Basic grammar

BASIC GRAMMAR
BASIC GRAMMAR
LỜI CỦA NHÓM BIÊN SOẠN
Qua nhiều năm giảng dạy tiếng Anh ở Đại Học chúng tôi thấy rằng
không ít các bạn sinh viên thường lúng túng trong việc sử dụng đúng các thì
(tenses) và các loại câu (sentences) trong tiếng Anh. Để các bạn có điều kiện
được ôn lại các kiến thức ngữ pháp đã học ở phổ thông, mở rộng kiến thức
về cách dùng thì và câu trong tiếng Anh, và trên cơ sở đó làm nền tảng để
tiếp thu các điểm ngữ pháp mới, chúng tôi quyết định lấy đó làm tiêu chí để
nghiên cứu và biên soạn cuốn giáo trình BASIC GRAMMAR có kết hợp các
kỹ năng ngôn ngữ thực hành này.
Ngay khi chúng tôi bày tỏ ý định với các đồng nghiệp về việc biên soạn
cuốn giáo trình này và bắt đầu bàn bạc về nội dung cũng như mục tiêu của
cuốn sách và cả việc mạnh dạn áp dụng việc kết hợp bốn kỹ năng thực hành
Nghe-nói-đọc-viết trong phần bài tập đã nhận được nhiều sự đồng tình và ủng
hộ. Theo kinh nghiệm giảng dạy môn Ngữ Pháp của nhóm biên soạn và nhiều
đồng nghiệp khác, chúng tôi thấy rằng nắm vững cách dùng thì và câu trong
tiếng Anh các bạn không những sẽ thấy dễ dàng tiếp thu những kiến thức
ngữ pháp mới mà còn học tết các kỹ năng khác, đặc biệt là kỹ năng viết. Mặt
khác, theo cảm nhận của chúng tôi lớp học ngữ pháp sẽ sinh động hơn rất
nhiều khi ngữ pháp tiếng Anh được giảng dạy với phương pháp giao tiếp kết
hợp bốn kỹ năng Nghe-nói-đọc- Viết
Cuối cùng, một yếu tố quan trọng nữa khuyến khích chúng tôi quyết
định biên soạn cuốn giáo trình BASIC GRAMMAR này xuất phát từ tâm tư
của những sinh viên của chúng tôi. Thật vậy, nhiều năm qua có rất nhiều sinh
viên đã trình bày với chúng tôi cùng một tâm tư của họ rằng: "Chúng em rất
mong có được một cuốn sách ngữ pháp tiếng Anh không những đầy đủ, phù
hợp với thực tế học tập hiện tại mà còn được kết hợp một cách có hệ thống
giữa phần lý thuyết và bài tập thực hành để chúng em có thể ứng dụng những

kiến thức ngữ pháp đã học không chỉ trong nghiên cứu, công tác chuyên môn
mà còn sử dụng thuần thục trong giao tiếp hàng ngày."
Xuất phát từ những nhu cầu thiết thực của người học, chúng tôi đã cố
gắng rất nhiều tìm tòi, nghiên cứu, tổng hợp và biên soạn cuốn giáo trình
BASIC GRAMMAR này, những mong đáp ứng được phần nào nhu cầu học
tập của các bạn sinh viên. tuy vậy, những thiếu sót trong lần đầu biên soạn
cuốn sách ngữ pháp này là điều không thể tránh khỏi. Chúng tôi rất mong
được sự đóng góp ý kiến của các bạn để cuốn sách ngày càng được hoàn
thiện hơn.
Ý kiến đóng góp xin gởi về địa chỉ:
Phòng 311, số 97 Võ Văn Tần, P.6, Q.3, TP.HCM
Điện thoại: 9300949
Email:


DÀNH CHO CÁC BẠN SINH VIÊN:
Cuốn sách này được biên soạn chủ yếu cho sinh viên năm thứ nhất

của Khoa Ngoại Ngữ - Đại Học Mở Bán Công TP. Hồ Chí Minh học trên lớp
theo sự hướng dẫn của giáo viên và tự học ở nhà. Những sinh viên của các
lớp thuộc năm 2, 3, 4 cũng có thể sử dụng để tham khảo hay củng cố phần
kiến thức ngữ pháp chưa nắm vững. Ngoài ra, những sinh viên lớp tiếng Anh
Không Chuyên trình độ A3, A4 của Trung Tám Anh Ngữ cũng có thể sứ dụng
để tham khảo và tự học thêm ở nhà.


CẤU TRÚC CỦA SÁCH:

Cuốn sách này được chia thành hai phần bao gồm 20 đơn vị bài học (unit).
Phần 1 (Part One: Tenses: Review and expansion)

Những bài học trong phần một này trình bày các hình thức cấu tạo và
cách dừng đa dạng của các thì trong tiếng Anh (vừa ôn tập vừa mở rộng).
Phần bài tập được thiết kế và sắp xếp theo hai loại Focused Practice (giúp
sinh viên áp dụng lý thuyết đã học một cách nhuần nhuyễn trong các tình


huống đa dạng của cuộc sống) và Communication Practice (ứng dụng các kỹ
năng giao tiếp Nghe-nói-đọc-viết). Ngoài ra, những bài tập với nhiều cách
dùng tương tự nhau còn giúp khuyến khích sinh viên tự luyện tập thêm ở nhà.
Phần 2 (Part Two: Clallses and Sentences: Review and expansion)
Phần này trình bày các dạng câu cơ bản trong tiếng Anh như câu đơn
(Simple Sentences), câu ghép (Compound Sentences), câu phức (Complex
Sentences), và các lội thường gặp khi viết câu tiếng Anh (Sentence
Problems). Các loại mệnh đề tạo nên các loại câu cũng được trình bày theo
những đơn vị bài học riêng.


CÁCH TỔ CHỨC BÀI HỌC:

Mỗi bài học (unit) trong sách được tổ chức theo cấu trúc sau:
GRAMMAR IN CONTEXT
Phần này trình bày các điểm ngữ pháp trọng tâm của bài học trong nhiều ngữ
cảnh tự nhiên khác nhau (văn nói và văn viết) mà sinh viên bắt gặp trong cuộc
sống thường ngày. Ngoài ra phần này còn giúp lôi cuốn sự chú ý của sinh
viên vào bài học bằng các bài đọc, bài hội thoại với nội dung phong phú và
thực tiễn. Đồng thời tạo nhiều tình huống cho sinh viên trao đổi, thảo luận qua
các chủ đề của bài học. Cuối cùng là các câu hỏi giúp sinh viên gợi nhớ lại
những điểm ngữ pháp đã được học.
GRAMMAR PRESENTATION
Phần này được tổng hợp từ nhiều giáo trình ngữ pháp khác nhau bao gồm

các sơ đồ về hình thức của các cấu trúc ngữ pháp, những cách dùng, những
điểm đáng lưu ý, và đặc biệt là những ví dụ cụ thể minh họa các cấu trúc ngữ
pháp đó.
FOCUSED PRACTICE
Các bài tập trong phần này giúp cho sinh viên thực hành cách dùng của tất cả
các

cấu

trúc

ngữ

pháp

được

trình

bày

trong

phần

GRAMMAR

PRESENTATION. Bài tập được chọn lọc từ nhiều sách ngữ pháp khác nhau

với các chủ đề phong phú nhằm giúp sinh viên thực hành ngay tại lớp và
luyện tập thêm ở nhà để có thể sử dụng nhuần nhuyễn phần bài học đã được
học. Ngoài ra, những bài tập trong phần này còn được sắp xếp theo thứ tự từ
dễ đến khó giúp sinh viên dễ dàng tiếp cận và áp dụng các lý thuyết đã học
theo phương thức vừa ôn lại cái cũ vừa thực hành những cái mới.
COIVIMUNICATION PRACTICE
Bài tập trong phần này được sắp xếp theo thứ tự các kỹ năng Nghe, Nói, Đọc,
Viết (Listening, Speaking, Reading, Writing). Phần Nghe (Listening) giúp sinh
viên có thể vừa thực hành bài học vừa kiểm tra lại và phát triển khả năng
nghe của mình. Phần thực hành Nói (Speaking) gồm các tình huống thực tế
trong cuộc sống sinh hoạt và học tập hàng ngày của sinh viên. Sinh viên
được được chia thành cặp hay nhóm thực hành nói theo chủ điểm, sử dụng
các điểm ngữ pháp đã học trong phần bài học. Hai phần bài tập Đọc
(Reading) và Viết (Writing) giúp sinh viên thực hành ngữ pháp kết hợp với
phát triển kỹ năng Đọc và Viết.


CHƯƠNG TRÌNH GIẢNG DẠY

Giáo trình này dự kiến dùng giảng dạy trong một học kỳ gồm 15 tuần, mỗi
tuần học 1 buổi (3 tiết).
Unit 19 và unit 20 trình bày về các câu phức kép các lỗi về câu thường gặp và
cách đồng thời giúp sử dụng đúng các loại câu trong tiếng Anh. Hai đơn vị bài
học này dành cho sinh viên tự học ở nhà có sự hướng dẫn của giáo viên.


LỜI CẢM ƠN

Xin chân thành cảm ơn các bạn đồng nghiệp, tổ bộ môn viết Khoa Ngoại Ngữ
- Đại Học Mở Bán Công TP.Hồ Chí Minh đã nhiệt tình giúp đỡ chúng tôi hoàn

thành cuốn giáo trình này. Đặc biệt, xin cám ơn Ban Giám Hiệu Trường và
Ban Chủ Nhiệm Khoa Ngoại Ngữ: Tiến sỹ Lê Thị Thanh (Khoa trường), Thạc
sỹ Lê Văn Khuê (Phó Khoa Trường), và Thạc sỹ Đinh Trọng Kháng (Nguyên
Phó Khoa Trưởng) đã tạo điều kiện tết nhất cho chúng tôi trong suốt thời gian


làm việc, và luôn kịp thời giúp đỡ, hỗ trợ, góp ý, động viên chúng tôi hoàn
thành việc biên soạn cuốn giáo trình BASIC GRAMMAR này.
Nhóm biên soạn
Lệ Hoa-Hoài Minh-Xuân Lan

Part 1: TENSES - REVIEW and EXPANSION
Unit 1 - SIMPLE PRESENT TENSE
GRAMMAR IN CONTEXT
CONVERSATION
Betty

: Hi, Ellen. Let's have coffee, okay?

Ellen

: Hi, Betty. Sure, that sounds great. Where do you want to go?

Betty

: Let's get a cup from the vending machine. The snack bar is too
crowded.

Ellen

: Fine. Get a table, and I'll get the coffee. What do you take in
your coffee?

Betty

: Cream and sugar, please. (Betty sits at a table, and Ellen brings
the coffee.)

Ellen

: So, how do you like your classes this semester?

Betty

: I like them all, except for math. I don't like the instructor. He's
terrible!

Ellen

: Why is he terrible?

Betty

: Well, he talks fast all the time, and he doesn't talk loud enough.
He has terrible handwriting, and he makes mistakes on the board
every day. And he never takes breaks.

Ellen

: Does he ever give homework?

Betty

: Sure he does. He gives an assignment every night, and it's
really hard. We don't understand a thing, but he doesn't care. He
also makes bad Jokes in class!

Ellen

: Let's see. . . maybe you need to get a tutor. Don't wait until
finals.

Betty

: That's a good idea. Who can I get?

Ellen

: I know someone. He never talks fast. He always speaks clearly.
He says funny things all the time. He seldom gets angry. And he
teaches math too!

Betty

: I like him already. Please tell me his name!

Ellen

: Mr. Michaels. He's my adviser.

Betty

: Mr. Michaels? He's my math teacher!

Source: Kirn, Elain and Jack, Darcy.A Communicative Grammar. Interactions
One. 3nd ed. (Singapore, 1996)
GRAMMAR PRESENTATION
FORMS
AFFIRMATIVE STATEMENT
Subject

Verb

I /They/you * /They

care

He/ She/ It

cares

NEGATIVE STATEMENT
Subject

Do not

Base form

I /They/you * /They

do not

care

He/ She/ It

does not

care

*”You” is both singular and plural


YES/ NO QUESTION
Do

Subject

Do

you

Does

he

Base form

SHORT ANSWER

Affirmative
Yes,

Subject

Negative

I do

No,

he does

I don’t
he doesn’t

WH-QUESTIONS
WH-word
What

Do

Subject

do

you

does

Ellen

Base form

Spelling rules (3rd person form):
- With most verbs, we add -s to the verb in the 3 rd singular person, and make
no other changes:
run

runs

- With verbs that end in –o, -ch, -ss, -sh, and -x, we add -es:
go

goes

teach

teaches

miss

misses

rush

rushes

fix

fixes


- A few verbs have irregular forms:
be

am/is/are

have

has

- With verbs that end in a consonant +y, we remove the -y and add -ies:
try

tries

but: obey

obeys

USES and EXAMPLES
There are 11 basic uses of the simple present tense.
1) repeated or habitual actions
Examples: Bob works in Avonmaeth. He usually drives to work.
She goes to church on Sunday.
The old man takes the dog for a walk every morning.
We do a lot of things in our spare time.
Ann doesn’t often drink tea.
She never relaxes.

Adverbs of frequency are used with the Simple Present tense to express how
often something happens.
always usually

often

sometimes

rarely/seldom never

/ --------------/ ----------/ ------------/------------------/-------------/
100%

0%

Typical time expressions with the simple present tense are adverbs of
frequency.
always, usually, often, sometimes, rarely, seldom, hardly (ever), ever, never,
or adverb phrases, such as: on Monday(s), twice a year, every week, every
(six months), m the morning(s) / evening(s), at 10 o’clock, etc. . .
2) scientific facts, and physical laws


Examples: Summer follows spring.
The earth goes around the sun.
Water boils at 1000C.
3) states, or situations staying the same. We often use stative verbs to
describe these states/ situations.
Examples: The flat is clean.
The farmer owns the land.

Mr. Adams loves Shakespeare.
Who knows the answer?
I think it s a good idea.
This book belongs to my sister.
Note:
Stative verbs are usually verbs that:
a. describe a state of being (be, feel)
Example: Jane is tired but happy. She feels good
b. express emotions (hate, like, love)
Example: Do you like my new dress? I love "!
c. describe mental states (know, remember, believe/think, suppose,
understand)
Examples: I know a lot of good recipes.
Ari remembers your number.
I think you re right.
d. show possession (have, own, possess, belong)
Examples: Cesar has a headache.
Some students own laptop computers.


e. describe perceptions and senses (hear, see, smell, taste, feel, notice,
seem/ /look, appear, sound)
Examples: I hear the telephone.
Dina seems tired.
f. describe needs and preferences (need, want, prefer)
Example: I need a pen.
g. describe measurements (weigt, cost, contain)
Example: How much does " cost?
4) facts or things that are true for a long time
Example: My parents live in London. They have been there for 20

years.
5) generalization, definitions, observations and declarations
Examples: Infants usually take two naps a day toddlers take
only one.
Begonias are garden plants with brightly colored leaves
and flower.
They grow in shade or partial sun.
I promise I’ll pay you back.
It says in the paper that there s going to be a strike.
The notice warns passengers to take care.
I declare this exhibition open.
6) Imperatives: to ask and give instructions, orders or commands,
requests, advices or suggestions, warnings, and invitations
Examples: - "How do I get to the station? "
- “Go straight on for half a mile. Then come to a garage,
and take the first way.” (The subject "you" is implied.)


- Don’t move! (order)
- Please read this article. (request)
- Don’t exercise when you re sick. (advice)
- Be careful. Don’t trip. (warning)
- Work out with us tomorrow. (invitation)
7) actions as they happen, for example in commentaries on radio or
television, announcements, and in newspaper headlines for recent
actions
Examples: Smith his that one off the back foot, and the ball goes
straight to the boundary
(The speaker sees these actions as instant happenings in a
moment.)

This park opens half an hour after sunrise and close half an hour
before sunset.
8) We can also use the present (instead of the past) to tell a
story, or actions in films, plays and books. It makes the action seem
more direct, as if happening now
Example: When Hamlet meets his father s ghost, he learns the truth
about his uncle Claudius.
9) planned future actions (a part of a fixed timetable, programs, etc., e.g. for
public transport, cinemas)
Examples: The concert begins at 7:30 next Friday evening.
We leave London at 10:00 next Tuesday and arrive in Paris at
13:00.
10) conditional clauses, type 1
Examples: If he runs, he’ll get there m time.


The cat will scratch you if you pull its tail.
11) time clauses
Examples: I’ll stay here until you get back…
When he arrives, he’ll tell us about the match.
FOCUSED PRACTICE
Exercise 1: Read the conversation in GRAMMAR IN CONTEXT and
underline all simple present tense verbs used in the conversation.
Exercise 2: Complete the sentences by putting in the verbs. Use the
simple present. You have to decide whether the verbs are positive or
negative.
Examples: Claire is very sociable. She knows (know) lots of people.
We've got plenty of chairs, thanks. We don’t want (want) any
more.
1. My friend is finding life in Paris a bit difficult. He _____ (speak) French.

2. Most students live quite close to the college, so they ______ (walk) there.
3. My sports kit is really muddy. This shirt ________ (need) a good wash.
4. I've got four cats and two dogs. I _______(love) animals.
5. No breakfast for Marks, thanks. He ______ (eat) breakfast.
6. What's the matter? You ________ (look) very happy.
7. Don't try to ring the bell. It _________ (work).
8. I hate telephone answering machines. I just _____ (like) talking to them.
9. Matthew is good at chess. He _________ (win) every game.
10. We always travel by bus. We _______ (own) a car.
Exercise 3: Read this advertisement for a martial arts school. Complete
it using the affirmative or negative imperative forms of the verbs in the
box.


become

choose

decrease

increase

learn

miss

register

take

think

wait

MARTIAL ARTS ACADEMY
Don’t think (1) that martial arts is only about physical training. A good
martial arts program offers many other benefits as well _____ (2) self-defense
and more at the Martial Arts Academy:
_____ (3) stress. Martial arts helps you relax.
_____ (4) concentration. Martial arts helps students focus better.
_____ (5) fit. Strength and flexibility improve as you learn .
We are offering an introductory trial membership. _____(6) this special
opportunity. _______ (7) classes with Master Lozeno Gibbons, a ninth-level
Black Belt Master. _____ (8) classes from over convenient schedule. ______
(9)! _____ (10) now for a two-week trial. Only $2O. Uniform included.
Exercise 4: Put in if or when with the present tense of a verb from the
box.
be come not find grow up pass rain say not want
1. What are you going to be ________you _____?
2. We won't play ______ it _________.
3. I’ll try again ______ I _______ older.
4. I'll be surprised ________ she _______ the exam.
5. _______ you _________ your keys, you can use moin.
6. I’ll hit you _______ you ________ that again.
7. Pete will take the job ______Ann _________it.
8. We'll be happy ________ the weekend _________.
COMUNICATION PRACTICE


Exercise 1: LISTENING

Listen to the family. Who is hungry? Choose the correct answer.
A. the mother, the father, and the son
B. the son, the daughter, and the dog
C. the mother and the son
D. the father, the daughter, and the dog
Exercise 2: SPEAKING
Make a list of things a good student usually does and doesn't. Then compare
your list with a classmate.
Example: I think a good student never skips classes without a clear reason.
Exercise 3: Reading
Read Paul's report card and the answer the questions.
REPORT CARD
Student's Name: Paul Gerard
Teacher’s Name: Rosa Parker
Class: S-l
Reading

A

Science

A

Speech

A

MUSIC

A

Writing

A

Art

A

Mathematics

A

Physical ducation

A

Social Studies

Av

Work habits

A

Teacher’s Comments
Paul loves school. He studies hard. He gets good grades in all subjects and all
his homework on time. He asks good questions. He sometimes stays late after
school and helps classmates with their assignments. He teaches math very
well? Paul always has a friendly smile, and he never complains. We know he

often goes to museums and concerts because he shares his after- school
experiences with the class. It is a pleasure to be Paul's teacher!
Parents' Comments
Paul never cleans his room. He doesn’t answer me if I ask him a question. He
likes junk food, and he doesn’t eat any fruits or vegetable. He doesn’t talk
much. After school he comes home and just watches TV.
1. Does Paul enjoy school?
2. Does Paul eat well?
3. Does Paul talk to his mother?
4. Does Paul get good grades?
Exercise 4: WRITING
Read Todd's journal entry. Correct ten mistakes in the use of the simple
present tense.
The first mistake has already been corrected.
/ never have /
I’m so tired. I have never time to relax. I work all day and studies all night. My
boss tell me that I need a vacation. I agree, but I afraid to take one. Does my
boss thinks that the office can function without me? I don’t want them to think
I'm not necessary. But my wife is unhappy, too. She complain that she never
sees me anymore. My schedule are crazy. I don't think I can keep this up
much longer. I don't wants to quit night school, though. I think often that there
has to be a better way.
Unit 2: PRESENT CONTINOUS TENSE
GRAMMAR IN CONTEXT
CONVERSATION
Hiroshi

: Oh, thank goodness. There's Paradise Cove at last.

Julie

: Oh, my back is killing me. I have to rest again.


Ellen

: That backpack is very heavy. Carlos, please carry Julie's pack
back to camp. She's really having trouble.

Carlos

: Sure.

Julie

: Oh, thank you, Carlos. Aren't you getting tired, too?

Carlos

: Well, yes. I am a little tired. But we're getting close now.

Ellen

: Hey! Look at the campground! What's going on down there?

Julie

: Hiroshi's tent is falling down.

Hiroshi

: Oh, no! (He sits down on a big rock)

Ellen

: Hiroshi, don't stop now. We're almost there!

Hiroshi

: These aren't my boots, and they're killing me. Jim's feet are so
small. I’m going barefoot the rest of the way.

Carlos

: Look at the river? There's a book floating away! It's Anita's.
She's sleeping!

Julie

: Oh, dear. Let's hurry. Everything is going wrong!

Source: Kirn, Elain and Jack, Darcy. A Communicative Grammar. Interactions
One, 31nd ed(Singapore. 1996)
GRAMMAR PRESENTATION
FORMS
The present continuous is formed by using the present tense of the auxiliary
verb be and the –ing form of the verb. .
Examples: I am (not) really having trouble.

He / she / it is not (isn’t) having trouble.
You / we / they are / are not (aren’t) having trouble.
Are

you really having trouble? (Yes, I am. /No, I’m not)


Is he / she / it having trouble ? (Yes, he/she/It is. / No, he/she/It
isn’t.)
Are you/we/they having trouble? (Yes, you/we/they are /No,
you/we/they aren’t.) Why are you / they / we having trouble ?
Spelling rules for -ing Verbs:
- With most verbs, we add -ing to the verb and make no other changes.
Build - building
Try - trying
- With one-syllable verbs that have a short vowel sound, and end in a
consonant, double the consonant and add -ing.
Sit - sitting
run - running
However, do not double the last consonant in words that end in w, x, or y.
sew - sewing
fix - fixing
stay - staying
- In words of two or more syllables that end in a consonant, double the last
consonant only if the last syllable is stressed.
admit - admitting
but: visit - visiting
- If the vowel sound is long, we do not double the consonant.
read - reading
speak - speaking

- If the verb ends in a silent -e, we delete the -e and add -ing.
take - taking


drive - driving
- If a verb ends in -ie, change the -ie to -y before adding -ing.
die - dying
tie - tying
USES and EXAMPLES
We often use the Present Continuous with these words: (right) now, at the
(this)

moment,

at

present,

these

days,

nowadays,

today,

this

week/month/year, this semester/quarter, always, forever, constantly, etc.
There are 7 uses for this tense.

1) an action that is actually going on at the moment of speaking
The Time expressions often used include now, right now, at the moment.
Examples: "What are you doing?" - "Reading a newspaper
now. "
I’m not wearing a coat as it isn’t cold.
2) an action happening these days (in the extended present) but not
necessarily at the moment of speaking.
The time expressions used include today this week (month, year), these days,
currently, nowadays.
Examples: He is teaching French and learning Greek.
He’s taking math this semester.
3) a definite arrangement in the near future and is the most usual way of
expressing one's immediate plans. The time of the action must always be
mentioned. (a specially pre-arranged plan)
Example: I'm meeting Peter tonight. He’s taking me to the theatre.


4) with always or similar adverbs that mean all of the time such as constantly,
forever, continually for a frequently repeated action, often one which annoys
the speaker or seems unreasonable to him
Example : He s always buying cigarettes. He smokes a lot – perhaps
20 cigarettes a day.
5) a temporary or repeated action. It depends on the way that you are thinking
about the particular situation.
Example: He usually drinks tea for breakfast, but today he’s
drinking coffee instead
Compare:
They spend a lot of money on improving their house.
(permanent action)
They are spending a lot of money on improving their house.

(temporary action)
6) for changing and developing situations
Examples: The climate is getting warmer.
That child’s growing bigger every day.
The universe is expanding, and has been since its beginning.
7) for a continuous action at the same time as another action (We often use
this tense after the word "while". )
Examples: While his brothers are helping the passenger on the boat.
Mark just sits there and does nothing. (Notice the comma)
Mark just sits there and does nothing while his brothers are
helping the passengers (no comma)
Note:


a. Some verbs can be used in base forms and continuous forms with different
meanings: taste.
smell, feel, look, think, have, weigh.
Examples: I smell gas. There must be a leak somewhere. (I notice
gas.)
Why are you smelling the fish? Has it gone bad?
What do you think of it? (opinion)
- "What are you thinking about? "
- "I’m thinking about the play we saw last night.”
I can’t open the door. I’m having a bath.
Don’t you feel the house shaking?
He feels/ is feeling much happier now (feel + adjectives of
emotions or physical or mental condition can be used with simple
present or present continuous tense.)
b. Some stative verbs that express physical sensations (feel, hurt, ache,
tingle, and itch) can be used with either the simple present or the present

continuous, without changing the meaning.
Examples: My foot hurts - My foot is hurting.
I feel sick - I’m feeling sick.
c. Am being, is being, or are being plus adjective expresses a more temporary
meaning than am, is, or are plus adjective.
Example: Two mothers are describing their children:
- The kids are being so good today! I’m really surprised. They don’t usually
behave well in restaurants.
- The kids are so good we can take them any where without worrying about
their behaviors.


We use am being, are being etc. for actions and behaviors, but not feelings.
These examples with the verb “be” are about how people behave:
Examples: Mary is a very sociable person. (permanent quality)
Mary is being very sociable today. (temporary behavior)
The children are quiet. (They usually play quietly.)
The children are being quiet. (They are playing quietly now, which
is unusual.) You re being stupid. (You are doing stupid things.)
I was being careful. (I was doing something carefully.)
d. Verbs of emotion: want, desire, refuse, forgive, wish, care, love, hate,
adore, like, dislike, detest, object to, and so on are verbs without continuous
forms.
Example: He wishes luck. (not: He is wishing luck.)
FOCUSED PRACTICE
Exercise 1: Underline the present continuous tense verbs used in the
conversation in GRAMMAR IN CONTEXT.
Exercise 2: Put the verbs in brackets into the simple present or present
continuous tense. (Compare the two tenses.)
1.______ you _____ (hear) the wind? It ______ (blow) very strongly tonight

2. - “________ you _____ (see) my car keys anywhere?”
- “No, I _____ (look) for them, but I _____ (not see) them.
3. - " ____ you ____ (recognize) that man?"
- "I think that I have seen him before, but I (not remember) his name."
4. Look at that crowd! I wonder what they ____ (wait) for.
5. This message has just arrived, and the man ____ (wait) in case you (want)
to send a reply.
6. - "Stop! _____ you _______ (not see) the notice?"


- "I (see) it, but I can't read it because I _____ (not wear) my glasses. What
_______ it ________ (say)?"
7. She (always, borrow) from me, and she ________ (never, remember) to
pay me back.
8. I ______ (save) up because I ______ (go) abroad in July.
9. He_______ (never, listen) to what you say. He _____ (always, think) about
something else.
10. Jack _____ (smoke) a lot. In fact, whenever I _____ (see) him, he
(smoke).
11. John often _______ (stay) in a hotel when he ________(come) to town,
but tonight he ________ (stay) with us.
12. We ______ (have) a party next Saturday. Would you like to come?
13. My parents _______ (live) in Bristol. They were born there and have never
lived anywhere else.
14 . -“_________ you_______ (play) football tomorrow?”
- “Yes, but Tom ____ (not play). He has hurt his leg.”
15. This story is about a boy who ______ (make) friends with a snake which
he (find) in his garden. Then he _____ (go) away, but he (not forget) the
snake and for years later he _____ (return) and _____ (look) for it. He ______
(find) the snake who ____ (recognize) its old friend and _____ (coil) him

affectionately. Unfortunately, the snake is by now a full-grown boa-constrictor,
and its embrace _____ (kill) the boy.
Exercise 3: Read this conversation. Put the verbs in parentheses in the
present continuous or the simple present tense.
A: Hi, Ana. Mm, something ______ (smell) good! What's wrong?
B: Fish soup. I ____ (taste) see if it ______ (need) more garlic.
____ you ______ (want) to try it?


A: Mmmm. It _____ (taste) good, but I ____ (think) it needs salt.
B: OK. I _____ (think) about adding canned tomatoes too, even though it
______ (not be) in the recipe.
A: That ______ (sound) like a good idea, but wait a minute.
I ____ (look) at the recipe, and it says you can add milk. How about that?
B: I _____ (not know) if the milk - (be) fresh.
A: I'll check. Hmm. I _____ (smell) it, but I ____ (not be) sure. Let's add the
tomatoes instead.
B: OK. I ____ (love) cooking! The whole house (smell)____ great when you
cook. And it always puts me in a good mood.
A: I (know) ___ what you ____ (mean). ___ (feel) the same way.
Exercise 4: Put the correct form of "have" into the following sentences.
1 Don't disturb him. He a rest.
2. It's difficult to learn a language when you (not) ____ an opportunity of
speaking it.
3. Jack likes to keep fit, so he ______ a swim every day.
4. Come in. We a debate.
5. The farmers ___ a lot of trouble with foxes at present.
6. On the whole, women drivers ________ (not) so many accidents as men
drivers.
7. – “Are you enjoying your self?”

- “Yes, I _____ a wonderful time.”
8. He ____ an operation next week.
9. I _______ my house painted. That's why there is all this mess.
10 My hair looks dreadful. I think I _______ it set tomorrow.
Exercise 5: Put in the correct form of be.


1. Darren is doing some of the work. He ____ very helpful at the moment.
2. I _______tired. I want to go home.
3. The children _______ very polite today. They don't usually behave so well.
4. I'm afraid Smith can't come home because she ill.
5. Of course you can understand it. You ____ stupid, that's all.
6. We ______ interested in doing the course here.
7. Lucia _____ very lazy at the moment. She's done no work at all today.
8. I_____ better now, thanks.
9. That man ____ an idiot.
10. You ______ an idiot this morning.
COMMUNICATION PRACTICE
Exercise 1: LISTENING
Listen to the conversation. What usually happens? What's happening now?
Complete the following sentence.
…………… usually …………. the clothes, but……………….them today.
Exercise 2: SPEAKING
Work with a partner. What kind of behavior do you find annoying? Use always,
continually, forever, and constantly with the present continuous to complain
about people you know, politicians, or other famous people.
Examples: My father is always smoking a cigar.
My next-door neighbour is constantly exaggerating.
The teacher is always losing his temper.
Exercise 3: Reading

Complete this magazine article with the correct form of the verbs from the box.
pay

smell

cost

look

want


Lenny Kramer is in a sports store. He _____ (1) flowers, but he isn't
paying attention to the aroma very much because he ___ (2) at a pair of
running shoes. They ____ (3) a lot more than he usually ____ (4), but Lenny
really, really ____ (5) those shoes. He's the victim of “smart scents”, aromas
that stores use to make customers buy more.

Unit 3 - PRESENT PERFECT TENSE
GRAMMAR IN CONTEXT
CONVERSATION
Estella: We haven't gone out in a month.
Julie: I know. There hasn't been a good movie in town for weeks.
Kathleen: And I've been sitting by this phone for hours, but no one has called.
Estella: We've been living in this apartment since January and we haven't
gotten to know our neighbors yet.
Julie: How long has the lesbian couple next door been living here?
Kathleen: I don't know: The old couple upstairs has been here for years, but I
haven't seen them since last week.
Julie: I've heard the family with three kids every day for a month. They've been

playing a lot of music.
Estella: Have the three guys in Apartment 2-G been here long?
Julie: Hmmm... I think they've been around since April.
Kathleen: I've got an idea! Let's have a party next weekend. We'll invite all the
neighbors.
Source: Kirn, Elain and Jack, Darcy, A Communicative Grammar Interactions
One. 3nd ed (Singapore. 1996)
GRAMMAR PRESENTATION