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Hi, I’m Martin.
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Welcome to Oxford Online English!
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In this lesson, you can learn all about how
to use the verb ‘do’.
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Do you want to see more free English lessons?
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You should visit our website: Oxford Online
English dot com.
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You can also book English classes with our
professional teachers, who can help you with
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your English speaking, writing, IELTS preparation,
or whatever else you need.
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One more thing: do you want to watch this
video with subtitles?
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You can!
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Turn them on now by clicking the ‘CC’
button in the bottom right.
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This is a ‘5 levels’ lesson.
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That means you’ll see five sections.
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Each section will give you a challenge.
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Each section is more difficult than the previous
ones.
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The early sections will focus mostly on grammar;
higher levels will test your grammar and vocabulary
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skills!
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Level one is beginner, so if you’re not
a beginner, you should skip to level two.
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Ready?
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Let’s go!
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Look at five sentences.
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Complete each sentence with one word.
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Each word is a form of the verb ‘do’.
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Contractions, like ‘don’t’, count as
one word.
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Pause the video and do it now.
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Ready?
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Here are the answers.
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What do you need to know here?
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Use ‘do’ to make negatives and questions
in the present simple
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and the past simple.
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For example, take a positive sentence: ‘I
like bananas.’
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Make a negative: ‘I *don’t* like bananas.’
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Make a question: ‘Do you like bananas?’
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If you’re talking in the 3rd person – he,
she or it – use ‘does’ and ‘doesn’t’.
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Take a positive sentence: ‘She likes bananas.’
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Make a negative: ‘She doesn’t like bananas.’
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Make a question: ‘Does she like bananas?’
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In the past simple, use ‘didn’t’ to
make negatives, and ‘did’ to make questions.
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Take a positive sentence: ‘They arrived
early.’
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Make a negative: ‘They didn’t arrive early.’
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Make a question: ‘Did they arrive early?’
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There’s one exception.
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Don’t use ‘do’, ‘don’t’, ‘did’
or ‘didn’t’ with the verb ‘be’,
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or with modal verbs like ‘can’.
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Verbs like ‘be’ and ‘can’ make their
own negatives and questions, without using
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‘do’.
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Clear?
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If not, you can review this section again.
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If you think it’s difficult, you should
study the present simple and past simple verb
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tenses.
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Focus on how to form negative sentences and
questions.
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If everything’s OK, then let’s move on
to level two!
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Here’s your challenge for level two.
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Your job is to put the words in order to make
a *question*.
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That’s important: you need to make a question,
not a sentence.
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Pause the video and think about your answers
now.
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Ready?
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Let’s look.
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What does the first question – what do you
do?
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– mean?
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It means ‘what’s your job?’.
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It’s common in spoken English.
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In level one, you saw that you use ‘do’
to make questions in the present and past
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simple.
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There are different kinds of question you
can make, but there’s another point here.
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‘Do’ can be two things.
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It can be a main verb, which has real meaning.
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It can also be an auxiliary verb, which you
use to make negatives and questions.
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It can also do both things in the same sentence.
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All these questions use ‘do’ twice, once
as a main verb, and once as an auxiliary verb.
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This is extremely common in English!
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Anyway, let’s look at some different ways
you can use ‘do’ to make questions.
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You can make yes/no questions, which start
with the word ‘do’, ‘does’, and so
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on.
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For example, see question three.
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You can make questions with a question word,
like ‘what’, ‘where’, ‘who’, and
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so on.
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See question one for an example.
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You can also make questions with a question
tag, like numbers two and five.
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This can have several different meanings.
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You can use a tag question to check something,
when you think you know the answer already.
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You can also use it to show surprise or interest.
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Here’s a question: in number two, the question
tag is negative – ‘don’t you?’
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– but in number five, the tag is positive
– ‘do you?’
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Do you know why?
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If you want to check information, meaning
that you want to ask a question but you think
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you know
the answer already, then the question tag
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should be the opposite of the main verb.
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That means, if the main verb is positive,
the tag should be negative; if the main verb
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is negative, the tag should be positive.
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So, ‘you do yoga, don’t you?’
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means that I think you do yoga, and I’m
asking to confirm my idea.
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Use a positive sentence plus a positive question
tag to show interest.
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‘You do taekwondo, do you?’
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looks like a question, but it isn’t really
a question.
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It shows politeness and interest in the person
you’re talking to.
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This form is common when making small talk.
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You can also make negative questions, starting
with ‘don’t’, ‘doesn’t’, or ‘didn’t’.
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You use these to express surprise or frustration.
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Question four is an example of this.
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Like number five, this isn’t a real question.
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You use it to express an emotion.
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When you use negative questions, intonation
is important: ‘Didn’t you do the dishes?’
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Let’s move on to level three.
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This time, we’ll do something a little different.
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Each of these five sentences contains a mistake.
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Your job is to find the mistake and correct
it.
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Pause the video and do it now.
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Think carefully about your answers.
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Do you need to add a word, remove a word,
or change a word?
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Here are the answers.
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Sentence one is an *indirect* question.
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An indirect question starts with a polite
phrase like ‘Can you tell me…’ or ‘Do
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you know…’
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You use indirect questions when you want to
sound more polite.
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Indirect questions *don’t* use ‘do’,
‘does’ and so on as an auxiliary verb.
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This is a common mistake.
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In question two, you need to use ‘does’
as an auxiliary verb to refer to another verb
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– ‘like’ – which you used earlier.
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In most cases, the auxiliary verb you need
depends on the verb tense, *not* on the original
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verb.
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The exception is verbs like ‘be’, ‘can’
and so on, which can be their own auxiliary
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verbs.
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Here, the verb ‘like’ is present simple,
so it uses the auxiliary verb do/does.
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In number three, you have a verb – ask – which
needs to be followed by an infinitive with
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‘to’.
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Here, the infinitive is negative.
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You make negative infinitives by adding ‘not’.
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You don’t use ‘don’t’, ‘doesn’t’,
or any other form of ‘do.
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In number four, you need to know something
about how to use ‘do’ and ‘make’.
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This is more of a vocabulary point.
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In many cases, you need to remember whether
a word – like ‘progress’ – goes with
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‘do’ or ‘make’.
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Number five is also a vocabulary point.
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There are many fixed phrases with ‘do’,
like ‘do someone a favour’.
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After ‘do’, you need a person – ‘do
*me* a favour’, ‘do *you* a favour’
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– and so on.
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So, to review, the topics covered in level
three are: indirect questions, ‘do’ as
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an auxiliary verb, negative infinitives, ‘do’
versus ‘make’, and fixed phrases with
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‘do’.
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Where were you stronger or weaker?
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Think about what you know, and what you need
to focus on to improve.
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Anyway, time for level four!
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Here are your sentences for level four.
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You need to complete each sentence with two
words.
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One word is a form of ‘do’.
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Remember: you *must* use exactly two words!
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Let’s see the answers.
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So, what do you need to know here?
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In level three, you saw that there are negative
infinitive forms.
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There are also negative -ing forms.
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Like negative infinitives, you just add ‘not’
to make the sentence negative.
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You can see this in sentence one.
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Number two is a participle clause.
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The meaning is similar to: ‘Because I hadn’t
done anything similar before…’
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What about three?
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Can you explain what’s going on there?
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Remember that ‘do’ can be both an auxiliary
verb and a main verb, and it can also do both
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things in one sentence.
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Auxiliary verbs can be used to add emphasis;
for example, if you want to contradict what
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someone else says.
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Here, ‘did’ is an auxiliary verb which
adds emphasis, and ‘do’ is a main verb.
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So, if someone asked you ‘Why didn’t you
do it?’, you might answer like this ‘I
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*did* do it.
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I just forgot to send it to you!’
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You use the auxiliary verb – ‘did’ – to
add emphasis and contradict the other person.
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Four and five are vocabulary points.
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‘Do your best’ is a fixed phrase meaning
‘try as hard as you can.’
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For example, you could say ‘We did our best,
but we didn’t have four of our best players,
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so it’s not surprising we lost three-nil.’
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‘Do with’ is a conversational way to say
‘want’.
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‘I could do with a long holiday’ means
that I really want a long holiday right now!
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Remember: you can review any section of this
video as many times as you need.
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Here’s a tip: a big difficulty with ‘do’
is that it has so many different uses.
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It can be a main verb, an auxiliary verb,
or it can be used in fixed phrases and phrasal
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verbs.
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So, when you see ‘do’ in a sentence, ask
yourself which thing it is.
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Is it a main verb, an auxiliary verb, or part
of a longer phrase?
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Getting this clear will help you to understand
how to use ‘do’ more accurately.
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Now, are you ready for level five?
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Let’s try!
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Ready for the hardest challenge?
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Here are five of the hardest sentences we
could make.
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Your job is to complete them with one or two
words.
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One of the words must be a form of ‘do’.
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Contractions, like ‘don’t’, count as
one word.
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Could you do it?
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Let’s see the answers.
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Most of the sentences here test vocabulary
points.
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For example, take sentence one.
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In conversational English, ‘do’ can have
the meaning of ‘be enough, but not very
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good’.
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If you say ‘it’ll do’, you mean that
it’s not great, but it’s enough for you.
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Sentence two tests a grammar point.
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Hopefully, you know already that you can use
‘do’ as an auxiliary verb to refer back
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to a verb or verb phrase you used earlier.
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If you didn’t use ‘do’ here, you would
have to repeat the full phrase ‘his chances
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of working for the EU’, which would be repetitive.
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However, here you also need an -ing verb.
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When you want to use ‘do’ as an auxiliary
verb to replace an earlier verb, *and* you
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want to use an -ing form, or to plus infinitive,
you should use ‘do so’.
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‘Do so’ is formal.
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In spoken or informal English, you’d probably
say ‘do it’ or ‘do that’.
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Three, four and five all test your vocabulary.
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In three, ‘get it done’ is a conversational
way to say ‘finish something’.
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In number four, ‘doing well for themselves’
means that they’re making a lot of money,
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so they have a comfortable lifestyle.
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00:16:17,840 --> 00:16:24,270
In sentence five, ‘it hasn’t done me much
good’ is a semi-fixed phrase.
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If you want to make the phrase positive, say
‘it’s done me *a lot of* good’.
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Of course, you can also use this to talk about
other people.
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For example ‘She looks so much happier these
days.
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Switching to part time work seems to have
done her a lot of good.’
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So, how did you do?
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Which topics did you find the hardest?
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We think level five is the hardest, because
it tests a lot of fixed and conversational
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phrases.
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Do you agree?
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Please share your thoughts in the comments.
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That’s all for now.
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See you next time!18864
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