от Рауль | Июл 12, 2026 | Уровень «Pre A1»: английский для детей-начинающих
To ask about quantity in English, use How much? for things you cannot count easily, like water, sugar, or money. Use How many? for things you *can* count, like apples, chairs, or people. This simple rule helps you make correct questions in everyday English. For...
от Рауль | Июл 12, 2026 | Уровень «Pre A1»: английский для детей-начинающих
To make a sentence negative in the Present Simple, we use don’t or doesn’t before the main verb. This is how you say that something is not true or that you do not do something. For example, I don’t like coffee means you do not enjoy coffee. We use...
от Рауль | Июл 12, 2026 | Уровень «Pre A1»: английский для детей-начинающих
The Present Simple Affirmative helps you talk about daily routines, habits, and facts in English. It is one of the first and most important tenses you will learn. For most verbs, you use the base form of the verb with I, You, We, and They. For He, She, and It, you add...
от Рауль | Июл 12, 2026 | Уровень «Pre A1»: английский для детей-начинающих
Action verbs tell us what someone or something does. They are essential for talking about daily activities and what you like. For example, eat, live, work, like, love, and cook are common action verbs you can use right away. When you use an action verb, you tell...
от Рауль | Июл 12, 2026 | Уровень «Pre A1»: английский для детей-начинающих
Learning basic food vocabulary is your first step to talking about meals and ordering food in English. These simple words help you communicate what you like to eat and what you want at a restaurant. For example, you can say I like pizza or I want chicken and chips....
от Рауль | Июл 12, 2026 | Уровень «Pre A1»: английский для детей-начинающих
Learning essential English verbs like be, have got, can, there is/are, and the simple present is the first step to speaking English. These verbs are the building blocks for almost every sentence you will make. They help you talk about who you are, what you have, what...
