she kept doing her homework but

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Has she been doing her homework yet? Questions with past perfect continuous and "yet"?

• Thread starter jeune linguiste
• Start date Nov 21, 2011

jeune linguiste

Senior member.

• Nov 21, 2011

Greetings, I've got questions and I’d like your help on how to solve them. We are currently learning about the Present Perfect (Continuous) Tense and during class a classmate asked the professor how to translate a sentence. The professor then translated the sentence as “Has she been doing her homework yet?” The meaning we are trying to have here is that she has been doing her homework and she’s still doing it even now. Now I’d like to ask if it’s possible to use YET in PPC. I personally think it is wrong both technically and grammatically, and I would use Present Perfect "Is she still doing her homework?" or just “Has she been doing her homework?” My professor said she would investigate more about it. So she asked her friend that studied in America. That friend told her that it’s not a problem to use ‘yet’ in PPC and that maybe people don’t use it in everyday conversations but it’s not grammatically wrong. So, is it fine to use ‘yet’ even though it’s never been mentioned/used in PPC? Thank you in advance.  

Linguo IS Dead

"Has she been doing her homework yet?" doesn't make sense to me. The problem is that "yet" refers to a completed action. If you want to talk about ongoing action, you use "still". I'd think you mean either: "Has she started yet?" or "Is she still doing her homework?" From your description, it looks like you want to say both things: She started her homework at some point in the past, and now, in the present, she is still doing her homework. In other words, she started at 7:00, kept working, and at 10:00 (now), she is still working. I might describe this situation a couple of ways: - If I want to ask whether she started or not, I would say, "Has she started her homework yet?" - If I know that she started, and want to emphasize the fact that she's taking a long time, I would say, "Is she still doing her homework?", or "Has she been doing her homework this whole time?" - If I know that she started, and want to ask whether she finished or not, I would say, "Has she finished her homework yet?", or "Is she done with her homework yet?" But if you really want to ask both things: 1) whether she started and 2) whether she's still doing it, then you have to ask the question like that, in two parts: "Has she started doing her homework, and if so, is she still doing it?" Does this make sense?  

I completely agree with you. I'm also aware of the difference between still and yet in this case. I also told her in proper English I'd use either "Is she still doing her homework?" or "Has she been doing her homework?" But she insisted that 'yet' can be used and is, according to her friend, gramatically correct except not being used in everyday conversations. You've given me a very detailed reply with many circumstances. I'm very grateful for that.  

"yet" is sometimes used with continuous aspect. Examples: I haven't been swimming yet. We've not been shopping yet.  

Yes, it can be used with negative sentences like that but that wasn't what I was talking about. Thanks anyways.  

jeune linguiste said: Yes, it can be used with negative sentences like that but that wasn't what I was talking about. Thanks anyways. Click to expand...

Pertinax said: Your question was "I’d like to ask if it’s possible to use YET in PPC." It is also used in non-negative interrogative sentences: Have you been shopping yet? Click to expand...

jeune linguiste said: ... Also what is the difference between "Have you done your homework yet?" and "Have you been doing your homework yet?" Click to expand...

• Nov 22, 2011

I don't think it is correct to say "Has she been doing her homework yet." The example of Pertinax with "Has she been shopping yet" is some kind of false analogy because of the way "Been shopping" is used in English.. You wouldn't say 'Has she shopped yet?" It's almost like a fixed expression. I agree with everything Linguo said. If you really want to ask both questions together, I think you would have to say "Did she start her homework yet and if so has she finished it?"  

jeune linguiste said: English is so complicated. The other person says it's wrong while you say it's right even though both of your native languages are English. What should a foreigner, like me, do? Click to expand...

kalamazoo said: The example of Pertinax with "Has she been shopping yet" is some kind of false analogy because of the way "Been shopping" is used in English.. You wouldn't say 'Has she shopped yet?" It's almost like a fixed expression. Click to expand...

Enquiring Mind

This becomes more of a philosophical question, as grammar is just a codification of what native speakers find acceptable. We don't even know the "rules" half the time. In this case, I think we are pretty much all in agreement that we wouldn't say this. If we don't find it acceptable, then it is "ungrammatical" almost by definition. I think the main point would be that you are advised not to use this construction.  

I do not think that the construction can be considered ungrammatical, however unappealing the example above. Although uncommon, there are many examples on the internet, such as this cross-section from searching on "Have you been getting * yet?": Have you been getting ready for Christmas yet? http://www.sewinginthepast.com/2010_11_01_archive.html Have you been getting much feedback yet? http://fileslinger.com/category/online-backup/ Have you been getting enough sleep yet? http://www.myspace.com/NikLover7/comments Have you been getting much press coverage in Europe yet? http://freakangels.com/whitechapel/comments.php?DiscussionID=7899 In many cases, "started" sounds better to me than "been". But "started" does not work well in all cases, e.g. the last two examples above.  

Thank you all for sharing your opinions. I see that there's a difference between grammar and its usage in everyday conversations, like in any other language.  

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She was doing her homework She had been doing her homework Which is correct?

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.

Share This Book

Exercise on Simple Present - Present Progressive

Complete the story. Use Simple Present and Present Progressive.

• It (be) early in the morning.
• Sally (get) out of bed, (open) the window and (go) into the bathroom.
• Then she (have) breakfast.
• After breakfast, Sally usually (cycle) to school.
• After school, she (go) back home.
• Sally usually (eat) her lunch at home.
• In the afternoons, she first (do) her homework and then she (meet) her friends in the park.
• What (do / she) now?
• She (play) the guitar.
• Her friends (listen) and some of them (sing) along.
• When Sally (come) home in the evening, she (have) dinner and then she (watch) TV.
• She (go) to bed at about 8 o'clock every day.

Homework Struggles May Not Be a Behavior Problem

Exploring some options to understand and help..

Posted August 2, 2022 | Reviewed by Abigail Fagan

• What Is Anxiety?
• Take our Generalized Anxiety Disorder Test
• Find a therapist to overcome anxiety
• 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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When we fall prey to perfectionism, we think we’re honorably aspiring to be our very best, but often we’re really just setting ourselves up for failure, as perfection is impossible and its pursuit inevitably backfires.

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She _____________ do her homework every day.

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She doesn’t mind _______ the night shift. (work)

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We always ………. english every Tuesday

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Boy, 15, axes mum to death after she confiscated his tablet when he didn't do homework

Alexandra gabbasova, 48, was axed to death by her 15-year-old son in russia after she was worried that he was spending too much time with his tablet and not doing his homework.

• 17:11, 7 Nov 2024

A teenage boy axed his mother to death and "chopped up" her body after she confiscated his tablet in order to make him do his homework.

The 15-year-old was unhappy that his mum confiscated his tablet so he would concentrate on doing his homework, said Russian police . And the boy then reacted by repeatedly striking her on the head before chopping her up, according to reports.

Then after the brutal attack at his home in Krasnaya Storozhka village, he allegedly nailed her bedroom door shut and calmly went to a local shop to buy chocolate. Returning home he went on to play Minecraft on his tablet device before reporting himself to police in Sergiev Posad, 46 miles northeast of Moscow.

The dead woman was named as Alexandra Gabbasova, 48, an accountant at a furniture factory. And it is said that she was becoming concerned as her son was playing online games for up to 12 hours a day, and neglecting his school homework.

“His mother found out that the 15-year-old had neglected his homework while on sick leave [from school] and made a scene,” reported news outlet Mash. “She took away all his cords, his phone and tablet. The teenager was offended, found an axe and chopped his mother up with it. Then he went to the police and confessed to killing her.”

Officers said she had been killed four hours before they arrived at the scene. Telegram channel 112 said the boy hit his mother “randomly, chaotically” with the axe, adding "the woman had no chance of surviving.” After buying chocolate and playing games, he used the search engine to find the nearest police station and reported that he had killed his mother. He is being held in custody. His teachers reported that he was “quiet” and “studied normally”.

In Septembe r a teenage boy went on a rampage at a school in Russia , slitting a classmate's throat and wounding at least four others. A girl was rushed to hospital in a serious condition following the attack at the school in Chelyabinsk, near the Ural Mountains, after reports the boy entered the school and began "randomly beating up his peers".

The girl, named as Valeria E, 13, lost consciousness after she was hit on the head by a hammer and had her throat slit in the disturbing incident. A teacher and three other students were also injured in the attack. Biology teacher Nina Shoshina, 57, was wounded as she tried to overpower the boy and protect her children at school number 68.

The suspect, a boy named only as Roman G, was detained on site and later taken to hospital. Another girl was also undergoing emergency surgery after she was injured in the attack.

MORE ON Teenagers Russia Murder

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She does her homework vs She do her homework

Last updated: April 12, 2024 • 1472 views

She does her homework

This phrase is correct and commonly used in English.

• Nov 30, 2014 ... Statement: She does her homework . Two-word verb: She does do her homework. Question: Does she do her homework? Statement: She has a question ...
• Aug 22, 2016 ... She does her homework every day. This generally means that she does all the homework assigned to her, or at least everything she needs to have ...
• She answers the question. The teacher says she is correct. She feels good. She smiles. She knows most of the answers. She does her homework at night.
• Sep 1, 2002 ... " She does her homework ," said Syl Farrell, the show's host. "Denise was someone who, if she didn't know about a topic initially, ...
• She does her homework ……………………. (careful/carefully). 2) Our new washing machine is very …………….. indeed.It works very …………………… (silent/silently).
• She does her homework on Fridays to save herself from the drudgery of having to do it during the weekend. badger. The teacher continually badgered the pupil ...
• Translate She does her homework in the afternoon. See Spanish-English translations with audio pronunciations, examples, and word-by-word explanations.

She do her homework

This phrase is incorrect in English.

• " She do her homework " :cross: "Laura do her homework" :cross: Someone will doutless explain it to us all!

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Woman Says Her Fiancé Expects Her to Do 90% of the Housework Since She Works from Home

The Reddit user claims her fiancé told her that she "got up" when does and managed her "time better" she could get everything done

demaerre/iStock/Getty

A woman is venting her frustration over her fiancé's expectation for her to do the majority of the housework because she works from home.

In a recent post on Reddit's “ Am I Overreacting? ," the woman detailed the situation that has left her feeling “overwhelmed” and has caused her to reevaluate the responsibilities of her household. 

In her post, the woman described the daily schedules of herself and her fiancé, including how she gets their son ready for school.

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“My fiancé and I both work full-time, but I work from home while he commutes 30-45 minutes each way," she began before detailing that "he usually wakes up around 5:45 a.m." to shower and make his breakfast, before leaving around 7:00 a.m. each day.

She continued, "I wake up a bit later, around 6:00 a.m., and use that time to have coffee and read the news before getting our son up at 6:30. After that, I make his breakfast, pack his lunch, and help him get ready for school.

The woman noted that after she gets their son on the bus, she doesn't start work until 8:30, so she uses the hour to "walk our dog, shower, and prepare for my day."

She went on to explain that she also uses her “lunch break to pick up our son from the bus stop, help him settle in, and make sure he starts on any homework."

In addition, she revealed that she handles "all the daily household chores," including doing the dishes by hand, washing the laundry and "all the major cleaning, including deep-cleaning the kitchen and bathroom."

Things came to a head when the woman was sick with pneumonia for a week, and was unable to keep up with her usual schedule, at which point she discovered her fiancé had dropped the ball and left her a major mess to clean up once she was feeling better.

“When I recovered, I felt overwhelmed by all the dishes and laundry that had piled up. My fiancé took care of me and our son during that time, but he didn’t manage the usual chores I handle," she explained. "This led to a conversation where I asked if he could start helping out around the house in general. I explained that I’m the only one who does the daily cleaning and laundry, and that we’d have more time on weekends to relax if he helped a bit during the week."

The woman said her fiancé’s response was not what she was hoping for, as she shared he told her, “No, if you got up when I do and managed your time better, you could get these things done. You work from home, and there’s no reason you can’t get them done because you’re home all day.”

He also claimed she doesn't "help with bigger projects," and told her that "he doesn’t feel he should help with smaller ones."

"I told him that mowing the lawn every other week is very different from daily chores, but he wouldn’t budge,” the woman added.

"Am I wrong to think that just because I work from home, it doesn’t mean I should be responsible for almost all of the household chores?" she asked in her post.

Many Redditors were on the woman’s side that the household chores should be split between the couple.

“You’re waking up 15 minutes later than him. Perhaps suggest he wake up 15 minutes earlier to contribute as well if that minuscule period of time is so valuable in his opinion," one person wrote, before adding,  "stop doing things for him if he doesn’t appreciate them. And start waking up at 5:45 to make your child’s breakfast and pack lunch. That way he can see you do it."

“I personally would not marry this man," another user chimed in. "I also would stop doing anything for him. He can do his own laundry, pack his own lunch and fix his own dinner. You work full time too!"

A third commenter offered the idea of swapping responsibilities in order for the woman’s fiancé to appreciate what she does during the day.

“Offer to swap. ‘Ok, darling, for the next two weeks I'll do the lawn and you can do the housework. They're both the same, you said so yourself, so that's fair, right?’ " a third person suggested.

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Help! A Parent Insists They Have the Right To Do Their Child’s Homework for Them

When I called home, she said she has “the right to help my child with his homework to whatever extent I want.”

Dear We Are Teachers, Well, I can’t believe I’m asking this, but I am. When I noticed a student’s handwriting and writing ability improved dramatically overnight, I asked the student, “Did a grown-up help you with this?” Without skipping a beat, he said, “Oh, my mom didn’t just help me. She did it for me.” When I called home to ask about it, the mom confirmed nonchalantly. After a long pause, I said that homework is intended for students to complete. She said they didn’t have time that night and that she has “the right to help my child with his homework to whatever extent I want.” Cool. Not knowing what to say, I suggested we meet in person, so we have a meeting scheduled next week. What am I supposed to do with this?  —Am I on a Different Planet?

Dear A.I.O.A.D.P.,

This is 100% an issue to notify your administrator about. Your school leader needs to know and address it since it affects other classes as well. It’s true that as teachers we have to have tough conversations from time to time. But it’s beyond our pay grade to answer “Why is it unethical and inaccurate for my child to be graded on my—an adult’s—work?” I don’t know about you, but I’m not touching that nonsense with a salary under $150K.

However, I would recommend reviewing your grading percentages. You want to have the bulk of a student’s work be things you can verify that only they did. In other words, in class, and without the use of AI. That way, even if mom does the science fair project start to finish, it’s only 3% of the grade instead of 20%.

Dear We Are Teachers, One of my high school students (age 14) recently told me that he spends weeks at a time by himself while his parents are away. Sometimes it’s for business, sometimes it’s to visit or take care of family in another country. I feel so sorry for him. Fourteen seems too young for this to be a regular thing. Should I report this to someone at school? Try to talk to his parents? I don’t want to make things worse, but I can’t stop worrying about him. —Failing To Mind My Own Business

Dear F.T.M.M.O.B., ADVERTISEMENT

Your worry about your student is valid. A lack of supervision for weeks at a time, even for the most mature and responsible child, is potentially dangerous and emotionally neglectful. You can check the legal age that kids are allowed to stay home alone here , listed by state. But be careful how you approach this.

The first thing I would do is talk to your student again to make sure you have the story straight. Do they have nearby adults checking in on them? Do they have safety plans in place? Have their parents gone over emergency plans with them? If you rush to report this to Child Protective Services and it turns out he’s only occasionally home by himself for a night, or that he was home by himself only for an extended period of time once (instead of regularly), you could do serious family damage that is hard to repair.

No matter what the student tells you, let your next stop be the counselor’s office. The laws about child neglect vary from state to state, and you’ll want to be absolutely sure about whether or not this is a mandatory reporting moment.

Dear We Are Teachers, I’m a first-year teacher teaching 4th grade, and my appraiser is really unreasonable. My students are rocking our common assessments and benchmarks, but she cracks down on me for the weirdest things. I had to practically fight her to keep my 10 minutes of sustained silent reading every day. Any time my students are playing a game or doing a fun activity, she asks me why I chose that over a more rigorous activity. And when my class spent an extra five minutes at recess, she sent an email with a tone so serious you would have thought I’d been caught handing out drugs. I don’t feel like I have the teaching chops to call her out yet. But in the meantime, what’s your advice for handling an overbearing fun-sucker? —UGH

Ugh indeed! I can understand your admin’s hypervigilance since you’re a new teacher in the building. But they usually back off once they see you’re doing OK. And it sounds like you’re doing more than OK!

I think you’re wise to wait on calling her out. My advice? Let your teaching speak for itself. As long as she’s not giving you bad evaluations, wait out the weird comments and micromanaging this year. By the end of the year, you’ll have data on whether your way works. Data that you can use to say, “Thanks for that advice. Can I show you the research supporting [x]? That’s why I make the choice to do [y], and part of what got me such great results last year.”

(Not going to lie, I am greatly enjoying imagining her face receiving this devastatingly professional, totally reasonable response from you.)

Do you have a burning question? Email us at  [email protected] .

Dear We Are Teachers, I’ve been teaching for five years at the same large high school, and almost on a daily basis I get confused for a student. Despite the fact that I wear an I.D. on a lanyard every day, I can’t tell you how many times I’ve been asked for my hall pass when I’m in the hallway, been told to leave the faculty lounge because it’s for teachers only, or had the school SRO chase me down for leaving early in my car. It was funny for the first year or so, but now it just chips away at my self-esteem. What can I do to stop being mistaken for a teenager? —Thirty-One Going on Thirteen

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What’s Next for Kamala Harris? Here Are Six Options.

Her friends, aides and political allies say it’s too soon for her to even contemplate her next career move. But the speculation has already begun.

By Reid J. Epstein Katie Rogers and Erica L. Green

The reporters have covered Kamala Harris in the White House and during her presidential campaign.

In 74 days, Vice President Kamala Harris will leave office, with no concrete plans about what to do next or how to proceed as a private citizen for the first time since she was elected San Francisco’s district attorney in 2003.

Her friends, aides and political allies have said in the hours since her loss to former President Donald J. Trump that it is too soon to even contemplate, let alone plan, the next phase of her life, except to say that the 60-year-old Ms. Harris will have plenty of options.

Like the defeated presidential nominees who came before her, Ms. Harris is experiencing incredible political whiplash. On Tuesday morning, she was the leader of the Democratic Party and widely seen as its future. By Thursday, officials were privately saying they expected her to remain engaged but assumed the party would want to move on from the Biden era as soon as possible.

“I believe that she is more respected than ever within our party,” said Lt. Gov. Eleni Kounalakis of California, a longtime Harris ally. “I think the question really is, what does she want to do? Right now I’m sure she is simply trying to process. But I have no doubt that she will have an answer to this in the coming months.”

Here are six options for Ms. Harris as she contemplates her post-vice presidency.

Bide her time and run again in 2028

Democrats have not exactly hungered for their defeated presidential nominees to try again. After her 2016 loss, Hillary Clinton came to be seen as a deeply flawed candidate. She has maintained a rapport with donors, but when it came time for the Harris campaign to deploy her as a surrogate, Mrs. Clinton held an event in Tampa, far from a battleground state.

John Kerry returned to the Senate and eventually became secretary of state. Al Gore briefly entertained running for president again in 2004 but later endorsed Howard Dean in the Democratic primary race.

There is no reason to believe Democrats are eager to anoint Ms. Harris as their 2028 nominee, especially given how comfortably Mr. Trump won the Electoral College. She received the 2024 nomination in part because President Biden dropped out of the race with too little time for the party to hold a proper primary election.

Yet four years is an eternity in politics. Ms. Harris has access to the party’s largest donor network and could bank on nationwide buyer’s remorse if the second Trump term is as chaotic and damaging to the country as she predicted.

Run for a lower office

Returning to the Senate is theoretically an option, but it’s unlikely: Next year, California will have two senators in their first full terms who are unlikely to step down anytime soon.

California will also have an open-seat race for governor in 2026. Still, Ms. Harris might be reluctant to campaign against other Democrats like Ms. Kounalakis, who is already running.

If she did, Ms. Harris would not be the first vice president to run for governor of California after losing a presidential election. Richard M. Nixon was denied the presidency in 1960, then the governor’s mansion two years later. When he lost that race, Mr. Nixon proclaimed to reporters, “You don’t have Nixon to kick around any more, because, gentlemen, this is my last news conference.”

Six years later Mr. Nixon finally won the White House, though things did not go entirely swimmingly for him after that.

Join the private sector

As she said repeatedly on the campaign trail, Ms. Harris has had one client her entire career: the people.

Plenty of people with lots of money and business in Washington and California would be happy for her to take them on as clients if she chose to join a law firm or lobbying outfit.

Cashing in after a career in Washington is such a well-traveled path that recruitment of retiring and defeated members of Congress begins well before they leave office. But while it would be quite lucrative, Ms. Harris would probably avoid going into lobbying or corporate law if she has any visions of running for president again.

Do advocacy work or join a think tank

During Republican administrations, the Center for American Progress in Washington has become a holding area for future Democratic administration staff members and potential candidates.

But joining an existing think tank might be too small a move for someone who was on the verge of sitting in the Oval Office herself.

Standing up a new organization in her own image would also be an arduous task likely to require substantial fund-raising from Democratic donors who are burned out and angry about the party’s 2024 debacle.

Before she jumped into advocacy work or a think tank, Ms. Harris would need to decide what precisely she wanted to be advocating. Her presidential campaign was largely an exercise in promoting the policies of the Biden administration. In 2025, she will be free of that political straitjacket, and can again prioritize whatever issues she wants.

“She provides immense value to the party,” said Representative Barbara Lee of California. “Her background, her understanding of intersectional policymaking, and her ability to build coalitions are her biggest strengths. She is a fighter for the people. She has, and will continue to, help make life better for everyone, regardless of their background. Whatever she does next, I know she will continue to inspire.”

Write a book

There will be no shortage of publishers interested in selling Ms. Harris’s thoughts about her experience in the Biden administration and running against Mr. Trump.

Hillary Clinton wrote a book titled “What Happened” after Mr. Trump beat her in 2016. Mr. Gore plunged into environmental advocacy and produced the documentary film “An Inconvenient Truth.”

How candid Ms. Harris might be about her feelings would probably be indirectly proportional to her interest in seeking public office again. But there will be enormous public interest in what she really thought about serving with an aging president and losing an election to a man she described as a fascist threat to democracy.

Practice self-care — and go for a hike

About the only clue regarding Ms. Harris’s post-election plans is her apparent desire to spend more time with food not eaten on a campaign plane.

“I plan on putting on some pounds after this is over,” she said on Oct. 27 in Pennsylvania at a bookstore in Pennsylvania. “They’re working me to the bone.”

She could also emulate Mrs. Clinton.

Days after she lost to Mr. Trump in 2016, the former secretary of state was spotted by a fellow hiker on a trail outside her home in Chappaqua, N.Y. Bill Clinton took a photo that the woman subsequently shared on Facebook, where it went viral.

Ms. Harris still has 10 weeks left to reside in the Naval Observatory, the grounds of which are not known for good hiking. But Rock Creek Park in Washington is nearby, with miles of pretty trails for the vice president or her supporters to relieve their post-election stress on foot.

Reid J. Epstein covers campaigns and elections from Washington. Before joining The Times in 2019, he worked at The Wall Street Journal, Politico, Newsday and The Milwaukee Journal Sentinel. More about Reid J. Epstein

Katie Rogers is a White House correspondent. For much of the past decade, she has focused on features about the presidency, the first family, and life in Washington, in addition to covering a range of domestic and foreign policy issues. She is the author of a book on first ladies. More about Katie Rogers

Erica L. Green is a White House correspondent, covering President Biden and his administration. More about Erica L. Green

Our Coverage of the 2024 Election

The Presidential Race

‘Trump’s America’ : Donald   Trump’s comeback victory has established him as a transformational force reshaping the United States  in his own image.

How Trump Won: Trump gambled that his grievances  would become the grievances of the MAGA movement, and then the G.O.P., and then more than half the country.

Democrats Play the Blame Game : Lawmakers and strategists tried to explain Kamala Harris’s defeat , pointing to misinformation, the Gaza war, a toxic Democratic brand and the party’s approach to transgender issues.

Other Results

Senate: With a decisive margin in the Senate, an emboldened Republican majority is ready to empower Trump .

House: Republicans made early gains  in their drive to maintain control of the House, though the fate of the majority remains unclear .

South Texas : Trump’s biggest gains were along the Texas border, a Democratic stronghold where most voters are Hispanic. He won 12 of the region’s 14 counties , up from five in 2016.

More Coverage and Analysis

Transgender Anxiety: For many transgender Americans, the experience of being invoked by political candidates  as a symbol of absurdity or an object of disgust has taken a toll.

Abortion Rights: In states like Arizona and Nevada, some voters split their tickets, supporting abortion rights measures while also backing Donald Trump .

Trump’s Fiscal Agenda: Advisers to Trump and Republicans on Capitol Hill are already looking at ways to scale back some of his more expensive ideas .