GRAMMAR
Grammar is an essential resource in using language communicatively through the use of rules in language and after having learning some vocabulary.
English Grammar
La gramática juega un rol muy importante en los procesos de enseñanza y aprendizaje de cualquier idioma.
Solo años después de haber regresado a México, me dí cuenta de que la gramática es de suma importancia, y que esta importancia reside en la facilidad de estructurar enunciados de manera correcta.. / Only after coming back to Mexico, I realized that my grammar was not good at all.
Let's start! Watch the following video in order to learn more about the types of sentences that we use when we write or speak:
Pon atención al siguiente vídeo en el que verás y entenderás sobre:
simple, compound, and complex sentences.
NOTA. Este sitio lo podríamos usar en clase de inglés, en especial en las clases particulares, ya que aquí he ido agregando elementos que son parte de estas, así como de las hojas que utilizamos para las tareas. En este caso, esta página está conectada con la de VOCABULARIO (dale clic aquí).
NOTE. This WEBSITE may be used in English classes, especially in the PRIVATE LESSONS, because most of the materials in this setion have been part of the constant work in them.
November, 2019. Querido estudiante, en esta sección de GRAMÁTICA encontrarás un mundo de información sobre el quehacer de la misma en los entornos lingüísticos de la lengua inglesa. Te recomiendo que analices cada parte de la información que leas aquí. La calidad en la exploración que aquí realices te ayudará enormemente a mejorar en el uso de la GRAMÁTICA. Es importante mencionar que el conocimiento de la gramática en tu lengua materna contribuirá de manera significativa en tu crecimiento lingüístico. NO olvides trabajar este aprendizaje con TÉCNICAS que faciliten la inserción de la información en tu MEMORIA A LARGO PLAZO. Realiza visitas frecuentes a este espacio con el fin de AUTOMATIZAR tus ideas.
From my point of view, GRAMMAR leads us to master the language by using the language system accurately. The understanding and application of grammar may make you fluent over mastered structures (it's true). From my viewpoint, the study of grammar is necessary for reaching other linguistic processess such as pronunciation, coherence, and cohesion. From my experience, tons of memorization and practice must be developed in order to be able to use the soul of the target language. On the other hand, grammar books make you work hard on the repetition of exercises so that you can get expertise of it. Strictly speaking, I have tried to accustom my brain to learn basic structures of other languages by identifying and theorizing the collocation of words in syntactic structures. In any case, use your best strategy to learn grammar.
GOOD LUCK / Beltawfeek / Bonne chance / Buena suerte!/ In bocca al lupo !
My powerful principle to learn grammar: observe, remember, and apply the rule.
Mi principio para aprender gramática: observa y aplica.
November 2, 2019. Mi experiencia como maestro de inglés me ha llevado a sugerir que todo hablante debería mejorar su consciencia gramatical, en especial de su lengua materna. Esto facilitaría el entendimiento de la gramática en la lengua meta. La mejora de la gramática en la lengua materna, debe ser competencia de todo sistema educativo. Desde mi punto de vista, la gramática en las clases de inglés debe estar íntimamente ligada con la gramática en las clases de español. Ambas gramáticas deberían funcionar de manera paralela marcando sus semejanzas y sus diferencias. Debemos hacer que el alumno se vuelva reflexivo sobre este tipo de situación.
How important is it for a teacher to know the grammatical terms in his first and second language? / ¿Qué tan importante es para el docente de una lengua extranjera dominar los elementos técnico-gramaticales tanto de su L1 como de su L2?
Some of them:
Verb, auxiliary, adjective, copula, genitive, etc. To do this, let your mind explore them and find many more.
A verb expresses action, movement, ocurrence, condition, and state of a subject. Semantically, it is a complete predication.
VOCABULARY SPELLING CITY: https://www.spellingcity.com/figurative-language.html
Grammar Books and Sites:
Firstly, remember, the study of the grammar, even in your own language, requires tons of analysis. If you can't explain it, you haven't learned it.
4.
GRAMMAR AND SEMANTICS SHOULD WORK TOGETHER TO MAKE LOGICAL SENTENCES (October, 2019).
Placing words in the syntactic structure may not be the big problem, but not placing the correct words in the appropriate place may cause confusion to the reader or listener who would face a lack of logical ideas.
One of the essential forms which I started using in my classes was the identification of subjects and predicates. Nowadays, I can say that this helps my students to get a more serious consciousness of what they do while writing.
After understanding the importance of subjects and predicates, we could go to the identification of other grammatical elements such as determiners, nouns, verbs, etc.
IMAGENES:
En la primer imagen ves al Lingüísta Noam Chomsky sentado. Él generó la idea, que aunque poco lógica, gramaticalmente correcta; "Las ideas verdes descoloridas duermen furiosamente".
La anatomía de la GRAMÁTICA es diferente en ciertas ocasiones entre en idioma inglés y el idioma español.
ANATOMÍA DE LA GRAMÁTICA
Las= Artículo definido------ ZERO ARTICLE IN ENGLISH ( no existe en esta sentencia porque se habla de un todo o en general).
ideas= sustantivo contable ----- COUNTABLE NOUN (ideas).
verde(s)= adjetivo atributivo----- ATTRIBUTIVE ADJECTIVE. (adjetivo atributivo. Recuerde que los colores están tipificados como ADJETIVOS).
descoloridas----- adjetivo atributivo--- ATTRIBUTIVE ADJECTIVE.
duermen--- verbo intransitivo en tiempo presente--- INTRANSITIVE VERB CONJUGATED IN SIMPLE PRESENTE, IN PLURAL.
profundamente---- adverbio de modo: ¿Cómo duermen?--- ADVERB (habla sobre la acción del verbo).
SYNTACTIC SCHEMETO WORK IN CLASS TO WORK IN THE FIRST SESSION by Ruben.
ESQUEMA SINTÁCTICO PARA TRABAJAR EN LA PRIMERA SESIÓN. (Aplicacíon inovadora por Ruben).
"Things that we say today wich we owe to Shakespear."
Observe part of the SENTENCE FORMATION through the SYNTACTIC SCHEME.
1. Things (plural noun).
2. Things that (plural noun - conjuction).
3. Things that we (plural noun-conjuction-pronoun).
4. Things that we say (plural noun-conjuction-personal pronoun-irregular verb in simple present).
5. Things that we say today (plural noun-conjuction-personal pronoun-irregular verb in simple present-adverb of time).
6.
LEXICAL AND SYNTACTIC AMBIGUITY
En los visuales de abajo puedes observar algunos casos de AMBIGÜEDAD. Esto ocurre cuando en un enunciado 2 posibilidades de interpretación se dan sobre el mismo enunciado. la interpretación dependerá de la forma en que se de la información o de la experiencia de los hablantes.
Try to identify the SUBJECT and the PREDICATE in each sentence. / En cada tarea intenta identificar tanto el SUJETO como el PREDICADO.
Observe and think about the importance of creating images in our brains that connect what we say with what it means. (Image 2).
Observa también la importancia que tiene el que nuestro cerebro este conectado con algún elemento que represente lo que decimos. (Imagen 2): "El perro quiere la pelota."
PARTS OF SPEECH.
Learn to IDENTIFY each element in the SYNTAX.
De aquí en adelante tendrás que acostumbrarte a identificar las partes GRAMATICALES que componen la lengua INGLESA. Observa y estudia cada una de estas partes para que puedas trabajarlas en las respuestas de las HOJAS DE ESTUDIO. De aquí puedes tomar EJEMPLOS para RESOLVER TUS TAREAS.
MEMORIZA / LEARN THESE WORD BY HEART
Aprende a identificar y a usar la palabras que en la mayoría de los casos construyen las preguntas en inglés.
ANATOMY OF A SENTENCE / ANATOMÍA DE UNA SENTENCIA
A matter of style / Es cuestión de estilo
The following structire contains forms that are required to complement the SENTENCE in a more LOGICAL FORM. Within it, you can observe different grammatical pieces. In my opinion, the identification fo these pieces are essential because not knowing the position of the words, based on their category, may cause confusion. In addition, our academic writings may be affected if we do not know how to write our sentences.
Estas son las formas que todo estudiante de lenguas debería aprender con el fin de tener una mejor interpretación de la lengua meta. Dominar esto es cuestión de práctica. Seguramente nuestros escritos mejorarán enormemente.
Sent= Sentence (sentencia o enunciado).
NP= Noun Phrase (frase sustantiva).
VP = Verb Phrase (frase verbal).
DETERMINERS IN ENGLISH WITH AUDIO
The following images depict information about the grammatical forms that we use in class. Pay attention to them and try to connect this information with the sheets that I have provided in the PRIVATE LESSONS.
Las siguientes imágenes contienen información sobre estructuras gramaticales. Estas te ayudarán a identificar y resolver algunos de los ejercicios que aparecen en las hojas de trabajo que te he proporcionado en las CLASES DE TIPO PARTICULAR.
The DEMONSTRATIVE words this, that, these, and those are also DETERMINERS.
También son DETERMINERS las palabras DEMOSTRATIVAS this, that these, y those.
This= esto, esta.
that= eso, esa.
These= esos, esas.
Those: esos, esas.
Source: The TKT. Cambridge University Press, 2011.
DEFINITE AND INDEFINITE ARTICLE / ARTÍCULO DEFINIDO E INDEFINIDO
Discovery: INDEFINITE ARTICLE used with most of the PARTITIVES.
Observa la forma y posición de un articulo. En la segunda imagen se encuntran los partitivos. Allí puedes observar que la mayor parte del tiempo usaremos el artículo indefinido "a". Esto es porque la primer letra que le sigue a este artículo nos produce un SONIDO de tipo CONSONÁNTICO. Ejemplo: "A bottle..." en el cual la letra "b" nos da el sonid /b/.
Principio1. Un artículo siempre antecede a un sustantivo.
Pronunciation of a: /ə/ /eɪ/.
Pronunciation of an: /ən/ /æn/
SOME AND ANY
Click on the IMAGE above to use some INTERACTIVE ACTIVITIES
Articles give us information about the nouns.
Los artículos van siempre antes de los sustantivos. Así como los adjetivos, los artículos nos dan cierta información sobre el sustantivo.
PLURAL NOUNS WITH PRONUNCIATION
La información presentada en la imagen de abajo pretende mostrarte las formas de los SUSTANTIVOS. Existen sustantivos regulares e irregulares.
Utiliza tu diccionario en caso de alguna duda. Posteriormente se te evaluaran durante el curso de clase particular.
Recuerda que los ARTÍCULOS se colocan enfrente de los SUSTANTIVOS.
PREPOSITIONS OF PLACE AND EXERCISES
PRONOUNS SUBSTITUTE FOR PROPER NAMES OR NOUNS
TRANSITIVE AND INTRANSITIVE VERS / VERBOS TRANSITIVOS E INTRANSITIVOS.
Todod tipo de información sobre los verbos es importante debido a que ellos se utilizan y cambian por múltiples razones.
CLICK HERE to go to the pronunciation of 131 VERBS in section of VOCABULARY.
Dale CLIC AQUÍ para ir a ala pronunciación de 131 VERBOS en la sección de VOCABULARY.
HOW TO IDENTIFY THE TRANSITIVE AND INTRANSITIVE VERBS.
Observe the QUESTIONS that help us to determine the type of verb that we use in each sentence.
GERUND OR INFINITIVE
To test your knowledge of this topic, click on the last image.
LINKING VERBS are not ACTION VERBS.
In the VERN diagram, you can observe not only the LINKING VERBS but also the HELPING VERBS.
Los LINKING VERBS no parecen representar alguna ACCIÓN por parte del SUJETO. En el diagrama de VERN también puedes observar los los VERBOS AUXILIARES o HELPING VERBS.
7 VERB PATTERNS IN ENGLISH
El idioma inglés también estructura su sintaxis de acuerdo al verbo.
Practice with your verbs all the time and keep learning.
Saber de los verbos y de sus colocaciones (palabras adyacentes) te ayuda a identificar correctamente cada partícula gramatical. Repasa tus verbos todo el tiempo.
The following images have been authorized by Abber Ammar and Prymary English Teachers All over Egypt
The image of Hierarchy was taken from the site Free Language Stuff
http://freelanguagestuff.com/compound-and-complex-sentences/
The image above was taken from the site Townson University's Online
The post of ADVERBS, CONJUCTIONS, PUNCTUATION AND ABSTRACT NOUNS were taken from biggerplate at http://www.biggerplate.com/mindmaps/Gf4COcBQ/english-spelling-plurals
Some activities related to grammar will be found in the following site.
Scroll down the followig site. It's CAMBRIDGE and it's GRAMMAR.
Scroll down the book Just Enough English Grammar. In it you will find information about the parts of the speech and some examples like the ones in these visuals.
Use the following ONLINE BOOKS to support your GRAMMAR AND VOCABULARY.
Usa los siguientes 2 LIBROS DE GRAMÁTICA. Explora sus contenidos. Esto te ayudará a ser un PRO del inglés.
More about these VISUALS at https://www.facebook.com/teacherarianamartins
Interesting grammar activities.
CLICK on the IMAGE.
CLIC sobre la IMÁGEN.
Grammar for children with Interactive games.
Click on the image!
Teachers and students: I'd like to introduce my video about ORDER OF THE ADJECTIVES.
GRAMMAR ONLINE!
CLICK to go to
ENGLISH FILE ACTIVITIES
The site "Telling the time" provides information in English and Spanish. It also provides English pronunciation for each of the expressions when you click on the words or phrases.
El sitio referido a "Decir la hora" te da información en inglés y en español. También te da la pronunciación en inglés después de que le das un clic en cada una de las expresiones.
EVERYTHING about the verb BE
TODO acerca del verbo BE
The verb "BE" / El verbo "Ser", "Estar" o "Tener" (tener como sensación)
The verb "be" is classified as a linking verb because it shows the condition or existence of the subject.
El verbo "be" está clasificado cómo un verbo de enlace porque muestra la condición o existencia del sujeto.
- Monica is angry.
- Monica está enojada.
The students are in the auditorium.
- Los estudiantes están en el auditorio.
A chair is a piece of furniture.
- Una silla es un mueble.
-The money was here yesterday.
- El dinero estaba aquí ayer.
The interrogative form and answers / La forma interrogativa y respuestas.
A: Is Malika happy? A: Was Luisa in class yesterday?
B: Yes, she is very happy! B: No, she wasn't. She was at home.
A: Are you Americans? A: Aren't you happy?
B: Yes, we are Americans. B: Yes, I am very happy!
The Future Tense / La forma futura del verbo "be".
The future is constructed by using "will" plus the infinitive "be". For example:
- Maria Eugenia will be angry.
- Maria Eugenia se enojará.
- The students will be in the auditorium.
- Los estudiantes estarán en el auditorio.
PRESENT CONTINUOUS
(Person) + (Verb TO BE) + (Verb in –ING form)
Try to get a list of verbs in the form VERBing, for example:
Intenta conseguir una lista de verbos terminados en ING.
Verb - V+ing
Clean - cleaning.
Watch - watching.
Think - thinking.
Observe - observing.
1. We use the present continuous when we talk about something that is happening at the time of speaking.
1. Usamos el presente continuo para hacer notar actividades que se llevan a cabo al momento de hablar.
- Please don’t make so much noise. The baby is sleeping.
- Por favor no hagas tanto ruido. El bebé está durmiendo.
- Where is Betty? She’s taking a shower.
- ¿En dónde está Betty? Ella se está dando un baño.
2. We use the present continuous when we talk about something which is happening around the time of speaking, but not necessarily exactly at the time of speaking.
2. Usamos el presente continuo para hablar de acciones que se desarrollan en torno al momento de hablar, pero no necesariamente en ese preciso momento.
- Gaby is learning English at the Berlitz institute.
- Gaby está aprendiendo inglés en el instituto Berlitz.
- Miss Escobar is teaching grammar this semester.
- Miss Escobar está enseñando gramática este semestre.
3. We use the present continuous when we talk about a period around the present. For example; today, this season, etc.
3. Usamos el presente continuo cuando hablamos de un periodo de tiempo alrededor del presente. Normalmente con expresiones tales como; Hoy, esta temporada, etc.
- Dodo is working hard today.
- Dodo está trabajando duro hoy.
- Ricardo is playing soccer this season.
- Ricardo está jugando soccer esta temporada.
4. We use the present continuous when we talk about changing situations.
4. Usamos el presente continuo cuando hablamos de eventos que cambian constantemente.
- The population of the world is rising very fast.
- La población del mundo está aumentando muy rápido.
- Is your English getting better?
- ¿Está tu inglés mejorando?
EXERCISE ZONE!
I. Put the verbs in the correct form of the present continuous / Coloca los verbos en la forma correcta.
1. Please don't makes so much noise. Racha _________________ (study).
2. Let's go out now. It _____________ (not/rain) anymore.
3. Why _____________ (you/look) at me like that? Have I said something wrong?
4. Please be quiet. Bouarif ______________ (try) to concentrate.
5. Look, Amouna! It _____________ (snow).
6. (In the cinema) It's a good film, isn't it? ___________________ (you/enjoy) it.
II. Complete these sentences using one of these verbs / complementa estos ejercicios.
Get - Become - Change - rise - improve - fall - increase.
You don't have to use all the verbs and you can use some of them more than once / No tienes que usar todos los verbos y puedes usar algunos de ellos más de una vez.
1. The number of people without jobs is increasing at the moment.
2. He is still sick but he _________________ better slowly.
3. These days food ___________________ more and more expensive.
4. The world ______________________. Things never stay the same.
5. The cost of living ___________________. Every year things are dearer.
6. Hasnia has gone to work in Italy. When she arrived, her Italian wasn't very good but now it __________.
7. The economic situation is already very bad and it _____________ worse.
III. Read this conversation between Lolé and Ruben. Put the verbs into the correct form / Lee esta conversación entre Lolé y Ruben. Coloca los verbos en la forma correcta.
Lolé and Ruben meet in a restaurant in Chicago / Lolé y Ruben se encuentran en un restaurant.
Ruben: Hello, Lolé. I haven't seen you for ages. What (1) are you doing (you/do) these days.
Lolé: I (2) __________________(train) to be a shop manager.
Ruben: Really? ___________________ (you/enjoy) it?
Lolé: Yes, it's quite interesting. How about you?
Ruben: Well, I (4) __________________ (not/work) at the moment, but I'm very busy. I (5) ___________ (build) a house.
Lolé: Really? (6) ________________ (you/do) it alone?
Ruben: No, some friends of mine (7) ____________ (help) me.
PRESENT SIMPLE (I do) / Presente simple con verbos excepto el verbo “To be”.
Use this TENSE to talk about routines, habits, and facts or true things.
Never forget the punctuation marks!
Example with the verb WORK / Ejemplo con el verbo TRABAJAR: (Yo trabajo / Tu trabajas / etc.)
Affirmative Negative
I work for the Ford Motor Company. I don't work for the Ford Motor Company.
You work for the Ford Motor Company. You don't work for the Ford Motor Company.
He/She works for the Ford Company. He/She doesn't work for the Ford Motor Company.
We work for the Ford Company. We don't work for the Ford Motor Company.
You work for the Ford Company. You don't work for the Ford Motor Company.
They work for the Ford Company. They don't work for the Ford Motor Company.
InterrogativeEvidence that a pronoun can be surrounded by 2 verbs.
Do you work? / ¿Trabajas tu o trabaja usted?
Does he/she work? / ¿Trabaja él o trabaja ella?
Do you work? / ¿Trabajan ustedes?
Do they work? / ¿Trabajan ellos o trabajan ellas?
1. We use the present simple to talk about things in general. We use it to say that something happens all the time or repeatedly, or that something is true in general.
1. Usamos el presente simple para hablar de cosas en general. Lo utilizamos para decir que algo pasa todo el tiempo o de manera repetida, o que algo es cierto de manera general.
- The earth goes around the sun.
- La tierra gira alrededor del sol.
- Nurses look after patients in hospitals.
- Las enfermeras cuidan a los pacientes en los hospitales.
- In Britain most of the shops close at 5:30 p. m.
- En Gran Bretaña, la mayoría de las tiendas cierran a las 5:30 p. m.
Remember that the conjugation in third person takes us to the endings “es” or “s”.
Recuerda que los verbos por lo general terminan en “es” o “s” en las terceras personas; el, ella, y eso.
Example: Verb “Work” (trabajar)
I / you / we / you / they work
He / she / it works.
2. We use do / does to make questions and negative sentences.
2. Utilizamos los auxiliares do / does para hacer preguntas y enunciados negativos.
- Excuse me, do you speak English?
- Disculpe, ¿habla usted inglés?
- Would you like a cigarette? No, thanks. I don’t smoke.
- ¿Le gustaría un cigarro? No, gracias. No fumo.
- What does this word mean?
- ¿Qué significa esta palabra?
3. We use the present simple when we say how often we do things.
3. Utilizamos el presente simple para decir con que frecuencia nosotros hacemos algo.
- Malika gets up at 6 o’clock every morning.
- Malika se levanta a las 6 en punto cada mañana.
- Amouna often plays tennis.
- Amouna a menudo juega tennis.
4. We use the present simple when we make suggestions with “Why don’t you…?”.
4. Utilizamos el presente simple con la expresión “why don’t you…?” para hacer una sugerencia.
A: I’m tired.
B: Why don’t you go to bed early?
A: Estoy cansad@.
B: ¿Por qué no te vas a la cama temprano?
EXERCISES ZONE!
I. Put the verbs into the correct form / Coloca el verbo en la forma correcta.
1. Water boils (boil) at 100°C degrees.
1. El agua hierve (hervir) a los 100°C.
2. Soukaiina _____________ (not/go) to the cinema very often.
2. Soukaiina _____________ (no/ir) al cine muy a menudo.
3. How many languages ___________________ (Hasnia/speak)?
4. What time _____________________ (the banks/close) in the USA?
5. Luisa has a car but she __________________ (not/use) it very often.
II. This time you have to read some sentences and correct them.The English is correct but the information is wrong / Ahora lee los enunciados y corrijelos. Las estructuras en inglés están bien, pero la información es errónea.
1. The sun goes round the earth. The sun doesn't go round the earth. The earth goes round the sun.
2. The sun rises in the west. _______________________________________________________________________
3. Mice catch cats. ________________________________________________________________________________
4. Carpenters make things from metal. ____________________________________________________________
5. The River Amazon flows into the Pacific Ocean. _________________________________________________
III. Use these sentences to make questions. Begin the question with the words in brackets. / Utiliza estos enunciados para hacer preguntas. Comienza la pregunta con las palabras en paréntesis.
1. Samssouma plays tennis. (How often?). How often does Samssouma play tennis?
2. Bouarif gets up in the morning. (What time/usually?). ________________________________________
3. I write to my parents. (How often?). _________________________________________________________
4. Racha works. (Where?). _____________________________________________________________________
5. People do stupid things. (Why?). ____________________________________________________________
6. The car breaks down. (How often). __________________________________________________________
5. Some verbs are used only in SIMPLE TENSES. For example, you cannot say "I am knowing". You can only say "I know". Here is a list of verbs which are NOT NORMALLY USED IN CONTINUOUS TENSES (but there are exceptions) / Algunos verbos no se deben utilizar en PRESENTE CONTINUO; es decir NO es correcto decir "Yo estoy sabiendo", en su lugar se dice "Yo sé". A continuación verás una lista de los verbos que NORMALMENTE NO SE USAN EN PRESENTE CONTINUO. (Aunque hay algunas excepciones).
Want (querer) - Like (gustar) - Belong (pertenecer) - Know (saber o conocer) - Suppose (suponer) - Remember (recordar) - Need (necesitar) - Love (amar) - See (ver) - Realise (darse cuenta) - Mean (significar) - Forget (olvidar) - Prefer (preferir) - Hate (odiar) - Hear (oír) - Believe (creer) - Understand (entender) - Seem (parecer) - Have (when the meaning is posses) (tener) - Think (when the meaning is Believe) (creer).
Correct Incorrect X
- Do you like London? - Are you liking London? X
- ¿Te gusta Londres? - ¿Te está gustando Londres. X
- Javier doesn't understand. - Javier isn't understanding. X
- These shoes belong to Erika. - These shoes are belonging to Erika. X
- Estos zapatos pertenecen a Erika. - Estos zapatos están perteneciendo a Erika. X
EXERCISES ZONE!
I. Decide whether the verbs in these sentences are right or wrong. Correct those which are wrong. / Decide si el verbo en estos enunciados es correcto o incorrecto. Corrige sólo los incorrectos.
Example: 1. Please don't make so much noise! I study. Wrong - I'm studying.
1. Por favor no hagas tanto ruido! Yo estudio. Incorrecto - Estoy estudiando.
2. I don't know your telephone number. ______________________________________
3. Look! Ricardo is climbing up that tree over there. ___________________________
4. Can you hear those people? What do they talk about? _______________________
5. Are you believing in God? __________________________________________________
6. Look! That man tries to open the door of your car. __________________________
7. Vanessa is thinking it would be a good idea to leave early. ___________________
8. Florencia is usually going to work by car. ___________________________________
9. Sergio is liking Algeria. _____________________________________________________
10. Lucia has a beautiful car. _________________________________________________
II. Put the verb into the correct form, present continuous or present simple. / Coloca el verbo en la forma más conveniente, presente continuo o presente simple.
Example: 1. How many languages does Hasnia speak? (Hasnia/speak)
1. ¿Cuántos idiomas habla Hasnia? (Hasnia/hablar)
2. This machine ______________ (not/work). It hasn't worked for years.
2. Esta máquina ______________ (no/trabajar). No ha trabajado por años.
3. I ____________ (not/belong) to a political party.
3. Yo __________ (no/pertenecer) a ningún partido político.
4. Hurry! The bus ____________ (come). I ______________ (not/want) to miss it.
4. Aprisa! El autobús _________ (venir). Yo ____________ (no/querer) perderlo.
5. The River Nile ____________ (flow) into the Mediterranean.
6. ____________ (it/never/snow) in India.
7. We usually ___________ (grow) vegetables in our garden but this year we ___________ (not/grow) any.
8. Julissa: Can you drive?
Julia: No, but I _____________ (learn). Jenny _____________ (teach) me.
9. You can borrow my umbrella. I __________ (not/need) it at the moment.
10. (at a party) I usually ____________ (enjoy) parties, but I _____________ (not/enjoy) this one very much.
11. Vicky says she's 30 years old, but I _____________ (not/believe) her.
12. Ronny is in Morocco at the moment. He _________ (stay) at the Hilton Hotel. He usually _________ (stay) at the Hilton Hotel when he's in Morocco.
13. Bouarif __________ (stay) with his brother at the moment until he finds somewhere to live.
14. Javier: What ____________ (Diana/do)?
Sergio: She's a teacher, but she ______________ (not/work) at the moment.
15. Yaya is in Mexico for three months. She ___________ (learn) Spanish.
16. Malika ___________ (live) with Soukaiina until she can find a flat.
17. Adriana: Where's Luisa?
Monica: She ____________ (play) basketball.
18. Daniela _________________ (go) to school every day.
19. What _____________________ (Nadine and Karen/do) at weekends?
20. Julia _________________ (live) in Mexico. She's lived there all her life.
GRAMMAR FOR ADVANCED STUDENTS!!
PRESENT CONTINUOUS AND PRESENT SIMPLE
A) We can use the present continuous with some state verbs (attract, like, look, love, sound) when we want to emphasise that a situation is temporary or for a period of time around the present.
Compare:
- Mohamed stays with us quite often. The children love having him here.
- Mohamed's with us at the moment. The children are loving having him here.
State verbs which we rarely use with present continuous include believe, consist of, doubt, own, etc.
B) Some verbs have different meanings when they are used to talk about states and when they describe actions. With their "state" meanings, they usually take simple rather than continuous forms. With their "action" meanings, they may take simple or continuous forms, depending on context.
Compare:
-The new treatment for influenza doesn't appear to work. (appear: "state" = seem).
- Madonna is currently appearing in a musical on Broadway. She often appears in musicals. (appear: "action" = take part).
- Do you think it's a good idea? (think: "state" = about an opinion).
- I'm thinking of going in August. [Your trouble is you think too much] (think: "action" = consider).
C) With some verbs describing “mental states” (e.g. find, realize, regret, think, understand) we can use the present continuous to EMPHASIZE that we have recently started to think about something or that we are not sure about something.
Compare:
- Nelly regrets that the company will have to be sold. (= She has made the decision and she is sorry about it).
- I am regretting my decision to give her the job. (= I’m increasingly aware that it was the wrong decision).
When it means “think carefully about” the verb “consider” is only used with the present continuous.
- He’s considering taking early retirement. (Not “he considers taking early retirement”).
Some other verbs describing preferences and mental states (e.g. agree, believe, conclude, know, prefer) are rarely used with the present continuous:
I believe you know. (Not “I’m believing you know”).
D) We use the present simple with verbs which perform the action they describe:
- I admit I can't see as well as I used to.
-We apologise for not replying earlier.
Other verbs like this ( sometimes called performatives) include acknowledge advise, beg, confess, congratulate, declare, deny, forbid, guarantee, name, order, permit, predict, promise, refuse, remind, request, thank, warm. Some verbs used as performatives in affirmatives (= positive) sentences (apologise, deny, guarantee, promise, suggest) have a similar meaning with either the present simple or the present continuous in NEGATIVE sentences:
-I don't deny / I'm not denying taking the books, but Sandy said it would be okay.
NOTE: We can use MODALS with performatives, often to make what we say more tentative or polite:
- We would advise you to arrive two hours before the flight leaves.
- I must beg you to keep this a secret.
EXERCISES ZONE
Complete the sentences with the verbs given, using negatives or questions where neccessary. Use the same verb for each sentence in the pair. Choose the present continuous if possible; if not, use the present simple. Use an asterisk (*) to add any words outside the space and use contracted forms where appropriate, as in 1 (a and b).
attract - consist of - doubt - feel - fit - have - like - look - measure - sound
1. a I hear you're having your house repainted. How it _________?
b I bought this new dress today. How it _________?
CORRECTION: 1. a I hear you're having your house repainted. How's* it looking? (or How*does it look?)
b I bought this new dress today. How *does it look?
2. a What are you doing with that ruler? b: I __________ the area of the kitchen.
b the garden ___________ 12 by 20 meters.
CORRECTION: 2. a What are you doing with that ruler? b: I 'm measuring the area of the kitchen.
b the garden measures 12 by 20 meters.
3. a I __________ whether I'll get another chance to retake the exam.
b I suppose she might be at home tonight, but I ___________ it.
4. a The new science museum currently ___________ 10,000 visitors a month.
b Flowers _____________ bees with their brightly coloured petals.
5. a Mike won't work at the top of the 20-storey building because he ____________ heights.
b A: How's the new job? B: Well, at the moment, I ____________ it at all.
6. a My car's in the garage today. They _____________ new brakes.
b I bought this jumper for Hasnia, but it ____________ her so I'll have to take it back.
7. a What's your shirt made from? It __________ like silk.
b I won't be comming to work today. I ___________ very well.
8. a The roof of the house ____________ only plastic sheets nailed down in a few places.
b Their school uniform __________ black trousers and a dark jumper.
9. a Soukaiina has been practising the song for days. It __________ quite good, but she doesn't think she's ready yet to perform it in public.
b A: What's that noise? B: It __________ like a bird stuck in the chimney.
10. a I had a postcard from Florencia on holiday in Spain. It sounds like she _________ a really good time.
b Esmeralda ___________ long blonde hair. You're bound to recognise her.
Choose the correct answer.
1. I'm understanding / understand biology a lot better now that we've got a new teacher.
CORRECT: Both answers are possible!: 1. I understand biology a lot better now that we've got a new teacher.
1. I'm understanding biology a lot better now that we've got a new teacher.
2. I went to see a Formula One race last week, but I admit / I'm admiting that I don't know much about cars.
3. Do you find / Are you finding it difficult to concentrate on your work with this music on'?
CORRECT: both answers are possible: 3. Do you find it difficult to concentrate on your work with this music on'?
3. Are you finding it difficult to concentrate on your wwork with this music on?
4. We'll do our best to get the computer repaired by next week, but we're not guaranteeing / we don't guarantee it.
5. I've just started to learn how to drive. Now I'm knowing / I know how difficult it is, I'll never criticise your driving again.
6. She says that she wasn't in the kitchen when the bottle smashed, but I refuse / I'm refusing to believe her.
7. I'm certainly agreeing / I certainly agree with you that people shouldn't drink and drive.
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