This document provides information about English tenses including the present simple, present progressive, future tenses, present perfect simple, present perfect progressive, past simple, past progressive, past perfect, and past perfect progressive. It gives the formation and use of each tense with examples. Exercises are provided to practice using the present tenses in context by filling in verbs in the correct tense based on time expressions and adverbs provided in the sentences.
The document discusses how to teach the present perfect tense in English, which combines past and present actions. It provides examples of how the present perfect is used to indicate actions that began in the past and continue in the present, recently completed actions, and actions whose result is important in the present. Signal words that can be used with the present perfect are also listed, along with examples of affirmative and negative statements and questions in the present perfect tense.
Present simple vs present continuous pptkatherlabra
This document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to describe actions happening now. Some clues that indicate the present simple are words like often, always, and never, while the present continuous uses words like now and at the moment. The document provides examples of affirmative, negative, and interrogative forms of the present continuous tense.
This document contains an excerpt from a textbook about noun clauses. It provides examples of different types of noun clauses including subject, object, subject complement, and adjective complement clauses. It discusses using "that" to introduce certain noun clauses. The document also discusses embedded questions, which are questions changed into noun clauses. It provides examples of direct questions versus embedded questions and discusses using "if", "whether", and "whether or not" to introduce embedded yes/no questions. Practice exercises are included for the learner to change direct questions into noun clauses.
This document provides information and examples about giving advice and suggestions to others. It discusses the difference between the noun "advice" and the verb "advise," and provides examples of their correct usage. The document also gives clues and structures for making suggestions or recommendations using modal verbs like "should," "could," and "might." Finally, it provides phrases for giving advice diplomatically, and examples of using those phrases in workplace situations.
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
The document discusses causative sentences using the verbs "have" and "get". It explains that causative constructions are used when someone arranges for an action to be done by another person rather than doing it themselves. It provides examples of causative structures like "have something done", "get something done", and "make someone do something". It also discusses using agents like "by" to indicate who performs the action. Overall, the document provides a detailed overview of how to form and use causative sentences in English.
The document provides an overview of the present perfect tense in English, including its form, uses, and examples for practice. It explains that the present perfect has two parts - has/have + the past participle. It distinguishes between regular and irregular past participles. It discusses the meaning of the present perfect versus the simple past tense. Examples are given to illustrate using the present perfect for actions that started in the past and continue today or have relevance in the present. Links are provided for additional practice with the present perfect tense.
Elena Párraga Alcántara provides information about using the present simple tense in English. The present simple can be used to express:
1) Repeated or habitual actions such as habits, hobbies, daily events and scheduled events.
2) Facts or generalizations about people or things that are universally true.
3) Instructions or directions for actions.
The document discusses how to teach the present perfect tense in English, which combines past and present actions. It provides examples of how the present perfect is used to indicate actions that began in the past and continue in the present, recently completed actions, and actions whose result is important in the present. Signal words that can be used with the present perfect are also listed, along with examples of affirmative and negative statements and questions in the present perfect tense.
Present simple vs present continuous pptkatherlabra
This document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to describe actions happening now. Some clues that indicate the present simple are words like often, always, and never, while the present continuous uses words like now and at the moment. The document provides examples of affirmative, negative, and interrogative forms of the present continuous tense.
This document contains an excerpt from a textbook about noun clauses. It provides examples of different types of noun clauses including subject, object, subject complement, and adjective complement clauses. It discusses using "that" to introduce certain noun clauses. The document also discusses embedded questions, which are questions changed into noun clauses. It provides examples of direct questions versus embedded questions and discusses using "if", "whether", and "whether or not" to introduce embedded yes/no questions. Practice exercises are included for the learner to change direct questions into noun clauses.
This document provides information and examples about giving advice and suggestions to others. It discusses the difference between the noun "advice" and the verb "advise," and provides examples of their correct usage. The document also gives clues and structures for making suggestions or recommendations using modal verbs like "should," "could," and "might." Finally, it provides phrases for giving advice diplomatically, and examples of using those phrases in workplace situations.
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
The document discusses causative sentences using the verbs "have" and "get". It explains that causative constructions are used when someone arranges for an action to be done by another person rather than doing it themselves. It provides examples of causative structures like "have something done", "get something done", and "make someone do something". It also discusses using agents like "by" to indicate who performs the action. Overall, the document provides a detailed overview of how to form and use causative sentences in English.
The document provides an overview of the present perfect tense in English, including its form, uses, and examples for practice. It explains that the present perfect has two parts - has/have + the past participle. It distinguishes between regular and irregular past participles. It discusses the meaning of the present perfect versus the simple past tense. Examples are given to illustrate using the present perfect for actions that started in the past and continue today or have relevance in the present. Links are provided for additional practice with the present perfect tense.
Elena Párraga Alcántara provides information about using the present simple tense in English. The present simple can be used to express:
1) Repeated or habitual actions such as habits, hobbies, daily events and scheduled events.
2) Facts or generalizations about people or things that are universally true.
3) Instructions or directions for actions.
Future will, be going to, present continuous and present simple with the idea...Danitza Lazcano Flores
This document discusses the uses of various tenses to express future meaning: will, be going to, present continuous, and present simple. It provides examples for each tense and how they are used to indicate future plans, predictions, scheduled events, and more. Exercises are included for the reader to practice identifying the different tenses in sample sentences. The document was created by an English teacher to teach the idea of future tenses.
The document provides instructions for writing informal and formal letters in 7 steps. For informal letters, it recommends including a salutation like "Hey!", starting the letter by thanking the recipient or apologizing for not writing sooner, including 1-2 short paragraphs in the body to answer any information or ask questions, and ending with a closing line and complimentary close like "Love" or "Cheers!". For formal letters, it advises including a formal salutation like "Dear Mr./Mrs.", stating the reason for writing in 1 paragraph, including 2 paragraphs in the body to answer any information, ending by expressing what is wanted in return and including contact details, and closing with a complimentary close like "Yours faithfully".
The document discusses the changes that are made when converting direct speech to indirect speech in English. It notes that quotation marks and speech markers are removed in indirect speech. Pronouns may change based on the speaker, and verb tenses typically change from present to past. Other changes can include references to time and place. The document provides examples of direct and indirect speech to demonstrate these common changes.
1. The document provides examples of using past modal verbs of deduction such as must have, might have, can't have, should have, and shouldn't have.
2. It gives sentences with gaps to fill in with the appropriate modal verb based on the level of certainty or criticism implied.
3. It also prompts the reader to provide their own examples using these modal verbs of deduction.
The document discusses the use of "so" and "neither" when agreeing or disagreeing with statements about oneself and others. When agreeing with affirmative statements, "so" is used, such as "John likes tennis, so do I." When agreeing with negative statements, "neither" is used, such as "John doesn't like football, neither do I." The document provides examples of using "so" and "neither" in different grammatical contexts and concludes with a quiz to test comprehension.
The document provides vocabulary and prompts for speaking practice on various topics including travel, shopping, food, and hobbies. It includes photographs and instructions for discussing preferences and making comparisons related to activities like going on holiday, shopping in different stores, choosing adventure holidays, and deciding on hobbies. Candidates are prompted to discuss advantages and choices as it relates to the given topics and visual aids provided.
5 simple present interrogative and negative formsCarlos Marte
The document discusses using auxiliary verbs to form interrogative and negative sentences in the simple present tense in English. It notes that the auxiliary verb "do" is used and that only the auxiliary verb is conjugated for third person singular subjects, not the main verb. Some examples are provided of affirmative, interrogative, and negative sentences. Then, true/false questions are presented about using auxiliary verbs in the simple present tense based on what was covered.
conditional sentences, wish and hope, inferencesMuzna AL Hooti
This document discusses conditional sentences, wish and hope inferences, and making inferences. It provides examples of using different verb tenses and structures with wish and hope for present, past, and future time references. It defines an inference as a conclusion based on previous knowledge or information. Examples are given of using modal verbs like should, must, have to, or ought to when making inferences. An exercise asks which conditional sentence is correct, and the explanation is that a modal is often used in the main clause of a conditional sentence, while will and would are not used in the if-clause.
An adjective clause modifies a noun and is introduced by a pronoun such as who, which, that, where or when. It can function as the subject, object or object of a preposition within the clause. Commas are used to set off nonrestrictive adjective clauses but not restrictive ones. Adjective clauses can be reduced to adjective phrases by omitting the subject and verb.
The document discusses various English tenses used to describe future events, including:
- Simple Present for timetables and scheduled events
- Be going to for plans made prior to speaking and predictions based on evidence
- Future Simple for intentions, desires, facts, predictions, formal statements, suggestions, and requests
- Future Continuous to describe activities that will be ongoing at a specific time in the future
Key uses of each tense are provided along with examples. Formations of affirmative, negative, and interrogative structures are also outlined.
Relative pronouns introduce relative clauses and relate back to a word they modify. The main relative pronouns are who for people, whom for objects of a verb or preposition, whose for possession, which for things, and that for things or people in defining clauses. A study friends activity provides four sentences to complete using who, which, or whose as a practice exercise on using relative pronouns correctly.
The simple present tense is used to:
1. Express habits and routines.
2. Make general statements and facts.
3. Refer to scheduled events in the near future.
It is formed by adding -s to verbs in the 3rd person singular, or -es if the verb ends in certain letters. Questions and negatives use the auxiliary verbs "do" or "does".
This document discusses the present perfect tense in English. It explains that the present perfect tense is used to talk about experiences without specifying when they occurred, actions that began in the past and continue in the present, and past actions that have present results. It provides examples for each usage and explains how to form the positive, negative, and interrogative forms of the present perfect tense. It also discusses the use of words like "already", "yet", "for", and "since" with the present perfect tense.
Tag questions are short questions added to the end of statements to check for confirmation or agreement. They usually use an auxiliary verb and pronoun like "didn't he?" or "won't she?". The question tag follows the same rules as the statement - positive statements use negative tags and vice versa. Common question tags are "aren't there?", "isn't it?", "won't it?", "didn't you?", and "don't they?". Examples are provided to demonstrate how to form question tags with different statements.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
This document provides information about and examples of using the present simple and present continuous tenses in English. It explains that the present simple is used for permanent or habitual situations, while the present continuous is used for temporary actions happening now or in the near future. It provides rules and formation examples for both tenses, including affirmative and negative forms, questions, and common time expressions used with each. Practice examples are given at the end for the reader to identify whether sentences require the present simple or present continuous form.
The document discusses adjective clauses, which are dependent clauses that modify nouns by describing, identifying, or providing more information about them. It defines common adjective clause pronouns like who, whom, which, and whose and provides examples of how each is used based on whether it refers to people or things. The document also provides examples for learners to practice identifying and writing adjective clauses.
This document discusses how to report what someone said in indirect speech by making some grammatical changes compared to direct speech. Tenses typically change by one back (e.g. present to past), pronouns may change, and expressions of time and place are adjusted if reported in a different context. Common reporting verbs like said, told, and asked are explained along with alternatives to avoid repetition.
This document provides an overview of English grammar tenses and exercises related to their use. It covers the present simple, present progressive, future tenses using will and going to, present perfect simple and progressive, past simple, past progressive, past perfect, and future progressive tenses. For each tense, it describes formation, use, and provides examples. It then provides two exercises for readers to practice converting verbs into the correct tense based on time frames and contexts provided in statements. The document serves as a reference and teaching tool for understanding and practicing different English verb tenses.
Future will, be going to, present continuous and present simple with the idea...Danitza Lazcano Flores
This document discusses the uses of various tenses to express future meaning: will, be going to, present continuous, and present simple. It provides examples for each tense and how they are used to indicate future plans, predictions, scheduled events, and more. Exercises are included for the reader to practice identifying the different tenses in sample sentences. The document was created by an English teacher to teach the idea of future tenses.
The document provides instructions for writing informal and formal letters in 7 steps. For informal letters, it recommends including a salutation like "Hey!", starting the letter by thanking the recipient or apologizing for not writing sooner, including 1-2 short paragraphs in the body to answer any information or ask questions, and ending with a closing line and complimentary close like "Love" or "Cheers!". For formal letters, it advises including a formal salutation like "Dear Mr./Mrs.", stating the reason for writing in 1 paragraph, including 2 paragraphs in the body to answer any information, ending by expressing what is wanted in return and including contact details, and closing with a complimentary close like "Yours faithfully".
The document discusses the changes that are made when converting direct speech to indirect speech in English. It notes that quotation marks and speech markers are removed in indirect speech. Pronouns may change based on the speaker, and verb tenses typically change from present to past. Other changes can include references to time and place. The document provides examples of direct and indirect speech to demonstrate these common changes.
1. The document provides examples of using past modal verbs of deduction such as must have, might have, can't have, should have, and shouldn't have.
2. It gives sentences with gaps to fill in with the appropriate modal verb based on the level of certainty or criticism implied.
3. It also prompts the reader to provide their own examples using these modal verbs of deduction.
The document discusses the use of "so" and "neither" when agreeing or disagreeing with statements about oneself and others. When agreeing with affirmative statements, "so" is used, such as "John likes tennis, so do I." When agreeing with negative statements, "neither" is used, such as "John doesn't like football, neither do I." The document provides examples of using "so" and "neither" in different grammatical contexts and concludes with a quiz to test comprehension.
The document provides vocabulary and prompts for speaking practice on various topics including travel, shopping, food, and hobbies. It includes photographs and instructions for discussing preferences and making comparisons related to activities like going on holiday, shopping in different stores, choosing adventure holidays, and deciding on hobbies. Candidates are prompted to discuss advantages and choices as it relates to the given topics and visual aids provided.
5 simple present interrogative and negative formsCarlos Marte
The document discusses using auxiliary verbs to form interrogative and negative sentences in the simple present tense in English. It notes that the auxiliary verb "do" is used and that only the auxiliary verb is conjugated for third person singular subjects, not the main verb. Some examples are provided of affirmative, interrogative, and negative sentences. Then, true/false questions are presented about using auxiliary verbs in the simple present tense based on what was covered.
conditional sentences, wish and hope, inferencesMuzna AL Hooti
This document discusses conditional sentences, wish and hope inferences, and making inferences. It provides examples of using different verb tenses and structures with wish and hope for present, past, and future time references. It defines an inference as a conclusion based on previous knowledge or information. Examples are given of using modal verbs like should, must, have to, or ought to when making inferences. An exercise asks which conditional sentence is correct, and the explanation is that a modal is often used in the main clause of a conditional sentence, while will and would are not used in the if-clause.
An adjective clause modifies a noun and is introduced by a pronoun such as who, which, that, where or when. It can function as the subject, object or object of a preposition within the clause. Commas are used to set off nonrestrictive adjective clauses but not restrictive ones. Adjective clauses can be reduced to adjective phrases by omitting the subject and verb.
The document discusses various English tenses used to describe future events, including:
- Simple Present for timetables and scheduled events
- Be going to for plans made prior to speaking and predictions based on evidence
- Future Simple for intentions, desires, facts, predictions, formal statements, suggestions, and requests
- Future Continuous to describe activities that will be ongoing at a specific time in the future
Key uses of each tense are provided along with examples. Formations of affirmative, negative, and interrogative structures are also outlined.
Relative pronouns introduce relative clauses and relate back to a word they modify. The main relative pronouns are who for people, whom for objects of a verb or preposition, whose for possession, which for things, and that for things or people in defining clauses. A study friends activity provides four sentences to complete using who, which, or whose as a practice exercise on using relative pronouns correctly.
The simple present tense is used to:
1. Express habits and routines.
2. Make general statements and facts.
3. Refer to scheduled events in the near future.
It is formed by adding -s to verbs in the 3rd person singular, or -es if the verb ends in certain letters. Questions and negatives use the auxiliary verbs "do" or "does".
This document discusses the present perfect tense in English. It explains that the present perfect tense is used to talk about experiences without specifying when they occurred, actions that began in the past and continue in the present, and past actions that have present results. It provides examples for each usage and explains how to form the positive, negative, and interrogative forms of the present perfect tense. It also discusses the use of words like "already", "yet", "for", and "since" with the present perfect tense.
Tag questions are short questions added to the end of statements to check for confirmation or agreement. They usually use an auxiliary verb and pronoun like "didn't he?" or "won't she?". The question tag follows the same rules as the statement - positive statements use negative tags and vice versa. Common question tags are "aren't there?", "isn't it?", "won't it?", "didn't you?", and "don't they?". Examples are provided to demonstrate how to form question tags with different statements.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
This document provides information about and examples of using the present simple and present continuous tenses in English. It explains that the present simple is used for permanent or habitual situations, while the present continuous is used for temporary actions happening now or in the near future. It provides rules and formation examples for both tenses, including affirmative and negative forms, questions, and common time expressions used with each. Practice examples are given at the end for the reader to identify whether sentences require the present simple or present continuous form.
The document discusses adjective clauses, which are dependent clauses that modify nouns by describing, identifying, or providing more information about them. It defines common adjective clause pronouns like who, whom, which, and whose and provides examples of how each is used based on whether it refers to people or things. The document also provides examples for learners to practice identifying and writing adjective clauses.
This document discusses how to report what someone said in indirect speech by making some grammatical changes compared to direct speech. Tenses typically change by one back (e.g. present to past), pronouns may change, and expressions of time and place are adjusted if reported in a different context. Common reporting verbs like said, told, and asked are explained along with alternatives to avoid repetition.
This document provides an overview of English grammar tenses and exercises related to their use. It covers the present simple, present progressive, future tenses using will and going to, present perfect simple and progressive, past simple, past progressive, past perfect, and future progressive tenses. For each tense, it describes formation, use, and provides examples. It then provides two exercises for readers to practice converting verbs into the correct tense based on time frames and contexts provided in statements. The document serves as a reference and teaching tool for understanding and practicing different English verb tenses.
The document appears to be an excerpt from the table of contents and introductory pages of a student's book for learning English.
In 1-2 sentences:
The document provides an overview of the contents and structure of an English language learning textbook, including the units, grammar, vocabulary, skills, and tasks covered in each module.
In 1 additional sentence:
It also includes sample dialogues, conversations, and exercises to introduce students to topics like greetings, introductions, asking and answering questions about personal details.
Aydin arici current opinion in obstetrics & gynecology june 2010. 22-lippinco...Imad Zoukar
This document summarizes a study on whether repeated ovarian stimulation cycles negatively impact ovarian reserve. It discusses several previous studies on the topic. The key findings are:
1) For patients undergoing up to three repeated in vitro fertilization (IVF) cycles, studies show no significant decline in ovarian response or number of oocytes retrieved between cycles after controlling for age.
2) Studies also found no detrimental effect on ovarian function for egg donors undergoing up to three repetitive ovarian stimulation cycles for IVF.
3) For patients undergoing more than three cycles, the results are equivocal as age becomes a more important factor, with pregnancy and live birth rates declining with additional cycles.
This document provides copyright information and permissions details for the book "Pediatric Neurology: Principles & Practice". It lists the publishers, copyright dates from 1999-2006, and details that no part of the publication may be reproduced without permission. It also notes that medical knowledge is constantly changing and readers should check for latest information from manufacturers when administering treatments. The Library of Congress cataloging information is provided.
Ученици млађих разреда наше школе су израдили пригодне радове на теме “ Стари занати” и “Занимања људи”.
На паноу у холу школе су приказани стари занати: шеширџија, вуновлачар, казанџија, ковач, опанчар, лицидар, посластичар, пекар...
Цртежима и сликама мали уметници су представили производна и непроизводна занимања.
Уз инструкције учитеља на креативан начин је остварена корелација наставних предмета природа и друштво, свет око нас, српског језика и ликовне културе.
This document defines and provides examples of different types of nouns:
1. A noun is a person, place, or thing. Common examples given include wizard, teacher, dancer, grandma, doctor, chef, student, kitchen, cabin, church, city, school, beach, baseball, butterfly, bed, mouse, car, and bus.
2. Nouns can be common or proper, singular or plural, and possessive. Rules are provided for making nouns plural and possessive.
3. Examples demonstrate singular and plural nouns, and singular and plural possessive nouns. Special plural forms are noted.
The document defines and provides examples for several adjectives related to appearance, including:
- Adorable - pleasing in a childlike or naive way.
- Adventurous - willing to undertake daring enterprises.
- Aggressive - having determination and energetic pursuit of goals.
- Alert - engaged in close observation.
It continues defining adjectives like attractive, average, beautiful, bloody, bright, clean, and clear. The document provides definitions and examples for each term.
The document discusses adjectives and how they are used to describe nouns or pronouns by answering questions like what kind, which one, or how many. It provides examples of adjectives being used in sentences and exercises for identifying adjectives in additional sentences. The purpose is to help readers understand what an adjective is and how to identify them.
The document defines and provides examples of different types of nouns in English including common nouns, countable nouns, uncountable nouns, collective nouns, proper nouns, concrete nouns, and abstract nouns. It explains the key characteristics of each type of noun such as how they are formed in singular and plural versions and whether they can be counted or represented by numbers.
A noun is a word that names a person, place, thing or idea. There are different types of nouns including common and proper nouns, concrete and abstract nouns, countable and non-countable nouns, collective nouns and compound nouns. Nouns can also be singular or plural and can show possession. The plural form of most nouns is formed by adding 's', but there are exceptions for nouns ending in other letters like 'ch', 'sh' and 'x'. Nouns can also have gender such as masculine, feminine, common or neuter.
This document provides a summary of English verb tenses including:
1. The present simple tense and how it is used to describe habitual or repeated actions.
2. The present progressive tense and how it is used to describe actions that are happening now or ongoing actions.
3. Various ways to express the future in English including the will-future, going-to future, present progressive, present simple (timetable future), future progressive, and future perfect tenses.
4. Exercises are provided to practice using these tenses in sentences, highlighting their proper usage.
This document provides an overview of the present tenses in English, including the present continuous and simple present tense. It discusses the formation, usage, and time expressions associated with each tense. Examples are provided to illustrate affirmative, negative, and interrogative forms. Exercises are included for students to practice forming verbs in each tense. The document appears to be teaching materials for a lesson on present tenses for English language learners.
The document discusses the present simple tense in English. It explains that the present simple is used to talk about habitual or repeated actions, general truths, and things happening now. It provides examples of using the present simple in the affirmative, interrogative, and negative forms. It also discusses using adverbs of frequency like always, usually, and never with the present simple. Key points covered include conjugating verbs in the third person singular with -s, using do/does for questions and negatives, and common uses and patterns of the present simple tense.
The document provides an overview of basic English grammar for law entrance, including explanations and examples of how to use the present simple, present progressive, present perfect, present perfect progressive, past simple, past progressive, past perfect, and past perfect progressive tenses. It discusses the formation, use, and common time phrases associated with each tense. Examples are provided to illustrate the different tenses. The document concludes with an exercise asking the reader to complete 30 sentences by selecting the appropriate verb tense.
The document provides information on the present simple and present continuous tenses in English. It outlines their different uses, structures, and forms. Examples are given of sentences using each tense correctly. The key differences are that the present simple is used for routines, general truths and facts, while the present continuous is used for temporary actions happening around now or parallel actions.
Cung cấp giáo viên nước ngoài - 12 tenses in English - Part 1Selena Nguyen
Hơn 50 đối tác cùng 1200 giờ dạy mỗi tháng công ty Hawaii Education tự hào là nơi chuyên cung cấp giáo viên nước ngoài đạt chuẩn quốc tế cho các Trung tâm Tiếng Anh trên toàn miền Nam. Với nguồn giáo viên nước ngoài ổn định, hầu hết đến từ các quốc gia sử dụng Tiếng Anh là ngôn ngữ chính (official language) như: Anh, Úc, Mỹ, Cananda. Giáo viên chính thức phải có bằng chuyên môn đạt chuẩn quốc tế (TEFL/ TESOL/ CELTA..v..v..), thông qua quá trình tuyển dụng, kiểm tra trình độ và, đồng thời có kinh nghiệm sư phạm lâu năm, dễ dàng nắm bắt những khó khăn của học viên trong quá trình học (phát âm chưa đúng giọng chuẩn, ngữ pháp còn yếu, các tình huống giao tiếp chưa được mở rộng).
This document provides information on the simple present and present progressive tenses in English. It includes examples of when to use each tense, such as using the simple present for general truths and habits and the present progressive for ongoing or temporary actions. Signal words that indicate each tense are listed. Exercises are then provided for learners to practice forming and using these tenses in different contexts.
This document provides information about using the present simple tense in English. It includes examples of affirmative, negative, and interrogative sentence structures. It then provides exercises for learners to practice forming sentences using common verbs in the present simple tense. The exercises cover topics like daily routines, preferences, locations, and more. Learners are asked to form sentences correctly, answer questions briefly, and correct any errors.
Cung cấp giáo viên nước ngoài đến từ các quốc gia sử dụng tiếng Anh là ngôn ngữ chính: Anh, Úc, Mỹ, Cananda và có bằng chuyên môn đạt chuẩn quốc tế, công ty Hawaii luôn đảm bảo chất lượng giáo viên ưu tú và đây là mối quan tâm hàng đầu của Hawaii Education. Bên cạnh đó, để được giảng dạy chính thức giáo viên phải và thông qua quá trình tuyển dụng, kiểm tra trình độ, đồng thời có kinh nghiệm sư phạm lâu năm, dễ dàng nắm bắt những khó khăn của học viên trong quá trình học. Giúp nâng cao chất lượng học viên cũng như uy tín của khách hàng.
PRESENT SIMPLE OR PRESENT CONTINUOUS (EXPLANATION)jfhidal
This document provides an overview of the present simple and present continuous tenses in English. It explains that the present simple is used for permanent or habitual situations, while the present continuous is used for temporary actions happening now or in the near future. Examples are given for forming, using negatives and questions of both tenses. Common time expressions that accompany each tense are also outlined.
This document provides a grammar reference and practice exercises for tenses and other grammar topics. It begins with an overview of the tenses covered in Unit 1, including the Present Simple, Present Continuous, Past Simple, and future forms. The document then continues with detailed explanations and examples of these tenses, auxiliary verbs, questions, and other grammar concepts. It provides exercises for students to practice forming sentences and questions in the correct tenses. The overall summary is that this is a grammar guide and workbook for an English language textbook, covering key tenses and structures through examples and interactive practice questions.
Here are the answers with simple present or present continuous verbs:
1) She has a bath every evening.
2) My husband is always tasting the food while I'm cooking! It's very annoying.
3) Luke is seeing the doctor now.
4) He is having a party next weekend.
5) This coffee doesn't taste right.
6) We are going to see John and Susie next month.
7) What do you think about the war ?
8) She has a headache.
9) It is cold today.
10) They don't have a car.
11) I can't see anything, I can't work the telescope?
12) The wa
The document provides information about the present simple tense in English. It discusses how the present simple is used to describe habitual or repeated actions. It then lists the affirmative, interrogative, and negative forms of the present simple, including irregular verbs. Examples are provided to demonstrate using the present simple correctly. Students are given exercises to practice forming questions using auxiliary "do" and completing sentences in the present simple affirmative and negative.
The document provides information on the present simple tense and present continuous tense in English. It discusses when to use each tense, their grammatical structures, functions, and examples of each. Key points include:
- Present simple is used for repeated/habitual actions, facts, future schedules, quotations, and conditions.
- Present continuous is used for actions happening now or over a period of time, temporary situations, changing/developing situations, and future plans.
- Examples are given to illustrate the different uses of each tense.
1) The document provides examples of simple present tense constructions in English including affirmative, negative, interrogative, and usage with frequency adverbs.
2) Examples are given for the simple present tense of regular and irregular verbs in the first, second, third person singular and plural.
3) Common frequency adverbs are listed that can be used with simple present tense verbs like always, often, usually, sometimes, never.
1) The document provides examples of simple present tense constructions in English including affirmative, negative, interrogative, and frequency adverbs.
2) Examples are given for the simple present tense of regular and irregular verbs in the first, second, third person singular and plural.
3) Common frequency adverbs are listed that can be used with simple present tense verbs like always, often, usually, sometimes, never.
This document provides information on verb tenses, specifically the simple present and present progressive tenses in English. It outlines the forms, usage, and meaning of these tenses. Key points include:
- The simple present is used for habitual or repeated actions, general truths, and scheduled future events. It is also used with stative verbs.
- The present progressive expresses ongoing or temporary actions happening at or around the time of speaking. It is used to describe changing situations or arrangements.
- Examples are given to illustrate the differences between the simple present and present progressive and their typical uses. Spelling rules for forming the '-ing' verb form in the present progressive are also covered. Exercises are provided for practice.
Almazan veliz jose francisco practica 2chicopancho12
The document provides information on various verb tenses in English and Spanish, including:
- Present simple tense and examples such as "I work with my father."
- Past simple tense and examples like "Did you eat meat?"
- Future simple tense using will/going to, for example "They will dance all night."
- Past perfect tense showing actions before others, like "I had done my homework."
- Future perfect tense expressing completion in the future, such as "You will have written the essay."
- Present perfect tense with examples like "I've talked to Peter."
Exercises are provided to practice each tense.
This document provides an overview of the present simple and present continuous tenses in English.
The present simple is used to describe permanent or habitual situations like facts, locations, jobs, routines and scheduled actions. Examples are given of affirmative, negative and question forms.
The present continuous is used to describe temporary actions that are happening now or at the time of speaking, like activities in progress or changing situations. Examples are given using time expressions like "now" and "these days".
The key difference between the tenses is that the present simple describes permanent or repeated situations while the present continuous describes temporary actions that are ongoing. Various uses and forms of each tense are outlined.
This document describes three types of conditionals in English. Type 0 conditionals are used to describe general truths or facts using the present simple tense. Type 1 conditionals are used to talk about probable future events using the present simple and will. Type 2 conditionals are used to talk about unlikely future events using the past simple and would. Each type of conditional is explained and examples are provided to illustrate the tense patterns used.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active for at least 30 minutes each day is recommended for significant health improvements.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. ~ 1 ~
David Fux
Luzern (Switzerland), August 2009
www.nubuk.com
3. ~ 2 ~
Tenses
Grammar and Exercises
Present Simple 3
Present Progressive 4
Ex.: The Present Tenses 5
Ways of Expressing the Future 7
Ex.: The Future Tenses 9
Ex.: Future Progressive 11
Ex.: Future Perfect 12
Present Perfect Simple 13
Ex.: Present Perfect Simple 14
Present Perfect Progressive 15
Ex.: The Present Perfect Tenses 16
Past Simple 19
Ex.: Present Perfect or Past Simple 20
Past Progressive 21
Ex.: Past Simple or Past Progressive 22
Past Perfect 23
Ex.: Past Perfect or Past Simple 24
Past Perfect Progressive 25
Ex.: Past Perfect Simple or Progressive 26
Tenses I 27
Tenses II 29
Tenses III 31
Tenses IV 33
4. ~ 3 ~
Present Simple
1. Formation
The present simple has the form of the infinitive. But in the 3rd
person singular
only, we add -s. Negative statements and questions are formed with do/does.
I write. She writes.
I don’t write. She doesn’t write.
Do I write? Does she write?
2. Use
We use the present simple to say that something happens repeatedly, regularly,
normally, often, always or never. It often occurs with phrases of time such as
always, never, often, sometimes, and usually, as well as every summer, on Fridays, after
midnight, etc.
She often goes to bed after midnight.
The present simple is used to talk about something permanent which is not limi-
ted to a particular time.
Most young people like trendy clothes.
The present simple is used to talk about texts, e.g. novels, short stories, newspa-
per articles, films or plays.
The novel describes life in an Irish village.
We use the present simple to describe a series of action, e.g. when giving infor-
mation or instructions.
“How do I get to the station?”
“First you go along Victoria Street, then you turn left …”
We use the present simple to say that a future event is a fixed part of a timetable,
a programme of events, a schedule or suchlike (the “timetable future”). Verbs
such as arrive, open, close, start or stop are often used this way.
The next train from Dublin arrives at 10.13.
5. ~ 4 ~
Present Progressive
1. Formation
We form the present progressive with am/is/are + -ing.
I am writing.
You are not writing.
Is she writing?
2. Use
The present progressive is used when we want to say that somebody is doing
something or that something is happening at the moment. The action or event is
in progress and not yet complete. Common phrases of time are at the moment,
now, just and still.
Fiona is washing her hair (at the moment).
now
The present progressive is used for actions which are not yet complete but can be
interrupted for a time. Strictly speaking, such interrupted actions are not in pro-
gress at the moment of speaking.
I’m very busy. I’m redecorating my living-room.
We use the present progressive to express the idea that a repeated action is tem-
porary, i.e. it is happening for a limited period of time.
Patrick is working at a restaurant during his holidays.
We can use the adverb always with the present progressive to say that something
happens again and again, although not at regular intervals. Here always means
very often or too often. The structure expresses the speaker’s annoyance or sur-
prise.
You’re always forgetting your books!
We use the present progressive to say that something is definitely planned or
arranged for the future. It must be clear from the context or from the use of a
phrase of future time (this afternoon, on Sunday, next week, etc.) that we are talking
about the future.
We’re having a barbecue on Sunday.
6. ~ 5 ~
Ex.: The Present Tenses
Put the following verbs into the correct tense—either the present simple or the present progressive. Use
all the elements in the brackets. Note the importance of certain key words. Use a highlighter to indicate
the key words.
1. They (sell) my grandfather six eggs every Saturday.
2. Mr Brown (have) a cold shower every morning, but at the moment he (have) a hot
bath.
3. She (dislike) playing tennis but she (adore) swimming.
4. (he, not, work) in his room at the moment?
5. Mrs Poole seldom (eat) crisps.
6. The plane (leave) Heathrow at 8 a.m. and (arrive) at Kennedy seven hours later.
7. He always (phone) me every Saturday evening. He never (forget).
8. I (send) this book to Tim next week.
9. He (catch) the same train every evening.
10. I (look) for my glasses and I (not, can) find them anywhere.
11. We (have) lunch with the Smiths on Tuesdays.
12. We (have) dinner with the Browns on Friday.
13. Mr Green (come) to see us next week.
14. My cousins (go) to Greece this summer. They (go) there nearly every year.
15. James (want) a new pair of trousers.
16. Julie (need) to have her hair cut.
17. Mr Stowcrat (own) five cars and a plane.
18. I (not, know) who these socks (belong to), but they (smell) like cheese.
19. John (hardly ever, write) to me these days, but he (usually, phone) me once a week.
20. They (want) to stay here for another week.
21. This tea (taste) like dishwater.
22. Look! He (come) now.
23. What (you, do)? I (try) to make some jam but everybody (keep) asking me what I (do),
so I (not, make) much progress.
24. My car (always, break) down.
25. She (not, earn) very much but she (buy) her first car next week.
26. We (think) of going there next week.
27. I (see) the doctor on Thursday.
28. He (always, forget) to bring his books.
29. This book (belong) to Brian.
30. What (you, do)? I (be) a dentist.
31. What (you, do)? I (think) about what I’ve got to do tomorrow.
32. (you, think) he would come if we asked him?
33. How much (you, owe) me?
34. (I, not, go) with you tomorrow? Isn’t there enough room in the car?
35. It (look) as if it is going to rain.
36. (you, not, want) to come walking with me?
37. I hope you (understand) what I (talk) about today.
38. (you, go) to market on Wednesday?
39. (you, remember) when you were very small?
40. I (wish) he would stop phoning me at eleven o’clock at night. He (always, do) it!
8. ~ 7 ~
Ways of Expressing the Future
1. will-future
We use the will-future when we want to make a prediction or an assumption
about the future. Common phrases are I think, expect, wonder, hope …, probably,
perhaps, maybe, I’m sure … etc.
I think Fiona will like it here.
We use the will-future when we want to make a spontaneous decision, an offer or
a promise.
“It’s raining!” – “I’ll lend you my umbrella.”
We use the will-future when we want to describe facts in the future.
Patrick will be twenty-four next Thursday.
We use the will-future in conditional sentences type I.
If you book your flight early, you’ll get it cheaper.
We use the will-future with the following time conjunctions: after, when, until,
before, as soon as.
We’ll play cards after as soon as she arrives.
2. going to-future
We use the going to-future when we talk about intentions or plans for the future.
Tonight I am going to watch the football match on TV.
We use the going to-future when something will very probably happen because
there are already signs of it happening.
“Look at those black clouds! It’s going to rain.”
9. ~ 8 ~
3. Present progressive
We use the present progressive when something is definitely planned or ar-
ranged for the future.
We’re flying to Galway on Saturday.
4. Present simple (“timetable future”)
We use the present simple when a future event is a fixed part of a timetable, pro-
gramme, schedule or suchlike.
The first bus to Galway leaves at 6.20.
5. Future progressive
We use the future progressive when an action or event will be in progress at a
point of time in the future.
This time on Saturday I will be flying to Galway.
(now) this time on Saturday
We use the future progressive when something will happen because it normally
happens.
In a few minutes we’ll be arriving at York central station.
6. Future perfect
We use the future perfect when an action or event will be complete at a point of
time in the future.
I suppose Patrick will have left when we arrive.
(now) will have left when we arrive
7. was / were going to
Note the existence of was / were going to, which can indicate a past intention or a
plan that has since been changed (‘future in the past’).
I was going to work in the garden, but then it started to rain.
10. ~ 9 ~
Ex.: The Future Tenses
Put the following verbs into the correct future or present tense to express a future meaning. Beware of
a few sentences which need the imperative or the was/were going to form.
1. As soon as I (see) him, I’ll give him your news.
2. “It’s far too hot in here.” - “Oh sorry, I (open) the window.”
3. We (not, be) able to leave until the police say it is safe to do so.
4. The film (come) here the week after next.
5. Claire (be) ten next year.
6. (there, be) any trains on Christmas Day?
7. “I’ve just dropped a bottle of milk on the floor.” - “Don’t worry. I (come) and clean it
up.”
8. They (spend) their holidays in the Bahamas next year.
9. They (buy) a house, but they have changed their minds.
10. We (see) the Jones on April 5th
.
11. What (Rachel, do) on Saturday night?
12. When Ruth (call) this evening, I’ll come and have a word with her.
13. Even if it stops raining, he (not, go) out.
14. James! We (go) to the cinema! Would you like to come with us?
15. Before you (leave), I’ll show you my bike.
16. When (you, make) the Christmas cake?
17. If that parcel (not, arrive) tomorrow, I (phone) the Post Office.
18. When the President (get) off the train, the Mayor (step) forward to greet him.
19. “When (you, go) to see Hamlet?” - “I don’t really know. Perhaps I (go) sometimes next
week.” - “Well, in that case, if you don’t mind, I (come) with you. I (go) with Vicky, but
she went last night while I was playing bowls.”
20. Before we (go) to bed, I (put) the cat out.
21. They (dream) of Spain as soon as they (get) home from their holidays
22. I (fly) to Scotland but when I found out how expensive it was, I changed my mind.
23. (she, break) down when she (hear) of her son’s accident?
24. When you (break) your leg, (not, come) crying to me saying I never warned you.
25. She (burst) the balloon if she (blow) it up any more.
26. “(you, work) in the garden this afternoon?” - “What! You’re joking! It (be) far too hot to
do any work outside, I think I (stay) in the living room and have forty winks.”
27. “When (you, bake) your Christmas cake?” - “I’ve already done it. I did it a week ago.”
28. “What (you, do) this afternoon?” - “I (play) tennis with Sarah.”
29. After she (go) to sleep, I (come) downstairs and make you something to eat.
30. (clean) up your room before your father (see) the mess you’ve made.
31. “When (you, spend) that money you were given for your birthday?” - “I don’t know. I
think (probably, wait) until I (see) something I like.”
32. “You’ve torn your blouse.” - “Oh, so I have. What a nuisance! I (get) some cotton and
mend it before it (get) any worse.”
33. I’m eighteen now but this time next week I (be) nineteen.
34. “(Rachel, sing) to us tonight?” - “I hope she ( ), but she says she doesn’t feel very well.
35. Tomorrow afternoon, Jill (spend) a couple of hours cleaning her flat.
36. Claire (sleep) in the tent in the garden, but she changed her mind because of the
storm.
37. According to this article in the paper, they (reduce) the price of air travel.
38. “I (not, be) able to believe it until (see) it with my own eyes,” said Thomas.
39. “She (be) much too early if she (leave) now.”
40. “Did you remember to send Nicholas his birthday present?” - “Well, I didn’t forget but
I didn’t have the time to go to the Post Office and so I (do) it this afternoon.
12. ~ 11 ~
Ex.: Future Progressive
Put the following verbs into the correct tense—present or future—but use the future progressive wher-
ever possible.
1. This time next week I (drive) _______________________________________________________ through France.
2. When he (phone)_______________________________________________________, I (have) _______________________________________________________ my
bath. Tell him I’ll phone back later.
3. “When you (phone) _______________________________________________________ your father, tell him I’ve found an
interesting book for him.” – “Well, I (phone) _______________________________________________________ him tomor-
row as it’s Tuesday, so I (mention) _______________________________________________________ it to him then.
4. Well, I can’t write to her now because I (mow) _______________________________________________________ the lawn at
the moment and I’ve got to finish doing this before it (start) ______________________________________________________
to rain, but I (write) _______________________________________________________ to her in the next few days anyway.
Can it wait until then?
5. Thank you ladies and gentlemen. Well, that’s all for now, but I (be) _______________________________________
______________________ back a week today, and then I (sing) some more songs for you.
6. It’s a pity that the holidays are almost over. A week today I (be) _______________________________________________
__________________ back in England and I (work) as hard as ever.
7. Although you haven’t seen me for ages, when I (fly) _______________________________________________________ back
next week, you (recognise) me immediately because I’ve got not changed at all.
8. “What are you plans?” (you, call) _______________________________________________________ to see us tonight?” – “I
(not, think) _______________________________________________________ so, not this time, but we might call next week.
9. Dear Sirs, I (be) _______________________________________________________ seventeen years old and I (look) ____________________
______________________________________ for a job because I (leave) _______________________________________________________ school in ten
weeks’ time. I wonder if you have a vacancy for me.
10. This time next week I (know) _______________________________________________________ my exam results.
13. ~ 12 ~
Ex.: Future Perfect
Put the following verbs into the correct tense. Use the present, will-future or the future perfect, but
choose the future perfect wherever possible.
1. By this time next year, I (build) _______________________________________________________ my own boat.
2. By the end of the day, she (bake) _______________________________________________________ a dozen cakes.
3. He (finish) _______________________________________________________ cleaning the car in an hour’s time.
4. After they (shut) _______________________________________________________ the gates, they (not, let) ____________________________________
__________________ anyone else in this evening.
5. When I (come) _______________________________________________________ again, I (write) _______________________________________________________
the first chapter of my book. If you like, I (bring) _______________________________________________________ it with me
so you can have a look at it.
6. They (spoil) _______________________________________________________ the forests by the time the state (introduce)
_______________________________________________________ laws to stop air pollution.
7. Mrs Kennedy’s poodles (die) _______________________________________________________ by the time she (realise)
_______________________________________________________ that she should not have fed them on liver pâté, cream and
chocolate.
8. When we (get back)_______________________________________________________, all the pubs (close) ______________________________
_________________________ for the night.
9. “As soon as she (smell) my after-shave, she (think) _______________________________________________________ I’m the
most attractive man alive.” – And as soon as she (clean) _______________________________________________________ her
glasses, she (realise) _______________________________________________________ you’re not.”
10. I (lose) _______________________________________________________ all my hair by the time they (find) __________________________________
_____________________ a cure for baldness.
11. Hurry up! By the time you (phone) _______________________________________________________ the police, the burglar
(flee)_______________________________________________________.
12. I (read) _______________________________________________________ all these books by tomorrow night.
13. “I’m sorry you broke your leg when you fell of my ladder. When you (offer) ___________________
____________________________________ to come and paint my house next time, I (buy) ____________________________________
___________________ a new one.” – “There won’t be a next time ...”
14. This athlete (probably, break) _______________________________________________________ all the existing records by
the end of the year.
15. If we don’t hurry, the film (begin) _______________________________________________________ by the time we (get)
_______________________________________________________ there.
14. ~ 13 ~
Present Perfect Simple
1. Formation
We form the present perfect with have/has + the past participle.
I have lost my keys.
She has not lost her keys.
Have you lost your keys?
2. Use
We use the present perfect to say that someone has done something or that some-
thing has happened. The exact time is not important (or is unknown) and is not
mentioned. The action or event often has direct consequences for the present or
the future.
I’ve have seen that movie twenty times.
Some common phrases of time are just, already, always, never, rarely, seldom, before,
ever, lately, recently, often, still not, so far, up to now, not yet, yet?
Have you ever been to Ireland? I’ve been to Ireland four times so far.
The present perfect is used to express the idea that a state began in the past and
is still continuing. Some common phrases are always, all week, since and for.
I’ve had this car for two years.
The present perfect is used to express a finished action in an unfinished period
of time.
I have seen him this morning.
(I have seen him = finished; this morning = unfinished)
Note!
You cannot use the present perfect with expressions such as yesterday, one year ago,
last week, etc. You have to use the past simple because these expressions refer to a
specific point of time in the past. Compare the following two sentences:
I met a lot of people two days ago.
I’ve met a lot of people in the last few days.
Notice the difference between gone and been:
Fiona has gone to Wales. (Fiona is in Wales now.)
Fiona has been to Wales. (Fiona has been to Wales and come back.)
15. ~ 14 ~
Ex.: Present Perfect Simple
Eileen wants to go to drama school, but her parents are against it. Read her letter and search the text
and mark the adverb phrases of time that signal a) the present perfect and b) the past simple.
“I have always wanted to become an actress. I have often acted in
school drama productions and with the drama group in our town. I
have already written my own scripts and in 2002 I won the “Young
Actors’ Award”. My parents have tolerated this interest as a hobby,
but they have never taken it seriously.
Last year my parents persuaded me to stay on at school to do A-
levels. I have already told them that I want to go to drama school,
but they say it’s a dead-end job with very uncertain prospects. They
want me to study law. I’m a creative person – law would be the worst
thing I can imagine.
We have spoken a lot about my future recently, but they haven’t changed their views. They
have had no reason to be angry with me. So far I have done reasonably well in school. Up
to now my marks have been average or even better. My marks in English have always been
very good.
Two months ago I applied for a place at RADA (Royal Academy of Dramatic Art in Lon-
don). I didn’t tell my parents. Last week I received a reply inviting me to go down for in-
terview and first audition. I have considered leaving home if I am offered a place. The
trouble is, it would cost a lot of money and my parents wouldn’t give it to me. How could I
possibly support myself?
I have just had a serious argument with my parents, although I have never really quar-
relled with them in my life before. Yesterday my friend said: “Have you ever done any-
thing that your parents didn’t want? Because if you haven’t, now is the time.” But I haven’t
had my 18th
birthday yet.
I think I am afraid of the future, but I have not made up my mind yet about leaving home.
My parents want what’s best for me – but do they really know what that is? What shall I
do?”
Translate.
Eileen hat in letzter Zeit viel Streit mit ihren Eltern gehabt. (to quarrel a lot) Sie wollte im-
mer Schauspielerin werden. 2002 hat sie sogar einen Preis gewonnen. Vor zwei Monaten
hat sie sich um einen Platz bei der RADA beworben. Sie hat ihre Eltern noch nichts davon
erzählt. Gestern hat sie eine Antwort (reply) erhalten. Sie hat gerade mit ihrer Freundin
gesprochen. Sie hat ihr schon von ihren Problemen erzählt. Bis jetzt haben ihre Eltern den
Ernst (seriousness) der Lage nicht erkannt. Eileen weiss nicht, was sie tun soll. Sie hat sich
noch nicht entschieden.
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
16. ~ 15 ~
Present Perfect Progressive
1. Formation
We form the present perfect progressive with have/has + been + -ing.
I have been writing.
I have not been writing.
Have I been writing?
2. Use
The present perfect progressive is generally used with verbs which imply con-
tinuous actions. Often these verbs describe actions which started at some time in
the past and have continued (almost) up to the present and/or will probably
continue into the future. Some common phrases of time are all day, the whole
morning, since and for.
Oh, have you woken up? You have been sleeping for more than ten hours.
Fiona has been working since early this morning and she hopes to finish soon.
We’ve been living in Cork for two years.
Patrick has been running. (Now he is out of breath.)
now
We use the present progressive after recently, lately or How long…?
How long have you been playing the guitar?
Recently, I have been feeling really tired.
She has been watching too much television lately.
Note!
The negative form of the present perfect progressive is quite rare. It is usually
replaced by the negative form of the present perfect simple.
She hasn’t studied French since 2007.
If the number of times that an action has taken place (the result of the activity) is
given or implied, then the simple form is used.
She has written ten letters this morning.
Do not use the progressive form for an abrupt or sudden action
He has driven my car into a wall.
17. ~ 16 ~
Ex.: The Present Perfect Tenses
For each situation, write two sentences using the words in brackets.
Tom started reading a book two hours ago. He is still reading it and now he is on page 44.
(read / for two hours)
_____________________________________________________________________________________________________________________________________________________________________________________
(read / 44 pages so far)
_____________________________________________________________________________________________________________________________________________________________________________________
Rachel is from Australia. She is travelling round Europe at the moment. She began her trip
three months ago.
(travel / for three months)
_____________________________________________________________________________________________________________________________________________________________________________________
(visit / six countries so far)
_____________________________________________________________________________________________________________________________________________________________________________________
Patrick is a tennis player. He began playing tennis when he was ten years old. This year he
is national champion again – for the fourth time.
(win / the national championships / four times)
_____________________________________________________________________________________________________________________________________________________________________________________
(play / tennis since he was ten)
_____________________________________________________________________________________________________________________________________________________________________________________
When they left college, Lisa and Sue started making films together. They still make films.
(make / five films since they left college)
_____________________________________________________________________________________________________________________________________________________________________________________
(make / films since they left college)
_____________________________________________________________________________________________________________________________________________________________________________________
Put the verb into the more suitable form, the present perfect simple or present perfect progressive.
1. Where have you been? (you, play) ________________________________________________________________________________________ tennis?
2. Look! (somebody, break) _______________________________________________________________________________________________ that window.
3. You look tired. (you, work) __________________________________________________________________________________________________________ hard?
4. (you, ever, worked) _________________________________________________________________________________ in a factory? – No, never.
5. Liz is away on holiday. – Is she? Where (she, go / be) _____________________________________________________________ ?
6. Sorry, I’m late. – That’s all right. (I, not wait) ____________________________________________________________________ long.
7. Is it still raining? – No, (it, stop) ____________________________________________________________________________________________________________.
8. (I, lose) _________________________________________________ my address book. (you, see) ____________________________________________ it?
9. (I, read) ___________________________________________________________________________ the book you lent me, but (I, not finish)
____________________________________________________________________________ it yet. It’s very interesting.
10. (I, read) _______________________________________________________________________ the book you lent me, so you can have it
back now.
18. ~ 17 ~
Ex.: The Present Perfect Tenses
Put the following verbs into the correct tense—either the present perfect simple or the present perfect
progressive, but use the progressive form wherever possible. Use any other information given, and
select for or since where necessary. Note the importance of certain keywords.
1. They (just, arrive) from New York.
2. We (already, eat).
3. I (now, study) your ideas, and I regret to say I cannot accept them.
4. They (live) there (for/since) December.
5. I (read) four books (since/for) I arrived here.
6. We (wait) (for/since) three o’clock.
7. I (already, write) to him, but he (not yet, reply).
8. It’s eleven o’clock and Helen (make) cakes all morning, but I (not, make) any.
9. He (not, work) there (for/since) the last year.
10. I (read) magazines all evening; so far I (read) seven.
11. How long (you, drive)?
12. She (not, do) a single thing all morning.
13. They (build) that house (for/since) more than a year and they (still, not, finish) it.
14. It’s May 30th
and I (not, receive) a letter from him this month.
15. Come quickly! Your father (break) his arm.
16. I am awfully sorry, but I (drop) your clock. I hope it (not, break).
17. “Is John in?” – “No, I’m afraid he (be/go) to Margate.”
18. (you, stand) in the rain (for/since) all that time?
19. (you, not, ever, be/go) to San Francisco?
20. (Jim, fall) off his bike again? Oh, no!
21. I (never, see) a flying saucer (fliegende Untertasse) when I’ve been sober.
22. My sister (never, be/go) to Italy.
23. “Mr Mortimer (fish) all morning. So far he (catch) fifteen, but he (let) each one go
free.” – “Perhaps he (catch) the same one fifteen times.”.
24. She (just, lose) all her money.
25. This company (lose) money (for/since) ages.
26. Roger (just, break) his new watch.
27. I (already, say) this several times, but now I shall say it again.
28. I (often, hear) strange noises in the night.
29. Mrs Kensington (recently, notice) that her chauffeur prefers rock music to Brahms.
30. The next door neighbour’s dog (just, bite) the postman. It’s the third time that it
(bite) him.
31. You (come) too late, Doctor. The poor girl (just, die).
32. He (always, detest) travelling by bus, and he (never, like) travelling by car either.
33. Jane (see) the Loch Ness Monster five times.
34. A bee (sting) me!
35. The workers (now, finish) building that supermarket. Apparently it (take) them a lot
longer to build it than they thought it would.
36. That nice Dr Lindsay? No, officer, I (not, see) him or his vivacious wife (for/since)
ages.
37. She (only, know) Charles (for/since) she was sixteen, but they (live) in the same town
(for/since) they were born.
38. Old Mr Green (bring) me my newspapers (for/since) over fifteen years.
39. They (write) to me fourteen times (since/for) the beginning of the month.
40. She (work) on her book (for/since) last year, and she hopes to complete it by Christ-
mas.
20. ~ 19 ~
Past Simple
1. Formation
We form the past simple of regular verbs by adding -ed to the infinitive. But ir-
regular verbs have their own forms. We form negative statements and questions
with did.
I worked a lot.
She didn’t read my letter.
Did you call her?
2. Use
We use the past simple to say that something happened at a particular point of
time in the past (answering the question when?) or in a particular period of time
in the past (which is now over). The point or period of time can be mentioned, or
it may be clear from the context. Some common phrases of time are yesterday, in
1998, last year, an hour ago, etc. We also use the past simple (not the present per-
fect) after When …?
Fiona passed her driving test in 1998.
When did you last see Patrick?
two days ago (now)
The past simple is also used in reports about past events and in stories.
It was late. Fiona turned off the TV and went upstairs. …
We use the past simple when giving more information about a past event we have
introduced in the present perfect. The past simple is used to give further details,
e.g. where and how something happened.
There has been an accident in Carlton Street. A van crashed into a bus.
The bus stopped abruptly and three people were injured.
When two or more (short) actions in the past come directly one after the other,
we use the past simple for all the actions.
The cat ran out when Joanne opened the door.
21. ~ 20 ~
Ex.: Present Perfect or Past Simple
Complete the mini-dialogues with the correct tense, present perfect or simple past. Look out for ‘signal
words’.
Sean: I ___________________________________________________________________________________ (never, be) to Paris.
Jane: Oh, I __________________________________________________ (go) there last summer. I ______________________________________ (do) a
language course there. I ______________________________________________________ (make) a lot of new friends too.
Sean: And your French is fantastic. ___________________________________________________________________________ (you, ever,
think) about studying there?
Jane: No, thanks. I’m quite happy with our British university system. I ______________________________________
__________________________________________ (apply) to London, Reading, Bristol and a couple more.
Sean: _________________________________________________________________________ (you, hear) anything yet?
Jane: No, it’s too early. I only _______________________________________________________ (send off) the application forms
last week.
Jill: Rob and I ________________________________________________________ (go) to that new Indian restaurant last night.
Pete: You mean the one in Hadley Road?
Jill: That’s right. ___________________________________________________________________________ (have, you, ever) there?
Pete: Not yet. But Trish ____________________________________________________________________ (already, be) there twice—and
it _____________________________________________________________________ (only, be) open a week. She _____________________________________
(love) the meal, especially the sauces. She says she __________________________________________________________________
(never, eat) such great Indian food. What _________________________________________________________ (you, order)?
Jill: Well, I ___________________________________________ (have) tandoori chicken and Rob __________________________________________
(order) lamb curry.
Ann: _______________________________________________________________ (you, see) Pat recently? She _______________________________________________
______________________________________ (not, call) for over a week. I ________________________________________________________________________
(not, see) her since her birthday.
Liz: Well, actually I ___________________________________________________________ (just, speak) to her. She ____________________________
____________________________________________ (be) very busy this week. You know that she ___________________________________
____________________________________ (start) her holiday job last Monday. Well, she _______________________________________
__________________________________ (never, work) in an office before, so she ____________________________________________________
____________________________ (have to) learn a lot of new things this week.
22. ~ 21 ~
Past Progressive
1. Formation
The past progressive uses was/were + -ing:
I was working.
She was not reading.
Were you listening to me?
2. Use
We use the past progressive to say that something was in progress (going on)
around a particular past time.
“What were you doing at eight o’clock yesterday?” – “I was watching TV.”
(NOT “What did you do …?” – “I watched TV.”)
I was watching TV
at eight (now)
We often use the past progressive together with the past simple. The past pro-
gressive refers to a longer ‘background’ action or situation; the past simple re-
fers to a shorter action or event that happened in the middle of the longer action,
or that interrupted it.
As I was walking down the road, I saw Patrick.
The phone rang while I was having dinner.
Because we often use the past progressive to talk about something that is a ‘back-
ground’, not the main ‘news’, we can make something seem less important. Com-
pare:
I had lunch with the President yesterday.
(important piece of news)
I was having lunch with the President yesterday, and she said…
(as if there was nothing special for the speaker about lunching
with the President.)
The past progressive is not the normal tense for talking about repeated or habit-
ual past actions. (Use the past simple here.)
I rang the bell six times.
When I was a child we made our own amusements.
23. ~ 22 ~
Ex.: Past Simple or Past Progressive
Put the following verbs into the correct tense—either the past simple or the past progressive.
1. She (walk) down the street when she (see) her mother and stopped to say hello.
2. Helen (see) the old man and (go) to help him.
3. Coral (read) a book when the phone (ring).
4. When he (receive) her letter, he (stay) in Germany.
5. While he (look) out of the window, he (notice) that there was a man who (stand) on
the other side of the road.
6. The grocer (lock) up his shop, (get) on his bicycle and (go) home.
7. I (give) Claire her present and she (say) thank you.
8. The pirates (dig) a hole and (hide) the treasure in it.
9. While they (eat) their lunch, somebody (come) to the door.
10. When he (be) younger, he (grow) vegetables for the whole family.
11. Sarah (meet) Mrs Jones while she (do) her shopping.
12. (he, break) his leg while he (play) football?
13. She (drop) the glass because she (carry) too much.
14. Kate (meet) Maria while he (work) as a waiter in Benidorm.
15. Mr and Mrs Smith (lose) their passports while they (travel) through California.
16. All the time I (write) a letter, she (try) to practise the piano.
17. While I (be) in town yesterday, I (call) you four times.
18. This morning, as I (come) out of the house, the sun (rise).
19. He (steal) lots of cars before the police (catch) him.
20. What (you, do) all the time I (work) in the garden?
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________
24. ~ 23 ~
Past Perfect
1. Formation
We form the past perfect with had + the past participle.
I had written a letter.
She had not read my letter.
Had you worked?
2. Use
With the help of the past perfect we can express the idea that one past action
followed another. The action that happened first is in the past perfect.
Fiona had already left the coffee bar by the time I arrived.
Fiona had left when I arrived (now)
The past perfect is also used to refer to a state. The state began before a point of
time in the past and continued to that time.
When I visited Patrick in hospital, he had been there for ten days.
We use the past perfect for an action only when we need to emphasize that it
happened before another action. Compare:
When Patrick’s friends arrived, he had cooked the lunch.
When Patrick’s friends arrived, he cooked the lunch.
25. ~ 24 ~
Ex.: Past Perfect or Past Simple
Fill the gaps with the verb in brackets using either the past perfect or the past simple tenses.
1. By the time we (get) ________________________________________________ to the cinema the film (start)
________________________________________________, so we missed the first five minutes.
2. When I rang the bell there was no answer. The neighbour (tell)
________________________________________________ me that they (go out) ________________________________________________ about half an
hour ago.
3. I saw Casablanca for the first time last night. I (never, see) ________________________________________________
it before.
4. After I (have) ________________________________________________ a huge lunch, I (feel) ________________________________________________
fat.
5. I spent a week in Miami recently. I (never, be) ________________________________________________ there before.
6. There was so much to see in Toledo. I wanted to see everything but I (not, have)
________________________________________________ enough time.
7. She told me she (buy) ________________________________________________ a new car.
8. When he arrived, Eve wasn't there. She (leave) ________________________________________________ about five
minutes before.
9. When we (arrive) ________________________________________________ back in Spain, they (lose)
________________________________________________ our luggage.
10. When I (get back) ________________________________________________, nobody (do) ________________________________________________
the washing up. I was furious.
11. After he (start) ________________________________________________ the lesson I (leave) ________________________________________________.
12. I (be) ________________________________________________ very happy after I (finish) ________________________________________________
my lesson.
13. As soon as he (mend, reparieren) ________________________________________________ the old watch it (break)
________________________________________________ again.
14. Everybody (leave) ________________________________________________ the house by the time I (come)
________________________________________________ home.
15. I (buy) ________________________________________________ a new car because some thieves (steal)
________________________________________________ my old one.
16. It (not, be) ________________________________________________ his first trip to the mountains, he (be)
________________________________________________ there many times before.
17. My teacher (ask) ________________________________________________ me why I (not, do)
________________________________________________ my homework.
18. She (not, know) ________________________________________________ him for a long time when she (marry)
________________________________________________ him.
19. These shoes (be) ________________________________________________ very clean because our housemaid (clean)
________________________________________________ them.
20. Yesterday afternoon I (go) ________________________________________________ downtown and I (meet)
________________________________________________ Peter.
26. ~ 25 ~
Past Perfect Progressive
1. Formation
We form the past perfect progressive with had been + -ing.
I had been writing.
I had not been working.
Had she been writing?
2. Use
We use the past perfect progressive to express the idea that an action or event
had begun before a point of time in the past and continued up to (or almost up
to) that time.
Patrick had been travelling for three months when he ran out of money.
Patrick had been he ran out (now)
travelling of money
27. ~ 26 ~
Ex.: Past Perfect Simple or Progressive
Complete the conversation with the correct verb form, past perfect simple or past perfect progressive.
Layla: Hi, Pete. How was the rock concert last night?
Pete: Well, when I was getting on the bus to go there, I realised that I ______________________________
________________________________ (forget) my money. So I had to get off again. I didn’t want to miss
the concert because I ______________________________________________________________ (look forward) to it for a few
weeks. So I ran, but when I got home, I realised that I ______________________________
________________________________ (not take) my keys with me either, so I couldn’t get in. I rang the
doorbell for ages, but everybody ______________________________________________________________ (go) out.
So there I was – no money, no tickets, no keys. I thought about asking Will, but it’s
a long way to his house, and when I got there, I was really out of breath.
Layla: Let me guess, Will ______________________________________________________________ (just spend) all his money. No,
I know. He ______________________________________________________________ (lend) it all to someone else.
Pete: Wrong. He hasn’t even been there. He ______________________________________________________________ (not come)
home yet. His mother could see that I ______________________________________________________________ (run), so
she asked me in and gave me a drink. She put the TV on for me a while I was
waiting. I ______________________________________________________________ (watch) stupid cartoons for twenty min-
utes when I heard somebody come in. But it wasn’t Will. When he finally arrived, I
______________________________________________________________ (wait) for over half an hour. He said he
______________________________________________________________ (take) bottles to the bottle bank for the neighbour
for some extra cash.
Well, after I ______________________________________________________________ (explain) the situation he gave me
some money and I rushed for the next bus. I ______________________________________________________________
(waste) so much time, and when I finally got there, my favourite band
______________________________________________________________ (already play).
28. ~ 27 ~
Tenses I
Read the whole story from beginning to end before starting to write in the answers. Then complete the
text using the correct verb forms.
A Picnic Lunch
“__________________________________________________________ (not, forget) __________________________________________________________ (bring) a
dozen eggs with you when you __________________________________________________________ (come) home for lunch!” Jill
__________________________________________________________ (shout) after him. “I __________________________________________________________ (need)
them for the cakes __________________________________________________________ (make) this afternoon.”
“I won’t” Steve __________________________________________________________ (cry back), and he
__________________________________________________________ (drive off) to work.
Jill was very happy with Steve. All right, he __________________________________________________________ (not, earn) a
fortune __________________________________________________________ (drive) lorries but he __________________________________________________________
(rather, do) that than __________________________________________________________ (be) unemployed – and, of course he
was right.
On her way inside, she __________________________________________________________ (sweep up) Jeremy the cat into
her arms and __________________________________________________________ (hold) him close to her.
Half an hour later, the phone __________________________________________________________ (ring).
“Hello love. It’s Steve here. The boss __________________________________________________________ (just, tell) me that
he __________________________________________________________ (want) __________________________________________________________ (I, take) a lorry up to
Sheffield as soon as possible and return before it __________________________________________________________ (get) dark.
Can you make me some sandwiches? You can! Good! In that case, I
__________________________________________________________ (pick up, them) on my way to the M1. See you in twenty
minutes. Bye!
Hurriedly, Jill __________________________________________________________ (look) __________________________________________________________ (see)
what tins there were in the cupboard. “Corned beef?” she said to herself. “No! Ham? No.”
They __________________________________________________________ (eat) ham the night before. “Salmon? Yes, and he
__________________________________________________________ (prefer) that to sardines.”
Fifteen minutes later, Steve arrived.
“Hello, beautiful! Mmm. Those sandwiches __________________________________________________________ (smell) good!
I like __________________________________________________________ (spoil)!” and, __________________________________________________________ (kiss) her
quickly, he __________________________________________________________ (run back) to his lorry.
29. ~ 28 ~
Jill then __________________________________________________________ (give) the remainder of the salmon to Jeremy,
and __________________________________________________________ (postpone) __________________________________________________________ (make) the
beds until she __________________________________________________________ (do) the shopping.
An hour later, when she __________________________________________________________ (return), there was Jeremy
__________________________________________________________ (lie) on the garden path … unconscious …
“Good heavens! It must be that tin of salmon! And Steve! His sandwiches
__________________________________________________________ (make) with the same salmon!”
With lightning reaction, she __________________________________________________________ (fly) to the phone
__________________________________________________________ (explain) the catastrophe to Steve’s boss, and he
__________________________________________________________ (lose) no time at all calling the police. Jill then
__________________________________________________________ (ride) on her bicycle as fast as possible to the vet’s, where
Jeremy stomach __________________________________________________________ (pump out).
Meanwhile, a police car __________________________________________________________ (race) up the motorway and try-
ing __________________________________________________________ (catch up with) Steve’s lorry. Finally, they
__________________________________________________________ (find) him in a lay-by, where he __________________________________________________________
(just eat) the last sandwich. Quickly __________________________________________________________ (explain) the situation to
him, the police __________________________________________________________ (persuad) him to accompany them to hospi-
tal, where he __________________________________________________________ (suffer) the same treatment as Jeremy.
That evening, shaken, but grateful that his life __________________________________________________________ (save),
Steve __________________________________________________________ (drive) home by the police.
The next morning the milkman __________________________________________________________ (come) to the door.
“Good morning, Mrs Johnson,” he said. “I __________________________________________________________ (come)
__________________________________________________________ (see) how your cat is.”
“Oh, he’s much better, thanks! But how __________________________________________________________ (you, know) he
was ill?”
“Well, I’m the one who did it.”
“Did it? Did what?”
“Well, yesterday morning while I __________________________________________________________ (come) up the garden
path, I __________________________________________________________ (let) a bottle of milk __________________________________________________________
(slip out) of my hand, and it __________________________________________________________ (fall) on the cat’s head. It
__________________________________________________________ (not seem) very well when I left it. I hope it’s all right.”
30. ~ 29 ~
Tenses II
Read the whole story from beginning to end before starting to write in the answers. Then complete the
text using the correct verb forms. Also supply during, for, since or while as necessary. (d/f/s/w)
Surprise Visit
It was four o’clock on a Friday afternoon in late November and it
__________________________________________________________ (already, get) dark when Mrs Simmons
__________________________________________________________ (hear) a car pulling up at the bottom of the garden of her
isolated country cottage. __________________________________________________________ (raise) herself slowly from her arm-
chair, she __________________________________________________________ (go) over to the window and
__________________________________________________________ (look) between the curtains. There, at the bottom of the
garden path, was her daughter, Julie, __________________________________________________________ (wrap) in an enormous
fur coat, but __________________________________________________________ (look) cold nevertheless.
Mrs Simmons __________________________________________________________ (turn) round and
__________________________________________________________ (move) slowly in the direction of the front door, her rheuma-
tism preventing her from __________________________________________________________ (move) any faster.
__________________________________________________________ (d/f/w) she __________________________________________________________ (walk) to the door,
her daughter __________________________________________________________ (begin) knocking.
“It’s all right,” she __________________________________________________________ (cry), “I __________________________________________________________
(come)! I __________________________________________________________ (let) you in as I __________________________________________________________
(unlock) the door. You know it’s stiff and __________________________________________________________ (need)
__________________________________________________________ (repair).
“Don’t worry, Mum,” __________________________________________________________ (laugh) Julie’s voice from outside.
“I won’t knock the door down,” and she __________________________________________________________ (hide) the present in
her coat pocket.
The key turned in the lock and, when the door __________________________________________________________ (open),
the passage light __________________________________________________________ (shine) on Julie’s face.
“Happy Birthday, Mum! How are you?”
“Oh, Julie! This is a nice surprise! But why __________________________________________________________ (you, not,
tell) me you __________________________________________________________ (come) when you __________________________________________________________
(phone) last night?”
“Well, I __________________________________________________________ (not, know) if I __________________________________________________________
(be) able to leave work in time, but __________________________________________________________ (d/f/w) I
__________________________________________________________ (drive) to the office this morning, I
__________________________________________________________ (remember) my boss __________________________________________________________ (owe) me
31. ~ 30 ~
an afternoon’s holiday, so he __________________________________________________________ (let)
__________________________________________________________ (I, leave) at one.
A quarter of an hour later, they __________________________________________________________ (sit) round a cosy fire
and __________________________________________________________ (have) tea, when Mrs Simmons suddenly
__________________________________________________________ (get up) and __________________________________________________________ (draw) the cur-
tains.
“I __________________________________________________________ (not, like) the curtains open at night,” she said to
Julie. “In fact I __________________________________________________________ (hate) it. I always feel that I
__________________________________________________________ (watch passive), although I know that is impossible in such a
quiet place as this. Anyway, my dear, tell me what __________________________________________________________ (you, do)
recently. You are always in such a hurry on the phone, and I __________________________________________________________
(not, have) a letter from you __________________________________________________________ (d/f/s) you
__________________________________________________________ (fly) back from the States.
“Well, first of all, Mum, I __________________________________________________________ (bring) you this,” said Julie,
and she __________________________________________________________ (take) the small parcel out of her coat pocket. “I
hope you __________________________________________________________ (like) them. I __________________________________________________________ (buy)
them __________________________________________________________ (d/f/w) our trip to the States.”
“But, Julie, you shouldn’t have!” exclaimed her mother, unwrapping a box of scented
soaps. “They are lovely. But __________________________________________________________ (I, know) you were going to buy
me these, I __________________________________________________________ (tell) __________________________________________________________ (you, spend)
the money on the children.”
“Oh, don’t worry about that,” said Julie. “I __________________________________________________________ (go back)
there after Christmas and, if you like, I __________________________________________________________ (bring) you some
more. Now, what __________________________________________________________ (I, do) lately? Not much really. Everything
__________________________________________________________ (go) all right at work for me at the moment, but George
__________________________________________________________ (have) a lot of extra work because his boss is ill. Little Mary
__________________________________________________________ (just, start) swimming lessons, and
__________________________________________________________ (go) to the swimming baths as often as possible.
“Bill’s French __________________________________________________________ (get) better,” continued Julie, “and, if all
goes well, well, he __________________________________________________________ (go) to Paris at Easter with a group from
his school.”
Two hours later, __________________________________________________________ (d/f/w) Julie
__________________________________________________________ (say) goodbye to her mother, she noticed that it
__________________________________________________________ (start) to snow.
32. ~ 31 ~
Tenses III
Read the whole story from beginning to end before starting to write in the answers. Then complete the
text using the correct verb forms. Also supply during, for, since or while as necessary. (d/f/s/w)
Every cloud …
Dear James,
It ___________________________________________________________ (be) ages ___________________________________________________________ (d/f/s/w) I
___________________________________________________________ (last, send) you a letter, and I ___________________________________________________________
(feel) quite guilty about it ___________________________________________________________ (f/s) some time, because I
___________________________________________________________ (write) to you a long time ago, but didn’t. However, here I
am in desperate need – and had I not been, I ___________________________________________________________ (not, know)
how long you ___________________________________________________________ (wait) for a letter from me!
Anyway ___________________________________________________________ (you, read) through the following description of
how my problem ___________________________________________________________ (arise)? And then, when you
___________________________________________________________ (finish), I ___________________________________________________________ (ask)
___________________________________________________________ (you, consider) a proposition and
___________________________________________________________ (send) me an answer as soon as possible.
As you ___________________________________________________________ (probably, remember), I
___________________________________________________________ (always, interest passive) in hill walking – ever
___________________________________________________________ (f/s) leaving school, in fact. Two years ago, for instance,
along with a couple of friends you ___________________________________________________________ (once, meet), Jim and
David Barker, I ___________________________________________________________ (take) a plane to Crete and we
___________________________________________________________ (enjoy) a wonderful fortnight ___________________________________________________________
(follow) mule tracks in the mountains there.
Then, in May of last year, all three of us ___________________________________________________________ (drive) down to
the Pyrenees, where we ___________________________________________________________ (explore) a whole series of lost vil-
lages ___________________________________________________________ (d/f/w) a couple of months.
Earlier this year we ___________________________________________________________ (decide)
___________________________________________________________ (go) (walk) in Haute-Provence in France.
Everything ___________________________________________________________ (arrange passive) and we
___________________________________________________________ (leave) England by air on May 5th
. Unfortunately, however
___________________________________________________________ (d/w) the second week in March, Jim and David
___________________________________________________________ (practise) ___________________________________________________________ (run) across Dart-
moor in preparation for an important competition, when David
33. ~ 32 ~
___________________________________________________________ (slide) in some mud and ___________________________________________________________ (tear)
a ligament.
Jim ___________________________________________________________ (run off) ___________________________________________________________ (find) help,
but in ___________________________________________________________ (do) so, he himself ___________________________________________________________
(break) a leg. By the time the rescue team ___________________________________________________________ (arrive), both of
them ___________________________________________________________ (suffer) badly from exposure. In the end, they
___________________________________________________________ (take passive) to hospital by helicopter and
___________________________________________________________ (spend) the first three days on the danger list. That was
nearly three weeks ago, and they ___________________________________________________________ (just, advise passive) by
their doctors ___________________________________________________________ (not, go) on holiday next month – which
(mean) there are two air-tickets nobody ___________________________________________________________ (really, want).
___________________________________________________________ (you and Ann, like) ___________________________________________________________ (take)
their place? I ___________________________________________________________ (realise) this is rather short notice, but you
___________________________________________________________ (seem) ___________________________________________________________ (be) the only people
among all of my friends who ___________________________________________________________ (rather, go) on a walking holi-
day than (sit) on a beach whilst ___________________________________________________________ (wait) for their bodies
___________________________________________________________ (turn) scarlet.
Anyway, if you ___________________________________________________________ (like) the idea,
___________________________________________________________ (write) and ___________________________________________________________ (let)
___________________________________________________________ (I, know) as soon as possible.
All the best,
Edward
Dear Edward,
What a superb idea! When you letter ___________________________________________________________ (drop through) our
letter box yesterday morning, we ___________________________________________________________ (already, think) of
___________________________________________________________ (go) on holiday in May, but we ___________________________________________________________
(not, decide) where ___________________________________________________________ (go)!
We ___________________________________________________________ (never, be / go) to Haute-Provence before and we
___________________________________________________________ (already, look) forward to ___________________________________________________________ (go)
there.
___________________________________________________________ (send) us the details as soon as possible.
Best wishes!
James and Ann
P.S. ___________________________________________________________ (we, know) earlier about Jim and David, we
___________________________________________________________ (send) them a get-well card.
34. ~ 33 ~
Tenses IV
In the following passage, write the correct and complete form of the given verb in the space provided.
Use any other elements included in the brackets in your reply.
Aunt Dorothy
“What on earth ___________________________________________________________ (you, think) ___________________________________________________________
(you, do)?” ___________________________________________________________ (come) the ear___________________________________________________________
(split) cry from the top of the stairs.
There was no doubt about it – I had once more been caught in a most
___________________________________________________________ (embarrass) situation by my Aunt Dorothy, the only one of
my seven aunts whom, traditionally, I ___________________________________________________________ (always, try)
___________________________________________________________ (avoid) ___________________________________________________________ (for/since) the day I
learnt to crawl.
The reason for this was simple: whenever, as a small girl, I ___________________________________________________________
(involve passive) in some doubtful activity, fate ___________________________________________________________ (generally,
arrange) that she ___________________________________________________________ (be) the one who
___________________________________________________________ (discover) me at the worst possible moment.
I ___________________________________________________________ (still, think) that, ___________________________________________________________ (I, be) a
boy, she ___________________________________________________________ (not, may react) in the same way but, even on her
best days, Aunt Dorothy, who ___________________________________________________________ (die) in tragic circumstances
on my twenty-first birthday, ___________________________________________________________ (look) like some mythical
fire___________________________________________________________ (breath) dragon that was on the point of
___________________________________________________________ (launch) a merciless attack on the entire male species, and
she ___________________________________________________________ (never, can, accept) that a niece of hers should have
tomboy tendencies.
“Nice girls,” she ___________________________________________________________ (repeat) to me at least a dozen times day,
___________________________________________________________ (behave) like young ladies, and not like horribly muddy little
schoolboys who ___________________________________________________________ (look) as if they
___________________________________________________________ (just, come off) the rugby field.”
___________________________________________________________ (during/while) I ___________________________________________________________ (stand) there
at the bottom of the stairs, ___________________________________________________________ (wish) I
___________________________________________________________ (be) on another planet, I ___________________________________________________________ (real-
ise) that luck was definitely not on my side.
Conspiring against me were my ___________________________________________________________ (drip) raincoat – it
___________________________________________________________ (rain) hard for over an hour – my mud
___________________________________________________________ (cover) boots – I ___________________________________________________________ (take) the
35. ~ 34 ~
short way back across three ___________________________________________________________ (plough) fields – and my bucket,
which ___________________________________________________________ (overflow) with dirty water – if I
___________________________________________________________ (tell) her it was full of tadpoles, she
___________________________________________________________ (probably, go) hysterical.
In addition to which, there was my four-legged and ever-faithful companion, Rags, who
totally oblivious of the imminent storm that ___________________________________________________________ (about, burst)
inside the house, ___________________________________________________________ (keep) ___________________________________________________________
(shake) the excess muddy water off herself in close proximity to some re-
cently___________________________________________________________ (apply) wallpaper. I ___________________________________________________________
(already, know) in advance that I ___________________________________________________________ (must/have to, clean up)
the mess myself as soon as I ___________________________________________________________ (get) changed but, in the mean-
time, I could sense that my dear Aunt Dorothy ___________________________________________________________ (prepare)
herself ___________________________________________________________ (launch) into her inevitable sarcastic attack.
I ___________________________________________________________ (not, need, wait) long.
“My dear child,” she ___________________________________________________________ (bellow) at me like a bull that
___________________________________________________________ (just, make up) its mind ___________________________________________________________
(charge), “I ___________________________________________________________ (never, see) anything so disgusting in all my life.
___________________________________________________________ (you, like) ___________________________________________________________ (explain) exactly
why you bear a ___________________________________________________________ (strike) resemblance to an underwater ex-
plorer who ___________________________________________________________ (lose) his diving suit?”