1-1 THE SIMPLE PRESENT AND THE PRESENT

PROGRESSIVE
THE SIMPLE PRESENT
THE PRESENT PROGRESSIVE
(a) Ann takes a shower every day.
(b) I usually read the newspaper in
the morning.
(c) Babies m y . Birds&.
(d) NEGATIVE:
It doesn't snow in Bangkok.
(e) QUESTION:
Doe8 the teacher speak slowly?
(f) Ann can't come to the phone right
now because she is taking a
shower.
(g) I a m reading my grammar book
right now.
@) Jimmy and Susie are babies. They
are crying. I can hear them right
now. Maybe they are hungry.
(i) NEGATIVE:
It isn't snowing right now.
(j) QUESTION:
Is the teacher speaking right now?
The SIMPLE PIWENT expresses
daily habits or usual activities, as
in (a) and @).
The simple present expresses
general statements offact, as in (c).
In sum, the simple present is
used for evenrs or situations that
exist always, usually, or
habimally in the past, present,
and future.
The PRESENT PROGRESS~TE
expresses an actiw'y that is in
pmgress (is occurring, is
happenink) right now. The event
is in progress at the time the
speaker is saying the sentence.
The event began in the past, is
in progress now, and will
probably continue into the
future.
FORM: am, is, are + -ing.

1-2 FORMS OF THE SIMPLE PRESENT AND THE PRESENT

PROGRESSIVE
SIMPLB PRESENT PRESENT PROGRESSIVE
I
STATEMENT I-You-We-They work. I am working.
He-She-It works. You-We-They are working.
He-She-It is working.
NEGATIVE I-You-We-They do not work. I am not working.
He-She-It does not work. You-We-They are not working.
He-She-It is not working.
QUESTION I-you-we-they work? Am I working?
he-she-it work? Are you-we-they working?
Is he-she-it working?
CONTRACTIONS I + am = Pmworking.
you, we, they + are = hu're, W're, They're working.
he, she, it + is = He's, She's, It's working.
+
I does
do +
not
not
=
=
doesn't
don't
She doesn't work.
I don't work.
is + not = isn't He isn't working.
are + not = aren't They aren't working.
(am + not = am not* I am not working.)
W o r e : am and not m not conmctcd.

4 CHAPTER I
 EXERCISE 7. -ING and -ED forms. (Chart 2-5)
Diremom: Write the -ing and -ed forms of the following verbs. (The simple past/past
participle of irregular verbs is given in parentheses.)
-1NG

1 . start stavi-iczp]

8. hope
.-- ' 9. hop

-.-
-.,.
-
t. 10. help
1 1 . sleep (slept)
, 12. step
13. tape
14. tap

15. rain
16. run (vadwh)

-..- 17. whine

18. win (WON)

19. explain
, 20. burn

EXERCISE 8. -ING and -ED forms. (Chart 2-5)

rl? Directions: Write the -ing and -ed forms of the following verbs.
1

',I,
-1NG -BD
1 . open
" 2. begin ibe_sawbepd
3. occur
4. happen
 5. refer
6. offer
7. listen
8. admit
9. visit
10. omit

11. hurry
12. study
13. enjoy
14. reply
15. stay
16. buy

18. tie
rn a
:
-

0 EXERCISE 9. -ING and I D forms. (Chart 2-5)

Direcn'ms. Write the -in# and -ed forms of the following verbs.
. ,
-ING -ED
-
1. lift -- li#+kq - 1iFted
2. promise
3. slap
4. wipe
1!,: rl

1' ' 5. carry

&I..*!.
6. cry
'1 7. pray
-. 8. smile.

. ~~~.~
,',
..~
A. ~J

""'Lie is a nguhr verb when ir means 'not &Ithe rmth." L* is an irrtgvlPr w b when it means "pur one's body flat on
Jr.
a bed or anorher d a c e " : k,&y, toin.
 EXERCISE 15. Past time. (Charts 2-1 + 2-7)
Direcrions: Pair up with a classmate.
Speaker A: Tell Speaker B about your activities yesterday. Think of at least five things you
did yesterday to tell Speaker B about. Also think of two or three things you
didn't do yesterday.
Speaker B: Listen carellly to Speaker A. Make sure that Speaker A is using past tenses
correctly. Ask Speaker A questions about hidher activities if you wish. Take
notes while Student A is talking.

:9 When Speaker A finishes talking, switch roles: Speaker B tells Speaker A about hidher
activities yesterday.
Use the notes from the conversation to write a composition about the other student's
- , activities yesterday.

THE SIMPLB PAST (a) Mary waked downtown The s1MPI.B PAST is used to talk about an
yesterday. activity or situation rhar began and ended at a

4-
(b) I &fit for eight hours last pardcular time in thepasr (e.g.,yestmiq,
night. last night, days ago, in 1999), as in (a)
and (b).
9 ,

THB PAST PROGRESSIVE (c) I sat down at the d i i e r table The PAST PROGRESSIVB expresses an acriviry
8t 6:00 P.M. yesterday. Tom that was in p*og*esr (was occurring, was
came to my house at 6:10 P.M. happem'nk, at a point of time in the past
I was eating dinner when Tom (e.g., at 6:10) or at the time of another
cum. action (e.g., when Tom came).
(d) I went to bed at 10:OO. The In (c): eating was in progress at 6:lO; eating
phone rnng at 11:OO. was in progress when Tom came.
I was sloepr'ng when the FORM: wastwere + -ing.
phone mng.
(e) When the phone rang, I was sleeping. whon = at that time
(f) The phone rang while I was sleeping. while = during that time
(e) and (f) have the same meaning.

1 2-9 FORMS OF THE PAST PROGRESSIVE

STATEMENT I-She-He-It wus working.
You-We-They were working.
NEGATNE I-She-He-It was not (wasn't) working.
You-We-They were not (weren't) working.
QUBSTI~ Wu I-she-he-it working?
Wwe you-we-they working?
SHORT Yes, I-she-he-it was. Yes, you-we-they were.
ANSWBR No, I-she-he-it wasn't. No, you-we-they weren't.
 EXERCISE 21. Past time. (Chapter 2)
Directions: Write a story that begins "Once upon a time, . . . ."
Choose one:
1. Invent your own story. For example, write about a lonely bee who finds happiness,
a poor orphan who succeeds in life with the help of a fairy godmother, a hermit who
rediscovers the joys of human companionship, etc. Discuss possible story ideas in class.
2. Write a fable that you are familiar with, perhaps one that is well known in your
. culture.
3. Write a story with your classmates. Each student writes one or two sentences at a
time. One student begins the story. Then he or she passes the paper on to another
student, who then writes a sentence or two and passes the paper on-until everyone in the
class has had a chance to write part of the story, or until the story has an ending. This
story can then be reproduced for the class to revise and correct together. T h e class may
want to "publish" the final product on the Internet or in a small booklet.

12-10 EXPRESSING PAST TIME: USING TIME CLAUSES

I
t ouse main clause Afrer Ifinished my work = a time clause*
(a) I4ffmIfinrrned my work,' ' I wenr w bed. I I went w bed = a main clause*
(a) and @) have the same meaning.
main clause time clause A time clause can
@) I I went to bed I Iqfter Ifinishod my work. I (1) come in •’rant of a main dause, as in (a).
(2) follow a main clause, as in (b).
(c) I went to bed 4frsr Ifinished my work. These words introduce time dauses:

1
ltfro+ i .
(d) Befire I went to bed, I finished my work. befm
until
-+. &
(e) I srayed up until Ifinished my work.
*&! as soon as + :bject and werb = a time clause
while
when
(f) As soon as Ifinished my work, I went to bed.
In (e): und= "to that time and then no longer"**
In (f): as soon as = "immediately after"
(g) The phone rang while I war watching TV.
PUNCTUATION:Put a comma at the end of a time
(h) When the phone rnw I was watching TV. clause when the time dause comes first in a sentence
;,I ?r!: 1,awJ I lcij:,~ ,-.$:n
, . . ..: (comes in front of the main clause):
: : ;<! . .. .
time clause + comma + main clause
main clause + NO comma + time clause
(9 When the phone rang, I answered it. In a sentence with a time clause inuoduced by when,
both the time clause verb and the main verb can be
simple past. In this case, the action in the when-
clause happened first. In (i): Firsc The phone mng.
Then:I answered it.
-

(i) Whiie I was doing my homework, my In (i):When two actions are in progress at the same
roommate was wutchingTV. time, the past progressive can be used in both parts
of the sentence.
'A ehurs is a suucture that has a subjen and a wrb.
"Until can alsa be used to say that something d m NOT happen befox a particular rime:I didn't go w bpd wLil Ifbruhed ny wrk.
,a,,. ..>I2 _ >.),,., I > , ,
' * "