İngilizce Genel Tekrar ( A2 Seviye ) | Sıfırdan İngilizce Öğren | İngilizce Dersleri

Main ideas / lessons (A2 English general review)

The video reviews core English grammar at the A2 level, focusing on how to form and use key tenses and structures. It also gives guidance on choosing the correct forms in practice exercises.

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1) Present Simple vs. Present Continuous

Present Simple (daily routines / habits / general truths)

Use: describing things you generally do (or don’t do).

Affirmative structure

• Subject + verb (base form)
• Add -s to the verb only when the subject is he/she/it (third-person singular)
• Pronunciation note:
  • Added -s is usually /s/
  • If the verb ends with a vowel, it’s pronounced /es/

Examples

• I go to school every day.
• She goes to school every day.

Negative structure

• Use don’t for: I / you / we / they
• Use doesn’t for: he / she / it
• Verb stays in base form (no -s in negative)

Examples

• I don’t go to school every day.
• She doesn’t go to school every day.

Questions

• Start with the correct auxiliary:
  • Do (I/you/we/they)
  • Does (he/she/it)
• Follow with subject + verb in base form (no -s)

Examples

• Do you go to school every day?
• Does she go to school every day?

Short answers

• Yes + subject + auxiliary (I am / do / does idea expressed via auxiliary usage)
• No + subject + auxiliary + not (do/does + not)

Example patterns

• Yes, (I/we/they/you) do. / No, (I/we/they/you) don’t.
• Yes, she/he does. / No, she/he doesn’t.

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Present Continuous (actions happening “right now”)

Use: things happening at the moment of speaking.

Affirmative structure

• Subject + am/is/are + verb + -ing

Examples

• I am going to school now.
• She is going to school now.
• He is going to school now.

Negative structure

• Subject + am/is/are not + verb + -ing
• Also possible: isn’t / aren’t / isn’t

Examples

• I am not going to school now.
• She isn’t going to school now.

Questions

• am/is/are + subject + verb + -ing

Examples

• Are you going to school now?
• Is she going to school now?

Short answers (conceptual)

• Yes + subject + auxiliary (am/is/are)
• No + subject + auxiliary + not (am not / isn’t / aren’t)

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2) Past Simple vs. Past Continuous

Past Simple (short / finished actions; sequences)

Use: completed actions (often in order).

Affirmative

• Subject + verb 2nd form
• Regular verbs: typically -ed
• Irregular verbs: unique 2nd forms (examples)
  • go → went
  • come → came

Example

• I watched a movie yesterday.

Negative

• Subject + didn’t + verb (base form)

Example

• I didn’t watch a movie yesterday.

Questions

• Did + subject + verb (base form)?

Example

• Did you watch a movie yesterday?

Short answers

• Yes, I did. / No, I didn’t.

Additional usage

• When listing actions in sequence, keep using Past Simple:
  • I woke up… and had breakfast… I brushed my teeth… and went to school.

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Past Continuous (long / ongoing actions in the past)

Use: an action in progress (often interrupted or happening at the same time as another action).

Structure

• Subject + was/were + verb + -ing

Examples

• I was watching a movie when you called.
• We were watching a movie when he called.

Negative

• Subject + wasn’t / weren’t + verb + -ing

Example

• I wasn’t watching a movie when you called.

Questions

• Was/Were + subject + verb + -ing

Example

• Were you watching a movie when we called?

Short answers

• Yes, I was. / No, I wasn’t.
• (were / weren’t depending on the subject)

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3) Conjunctions: when / while (past meaning rules)

Using “when”

• Connects two events where the “when” clause describes a short action (Past Simple)
• The other clause often uses Past Simple or Past Continuous depending on whether it’s long/ongoing

Example

• I was cooking when she arrived.
  • when part: arrived (Past Simple / short)
  • main: was cooking (Past Continuous / long)

Also at the beginning of a sentence

• When she arrived, I was cooking.

Using “while”

• The while clause uses Past Continuous (long action)
• Another shorter action can use Past Simple

Example

• While I was cooking, she was setting the table.

If a short action interrupts

• The phone rang while I was cooking.

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4) Future: will vs. be going to

“will”

Use: decisions made at the moment of speaking; speculation/guesses.

Signal expressions (as taught)

• I think / I guess / I suppose (speculation)

Structure

• Affirmative: Subject + will + base verb
  • I will help you with your homework.
• Negative: will not / won’t + base verb
  • I won’t help you…
• Questions: Will + subject + base verb?
  • Will you help me?

“be going to”

Use: planned actions; predictions based on evidence.

Structure

• am/is/are + going to + base verb
  • I’m going to help…
  • She is going to help…
• Negative: am/is/are not going to + base verb
• Questions: Am/Is/Are + subject + going to + base verb?

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5) Model verbs: must / mustn’t / have to / don’t have to / need to / may / might

must

• Inner necessity / obligation
• Can also express probability (likely)

mustn’t

• Negative prohibition (can’t / forbidden)
  • You mustn’t park here.

have to

• External obligation (rules from outside)
  • I have to go to work at 8.
• Present 3rd person: he/she has to

don’t have to / don’t need to

• No necessity (not required)
  • You don’t have to wear uniforms here.

may / might

May

• stronger possibility / probability
  • It may snow tonight.

Might

• lower probability
  • They might go to the beach…
• might = weaker possibility than may

Rule emphasized

• After these modal verbs, use the verb in base form.

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6) Comparatives, superlatives, and “as…as”

Comparative (two things)

• One-syllable adjectives: add -er
• Longer adjectives: use more before the adjective
• Pattern:
  • (adjective-er / more + adjective) + than

Examples

• faster than
• more interesting than

Spelling note

• Short adjectives ending in consonant may double the final letter before -er (conceptual example: hot → hotter).

Superlative (all / “the best”)

• Always uses the
• One syllable: -est (or -st, as taught)
• Long adjectives: the most + adjective

Examples

• the youngest
• the hardest
• the most beautiful place

as…as (equality)

• Structure: as + adjective + as
• Negative: not as + adjective + as
  • My phone isn’t as fast as yours.

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7) “too” and “enough”

too (excessive → negative meaning)

• too + adjective/adverb
  • It’s too hot to go outside.

enough (sufficient)

• adjective/adverb + enough
  • It isn’t big enough for five people.
• enough + noun
  • I have enough time to catch the bus.

Not enough (negative)

• not + adjective + enough / not + enough + noun (as applicable)

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8) Possessive pronouns (mine / yours / ours / theirs)

Rule taught

• Possessive pronouns stand alone (no extra noun after them):
  • This book is mine. (not “mine book”)

Examples

• This book is mine.
• That laptop is hers.
• This house is ours.
• The red car is theirs.

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9) “if” clauses: Type 0 and Type 1

Type 0 conditional (general facts / scientific truths)

• if-clause: Present Simple
• result clause: Present Simple
• Meaning: if the condition happens, the result always happens

Example

• If you heat ice, it melts.

Type 1 conditional (real future possibility)

• if-clause: Present Simple
• result clause: Future with will
  • (models/imperative can also appear, but will is most common)

Examples

• If it rains tomorrow, we will stay at home.
• If she studies hard, she will pass the exam.

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10) Practice exercises (how selection is done)

Exercise 1: choose Present Simple vs Present Continuous

• If the sentence has a time expression, use it to select the tense
• If not, infer meaning

Clues

• right now / at the moment → Present Continuous
• usually / often / always / every + time → Present Simple

Exercise 2: choose Past Simple vs Past Continuous

• Focus on:
  • when / while
  • whether an action is long/ongoing (Past Continuous) or short/interrupting (Past Simple)

Examples

• When the phone rang, I was watching television. (ring = short, watch = long)
• She was cleaning… at 5 (ongoing time period)

Exercise: choose correct future form (will vs be going to)

• Decide by:
  • guess/speculation → will
  • planning / certainty / evidence → be going to
• Trigger expressions mentioned:
  • I think / I’m sure → often points to will
• If unclear and a weekend/specific plan is mentioned → likely be going to (sometimes both can work).

Exercise: could vs couldn’t

• could = past ability
• couldn’t = past negative (could not / inability)
• Choose based on possibility vs failure.

Exercise: choose possessive pronoun

• If there is no noun after it, use the pronoun:
  • This book is mine.
• If a noun must appear (e.g., “my + noun”), use adjective form:
  • my book, your shoes, etc.

Exercise: conditional types

• Type 0: present + present
  • If you heat water to 100 degrees, it boils.
• Type 1: present + will
  • If students study, they will pass the exam.

Exercise: comparatives/superlatives/as…

• Compare two items → comparative
• Compare all items → superlative
• Equality → as…as
• Use:
  • comparative: -er / more…than
  • superlative: the -est / the most…
  • equality: as…as and negative: not as…as

Exercise: too vs enough

• too comes before adjective/adverb to show excess
• enough placement:
  • after adjective/adverb
  • before noun

Exercise: mixed modal verbs

• Choose modal based on meaning/context:
  • have to = external obligation (rules/laws)
  • don’t have to = not required
  • mustn’t = prohibition
  • may/might = probability (may stronger, might weaker)
• Example exercise relied on rule language like “at this school” (→ have to / don’t have to) and prohibition language (“You can’t / forbidden” → mustn’t).

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Speakers / sources featured

• Primary speaker: An English teacher/instructor (no specific name given in subtitles)
• Source video/lesson: “İngilizce Genel Tekrar ( A2 Seviye ) | Sıfırdan İngilizce Öğren | İngilizce Dersleri” (channel not named in subtitles)