Precautionary & Curative Learning in English IV: Pebrero 2014

Biyernes, Pebrero 28, 2014

LESSON 11 - To Make quick Replies [Verb and Verb Tenses, Yes - No Questions]

1.1 Action Verbs

Recognize an action verb when you see one.

Explode! Scream! Sneeze! Type! Kick! What are these words doing? They are expressing action, something that a person, animal, force of nature, or thing can do. As a result, we call these words action verbs. Look at the examples below:

In the library and at church, Michele giggles inappropriately.
Giggling is something that Michele can do.

Because of the spicy Jamaican pepper, David reached for his glass of iced tea.
Reaching is something that David can do—happily, if his mouth is on fire.

Carlos watched pretty women in skimpy bikinis parading on the beach.
Watching is something that Carlos can do.

The alarm clock buzzed like an angry bumblebee.
Buzzing is something that the alarm clock can do.

The coffee maker gurgled on the kitchen counter.
Gurgling is something that the coffee maker can do.
If you are unsure whether a sentence contains an action verb or not, look at every word in the sentence and ask yourself, "Can a person or thing do this?"
Read the sentence below:

During biology class, Omesh napped at his desk.

Can you during? Is during something you can do? Can you biology? Is there someone biologyingoutside the building right now? Can you class? Do your obnoxious neighbors keep you up until 2 a.m. because they are classing? Can you Omesh? What does a person do when he's Omeshing? Can you nap? Bingo! Sure you can! You'd probably prefer napping to listening to a biology lecture yourself. Can you at? Of course not! Can you his? Show me hising. Can you desk? Demonstrate desking for me!
In the sentence above, there is only one action verb: napped.

A few more things to remember:

Action verbs can also be mental actions or things that can be seen, such as: Mary thought about her homework. She wanted a good grade.
Action verbs can have a present tense, past tense, or future tense.

Examples:

The cheetah runs faster than humans. (Present tense)
The cheetah ran through the jungle. (Past tense)

A cheetah will run down its prey. (Future tense)

Exercise 1

Directions: Underline each action verb, and write whether it expresses a physical or mental action.

1. Manuel Torres, an actor, toured the country.
2. Torres learned about the theater from his father.
3. Torres' father sent him to Princeton University
4. Soon Torres developed an interest in the sea.
5. He returned home after two years of travel.
6. Later, a drama teacher at Harvard University inspired Torres to write.
7. Torres knew the value of his own work.
8. He journeyed to El Nido for the summer.
9. A group of friends admired this new playwright.
10. They used a stage in their town for theatrical production.

1.2 Present and Past Tenses

The verb in a sentence tells what action took place. It also tells you when the action took place. the form of the verb shows the time of the action is called the tense of the verb.

The present tense of a verb names an action that happens regularly. It can also express a general truth.

"The actor wins awards."
In the present tense, the base form of the verb is used with all subjects except is a singular nouns and the words he, she, and it. when the subject is a singular noun or he, she, or it, -s is usually added to the verb. Remember that a verb in a sentence must agree in number with its subject.

The past tense of a verb names an action that already happened.
the past tense of many verb is formed by adding -d or -ed to the verb.

"The actors practiced their lines"

Exercise 2

Directions: Write each sentence. use the correct tense of the verb in parentheses. Then write whether it is in the present or past.

1. Many people (attend) the theater yesterday.
2. My sister and I (discuss) the plot afterward.
3. now the show (start) on time every day.
4. Yesterday the reviewer in the Daily Inquirer (compare) the lead performer with Caruso.
5. Enrico Caruso (live) at the beginning of the twentieth century.
6. Caruso often (play) tricks on his fellow performers.
7. Now some people (listen) to his crude recordings.
8. Today singers still (talk) about his wonderful life.
9. Some modern singers (copy) the great singer's style and technique.
10. Today, many people (admire) this singer.

1.3 Main Verbs and Helping Verbs

Verbs has four principal parts that are used to form all tenses. Notice how the principal parts of a verb are formed.

Principal Parts of the Verb Play

Base Form Present Participle Past Form Past Participle form
Play Playing Played Played

You can use the base form itself and the past form alone to form the present and past tenses. the present and past participles can be combined with helping verbs to form other tenses.

A helping verb helps the main verb to tell about an action or make a statement.

A verb phrase consists of one or more helping verb followed by a main verb.

                    "They are acting in another play right now."

In the sentence above, the word are is the helping verb, and the present participle acting is the main verb. Together they form a verb phrase.

Exercise 2

Directions: In each sentence, underline the helping verb and underline in the middle the main verb.

EXAMPLE: She is ~~reading~~ about the Junior Olympics.

1. She was racing in a wheelchair race.
2. Sarah had joined the Wheelchair Athlete Club.
3. The racers were using special racing wheelchairs.
4. They are training several times a week.
5. They have lifted weights too.
6. Sarah has raced for several years.
7. She will race many more times.
8. She is practicing for next year’s Olympics.
9. The Junior Olympics are held every summer.
10. The games were started in 1967.

1.4 Progressive forms

you know that the present tense of a verb names an action that occurs repeatedly. To describe an action that is taking place at the present time, you use the present progressive form of the verb.

the present progressive form of a verb names an action or condition that is continuing in the present.

                                    "Anastacia is finishing her song."

The present progressive form of a verb consists of the present participle of the main verb and the helping verb, am, are, or is.

                                Present Progressing form

           Singular                             Plural

      I am leaving.                                                 We are leaving.
      you are leaving.                                              You are leaving
      He, She, It is leaving.                                   They are leaving

The past progressive names an action that was continuing at some point in the past.

The past progressive form of a verb names an action or condition in the past that continued for some time in the present.

                             The plot was becoming scary.

The past progressive form of a verb consists of the present participle and the helping verb was or were.

                                 Past Progressive Form

            Singular                           Plural

    I was cleaning                                We were cleaning
    You were cleaning                                              You were cleaning
    He, She, It was cleaning                                     They were cleaning

Exercise 3

Directions: Write each sentence. If the verb is in the present tense, change it to the present progressive form. If the verb is in the past tense, change it to the past progressive form.

1. The new theater season begins soon.
2. A committee reads the script.
3. The committee looked for something different.
4. One new play caused much excitement.
5. Some of my friends planned their own show.

Directions: Write each sentence Use the present or past progressive form of verb given in parentheses.

1. My English class (go) to two play production a week.
2. The schedule (tire) for some members.
3. We (see) too many shows last semester.
4. Last year we (study) the play or Romulus the Great.
5. At that time we (stage) out own production.

1.5 Perfect tenses

The present perfect tense of a verb names an action that happened at an indefinite time in the past. It also tells about an action that happened in the past and is still happening. Now.

            "The lead actor has rehearsed for many hours."
            "Norman and Myla have seen Les Miserables three times."

The present perfect tense consists of the helping verb have or has and past participle of the main verb.

                                   Present Perfect Tense

                   Singular                                                            Plural

I have acted                                            We have acted
         You have acted                                      We have acted
         He, She, It has acted                                        They have acted

The past perfect tense of a verb names an action that happened before another action or event in the past.

            "we had just arrived when the play began."
            "The play had been rewritten several times before it opened."

The past perfect tense of a verb consists of the helping verb had and the past participle form of the verb.

                                   Past Perfect Tense

                   Singular    Plural

          I had smiled                                              We had smiled
          You had smiled                                          You had smiled
          He, She, It had smiled                             They had smiled

Exercise 1

Directions: Write each sentence. Use the present perfect tense of the verb in parentheses.

1. The actress (perform) in several awar-winning plays.
2. Her drama coach (help) her a great deal.
3. She (learn) discipline and craft.
4. Our drama club (wait) for the opening of the opera season.
5. the members (plan) weekly theater parties.

Directions: Write each sentence. Use the past perfect tense of the verb in parentheses.

1. Before the show began, the cast (rehearse) for weeks.
2. Artists (create) the scenery before the opening.
3. Before the first rehearsal our teacher (talk) to us.
4. We (present) only one show before last year.
5. The director (demonstrate) many valuable techniques.

1.6 Expressing Future Tense

The future tense of a verb is formed by adding the helping verb will before the main verb. The helping verb shall is sometimes used when the subject is I or we.

There are other ways to show that an action will happens in the future. Tomorrow, next year, and later are all words that express future time. These words are called time words, and they are used with the present tense to express future time. Read the sentence below.

Our show opens next week.
Tomorrow we design scenery and rehearse.

The present progrssive form can also be used with time words to express future actions.

Next friday our show is opening.
Soon we are ending rehearsal.

Another way to talk about future is with the future perfect tense.
The future perfect tense of a verb names an action that will be completed before another future event begins.

The future perfect tense is formed by adding will have or shall have before the past participle of the verb.

Monday I shall have finished the script.
by next week the pratice will have started.

Exercise 1

Directions: Write each sentence. Then write whether each underlined verb is in the present, future perfect, or present progressive.

1. Until the show we shall practice every day.
2. Tomorrow I am going to learn my part by heart.
3. I give my first performance by saturday
4. Next year I will enter an acting school
5. The cast party will have been scheduled by Saturday night.

Exercise 2

Directions: Write each sentence. Underline the verb or verb phrase, and write whether it is in present, future, or present progressive.

1. All the dancers will practice this afternoon.
2. Later today we are changing the second scene
3. After our show next week we take a break.
4. The day after tomorrow my costume arrives.
5. We shall be ready on time.

Reference

English, Communication Arts I (Conversational Approach) pp. 115-131

http://www.chompchomp.com/terms/actionverbs.htm

http://www.k12reader.com/verbs/helping_verbs.pdf

LESSON 10 - Homophones

Homophones, or homonyms, are words that sound alike but are spelled differently and have different meanings. For example, “toad” and “towed” are homophones. When it comes to student writing, they need to be able to distinguish the difference in meaning and choose the correct spelling of the word. If they don’t, their writing won’t make sense!

Homophone Pairs

Meet/meat Ad/add Eight/ate Blew/blue Toad/towed
Wait/weight Be/bee By/buy/bye Hour/our Know
There/their/they’re To/too/two Your/you’re Rose/rows
Here/hear One/won Bale/bail Board/bored Byte/bite
Bread/bred Break/brake Seller/cellar Censor/sensor
Chilly/chile Crews/cruise Days/daze Dear/deer Die/dye
Eye/I Find/fined Gate/gait Hay/hey Him/hymn Hole/whole
Lie/lye Made/maid Male/mail Passed/past Piece/peace Peer/pier
Pray/prey Read/reed See/sea Sun/son Would/wood

Exercise 1

Directions: For each word in Column A there is a homonym in Column B. Write the number of its homonym next to each word in Column A.

A B

wait   __________ 1. sighted
ceiling __________ 2. whether
piece   __________ 3. weight
side   __________ 4. choose
threw   __________ 5. sealing
vein   __________ 6. eight
weather   __________ 7. peace
no   __________ 8. heard
chews   __________ 9. break
brake __________ 10. pear
are __________ 11. through
herd __________ 12. know
hire   __________ 13. vein
pair   __________ 14. higher
bare   __________ 15. bear

Exercise 2

Directions: Fill in the blanks with the right word (their, there, they're)

1. __________ Two chums were running fast.
2. __________ looking for the lost dog.
3. __________ are two houses for sale.
4. __________ planning to go sailing.
5. What did you see over __________?
6. They wanted to visit __________ aunt.
7. __________ late everyday.
8. Is your back at __________ house?
9. __________ were five coats in the closet.
10. __________ going to __________ friend's house.

Exercise 3

Directions: Circle the correct homonyms in the following sentences.

1. We had lunch over at (there / their / they're) house.
2. Her little sister was just (to / too / two) slow on a bike.
3. The new jet streaked (threw / through) the clouds.
4. "You don't have the (right / write) to say that!" shouted the man.
5. I (no / know) what you want, and the answer is (no / know).
6. (there / their / they're) grandmother live over (there / their / they're).
7. Is it much (to / too / two) early to know whether she won (to / too / two) prizes.
8. (there / their / they're) not very interested in dating.
9. The (to / too / two) of them had (to / too / two) much to eat and went (to / too / two) bed.
10. It's not sensible (to / too / two) drink (to / too / two) much.

Reference

English, Communication Arts I (Conversational Approach) pp. 109-113

http://www.k12reader.com/fun-activities-for teaching-homophones/

http:// eps.schoolspeciality.com/external/read_write_think/practicing_homophones.pdf

LESSON 9 - The Tongue Twister Game

A tongue-twister is a phrase that is designed to be difficult to articulate properly, and can be used as a type of spoken (or sung) word game. Some tongue-twisters produce results which are humorous (or humorously vulgar) when they are mispronounced, while others simply rely on the confusion and mistakes of the speaker for their amusement value.

All levels and ages enjoy tongue twisters. They work well as a warm up to get students speaking, and they help students to practice pronouncing difficult sounds in English.

Procedure

Write some English tongue twisters on the board or on pieces of paper to distribute to students. Ask them to read the tongue twisters aloud. Then faster. Then three times in a row.
Here are some examples:

She sells sea shells on the sea shore
A proper copper coffee pot
Around the rugged rocks the ragged rascal ran
Red lorry, yellow lorry, red lorry, yellow lorry
A big black bug bit a big black bear
Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked?

Ask the students if they have any tongue twisters in their L1. Have a go at saying them yourself. This usually causes a good laugh, and makes the activity more two-way and interactive.

Now ask the students to have a go at creating their own tongue twisters. This activity is a variation of the famous 'Consequences' game. Write the following questions on the board:

Write your first name
What did she/he do?
Where?
When?
Why? Because…

Now give students the following instructions:
- Get into teams of about 5 people.
- On a piece of blank paper write your answer to question 1.
- Pass the paper to the person on your right. Write an answer to question 2 on the paper you have just received. Your answer must begin with the first sound in the person's name (e.g. Bob - bought a bike).
- Pass the paper on again and write an answer to question 3, again using the sound at the beginning of the name.
- Continue until all the questions have been answered.
- Pass the paper back to the person who started with it. Read all of the tongue twisters aloud.

It might help if you give the students some examples before they begin the exercise:
- Bob bought a bike in Bali on his birthday because he was bored
- Susan sang a song at the seaside on the 6th of September because she saw some sunshine
- Laura laughed in the laundrette at lunchtime because she lost her laundry

Reference

English, Communication Arts I (Conversational Approach) pp. 101-107

http://www.teachingenglish.org.uk/article/tongue-twister-game

http://en.wikipedia.org/wiki/Tongue-twister

LESSON 8 - Intonation Awareness & Intonation Drills

High on the hill with a lonely goat herd Le hi ho di le hi ho di le hi hi Sweet little lamb with a lonely sheep herd Le hi ho di le hi ho di lei Ha ha le hi ho di le hi Hei hei le hi ho di lei Ho ho le hi ho di le hi Le hi ho di lei ho lei Lonely Goatherd Why do we need to sing? Because speaking is like singing… In singing, we follow a tone… It is the same in speaking… The tone we follow is called intonation.

Intonation is the rising and falling or the variation of the tone of voice when we speak.

Intonation

> Lowest tone

> Middle tone

> Highest tone

In intonation, we have three pitch levels

PITCH OR TONE LEVELS 1 – lowest tone 2 – middle tone 3 – highest tone

FINAL INTONATION PATTERNS

1 – lowest tone 2 – middle tone 3 – highest tone THE 2-3-1 PATTERN OR THE RISING-FALLING INTONATION PATTERN

2 – middle tone 3 – highest tone THE 2-3 PATTERN OR THE RISING INTONATION PATTERN

A fourth pitch level is also used depending on the emotion expressed in a sentence.

Rules of final intonation patterns

First rule

Declarative sentences or factual sentences follow the 2-3-1 pattern.

    EXAMPLE: The cookie was stolen.
    EXAMPLE: The book is on the table.

Second rule

Imperative sentences follow the 2-3-1 pattern.

    EXAMPLE: Please hand me the book.
    EXAMPLE: Pick a better choice.

Third rule

Information questions follow the 2-3-1 pattern.

    EXAMPLE: Where is the cookie?
    EXAMPLE: Who took the cookie?

Fourth rule

Yes-no questions follow the 2-3 pattern.

    EXAMPLE: Did she take the cookie?
    EXAMPLE: Do you like cookies?


Read the following:

I didn't say we should kill him. = Someone else said we should kill him.
I didn’t say we should kill him. = I am denying saying it.
I didn’t say we should kill him. = I implied it / whispered it / wrote it down.
I didn’t say we should kill him. = I said someone else should kill him /you should kill him, etc.
I didn’t say we should kill him. = I said we shouldn’t kill him / we must kill him, etc.
I didn’t say we should kill him. = I said we should take him to dinner /take care of him / send him on a diving holiday.
I didn’t say we should kill him. = We should kill someone else.

Exercise 1

Directions: Draw the final intonation patterns for the following sentences.


1. He studies literature.

2. Bring me the papers.

3. Why is she absent?

4. Did you see him?

5. Is she intelligent?


Exercise 2

Directions: Read the following sentences using the correct final intonation patterns.


1. Are you going to school today?

2. The booth is already closed.

3. Where are your brothers?

4. Aren't you coming with us?

5. Tomorrow is another day.


Exercise 3

Directions: Draw the correct final intonation pattern for the following sentences.


1. She is perfect.

2. Who is your rival for the first spot?

3. Wouldn't it be nice if we go out?

4. Did you know that she isn't coming?

5. Honesty is the best policy.

6. Hope springs eternal.

7. I’d like to come over to talk about some matters.

8. Bring me the book.

9. Please carry the bag for me.

10. Every dog has a collar.

Reference

English, Communication Arts I (Conversational Approach) pp. 95-100

http://designerlessons.org/2011/12/10/intonation-sentence-stress-esl/

http://www.slideshare.net/vanessaadriano/vanessa-intonation-for-demo

Huwebes, Pebrero 27, 2014

LESSON 7 - Self-analysis (What type of Students Are You?) Do, Does, Did Questions

          This lesson creates a relaxed atmosphere among you in order to speak the English language confidently and freely. You are exposed to an activity the lets you answer some questions about yourself and know later the interpretation of your answers.

Self Analysis

Procedure:

   Answer the following questionnaire by putting a True (T) or a False (F) after each sentence. (If you are hesitating between T and F, put both)

The Questions

   A. I often study English at home, in a library, on the train.
   B. I need English for my work, to pass an exam, to get a job.
   C. I don't like making grammar mistakes when I speak.
   D. I began learning English because my parents felt it was necessary for the future.
   E. I love speaking English with other learners of the same level.
   F. I go to English conversation classes because I simply awnt to, not because I have to.
   g. I think my teachers should force me to speak more in conversation class.
   H. I would like to go on a year-long world tour, even if I had little money
   I. If I don't speak in conversation class, it is because the topic/task is bad.
   J. I watch English-language TV and films in English-even though I understand nothing!
   K. I ahte it when one person does all the talking ni conversation class.
   L. Quite often, I am happy just to listen to the teacher.
   M. I often feel a little stupid when I talk in conversation class.
   N. I think the teacher is what motivates the student most.
   O. I prefer learning grammar, vocabulary, etc. to speaking English.
   P. I wish I could go to a conversation class every day instead of just twice or thrice a week.
   Q. Basically, I think a conversation class should be for practicising the grammar you have just learned.
   R. I regularly ask the other students questions and comment on what they say in conversation class.

     - Gerard counihan
ProfessorSs[at]blabla.es

Interpretation

A, E, F, H, J, P, R = True. This basically, indicates a self motivated, hard-working learner. It is also indicate the desire to socialize, to meet other races and cultures. This is what language is for. The perfect students. A talker an a worker!

B, D, G, I, K, N = True. There is a strong sense of being "obliged" to learn, which is not self-motivation. Not a crime, but the learner must want to achieve for himself. Also, this type of learner blames his performance on others/external factors. This may not be the ideal ingredient for a good communicator/worker.

C, O = True. This can mean that you are a perfectionist. You pay attention to formal detail. Can be good, but it can also be an obstacle to communication. An anxious talker.

G, I, K, L, N, = True. This implies a degree of passiveness. If you want to talk, don't think about it - act! This learner could also lack self-motivation. A sporadic talker

M = true. It happens to everybody at the beginning. But you must get over this after a few class. You will.

Q = True. This is a big issue. But how can you talk about the world with a few set phrase? You may be a traditional learner expecting a traditional class. Remeber, the ultimate aim of English is to communicate.

S = True. Bingo! It is said that women work harder at languages too. They also miss fewer classes than men.

As with everything relaetd to motivation, it is impossible to be categorical. For example, seemingly negative factors can end up motivating some learners. Also, some of the above statements may apply to several interpretations. Nothing is black and white.

Questions: ALL Other Verbs (Using DO/DOES/DID)

To form questions in English using any other verb except (to be), we must use the helping or auxilary verbs: DO/DOES/DID. Remember that DO/DOES we use in the present tense with the following subjects:

Do (I, you, we, they) understand English?
Does (he, she, it, your mother, the man) speak well?

And we use DID in the past tense with all subjects:

Did (I, you, he, she, it, we, they) pass the exam?

When forming questions with DO/DOES/DID, we use the following format:

Question Word + DO/DOES/DID + Subject + Verb
What + do +you +like to do on the weekends?

We use DO/DOES/DID with the present and past simple tenses as seen below.

Examples:

    He likes to play baseball.= Does he like to play baseball?
    They went shopping yesterday.= Did they go shopping yesterday?
    They do their homework after dinner.= Do they do their homework after dinner?
    She travels to Asia every summer.= Where does she travel every summer?
    We go jogging at 7:00 am every morning.= When do you go jogging?
    I went to class four times per week.= How often did you go to class?

Exercise 1

Directions: Fill in the correct form of the verbs as in the examples:

             1. Mark and Dylan do volunteer work at the homeless shelter twice a week. (do)
             2. Sheila didn’t do the dishes last night. (not do)
             3. Does Gillian usually meet clients so late at night? (meet)

1. ________ John often _____ together with his friends on the weekends? (get)

2. Sivan ____________the post every day. (not collect)

3. _______ the computer ____________ again yesterday? (break down)

4. ____________ work __________ he _______ every month? (how much/do/do)

5. _________ you ________ your laundry now? (do)

6. In general, the dogs ____________ on the beds in his house. (not sleep) They _____ last night though. (do)

7. How many copies of the document_______ you _________? (need)

8. I ________ ever___________ the street on a red light! (not cross)

9. ________ Adam always _________ the lights off when he leaves the office? (turn)

10. _________ she ________ her homework yet? (do) It’s due tomorrow.

Exercise 2

Directions: Read the question carefully and pick the answer a), b) or c)

1.    Which question is correct?

        a. Does you have a bicycle?
        b. Do you has a bicycle?
        c. Do you have a bicycle?

2.    Which question is correct?

        a. Does the teacher give you much homework?
        b. Do the teacher give you much homework?
        c. Does the teachers give you much homework?

3.    Which question is correct?

        a. Does your sisters get the bus to school?
        b. Does your sister get the bus to school?
        c. Do your sister get the bus to school?

4.    Which question is correct?

        a. Do they always has their holiday together?
        b. Does they always have their holiday together?
        c. Do they always have their holiday together?

5.    Which question is not correct?

        a. Does your father have a Toyota?
        b. Does your father has a Toyota?
        c. Does he have a Toyota?

6.    Which question is correct?

        a. Do we have to clean the classroom?
        b. Does we have to clean the classroom?
        c. Does they have to clean the classroom?

7.    Which question is correct?

        a. Does it have 5 gears?
        b. Do it have 5 gears?
        c. Does it has 5 gears?

8.    Which question is correct?

        a. Do we has a holiday tomorrow?
        b. Does we have a holiday tomorrow?
        c. Do we have a holiday tomorrow?

9.    Which question is correct?

        a. Do she go to your school?
        b. Does she go to your school?
        c. Does she goes to your school?

10.    Which question is not correct?

        a. Does that movie have a happy ending?
        b. That movie, does it have a happy ending?
        c. That movie, do it have a happy ending?

Exercise 3

Directions: Choose the correct answer.

1.    I don't like ice-cream, but he ___.

           a. do
           b. does
           c. did

2.    You don't need glasses, but I ___.

           a. do
           b. does
           c. did

3.    Sally didn't enjoy the movies, but everyone else ___.

           a. do
           b. does
           c. did

4.    Dave doesn't want to go out tonight, but his girlfriend ___.

           a. do
           b. does
           c. did

5.    My parents don't live in England, but I ___.

           a. do
           b. does
           c. did

6.    She doesn't smoke, but he ___.

           a. do
   b. does
           c. did

7.    I don't know her very well, but my friends ___.

           a. do
           b. does
           c. did

8.    This car doesn't go as fast as my old one ___.

           a. do
           b. does
           c. did

9.    I don't type very well, but my boyfriend ___.

           a. do
           b. does
           c. did

10.    He said he would do it and he ___.

         a. do
           b. does
           c. did

Reference

English, Communication Arts I (Conversational Approach) pp. 87-93

http://eslmeetingpoint.blogspot.com/2013/04/when-do-i-use-dodoesdid.html .

http://www.gingersoftware.com/grammarbook/verbs/do-does-did/

http://nzboyce.org/ozone/HeadwayQuiz/DandDoesQ.htm

http://a4esl.org/q/h/lb/dodoesdid.html