UNDERSTANDING AND USING ENGLISH GRAM Second Edition Volume A Betty Schrampfer AzarSpecial edition for the Middle East UNDERSTANDING AND USING ENGLISH GRAMMAR Second Edition Betty Schrampfer Azar Volume A Nt PRENTICE HALL PHOENIX ELT New York London Toronto Sydney Tokyo SingaporeLibrary of Congress Cataloging-in-Publication Data Azar, Betty Schrampfer, (date) Understanding and using English grammar / by Betty Schrampfer Azar. -- 2nd ed. DB. cm. Includes index. ISBN 0-13-943663: 1, English. language-, Language--Granmar - PEN128.A97 19890 428.2'4--d019 08-3/396 CIP A), == 198M 0-13-983671-5 (v. B) jextbooks for foreign speakers. 2. English 1. Title. To my mother, FRANCES NIES SCHRAMPFER and my father, WILLIAM H. SCHRAMPFER Editorial /production supervision: Janet Johnston Interior design: Ros Herion Freese Illustrations: Don Martinetti Cover design: Joel Mitnick Design Manufacturing buyer: Ray Keating © ‘2007 impression’ by Prentice Hall Regents Prentice-Hall, Inc. A Paramount Communications Company Englewood Cliffs, New Jersey 07632 This edition first published 1996 by Prentice Hall Phoenix ELT All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. Printed in Egypt by Intemational Printing House 098765 00 99 98 97 0-13-618224-0 (Student Book Volume A) Prentice-Hall International (UK) Limited, London Prentice-Hall of Australia Pty. Limited, Sydney Prentice-Hall Canada Inc., Toronto Prentice-Hall Hispanoamericana, S.A., Mexico Prentice-Hall of India Private Limited, New Delhi Prentice-Hall of Japan, Inc., Tokyo ‘Simon & Schuster Asia Pte. Ltd., Singapore Editora Prentice-Hall do Brazil, Ltda., Rio de Janeiro All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage retrieval system, without permission from Pearson Education Ltd. This edition manufactured in Saudi Arabia and published by PEARSON EDUCATION LTD, Copyright © 2006. This edition authorized for distribution only in Saudi Arabia.Contents PREFACE TO THE SECOND EDITION ....... 00... cece cece eee eceeeeeneees vii Chapter 1 VERB TENSES 1 THE SIMPLE TENSES ..... 2. THE PROGRESSIVE TENSES . 3 THE PERFECT TENSES .......... 4 THE PERFECT PROGRESSIVE TENSES .. 5. SUMMARY CHART OF VERB TENSES 6 7 & 9 1 SPELLING OF -ING AND -ED FORMS . SIMPLE PRESENT ...... PRESENT PROGRESSIVE ..... NONPROGRESSIVE VERBS (0 USING THE PRESENT PROGRESSIVE WITH ALWAYS 11 REGULAR AND IRREGULAR VERBS .. 1-12 SIMPLE PAST . 1-13 PAST PROGRESSIVE . 1-14 USING EXPRESSIONS OF PLACE WITH PROGRESSIVE TENSES . 1-15 PRESENT PERFECT ...... 1-16 PRESENT PERFECT PROGRESSIVE 1-17 PAST PERFECT - 1-18 PAST PERFECT PROGRESSIVE 1-19 SIMPLE FUTURE/BE GOING TO 1-20 WILL vs. BEGOING TO . 1-21 EXPRESSING THE FUTURE INTIME CLAUSES . 1-22 USING THE PRESENT PROGRESSIVE AND THE SIMPLE PRESENT TO EXPRESS FUTURE TIME . 1-23 FUTURE PROGRESSIVE. 1-24 FUTURE PERFECT . 1-25 FUTURE PERFECT PROGRESSIVE . 1- 1A 1 1 1 1 1 im re 11 11Chapter 3 THE PASSIVE .. Chapter 4 GERUNDS AND INFINITIVES iv O CONTENTS 2-1 INTRODUCTION . 2-2 POLITE REQUESTS WITH “I” AS THE SUBJECT ... 2-3 POLITE REQUESTS WITH “‘YOU" AS THE SUBJECT .. 2-4 POLITE REQUESTS WITH WOULD YOUMIND . 7 2-5. USING IMPERATIVE SENTENCES TO MAKE POLITE REQUESTS «.... B 2-6 EXPRESSING NECESSITY: MUST, HAVE TO, HAVE GOT TO ... 7s 2-7, LACK OF NECESSITY AND PROHIBITION: HAVE TO AND MUSTIN THE NEGATIVE ... 2-8 ADVISABILITY: SHOULD, OUGHT TO, HAD BETTER 2-9 THE PAST FORM OF SHOULD ..... 2-10 EXPECTATIONS: BE SUPPOSED TO AND BE 70 . 2-11 MAKING SUGGESTIONS: LET'S, WHY DON’T, SHALL I/WE 2-12 MAKING SUGGESTIONS: COULD . 2-13 EXPRESSING DEGREES OF CERTAINTY: PRESENT TIME 2-14 DEGREES OF CERTAINTY: PRESENT TIME NEGATIVE . 2-15 DEGREES OF CERTAINTY: PAST TIME .......- 2-16 DEGREES OF CERTAINTY: FUTURE TIME . 2-17 PROGRESSIVE FORMS OF MODALS ....... 2-18 USING USED TO (HABITUAL PAST) AND BE USED TO . 2-19 USING WOULD TO EXPRESS A REPEATED ACTION IN THE PAST 2-20 EXPRESSING PREFERENCE: WOULD RATHER . 2-21 USING CAN AND BEABLE TO . 2-22 PAST ABILITY: COULD .. 2-23 SUMMARY CHART OF MODALS AND SIMILAR EXPRESSIONS - 4120 3-1 FORMING THE PASSIVE 3-2 USING THE PASSIVE . 3-3 INDIRECT OBJECTS USED AS PASSIVE SUBJECTS . 3-4 THE PASSIVE FORM OF MODALS AND SIMILAR EXPRESSIONS 3-5. STATIVE PASSIVE ..... 3.6 THE PASSIVE WITH GET... 3-7 PARTICIPIAL ADJECTIVES . 120 123 125 130 135 139 144 4-1 GERUNDS: INTRODUCTION ... 4-2 USING GERUNDS AS THE OBJECTS OF PREPOSITIONS .. 4-3 COMMON VERBS FOLLOWED BY GERUNDS . 4-4 GO+GERUND ........ 4-5 COMMON VERBS FOLLOWED BY INFINITIVES . 4-6 COMMON VERBS FOLLOWED BY EITHER INFINITIVES OR GERUNDS4-7 REFERENCE LIST OF VERBS FOLLOWED BY GERUNDS 4-8 REFERENCE LIST OF VERBS FOLLOWED BY INFINITIVES . 2 168 -168 4-9 USING GERUNDS AS SUBJECTS; USING IT + INFINITIVE ... 172 4-10 INFINITIVE OF PURPOSE: IN ORDER TO . <174 4-11 ADJECTIVES FOLLOWED BY INFINITIVES coer ere) 175 4-12 USING INFINITIVES WITH TOO AND ENOUGH . PeeereetZE 4-13 PASSIVE AND PAST FORMS OF INFINITIVES AND GERUNDS 178 4-14 USING GERUNDS OR PASSIVE INFINITIVES FOLLOWING NEED - 181 4-15 USING A POSSESSIVE TO MODIFY A GERUND - 182 4-16 USING VERBS OF PERCEPTION ........... = 184 4-17 USING THE SIMPLE FORM AFTER LET AND HELP . = 186 4-18 USING CAUSATIVE VERBS: MAKE, HAVE, GET ..... - 187 4-19 SPECIAL EXPRESSIONS FOLLOWED BY THE -ING FORM OF A VERB = 189 Appendix 1 SUPPLEMENTAL GRAMMAR UNITS .........--.0 eee eee eres At Unit A: BASIC GRAMMAR TERMINOLOGY 4-1 SUBJECTS, VERBS, AND OBJECTS .. A2__ PREPOSITIONS AND PREPOSITIONAL PHRASES A3 ADJECTIVES A4 ADVERBS .. AS THE VERB BE ‘A-6 LINKING VERBS . ‘AT PERSONAL PRONOUNS A& CONTRACTIONS ... Unit B: QUESTIONS . Bl FORMS OF YES/NO AND INFORMATION QUESTIONS B-2 QUESTION WORDS .. : B-3 NEGATIVE QUESTIONS . B-4 TAG QUESTIONS Unit C: NEGATIVES C-1__ USING NOT AND OTHER NEGATIVE WORDS . C-2. AVOIDING “DOUBLE NEGATIVES” C3. BEGINNING A SENTENCE WITH A NEGATIVE WORD D-1 BASIC ARTICLE USAGE D-2 GENERAL GUIDELINES FOR ARTICLE USAGE Appendix 2 PREPOSITION COMBINATIONS ...........--+- PREPOSITION COMBINATIONS WITH ADJECTIVES AND VERBS . PHRASAL VERBS (TWO-WORD AND THREE-WORD VERBS) .. CONTENTS O vvi O CONTENTSPreface fo the Second Edition ‘The second edition of Understanding and Using English Grammar contains changes directed primarily toward clarification of structure presentations in the charts and improvements in the exercises. The revisions are based in large part upon the many wonderful and graciously offered suggestions from teachers and students familiar with the original text. A few new short grammar units have been included. One grammar area (comparisons) has been moved from Understanding and Using English Grammar to the second edition of Fundamentals of English Grammar. Additional notes on structure differences between American and British English have been included in the second edition. The text remains a developmental skills text for students of English as a second or foreign language. While focusing on grammar, it promotes the development of all language skills in a variety of ways. As in the original edition, the charts consist of examples accompanied by explanations and are intended to be easily understood by the students. Terminology is kept to a minimum. The exercises reflect an eclectic approach, not only because there are many effective ways of teaching language, but also because certain structures simply tend to lend themselves to one approach rather than another. The exercises may be directed toward listening skills, oral production, writing skills, or reading comprehension—or any combination thereof. Some of the exercises have a straightforward, controlled concentration on form and meaning. These are followed by other more complicated and challenging exercises that engender creative, independent use of target structures. The exercise contexts reflect realistic, typical language use and are relevant to the students’ concerns, daily lives, and life experiences. Items in the exercises are variously designed to encourage students to talk about themselves and their activities, to promote vocabulary development, to be informative, to engender cross-cultural comparisons, to be thought-provoking, to cause a smile or a chuckle, or to stimulate short discussions on a variety of topics. In order to meet the needs of different teachers in different teaching situations, the revision of Understanding and Using English Grammar is viiavailable in two formats: in a single volume or in split volumes. The restructuring of the organization was designed principally to accommodate splitting the text into two volumes, with Volume A focusing on verb forms and Volume B focusing on complex structures. As in the original edition, each chapter is a self-contained unit; the teacher may present the chapters in the given order or rearrange the order of presentation to suit his/her needs and purposes. Appendix 1 (Supplementary Grammar Units) has been expanded and now includes exercises. Information about parts of speech and basic structures such as questions and negatives is in the appendix so that students may have these units available whether using the single-volume text or the split volumes. The teacher can fit these units in as s/he deems appropriate in the syllabus. A teacher may, for example, choose to teach the question unit either prior to or in the course of teaching the verb tense chapter, may teach it in conjunction with the noun clause chapter, or may simply refer to it as needed in connection with tenses, modals, the passive, or any other unit. Much of the material in Appendix 1 is review from the other two texts in the series, but not all. As with any other grammar units in the text, the Appendix 1 material seeks to consolidate previous understandings as the basis upon which to expand usage ability. Understanding and Using English Grammar (blue cover) is intended for upper-level students. It is part of a series of three grammar books. Fundamentals of English Grammar (black) is directed toward mid-level students, and Basic English Grammar (red) is designed for lower-level students. WORKBOOKS The second edition is accompanied by student workbooks: Understanding and Using English Grammar—Workbooks A and B. They contain not only Self-study Practices (answers given) for independent out-of-class work by the students, but also Guided Study Practices (answers not given) for classwork, homework, and individualized instruction as the teacher sees the need. In addition, there are suggestions for oral and/or writing activities, an emphasis on vocabulary development, and two practice tests for each chapter. TEACHER’S GUIDE The second edition of Understanding and Using English Grammar is also accompanied by a much expanded Téacher’s Guide that contains: presentation suggestions; specific techniques for handling the varied types of exercises; background grammar notes; item notes on cultural content, vocabulary, and structure usage; problems to anticipate; suggestions for oral and written student-centered activities; and answers to the exercises. i G PREFACE TO THE SECOND EDITIONACKNOWLEDGMENTS First of all, I would like to express my appreciation to Donald A. Azar for his irreplaceable encouragement, partnership, good humor, and computer expertise. He is the co-author of the Workbooks and also has served as an advisor on the revision. A person of myriad skills, he has eased the way through a demanding project during a busy time in our lives, making the work I enjoy even more enjoyable. I wish also to express my great appreciation to Barbara Matthies, the writer of the accompanying Teacher’s Guide, for her continuing support both as a colleague and a friend—and for a wonderful time in Kathmandu, where we spent hours tossing around ideas. To me, there is nothing better than a good friend/colleague who likes to talk about English grammar and the teaching of ESL/EFL. I wish to express my gratitude to the following colleagues for their suggestions, interest, keen perceptions, and cheerful repartee: Irene Juzkiw, Rachel Spack (Shelley) Koch, Jeanie Francis, Susan Jamieson, Phyllis Mithin, Larry Francis, Barbara Leonhard, Nancy Price, Maureen Burke, Steve Molinsky, Bill Bliss, and Candace Matthews. An additional special thanks goes to Shelley, Jeanie, Susan, and Barbara Andrews for their wonderful contributions to and interest in the workbook project. The many other colleagues I have spoken with about the revision are too numerous to name, but I thank all of them for sharing their ideas with me. I would like to say a special thank you to the teachers I met in Puerto Rico. And to all of those who so conscientiously and scrupulously responded to the questionnaire on revising the text, my heartfelt thanks. The reviewers of the revised manuscript have been exceptionally helpful. In particular, I wish to thank Mr. Richard Eisman; Ms. J. Rajah; Ms. Mohana K. Nambiar; Dr. Dagmar Buhring Acuna, Universidad Interamericana de Puerto Rico; Mr. James E. Purpura, Institute for North American Studies, Barcelona, Spain; Ms. Teresa Pica, University of Pennsylvania, Graduate School of Education; Prof. Habibah HJ. Ashari, Coordinator, TESL Program, Center of Preparatory Education, MARA Institute of Technology, Malaysia; Mr. Richard L. Coe, State University of New York at Buffalo, Cooperative Education Program in Malaysia; Ms. Lynne Sarkisan Cresitello; Mr. Nicholas J. Dimmitt, University of Bahrain, Isa Town, Bahrain; Ms. Cheryl Engber, Indiana University; Ms. Linda A. Moody, Associate Director, The English Center for International Women, Mills College; Mr. William R. Slager, Department of English, University of Utah; and Ms. Shirley Wu, Singapore. I must say a special thank you to Lilian and Leonard Feinberg, who graciously made available to me language teaching materials they had written. They are much appreciated as friends and mentors. My gratitude also goes to Tina Carver, editor and friend, and to Ed Stanford, Andy Martin, Gil Muller, Noel Carter, Ros Herion Freese, Sylvia PREFACE TO THE SECOND EDITION © ixMoore, Don Martinetti, and all of the others with Prentice Hall Regents who made this project possible and enjoyable. I wish to thank Chelsea Parker for her willing, cheerful, and able office assistance. She is also a great joy and delight in my life. Finally, I thank my mother for inputting and editing, my father for being a veritable wellspring of ideas for entries, and both of them for helping with the tedious job of reading proof. Throughout my life, they have been and still are ever ready to assist me in my various endeavors—for which I am truly grateful. BETTY S. AZAR Langley, Washington x 0 PREFACE TO THE SECOND EDITIONCHAPTER 4 Verb Tenses EXERCISE 1—ORAL: Interview another student in the class. Take notes during the interview, and then introduce this student to the rest of the class. Possible topics for the interview follow. As a class, discuss what questions you might ask to elicit this information. 1, name 6. 2. spelling of name 7 3. country of origin 8. 4. residence at present 5. length of time in (this city or 9. country), both past and future 10. reason for coming here . field of study or work spare-time activities and interests general well-being and adjustment to living here comments on living here 0 EXERCISE 2—WRITTEN: Write a short autobiographical paragraph telling who you are, what you have done in the past two years, and what your plans are for the next two years. O EXERCISE 3—ORAL (BOOKS CLOSED): Ask a classmate a question using what + a form of do (e.g., What are you doing? What did you do? What have you done?). Use the given time expressions. Example: + every morning Student A: What do you do every morning? Student B: 1 (go to classes/eat breakfast/etc.) every morning. 1. every day before you come to 6. school 7. 2. last night 8 3. since you got up this morning 9 4. right now 5. at (this exact time) yesterday 10. for the past five minutes . tomorrow . at (this exact time) tomorrow . by the time you got to class this morning . by the time you go to bed tonightAN OVERVIEW OF ENGLISH VERB TENSES FOLLOWS IN CHARTS F-i THROUGH I-5. The diagram shown below will be used in the tense descriptions: now rox} te 1-1 THE SIMPLE TENSES TENSE EXAMPLES MEANING SIMPLE PRESENT (a) It snows in Alaska. In general, the simple present (b) I watch television every day. _| expresses events or situations that exist always, usually, ha- FREE HRHEHE bitually; they exist now, have existed in the past, and prob- ably will exist in the future. SIMPLE PAST (c) It snowed yesterday. At one particular time in the (d) I watched television last night. | past, this happened. It began and ended in the past. — SIMPLE FUTURE (e) It will now tomorrow. ‘At one particular time in the fu- (f) I will watch television tonight. | aure, this will happen. | oy 2 0 CHAPTER41-2 THE PROGRESSIVE TENSES* time or action. Form: be + -ing (present participle) Meaning: The progressive tenses give the idea that an action is in progress during a particular time. The tenses say that an action begins before, is in progress during, and continues after another PRESENT PROGRESSIVE (a) He és sleeping right now. He went to sleep at 10:00 tonight. It is now 11:00 and he is still asleep. His sleep began in the past, is in progress at the present time, and probably will continue. PAST PROGRESSIVE 10:00 11:00 (b) He was sleeping when'l arrived. He went to sleep at 10:00 last night. I arrived at 11:00. He was still asleep. His sleep began before and was in progress at a Ppovticular time in the past. It probably continued. FUTURE PROGRESSIVE 11:00 aR (c) He will be sleeping when we arrive. He will go to sleep at 10:00 tomorrow night. We will arrive at 11:00. The action of sleeping will be- gin before we arrive and it will be in progress at a par- ticular time in the future. Probably his sleep will continue. *The progressive tenses are also called the continuous tenses: present continuous, past continuous, and future continuous. Vero Tenses O 31-3 THE PERFECT TENSES Form: — have + past participle Meaning: The perfect tenses all give the idea that one thing happens before another time or event. PRESENT PERFECT | (a) I Aave already eaten. I finished eating some- ~ 3 time before now. The ex- g 4 act time is not impor- tant. (time?) PAST PERFECT (b) I had already eaten when they arrived. First I finished eating. Later they arrived. My 3 = eating was completely finished before another time in the past. FUTURE PERFECT | (c) I will already have eaten when they arrive. | First I will finish eating. s Later they will arrive. z= My eating will be com- pletely finished before an- ouher time in the future 4 0 CHAPTER1-4 THE PERFECT PROGRESSIVE TENSES Form: have + been + -ing (present participle) Meaning: The perfect progressive tenses give the idea that one event is in progress immediately before, up to, until another time or event. The tenses are used to express the duration of the first event. PRESENT PERFECT | (a) I have been studying for two hours. Event in progress: studying. PROGRESSIVE When? Before now, up to now, How long? For two hours. 2hrs! PAST PERFECT (b) Thad been studying for two hours Event in progress: studying. PROGRESSIVE before my friend came. ‘When? Before another event in the past. > How long? For two hours. Thrs: . | FUTURE PERFECT | (c) I will have been studying for two Event in progress: studying. PROGRESSIVE hours by the time you arrive. When? Before another event in the future. 4 How long? For two hours. L Verb Tenses O 515 | SUMMARY CHART OF VERB TENSES SIMPLE PRESENT PRESENT PROGRESSIVE The world is round. Lam studying right now. I study every day. SIMPLE PAST PAST PROGRESSIVE . | NI I studied last night. I was studying when they came. SIMPLE FUTURE FUTURE PROGRESSIVE I will study tomorrow. 1 will be studying when you come. 6 © CHAPTER‘| PRESENT PERFECT _.f | PRESENT PERFECT PROGRESSIVE —4— Ihave already studied Chapter One. T have been studying for two hours. PAST PERFECT PAST PERFECT PROGRESSIVE | a I had already studied Chapter One before I began to study Chapter Two. I had been studying for two hours before my friends came. FUTURE PERFECT | I will already have studied Chapter Four before I study Chapter Five. FUTURE PERFECT PROGRESSIVE Iwill have been studying for two hours by the time you arrive. Verb Tenses O 7O EXERCISE 4—ORAL (BOOKS CLOSED): Practice using tenses by answering the questions in complete sentences. . What do you do every day? . What did you do yesterday? . What will you do tomorrow? . What are you doing right now? . What were you doing at this time yesterday? . What will you be doing at this time tomorrow? . What have you done since you got up this morning? . What had you done before you went to bed last night? . What will you have done by the time you go to bed tonight? 10. What are you doing? How long have you been doing that? 11. What were you doing before I walked into the classroom today? How long had you been doing that? 12. What will you be doing before I walk into the classroom tomorrow? How Jong will you have been doing that? Cen auneune 0 EXERCISE S5—SPELLING PRETEST (BOOKS CLOSED): You will be using many verbs in their -ing and -ed forms in this chapter. Use this pretest to check yourself on spelling rules. On another piece of paper, write the words that your teacher says. Example: (cry + -ed) Teacher: Cried. I cried because I was sad. Cried. Written Response: cried 1. (hope + -ed) 10. (occur + -ed) 2. (dine + -ing) 11. (start + -ing) 3. (stop + -ed) 12. (warn + -ed) 4. (plan + -ing) 13. (enjoy + -ed) 5. (rain + -ed) 14. (play + -ing) 6. (wait + -ing) 15. (study + -ing) 7. (listen + -ing) 16. (worry + -ed) 8. (happen + -ed) 17. die + -ed) 9. (begin + -ing) 18. (lie + -ing) 8 © CHAPTER’1-6 SPELLING OF -ING AND -ED FORMS i (1) VERBS THAT (a) hope END IN-E date injure hoping dating injuring hoped dated injured | iust add -d. -ING FORM: If the word ends in -e, drop the -e and add -ing.* -ED FORM: If the word ends in -e, (2) VERBS THAT ONE-SYLLABLE VERBS. END INA (b) stop stopping _—_ stopped VOWEL AND A rob robbing robbed I vowel > 2 consonants** CONSONANT beg begging begged (c) rain raining rained fool fooling _ fooled 2vowels + I consonant dream dreaming dreamed TWO-SYLLABLE VERBS (d) listen listening _ listened offer offering offered Ist syllable stressed + J consonant open opening —_ opened (e) begin beginning (began) prefer preferring preferred | 2nd syllable stressed > 2 consonants control controlling controlled (3) VERBSTHAT | (f) start starting started If the word ends in two consonants, END INTWO fold folding _—folded just add the ending. CONSONANTS demand demanding demanded (4) VERBSTHAT | (g) enjoy enjoying enjoyed —_| If -y is preceded by a vowel, keep ENDIN-Y pray praying —_ prayed they. buy buying (bought) (h) study studying studied ~—| If -y is preceded by a consonant: uy —ouying tried -ING FORM: keep the -y, add «ing. reply replying _replied -ED FORM: change -y to-i, add -ed. (5) VERBSTHAT | (i) die dying died -ING FORM: Change -ie to -y, add END IN-IE lie lying lied ing. tie tying tied -ED FORM: Add“4. “Exception: Ifa verb ends in -ee, the final -e is not dropped: seeing, agreeing, freeing. ‘**Exception: -w and -x are not doubled: plow > plowed; fix -+ fixed. Verb Tenses O 9C EXERCISE 6: Give the correct -ing form for the following. hide run ruin come write eat sit PrN AWEAWNH . hold + holding 9. 10. ll. 12. 13. 14. 15. 16. act pat open begin earn fry die employ O EXERCISE 7: Give the correct -ing and -ed forms for the following. uy stay tape tap offer . prefer gain eN Aw RYN boil + boiling, boiled 9. 10. ll. 12. 13. 14, 15. 16. plan tie help study admit visit hug rage OO EXERCISE 8: Give the corrected form for the following. bore jar jeer . intensify . sob vaeyee 6. 7. 8. 9. 10. loot point ripen refer destroy © EXERCISE 9: Give the correct -ing form for the following. raid ride bid bury lie “Peer 10 01 CHAPTER 4 6. argue 7. tame 8. 9. trim 10. teem harm1-7 SIMPLE PRESENT (a) Water consists of hydrogen and oxygen. (b) Most animals ill only for food. (¢) The world is round. The simple present says that something was true in the past, is true in the present, and will | be true in the future. It is used for general statements of fact. (d) I study for two hours every night. (e) My classes begin at nine. (£) He always eats a sandwich for lunch. ‘The simple present is used to express habitual or everyday ac- tivity. (g) Ihave only a dollar right now. (h) I don’t recognize that man. Ci) He needs a pen right now. Certain verbs are not used in the progressive tenses. (See Chart 1-9,) With these verbs, the simple present may indi- cate a situation that exists right now, at the moment of speaking. 1-8 PRESENT PROGRESSIVE (4) John és sleeping right now. (k) I need an umbrella because it és raining. (1) John and Mary are talking on the phone. The present progressive ex- presses an activity that is in pro- ‘gress at the moment of speaking. It began in the recent past, is con- tinuing at present, and will probably end at some point in the future. & = (m) I am taking five courses this Often the activity is of a general semester. nature: something generally in y (1) John is erying to improve his progress this week, this month, - work habits. __ | this year. (0) She is writing another book this | Note (0): The sentence means year. that writing a book is a general activity she is engaged in at present, but it does not mean that at the moment of speaking she is sitting at her desk with pen in hand. Verb Tenses O ITCl EXERCISE 10: Use either the SIMPLE PRESENT or the PRESENT PROGRESSIVE of the verbs in parentheses. 1. Diane can’t come to the phone because she (wash)__# washing her hair. 2. Diane (wash) ____her hair every other day or so. 3. Kathy (sit, usually*)_____________in the front row during class, but today she (sit) _____in the last row. 4. Please be quiet. I (try) _____ to concentrate. 5. (Lock, you, always*)_____________ the door to your apartment when you leave? 6. wrote to my friend last week. She hasn't answered my le-ver yet. I (wait, will) fora reply. 7. After three days of rain, I’m glad that the sun (shine) again today, 8. Every morning, the sun (shine) ___________in my bedroom window and (wake) __________ me up. 9. A: Look! It (snow) B: It’s beautiful! This is the first time I’ve ever seen snow. It (snow, not*) in my country. 10. Mike is a student, but he (go, nor*)_ __E ton school right now because it’s summer. He (attend) college from September to May every year, but in the summers he (have, usually*)_____=_ a job at the post office. In fact, he (work) ___ there this summer. Cl EXERCISE 141—ORAL: Ona piece of paper, write one direction that you want a classmate to follow. Examples: Stand up. Smile. Open the door. Sneeze. (To the teacher: Collect and then redistribute the directions. Ask each student in turn 10 perform the required action, and have another student use the present progressive to describe this action.) *See Appendix | for usual placement of midsentence adverbs (Chart A-4), for question forms (Chart B-1), and for negative forms (Chart C-1). 12 © CHAPTER 41-9 NONPROGRESSIVE VERBS NONPROGRESSIVE (a) Ali knows this grammar. Some verbs are nonprogressive: they are not used in any of the progressive tenses. These verbs describe states (ie., conditions that exist); they do not describe activities that are in progress. In (a): “Ali knows” describes a mental state that exists. PROGRESSIVE (b) Kim és reading about this grammar. COMPARE: In (b): “Kim is reading” is an activity in pro- gress. Progressive tenses can be used with the verb read but not with the verb know. COMMON NONPROGRESSIVE VERBS (1) MENTAL STATE know believe imagine want realize feel doubt need understand suppose remember prefer recognize think* forget ‘mean | (2) EMOTIONAL love hate sear mind STATE like dislike enoy care appreciate (3) POSSESSION possess have* own belong (4) SENSE taste* hear see* PERCEPTIONS smell* eel* (5) OTHER seem cost be* consist of EXISTING look* owe exist contain STATES appear* weigh* include “Verbs with an asterisk are also commonly used examples NONPROGRESSIVE (existing state) think think he is a kind man. have He hasacar. taste This food zastes good. smell These flowers smell good. see see a butterfly. Do you see it? feel ‘The cat's fur feels soft. look She looks cold. Il! end her my coat. appear He appears to be asleep. weigh A piano is heavy. It weighs a lot. be Tam hungry. **COMPARE: as progressive verbs, with a difference in meaning, as in the following PROGRESSIVE (activity in progress) Lam thinking about this grammar. Lam having trouble. She is having a good time. ‘The chef is tasting the sauce. Don is smelling the roses. ‘The doctor is seeing a patient. Sue is feeling the cat’s fur. Lam looking out the window. The actor is appearing on the stage. The grocer is weighing the bananas. ‘Tom is being foolish.** (a) Bob is foolish. = Foolishness is one of Bob's usual characteristics. (b) Tomis being foolish. = Right now, at the considers foolish. moment of speaking, Tom is doing something that the speaker The verb Be (+ an adjective) is used in the progressive to describe a temporary characteristic. Very few adjectives are used with be in the progressive; some of the most common are: foolish, nice, kind, lazy, careful, patient, silly, rude, polite, impolite, Verb Tenses O 13Oo EXERCISE 12: Use either the SIMPLE PRESENT or the PRESENT PROGRESSIVE of the verbs in parentheses. 1. Ican’t afford that ring. It(cost)___¢0sf*______too much. 2. Look. It (begin) _____to rain. Unfortunately, I (have, not*)______ my umbrella with me. Tom is lucky. He (wear)______+_=__ a raincoat. 3. I (own, not)__________ an umbrella. I (wear) a waterproof hat on rainy days. 4. Right now I (look) ___________ around the classroom. Yoko (write) in her book. Carlos (bite) his pencil. Wan-Ning (scratch) is head. Ahmed (sare)______out the window. He (seem) to be daydreaming, but perhaps he (think) __________ hard about verb tenses. What (think, you) _____________ Ahmed (do) ___? ian 14 0 CHAPTER 4 *A form of do is usually used in the negative when the main verb is have (especially in American English but also commonly in British English); e.g., I don’t have a car. Using have without a form of do is also possible but less common: I haven’t a car.a ~ . There’s a book on my desk, but it (belong, not) Sl me. Dennis (fix) _______ the roof of his house today, and he (need) ______ some help. Can you help him? . Barbara (tutor, often) mmm other students in her math class. This afternoon she (help)_______Steve with his math assignment because he (understand, not)______________ the material they (work) ____________ on in their class this week. . Right now I (look) ________at Janet. She (look) angry. I wonder what’s the matter. She (have) a frown on her face. She certainly (have, not) any fun right now. A: Who is that woman who (stand)___________next to the window? B: Which woman? (Talk, you) ______________ about the woman who (wear)_________ the blue and gold dress? A: No, I (talk, not)~______ about her. I (mean) the woman who (wear) the blue suit. B: Oh. I (know, not)__________. I (recognize, not) her. . A: Close your eyes. Now listen carefully. What (hear, you) 2 What (do, 1) _____? B: I (believe) _______ you (rub) the top of your desk with your hand. ‘A: Close, but not exactly right. Try again. (Listen, you) carefully? B: Aha! You(rub)_______________your hands together. A: Right! Verb Tenses O 15CI EXERCISE 13—WRITTEN: Go to a place where there are many people (or imagine yourself to be in such a place). Describe the activities you observe. Let your reader see what you see; draw a “‘picture”” by using words. Use present tenses. Begin your writing with a description of your own immediate activities; e.g., J am sitting on a bench at the z00. 1-10 USING THE PRESENT PROGRESSIVE WITH ALWAYS (a) Mary always leaves for school at 7:45. | In sentences referring to present time, usually the sim- ple present is used with always to describe habitual or everyday activities, as in (a). (©) Mary is always leaving her dirty socks | In special circumstances, a speaker may use the on the floor for me to pick up! Who | present progressive with always to complain, i.e., t0 does she think I am? Her maid? express annoyance or anger, as in (b).* (©) 1am akways/forevericonstantly picking | In addition to always, the words forever and constantly up Mary’s dirty socks! are used with the present progressive to express annoy- ance. *COMPARE: “Mary is always leaving her dirty socks on the floor” expresses annoyance. “Mary always leaves her dirty socks on the floor” is a statement of fact in which the speaker is not necessarily expressing an attitude of annoyance. Annoyance may, however, be included in the speaker’s tone of voice. ©) EXERCISE 44—ORAL: Assume you have a roommate named Jack who has many bad habits. These bad habits annoy you. Pretend you are speaking to a friend and complaining about Jack. Use the present progressive. Use always, constantly, or forever in each sentence. Say your sentence aloud with some annoyance, impatience, or anger in your voice. Here is a list of some of Jack’s bad habits: . He messes up the kitchen. > He’s always messing up the kitchen! |. He leaves his dirty dishes on the table. . He borrows my clothes without asking me. . He brags about himself. . He tries to show me that he’s smarter than I. . He cracks his knuckles while I’m trying to study. AuvARwne 16 CHAPTER 47. Llike fresh air and like to have the windows open, but he closes the windows. 2 . Complete the following with your own words A: I really don’t know if I can stand to have Sue for a roommate one more day. She’s driving me crazy. PoP oP : Oh? What’s wrong? : Well, for one thing she’s always : Really? And not only that. She’s forever That must be very inconvenient for you. Iris. And what’s more, she’s constantly Can you believe that? And she’s always B: I think you're right. You need to find a new roommate. 1-11 REGULAR AND IRREGULAR VERBS SIMPLE SIMPLE FORM PAST hope hoped stop stopped listen listened study studied start started PAST PARTICIPLE hoped stopped listened studied started REGULAR VERBS: The simple past and past participle end in -ed. PRESENT PARTICIPLE hoping + stopping listening studying starting English verbs have four principal parts: (1) simple form 2) simple past @) past participle (4) present participle SIMPLE SIMPLE FORM PAST break broke come came find found hit hit swim swam PAST PARTICIPLE broken come found hit swum IRREGULAR VERBS: The simple past and past participle do not end in -ed. PRESENT PARTICIPLE breaking coming finding hitting swimming Some verbs have ir- regular past forms. ‘Most of the irregular verbs in English are given in the follow- ing alphabetical list. Verb Tenses 0 17AN ALPHABETICAL LIST OF IRREGULAR VERBS SIMPLE SIMPLE PAST SIMPLE SIMPLE PAST FORM PAST PARTICIPLE | FORM PAST PARTICIPLE arise arose arisen | forbid forbade forbidden be was, were been forecast forecast forecast bear bore borne/born forget forgot forgotten beat beat beaten/beat forgive forgave forgiven become became become forsake forsook forsaken begin began begun freeze froze frozen bend bent bent get got gotten* bet bet bet* give gave given bid bid bid go went gone bind bound bound grind ground ground bite bit bitten grow grew grown bleed bled bled hang hung hung blow blew blown have had had break broke broken hear heard heard breed bred bred hide hid hidden bring brought brought hit hit hit broadcast broadcast broadcast hold held held build built built hurt hurt hurt burst burst burst keep kept kept buy bought bought know knew known cast cast cast lay laid laid catch caught caught lead led led choose chose chosen leave left left cling clung clung lend Tent lent come came come let let let cost cost cost lie lay lain creep crept crept light livlighted lit/lighted cut cut cut lose lost lost deal dealt dealt make made made dig dug dug mean meant meant do did done meet met met draw drew drawn mislay mislaid mislaid eat ate eaten mistake mistook mistaken fall fell fallen pay paid paid feed fed fed put put put feel felt felt quit quit quit* fight fought fought read read read find found found tid rid rid fit fit fit* Tide rode ridden flee fled fled ring rang rung fling flung flung rise rose risen fly flew flown run ran run 18 © CHAPTER 4SIMPLE SIMPLE PAST SIMPLE SIMPLE PAST FORM. PAST PARTICIPLE FORM PAST PARTICIPLE say said said sting stung stung see saw seen stink stank/stunk stunk seek sought sought strive strove striven sell sold sold strike struck struck/stricken. send sent sent string strung strung set set set swear swore sworn shake shook shaken sweep swept swept shed shed shed swim swam, swum shine shone/shined shone/shined | swing swung swung shoot shot shot take took taken show showed shown/showed | teach taught taught shrink shrank/shrunk shrunk tear tore torn shut shut shut tell told told sing sang sung think thought thought sit sat sat throw threw thrown sleep slept slept thrust thrust thrust slide slid slid understand understood understood slit slit slit undertake undertook undertaken speak spoke spoken upset upset upset speed sped/speeded sped/speeded | wake woke/waked woken/waked spend spent spent wear wore worn spin spun spun weave wove woven spit spit/spat spit/spat weep wept wept split split split win won won spread spread spread wind wound wound spring sprang/sprung sprung withdraw withdrew withdrawn stand stood stood wring wrung wrung steal stole stolen write wrote written stick stuck stuck *The following are some differences in verb forms between American English and British English: American British bet-bet-bet det-bet-bet OR bet-berted-berted fit-firfit fi-fined-fined ‘eet-got-gonten Bet-gor-got quit-quit-quit quit-quitted-quited American: burn, dream, kneel, lean, leap, learn, smell, spell, spill, spoil are usually regular: burned, dreamed, ‘neeled, leaned, leaped, etc British: simple past and past participle forms of these verbs can be regular but more commonly end with +t: burnt, dreamt, knelt, leant, leapt, learnt, smelt, spelt, spilt, spoilt. Verb Tenses O 19CO EXERCISE 45—ORAL: Practice pronouncing the following past forms of regular verbs. GROUP A: Final -ed is pronounced /t/ after voiceless sounds: 1. looked 5. pushed 2. asked 6. watched 3, helped 7. dressed 4. laughed 8. boxed GROUP B: Final -ed is pronounced /d/ after voiced sounds: 9. sobbed 13. roamed 10. believed 14. judged 11. filled 15. enjoyed 12. poured 16. dried GROUP C: Final -ed is pronounced /od/ after -d and -t: 17. needed 21. waited 18. defended 22. rested 19. added 23, counted 20. loaded 24. halted Practice the following sentences aloud. 25. My friend jumped up and down and shouted when she heard the news. 26. The concert lasted for two hours. 27. With the coming of spring, the river flooded and inundated several villages. 28. She tapped the top of her desk. 29. He described his house. 30. They demanded to know the answer. 31. The airplane departed at six and landed at eight. 32. Alice pushed and I pulled. 33. He handed me his dictionary. 34. Jack tooted his horn. 35. They asked us to help them. EXERCISE 1446—ORAL (BOOKS CLOSED): This and the following three exercises are quick oral reviews of irregular verbs. In this exercise, answer with ‘“‘yes”” and a complete sentence.* *Usually a short answer is given to a yes/no question. Example: A: Did you sit down? B: Yes, Idid. (shor answer) In this exercise you are asked to give a full answer so that you can review the simple past of irregular verbs. Which irregular verbs come easily for you? Which ones are a little more troublesome? Which ones don’t you know? 20 0 CHAPTER‘Example: Did you sit down? Response: Yes, I sat down, 1, Did you drink some coffee 14. before class? 2. Did you bring your books to 15. class? 16. 3. Did you forget your briefcase? 17. 4. Did you shake your head? 5. Did you catch the bus this 18. morning? 19. 6. Did you drive to school? 7. Did you lose your book? 20. 8. Did you find your book? 21. 9. Did you wind your watch this 22. morning? 10. Did you understand what I said? 23. 11. Did you tell your friend the news? 24. 12. Did you spread the news? 13. Did you fall on the ice? Did you hurt yourself when you fell? Did you fly to (his city)? Did you wear a coat to class? Did you hang your coat ona hook? Did you eat lunch? Did you take chemistry in high school? Did you ride the bus to school? Did you swear to tell the truth? I made a mistake. Did you forgive me? Did you write a letter to your family? Did you bite the dog??? 0 EXERCISE 17—ORAL (BOOKS CLOSED): Answer, ‘‘No, Someone else. . . 2” Example: Did you shut the door? Response: 1. Did you make a mistake? 2. Did you break that window? 3. Did you steal my wallet? 4. Did you take my piece of paper? 5S. Did you draw that picture? 6. Did you sweep the floor this morning? 7. Did you teach class yesterday? 8. Did you dig that hole in the garden? 9. Did you feed the cat? . Did you hide my book from me? Did you blow that whistle? . Did you tear that piece of paper? . Did you build that house? . Did you speak to(. . . )? No, someone else shut the door. . Did you throw a piece of chalk out the window? Verb Tenses 27OC EXERCISE 18—ORAL (BOOKS CLOSED): Answer with ‘“‘yes.”” Example: Did you sit down? Response: Yes, I sat down. SeNANUAWNE . Did you give me some money? . Did you stand at the bus stop? . Did you choose the blue pen? . Did you run to class this (morning)? . Did you sleep well last night? . Did you hear that noise outside the window? . Did you withdraw some money from the bank? . Did you wake up at seven this morning? . Did you swim in the ocean? . Did you go home after class yesterday? . Did you bend your elbow? . Did you send a letter? . Did you sing a song? . Did you stick your hand in your pocket? . Did you grind the pepper? . Did you strike the desk with your hand? . Did you light a match? . Did you mean what you said? . Did you hold your hand up? . Did you speak to(. . . )? OD EXERCISE 49—ORAL (BOOKS CLOSED): Answer with “‘yes.” Example: Did the students come to class? Response: Yes, they came to class. ANAWAWNE 22 0 CHAPTER 4 . Did class begin at (nine)? . Did the sun rise at six this morning? . Did you cut your finger? . Did it bleed when you cut it? . Did the grass grow after the rain? . Did a bee sting you? . Did the telephone ring? . Did the water freeze? 9. 10. M, 12, Did your friend quit school? Did the soldiers fight? Did the thief creep into the room? Did the policeman shoot at the thief?13. Did the thief flee? 14. Did your team win the game yesterday? 15. Did your car slide on the ice? 16. Did the door swing open? 17. Did the children blow up some balloons? 18. Did the balloons burst? 19. Did the radio station broadcast the news? 20. Did you know all of the irregular verbs? C1 EXERCISE 20: Some of the verbs in the irregular verb list can be troublesome. Many native speakers find some of these verbs troublesome, too, especially Jay and lie, Study the examples. (See Appendix 1, Chart A-1 for more information about transitive and intransitive verbs.) . TRANSITIVE INTRANSITIVE (followed by an object) (not followed by an object) (a) raise, raised, raised (©) rise, rose, risen Tom raised his head. The sun rises in the east. (©) set, set, set @) sit, sat, sat I will set the book on the desk. sit in the front row. (©) lay, laid, ) lie,* lay, lain Tam tavng th the book on the desk. He is lying on his bed. (@) hang, hung, hung T hung my clothes in the closet. (h) hang, hanged, hanged ‘They hanged the criminal by the neck until he was dead. “*Lie is a regular verb (lie, lied) when it means “‘not tell the truth"’: He liad to me about his age. Choose the correct word in parentheses. . The student (raised, rose) his hand in class. . Hot air (raises, rises). . Ann (set, sat) in a chair because she was tired. . (set, sat) your dictionary on the table a few minutes ago. . Hens (lay, lie) eggs. . Al is (laying, lying) on the grass in the park right now. . If you are tired, you should (lay, lie) down and take a nap. . San Francisco (lay, lies) to the north of Los Angeles. 10. We (hanged, hung) the picture on the wall. Cen anAune . Jan (laid, lay) the comb on top of the dresser a few minutes ago. Verb Tenses 0 231-12 SIMPLE PAST (a) Twatked to school yesterday. | The simple past indicates | (b) He lived in Paris for ten that an activity or situation years, but now he is living in | began and ended at a particular Rome. time in the past. (¢) [bought a new car three days ago. a (4) I stood under a tree when it | If a semtence contains when began to rain. and has the simple past in (e) When she heard a strange both clauses, the action in the noise, she got up to “when clause” happens first. investigate. In (d): Ist: The rain began. | (1) When I dropped my cup the 2nd: I stood under a tree. coffee spilled on my lap. 1-13 PAST PROGRESSIVE (g) Iwas walking down the street when it began to rain. (h) While I was walking down the street, it began to rain. (i) Iwas standing under a tree when it began to rain. (j) At eight o’clock last night, I was studying. (ik) Last year at this time, I was attending school. In (g): Ist: I was walking down the street. 2nd: It began to r: In other words, both actions occurred at the same time, but one action began earlier and was in progress when the other action occurred. In @): My studying began be- fore 8:00, was in progress at that time, and probably con- tinued. (1) While I was studying in one room of our apartment, my roommate was having a party in the other room. Sometimes the past progres- | sive is used in both parts of a | sentence when two actions are in progress simultane- ously. (m) It rained this morning. (n) It was raining this morning. In some cases, the simple past and the past progressive give almost the same mean- ing, as in (m) and (n). CO EXERCISE 24: Use the SIMPLE PAST or the PAST PROGRESSIVE in the following. 1. Tam sitting in class right now. I (sit)__4s sitting _in class at this exact same time yesterday. 24 0 CHAPTER+ a x = 2° 10. . 1don’t want to go to the 200 today because it is raining. The same thing happened yesterday. I (want, not)____________to go to the zoo because it (rain) . (calf) ____ Roger at nine last night, but he (be, nor) at home. He (study) at the library. . (Rear, not)__________ the thunder during the storm last night because I (sleep) . It was beautiful yesterday when we went for a walk in the park. The sun (shine). A cool breeze (blow) The birds (sing) . My brother and sister (argue) _____ about something when I (walk) ________ into the room. . I got a package in the mail. When I (open) —__it, I (find) ___a surprise. . Tommy went to his friends’ house, but the boys (be, not) there. They (play) _____________ soccer in the vacant lot down the street. Stanley (climb)______________ the stairs when he (erip) and (fal). Luckily, he (hurt, not) himself. While Mrs. Emerson (read) ___________ the little boy a story, he(fall)__________—_asleep, so she (close) the book and quietly (tiptoe) ____..______ out of the room. . [really enjoyed my vacation last January. While it (snow) in Towa, the sun (shine) ________in Florida. While you (shovel) _________ snow in Iowa, I (lie) on the beach in Florida. |. While Ted (shovel) _______ snow from his driveway yesterday, his wife (bring) him a cup of hot chocolate. Verb Tenses O 25O EXERCISE 22: Use the SIMPLE PAST or the PAST PROGRESSIVE. LI (have, almost) car accident last night. I (drive) down Washington Avenue when suddenly I (see) _____________acar in my lane. It (come) right at my car. I (step) on the brakes and (swerve) _____________ to the right. The other car (miss, just) —_____ my car by about an inch. x . Ten years ago, the government (decide) __to begin a food program. At that time, many people in the rural areas of the country (starve) due to several years of drought. . It was my first day of class. I (find, finally) the right room. The room (be, already) full of w students. On one side of the room, students (talk, busily) to each other in Spanish. Other students (speak)____——— ‘Japanese, and some (converse) in Arabic. It sounded like the United Nations. Some of the students, however, (sit, just) quietly by themselves. I (choose) _____________—_anempty seat in the last row and (si) _______________ down. Ina few minutes, the teacher (walk) into the room and all the multilingual conversation (stop) » . A: (Hear, you) ____________ what she just said? B: No, I (listen, not) —_____________. I (think) about something else. 5. A: Why weren’t you at the meeting? B: I (wait) __________________ for an overseas call from my family. 6. A: I’m sure you met Tim Jones at the party last night. B: I don’t remember him. What (wear, he) es 26 © CHAPTER 47. A: What’s wrong with your foot? B: I (step) ______ on a bee while I (run) barefoot through the grass. It (sting) me. 8. A: How (break, you) ____________ your arm? B: I (slip) _____on the ice while I (cross) the street in front of the dorm. 1-14 USING EXPRESSIONS OF PLACE WITH PROGRESSIVE TENSES (a) Kay is studying in her room. An expression of place can sometimes come (6) Kay isin her room studying. between the auxiliary be and the -ing verb in a (c) Jack was in bed reading a book when I came. | Proeressive tense, asin (b) and (c). O EXERCISE 23: In the following, change the position of the expression of place. . Sally is listening to music in her room. —> Sally is in her room listening to music. . Roy is taking a nap on the couch. . Anita was attending a conference in England last month. . The teacher is correcting papers at her desk. . Some of the students were late to class because they were playing soccer at the park. wAWn Vero Tenses 0 27Complete the following: Use the PRESENT PROGRESSIVE or the PAST PROGRESSIVE, Use the expression of place in parentheses. 6. 11. A: Where’s Joan? (at the library) B: She's at the library studying for a test: ; Is Mark here? (upstairs) Yes. : Have you seen Professor Marx? (in her office) Yes. : Where’s your mother, Jimmy? (in the kitchen) Ahmed was absent yesterday. Where was he? (at home) PP > DP DP wb : Was Mr. Rivera out of town last week? (in New York) : Yes. w Add expressions of place between be and the -ing verb. 12. 13. 14. 15. 16. My sister is visiting some relatives. > My sister is in Chicago visiting some relatives. I'm back to work now, but a month ago I was lying in the sun. We are studying English grammar. No one could see the thief because he was hiding from the police. When I saw Diana, she was trying to find out what she was supposed to do. © EXERCISE 24: Come to class prepared to do a pantomime. While you are doing your pantomime, the rest of the class will try to determine what you are doing and then, when you are finished, will describe what you did, step by step. Examples of subjects for a pantomime: (a) threading a needle and sewing on a button (6) washing dishes, and perhaps breaking one (©) bowling (d) reading a newspaper while eating breakfast 28 0 CHAPTER 4(To the teacher: Suggested time limit for each pantomime: two minutes. In all, each pantomime and the oral description should take no more than four or five minutes. The intention is that a few pantomimes be presented each day for the rest of the time spent working on verb tenses.) Ol EXERCISE 25—WRITTEN: In writing, describe one or more of the pantomimes that are performed by your classmates. Give a title to the pantomime, and identify the pantomimist. Use a few “‘time words” to show the order in which the actions were performed; e.g., first, next, then, after that, before, when, while. 1-15 PRESENT PERFECT (a) They have moved into a new apartment. ea (b) Have you ever visited & Mexico? x | (e) Ihave already seen that |" movie (d) L have never seen snow. The present perfect ex- presses the idea that some- thing happened (or never happened) before now, at an unspecified time in the past. ‘The exact time it happened is not important. If there is a specific mention of time, the simple past is used: I sazw that movie last nighe. (€) We have had four tests so far this semester. (f£) Ihave written my wife a leuer every other day for the last two weeks. (g) [have met many people since I came here in June. (h) [have flown on an airplane many times. The present perfect also expresses the repetition of an activity before now. The exact time of each repetition is not important. (i) Ihave been here since seven o'clock. (i) We have been here for mo weeks. (k) [have had this same pair of shoes for three years (1) Ihave liked cowboy movies ever since I was a child. (m) [have known him for many years. | The present perfect also, when used with for or since, | | expresses a situation that | began in the past and continues | 10 the present. In the examples, notice the difference between since and for: since + a particular time for + a duration of time Verb Tenses O 29EXERCISE 26: Use the SIMPLE PAST or the PRESENT PERFECT. In some sentences, either tense is possible but the meaning is different. 1. I (aend, not) haven't attended __ any parties since I came here. 2. Al (go) toa party at Sam’s apartment last Saturday night. 3. Bill (arrive) here three days ago. 4, Bill (be) _______________here since the 22nd. 5. Try not to be absent from class again for the rest of the term. You (miss, already) ___________ too many classes. You (miss) two classes just last week. 6. Last January, I (see) _______ snow for the first time in my life. 7. Inher whole lifetime, Anna (see, never) snow. 8. I (know) _________ Greg Adams for ten years. 9. So far this week, I (have)__________ two tests anda quiz. 10. Up to now, Professor Williams (give) _______ our class five tests. O EXERCISE 27—ORAL (BOOKS CLOSED): Answer the question in a complete sentence. Example: How many tests have you taken since the beginning of the (semester)? Response: Ihave taken (three, several, many) tests since the beginning of the (semester). OR: I haven’t taken any tests since the beginning of the (semester). . How many books have you bought since the beginning of the (semester)? 2. How many letters have you gotten so far this month/week? . How many letters have you written since the beginning of the month/week? 4. How many questions have I asked so far? .. How many times have you flown in an airplane? 6. How many people have you met since you came here? w w 30 0 CHAPTER’. How many classes have you missed since the beginning of the (semester)? . How many cups of coffee have you had since you got up this morning? . How many classes have you had so far today? 10. How many times have you eaten (your native) food/eaten at a restaurant since you came here? ean OO EXERCISE 28: Complete the sentences with any appropriate time expressions. 1. Today is__the 14th of June ___T bought this book two weeks _ ago. Ihave had this book since___June? Thave had this book for__ ‘wo weeks 2. [have apen.I bought it ago, Thave had this pen for Thave had this pen since 3. Today is ___________ T moved to this city Thave been in this city since Thave been here for 4. Itis 19. Thave been a student for . I started going to school in 19. Thave been a student since 5. I first met our teacher Thave known her/him for T have known her/him since O EXERCISE 29—ORAL (BOOKS CLOSED): Answer the questions in complete sentences. To the teacher: Following is an example of a possible exchange. Te Student A: When did you come to (this city/country)? —I came here on June 2nd. To Student B: How long has (Student A) been here? —Hel/she has been here for two weeks. Or, using since? —Hel/she has been here since June 2nd. Verb Tenses O 37nv » a . A. When did you arrive (in this city/country)? B, How long has (. . . ) been here? . A: When did you get to class today? B: How long has(. . . )been in class? . A: What time did you get up this morning? B: How long has (. . . ) been up? Who in this class owns a car/bicycle? A: When did you buy it? B: How long has (. . . ) had a car/bicycle? . Who is wearing a watch? A: When did you get it? B: How long has (.. .) had his/her watch? . Who is married? A: When did you get married? B: How long has(.. . ) been married? . A: Do you know (. . . )? When did you meet him/her? B: How long has (...) known (. . . )? . Az Is that your pen/notebook/pencil sharpener? When did you buy it? B: How long has(. . . ) had his/her pen/notebook/pencil sharpener? 1 EXERCISE 30—ORAL (BOOKS CLOSED): Te practice iegulr past participles, bein your response with “‘I have never . Example; see that movie Response: I’ve never seen that movie. 15. 16. 17. 18. 19. 32 0 CHAPTER A . drive a truck 20. bring a friend to class . buy an airplane 21. hold a snake . read that book 22. feed a lion break a window 23. build a house . draw a picture of yourself 24. forget your name tide a horse 25. wear a kimono . eat paper 26. drink Turkish coffee . teach English 27. understand Einstein’s theory of . catch a butterfly relativity . make apple pie 28. leave your umbrella at a . win a prize restaurant . fly an airplane . sleep ina tent . write a letter to the President of the United States lose your wallet have a car accident speak to (a local personage) steal anything fall off a mountainOC EXERCISE 31—ORAL (BOOKS CLOSED): Snudent A: Ask a question beginning with “Have you ever . . . 2” Student B: Answer the question. Example: break your arm. Student A: Have you ever broken your arm? Student B: Yes, Ihave. OR: No, I haven’t. - climb a mountain 18. drive (a particular kind of car) . write a book 19. fall asleep during class . be in Japan) 20. have (a particular kind of food) . tell a lie . smoke a cigar . ride a motorcycle . teach (a particular subject) . see a ghost . meet(... )’s parents . give a speech in English . eat (Thai) food . study biology . play a violin go to (a particular landmark in this city) . walk on the moon 16. 17. watch (a particular TV show) take a course in chemistry 0 EXERCISE 32—ORAL: Have and has (used as auxiliary verbs, not as main verbs) are usually contracted with personal pronouns in both speaking and informal writing. Have and has are often contracted with nouns and other words in informal speaking but not in writing. (See Appendix 1, Chart A-8.) Practice pronouncing contracted have and has in the following sentences. CerNnaAuNuAwN .. Mary has never been there. > “Mary’s . The weather has been nice lately. . My neighbors have asked me over for dinner. . The teacher has never eaten hot Vietnamese food. . The teacher has a red tie. (No contraction; has is the main verb.) . My parents have lived in the same house for over thirty years. . My parents have a house. . Where have you been? . What have you done with my books? . You’ve been there. They’ve been there. She’s been there. We’ve all been there. never been there. Verb Tenses 0 33C1 EXERCISE 33: Use the SIMPLE PAST or the PRESENT PERFECT. . What (learn, you) ______________since you (come) here? How many new friends (make, you) —____________? Thope you (meet, already) a lot of interesting people. 2. Since classes began, I (have, not) much free time. I (have) _______ several big tests to study for. 3. Last night my roommate and I (have) ______. some free time, so we (go) ___________ toa show. 4. Ladmit that I (ger*)______————_older since I last (see)____ you, but with any luck at all, I (get, also) wiser. 5. The science of medicine (advance) great deal in the nineteenth century. 6. Since the beginning of the twentieth century, medical scientists (make) many important discoveries. 7. Libraries today are different from those in the 1800s. For example, the contents of libraries (change). greatly through the years. In the 1800s, libraries (be) _____________ simply collections of books. However, today most libraries (become) multimedia centers that contain tapes, computers, *COMPARE: (a) have gotten (British: have got) four letters | In (a): have gotten (have got) is present perfect. so far this week. (b) Ihave gor a problem. In @&): have got is NOT present perfect. In (b), have got means have: I’ve got a problem. = I have a problem. The expression have got is common in informal spoken English. Its meaning is presents it has no past form. 34 0 CHAPTER’Bo Ppe> > wo disks, films, magazines, music, and paintings. The role of the library in society (change, also)_______________ Inthe 1800s, libraries (be) _____ open only to certain people, such as scholars or the wealthy. Today libraries serve everyone. . A: Are you taking Chemistry 101 this semester? B: No, I (take, already) it. E (take) —__—_______—__it last semester. This semester I’m in 102. A: Hi, Judy. Welcome to the party. (Meet, you, ever) my cousin? No, I + Do you like lobster? : I don’t know. I (eaz, never) ——_____ ite. : Do you do much traveling? : Yes. I like to travel. : What countries (visit, you) : Well, (be) in India, Turkey, Afghanistan, and Nepal, among others. A: I (be, never) in any of those countries. When (be, you) in India? B: Two years ago. I (visit, also) == many of the countries in Central America. I (take) ______a tour of Central America about six years ago. A: Which countries (visit, you) —______ » : Guatemala, E] Salvador, Honduras, and Nicaragua. A: I (want, always) —_ to travel to other countries, but I (have, not) the opportunity to travel extensively. I (go) to England six years ago, but I (go, not) anywhere since then. Verb Tenses 0 351-16 PRESENT PERFECT PROGRESSIVE Right now I am sitting at my desk. (a) Thave been sitting here since seven o'clock. (b) I have been sitting here for two hours. (c) You have been studying for five straight hours. Why don’t you take a break? (d) Ithas been raining all day. It is still raining right now. This tense is used to indicate the duration of an activity that began in the past and con- tinues to the present. When the tense has this meaning, it is used with time words such as for. since, all morning, all day, all week. (recently) (©) [have been thinking about changing my major. (£) Alllof the students have been studying hard. Final exams start next week. (g) My back hurts, so I have been sleeping on the floor lately. The bed is too soft. ‘When the tense is used with- out any specific mention of time, it expresses a general activity in progress recently, lately. (h) [have lived here since 1985. I have been living here since _ 1985. (i) He has worked at the same store for ten years. He has been working at the same store for ten years. With certain verbs (most no- tably live, work, wach), there is little or no difference in meaning between the two tenses when since or for is used. 0 EXERCISE 34: Use the PRESENT PERFECT PROGRESSIVE in the following. 1. The boys are playing soccer right now. They (play) Aave been playing for almost two hours. They must be getting tired. N . Alex is talking on the phone. He (talk) on the phone for over a half an hour. He should hang up soon. Long distance is expensive. w I’m tying to study. I (ary) to study for the last hour, but something always seems to interrupt me. I think I’d better go to the library. 36 O CHAPTER 1Complete the following by writing two sentences. Use the PRESENT PERFECT PROGRESSIVE in the first sentence; then make another sentence that might pppically follow in this situation. 4. The baby is crying. She . . . has been crying for almost ten minutes. I wonder what’s wrong. . Itsraining. It... . a . I'm studying. 1... . x . ’'m waiting for my friend.1... . -° . Bob is sitting in the waiting room. He... . © EXERCISE 35: Use the PRESENT PERFECT or the PRESENT PERFECT PROGRESSIVE. In some sentences, either tense may be used with litle or no change in meaning. 1. It Gnow) ___ all day. I wonder when it will stop. 2. We (have)________ three major snowstorms so far this winter. I wonder how many more we will have. 3. It’s ten P.M. I (study) _____________ for two hours and probably won’t finish until midnight. 4. 1 (write) ________________them three times, but I still haven’t received a reply. 5. I (live) ___________ here since last March. 6. The telephone (ring) four times in the last hour, and each time it has been for my roommate. 7. The telephone (ring) —-$_-__.____ for almost a minute. Why doesn’t someone answer it? 8. The little boy is dirty from head to foot because he (play) in the mud. Verb Tenses 0 37© EXERCISE 36: Use the PRESENT PROGRESSIVE or the PRESENT PERFECT PROGRESSIVE. 1. A: (Be, you) _____________ able to reach Bob on the phone yet? : Not yet. (my) for the Last twenty minutes, but the line (be) busy. 2. A: Hi, Jenny. I (see, nof)_____—_you for weeks. What (do, you) ____________ lately? }: Studying. 3. A: What are you going to order for dinner? : Well, I (have, never) ______ pizza, so I think I’ order that. : What’s the matter? Your eyes are red and puffy. (Cry, you) ? ; No. I just finished peeling some onions. A: Dr. Jones is a good teacher. How long (be, he) at the university? : He (teach) __m_m____here for twenty-five years. O EXERCISE 37—ORALIWRITTEN: Complete the following with your own words. le... 38 © CHAPTER PN AWP WN since 8 o’clock this morning. Thave been sitting in class since 8 o’clock this morning. Thave had three classes since 8 o'clock this morning. . Since I came to... since 19... (year). since (month). . . since (day). . Since . . . o’clock this morning/afternoon/evening. . since the beginning of the 20th century. . since... .1-17 PAST PERFECT aa (a) My parents had already eaten by the time I got home. (b) Until yesterday, I had never heard about it. (¢) The thief simply walked in. Someone had forgotten to lock the door. The past perfect expresses an activity that was completed be- fore another activity or time in the past. (d) Sam had already left when we got there. (e) Sam had left before we got there. (£) Sam Left before we got there. (g) Afier the guests had left, I went to bed. (h) After the guests left, I went to bed. In @): First: Sam left. Second: We got there.* If either Before or after is used in the sentence, the past perfect is often not necessary because the time relationship is already clear. The simple past may be used, as in (f) and (h). Note: (e) and (f) have the same meaning; (g) and (h) have the same mean- ing. *COMPARE: Sam left when we got there. = First: We got there. ‘Second: Sam left. 1-18 PAST PERFECT PROGRESSIVE (i) The police had been looking for the criminal for two years before they caught him. (i) The patient had been ‘waiting in the emergency room for almost an hour before a doctor finally treated her. (k) He finally came at six o'clock. I had been waiting for him since four-thirty. The past perfect progressive emphasizes the duration of an activity that was in progress before another activity or time in the past. (1) When Judy got home, her hair was still wet because she had been swimming. (m) Her eyes were red because had been crying. she crying. This tense also may express an activity in progress recent 10 another time or activity in the past. Ver Tenses 0 39OC EXERCISE 38—ORAL: Had (used as an auxiliary verb, not a main verb) is usually contracted with personal pronouns in both speaking and informal writing. Had is often contracted with nouns and other words in informal speaking but not in writing. (See Appendix 1, Chart A-8.) Practice pronouncing contracted had in the following sentences. . We'd never seen it before. He’d never seen it. They’d never seen it. . I'd never seen it before. I'd like to see it again.* . We got home late. The children had already fallen asleep. . My roommates had finished dinner by the time I got home. . My roommates had dinner early. . We couldn’t cross the river. The flood had washed away the bridge. . You were at Jim’s at eight. Where had you been before that? . Who had been there before you? SON AWRWNE © EXERCISE 39: Use the SIMPLE PAST or the PAST PERFECT. Are there some blanks where either tense is possible? 1. He (be) ________ a newspaper reporter before he (become) a businessman. 2. (feel) ___._a little better after I (take) the medicine. 3. I was late. The teacher (give, already) a quiz when I (get)___________toclass. 4. The anthropologist (leave) ______________ the village when she (collect) ____ enough data. 5. Itwas raining hard, but by the time class (be) over, the rain (stop) © EXERCISE 40: Use the SIMPLE PAST or the PAST PERFECT. 1. Class (begin, already) ________________________ by the time I (get) _____________ there, so I (take, quietly) ===> ia seat in the back. *COMPARE: I'd been = Ihad been ('d + past participle = past perfect) V'd like = I would like (‘d + simple form = would) 40 0 CHAPTER 1