Tenses in Con and ContextTENSE SITUATIONS Tenses in Contrast and Context Pamela Hartmann Annette Zarian Patricia Esparza Harcourt Brace & Company Orlando SanDiego New York Toronto London Sydney TokyoAssociate Publisher: Chris Carson Acquisitions Editor: Susan Marshall Production Manager: Debra A. Jenkin Manufacturing Manager: Kimberly Powell Development and Production: M. E. Aslett Corporation ISBN: 0-03-022517-5 Copyright © 1998, 1984 by IPS Publishing, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Requests for permission to make copies of any part of the work should be mailed to: Permissions Department, Harcourt Brace & Company, 6277 Sea Harbor Drive, Orlando Florida 32887-6777. Address for Editorial Correspondence: Holt, Rinehart and Winston, Inc., 301 Commerce Street, Suite 3700, Fort Worth, TX 76102. Address for Orders: Harcourt Brace & Company, 6277 Sea Harbor Drive, Orlando, FL 32887-6777. 1-800-782-4479. Web site address: http://www.hbcollege.com Printed in the United States of America 8901234567 066 987654321 Harcourt Brace & Company : i 2TEACHER’S NOTES Tense Situations is intended for high-intermediate ESL students who have studied all or most of the tenses in English but haven’t mastered them completely. Such students may have difficulty “juggling” several tenses at once because they have studied each tense in isolation or, at best, in contrast with only one other tense. In addition, they may not have studied any tense within a complete context. It’s important for students at this stage to learn to integrate the various tenses and to understand the shades of meaning of each tense; Tense Situations guides students toward this end by focusing on tenses in contrast with and in the context of complete stories. Frequent review and recycling prevents students from forgetting one tense as they learn a new one. This text can be useful as either a self-study book or a classroom textbook for students who know about the various tenses but don’t use them in free conversation or writing. Instead, these students tend to fixate on just a few select tenses: the simple present (“I write a letter right now.”), simple past (“I drove down the freeway when I saw an accident.”), and simple future with “will” (“I will watch TV tonight.”). Their use of the language is stilted, unnatural, and often ungrammatical because of their inability to utilize the complete range of tenses. Tense Situations can also be used as a reference by teachers and students alike. Rules for the use of each tense are found within the chapters; in addition, the appendix offers a series of charts on the use of tenses in subordinate clauses, indirect speech, the passive voice, and the basic conditional. The book was not intended to encompass all facets of verb usage. Modals, the conditional, the passive voice, and indirect speech have not been included, except in the appendix, so that attention may be focused on a thorough treatment of the tenses themselves. One chapter, for example, is devoted to the difference between “will” and “be going to”; this difference is often ignored in ESL classrooms but needs to be mastered if the student is to avoid awkward, unnatural, or misleading language. The artwork used throughout the text is, for the most part, functional. An attempt has been made to portray the abstract notions of time and tense as concretely—as visually—as possible. The careful arrangement of pictures within the frames in the filmstrip stories allows students to visualize the relationship of one tense to another; wherever possible, “before now” or “before then” is to the left, and “after now” or “after then” is to the right, corresponding to the notion of the time lines on which “past” is to the left and “future” is to the right. For example, in the filmstrip story depicting future perfect, the narrator (“now”) is placed in the far left corner of the frame and the “future” action on the far right. The “future perfect” action is placed in a bubble to the left of the “future,” signifying its placement in time—that is, before another future action. The authors hope that the use of humorous—sometimes outrageous—characters and situations will make this sometimes insufferable subject not only sufferable but, perhaps, even enjoyable! Use of the Book All chapters except for the review chapters should be presented using the following steps: 1. Students read the filmstrip story on the left of the page. The teacher may introduce new vocabulary before students begin to read the filmstrip story or may check their understanding of it afterwards. Most new vocabulary items have been recycled elsewhere in the text. 2. Students then go back to the beginning, cover up the story on the left, and read the story on the right; this time they choose the correct tense for each simple verb form. 3. Students read the explanations. (Depending on the students’ level, steps 1 and 2 may be done in reverse order.) Whenever possible, the explanations contain examples taken from the filmstrip stories. Because space limitations have restricted the number of examples that could be included, teachers may want to point out additional examples from the filmstrip story or from their students’ lives.The teacher guides students through the directions and examples for the “Rap It Up” section (oral exercises). Then students work in pairs independently of the teacher. For the “Fill It In” section or the “Picture Puzzle” (alternate chapters), the teacher guides students through the first few sentences. The picture puzzles will probably require additional explanation, at least initially. One successful method is for the teacher to put many of the picture puzzle symbols and one sample sentence on the board, silently point to each, and have the class guess the meanings before actually beginning to write. The students soon learn the common symbols and have little need for the “Key to Symbols” at the back of the book. “Rap in the Real World” is intended to allow students to apply what they've learned to their own lives. For the review chapters: 1. 2. 3. Students fill in the blanks in the story. Students rewrite the story—without looking back at it—with the aid of the “Cue Sheet.” Using the information on the “Story Line,” students answer the questions on the page following. This may be done orally or in writing, depending on the level and focus of the class. Students practice the targeted tenses in role play or discussion related to their own lives. For the cumulative review chapters: 1. Students fill in the blanks in the story. Because these stories are quite long, they have been divided into sections. Students might do section 1 in class, section 2 for homework, and section 3 in class the next day. The teacher should encourage the class to keep in mind the entire context instead of concentrating on each sentence as a separate entity. Students work in pairs or groups on the “Rap It Up” section. ANswerR Keys For the sake of style and the use of natural language, contractions have been used wherever possible. Where several tenses are possible in a given situation, these have been indicated. The teacher may refer students to explanation pages or reference charts if there is any confusion. It may sometimes be frustrating to find multiple possibilities; however, this is the nature of the language, and to present exercises without such complexity would mean creating unnatural linguistic situations. viACKNOWLEDGMENTS The authors would like to thank Jean Zukowski/Faust and Anne Boynton-Trigg of Holt, Rinehart and Winston; Yves Jacot for the initial inspiration; our patient reviewers (Lida Baker, of UCLA; Gloria Brambilla, of the Los Angeles Unified School District; and Judy Gough, of Santa Monica College); Ann Snow of UCLA, for help with the Appendix; and Don Robb, for uncomplainingly squeezing casts of thousands into incredibly small spaces. For help on the second edition, many thanks go to editor Susan Marshall, the wonderful pro- duction people at M. E. Aslett Corporation, and Mike Linden-Martin for his diligent review. viiCONTENTS 4 Present Continuous 2 Simple Present 2 Present Perfect 14 Simple Present 3 Present Perfect Continuous 23 Present Continuous 4 Present Tense Review 32 S Simple Past 38 Present Perfect 6 Past Continuous 48 Simple Past Future in the Past 56 ' Simple Past i q Q Recap 64 Past Perfect G Simple Past 70 Past Perfect Continuous 10 Past Continuous 79 Simple Past 11 Past Tense Review 86 42 Cumulative Review 9273 14 aS 16 1) 18 4 20 Simple Future: Will/Be Going To Simple Present (meaning the future) Simple Future: Will/Be Going To Present Continuous (meaning the future) Simple Future: Will/Be Going To Future Continuous Simple Future: Will/Be Going To Present Continuous (meaning the future) Future Perfect Simple Future: Will/Be Going To Simple Present (meaning the future) Future Perfect Continuous Future Continuous Simple Present (meaning the future) Future Tense Review Cumulative Review Irregular Verbs Spelling Rules Tenses Most Commonly Used in Subordinate Clauses Passive Voice Indirect Speech Tenses in the Basic Conditional Key of Symbols for Picture Puzzles Answer Keys 98 106 114 122 130 137 144 150 154 157 159 161 162 163 164 165Present Continuous Simple Present Present Perfect Simple Present Present Perfect Continuous Present Continuous Present Tense Review 4 2 3 YRead the story on the left. When you finish, go back to the beginning, cover up the story on the left, and choose the correct tense for each capitalized simple form of the verb to the right of the picture. My name is James Sterling. Tm the cruise director on the Holiday Princess. Every week our ship sails around the Caribbean full of passengers, The people on the ship are always looking for fun and excitement. Let’s look at some of the people on board this week. Here is Mr. Rodney Tyler. He is a very charming man. He is enjoying this trip very much right now. At this moment he is sitting in the middle of a group of women. 2. TENSE SITUATIONS ‘My name is James Sterling. I'm the cruise director on the Holiday Princess. Every week our ship SAIL around the Caribbean full of passengers. The people on the ship always LOOK for fun and excitement. Let’s look at some of the people on board this week. Here BE Mr. Rodney Tyler. He BE a very charming man. He ENJOY this trip very much vicht now. At this moment he SIT in the middle of a group of women.He is entertaining them with funny stories, offering them champagne, and laughing at their jokes. In fact, he seems to be the life of the party. In his everyday life, however, Rodney Tyler is a very shy man. He is working temporarily as a computer programmer. At work, he sits by himself in front of his computer screen. He rarely looks at people and usually spends his time daydreaming. And there is Mr, Horace Pennington II. He is relaxing this week. Look! He is lying in his chair and reading a novel. And isn’t there music coming from the radio beside him? He ENTERTAIN them with funny stories, OFFER them champagne, and LAUGH at their jokes. In fact, he SEEM to be the life of the party. In his everyday life, however, Rodney Tyler BE a very shy man. He WORK temporarily as a computer programmer. At work, he SIT by himself in front of his computer screen. He rarely LOOK at people and usually SPEND his time daydreaming. And there BE Mr. Horace Pennington III. He RELAX this week. Look! He LIE in his chair and READ a novel. And NOT BE there music COME from the radio beside him? CHAPTER1 3i ‘ i : | : At home, by contrast, Horace Pennington never relaxes. He hardly ever reads novels; instead, every morning he reads the business news in the Wall Street Journal. . . ...and listens to the news of the stock market on his car radio as he goes to work. Why, | don’t believe my eyes. /s that Ellen Wiggley? Look, she’s jogging around the ship! _ My gosh, now she’s even doing jumping jacks! 4 TENSE SITUATIONS At home, by contrast, Horace Pennington never RELAX. He hardly ever READ novels; instead, every morning he READ the business news in the Wall Street Journal. . . ... and LISTEN to the news of the stock market on his car radio as he GO to work. Why, I NOT BELIEVE my eyes. BE that Ellen Wiggley? Look, she JOG around the ship! My gosh, now she even DO jumping jacks!. Q | : | ] This is amazing! When Ellen is at home, she’s a real couch potato. She’s always complaining that she wants to exercise, but somehow she rarely does more than watch TV. Now the ship is coming back to port. The passengers are thinking about changing their everyday lives. Rodney hopes always to enjoy life as he is enjoying it at this moment. Horace is promising himself to relax as he is relaxing at present. And Ellen wants to exercise as she is doing right now. Ah. Here they all are now. They’re leaving the ship and throwing their promises overboard. This is amazing! When Ellen is at home, she BE a real couch potato. She always COMPLAIN that she WANT to exercise, but somehow she rarely DO more than watch TV. Now the ship COME back to port. The passengers THINK about changing their everyday lives. Rodney HOPE always to enjoy life as he ENJOY it at this moment. Horace PROMISE himself to relax as he RELAX at present. And Ellen WANT to exercise as she DO right now. Ah. Here they all are now. They LEAVE the ship and THROW their promises overboard. CHAPTER1 5i i 6 3. PRESENT ConTINUOUS Simp_Le PRESENT The present continuous expresses an The simple present is used with a action that is happening right now. NON-ACTION verb to indicate something a that is happening right now. NOW ge They ‘re leaving the ship. Now She seems happy. NON-ACTION verbs do not usually This tastes good. occur in the present continuous. (See | don’t believe my eyes! pages 9-11.) See pages 9-11 for a list of these verbs. The present continuous also expresses The simple present expresses: an action (repeated, or of long duration) a. an-action that is repeated habitually in a time period that includes the present (for example: often, sometimes, every moment. However, the action is not day, once a week); necessarily happening right now. The present continuous is used in this way NOW for a temporary activity. He reads the business news every morning. NOW b. a general truth that is repeated periodically; Rodney Tyler is working temporarily as a computer programmer. The sun sets in the west. ¢c. a condition that is not repeated but NOW is always true. Horace Pennington is relaxing this week. Now, Ellen Wiggley loves chocolate. The present continuous is used for a very frequent activity about which we feel some emotion. We use it with the adverbs always, forever, or constantly. NOW She’s always complaining. (irritation) The adverb comes between BE and the present participle. TENSE SITUATIONS6. PRESENT CONTINUOUS SimP_Le PRESENT We often use the present continuous after the word while. While indicates a continuous action at the same time as another action. There are two possible positions in the sentence for a clause beginning with while. While his brothers are helping the passengers on the boat, Mark just sits there and does nothing. (comma) Mark just sits there and does nothing while his brothers are helping the passengers. (no comma) When the simple present is used after while, it indicates a continuous action. She tries to look like a normal shopper while she does her job catching shoplifters. (For more on while, see Chapters 6 and 15.) When we have a compound verb, the verb BE is omitted from the second action. He is lying in his deck chair and reading a novel. We often use the present continuous with these words: see box #1 (right) now at the (this) moment at present see box #2 these days, nowadays today this week, month, year this semester, quarter, and so on see box #3 always forever constantly We often use the simple present with these words: always often frequently usually sometimes every day, week, month, and so on once a week, month, year, and so on occasionally seldom rarely never In casual conversation, especially in lengthy narration, the simple present can refer to past events. “So she runs into the room and screams that there’s a UFO on the lawn.” For additional uses of the present continuous and simple present, see Chapters 14 and 15. CHAPTER1 7Rap It Up Oral Practice: Work with one other student. Make up as many sentences as you can about the following pictures. Use the present continuous and simple present tenses. Use the vocabulary words under the pictures. The Nile Queen is now sailing down the Nile River. Here are three passengers. What are they doing now, and what do they usually do at home? Examples: She is swimming (now/at this moment/and so on). She (usually/often/sometimes/and so on) watches TV. On the cruise : At home all listen to music Grandmother drown play tennis fish* Policeman ONIs ss . 7h - r 2 7e I et =o | By sleep late i tide a camel sign autographs *See list on page 9. 8 TENSE SITUATIONSRap in the Real World A. Conversation. With a partner, answer these questions. e What are you doing now? ® What are your classmates doing now? | ' @ What do you usually do on weekends? B. Discussion. In small groups, answer these questions. | e What is happening in the news these days? ¢ What is happening in your country these days? : * Describe some American customs and some customs from your culture. Example: People in the United States usually shake hands. People in my culture bow. They don’t usually hug. hike sho | oe ice-skate ~ ' : : i sky dive i hu job-hunt - ke Non-Action Verbs The verbs in the column on the left are usually NON-ACTION Verbs; that is, they are not usually used in any of the continuous tenses. However, many of these verbs have two meanings; one NON-ACTION and / the other ACTION. i VERBS Non-ACcTION ACTION i Condition: be He is tall. He’s being very good. | | (be = BEHAVE/ACT) | consist It consists of eggs and milk. | cost This costs too much. ' equal Two and four equal six. fit The suit fits well. The tailor is fitting him for a new suit. (fit = MEASURE FOR; CAUSE TO FIT OR | CONFORM) / : match Her purse matches her shoes. i (match = LOOK ATTRACTIVE WITH) : | matter It doesn’t matter. : owe I owe him $10.00. ] resemble She resembles her sister. weigh He weighs 150 lbs. He’s weighing himself now. (weigh = PUT ON A SCALE) _ CHAPTER1 9VERBS Non-AcTION ACTION Possession: belong That belongs to them. contain This contains our dishes. have Ihave a typewriter. I’m having some problems. (have = POSSESS) (have = EXPERIENCE) He’s having breakfast. (have = EAT/DRINK) own They own some property. possess He possesses two houses. Perception: appear feel hear look see seem smell sound taste He appears to be ready. (appear = SEEM) I feel it’s a good idea. (feel = THINK/BELIEVE) He feels relieved. (feel = HAVE AN EMOTION) He doesn’t hear you. (Near = PERCEIVE WITH THE EARS) You look tired. (ook = SEEM) I see him over there. (see = PERCEIVE WITH THE EYES) It seems like a good idea. This smells good! (smell = HAVE A SMELL) I smell something odd. (smell = PERCEIVE A SMELL INVOLUNTARILY) That sounds good. (sound = SEEM) This tastes great! (taste = HAVE A TASTE) I taste something strange. (taste = PERCEIVE A TASTE INVOLUNTARILY) She’s appearing in a new play. (appear = PERFORM Or COME INTO SIGHT) I'm feeling better now. (feel = EXPERIENCE AN EMOTION OR PHYSICAL FEELING) She's feeling around for the light switch. (feel = TOUCH) You'll be hearing from my lawyer. (hear = GET A LETTER OR CALL) Judge Burr is hearing this case. (hear = JUDGE; LISTEN TO TESTIMONY) He's looking at you. (look = USE ONE’S EYES) The mayor is seeing her now. (see = MEET WITH) She's smelling every perfume in the store. (smell = SNIFF) They’re sounding the alarm. (sound = CAUSE A SOUND) He’s tasting your cake now. (taste = TRY, SAMPLE FOOD) 10 TENSE SITUATIONSVERBS Emotional/ Mental Activity appreciate approve believe desire dislike | doubt guess hate / imagine know like : love mean mind need* prefer recognize remember think understand want* Non-AcTION ACTION I appreciate your suggestion. He doesn’t approve. I believe her. She desired to see them once again. (formal) I dislike being in crowds. He doubts that it’s true. I guess we should start. (guess = SUPPOSE) Ihate this music. I imagine that you’re tired. (imagine = GUESS, THINK) She knows the president. We like to ski. They love their country. It means “no.” (mean = SIGNIFY) I don’t mind. (mind = OBJECT TO) We need a car. He prefers this one. I don’t recognize anyone. They don’t remember anything. I think it’s too big. (think = BELIEVE, HAVE AN OPINION) I understand what you’re saying. I don’t want any right now. He doesn’t know for sure. He’s just guessing. (guess = MAKE AN ESTIMATE) You're just imagining things. (imagine = USE THE IMAGINATION) I’m loving this! (love = ENJOY; used as slang) I’ve been meaning to do that. (mean = INTEND) Who’s minding the store? (mind = TAKE CARE OF) Wait a second. I’m thinking. (think = CONSIDER, REFLECT) i *Note: Although these verbs are not usually used with continuous tenses, they are frequently used with the past perfect continuous and present perfect continuous. “lve been needing a new coat for a long time. He had been wanting that car for a long time when he finally bought it. CHAPTER 1Figure lt Out Practice: Action and Non-action Verbs. Decide the meaning of each verb in parentheses; use pages 9-11 to help you with this. Write the meaning in the box. Then fill in the tense—present continuous for action verbs and simple present for non-action verbs. (Everything is happening now.) 1. He 1g having (have = experience 2. That actor saw last night. 3.1 4. They 5. That 6. What like it? 7. This furniture polish 8. The doctor )} a good time. (appear = ) in a movie that we (guess = ) this isn’t the right answer. (have = ) some tea. (sound = ) like a bad idea. you (think = )? Do you (smell = ) like lemon. (see = ) a patient right now, but she can call you back in a few minutes. 9. you 10. She 12 TENSE SITUATIONS (mind = ) if l open a window? (weigh = ) the tomatoes.Fill It in Tenses in Context. Fill in the blanks in the following story with the simple present or. present continuous tense. A check mark (/ ) indicates that more than one tense may be possible in some of the blanks. The Fishing Trip Gordon and his three sons, Mark, Joe, and Leo, (1). (own) a charter fishing boat. Every day when they (2), (sail), they ©). (take) a boat full of would-be fishermen out to sea. Leo, the youngest, (4). (sell) i tickets every afternoon for the next day’s trip. The passengers : 6)___(arrive) now with high hopes. Some | (6), (carry) their own equipment, and others . (rent) it from Gordon. Usually when everyone (8), (be) aboard, Gordon @)_____— (stand) at the wheel and (10), (signal) Mark to untie the boat. But today Mark (1). (daydream), so Joe (12)_____—s (loosen) the rope and (13) (throw) it on the boat. Gordon always (14), (start) the motor while Joe (15), ¥ (prepare) the bait. On the way out, Leo sometimes (16) (give) the fishermen ideas on how to fish. When Gordon (17), (find) a good spot, Leo (18), (drop) anchor and the fishermen @9)___s (throw) out their lines. Today, they (20). (fish) in one of Gordon’s favorite spots. Gordon (21), (tell) his favorite fish stories. Some of the passengers (22) (eat) their lunch, while others, who (23), Y¥ (not feel) well, 24) (try) not to look at the food or smell the bait. One of the fishermen (25), (reel) in a fish. His friend (26), (take) his picture. Leo and Joe (27), (help) some of the passengers bait their hooks. Mark | (28), (also try) to help. Poor Mark! He @9)____—Ss (always try) to be useful, but usually (0)_______s (end up) causing some damage. He (31), (forever trip) over ropes, (32), : (fall) over the anchor, or | (33), (get) tangled in the fishermen’s lines. At this moment, while his brothers (34). ¥ (help) the passengers, Mark (35), (lean) out of the boat to catch one of the fishermen’s stubborn fish with his net. The fish (36). (jump) in all directions. Oh, oh, it 37, (seem) that the fish (38), (win). Mark (39), (fall) overboard. He never (40), (know) when to give up.Read the story on the left. When you finish, go back to the beginning, cover up the story on the left, and choose the correct tense for each capitalized simple form of the verb to the right of the picture. It’s Elmer Kadiddle’s 100th birthday today. Elmer has never been sick a day in his life. He has never taken any medicine or been to any doctors. Elmer lives on a farm in Nebraska. He’s lived on the same farm since he was born. 14 TENSE SITUATIONS It BE Elmer Kadiddle’s 100th birthday today. Elmer NEVER BE sick a day in his life. He NEVER TAKE any medicine or BE to any doctors. Elmer LIVE on a farm in Nebraska. He LIVE on. the.same farm since he was born.i - | | Elmer has gotten up at sunrise every day of his life. He’s fed the chickens and gathered the eggs since he was old enough to walk. He’s milked the cows without missing a day—even his wedding day. Elmer has been married to the same woman for the last 80 years. His wife, Ilona, grows all their vegetables in her garden. She cans fruits and vegetables, and every day she bakes her own bread. Iona and Elmer have been happily married since their wedding day. Their only arguments have been about their son, Elmer, Jr. Elmer GET UP at sunrise every day of his life. He FEED the chickens and GATHER the eggs since he was old enough to walk. He MILK the cows without missing a day—even his wedding day. Elmer BE married to the same woman for the last 80 years. His wife, Iona, GROW all their vegetables in her garden. She CAN fruits and vegetables, and every day she BAKE her own bread. Jona and Elmer BE happily married since their wedding day. Their only arguments BE about their son, Elmer, Jr. CHAPTER2 15Junior is nothing like his father. He hates farm life. Elmer complains that Junior has never done a day’s work in his life. Junior usually gets up at noon, and his mother always has a big breakfast waiting for him. een After breakfast, he often : , Cy goes fishing. But he doesn’t catch very many fish. Junior spends Saturday nights playing the guitar for his friends. 16 TENSE SITUATIONS Junior BE nothing like his father. He HATE farm life. Elmer COMPLAIN that Junior NEVER DO a day’s work in his life. Junior usually GET UP at noon, and his mother always HAVE a big breakfast waiting for him. After breakfast, he often GO fishing. But he NOT CATCH very many fish. Junior SPEND Saturday nights playing the guitar for his friends.He has dreamed about going He DREAM about going to to the big city since he was the big city since he was a a young boy. young boy. But, as Elmer says, there is no need to worry; Junior is so lazy that he would never pack a suitcase. i Ae But, as Elmer SAY, there BE th AU no need to worry; Junior BE so lazy that he would never pack a suitcase. Elmer and lona ARGUE about this again and again for years. : Elmer and Iona have argued about this again and again for years. Elmer says it’s time for the boy to settle down and get to work. Elmer SAY it BE time for the boy to settle down and get to work. Iona says to give him time; he’s just a boy. After all, he’s barely 59 years old. Iona SAY to give him time; he BE just a boy. After all, he BE barely 59 years old. CHAPTER2 17 : :fF PRESENT PERFECT SimpLe PreseNT i. One use of the present perfect is to With the simple present, there is no express an activity happening now. indication of when the action began or Something in the sentence or context how long it has gone on. tells us when the action began. The action may be continuous or periodic. NOW: NOW Elmer and lona have been happily married Elmer and lona are happily married. since their wedding day 80 years ago. (continuously) - NOW‘ NOW He has milked the cows all his life without He milks the cows every morning. missing a day. (periodically) The present perfect may be used with both ACTION and NON-ACTION verbs. 2. We often use the present perfect with the We don’t use the simple present with words for or since. For tells us the length of the action, and since indicates the point in time when the action began. Here are some examples of time expressions. for since 5 minutes 6:00 2 weeks April 23 3 years 1995 several days the accident a long time I was young *the past week last week Elmer has been married to the same woman for 80 years. He has lived on the same farm since he was born. *Note: The past tense (Chapter 5) is used with last (week, month, year, and so on). But fhe past (lasf): week, month, and so on usually includes “now,” so it is often used with the present perfect. 18: TENSE SITUATIONS since:PRESENT PERFECT lona was sick last week. lona has been sick for the last week. We also use the present perfect with expressions such as: all day (week, year, and so on) so far up until now all (his/her/my/and so on) life Junior has hated the farm all his life. When we have a compound verb, the verb have is omitted from the second action. He’s fed the chickens and gathered eggs since he was old enough to walk. For other uses of the present perfect, see Chapter 5. CHAPTER2 19Rap It Up Oral Practice. Work with a partner. For each picture on this page, make up two logical sentences. In the first, tell what people do every day. In the second, tell for how long or since when they have done these things. Use the time expressions in the column at the right in the second sentence. Make as many sentences as you can. Example: Elmer is a farmer. He’s been a farmer for a long time. Aa foe nfs do the dishes 2 an* 4 Ry ° Gi lona fix dinner sweep 7 pe 7 & A |. go fishing Y: sleep late cdo Pel go dancing Junior eS go swimming take a nap ® : a er, § ater =5\ go Fo be one wae . ear gather* saw They *These verbs are transitive. (They must have an object.) Rap in the Real World A. Conversation. With a partner, talk about your life. Use as many of the verbs from the exercise above as possible and add verbs of your own. Use the simple present and the present perfect tenses. Examples: | get up early every day. I’ve gotten up at 7:00 every day for the past five years. ’'ve never milked a cow, but sometimes | pick flowers in our garden. B. Discussion. Choose a friend or family member who has a very different life from yours. In small groups, tell your classmates about your life and this person’s life.Picture Puzzle Tenses in Context. On another piece of paper, write out the following story. Change all of the pictures and symbols to words. The character’s name (a4 is Norbert (Elmer's brother), but you should use pronouns (he, him) whenever possible. For each of the circled verbs, choose the simple present or the present perfect. In a few cases, more than one tense may be possible. If you can’t guess the meaning of a symbol, check page 164 in the Appendix. Norbert’s Life ELMER'S BROTHER, a 97 & CLIVE) ALONE |X] THE ty - Wy G&D THERE Since LEFT THE «cif, 75 YEARS AGO. Ry &® AN APARTMENT f) THE TOP FLOOR oF A |] FoR THE PAST 20 YEARS. ty @ A VERY CHARMING PERSON, so (yy GAVE) A LOT OF FRIENDS & (LEAD) A BUSY LIFE. ar ALMOST NEVER GET) [44 OF . Berore(*) gach 225 Gray) t uate at G. iy GD PLAY (EZ) W/ HIS FRIENDS [x] THE AFTER(*). SOME- TIMES “a> THE Gag Pees, ack ALWAYS (WIN) A LOT OF (SA. IX] THE GM de USUALLY His an $t RESTAURANT. ay g FOR [] 30 VEARS, BUT or CEBED) THar fe READY > GET MARRIED. oY ow THat Many OR4 EVERY arter(*) THE See, WHERE THEY Gi) {4 a FPR THE ps. BuT GY GEVER GD Ge tae FED since fer came -» THE im BECAUSE or THAT ONLY ELDERLY 726 > RY s. EVERY SUMMER, fy CAKE) A Gagaligeh 4 > vis BrotHer’s 2] Gea SOME TIME THERE. or @ (GE) THERE RIGHT Now. off (GGNLV BE) THERE FOR 5s, eure READY -» GO BACK-> THE ha . Gg & HIS BROTHER ELMER VERY DIFFERENT FROM EACH OTHER, & THEY(RGUE) BECAUSE ar USUALLY ABOUT EVERYTHING EVER SINCE caer arrived & TUESDAY. THE PROBLEM THAT fy’ (Raver Like) THE LIFE OF A FARMER. ($e COMPLAIN) FOR 4 DAYS ABOUT GETTING ¢ aTs&.} & HELPING ELMER W/ THE TO }s. ia THE ys g 0g ALL WEEK, BUT ay (ERY) iT. THE TRUTH THAT Gy Ga ANIMALS. dy Ga THAT A s ( TWe RacES & ys GELOND H rhe SOG, 2 y+ G® sure tHar 01 ma fy! CHAPTER2 21