ulan doesn't do his homework in the morning

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How to Avoid Doing Homework in the Morning

Last Updated: February 8, 2021 References

This article was co-authored by Emily Listmann, MA . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 13 references cited in this article, which can be found at the bottom of the page. This article has been viewed 9,723 times.

Waiting until the morning to do your homework can cut into your sleep and be bad for your health. Without enough time to finish up your work, you might also find that your grades suffer. To get homework done earlier, you should design a schedule and stick to it. Cut down on distractions and find the motivation the plow through your assignments.

Developing a Routine

• The advantage to finishing your homework as soon as you get home is that you don’t need to worry about school for the rest of the day. The disadvantage is that you might have trouble concentrating without a break. Also, finishing your homework directly after school will interfere with prime playtime.
• The advantage to working directly after dinner is that you have some time to rest and might be able to concentrate more when you get to work. The disadvantage is that once you start pushing back homework you can be tempted to procrastinate for the rest of the night. If you hold fast to working immediately after dinner, however, this can foster discipline. [1] X Research source

• Write your schedule down and stick it on the fridge or another place you visit daily.
• Alternatively, use a computer scheduling program that can alert you when you have something to do.
• If you are having trouble figuring out your schedule, ask your parents if they can help you.

• You might make a plan to work on homework for 2-3 hours as soon as you wake up on both Saturday and Sunday, for instance.
• You could even ask your teachers to give you assignments ahead of time so you can do them over the weekend rather than throughout the week.

• Finishing a paper several days in advance will also give you time to review it with fresh eyes and better notice things that need to be fixed.

• It is good to start your day by squeezing a little bit of lemon into some water and drinking it. The lemon water will help you digest your food, giving you more energy when you eat.
• Food that can give you energy throughout the day includes oatmeal, yogurt with granola, and eggs.

Eliminating Distractions

• Make your workspace your own with decorations that make you happy. You are more likely to be productive when you decorate your workspace to your taste.
• The colors in your workspace have been shown to affect your performance. Red creates greater attention to detail, which is a good skill for a subject like math. Green and blue tend to encourage creativity, meaning they might be useful when you are working on creative writing.

• Consider preparing for the SAT and ACT over the summer or winter break, so that they don’t interfere with your school year work. [11] X Research source
• Ask friends who are also in your extracurricular groups how they manage their schedule. They might be able to give suggestions.

• For example, consider going a couple of days without using any technology.
• Alternatively, promise not to use any technology after a certain hour of the day. This can also make it easier to sleep, because the light from screens causes insomnia.
• Consider spending more time on activities that build your attention span. These include reading books and meditating.
• Consider downloading an app for your cellphone or computer that blocks distracting websites.

Finding Your Motivation

• Make yourself a big breakfast in return for finishing up your work on time. Watch a show that you enjoy. Go for a jog.
• You could also ask your parents to pay you or give you gifts if you get an A on your report card. This can help motivate you to get to work. [14] X Research source
• For more immediate reward, you could go out with your friends to a movie when you finish a big assignment.

Expert Q&A

• If you’ve gotten into the habit of setting an early alarm so you can finish your homework in the morning, ask a family member or roommate to wake you up on time instead. This will force you to finish your homework the night before since you won’t have time to do it the day of. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://gunnoracle.com/2012/03/19/studying-at-night-provides-more-benefits/
• ↑ http://mom.me/parenting/6133-ideas-kids-not-forget-homework-school/
• ↑ http://www.studypoint.com/ed/school-stres/
• ↑ http://www.additudemag.com/adhd/article/5951-2.html
• ↑ http://www.inc.com/travis-bradberry/11-tweaks-to-your-morning-routine-will-make-your-entire-day-more-productive.html
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ http://www.webmd.com/parenting/features/coping-school-stress?page=2
• ↑ http://psychcentral.com/lib/lets-talk-about-homework/
• ↑ http://mom.me/parenting/5940-tips-kids-remember-turn-their-homework/?p=2
• ↑ http://www.forbes.com/sites/jamesmarshallcrotty/2013/03/13/motivation-matters-40-of-high-school-students-chronically-disengaged-from-school/#2bfaea7251b9
• ↑ http://www.nytimes.com/roomfordebate/2014/11/12/should-parents-help-their-children-with-homework

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Present Simple Tense

We use the Present Simple Tense to talk about regular activities, habits, or facts.

I play tennis on Saturday.

I played tennis on Saturday in the past.

I will play tennis on Saturday in the future.

I wake up at 7:00am.

It rains in June.

Making the Present Simple Tense

+ I play tennis on Saturday. s=‘I’ + v=‘play’

- I don’t play tennis on Saturday. s=‘I’ + ‘don’t’ + v=‘play’

? Do you play tennis on Saturday? ‘do’ + s=‘you’ + v=‘play’

The verbs change when the subject is “he”, “she”, or “it”. For most verbs we add -s to the end.

The verbs change like this:

Present simple verbs

+ He plays tennis on Saturday. s=‘he’ + vs=‘plays’

- He doesn’t play tennis on Saturday. =‘he’ + ‘doesn’t’ + v=‘play’

? Does he play tennis on Saturday? ‘does’ + s=‘he’ + v=‘play’

Pronunciation

He plays tennis on Saturday .

He doesn’t play tennis on Saturday .

Does he play tennis on Saturday ?

Chapter 3: Simple Present

Daily Habits & Routines

Learning Goals

At the end of this chapter you should be able to:

• Add -s for the third person singular verb
• Write yes/no questions and short answers
• Write information questions using wh- question words
• Add the plural marker -s ,-es, and -ies to verbs and nouns

Recognize and use

• the simple present in the affirmative and negative
• adverbs of frequency

Activity 3.1: Conversation

Directions: Ask your partner or group the following questions about your morning routines. A “routine” is a habit you usually do or a series of actions you do regularly.

• What do you do before school?
• Do you ever wake up late? Do you usually wake up early?
• Do you drink coffee or tea in the morning?
• Do you do your homework in the morning, in the afternoon, in the evening, or at night?
• How long does it take for you to get ready in the morning?
• How long does it take you to get to campus? Do you live close or far from campus?
• How do you get to campus? Drive? Bike? Bus? Walk? Carpool? Dropped-off?

Directions: Read this story out loud with a partner. One person reads a paragraph, then the other person reads the next paragraph. When you are finished, read the story again. This time, read the paragraphs, you did not read.

Yuri & Palani

       Hi! My name is Yuri. I am from Ukraine. I am a student at Clackamas Community College. I have a roommate. His name is Palani. He is from Laos. We live together, but we are very different.

       I wake up early at 6:00 am. Palani pushes the snooze button on his alarm clock many times, so he wakes up very late. He gets up at 7:30 am. I take a shower in the morning, but Palani takes a shower at night. I take a shower at 6:15 am. He takes a shower at 9:00 pm. I eat breakfast at home, but Palani doesn’t eat breakfast. I make coffee, and I eat cereal for breakfast. I bike to school, but Palani drives to school. I am never late. I leave at 7:30 am.  Palani leaves at 7:50 am. I arrive at school early, but Palani arrives late. I arrive at school at 7:45 am. Palani arrives at 8:05 am. Palani sometimes arrives late because he can’t find parking. We are friends, so I always save him a seat next to me. We sit with Jacques and Ana. They arrive early too. Class begins at 8:00 am.

       How often do you arrive late to class? Are you similar to me, or are you more similar to Palani?

Activity 3.2: Comprehension

Directions: Please write the answers to the questions in complete sentences.

1. What is the name of the man who is talking?

___________________________________________________________________

2. What is the name of his roommate?

3. What is Yuri comparing?

4. Who wakes up early? Who wakes up late?

5. What time does class begin?

6. Who arrives late? Who arrives on time?

7. How about you? Are you an early riser or a late riser?

8. What time does Yuri wake up? What time does Palani wake up?

Activity 3.3: Noticing

Part 1 Directions: Look at the story about Yuri and Palani. Choose (by underlining or otherwise markin g)  the verbs you find. Don’t choose the BE verb. We are not studying that verb in this chapter.

Part 2 Directions: Complete the table with the verb forms that agree with each subject.

Activity 3.4: Try It Out!

Directions: Write the correct simple present tense form of the verb (in parentheses) on the line.

1. I (wake up)_________________________ at 6:00 am.

2. He (wake up)_________________________ at 7:30 am.

3. You (eat)_________________________ breakfast on the bus.

4. They (take)_________________________ a shower before bed.

5. He (take)_________________________ a shower in the morning.

6. We (go) _________________________ to a restaurant for lunch.

7. She (have)_________________________ cereal for breakfast.

8. His class at Oregon City (begin)_________________________ at 9:00 am.

9. My classes at Harmony (begin)_________________________ at 6:00 pm.

10. She (wash) _________________________ the dishes in the morning.

Uses of the Simple Present

The simple present is used for talking about routines, habits, and repeated activities in the present time. We use the simple present to talk about facts, which are always true. Time expressions (e.g., every day, in the summer ) and adverbs of frequency (e.g., never, sometimes, always ) signal the simple present tense.

What is a routine? Something you do every morning, every week, every year.

• I brush my teeth two times a day.
• You go to the gym three times a week.
• He makes breakfast for my children every morning.
• She starts work at 7:00 am.
• They do laundry every Saturday.

What is a habit? Something you do regularly.

• My husband reads in bed before he goes to sleep.
• My cat wakes me up on Saturdays because he is hungry.

What is a repeated action? Action that we do more than once.

• I shop at Winco (not every week, but I like to go there).
• She wears shorts in the summer.

What is a fact? Something that is always true.

• The moon revolves around the earth.
• She has two children.
• Vegetables are healthy.
• Water boils at 212 degrees Fahrenheit.

Forms of the Simple Present

Affirmative statements in the simple present.

You must add an -s to the verb with the subjects he , she , and it .

subject + verb

Activity 3.5: fill-in-the-blank.

Directions: Write the correct form of the verbs in parentheses.

1. Yuri (wake up)______________ at 6:00 am.

2. Palani (drive)______________ to school.

4. Yuri (make)______________ coffee.

5. I (cook)______________ breakfast.

6. She (eat)______________ cereal.

7. Palani (take)______________ a shower in the evening.

8. They (carpool)______________ together.

9. She (ask)______________ for a pencil.

10. Yuri and Palani (attend) ______________ Clackamas Community College.

11. We (attend) ______________ Clackamas Community College.

12. I (take)______________ a shower in the morning.

13. He (make)______________ and (drink)______________ coffee every morning.

14. She never (arrive)______________ late.

15. Class (begin)______________ at 11:30 am.

16. He usually (find)______________ parking easily.

17. Palani (live)______________ with Yuri.

18. They (brush) ______________ their hair in the morning.

19. We (brush)______________ our teeth twice a day.

20. My cats (sleep)______________ all day.

Activity 3.6: Listening

Directions: Read the paragraph. Then, listen to your instructor read the paragraph. Listen for the verbs and write them on the line. Listen closely for the correct form of the verb.

Ana and Pedro’s Morning Routine

        Ana and Pedro (1)__________ at 6:00 am. Ana (2)__________ coffee. Her brother, Pedro, (3)__________breakfast. She (4)__________a shower at 6:30 am. Her brother (5)__________ a shower at 7:00 am. They (6)__________ and (7)__________ their teeth. Ana (8)__________ the cat. Ana (9)__________ her hair and (10)__________ makeup. Pedro (11)__________ his hair. Ana’s book bag (12)__________ready. Pedro (13)__________ his books in his backpack. Ana (14)__________lunches. Class (15)__________ at 9:00 am. Ana and Pedro (16)__________ the house at 8:30 am. They (17)__________ at school at 8:45 am. Ana (18)__________ out books from the college library before class. She always (19)__________ good books to read. Ana and Pedro (20)__________ to class at 8:55 am. Their first class (21)__________ at 10:50 am.

Activity 3.7: Interview

Part 1 Directions: Interview your partner.

1. Where do you live?

2. What time do you wake up?

3. When do you eat breakfast?

4. What do you eat for breakfast?

5. How do you get to school (walk, bus, car, etc.)?

6. What time do you go to school?

7. What time do you get home?

8. When do you go to bed?

Part 2 Directions: Write 8 sentences about your own daily routine using the same questions.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

5. ________________________________________________________________

6. ________________________________________________________________

7. ________________________________________________________________

8. ________________________________________________________________

Part 3 Directions: Share and compare your daily activities. Read your sentences to your partner. Your partner reads to you. See if you have the same (or different) daily activities.

Part 4 Directions: Your instructor will give you a Venn Diagram to complete. Write sentences about yourself where it says You. Write sentences about your partner where it says Partner. If you and your partner have any activities that are the same, write them where it says both.

Adverbs of Frequency with the Simple Present

Adverbs of frequency (AoF) let us talk about how often we do something.

How often do you come to class?      I always come to class!

How often do you shop at Fred’s?     I often shop at Fred’s.

Study the chart below to learn the meanings of the following adverbs.

Adverbs of Frequency (AoF) with the BE Verb 

With the BE verb, the AoFs are added between BE and the rest of the sentence. You will see in the next section that this is different with other verbs.

subject + BE + AoF + rest of sentence

Activity 3.8: fill-in-the-blank.

Directions: Put the correct form of the BE verb followed by the AoF on the line.

1. I (be/always) _____________________________________ late.

2. He (be/never) _____________________________________ on time.

3. She (be/often) _____________________________________ busy on Saturday.

4. It (be/never) _____________________________________ cold in August.

5. You (be/usually) _____________________________________ cold in the morning.

6. We (be/never) _____________________________________ hungry in the morning.

7. They (be/seldom) _____________________________________ tired at 9:00  pm.

8. You (be/rarely) _____________________________________ late for school.

9. He (be/sometimes) _____________________________________ tired after work.

10. It (be/usually) _____________________________________ sunny in Los Angeles.

Activity 3.9: Fill-in-the-Blank

1. Class (usually)___________________________ interesting.

2. They (often)___________________________ busy.

3. I (always)___________________________ friendly.

4. You (never)___________________________ hungry after lunch.

5. She (always)___________________________ hungry at 3:00 pm.

6. He (rarely)___________________________ on time for class.

7. They (sometimes)___________________________ confused in class.

8. You (often)___________________________ sleepy.

Adverbs of Frequency with Other Verbs

But, what if we want to say how often we do some activity? In that case, we don’t use the BE verb. We use another verb, like eat, sleep, cook, drive, or talk.

Instead of adding the AoF after the verb, like we did with the BE verb, we add it before the verb. We do this because we are saying how often the activity of the verb happens.

subject + AoF + verb + rest of sentence

We use the AoF to talk about how often or how frequently something happens.

How often do you eat breakfast? I always eat breakfast.

In the sentence above, we are saying how often we eat breakfast (always).

How often does he cook dinner? He usually cooks dinner.

In the sentence above, we are saying how often he cooks dinner. (usually).

How often do they walk to school? They never walk to school.

In the sentence above, we are saying how often they walk to school (never).

Activity 3.10: Fill-in-the-Blank

Directions: Write the Adverb of frequency (AoF) and the verb in the correct form on the line.

When we use any verb except the BE verb, the AoF goes before the verb.

1. I (never/eat) ___________________ breakfast.

2. You (often/do) ___________________ laundry on Saturdays.

3. He (usually/swim) ___________________ on weekends.

4. She (never/sing) ___________________ karaoke.

5. It (rarely/rain) ___________________ in July.

6. They (seldom/watch) ___________________ movies.

7. We (always/do) ___________________ our homework.

8. She (sometimes/make)___________________ the bed.

Activity 3.11: Fill-in-the-Blank

Directions: Put the AoF and the verb in the correct order.

Ana and Pedro (wake up) _______________________________ at 6:00 am.

Our class (start) _________________________________________ at 6:00 pm.

The college (cancel) ________________________ classes because of snow.

The teacher (give) ____________________________________ us homework.

Vegetarians (eat) ________________________________________ vegetables.

The students (sleep) ____________________________________ during class.

7. sometimes

Ana (make) _________________________________________ lunch for Pedro.

Students (speak) ____________________________________ English in class.

Activity 3.12: Classmate Interview

Part 2 Directions: Choose 5 of the questions (and answers) from Part 1. On your own lined paper, use the answers to write sentences about your classmate’s activities. Remember to use adverbs of frequency. Turn this in to your teacher. Write your name, the date, and Activity 3.12 on the top of your paper.

Activity 3.13: Game

Directions: The purpose of this game is to practice using adverbs of frequency. Your teacher will give you some AoF game cards (often, sometimes, never).

• Stand up and find a partner.
• Ask your partner a question. Begin the sentence “How often…”
• The partner answers the question using an AoF.
• If your partner answers your question using the AoF that you have in your hand, give your partner the card.
• If your partner answers using an AoF that you don’t have, then change to another student and try again.
• You can only ask two questions before you need to change partners.
• You can only talk to the same person after you have talked with all your other classmates.
• Talk to as many partners as you can. When you have no more cards, sit down.

The goal of the game is to give away all of your cards.

Student 1: How often do you eat french fries for breakfast?

Student 2: I never eat french fries for breakfast.

(Student 1 gives the card saying “never” to Student 2)

Student 1: How often do you do your homework?

Student 2: I usually do my homework.

(Student 1 doesn’t have a ”usually” card. Student 1 changes partners and tries again.)

Ideas for Questions: How often do you…

wash your hair?

eat at a restaurant?

call your brother?

walk to school?

Pronunciation and Spelling: Adding -s and -es

We add -s and -es for two reasons:

1. The word is a noun, and we are making it plural.

2. The word is a verb, and it agrees with the subject (he, she, or it–3rd person singular)

Pronunciation

In English the same letters can have different sounds. For example, the letter “c” can sound like /k/ in cat , but it can also sound like /s/ in ice .

For words that end in -s or -es, there are three different sounds: /s/, /z/, and /ɪz/. We can predict how the -s or -es ending will sound by the last sound of the word before we add the -s or -es ending.

/θ/=th as in bath   /ð/=th as in that   /ʤ/=j as in judge    /tʃ/=ch as in church     /ʃ/=sh as in wash

Activity 3.14: Pronunciation

Activity 3.15: listening.

Directions: Listen to the teacher say a list of words and then sentences. You will hear each word or sentence two times. Decide if the ending sound is  /s/, /z/, or /ɪz/ and choose (by circling or otherwise marking) your choice.

1.    /s/      /z/      /ɪz/

2.   /s/      /z/      /ɪz/

3.   /s/      /z/      /ɪz/

4.   /s/      /z/      /ɪz/

5.   /s/      /z/      /ɪz/

6.   /s/       /z/      /ɪz/

7.   /s/       /z/      /ɪz/

8.   /s/       /z/      /ɪz/

9.   /s/       /z/      /ɪz/

10. /s/       /z/      /ɪz/

11.  /s/      /z/      /ɪz/

12.  /s/      /z/      /ɪz/

13.  /s/      /z/      /ɪz/

14.  /s/      /z/      /ɪz/

15.  /s/      /z/      /ɪz/

Activity 3.16: Listening & Speaking

Part 1 Directions: Identify which of the three ending sounds (/s/, /z/, or /ɪz/) is at the end of each of the target words. Write the sound symbol on the line.

/s/                /z/              /ɪz/

1.  changes _____

2.  crabs _____

3.  dishes _____

4.  touches _____

5.  helps _____

6.  books _____

7.  pencils _____

8.  sleeps _____

9.  mixes _____

10. kisses _____

11.  The students eat breakfast. _____

12.  My sister walks her dog. _____

13.  The dogs eat peanut butter. _____

14.  The student catches the bus. _____

15.  I have three cats.     _____

16.  Most teachers have pets. _____

17.  She writes a book.     _____

18.  Natasha buys food.     _____

19.  Yuri wakes up on time. _____

20.  She sees her daughter. _____

Part 2 Directions: With a partner, say the word or sentence. Your partner will point to the sound they hear.

If a word ends in /s/,  /z/,  /ch/,  /sh/  or  /x/ sound    →    add -es

Only add -es for the he/she/it form of the verb (third person singular).

watch   →   watches

wash    →   washes

kiss      →    kisses

I pass out papers.    →    She passes out papers.

I wash the dishes.   →    He washes the dishes.

Activity 3.17: Fill-in-the-Blank

Directions: Write the correct form of the verb in parentheses on the lines.

1. (watch) I __________ TV in the morning, but she ________ TV at night.

2. (wash) They ________ dishes together after dinner. He ________ dishes on  weekends.

3. (fix) My father and I _________ cars together. My husband ________ the bicycle.

4. (teach) They  ________ their daughter Ukrainian. Eva ________ her son Amharic.

5. (brush) I ________ my teeth twice a day. He _______ three times a day.

6. (kiss) She _______ her husband in the morning. I ________ my children before bed.

7. (stretch) I always ________ before exercise. Viktor ________ after exercise.

8. (guess) I never ________ the answer, but Tatiana often ________ the answer.

9. (mix) She ________ Spanish and English. They _______ English and Ukranian.

10. (splash) The kids ______ in the bathtub. My daughter always ________, too.

11. (cash) I ______ my check at the bank. He _________ his check too.

12. (latch) I ________ my screen door. She ________ her screen door.

13. (notice) I always ________ mistakes. She never ________ mistakes when she writes.

14. (touch) He ________ the door. We ________ the window.

15. (brush) They  ________ their hair once a day. He _________ his hair three times a day.

16. (pass) She ________ all her classes. They ________ their ESL classes.

17. (ask) I ________ for vegetarian food. Natasha ________ for Ukrainian food.

18. (ask) He ________ a question. We ________ to play a game.

19. (watch) She ________ Jackie Chan movies. They ________ Jet Li movies.

20. (dance) I ______ twice a week. He ________ once a week.

Activity 3.18: Listening

Directions: Read the story. Then listen to your teacher read the story. Listen for the missing words and write them on the line. Remember that the subject and the verb of a sentence have to agree. If they don’t agree, you should listen again. Some verbs end in -s and some verbs end in -es.

Viktor and Tatiana

        Viktor and Tatiana (1)_________ married. They (2)_________ English at Clackamas Community College. They (3)_________ from Ukraine. Tatiana sometimes (4)_________ angry with Viktor because he doesn’t help around the house. Tatiana (5)_________ dinner and Viktor (6)_________ TV. Tatiana (7)_________ the house, and Viktor (8)_________ English.

Then Tatiana remembers that Viktor (9)_________ the car while she (10)_________ books. In the grocery store, he always (11)_________ the shopping cart. He (12)_________ for her when she is sick. He also (13)_________ the socks when they (14)_________ movies at home. On school nights, Viktor (15)_________ the dishes after Tatiana cooks. He (16)_________ her every day when they leave the house, and he (17)_________ her every night before they (18)_________ asleep. Then Tatiana isn’t angry anymore.

If a word ends in a consonant plus -y, change -y to i and add -es. If the word ends in a vowel plus -y, just add -s.

Consonant + -y

Change -y to i and add -es

cry       →   cries

study   →   studies

pay      →   pays

buy      →   buys

Activity 3.19: Fill-in-the-Blank

Directions: Write the correct form of the verb on the line in the sentences below.

1. (study) I ___________ in the morning, but he ___________ at night.

2. (worry) He ___________ about money. I ___________ about him.

3. (cry) The cat ___________ when I leave. The babies  ___________ all the time.

4. (play) She ___________ piano. We ___________ violin.

5. (pay) I ___________ for groceries with a credit card. Tatiana ___________ with cash.

6. (stay) He ___________ after class for help. They ___________ after class to talk.

7. (stay) She ___________ at a hotel. I ___________with my mom.

8. (worry) My husband ___________ about school. I ___________ about our health.

9. (enjoy) We ___________ playing board games. He ___________ online games.

10. (say) They ___________ they are busy Friday, but she ___________ Friday is ok.

11. (fly) A bird ___________ south in winter. Birds ___________ north for the summer.

12. (buy) They ___________ paper online. She ___________ supplies at the store..

13. (fly) He ___________ to Paris today. I ___________ to Denver tomorrow.

14. (study) We ___________ before vocabulary tests. She ___________ for grammar.

15. (pay) He ___________ for 2 classes. I ___________ for 3 classes.

16. (try)     I ___________ to study 3 times a week. She ___________ to study every day.

Activity 3.20: Listening

Using infinitives with like, want, & need.

Some verbs can be combined with an infinitive (to + verb) to express a different meaning or opinion about the activity.

Activity 3.21: Fill-in-the-Blank

Part 1 Directions: Complete the sentences by writing like, want, or need on the line.

1. I ___________ to pay my rent.

2. She ___________ to study for the test.

3. They  ___________ to buy a diamond necklace.

4. You ___________ to have an expensive new car.

5. I ___________ to read a book before bed to help me sleep.

6. You ___________ to do your homework.

7. We ___________ to eat dessert first.

8. I ___________ to sleep until 10:00 am, but I __________ to get up because work starts at 7:00 am.

Negative Statements in the Simple Present

Negatives with the be verb, activity 3.22: writing.

Directions: Make these sentences negative by adding not after the verb.

1. She is a hairdresser.

2. He is busy today.

3. They are from Colombia.

4. He is a contractor.

5. It is sunny.

6. They are students.

7. He is a teacher.

8. The dog is in the garden.

Negatives with All Other Verbs

Using auxiliary verbs.

There are three auxiliary verbs in English: BE, DO, and HAVE. We will learn about BE and DO in this class. We will learn about using HAVE as an auxiliary in the next level. You have already seen the first of our three auxiliary verbs, BE, in Chapter 2. We combine the BE verb with the -ing form of the verb to create the present progressive (an action happening now).

When we make negative sentences with other verbs, we use the auxiliary verb, DO. It has two forms: do and does . The negative not comes after do or does and is followed by the base form of the main verb.

The base form is the infinitive without the to . Instead of “to sing” (infinitive), the base form is sing . Do not add -s to the base verb. Let’s look at an example sentence.

subj      do/does    neg.     base verb     rest of sentence

He         does           not        sing               in the shower.

• He is the subject
• Does is the auxiliary verb. Do/Does agrees with the subject (3rd person singular: add -es).
• Sing is the main verb in the base form. Do not add -s to the main verb.

subject + auxiliary DO + not + base form + rest of sentence

Negative contractions.

To make negative contractions, we contract the auxiliary verb and the negative.

Activity 3.23:  Choose the Correct Form

Directions: Choose the correct form, and then write the contraction on the line. Remember that the auxiliary DO (do/does) has to agree with the subject.

1. The teacher do not / does not eat meat.                                                 ___________________

2. I am a homemaker. I do not / does not work outside my home.    ___________________

3. She is a driver. She do not / does not work in an office.                     ___________________

4. He is a vegetarian. He do not / does not eat meat.                             ___________________

5. They do not / does not drink coffee in the evening.                            ___________________

6. Palani do not / does not like to wake up early.                                     ___________________

7. Yuri do not / does not want to come to school late.                            ___________________

8. Yuri do not / does not press snooze on his alarm clock.                    ___________________

9. They do not / does not have the same habits.                                     ___________________

10. It do not / does not  look like a good book.                                         ___________________

11. The students do not / does not do their homework.                        ___________________

12. He do not / does not get good grades on tests.                                ___________________

Activity 3.24: Fill-in-the-Blank

Directions: Write the correct form of do or does on the line.

1. (do/sing)        She ___________ not ___________ in public.

2. (do/write)     They ___________ not ___________ on the wall.

3. (do/drive)     He ___________ not ___________ for a job.

4. (do/ask)        You ___________ not ___________ for a diamond ring.

5. (do/play)       We ___________ not ___________ guitar.

6. (do/like)        The dog ___________ not ___________ my cat.

7. (do/type)       She ___________ not ___________ fast.

8. (do/read)       He ___________ not ___________ online.

Activity 3.25: Writing

Directions: Make these sentences negative. Use full forms for numbers 1-5 and contractions for numbers 6-10.

1. I go to work at 3:00 pm.

2. She wants to eat Chinese food.

3. They have two children.

4. He has a dog and two cats.

5. You need to stand in line.

6. She finishes her homework.

7. I eat breakfast.

8. You drink coffee.

9. He drinks diet soda.

10. My car has red seats.

Activity 3.26: Interview

Part 1 Directions: Use the sentences below to interview your partner. Take notes on your own lined paper.

Student A: Tell me a food you don’t like.

Student B: I don’t like eggs.

2. Tell me a movie you don’t like.

3. Tell me a place you don’t like.

4. Tell me a sport you don’t like.

5. Tell me a color you don’t like.

6. Tell me a singer or band you don’t like.

7. Tell me a type of music you don’t like.

8. Tell me a book you don’t like.

Part 2 Directions: Now, write 5 sentences about your partner. Use your notes to help you.  Write your partner’s answers in FULL sentences.

Yes/No Questions & Short Answers

Yes/No questions mean that the answer to the question is either yes or no . These questions don’t use wh- question words. Remember, when we use an auxiliary verb, the main verb is in the base form. The auxiliary verb goes before the subject and the main verb goes after the subject.

auxiliary DO + subject + base verb + rest of sentence

Short answers.

Short answers are quick answers to yes/no questions. Remember that if the question uses the BE verb, use the BE verb in your answer. If the auxiliary DO is used in the question, then use DO in the answer.

Do you have cats?    Yes, I do.

Are you a teacher?    Yes, I am.

Do you drink coffee in the morning?      Yes, I do.

Does he drink coffee in the morning?    No, he doesn’t.

Activity 3.27: Fill-in-the-Blank

Directions: Complete the questions with the missing auxiliary verb and subject.

A: Does she wake up early?

B: No, she doesn’t.

1. A:___________________ do her homework every day?

B: Yes, she does.

2. A:___________________ wash the dishes after dinner?

B: Yes, he does.

3. A:___________________ eat dinner together?

B: Yes, they do.

4. A:___________________ work late every day?

5. A:___________________ drive to school?

6. A:___________________ study vocabulary?

B: Yes, I do.

7. A:___________________ eat lunch at home?

B: No, we don’t.

8. A:___________________ ask questions?

9. A:___________________ practice English at the grocery store?

10. A:___________________ do laundry on Saturdays?

Activity 3.28: Game

Information questions in the simple present.

We have seen several lists of wh- question words in previous chapters. Here is a bigger list. You can practice making questions with the new words and review the ones you have seen in Chapters 1 and 2.

* What time asks about specific time. When asks about general time.

What time does class start?     Class starts at 9:00 am.

When is your birthday?         My birthday is in August.

We form information questions (sometimes called wh- questions) the same as yes/no questions. Add the question word (who, what, where, when, what time, etcetera) to the beginning of the question.

wh- + auxiliary DO + subject + main verb

Activity 3.29: choose the correct form.

Directions: Choose the correct question word.

1. Who/What is your teacher?                            My teacher is Susan.

2. Where/What is your address?                        My address is 19 Molalla Ave, Oregon City.

3. Where/When do you wake up?                      I wake up at 7:30 am.

4. Why/Who do you have an umbrella?           Because it’s raining.

5. How/Where do you take ESL?                         I take ESL classes at CCC.

6. When/What do you work?                               I work at 5:00 pm.

7. Why/How do you get to school?                     I take the bus.

8. What/How do you cook hotdogs?                 I boil them, but some people grill them.

9. How much/How often milk do you want?   I want 1 cup.

10. How many/Why cookies do you want?       I want 2 dozen.

Activity 3.30: Fill-in-the-Blank

Directions: Fill in the blank with the correct question word.

1. A:___________ do you go to work?

B: I go to work at 5:00 am.

2. A:___________ is he wearing a sweater?

B: He’s cold.

3. A:___________ do you study vocabulary?

B: I use vocabulary cards.

4. A:___________ are they from?

B: They’re from Italy.

5. A:___________ are you doing?

B: I’m doing my homework.

6. A:___________ often do you sleep in?

B: I sleep in on Saturdays.

7. A:___________ time does class start?

B: Class starts at 6:00 pm.

8. A:___________ do you study?

B: I study at the library.

9. A:___________ is your favorite actor?

B: My favorite actor is Brad Pitt.

10. A:___________ many classes do you take?

B: I take three classes each term.

Activity 3.31: Interview

Directions: Your instructor will give you a worksheet that you can use to interview a classmate.

• Match the wh- question word with the question. You can only use a word one time.
• When you finish matching you will have 10 questions and 10 answers. Choose 5 questions to ask your classmate.
• Write the answers to the 5 questions below.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

Activity 3.32: Error Correction

Directions: There are 10 mistakes in the paragraph below. Find the mistakes with the simple present, adverbs of frequency, negative sentences, or -s / -es endings and correct them.

My name is Jacques. I lives next to Yuri and Palani. I am a student at CCC also. I arrive always early to class. My brother drive me to school. I do not drives. I eat lunch with my friends. We eat often at Ana and Pedro’s house. I doesn’t cook. After class, always I study in the library. I finishes my homework in the afternoon. I study with my friend. My friend Palani finish his homework at night. I live with my family. My mother cook dinner for the family. She wash the dishes after dinner. I dry them.

Activity 3.33: Writing

Directions: Rewrite these sentences to include the adverb of frequency (AoF) in parentheses.

1. (usually) We eat dinner outside in summer.

2. (always) I wear slippers in the house.

3. (never) My family wakes up early.

4. (sometimes) My friends and I watch movies on Fridays.

5. (rarely) We eat uncooked food.

6. (often) They are late to class.

7. (never) I finish my homework on the computer.

8. (seldom) She takes her dog to the dog park.

9. (usually) You are on time.

10. (rarely) She eats fast food.

11. (never) It snows in August.

12. (always) It rains in October.

13. (often) We have homework.

14. (never) They forget books at home.

Activity 3.34: Writing

Directions: Write the question on the line below. Use the answer for extra information. Some questions are wh-questions, and some are yes/no questions.

1. A: ______________________________________________________________

B: I wake up at 8:00 am.

2. A: ______________________________________________________________

B: Yes, I do (I have a dog.)

3. A:_______________________________________________________________

B: My birthday is in August.

4. A: ______________________________________________________________

B: No, I don’t. (I don’t do my homework in the morning.)

5. A: ______________________________________________________________

B: I take a shower in the morning.

6. A: ______________________________________________________________

B: I arrive early for class.

7. A: ______________________________________________________________

B: He drives to school.

8. A: ______________________________________________________________

B: He washes the dishes every day.

9. A: ______________________________________________________________

B: Yes, I do. (I exercise 3 times a week.)

10. A: ______________________________________________________________

B: I eat fast food once a month.

Directions: Write a paragraph comparing your daily schedule with a partner’s daily schedule. Use the simple present tense, adverbs of frequency, and time expressions.

Pre-writing: 

• Write 6 questions to ask your partner. Use 6 different wh-question words. There is a place to write each question in the chart that follows.
• Answer the 6 questions for yourself.
• Choose a partner, ask your questions, and then write down your partner’s answers.
• Use your own 8.5″ x 11″ lined paper. Do not use other paper sizes, please.
• Heading: Put your full name, the due date, and Ch. 3 Writing Assignment at the top of your paper. Your instructor will tell you where the heading goes (left or right side).
• Indent the first sentence, skip lines (double space), and leave a 1-inch margin on the sides and bottom.

Writing and Grammar:

• First sentence: begin writing by using this topic sentence: [Partner’s name] and I are classmates, but we are very different.
• In your sentences, write your answer and your partner’s answer.
• Use 3 adverbs of frequency.
• Write 2 negative sentences.
• Use full forms; do not use contractions.
• Use capital letters and punctuation correctly.
• Use the rubric below to check your work.

Model Paragraph:

My partner and I are classmates, but we are very different. I get up very early at 5:00am. My partner doesn’t get up early. She often gets up at 9:00am. I usually drink coffee in the morning, but my partner doesn’t like coffee. She likes tea instead. I have two children, so I am busy with them. My partner is married, but she doesn’t have any children. I leave for school at 8:30am. My partners never goes straight to school. She goes to her parents house first. She always helps them because they are very old. My parents are still young at age 50 and 55.

Assignment Rubric:

Self-Assessment

These were our goals at the beginning of Chapter 3:

At the end of this chapter you will be able to:

• Add -s , -es, and -ies to verbs and nouns

Directions: Choose yes if you think you achieved the goals or no in the table below if you think you did not achieve the goals. Then, write an example of the goal in the last column.

Explorations 1: Grammar for the Experienced Beginner Copyright © by Susan; Jen; and Kit is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Helping Children with Executive Functioning Problems Turn In Their Homework

On this page:, walk through the process with the child, develop templates of repetitive procedures, provide accommodations, teach the use of tricks and technology that help compensate for organizational weaknesses.

Here are some strategies to help a child who does his or her homework, but doesn’t turn it in:

Walk through the process with the child. For example:

Is the homework getting lost at home? Is the homework getting lost in the bottom of the backpack or the bottom of the locker? Is it in the proper notebook, but forgotten in the process of settling into the classroom?

Once you have identified the sticking point, consider what needs to be added to the routine to get past it.

Try different ways of organizing homework to find the one that best suits your child. Some students do best with a separate homework folder so that everything that needs to be turned in is organized into one place. Others do better when they organize the homework by subject.

If the teachers have set up a system that does not work for your child, talk with them about allowing alternatives. This can also be done as part of a formal individualized plan, like a 504 plan.

Develop templates of repetitive procedures. For example:

• Teachers can create a checklist of things to be done upon entering or leaving the classroom.
• Parents can create written checklists or photo charts for completing chores, preparing to catch the bus in the morning, gathering necessary stuff for sports practice, etc.

Provide accommodations. For example:

Teachers understandably balk at the idea of taking on responsibility for your child’s job of turning in his work. However, repeated performance of a behavior is what makes it a habit; once the behavior is automatic, then the burden is lifted from the executive system.

If you help the teacher to see this as a step in the process of building independent skills, with the prospect of fading out the teacher’s prompting, it may encourage the teacher to get on board.

Teach the use of tricks and technology that help compensate for organizational weaknesses. For example:

For example, after completing an assignment, the student could be taught to enter a note into the next day’s assignments block for that subject. Then, at the end of class, when the student enters that night’s homework assignment, he will see the reminder to turn in what is due that day.

“Turn in homework” can be a programmed reminder set to go off at the beginning or end of the class period. Cell phones often have an alarm function, as well, that can be set for reminder alarms.

If this trick works for your child, talk to your child’s teachers about allowing cell phones in the classroom for this explicit function only.

• When the student prints out an assignment at home, prompt the child to also email it to the teacher and the child’s own web-based email account. Then, if the hard copy is misplaced, the child can print it out during class (with the teacher’s permission) or during free time.

Few problems are as frustrating for parents and kids as not receiving credit for homework that was actually completed on time but never turned in!

One tried and true behavioral strategy to remedy this is to link an already established habit to one that your child needs help acquiring.

To illustrate, Ivan is a seventh grader who forgets almost everything - except his peanut butter and jelly sandwich! - when he leaves home in the morning to catch the school bus. With daily reminders from his parents, he puts his homework folder on top of his lunch in the refrigerator before going to bed each school night. Then, putting the folder in his backpack, along with his PB&J, is a “no-brainer.” Ivan not only gets credit for his completed work but also learns how to creatively generate ways to manage his weaknesses.

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Madeline Levine, PhD, is a psychologist with close to 30 years of experience as a clinician, consultant and educator. Her New York Times bestseller, The Price of Privilege , explores the reasons why teenagers from affluent families are experiencing epidemic rates of emotional problems.  Her book, Teach Your Children Well,  outlines how our current narrow definition of success unnecessarily stresses academically talented kids and marginalizes many more whose talents and interests are less amenable to measurement. The development of skills needed to be successful in the 21 st century- creativity, collaboration, innovation – are not easily developed in our competitive, fast-paced, high pressure world. Teach Your Children Well gives practical, research- based solutions to help parents return their families to healthier and saner versions of themselves.

Dr. Levine is also a co-founder of Challenge Success, a project born at the Stanford School of Education. Challenge Success believes that our increasingly competitive world has led to tremendous anxiety about our children’s’ futures and has resulted in a high pressure, myopic focus on grades, test scores and performance. This kind of pressure and narrow focus isn’t helping our kids become the resilient, capable, meaningful contributors we need in the 21st century. So every day, Challenge Success provides families and schools with the practical research-based tools they need to raise healthy, motivated kids, capable of reaching their full potential. We know that success is measured over the course of a lifetime, not at the end of the grading period.

Dr. Levine began her career as an elementary and junior high school teacher in the South Bronx of New York before moving to California and earning her degrees in psychology. She has had a large clinical practice with an emphasis on child and adolescent problems and parenting issues. Currently however, she spends most of her time crisscrossing the country speaking to parents, educators, students, and business leaders. Dr. Levine has taught Child Development classes to graduate students at the University of California Medical Center/ San Francisco. For many years, Dr. Levine has been a consultant to various schools, from preschool through High School, public as well as private, throughout the country. She has been featured on television programs from the Early Show to the Lehrer report, on NPR stations such as Diane Rheems in Washington and positively reviewed in publications from Scientific American to the Washington Post. She is sought out both nationally and internationally as an expert and keynote speaker. 

Dr. Levine and her husband of 35 years, Lee Schwartz, MD are the incredibly proud (and slightly relieved) parents of three newly minted and thriving sons.

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School mornings without the stress.

How to get your child up and out the door with the least amount of conflict

Writer: Beth Arky

Clinical Expert: Dave Anderson, PhD

What You'll Learn

• Why do some kids have trouble getting ready for school in the morning?
• What can parents do to make school mornings go more smoothly?

Getting everyone out the door in the morning is a challenge for lots of families. For kids with mental health or learning difficulties, it can be even harder. Kids with ADHD or behavior issues may have trouble following instructions or focusing on what needs to get done. Kids with anxiety or depression may have a hard time getting out of bed or managing their worries about school. And for children on the autism spectrum, small changes in routine can lead to conflict.

But whether or not your child has a mental health diagnosis, there are ways to make mornings easier and avoid conflict. First, plan ahead. Anything that you can do the night before will save time in the morning — packing lunches, taking showers, choosing clothes. For younger kids, it’s helpful to break tasks down into small steps and praise them when they do them successfully. Older kids can use checklists. And visual prompts like posted schedules can help kids, especially those with ADHD or autism. Over time, all kids can build routines that they can complete with less help.

It also helps to focus on just the essential tasks, like getting dressed and brushing teeth. For example, you might want your child to make their bed in the morning, but they can still have a good day at school if that doesn’t happen. Once kids have mastered the basics, you can try adding more tasks to the routine. Small rewards, like a special cereal for breakfast, can motivate them to stick to the plan.

Finally, it helps a lot for parents to stay calm. Arguing wastes time and stresses kids out, making mornings even harder. And if your child consistently has trouble even getting out of bed or throws a tantrum every morning, getting professional support can help.

During the school year, a cry is heard from parents across the land: Getting kids out the door Monday through Friday is a killer.

What makes school mornings so hard? “They’re kind of like a perfect storm,” says David Anderson , PhD, a clinical psychologist at the Child Mind Institute.

“You have a number of things that have to get done,” he explains, “and there’s also a time limit.” Add to this the fact that parents sometimes feel their kids don’t appreciate the ticking clock while they’re trying to get everyone to school and work and you’ve got a pressure cooker that can, at its worst, lead to yelling, tears, and forgotten lunches.

Dr. Anderson says one colleague calls times like school mornings—along with homework , transitioning from dinner and shower time to bedtime , and then actually getting kids to sleep —”frequent flyer situations,” when stress levels regularly reach their peak. He says mornings are “definitely tough for most families we talk to,” whether the child has a psychiatric diagnosis or not.

However, the stress quotient can rise among families with a child who has special needs. “Kids with ADHD or behavioral issues may be much less likely to be able to maintain their focus on what they need to get done, remember what they need to get done, or may actually be defiant about getting things done like getting dressed, making their bed, taking a shower, brushing their teeth, or eating breakfast,” Dr. Anderson says.

Meanwhile, kids who are depressed may have difficulty getting out of bed, while those who are very anxious may refuse to do what’s required because they are avoiding something that is happening at school or even school itself .

Dr. Anderson adds that if a child is on the autism spectrum, mornings might be tougher because of a rigid adherence to rituals. If his parent needs him to be flexible and do the tasks out of order, that could lead to a lot of conflict.

Also, many kids have difficulty with transitions, whether they have diagnoses like ADHD and autism or not, and the morning is all about transitions done under a hard and fast deadline.

While parents can be more flexible about things like bedtime—perhaps they’ll let a child stay up reading until he falls asleep—morning doesn’t afford the same luxury.

If a child leaves the house in the morning without the right shoes, or sports gear, or homework, or without eating breakfast, it can contribute to problems during school.

And if a child ends up being late to school, the parent is often late to work, too.

So what’s a parent to do to both get out the door on time and with as little conflict as possible? Dr. Anderson recommends several things.

First, regardless of a child’s age, think about what can be done the night before such as making lunches, taking showers, organizing backpacks, and laying out clothes. Talk with your kids as to what needs to get done in the morning. “It’s great to have these discussions when cooler heads are prevailing and we can really problem solve about how to get things done in an efficient way,” Dr. Anderson says.

Parents of younger kids need to focus on being clear about what needs to get done, helping them develop this list into good habits. This can be accomplished by noticing when a child is successful, then praising him for those successes . It’s also helpful to break tasks down into very small steps and then noting how well the child is trying to comply or do things independently.

Those with older kids could help them develop an organizational plan —a list they could check back on to make sure each step is completed. “We’re all more effective when we’re very clear with ourselves about what steps we might need to take and realistic about what we actually have time to get done,” he says.

Temper expectations

Dr. Anderson also says it’s a good idea for parents to prioritize the essential steps—what must get done—vs. the “icing on the cake” steps, at least at first.

Exactly what is essential? “The reality is often that the child at least has all of his clothes on, has something in his stomach, and has brushed his teeth,” he says. “If we can get those three things done somehow, either before the child leaves or on the way to school, and reinforce the child’s progress, then we can start to build those habits and make it so that mornings are easier in the future.”

Once the essential steps become habit, parents can focus on the “icing,” which can include things like a child keeping his hands to himself around a sibling, making his bed and organizing his things.  

Use visual prompts

Dr. Anderson says that especially for younger kids who are on the autism spectrum or have ADHD, “we absolutely want to make it so that any behaviors we’ve defined as target behaviors are also prompted visually so that they can remember and, over time, start to independently do them.” Visual prompts might include posted schedules and photos of targeted behaviors, such as a picture of a child brushing her teeth near the sink.

With typically developing children and teens, the amount of visualization needed varies: “There are kids who only need their parents to give instructions verbally and then they can usually remember them and follow through. Certain kids need either more reminders or time to form these habits,” notes Dr. Anderson.  

Create incentives

When it comes to making mornings better, rewards are also key. They can be either short term, involving some kind of immediate treat or, because of the time crunch, earned privileges to be enjoyed later.

Dr. Anderson offers one of his favorite examples of a short-term reward, involving a teenager and her mother. “They talked about what specific behaviors they were going to focus on,” he says. “The idea was she gets up by a certain time, gets all of her things together and leaves by a certain time for school. If those three things happened without too many prompts, then they would stop for a special breakfast like Starbucks and walk rather than take the subway.” Not only did this motivate the teen, it improved the mother-daughter relationship, since they had more time to talk.

Younger kids can be motivated by a more defined behavioral plan with meaningful rewards. Dr. Anderson cites the example of a fourth grader: As long as he gets up, eats a breakfast from among a few healthy choices, gets dressed quickly, and brushes his teeth without too many parental prompts, he earns points for each of those behaviors. These points translate into 30 minutes of screen time that evening.

When parents hit bumps in the road and tempers are flaring , they need to think about ways to deescalate the situation, since arguing is a distraction and can damage their relationship with their kids, as well as slow things down even more. There are several ways parents can try to deescalate a situation, such as:

• Speaking in a calm tone
• Being clear about expectations
• Continuing to praise even small efforts rather than focusing on what the child might not be doing
• Focusing on the next step in the process
• Keeping one’s eye on the prize, both in the short and long terms.

It also helps to accept that in least in the short term, things might not be perfect but that by sticking to behavioral strategies, they can improve.

If all else fails, seek professional help.

In situations where kids have difficulty “even getting out of bed or where there’s conflict every morning with screaming fights,” to the point that family function is impaired or there are mental health concerns for either child or parent, Dr. Anderson recommends professional counseling. This could involve behavioral parent training, where caregivers learn to use effective behavior management strategies; coaching the parent and child together for more successful interactions; or working individually with the child on cognitive behavioral therapy to build coping skills and better emotion regulation.

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Homework Struggles May Not Be a Behavior Problem

Exploring some options to understand and help..

Posted August 2, 2022 | Reviewed by Abigail Fagan

• Mental health challenges and neurodevelopmental differences directly affect children's ability to do homework.
• Understanding what difficulties are getting in the way—beyond the usual explanation of a behavior problem—is key.
• Sleep and mental health needs can take priority over homework completion.

Chelsea was in 10th grade the first time I told her directly to stop doing her homework and get some sleep. I had been working with her since she was in middle school, treating her anxiety disorder. She deeply feared disappointing anyone—especially her teachers—and spent hours trying to finish homework perfectly. The more tired and anxious she got, the harder it got for her to finish the assignments.

One night Chelsea called me in despair, feeling hopeless. She was exhausted and couldn’t think straight. She felt like a failure and that she was a burden to everyone because she couldn’t finish her homework.

She was shocked when I told her that my prescription for her was to go to sleep now—not to figure out how to finish her work. I told her to leave her homework incomplete and go to sleep. We briefly discussed how we would figure it out the next day, with her mom and her teachers. At that moment, it clicked for her that it was futile to keep working—because nothing was getting done.

This was an inflection point for her awareness of when she was emotionally over-cooked and when she needed to stop and take a break or get some sleep. We repeated versions of this phone call several times over the course of her high school and college years, but she got much better at being able to do this for herself most of the time.

When Mental Health Symptoms Interfere with Homework

Kids with mental health or neurodevelopmental challenges often struggle mightily with homework. Challenges can come up in every step of the homework process, including, but not limited to:

• Remembering and tracking assignments and materials
• Getting the mental energy/organization to start homework
• Filtering distractions enough to persist with assignments
• Understanding unspoken or implied parts of the homework
• Remembering to bring finished homework to class
• Being in class long enough to know the material
• Tolerating the fear of not knowing or failing
• Not giving up the assignment because of a panic attack
• Tolerating frustration—such as not understanding—without emotional dysregulation
• Being able to ask for help—from a peer or a teacher and not being afraid to reach out

This list is hardly comprehensive. ADHD , autism spectrum disorder, social anxiety , generalized anxiety, panic disorder, depression , dysregulation, and a range of other neurodevelopmental and mental health challenges cause numerous learning differences and symptoms that can specifically and frequently interfere with getting homework done.

The Usual Diagnosis for Homework Problems is "Not Trying Hard Enough"

Unfortunately, when kids frequently struggle to meet homework demands, teachers and parents typically default to one explanation of the problem: The child is making a choice not to do their homework. That is the default “diagnosis” in classrooms and living rooms. And once this framework is drawn, the student is often seen as not trying hard enough, disrespectful, manipulative, or just plain lazy.

The fundamental disconnect here is that the diagnosis of homework struggles as a behavioral choice is, in fact, only one explanation, while there are so many other diagnoses and differences that impair children's ability to consistently do their homework. If we are trying to create solutions based on only one understanding of the problem, the solutions will not work. More devastatingly, the wrong solutions can worsen the child’s mental health and their long-term engagement with school and learning.

To be clear, we aren’t talking about children who sometimes struggle with or skip homework—kids who can change and adapt their behaviors and patterns in response to the outcomes of that struggle. For this discussion, we are talking about children with mental health and/or neurodevelopmental symptoms and challenges that create chronic difficulties with meeting homework demands.

How Can You Help a Child Who Struggles with Homework?

How can you help your child who is struggling to meet homework demands because of their ADHD, depression, anxiety, OCD , school avoidance, or any other neurodevelopmental or mental health differences? Let’s break this down into two broad areas—things you can do at home, and things you can do in communication with the school.

Helping at Home

The following suggestions for managing school demands at home can feel counterintuitive to parents—because we usually focus on helping our kids to complete their tasks. But mental health needs jump the line ahead of task completion. And starting at home will be key to developing an idea of what needs to change at school.

• Set an end time in the evening after which no more homework will be attempted. Kids need time to decompress and they need sleep—and pushing homework too close to or past bedtime doesn’t serve their educational needs. Even if your child hasn’t been able to approach the homework at all, even if they have avoided and argued the whole evening, it is still important for everyone to have a predictable time to shut down the whole process.
• If there are arguments almost every night about homework, if your child isn’t starting homework or finishing it, reframe it from failure into information. It’s data to put into problem-solving. We need to consider other possible explanations besides “behavioral choice” when trying to understand the problem and create effective solutions. What problems are getting in the way of our child’s meeting homework demands that their peers are meeting most of the time?
• Try not to argue about homework. If you can check your own anxiety and frustration, it can be more productive to ally with your child and be curious with them. Kids usually can’t tell you a clear “why” but maybe they can tell you how they are feeling and what they are thinking. And if your child can’t talk about it or just keeps saying “I don't know,” try not to push. Come back another time. Rushing, forcing, yelling, and threatening will predictably not help kids do homework.

Helping at School

The second area to explore when your neurodiverse child struggles frequently with homework is building communication and connections with school and teachers. Some places to focus on include the following.

• Label your child’s diagnoses and break down specific symptoms for the teachers and school team. Nonjudgmental, but specific language is essential for teachers to understand your child’s struggles. Breaking their challenges down into the problems specific to homework can help with building solutions. As your child gets older, help them identify their difficulties and communicate them to teachers.
• Let teachers and the school team know that your child’s mental health needs—including sleep—take priority over finishing homework. If your child is always struggling to complete homework and get enough sleep, or if completing homework is leading to emotional meltdowns every night, adjusting their homework demands will be more successful than continuing to push them into sleep deprivation or meltdowns.
• Request a child study team evaluation to determine if your child qualifies for services under special education law such as an IEP, or accommodations through section 504—and be sure that homework adjustments are included in any plan. Or if such a plan is already in place, be clear that modification of homework expectations needs to be part of it.

The Long-Term Story

I still work with Chelsea and she recently mentioned how those conversations so many years ago are still part of how she approaches work tasks or other demands that are spiking her anxiety when she finds herself in a vortex of distress. She stops what she is doing and prioritizes reducing her anxiety—whether it’s a break during her day or an ending to the task for the evening. She sees that this is crucial to managing her anxiety in her life and still succeeding at what she is doing.

Task completion at all costs is not a solution for kids with emotional needs. Her story (and the story of many of my patients) make this crystal clear.

Candida Fink, M.D. , is board certified in child/adolescent and general psychiatry. She practices in New York and has co-authored two books— The Ups and Downs of Raising a Bipolar Child and Bipolar Disorder for Dummies.

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“My Son Does His Homework and Doesn’t Turn it in! Why Does This Happen and What Do I Do?”

Josh, a freshman, was having that exact problem in most of his classes.  He was never late to class, but he was typically a little late tuning-in to the teacher – catching the beginning of the lecture but missing the call for homework.  Here’s how he solved the problem, starting with one class and gradually applying it to all classes.

Visualize and Talk It

We had Josh visualize himself going into the classroom and sitting down.  As he visualized, he had to tell everything that he was doing – where he walked, where exactly his seat was, where he put his backpack.

Then he pictured and verbalized every step of seeing himself:

• opening the backpack and getting his homework out of his folder
• putting the homework on the left side of his desk
• listening for the teacher’s voice at the start of class
• hearing the teacher tell the class to pass their homework to the left
• passing his paper to Sami who sat on his left

Rehearse Before Bed and School

Before going to bed each night, Josh visualized and verbalized his way through getting his homework turned in.  He talked through each detail.  He repeated this in the morning before school.  After a few days, he no longer needed to verbalize out loud to his mom but was able to go through the process in his mind.

Within a week, Josh was getting his homework turned-in in 3 classes and by the end of 2 weeks, he was getting it in all of his classes.

If done consistently, creating new habits can usually be done in 21 days.  Visualizing and rehearsing in our mind is very powerful and particularly before bed, as the brain continues to work on it throughout the night!

When bright students struggle in school, strategies such as this one can be very helpful.  Chances are, however, this is not going to solve all of the struggles because the root of most learning and attention challenges lies in weak underlying learning/processing skills such as memory, attention, auditory or visual processing, comprehension, reasoning, or processing speed.

The great news is that most learning and attention challenges can be dramatically improved or completely corrected by identifying and developing the weak underlying skills and remediating the affected basic academic skills.  We have seen this thousands of times over the last 30 years and the brain research in the last 3 decades has proven that the brain can be retrained.  If you or your child are struggling with learning or attention, we can help.

JOIN US for a FREE Parent Information Night to learn how things can change.

Click here for details and RSVP http://learningdisability.com/parent-info-night/ .

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Founder and Executive Director – Stowell Learning Centers

#1 Best-Selling Author:  At Wit’s End A Parent’s Guide to Ending the Struggle, Tears, and Turmoil of Learning Disabilities

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I Finally Got My Kid to Do His Homework — by Leaving Him Alone

Published on 1/9/2020 at 4:10 PM

Real talk: getting kids to do homework can be a real chore — for the parents. Today, kids seem to be getting more homework starting at a much younger age, which means getting them to actually sit down and do it requires a nightly battle of wills. This was my second grader's first year of regular homework . . . and he was not a fan. I'd nag him to do it, he'd whine and put off, and on and on we went till he was tearfully filling out worksheets and I was exhausted.

After too many nights like this, I picked up Jessica Lahey's book The Gift of Failure which emphasizes the importance of placing ownership onto the child. I realized I wasn't doing that with my son. To him, it likely felt like I was the one in control. I'd nag him about when and where he needed to do his homework — usually right after school (when he's pooped out) and at the kitchen counter (where he likely felt hovered over by me). But Lahey stresses the importance of autonomy; if they fail, that's on them. Eventually they'll learn. She uses this idea for chores, conflicts, grades, and more. So, I put the idea to the test with my son and his dreaded homework.

One day after school, I told my son, "OK. Instead of me bugging you, you're going to come up with a homework plan . It'll be up to you when and where you do it." He grumbled. "Hey," I said. "It's better than Mom nagging you every day, right?" He shrugged his shoulders: "True. I'll give it a shot."

His plan: that he would wait to do his homework in the morning and still sit at the kitchen counter where he could also eat his breakfast. I was reluctant to go along with his plan because it felt like he was just putting his homework off , but I kept my mouth shut. I knew he would have to be the one in control. The first morning came, and to my surprise, he waltzed out of his bedroom fully dressed for school and climbed right up on the kitchen counter. He opened his folder and started his math problems, without a peep. My mouth dropped open. I plopped a bagel and fruit in front of him and he just went to town scribbling on his worksheet.

Honestly, I was waiting for the novelty of this to wear off, but it hasn't. And looking back, it makes sense. Just like most kids, my son was exhausted after school and didn't even want to think about homework once he got home. He just wanted to be a kid. In the mornings, he's fresh and rested. There are plenty of adults (like me) who perform better in the morning, so it makes total sense that kids would, too. Plus, it seems like doing homework in the morning helps get him mentally prepared for school. And he always (OK, almost always) gives himself enough time to get his homework all done — even leaving a little time to play with his Legos.

The best part about me backing off with my son's homework is how our relationship has improved. Before, I was a badgerer, and how awful that must have felt for my son. But now, I'm treating him a little more like a growing human with the power to manage his own life . I'm leaving him alone to make mistakes because I finally remembered that failure is just a part of life. And it's how we bounce back from those mistakes that make us who we become as adults. Sure, my son will need my guidance along the way . . . he's only 7 after all! But he's learning how to manage his time and take ownership for his actions. In the meantime, if he fails a few times, I'll still be there to help him get back up.

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Why Afternoons Feel Endless When Your Child Has ADHD

Does your child melt down most afternoons — exhausted from holding it together at school does she require constant homework monitoring and refocusing do you dread the 4 pm “witching hour” many of our readers struggle daily to keep their kids calm, focused, and productive between school and dinner while adhd medication is wearing off and time is ticking away. here, additude parents share snapshots that prove you are not alone..

ADHD Afternoons: Losing Calm and Focus After School

“My 5 year old struggles to get through school and after-school care without any major blowups. If she is able to make it through without a meltdown , her self-control has reached its absolute limit by the time I pick her up. She unleashes in the car on the way home. Any tiny trigger and she will have a full meltdown with yelling, hitting, and kicking. The only thing that works is to let her go in her room and ride out the tantrum until it’s over — then she’s able to come back out and be fine again.”

“My son comes home overwhelmed from the day and argumentative about anything and everything . He argues that he doesn’t know how to do his assignments, but when you sit to help him he fights about every little detail. He paces, stands, shifts, and becomes more agitated by the second. As dinnertime approaches, he becomes more upset about the work not having been completed . By the time he goes to bed, he is angry, hurt, and overwhelmed. Typically, his homework is still not done.”

“Even when we set a goal like ‘Social studies done in 45 minutes,’ homework assignments can take two or three times longer than any reasonable estimate. Sometimes, it takes a long time to find everything he needs to get started (checking the website, writing down the assignment), sometimes he goes beyond the assignment (reading beyond the assigned pages because it’s interesting), sometimes he finds something else that distracts him (a magazine or a book—whatever is lying around), sometimes he takes a long trip to the bathroom, sometimes he’s just not peppy and the work becomes a slow, plodding process.”

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“The problem is all the tasks that need to be completed during that time after school but before dinner, combined with attention deficit disorder ( ADHD or ADD ), plus being tired after a day at school. We’re starting to leave some homework to be completed in the morning , waking up extra early. It seems to be a good option for my early bird youngest, at least.”

ADHD Afternoons: Coping with Homework and Schedule Frustrations (or Not)

“I have to constantly remind my son to take the toys off the table and start his homework. Once he gets started, there are a million questions — some related to the assignment and many not related at all. When it’s time for me to check his homework, my son walks away and begins doing something else so that I have to get him back on track to correct any mistakes. If I suggest that he needs to correct a question, he gets upset and frustrated , saying things like: ‘Don’t tell me — I got them all wrong.’ ‘I’m so stupid.’ ‘I can’t do this.’ Or he will just bury his head in the sofa cushions.”

“Our worst time is usually right after school. My son has to take the time to refocus, so he can get his homework done, eat dinner, and fall into his nightly routine. If his routine is interrupted, he becomes short tempered and suffers outbursts , easily hurt feelings, and a lack of energy to finish his usual tasks once we get home. The only solution I have found is to try to fit what he does anyway around any extra thing we’re doing. I just have him eat a snack wherever we are, and do as much homework as possible wherever we are going.”

“If our 11-year-old son has any surprises, even good ones, he gets completely thrown and quickly becomes very, very angry . This can happen at any time during his day, but he has the toughest time with flexibility as it gets later. When his meds wear off, he’s tired or ‘hangry,’ these all seem to be triggers. If anything goes wrong, it takes a long time for him to calm down, and he remains overly sensitive to anything negative for the rest of the evening.”

[ Free Webinar Replay: Ready, Set, Work: Help Students Fight Procrastination and Get to Work ]

“The most difficult time of the day at our house is homework time. It’s all our child can do to hold it together during the school day; so, after school, he is done. Homework time is more like wartime — full of arguing, meltdowns, and procrastination. We end up not even trying to accomplish the homework until bedtime, which creates a whole new issue .”

ADHD Afternoons: Maintaining Drive as the Medication Wears Off

“My son is 15 and takes medication to help manage his ADHD symptoms. As his school work gets more demanding, I’m finding that evenings are becoming much more challenging because the medication has worn off and it’s harder for him to focus . He doesn’t have time to finish his homework at school, but at home he has the distraction of his computer and his phone. He’s going to bed later because his work is taking much longer .”

“After school is the toughest time for my son. When he comes home from school, he watches movies or plays with Legos to decompress. Then, he forgets to get his homework done , or spends too much time on one assignment and ends up late to Boy Scouts, basketball, or dinner. I would love for him to be more independent and not need me to follow him around to tell him it’s time to switch to the next thing.”

“Homework takes such a long time. My son pushes hard to stay at home to complete his homeschooling assignments, in spite of the clear evidence that going to the tutoring center or the library helps him pay attention. He responds better to a set number of assignments per day, but often lets them ‘ride ’ until he realizes that his whole day has been waiting and distraction , and that he won’t get to see any friends or play games until they are done. It’s exhausting to be Our Lady of Perpetual Timekeeping in the household. I have work to do, too!”

[ How to Survive the After-School Witching Hour ]

How to Treat ADHD in Children: Next Questions

• What ADHD medications are used to treat children?
• Is ADHD medication right for my child?
• What are common side effects associated with ADHD medication?
• What natural treatments help kids with ADHD?
• How long will it take to get the medication and dosage right?
• How do we know the medication is working?
• When is it time to switch medications?
• How can we safely treat ADHD alongside its comorbid conditions?
• What should I do if my child stops taking their medication?
• How can we solve medication rebound problems?
• How can I find an ADHD specialist near me?

When and How Should We Adjust Treatment?: Read These Next

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حل اسئلة رياضيات - علوم - عربي وجميع الكتب والمواد الأخرى في موقع موقع سبورة - طلاب السعودية

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Unit 3: what time do you get up, quick check, a. vocabulary. what activities on page 18 do you do every day write them in order from morning to night..

Get up in the morning at 7 o'clock.

Have breakfast.

Go to school.

Do homework.

Have a dinner.

B. Comprehension. Answer yes or no.

1. yes Amal usually gets up early. 2. no Alex is having breakfast. 3. yes Jeff and Rick never drive to work. 4. yes Celso plays football at school. 5. no Bob goes to work by bus. 6. yes Fernando reads his email in the office. 7. no Ali usually studies after dinner. 8. no Takeshi usually goes home early.

2 Pair Work

A. ask and answer about the people on page 18., what time does ahmed usually study.

He usually studies at four thirty.

What time does Ali go to work by bike?

He usually goes to work by bike at two thirty.

B. Ask and answer about daily activities.

What do you usually do before dinner.

I usually do my homework.

What do usually do in the morning?

I usually go to school.

A. Unscramble the sentences.

1. opens / at nine / usually / the bank.

The bank usually opens at nine.

2. closes / The supermarket / on Sundays / never

The supermarket never closes on Sundays.

3. to work / drive / always / My brothers

My brothers always drive to work.

4. in our family / go to bed late / The children / never

The children in our family never go to bed late.

5. always / in the afternoon / do / I / my homework

I always do my homework in the afternoon.

6. usually / eats dinner / My family / at six

My family usually eats dinner at six.

B. Work with a partner. Talk about the people’s daily activities.

Fatimah always studies in the evening.

2 Tariq sometimes / the morning

Tariq sometimes rides his bike in the morning.

3 Adam never / weekends

Adam never goes to school on weekends.

4 Abdullah usually / Saturdays

Abdullah usually plays football on Saturday.

5 Khalid always / after school

Khalid always does his homework after school.

6. Ali and his friends sometimes / the evening

Ali and his friends sometimes play video games in the evening.

4 Listening

Listen to jeff’s typical day. tick (t) the things he does..

1. T Jeff usually exercises before breakfast. 2. — He rides the bus to school. 3. T He does his homework after practice. 4. — Jeff plays tennis on weekends. 5. T He never meets his friends on weeknights.

6 Conversation

About the conversation, 1. what does ryan usually do in the afternoons.

He usually works out for about an hour.

2. What kind of lesson does Fahd have?

He has a karate lesson / He has a martial arts class.

3. What is he learning now?

He's learning some difficult karate moves.

Find someone in your class who does each of the activities.

7 about you, 1. do you take any lessons what kind.

Yes, I take tennis lesson.

2. What do you usually do on Saturdays?

I usually hang out with my friends.

3. What do you never do on Saturdays?

I never stay home.

A. Read the email from a Japanese student in middle school. With a partner, discuss what is the same or different about your school.

How does Kaito go to school?

What time does school begin?

How many classes does he have each day?

What time does school end?

Does Kaito do any after-school activities?

(Baseball, English club)

B. Look at the writing task in C. Write notes in the chart to organize your paragraphs.

C. write an email to a pen pal about a typical day at your school. use your notes from the chart and other ideas from this unit..

From: Saeed–[email protected]

Subject: middle school in Saudi Arabia

I hope you are fine.

Today, I want to tell you about middle school in Saudi Arabia. I usually get up at 6:45. I put on my school uniform, prepare my school bag, and eat breakfast with my family.

Then, I go to school by bus. Our school day begins at 7:45. Before classes, we stand in lines then we go to our classes. We have seven classes a day, four in the morning and three in the afternoon.

We study subjects like Arabic, English, Islamic studies, math, science, social studies, computer science, and art.

Each class is 45 minutes long, with a 5-minute break between classes.

We have a break at 11:00. We bring lunch from home or buy it from the canteen, and we always eat in our school yard. School ends at 2:00 pm.

We have many clubs after school. I'm in the Computer Club. When we have a school club, we returned home at 3:00.

Write back soon.

Your friend,

11 Form, Meaning and Function

A. choose the correct verb for each sentence., 1. nawal her homework at the moment..

b. is doing.

2. to come to the mall with us?

a. Do you want.

b. Want you.

c. Are you wanting.

3. The scientists the cause of the problem.

a. aren’t knowing.

b. not know.

c. don’t know.

4. Look! The children in the lake.

a. are swimming.

c. are swim.

5. The moon around the Earth.

a. is going.

6. Abdullah sometimes his bike to school.

a. is riding.

7. Jasem has a part-time job, but he today.

a. isn’t working.

b. works not.

c. aren’t working.

8. in your country in the winter?

a. Does it snow.

c. Is it snowing.

9. Please be quiet. The baby right now.

a. is sleep.

c. is sleeping.

10. Listen. The tourists for directions in English.

a. is asking.

b. are asking.

B. Put the verbs in parentheses into the present progressive or simple present.

1. Do you check your email every day? (you/check)

2. Look at them! They are riding horses on the beach. (ride)

3. I don't understand this exercise. Can you explain it again? (not/understand)

4. We are going to the park. Would you like to come with us? (go)

5. Majid usually works out at the gym three times a week. (Work out)

6. What time do you usually wake up in the morning? (you/usually/wake up)

7. Are you reading the newspaper? Can I have a look at it, please? (you/read)

8. Fatimah always brushes her teeth after dinner. (brush)

9. Khalid has football after school, so he isn't coming home early. (not/come)

10. My father’s car is at the mechanics, so he is taking the bus to work. (take)

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Homework doesn't align with our family values. Here's how I explain that to teachers and my kids.

• I think there are more meaningful ways to spend the after school hours.
• I typically tell teachers that our family won't be completing homework.
• Sometimes, my fourth grader still wants to do the assignments.

Despite my best efforts to avoid over-scheduling my family, our weekday calendars are full. My daughters, in kindergarten and fourth grade, do horse riding , swim lessons , and soccer. I have powerlifting two evenings a week. As we run out the door to those activities, our dog looks at us longingly with his leash in his mouth, so we try to squeeze in walks with him.

All of that leaves very little time for homework . This is why I've decided that in our family, homework is strictly optional and sometimes downright discouraged.

The hours between after school and bedtime are so limited. My girls get home at about 3:45 p.m. and are off to bed by 6:30 p.m. Factor in dinner time, I have only two hours to offer them the after-school enrichment that most aligns with our family values.

Homework simply doesn't make the cut.

My daughter is supposed to do about 40 minutes of homework each night

It's important to acknowledge that my district doesn't give much homework in elementary school. My fourth grader is expected to do 20 minutes of reading and 10 minutes each for math facts and penmanship. Gone are the endless worksheets that I remember from school.

And yet, 40 minutes is a huge chunk of our afternoons together. Reading, math, and penmanship are important, but practicing them happens organically throughout our day — when we talk about money skills together or pen a letter to their grandparents.

Rather than sitting down at a desk for 40 minutes, I'd prefer my girls gain confidence and safety skills in the water, contribute to their community by doing barn chores, or just be silly outside in the fresh air.

I sent teachers an email saying we wouldn't be doing homework

I spoke to my daughter's teachers about homework in second grade when I first felt the pressure to choose between homework, after-school activities, and getting the kids to get on time.

I kept it straightforward and sent the teacher an email: "Our schedules make homework challenging, so my daughter will not be completing the weekly assignments. We'll continue to practice math and reading at home. Please let me know if you have any concerns about this now or in the future."

Neither that teacher nor the one after had any worries. I got the impression that their beliefs aligned with mine: there were many ways to learn in the afternoons, and not all of them were academic. As long as the lack of homework wasn't impacting my daughter in the classroom, skipping it was ok.

This year, we're doing more homework than ever before

This year, my approach to homework has been challenged, and I've been reminded that nothing is black and white. My kindergartener is in speech therapy and regularly has "homework" assignments from her therapist. Those go to the top of our priority list — not only does she love doing the exercises, but there's a clear benefit that we can hear with our own ears.

More surprisingly, my fourth grader has decided she's devoted to homework. Just like I was, she's a bit of a teacher's pet and gets genuine satisfaction from the check mark she receives on each assignment. I have no problem with her doing her homework for fun, as long as it's not coming at the expense of more important things, like sleep, outdoor time, and hobbies.

Recently she explained she was going to wake up extra early to complete her reading assignment for the day. I just raised an eyebrow and said, "You know you really don't have to do that, right?"

I'm not sure how we'll handle homework as she moves into middle, then high school. For now, we're taking a laid-back approach.

Contoh Soal Bahasa Inggris: Do, Does, Did

Salah satu hal yang sering menimbulkan kesulitan dalam belajar bahasa Inggris adalah penggunaan kata kerja bantu do, does, dan did.

Ketiga kata ini memiliki fungsi yang berbeda-beda tergantung pada konteks kalimatnya.

Berikut adalah beberapa contoh soal tentang penggunaan do, does dan did.

__________ you like to sing songs? a. Do b. Does c. Did Answer: a. Do __________ the dog bark loudly? a. Do b. Does c. Did Answer: b. Does __________ you eat breakfast every morning? a. Do b. Does c. Did Answer: b. Do __________ the baby cry when it’s hungry? a. Do b. Does c. Did Answer: b. Does __________ you draw a picture yesterday? a. Do b. Does c. Did Answer: c. Did __________ the cat like to play with toys? a. Do b. Does c. Did Answer: b. Does __________ you clean your room every day? a. Do b. Does c. Did Answer: a. Do __________ the bird fly in the sky? a. Do b. Does c. Did Answer: b. Does __________ you go to the store with your mom? a. Do b. Does c. Did Answer: c. Did __________ you like to eat pizza? a. Do b. Does c. Did Answer: a. Do

_______ your dog bark loudly last night? a) Do b) Does c) Did Answer: c) Did _______ you finish your homework on time? a) Do b) Does c) Did Answer: a) Do _______ your sister like to play soccer? a) Do b) Does c) Did Answer: b) Does _______ you eat breakfast every morning? a) Do b) Does c) Did Answer: a) Do _______ your mom make your favorite dinner last night? a) Do b) Does c) Did Answer: c) Did _______ the teacher give you a homework assignment? a) Do b) Does c) Did Answer: c) Did _______ you enjoy playing video games? a) Do b) Does c) Did Answer: a) Do _______ your dad help you with your math homework? a) Do b) Does c) Did Answer: b) Does _______ you go to the park with your friends yesterday? a) Do b) Does c) Did Answer: c) Did _______ your brother like to read books? a) Do b) Does c) Did Answer: b) Does

_______ your parents usually take you to the beach in the summer? a) Do b) Does c) Did Answer: a) Do _______ you have a pet cat or dog at home? a) Do b) Does c) Did Answer: a) Do _______ your teacher assign any homework over the weekend? a) Do b) Does c) Did Answer: b) Does _______ you watch the new movie that came out last weekend? a) Do b) Does c) Did Answer: c) Did _______ your grandparents live nearby or far away? a) Do b) Does c) Did Answer: b) Do _______ you enjoy playing video games more than playing outside? a) Do b) Does c) Did Answer: a) Do _______ your parents ever take you on a camping trip in the mountains? a) Do b) Does c) Did Answer: c) Did _______ your siblings get along with each other most of the time? a) Do b) Does c) Did Answer: a) Do _______ you think it’s important to recycle and take care of the environment? a) Do b) Does c) Did Answer: a) Do _______ your family have any special traditions or rituals that you do every year? a) Do b) Does c) Did Answer: b) Does

_______ you like ice cream? a) Do b) Does c) Did Answer: a) Do _______ she usually eat breakfast at home? a) Do b) Does c) Did Answer: b) Does _______ they go to the beach last weekend? a) Do b) Does c) Did Answer: c) Did _______ he study English every day? a) Do b) Does c) Did Answer: b) Does _______ you know the answer to this question? a) Do b) Does c) Did Answer: a) Do _______ she finish her homework yet? a) Do b) Does c) Did Answer: b) Does _______ you go to the gym yesterday? a) Do b) Does c) Did Answer: c) Did _______ they watch TV in the evening? a) Do b) Does c) Did Answer: a) Do _______ he take the bus to work? a) Do b) Does c) Did Answer: b) Does _______ she visit her grandparents last month? a) Do b) Does c) Did Answer: c) Did

Which of the following sentences is grammatically correct? a) Does you like to dance? b) Do you likes to dance? c) Do you like to dance? Answer: c) Do you like to dance? Which of the following sentences is in the past tense? a) Do you want to eat pizza? b) Does she like to swim? c) Did you go to the party last night? Answer: c) Did you go to the party last night? Which of the following sentences uses “does” correctly? a) Why do she always come late? b) Why does she always come late? c) Why did she always come late? Answer: b) Why does she always come late? Which of the following sentences uses “did” correctly? a) Why did you always take the bus to work? b) Why do you always took the bus to work? c) Why does you always take the bus to work? Answer: a) Why did you always take the bus to work? Which of the following sentences is grammatically correct? a) Did they went to the beach last weekend? b) Did they go to the beach last weekend? c) Do they went to the beach last weekend? Answer: b) Did they go to the beach last weekend? Which of the following sentences is in the present tense? a) Did she eat breakfast this morning? b) Does she eat breakfast every morning? c) Do she eats breakfast every morning? Answer: b) Does she eat breakfast every morning? Which of the following sentences uses “do” correctly? a) Why did they always argue? b) Why does they always argue? c) Why do they always argue? Answer: c) Why do they always argue? Which of the following sentences is in the present tense? a) Did you study for the exam yesterday? b) Do you study for the exam every day? c) Does you study for the exam every day? Answer: b) Do you study for the exam every day? Which of the following sentences uses “does” correctly? a) Why do he always wear the same shirt? b) Why did he always wear the same shirt? c) Why does he always wear the same shirt? Answer: c) Why does he always wear the same shirt? Which of the following sentences is grammatically correct? a) Did you likes the movie we watched last night? b) Do you like the movie we watched last night? c) Does you like the movie we watched last night? Answer: b) Do you like the movie we watched last night?

Which sentence is correct? A. He do not like pizza. B. He does not like pizza. C. He did not like pizza. Answer: B Which sentence is correct? A. Do she have a car? B. Does she have a car? C. Did she have a car? Answer: B Which sentence is correct? A. I do not went to the party. B. I did not go to the party. C. I does not go to the party. Answer: B Which sentence is correct? A. She do not play tennis. B. She does not play tennis. C. She did not play tennis. Answer: B Which sentence is correct? A. Do they know the answer? B. Does they know the answer? C. Did they know the answer? Answer: A Which sentence is correct? A. He do not want to go to the movies. B. He did not want to go to the movies. C. He does not wanted to go to the movies. Answer: B Which sentence is correct? A. Do you speak Spanish? B. Does you speak Spanish? C. Did you speak Spanish? Answer: A Which sentence is correct? A. They do not have any money. B. They did not have any money. C. They does not have any money. Answer: A Which sentence is correct? A. Do it rain a lot in Seattle? B. Does it rain a lot in Seattle? C. Did it rain a lot in Seattle? Answer: B Which sentence is correct? A. She do not want to go to the concert. B. She does not want to go to the concert. C. She did not want to go to the concert. Answer: B

___________ you like to go to the movies tonight? a. Do b. Does c. Did Answer: a. Do My brother ___________ his homework every day after school. a. do b. does c. did Answer: b. does We ___________ our best on the exam last week. a. do b. does c. did Answer: c. did _____ Sarah go to the gym three times a week? a. Do b. Does c. Did Answer: b. Does ___________ you eat breakfast every morning? a. Do b. Does c. Did Answer: a. Do _____ the teacher give the students a lot of homework last night. a. Do b. Does c. Did Answer: c. Did ___ your mother visit your sister every month? a. do b. does c. did Answer: b. does ___________ you finish your work on time yesterday? a. Do b. Does c. Did Answer: c. Did The company ___________ not offer health insurance to its employees. a. do b. does c. did Answer: b. does ____ John drive his car to work every day? a. Do b. Does c. Did Answer: b. Does

__________ your sister like to play soccer? a. Do b. Does c. Did Answer: b. Does __________ you finish your homework yet? a. Do b. Does c. Did Answer: a. Do __________ the dog bark all night long? a. Do b. Does c. Did Answer: b. Does My mom __________ the dishes after dinner. a. Do b. Does c. Did Answer: b. Does __________ you see the movie that just came out? a. Do b. Does c. Did Answer: c. Did Emma __________ her book report yesterday. a. Do b. Does c. Did Answer: c. Did __________ your dad have a car? a. Do b. Does c. Did Answer: b. Does My little brother __________ his homework with me yesterday. a. Do b. Does c. Did Answer: c. Did __________ they like to eat pizza for lunch? a. Do b. Does c. Did Answer: a. Do My friends and I __________ to the park last weekend. a. Do b. Does c. Did Answer: c. Did

____ you like ice cream? a) Do b) Does c) Did Answer: a) Do ____ your mom work at the hospital? a) Do b) Does c) Did Answer: b) Does ____ your dad make pancakes for breakfast? a) Do b) Does c) Did Answer: b) Does ____ you finish your homework yesterday? a) Do b) Does c) Did Answer: c) Did ____ your sister play soccer on Saturdays? a) Do b) Does c) Did Answer: b) Does ____ your teacher give you homework every day? a) Do b) Does c) Did Answer: b) Does ____ your dog like to play with a ball? a) Do b) Does c) Did Answer: b) Does ____ you go to the park last weekend? a) Do b) Does c) Did Answer: c) Did ____ your grandparents live in a big house? a) Do b) Does c) Did Answer: b) Does ____ your friends come over to your house after school? a) Do b) Does c) Did Answer: a) Do