသာက္တယ္။
4. They eat in the company cafeteria.
သူတို.ေတြ က ကုမၸဏီထဲမွာရွိတဲ့ စားေသာက္ဆိုင္မွာပဲစားတယ္။

Simple Present Tense ကို အေလ.အထအၿဖစ္ အသုံးၿပဳ ုေဖာ္ၿပရာတြင္ Adverb of Frequency မ်ားကိုထည့္သြင္း အသုံးၿပဳရတတ္ေသာေႀကာင့္ ေအာက္ေဖာ္ၿပပါ ႀကိယာဝိေသသန မ်ားကို က်က္မွတ္ထားပါ။

Always = အစဥ္အၿမဲ
Usually = လုပ္ရိုးလုပ္စဥ္
Generally = ေယဘုယ်အားၿဖင့္
Often = Frequently = မႀကာခဏ
Sometimes = Occasionally = တစ္ခါတစ္ရံ
Hardly = Rarely = Seldom = ႀကာမွတစ္ခါ
Daily = every day = ေန.စဥ္
Weekly = အပတ္စဥ္
Once a month = တစ္လတစ္ခါ
Twice a year = တစ္ႏွစ္ ႏွစ္ႀကိမ္
Every other day = Each alternate day = တစ္ရက္ၿခား

e.g. 1. Annie is never on time.
Annie သည္ ဘယ္ေတာ့မွ အခ်ိန္မမွန္ပါ။

2. Bob’s parents are generally at home by 5:30 PM.
Bob ၏ မိဘမ်ား သည္ မ်ားေသာအားၿဖင့္ ညေန ငါးနာရီခဲြမွ ွအိမ္မွာရွိသည္။

3.Dr. Jones is in her office from 9:00 AM until 4:00 pm five days a week.
ေဒါက္တာ Jones သည္ သူမ၏ ရုံးခန္းတြင္ မနက္ ၉ နာရီ မွ ညေန ၄ နာရီ အထိ တစ္ပတ္လွ်င္ ငါးရက္ ရွိသည္။

4. Ahmed seldom gets up before 9:00 AM.
Ahmed သည္ မနက္တြင္ ၉နာရီ မတိုင္ ခင္ အိပ္ရာႏိူး ခဲသည္။

5. He frequently calls on his cousins in Pusan.
သူသည္ Pusan ၿမိဳ.ရွိ ဝမ္းကဲြေမာင္ႏွမမ်ားသို.မႀကာခဏ သြားေရာက္လည္ပတ္သည္။

6. They take a break every three hours.
သူတို.သည္ သုံးနာရီႀကာတိုင္း တစ္ခါနားသည္။

အထက္ပါဝါက်မ်ားတြင္ သတိၿပဳရန္မွာ Adverbs of frequency မ်ား သည္

(i) Verb to be ၏ အေနာက္တြင္ ထားေလ.ရွိၿပီး
(ii) အၿခားေသာ ႀကိယာမ်ား၏ အေရွ.တြင္ ထားရသည္ကို သတိၿပဳမိေပလိမ္.မည္။

သို.ေသာ္ Adverbs of frequency မ်ား သည္ phrase ( more than one word) စကားစု ( စကားလုံး တစ္လုံးထက္ပိုၿခင္း) မ်ားၿဖစ္ပါက ဝါက်၏ အဆုံးတြင္သာ ထားရသည္ကို သတိၿပဳမိေပမည္။

3. To express general truths and facts (ေယဘုယ်ၿဖစ္ေသာ အမွန္တရားမ်ား ႏွင့္ အခ်က္အလက္မ်ား ကို ေဖာ္ၿပၿခင္း)

1. A nickel equals five cents.
နီကယ္ၿဒပ္စင္ တစ္ၿပားသည္ ငါးဆင့္ၿပားဝိုင္းတစ္ၿပားႏွင့္ ညီမွ်သည္။

2. The bodies of insects have three parts.
အင္းဆက္ပိုးမ်ား၏ ကိုယ္ထည္မ်ားသည္ အပိုင္းသုံးပုိင္းရွိသည္။

3. Bronze contains both copper and tin.
ေႀကးညိဳတြင္ ေႀကးနီ ႏွင့္ သံၿဖဴၿဒပ္စင္ တို.ပါဝင္သည္။

4.The chemical symbol for iron is Fe.
သံ၏ ဓာတုေဗဒ သေကၤတမွာ Fe ၿဖစ္သည္။

5. The earth rotates around the sun.
ကမာၻသည္ ေနကို ပတ္ၿပီ လွည့္လည္သြားသည္။

6. The cow gives us milk.
ႏြားသည္ ကြ်ႏု္ပ္တို.အား ႏြားႏို.ကိုေပးသည္။

4. To show previously-scheduled actions (အရင္ တစ္ခ်ိန္က စီစဥ္ခ်မွတ္ထားသည့္ လုပ္ေဆာင္ခ်က္ ကိုၿပရန္)

1. Jose leaves at 9:30 tomorrow morning.
Jose သည္ မနက္ၿဖန္ မနက္ ၉း၃၀ တြင္ ထြက္ခြါမည္။ (ႀကိဳတင္စီစဥ္ထားသည္)

2. Andrea can’t go with us next Tuesday. She has a meeting then.
Andrea သည္ လာမည့္ အဂၤါေန.တြင္ ကြ်န္ေတာ္တို.ႏွင့္ မလိုက္ႏိူင္ပါ။ သူမသည္ အဲဒီေန.မွာ အစည္းအေဝး ရွိသည္။

3. Hurry up! The meeting beings in five minutes!
ၿမန္ၿမန္လုပ္! အစည္းအေဝး က ငါးမိနစ္ ၿပည့္လွ်င္ စမည္။

အထက္ပါ ဝါက်ကို ေလ.လာႀကည့္လွ်င္ အနာဂတ္အဓိပၸါယ္ကို ရည္ညြန္းသည့္ အေႀကာင္းအရာမ်ားပါ ေသာ္လည္း ႀကိဳတင္စီစဥ္ေရးဆဲြထားသည့္ လုပ္ေဆာင္ခ်က္မ်ားၿဖစ္ေသာ ေႀကာင့္ Simple Present Tense ကို အသုံးၿပဳႏိူင္ပါသည္။

Answers for Reading Practice (1)

1. B
2. E
3. B
4. E
5. C
6. C
7. E

Tag questions

A tag question is a question added at the end of a sentence. A tag question following an affirmative statement generally has the form of a negative question, with the meaning: Isn't that true? In some languages, such tag questions are invariable. However, in English, tag questions vary, depending on the verbs and subjects of the preceding statements.

In the following examples, the tag questions are underlined. Contractions are usually used in negative tag questions. For example:

Affirmative statement

Are you not awake?
I am awake.
You are awake.
She is awake.
We are awake.
They are awake.

Affirmative statement with tag question

Aren't you awake?
I am awake, am I not?
You are awake, aren't you?
She is awake, isn't she?
We are awake, aren't we?
They are awake, aren't they?


These examples illustrate how the subjects and verbs of the preceding statements are repeated in tag questions. For instance, in the first example, the subject I and the verb am are repeated in the tag question. In the second example, the subject you and the verb are are repeated in the tag question.

In spoken English, the expression aren't I? is often used as a tag question. However, this is not considered to be grammatically correct in formal, written English.

Reading Practice (2)

By the time a child is six or seven she has all the essential
avoidances well enough by heart to be trusted with the care of a
younger child. And she also develops a number of simple
techniques. She learns to weave firm square balls from palm
5 leaves, to make pinwheels of palm leaves or frangipani blossoms,
to climb a coconut tree by walking up the trunk on flexible little
feet, to break open a coconut with one firm well-directed blow of
a knife as long as she is tall, to play a number of group games
and sing the songs which go with them, to tidy the house by
10 picking up the litter on the stony floor, to bring water from the
sea, to spread out the copra to dry and to help gather it in when
rain threatens, to go to a neighboring house and bring back a
lighted faggot for the chief's pipe or the cook-house fire.
But in the case of the little girls all these tasks are merely
15 supplementary to the main business of baby-tending. Very small
boys also have some care of the younger children, but at eight or
nine years of age they are usually relieved of it. Whatever rough
edges have not been smoothed off by this responsibility for
younger children are worn off by their contact with older boys.
20 For little boys are admitted to interesting and important activities
only so long as their behavior is circumspect and helpful. Where
small girls are brusquely pushed aside, small boys will be
patiently tolerated and they become adept at making themselves
useful. The four or five little boys who all wish to assist at the
25 important, business of helping a grown youth lasso reef eels,
organize themselves into a highly efficient working team; one boy
holds the bait, another holds an extra lasso, others poke
eagerly about in holes in the reef looking for prey, while still
another tucks the captured eels into his lavalava. The small girls,
30 burdened with heavy babies or the care of little staggerers who are
too small to adventure on the reef, discouraged by the hostility
of the small boys and the scorn of the older ones, have
little opportunity for learning the more adventurous forms of work
and play. So while the little boys first undergo the
35 chastening effects of baby-tending and then have many
opportunities to learn effective cooperation under the supervision
of older boys, the girls' education is less comprehensive. They
have a high standard of individual responsibility, but the
community provides them with no lessons in cooperation with one
40 another. This is particularly apparent in the activities of young
people: the boys organize quickly; the girls waste hours in
bickering, innocent of any technique for quick and efficient
cooperation.

Adapted from: Coming of Age in Samoa, Margaret Mead (1928)


1. The primary purpose of the passage with reference to the society under discussion is to
A. explain some differences in the upbringing of girls and boys
B. criticize the deficiencies in the education of girls
C. give a comprehensive account of a day in the life of an average young girl
D. delineate the role of young girls
E. show that young girls are trained to be useful to adults

2. The word 'brusquely' (line 22) most nearly means
A. quickly
B. gently
C. nonchalantly
D. abruptly
E. callously

3. The list of techniques in paragraph one could best be described as
A. household duties
B. rudimentary physical skills
C. important responsibilities
D. useful social skills
E. monotonous tasks

4. It can be inferred that the 'high standard of individual responsibility' (line 38) is
A. developed mainly through child-care duties
B. only present in girls
C. taught to the girl before she is entrusted with babies
D. actually counterproductive
E. weakened as the girl grows older.

5. The expression 'innocent of' (line 42) is best taken to mean
A. not guilty of
B. unskilled in
C. unsuited for
D. uninvolved in
E. uninterested in

6. It can be inferred that in the community under discussion all of the following are important except
A. domestic handicrafts
B. well-defined social structure
C. fishing skills
D. formal education
E. division of labor

7. Which of the following if true would weaken the author's contention about 'lessons in cooperation' (line 39) ?

I Group games played by younger girls involve cooperation
II Girls can learn from watching boys cooperating
III Individual girls cooperate with their mothers in looking after babies
A. I only
B. II only
C. III only
D. I and II only
E. I, II and III

8. Which of the following is the best description of the author's technique in handling her material?
A. Both description and interpretation of observations.
B. Presentation of facts without comment.
C. Description of evidence to support a theory.
D. Generalization from a particular viewpoint.
E. Close examination of preconceptions.

The use of All, Both and Each

In addition to being used as attributive adjectives and as pronouns followed by of, the words all, both and each can also be used in apposition. A word used in apposition immediately follows the subject of a verb, or the object of a verb or preposition, and refers to the same thing as the subject or object. In the following examples, the words in apposition are printed in bold type.
e.g. We both wondered what would happen next.
The boys all looked forward to seeing the circus.
I sent them each an invitation.

In the first two examples, both and all are used in apposition to the subjects we and the boys. In the third example, each is used in apposition to the object them.

Words used in apposition can be referred to as appositives. Like relative clauses, appositives can be defining or non-defining. Non-defining appositives must be preceded and followed by commas.

e.g. Our leader, Tom Smith, was prepared for any emergency.
In this example Tom Smith is a non-defining appositive, in apposition to our leader.

Defining appositives such as all, both and each are not preceded and followed by commas.

e.g. We each have our own ideas.
In this example, the defining appositive each is in apposition to we. It should be noted that although each is singular, the verb have must be plural to agree with the subject we.

When used in clauses with auxiliary verbs or with the Simple Present or Simple Past of the verb to be, all, both and each generally follow the first auxiliary or the verb to be, rather than being used in apposition to the subject of the verb.

e.g. The boys had all been looking forward to seeing the circus.
We are both very happy to see you.
In the first example, all follows the first auxiliary had. In the second example, both follows the Simple Present of the verb to be.

Money

There was a man who worked all of his life and saved all of his money. He was a real miser when it came to his money. He loved money more than just about anything, and just before he died, he said to his wife, "Now listen, when I die, I want you to take all my money and place it in the casket with me. I wanna take my money to the afterlife."

So he got his wife to promise him with all her heart that when he died, she would put all the money in the casket with him.

Well, one day he died. He was stretched out in the casket, the wife was sitting there in black next to her closest friend. When they finished the ceremony, just before the undertakers got ready to close the casket, the wife said "Wait just a minute!"

She had a shoe box with her, she came over with the box and placed it in the casket. Then the undertakers locked the casket down and rolled it away. Her friend said, "I hope you weren't crazy enough to put all that money in the casket."

"Yes," the wife said, "I promised. I'm a good Christian, I can't lie. I promised him that I was going to put that money in that casket with him."

"You mean to tell me you put every cent of his money in the casket with him?"

"I sure did. I got it all together, put it into my account and I wrote him a check."


(Thanks Jessica)

The Blind Girl

There was a blind girl who hated herself just because she's blind. She hated everyone, except her loving fiance. He is always there for her. Blind girl said that if she could only see the world, she would marry her fiance.

One day, someone donated a pair of eyes to the blind girl and then she can see everything, including her fiance.

Her fiance asked her, "now that you can see the world, will you marry me?" The girl was shocked when she saw that her fiance is blind too, and refused to marry him.

Her fiance walked away in tears, and later wrote a letter to girl saying. "Just take care of my eyes dear."

Moral: This is how human brain changes when the status changed. Only few remember what life was before, and who's always been there even in the most painful situations."You learn to love, not by finding a perfect person, but by learning to see an imperfect person perfectly."