ILE-513 Programa y Cronograma

Gramática V

ILE-513

1

Universidad Técnica Nacional

Sede San Carlos

Inglés como Lengua Extranjera

ILE

Grammar V

ILE-513

Student:

________________________

Professor:

Natalia González Kopper

II Quater

2015

www.utn.ac.cr

Gramática V

ILE-513

2

________________________________________________________________________ UNIVERSIDAD TÉCNICA NACIONAL

CARRERA: Inglés como Lengua Extranjera

CURSO: Gramática V CÓDIGO: ILE-513

NATURALEZA DEL CURSO: Teórico-Práctico

NIVEL: V CRÉDITOS: 3

HORAS PRESENCIALES / SEMANA: 4 (2 horas teoría, 2 horas práctica)

TIEMPO DE ESTUDIO INDEPENDIENTE POR SEMANA: 05 horas, 39 minutos

MODALIDAD: Cuatrimestral

REQUISITOS: ILE-413 Gramática VI CO-REQUISITOS: ninguno

HORARIO: Lunes de 8:00 a.m. a 11:30 a.m. AULA: 103 Barrio Lourdes

PROFESOR: MSc. Natalia González Kopper

________________________________________________________________________

I. DESCRIPCIÓN DEL CURSO:

Gramática V pertenece al bloque de materias del quinto ciclo del Diplomado en Inglés

como Lengua Extranjera. En este curso el estudiante profundiza el conocimiento y

aplicación de estructuras gramaticales de mayor complejidad en función del desarrollo de

mayores destrezas comunicativas orales y escritas.

Para cursar Gramática V, se requiere haber aprobado Gramática IV. El curso es

cuatrimestral (14 semanas) y consta de cuatro horas por semana. Su aprobación no es

posible mediante una prueba de ampliación o examen extraordinario.

II. OBJETIVO GENERAL:

Dominar y aplicar, a nivel oral y escrito, estructuras gramaticales aún más complejas que

le permitan desarrollar habilidades y destrezas para lograr una correcta comunicación de

ideas en temas concretos y abstractos.

III. OBJETIVOS ESPECÍFICOS:

Durante el proceso del curso el estudiante desarrollará habilidades y destrezas

para:

Utilizar la gramática en forma correcta por medio de actividades controladas

individuales, en parejas o pequeños grupos practicando estructuras ya estudiadas

Gramática V

ILE-513

3

dentro de contextos inmediatos.

Aplicar un repertorio de tiempos verbales frecuentes a través de la práctica oral en

situaciones pasadas y futuras.

Emplear las estructuras gramaticales apropiadas para ofrecer conclusiones,

sugerencias, dar consejos y especular acerca de situaciones pasadas.

Utilizar las estructuras gramaticales apropiadas para ofrecer explicaciones, y

describir eventos hipotéticos acerca de situaciones pasadas, presentes y futuras.

Llevar a cabo funciones comunicativas que requieren el uso de las diferentes

formas de la voz pasiva.

IV. METODOLOGÍA:

La metodología que se utiliza a lo largo del curso es comunicativa e integradora. Las

prácticas se mueven gradualmente de las actividades controladas hacia las que requieren

mayor creatividad por parte del estudiante, en el proceso de desarrollo de la auto-

expresión y la comunicación espontánea.

El / la estudiante se expresa correctamente tanto en forma escrita y oral mediante el

uso de conocimiento previamente adquirido y es capaz de correlacionar los contenidos

desarrollados en el presente curso y anteriores.

V. CONTENIDOS TEMÁTICOS:

• Parts of the Speech

•Revisión general de los tiempos perfectos y perfectos progresivos en su forma afirmativa,

negativa e interrogativa.

• El tiempo futuro perfecto: oraciones afirmativas, negativas y preguntas (Yes/no- Wh-

questions)

• Auxiliares en el pasado (Past Modal Auxiliaries) de consejo y obligación (could have,

should have, ought to have)

• Auxiliares en el pasado (Past Modal Auxiliaries) de especulación y conclusión en el

pasado ( may have, might have, could have, must have, had to have)

• Adverbs with Perfect Tenses

• Time expressions with perfect tenses

Gramática V

ILE-513

4

• Clauses of Time

• Condicional real (presente + futuro)

• Condicional irreal (presente + pasado)

• Voz: activa vs pasiva (con diferentes tiempos verbales)

• Voz pasiva con diferentes auxiliares de modo.

VI. EVALUACIÓN:

Este curso se evalúa así:

Evaluación parcial:

1º Parcial 20%

2º Parcial 25%

3º Parcial 25% Evaluación permanente:

Trabajo (15%), 3 pruebas cortas (15%=5% cada una) 30% ____

Total 100%

VII. ATENCIÓN ESTUDIANTES

Correo Electrónico: [email protected] Celular: 8347-0444

VIII. BIBLIOGRAFÍA SUGERIDA

Bonner, Margaret. (2006) Focus on Grammar 4: An Integrated Skills Approach. Third

Edition. Pearson Education Inc.

Patricia K. Werner, Lou Spaventa. 2007. Mosaic 1 Grammar. Silver Edition. McGraw-

Hill.

Schrampfer Azar, Betty (2003). Understanding and Using English Grammar. Prentice

Hall Regents.

Aunque se deben respetar los objetivos y contenidos propuestos, la bibliografía dependerá de aquel material autentico que tanto el profesor como los alumnos aporten para el desenvolvimiento del curso.

mailto:[email protected]

Gramática V

ILE-513

5

IX. CRONOGRAMA

Semana Tema Actividades Observaciones

#1

Entrega, análisis del programa, organización y evaluación del curso.

Prueba diagnóstica mediante actividades orales.

#2

Unit I: Parts of the Speech

1. Translation Techniques. 2. Finding Mistakes. 3. Parts of the Speech.

Warm up

Exposición y discusión del tema.

Actividades académicas para el desarrollo del tema.

Retroalimentación.

#3

Unit II: Expressing Perfect Tenses (Part I)

1. Form and basic meaning of the present perfect tense.

2. Form and basic meaning of the past perfect tense.

3. Continuous forms of the present tense.

Warm up (Repaso de la semana anterior)



Retroalimentación.

Unit 1: Project

presentation

http://www.perfect-english-

grammar.com/past-perfect-

use.html

http://www.englishpage.com/verbpage/pastperfectcontinuous.ht

ml

#4

Unit II: Expressing Perfect Tenses (Part I)

4. Negative positive and questions with perfect tenses.

5. Shift tenses structures. 6. Complex and compound

sentences.




Retroalimentación.

Unit 2: Project

presentation

#5

Unit III: Expressing Perfect Tenses (Part II) 1. Future perfect tense. 2. Future perfect continuous tense. 3. Questions, negative and positive

statements. 4. Arranging adjectives. 5. Direct and indirect object. 6. Clauses. 7. Transitive verbs. 8. Intransitive verbs.




Retroalimentación.

Unit 2: Project

presentation

Prueba Corta Nº 1

#6

EXAMEN # 1

UNIDADES I, II y III (20%)

http://www.perfect-english-grammar.com/past-perfect-use.html





http://www.englishpage.com/verbpage/pastperfectcontinuous.html





Gramática V

ILE-513

6

#7

Unit IV: Active and passive voice

1. Active voice with perfect tenses. 2. Passive voice with perfect tenses. 3. Change active to passive voice. 4. Forms of others.




Retroalimentación.

Unit 3: Project

presentation

#8

Unit V: Clauses of time Part I

Clauses with perfect tenses.

Until, once.

Perfect tense words: since, for, by the time, etc.

When, before and after in time clauses.



Actividades académicas para el desarrollo del tema. Retroalimentación

Unit 4: Project

presentation

#9

Unit VI: Clauses of time Part II

Clauses of time: before, by the time.

Clauses of time: when, after, as soon as.

Once, until.




Retroalimentación

Unit 5: Project

presentation

Prueba Corta Nº 2

MID-YEAR VACATION

#10

EXAMEN 2

UNIDADES VI, V y VI (25%)

#11

Unit VII: Using modals with perfect tenses

Expressing past possibility.

Past possibility.

Advice.

Expressing conditional If.




Retroalimentación

Unit 6: Project

presentation

#12

UNIT VIII: Using Adverbs

Using adverbs with perfect tenses.

Using adverbs in a question with perfect tenses.

Time expressions with perfect tenses.




Retroalimentación

Unit 7: Project

presentation

#13

UNIT IX: Verbs: Action and non-action verbs

Perfect sentecnes with action verbs.

Perfect sentences with non-action verbs.

Finding the mistakes.

Comparative forms.




Retroalimentación

Unit 8: Project

presentation

Prueba Corta Nº 3

Gramática V

ILE-513

7

#14

EXAMEN FINAL

UNIDADES VI, VII,VIII, IX ( 25% )

Universidad Técnica Nacional

Course: Grammar V Score

Project: Oral Evaluating Rating Form

Student’s name: ___________________________________ Date:_______________

Instructions: Write X next to the statement that better describes the performance of the student.

CONTENT (Ideas) AND INSTRUCTIONS 10 pts

___ Always related with the topic.

___ Almost always related with the topic.

___ Sometimes related with the topic.

___ Seldom relates with the topic.

___ Unsatisfactory.

FLUENCY 5 pts

___ Carried out with confidence and creativity (self- confidence is shown).

___ Carried out adequately with some hesitation.

___ Carried out with hesitation.

___ Somewhat incomplete.

___ Unsatisfactory (if you read everything).

COMPREHENSIBILITY 5 pts

___ Message is always understood.

___ Message is almost always understood.

___ Message is sometimes understood.

___ Message is seldom understood.

___ Message is difficult or impossible to understand.

LINGUISTIC ELEMENTS - STRUCTURE 5 pts

___ Appropriate command of complex structures; few insignificant sporadic mistakes.

___ Some limitations with complex structures but generally appropriated.

___ Occasional errors with complex structures; some tendency to use mostly simple forms.

___ Frequent errors; deficient command of complex structures

___ Frequent structure misuse interferes with clear communication.

PRONUNCIATION 10 pts

____ Few insignificant deviations; effective in communication. Appropriate intonation and stress.

____ Some sporadic deviations; some pauses; intonation and stress are somewhat weak.

____ Occasional mispronunciation; some consistent errors;; intonation and stress are deficient.

____ Constant errors in several areas; too many pauses; intonation and stress are inappropriate.

____ Frequent errors interfere with clear communication.

ORIGINALITY AND CREATIVITY 5 pts

Gramática V

ILE-513

8

___ Excellent

___ Very good

___ Good

___ Regular

___ Deficient

Unit I:

Parts of the Speech

Translation Techniques.

Finding Mistakes. Parts of the Speech.

Traditional grammar classifies words based on eight parts of speech: the verb, the noun,

the pronoun, the adjective, the adverb, the preposition, the conjunction, and the interjection.

Each part of speech explains not what the word is, but how the word is used. In fact, the

same word can be a noun in one sentence and a verb or adjective in the next. The next few

examples show how a word's part of speech can change from one sentence to the next, and

following them is a series of sections on the individual parts of speech, followed by an

exercise.

Books are made of ink, paper, and glue.

In this sentence, "books" is a noun, the subject of the sentence.

Deborah waits patiently while Bridget books the tickets.

Here "books" is a verb, and its subject is "Bridget."

We walk down the street.

In this sentence, "walk" is a verb, and its subject is the pronoun "we."

The mail carrier stood on the walk.

In this example, "walk" is a noun, which is part of a prepositional phrase describing where

the mail carrier stood.

The town decided to build a new jail.

Here "jail" is a noun, which is the object of the infinitive phrase "to build."

The sheriff told us that if we did not leave town immediately he would jail us.

Here "jail" is part of the compound verb "would jail."

Gramática V

ILE-513

9

They heard high pitched cries in the middle of the night.

In this sentence, "cries" is a noun acting as the direct object of the verb "heard."

The baby cries all night long and all day long.

But here "cries" is a verb that describes the actions of the subject of the sentence, the baby.

The verb is perhaps the most important part of the sentence. A verb or compound

verb asserts something about the subject of the sentence and express actions, events, or

states of being. The verb or compound verb is the critical element of the predicate of a

sentence.

In each of the following sentences, the verb or compound verb is highlighted:

Dracula bites his victims on the neck.

The verb "bites" describes the action Dracula takes.

In early October, Giselle will plant twenty tulip bulbs.

Here the compound verb "will plant" describes an action that will take place in the future.

My first teacher was Miss Crawford, but I remember the janitor Mr. Weatherbee

more vividly.

In this sentence, the verb "was" (the simple past tense tense of "is") identifies a particular

person and the verb "remember" describes a mental action.

Karl Creelman bicycled around the world in 1899, but his diaries and his

bicycle were destroyed.

In this sentence, the compound verb "were destroyed" describes an action which took place

in the past.

A noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns are

usually the first words which small children learn. The highlighted words in the following

sentences are all nouns:

Late last year our neighbors bought a goat.

Portia White was an opera singer.

What is a verb?

What is a noun?

Gramática V

ILE-513

10

The bus inspector looked at all the passengers' passes.

According to Plutarch, the library at Alexandria was destroyed in 48 B.C.

Philosophy is of little comfort to the starving.

A noun can function in a sentence as a subject, a direct object, an indirect object, a subject

complement, an object complement, an appositive, an adjective or an adverb.

Noun Gender

Many common nouns, like "engineer" or "teacher," can refer to men or women. Once,

many English nouns would change form depending on their gender -- for example, a man

was called an "author" while a woman was called an "authoress" -- but this use of gender-

specific nouns is very rare today. Those that are still used occasionally tend to refer to

occupational categories, as in the following sentences.

David Garrick was a very prominent eighteenth-century actor.

Sarah Siddons was at the height of her career as an actress in the 1780s.

The manager was trying to write a want ad, but he couldn't decide whether he was

advertising for a "waiter" or a "waitress"

Noun Plurals

Most nouns change their form to indicate number by adding "-s" or "-es", as illustrated in

the following pairs of sentences:

When Matthew was small he rarely told the truth if he thought he was going to be

punished.

Many people do not believe that truths are self-evident.

As they walked through the silent house, they were startled by an unexpected echo.

I like to shout into the quarry and listen to the echoes that return.

He tripped over a box left carelessly in the hallway.

Since we are moving, we will need many boxes.

There are other nouns which form the plural by changing the last letter before adding "s". Some words ending in "f" form the plural by deleting "f" and adding "ves," and words

ending in "y" form the plural by deleting the "y" and adding "ies," as in the following pairs

of sentences:

The harbor at Marble Mountain has one wharf.

There are several wharves in Halifax Harbor.

Warsaw is their favorite city because it reminds them of their courtship.

The vacation my grandparents won includes trips to twelve European cities.

The children circled around the headmaster and shouted, "Are you a mouse or a

man?"

Gramática V

ILE-513

11

The audience was shocked when all five men admitted that they were afraid

of mice.

Other nouns form the plural irregularly. If English is your first language, you probably

know most of these already: when in doubt, consult a good dictionary.

Possessive Nouns

In the possessive case, a noun or pronoun changes its form to show that it owns or is

closely related to something else. Usually, nouns become possessive by adding a

combination of an apostrophe and the letter "s."

You can form the possessive case of a singular noun that does not end in "s" by adding an

apostrophe and "s," as in the following sentences:

The red suitcase is Cassandra's.

The only luggage that was lost was the prime minister's.

The exhausted recruits were woken before dawn by the drill sergeant's screams.

The miner's face was covered in coal dust.

You can form the possessive case of a singular noun that ends in "s" by adding an

apostrophe alone or by adding an apostrophe and "s," as in the following examples:

The bus's seats are very uncomfortable.

The bus' seats are very uncomfortable.

The film crew accidentally crushed the platypus's eggs.

The film crew accidentally crushed the platypus' eggs.

Felicia Hemans's poetry was once more popular than Lord Byron's.

Felicia Hemans' poetry was once more popular than Lord Byron's.

You can form the possessive case of a plural noun that does not end in "s" by adding an

apostrophe and a "s," as in the following examples:

The children's mittens were scattered on the floor of the porch.

The sheep's pen was mucked out every day.

Since we have a complex appeal process, a jury's verdict is not always final.

The men's hockey team will be playing as soon as the women's team is finished.

The hunter followed the moose's trail all morning but lost it in the afternoon.

You can form the possessive case of a plural noun that does end in "s" by adding an

apostrophe:

The concert was interrupted by the dogs' barking, the ducks' quacking, and

the babies' squalling.

The janitors' room is downstairs and to the left.

My uncle spent many hours trying to locate the squirrels' nest.

Gramática V

ILE-513

12

The archivist quickly finished repairing the diaries' bindings.

Religion is usually the subject of the roommates' many late night debates.

Using Possessive Nouns

When you read the following sentences, you will notice that a noun in the possessive case

frequently functions as an adjective modifying another noun:

The miner's face was covered in coal dust.

Here the possessive noun "miner's" is used to modify the noun "face" and together with the

article "the," they make up the noun phrase that is the sentence's subject.

The concert was interrupted by the dogs' barking, the ducks' quacking, and

the babies' squalling.

In this sentence, each possessive noun modifies a gerund. The possessive noun "dogs"'

modifies "barking," "ducks"' modifies "quacking," and "babies"' modifies "squalling."

The film crew accidentally crushed the platypus's eggs.

In this example the possessive noun "platypus's" modifies the noun "eggs" and the noun

phrase "the platypus's eggs" is the direct object of the verb "crushed."

My uncle spent many hours trying to locate the squirrels' nest.

In this sentence the possessive noun "squirrels"' is used to modify the noun "nest" and the

noun phrase "the squirrels' nest" is the object of the infinitive phrase "to locate."

Types Of Nouns

There are many different types of nouns. As you know, you capitalize some nouns, such as

"Canada" or "Louise," and do not capitalize others, such as "badger" or "tree" (unless they

appear at the beginning of a sentence). In fact, grammarians have developed a whole series

of noun types, including the proper noun, the common noun, the concrete noun, the abstract

noun, the countable noun (also called the count noun), the non-countable noun (also called

the mass noun), and the collective noun. You should note that a noun will belong to more

than one type: it will be proper or common, abstract or concrete, and countable or non-countable or collective.

Proper Nouns

You always write a proper noun with a capital letter, since the noun represents the name

of a specific person, place, or thing. The names of days of the week, months, historical

documents, institutions, organizations, religions, their holy texts and their adherents are

proper nouns. A proper noun is the opposite of a common noun

Gramática V

ILE-513

13

In each of the following sentences, the proper nouns are highlighted:

The Marroons were transported from Jamaica and forced to build the fortifications

in Halifax.

Many people dread Monday mornings.

Beltane is celebrated on the first of May.

Abraham appears in the Talmud and in the Koran.

Last year, I had a Baptist, a Buddhist, and a Gardnerian Witch as roommates.

Common Nouns

A common noun is a noun referring to a person, place, or thing in a general sense --

usually, you should write it with a capital letter only when it begins a sentence. A common

noun is the opposite of a proper noun.

In each of the following sentences, the common nouns are highlighted:

According to the sign, the nearest town is 60 miles away.

All the gardens in the neighborhood were invaded by beetles this summer.

I don't understand why some people insist on having six

different kinds of mustard in their cupboards.

The road crew was startled by the sight of three large moose crossing the road.

Many child-care workers are underpaid.

Sometimes you will make proper nouns out of common nouns, as in the following

examples:

The tenants in the Garnet Apartments are appealing the large and sudden increase

in their rent.

The meals in the Bouncing Bean Restaurant are less expensive than meals in

ordinary restaurants.

Many witches refer to the Renaissance as the Burning Times.

The Diary of Anne Frank is often a child's first introduction to the history of

the Holocaust.

Concrete Nouns

A concrete noun is a noun which names anything (or anyone) that you can perceive

through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the

opposite of an abstract noun.

The highlighted words in the following sentences are all concrete nouns:

The judge handed the files to the clerk.

Whenever they take the dog to the beach, it spends hours chasing waves.

Gramática V

ILE-513

14

The real estate agent urged the couple to buy the second house because it had

new shingles.

As the car drove past the park, the thump of a disco tune overwhelmed the

string quartet's rendition of a minuet.

The book binder replaced the flimsy paper cover with a sturdy, cloth-

covered board.

Abstract Nouns

An abstract noun is a noun which names anything which you can not perceive through

your five physical senses, and is the opposite of a concrete noun. The highlighted words in

the following sentences are all abstract nouns:

Buying the fire extinguisher was an afterthought.

Tillie is amused by people who are nostalgic about childhood.

Justice often seems to slip out of our grasp.

Some scientists believe that schizophrenia is transmitted genetically.

Countable Nouns

A countable noun (or count noun) is a noun with both a singular and a plural form, and it

names anything (or anyone) that you can count. You can make a countable noun plural and

attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable

nouns and collective nouns.

In each of the following sentences, the highlighted words are countable nouns:

We painted the table red and the chairs blue.

Since he inherited his aunt's library, Jerome spends every weekend indexing

his books.

Miriam found six silver dollars in the toe of a sock.

The oak tree lost three branches in the hurricane.

Over the course of twenty-seven years, Martha Ballad delivered just over eight hundred babies.

Non-Countable Nouns

A non-countable noun (or mass noun) is a noun which does not have a plural form, and

which refers to something that you could (or would) not usually count. A non-countable

noun always takes a singular verb in a sentence. Non-countable nouns are similar to

collective nouns, and are the opposite of countable nouns.

The highlighted words in the following sentences are non-countable nouns:

Joseph Priestly discovered oxygen.

Gramática V

ILE-513

15

The word "oxygen" cannot normally be made plural.

Oxygen is essential to human life.

Since "oxygen" is a non-countable noun, it takes the singular verb "is" rather than the plural

verb "are."

We decided to sell the furniture rather than take it with us when we moved.

You cannot make the noun "furniture" plural.

The furniture is heaped in the middle of the room.

Since "furniture" is a non-countable noun, it takes a singular verb, "is heaped."

The crew spread the gravel over the roadbed.

You cannot make the non-countable noun "gravel" plural.

Gravel is more expensive than I thought.

Since "gravel" is a non-countable noun, it takes the singular verb form "is."

Collective Nouns

A collective noun is a noun naming a group of things, animals, or persons. You could

count the individual members of the group, but you usually think of the group as a whole is

generally as one unit. You need to be able to recognize collective nouns in order to

maintain subject-verb agreement. A collective noun is similar to a non-countable noun, and

is roughly the opposite of a countable noun.

In each of the following sentences, the highlighted word is a collective noun:

The flock of geese spends most of its time in the pasture.

The collective noun "flock" takes the singular verb "spends."

The jury is dining on take-out chicken tonight.

In this example the collective noun "jury" is the subject of the singular compound verb "is

dining."

The steering committee meets every Wednesday afternoon.

Here the collective noun "committee" takes a singular verb, "meets."

The class was startled by the bursting light bulb.

Gramática V

ILE-513

16

In this sentence the word "class" is a collective noun and takes the singular compound verb

"was startled."

A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which,"

"none," and "you" to make your sentences less cumbersome and less repetitive.

Grammarians classify pronouns into several types, including the personal pronoun, the

demonstrative pronoun, the interrogative pronoun, the indefinite pronoun, the relative

pronoun, the reflexive pronoun, and the intensive pronoun.

Personal Pronouns

A personal pronoun refers to a specific person or thing and changes its form to

indicate person, number, gender, and case.

Subjective Personal Pronouns

A subjective personal pronoun indicates that the pronoun is acting as the subject of the

sentence. The subjective personal pronouns are "I," "you," "she," "he," "it," "we," "you,"

"they."

In the following sentences, each of the highlighted words is a subjective personal pronoun

and acts as the subject of the sentence:

I was glad to find the bus pass in the bottom of the green knapsack.

You are surely the strangest child I have ever met.

When she was a young woman, she earned her living as a coal miner.

After many years, they returned to their homeland.

We will meet at the library at 3:30 p.m.

It is on the counter.

Are you the delegates from Malagawatch?

Objective Personal Pronouns

An objective personal pronoun indicates that the pronoun is acting as an object of

a verb, compound verb, preposition, or infinitive phrase. The objective personal pronouns

are: "me," "you," "her," "him," "it," "us," "you," and "them."

In the following sentences, each of the highlighted words is an objective personal pronoun:

Seamus stole the selkie's skin and forced her to live with him.

The objective personal pronoun "her" is the direct object of the verb "forced" and the

objective personal pronoun "him" is the object of the preposition "with."

What is a pronoun?

Gramática V

ILE-513

17

After reading the pamphlet, Judy threw it into the garbage can.

The pronoun "it" is the direct object of the verb "threw."

The agitated assistant stood up and faced the angry delegates and said, "Our leader

will address you in five minutes."

In this sentence, the pronoun "you" is the direct object of the verb "address."

Deborah and Roberta will meet us at the newest café in the market.

Here the objective personal pronoun "us" is the direct object of the compound verb "will

meet."

Give the list to me.

Here the objective personal pronoun "me" is the object of the preposition "to."

I'm not sure that my contact will talk to you.

Similarly in this example, the objective personal pronoun "you" is the object of the

preposition "to."

Christopher was surprised to see her at the drag races.

Here the objective personal pronoun "her" is the object of the infinitive phrase "to see."

Possessive Personal Pronouns

A possessive pronoun indicates that the pronoun is acting as a marker of possession and

defines who owns a particular object or person. The possessive personal pronouns are

"mine," "yours," "hers," "his," "its," "ours," and "theirs." Note that possessive personal

pronouns are very similar to possessive adjectives like "my," "her," and "their."

In each of the following sentences, the highlighted word is a possessive personal pronoun:

The smallest gift is mine.

Here the possessive pronoun "mine" functions as a subject complement.

This is yours.

Here too the possessive pronoun "yours" functions as a subject complement.

His is on the kitchen counter.

In this example, the possessive pronoun "his" acts as the subject of the sentence.

Gramática V

ILE-513

18

Theirs will be delivered tomorrow.

In this sentence, the possessive pronoun "theirs" is the subject of the sentence.

Ours is the green one on the corner.

Here too the possessive pronoun "ours" function as the subject of the sentence.

Demonstrative Pronouns

A demonstrative pronoun points to and identifies a noun or a pronoun. "This" and "these"

refer to things that are nearby either in space or in time, while "that" and "those" refer to

things that are farther away in space or time.

The demonstrative pronouns are "this," "that," "these," and "those." "This" and "that" are

used to refer to singular nouns or noun phrases and "these" and "those" are used to refer

to plural nouns and noun phrases. Note that the demonstrative pronouns are identical to

demonstrative adjectives, though, obviously, you use them differently. It is also important

to note that "that" can also be used as a relative pronoun.

In the following sentences, each of the highlighted words is a demonstrative pronoun:

This must not continue.

Here "this" is used as the subject of the compound verb "must not continue."

This is puny; that is the tree I want.

In this example "this" is used as subject and refers to something close to the speaker. The

demonstrative pronoun "that" is also a subject but refers to something farther away from the

speaker.

Three customers wanted these.

Here "these" is the direct object of the verb "wanted."

Interrogative Pronouns

An interrogative pronoun is used to ask questions. The interrogative pronouns are "who,"

"whom," "which," "what" and the compounds formed with the suffix "ever" ("whoever,"

"whomever," "whichever," and "whatever"). Note that either "which" or "what" can also be used as an interrogative adjective, and that "who," "whom," or "which" can also be used as

a relative pronoun.

You will find "who," "whom," and occasionally "which" used to refer to people, and

"which" and "what" used to refer to things and to animals.

Gramática V

ILE-513

19

"Who" acts as the subject of a verb, while "whom" acts as the object of a verb, preposition,

or a verbal.

The highlighted word in each of the following sentences is an interrogative pronoun:

Which wants to see the dentist first?

"Which" is the subject of the sentence.

Who wrote the novel Rockbound?

Similarly "who" is the subject of the sentence.

Whom do you think we should invite?

In this sentence, "whom" is the object of the verb "invite."

To whom do you wish to speak?

Here the interrogative pronoun "whom” is the object of the preposition "to."

Who will meet the delegates at the train station?

In this sentence, the interrogative pronoun "who" is the subject of the compound verb "will

meet."

To whom did you give the paper?

In this example the interrogative pronoun "whom" is the object of the preposition "to."

What did she say?

Here the interrogative pronoun "what" is the direct object of the verb "say."

Relative Pronouns

You can use a relative pronoun is used to link one phrase or clause to another phrase or

clause. The relative pronouns are "who," "whom," "that," and "which." The compounds

"whoever," "whomever," and "whichever" are also relative pronouns.

You can use the relative pronouns "who" and "whoever" to refer to the subject of a clause

or sentence, and "whom" and "whomever" to refer to the objects of a verb, a verbal or a

preposition.

In each of the following sentences, the highlighted word is a relative pronoun.

You may invite whomever you like to the party.

Gramática V

ILE-513

20

The relative pronoun "whomever" is the direct object of the compound verb "may invite."

The candidate who wins the greatest popular vote is not always elected.

In this sentence, the relative pronoun is the subject of the verb "wins" and introduces

the subordinate clause "who wins the greatest popular vote." This subordinate clause acts as

an adjective modifying "candidate."

In a time of crisis, the manager asks the workers whom she believes to be the most

efficient to arrive an hour earlier than usual.

In this sentence "whom" is the direct object of the verb "believes" and introduces the

subordinate clause "whom she believes to be the most efficient". This subordinate clause

modifies the noun "workers."

Whoever broke the window will have to replace it.

Here "whoever" functions as the subject of the verb "broke."

The crate which was left in the corridor has now been moved into the storage closet.

In this example "which" acts as the subject of the compound verb "was left" and introduces

the subordinate clause "which was left in the corridor." The subordinate clause acts as an

adjective modifying the noun "crate."

I will read whichever manuscript arrives first.

Here "whichever" modifies the noun "manuscript" and introduces the subordinate clause

"whichever manuscript arrives first." The subordinate clause functions as the direct object

of the compound verb "will read."

Indefinite Pronouns

An indefinite pronoun is a pronoun referring to an identifiable but not specified person or

thing. An indefinite pronoun conveys the idea of all, any, none, or some.

The most common indefinite pronouns are "all," "another," "any," "anybody," "anyone,"

"anything," "each," "everybody," "everyone," "everything," "few," "many," "nobody,"

"none," "one," "several," "some," "somebody," and "someone." Note that some indefinite

pronouns can also be used as indefinite adjectives.

The highlighted words in the following sentences are indefinite pronouns:

Many were invited to the lunch but only twelve showed up.

Here "many" acts as the subject of the compound verb "were invited."

Gramática V

ILE-513

21

The office had been searched and everything was thrown onto the floor.

In this example, "everything" acts as a subject of the compound verb "was thrown."

We donated everything we found in the attic to the woman's shelter garage sale.

In this sentence, "everything" is the direct object of the verb "donated."

Although they looked everywhere for extra copies of the magazine, they

found none.

Here too the indefinite pronoun functions as a direct object: "none" is the direct object of

"found."

Make sure you give everyone a copy of the amended bylaws.

In this example, "everyone" is the indirect object of the verb "give" -- the direct object is

the noun phrase "a copy of the amended bylaws."

Give a registration package to each.

Here "each" is the object of the preposition "to."

Reflexive Pronouns

You can use a reflexive pronoun to refer back to the subject of the clause or sentence.

The reflexive pronouns are "myself," "yourself," "herself," "himself," "itself," "ourselves,"

"yourselves," and "themselves." Note each of these can also act as an intensive pronoun.

Each of the highlighted words in the following sentences is a reflexive pronoun:

Diabetics give themselves insulin shots several times a day.

The Dean often does the photocopying herself so that the secretaries can do more

important work.

After the party, I asked myself why I had faxed invitations to everyone in my office

building.

Richard usually remembered to send a copy of his e-mail to himself.

Although the landlord promised to paint the apartment, we ended up doing

it ourselves.

Intensive Pronouns

An intensive pronoun is a pronoun used to emphasize its antecedent. Intensive pronouns

are identical in form to reflexive pronouns.

Gramática V

ILE-513

22

The highlighted words in the following sentences are intensive pronouns:

I myself believe that aliens should abduct my sister.

The Prime Minister himself said that he would lower taxes.

They themselves promised to come to the party even though they had a final exam

at the same time.

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying

words. An adjective usually precedes the noun or the pronoun which it modifies.

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper.

The small boat foundered on the wine dark sea.

The coal mines are dark and dank.

Many stores have already begun to play irritating Christmas music.

A battered music box sat on the mahogany sideboard.

The back room was filled with large, yellow rain boots.

An adjective can be modified by an adverb, or by a phrase or clause functioning as an

adverb. In the sentence

My husband knits intricately patterned mittens.

for example, the adverb "intricately" modifies the adjective "patterned."

Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the

sentence

Eleanor listened to the muffled sounds of the radio hidden under her pillow.

for example, both highlighted adjectives are past participles.

Grammarians also consider articles ("the," "a," "an") to be adjectives.

Possessive Adjectives

A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is similar or

identical to a possessive pronoun; however, it is used as an adjective and modifies a noun

or a noun phrase, as in the following sentences:

I can't complete my assignment because I don't have the textbook.

What is an adjective?

Gramática V

ILE-513

23

In this sentence, the possessive adjective "my" modifies "assignment" and the noun phrase

"my assignment" functions as an object. Note that the possessive pronoun form "mine" is

not used to modify a noun or noun phrase.

What is your phone number?

Here the possessive adjective "your" is used to modify the noun phrase "phone number";

the entire noun phrase "your phone number" is a subject complement. Note that the

possessive pronoun form "yours" is not used to modify a noun or a noun phrase.

The bakery sold his favorite type of bread.

In this example, the possessive adjective "his" modifies the noun phrase "favorite type of

bread" and the entire noun phrase "his favorite type of bread" is the direct object of

the verb "sold."

After many years, she returned to her homeland.

Here the possessive adjective "her" modifies the noun "homeland" and the noun phrase "her

homeland" is the object of the preposition “to." Note also that the form "hers" is not used to

modify nouns or noun phrases.

We have lost our way in this wood.

In this sentence, the possessive adjective "our" modifies "way" and the noun phrase "our

way" is the direct object of the compound verb “have lost". Note that the possessive

pronoun form "ours" is not used to modify nouns or noun phrases.

In many fairy tales, children are neglected by their parents.

Here the possessive adjective "their" modifies "parents" and the noun phrase "their parents"

is the object of the preposition "by." Note that the possessive pronoun form "theirs" is not

used to modify nouns or noun phrases.

The cat chased its ball down the stairs and into the backyard.

In this sentence, the possessive adjective "its" modifies "ball" and the noun phrase "its ball"

is the object of the verb "chased." Note that "its" is the possessive adjective and "it's" is

a contraction for "it is."

Demonstrative Adjectives

The demonstrative adjectives "this," "these," "that," "those," and "what" are identical to

the demonstrative pronouns, but are used as adjectives to modify nouns or noun phrases, as

in the following sentences:

Gramática V

ILE-513

24

When the librarian tripped over that cord, she dropped a pile of books.

In this sentence, the demonstrative adjective "that" modifies the noun "cord" and the noun

phrase "that cord" is the object of the preposition "over."

This apartment needs to be fumigated.

Here "this" modifies "apartment" and the noun phrase "this apartment" is the subject of the

sentence.

Even though my friend preferred those plates, I bought these.

In the subordinate clause, "those" modifies "plates" and the noun phrase "those plates" is

the object of the verb "preferred." In the independent clause, "these" is the direct object of

the verb "bought."

Note that the relationship between a demonstrative adjective and a demonstrative pronoun

is similar to the relationship between a possessive adjective and a possessive pronoun, or to

that between a interrogative adjective and an interrogative pronoun.

Interrogative Adjectives

An interrogative adjective ("which" or "what") is like an interrogative pronoun, except

that it modifies a noun or noun phrase rather than standing on its own (see also

demonstrative adjectives and possessive adjectives):

Which plants should be watered twice a week?

Like other adjectives, "which" can be used to modify a noun or a noun phrase. In this

example, "which" modifies "plants" and the noun phrase "which plants" is the subject of the

compound verb "should be watered":

What book are you reading?

In this sentence, "what" modifies "book" and the noun phrase "what book" is the direct

object of the compound verb "are reading."

Indefinite Adjectives

An indefinite adjective is similar to an indefinite pronoun, except that it modifies a noun, pronoun, or noun phrase, as in the following sentences:

Many people believe that corporations are under-taxed.

The indefinite adjective "many" modifies the noun "people" and the noun phrase "many

people" is the subject of the sentence.

Gramática V

ILE-513

25

I will send you any mail that arrives after you have moved to Sudbury.

The indefinite adjective "any" modifies the noun "mail" and the noun phrase "any mail" is

the direct object of the compound verb "will send."

They found a few goldfish floating belly up in the swan pound.

In this example the indefinite adjective modifies the noun "goldfish" and the noun phrase is

the direct object of the verb "found":

The title of Kelly's favorite game is "All dogs go to heaven."

Here the indefinite pronoun "all" modifies "dogs" and the full title is a subject complement.

An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An

adverb indicates manner, time, place, cause, or degree and answers questions such as

"how," "when," "where," "how much".

While some adverbs can be identified by their characteristic "ly" suffix, most of them must

be identified by untangling the grammatical relationships within the sentence or clause as a

whole. Unlike an adjective, an adverb can be found in various places within the sentence.

In the following examples, each of the highlighted words is an adverb:

The seamstress quickly made the mourning clothes.

In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what

manner (or how fast) the clothing was constructed.

The midwives waited patiently through a long labor.

Similarly in this sentence, the adverb "patiently" modifies the verb "waited" and describes

the manner in which the midwives waited.

The boldly spoken words would return to haunt the rebel.

In this sentence the adverb "boldly" modifies the adjective "spoken."

We urged him to dial the number more expeditiously.

Here the adverb "more" modifies the adverb "expeditiously."

Unfortunately, the bank closed at three today.

In this example, the adverb "unfortunately" modifies the entire sentence.

What is an adverb?

Gramática V

ILE-513

26

Conjunctive Adverbs

You can use a conjunctive adverb to join two clauses together. Some of the most common

conjunctive adverbs are "also," "consequently," "finally," "furthermore," "hence,"

"however," "incidentally," "indeed," "instead," "likewise," "meanwhile," "nevertheless,"

"next," "nonetheless," "otherwise," "still," "then," "therefore," and "thus." A conjunctive

adverb is not strong enough to join two independent clauses without the aid of a semicolon.

The highlighted words in the following sentences are conjunctive adverbs:

The government has cut university budgets; consequently, class sizes have been

increased.

He did not have all the ingredients the recipe called for; therefore, he decided to

make something else.

The report recommended several changes to the ways the corporation accounted for

donations; furthermore, it suggested that a new auditor be appointed immediately.

The crowd waited patiently for three hours; finally, the doors to the stadium were

opened.

Batman and Robin fruitlessly searched the building; indeed, the Joker had escaped

through a secret door in the basement.

A preposition links nouns, pronouns and phrases to other words in a sentence. The word or

phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to

the rest of the sentence as in the following examples:

The book is on the table.

The book is beneath the table.

The book is leaning against the table.

The book is beside the table.

She held the book over the table.

She read the book during class.

In each of the preceding sentences, a preposition locates the noun "book" in space or in

time.

A prepositional phrase is made up of the preposition, its object and any

associated adjectives or adverbs. A prepositional phrase can function as a noun, an

adjective, or an adverb. The most common prepositions are "about," "above," "across,"

"after," "against," "along," "among," "around," "at," "before," "behind," "below,"

"beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during,"

What is a preposition?

Gramática V

ILE-513

27

"except," "for," "from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out,"

"outside," "over," "past," "since," "through," "throughout," "till," "to," "toward," "under,"

"underneath," "until," "up," "upon," "with," "within," and "without."

Each of the highlighted words in the following sentences is a preposition:

The children climbed the mountain without fear.

In this sentence, the preposition "without" introduces the noun "fear." The prepositional

phrase "without fear" functions as an adverb describing how the children climbed.

There was rejoicing throughout the land when the government was defeated.

Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional

phrase acts as an adverb describing the location of the rejoicing.

The spider crawled slowly along the banister.

The preposition "along" introduces the noun phrase "the banister" and the prepositional

phrase "along the banister" acts as an adverb, describing where the spider crawled.

The dog is hiding under the porch because it knows it will be punished for chewing

up a new pair of shoes.

Here the preposition "under" introduces the prepositional phrase "under the porch," which

acts as an adverb modifying the compound verb "is hiding."

The screenwriter searched for the manuscript he was certain was somewhere in his

office.

Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his

office," which acts as an adverb describing the location of the missing papers.

You can use a conjunction to link words, phrases, and clauses, as in the following

example:

I ate the pizza and the pasta.

Call the movers when you are ready.

Coordinating Conjunctions

You use a coordinating conjunction ("and," "but," "or," "nor," "for," "so," or "yet") to join

individual words, phrases, and independent clauses. Note that you can also use the

conjunctions "but" and "for" as prepositions.

What is a conjunction?

Gramática V

ILE-513

28

In the following sentences, each of the highlighted words is a coordinating conjunction:

Lilacs and violets are usually purple.

In this example, the coordinating conjunction "and" links two nouns.

This movie is particularly interesting to feminist film theorists, for the screenplay

was written by Mae West.

In this example, the coordinating conjunction "for" is used to link two independent clauses.

Daniel's uncle claimed that he spent most of his youth dancing on

rooftops and swallowing goldfish.

Here the coordinating conjunction "and" links two participle phrases ("dancing on rooftops"

and "swallowing goldfish") which act as adverbs describing the verb "spends."

Subordinating Conjunctions

A subordinating conjunction introduces a dependent clause and indicates the nature of the

relationship among the independent clause(s) and the dependent clause(s).

The most common subordinating conjunctions are "after," "although," "as," "because,"

"before," "how," "if," "once," "since," "than," "that," "though," "till," "until," "when,"

"where," "whether," and "while."

Each of the highlighted words in the following sentences is a subordinating conjunction:

After she had learned to drive, Alice felt more independent.

The subordinating conjunction "after" introduces the dependent clause "After she had

learned to drive."

If the paperwork arrives on time, your cheque will be mailed on Tuesday.

Similarly, the subordinating conjunction "if" introduces the dependent clause "If the

paperwork arrives on time."

Gerald had to begin his thesis over again when his computer crashed.

The subordinating conjunction "when" introduces the dependent clause "when his computer

crashed."

Midwifery advocates argue that home births are safer because the mother and baby

are exposed to fewer people and fewer germs.

Gramática V

ILE-513

29

In this sentence, the dependent clause "because the mother and baby are exposed to fewer

people and fewer germs" is introduced by the subordinating conjunction "because."

Correlative Conjunctions

Correlative conjunctions always appear in pairs -- you use them to link equivalent

sentence elements. The most common correlative conjunctions are "both...and,"

"either...or," "neither...nor,", "not only...but also," "so...as," and "whether...or." (Technically

correlative conjunctions consist simply of a coordinating conjunction linked to

an adjective or adverb.)

The highlighted words in the following sentences are correlative conjunctions:

Both my grandfather and my father worked in the steel plant.

In this sentence, the correlative conjunction "both...and" is used to link the two noun

phrases that act as the compound subject of the sentence: "my grandfather" and "my

father".

Bring either a Jello salad or a potato scallop.

Here the correlative conjunction "either...or" links two noun phrases: "a Jello salad" and "a

potato scallop."

Corinne is trying to decide whether to go to medical school or to go to law school.

Similarly, the correlative conjunction "whether ... or" links the two infinitive phrases "to go

to medical school" and "to go to law school."

The explosion destroyed not only the school but also the neighboring pub.

In this example the correlative conjunction "not only ... but also" links the two noun phrases

("the school" and "neighboring pub") which act as direct objects.

Note: some words which appear as conjunctions can also appear as prepositions or as

adverbs.

An interjection is a word added to a sentence to convey emotion. It is not grammatically

related to any other part of the sentence.

You usually follow an interjection with an exclamation mark. Interjections are uncommon

in formal academic prose, except in direct quotations.

What is an interjection?

Gramática V

ILE-513

30

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

Oh no, I forgot that the exam was today.

Hey! Put that down!

I heard one guy say to another guy, "He has a new car, eh?"

I don't know about you but, good lord, I think taxes are too high!

Exercise # 1

http://arts.uottawa.ca/writingcentre/en/hypergrammar/the-parts-of-speech/review-parts-of-

speech

Parts of Speech

https://prezi.com/gfxcor-sfp9c/parts-of-speech-types-of-sentences-common-errors/

Common Grammatical Mistakes

1. Dangling modifier: a modifying word or phrase that is not properly matched with

the word it modifies. Dangling modifiers often occur at the beginnings of sentences.

—Traveling north, the trees get smaller.

In this sentence, traveling north is meant to describe the person who travels, but instead it

describes trees, which don’t travel at all. One correct version would be:

—Traveling north, I notice that the trees get smaller.

2. Squinting modifier: a modifier that is placed ambiguously, so that it is unclear

whether it modifies the word before it or the word after it.

—People who travel in Europe often prefer to stay in affordable hotels.

This could mean either “People who travel often in Europe prefer to stay in affordable

hotels” or “Often, people who travel in Europe prefer to stay in affordable hotels.”

3. Pronoun confusion: pronouns that do not have clear antecedents make sentences

confusing.

—Jacob called a neighbor to ask about his car.

His could refer to Jacob or the neighbor. A correct version would be:

—Jacob called a neighbor to ask about the neighbor’s car.

4. Split infinitives: when possible, no words should come between to and the main

verb in an infinitive.

—Incorrect: He decided to boldly go where no man had gone before.

—Correct: He decided to go boldly where no man had gone before.

5. Comma splicing: Joining two independent clauses with a comma rather than a

semicolon or period creates a run-on sentence.

—Incorrect: Many people think I’m tall, they don’t realize I wear platform shoes.

—Correct: Many people think I’m tall; they don’t realize I wear platform shoes.

6. Double negatives: When applied to the same word or phrase, two negative

modifiers confuse the meaning of the sentence.

—Incorrect: I haven’t hardly begun to think of my plans for next year.

—Correct: I have hardly begun to think of my plans for next year.

http://arts.uottawa.ca/writingcentre/en/hypergrammar/the-parts-of-speech/review-parts-of-speech

http://arts.uottawa.ca/writingcentre/en/hypergrammar/the-parts-of-speech/review-parts-of-speech

https://prezi.com/gfxcor-sfp9c/parts-of-speech-types-of-sentences-common-errors/

Gramática V

ILE-513

31

Unit II:

Expressing Perfect Tenses (Part I)

Form and basic meaning of the present perfect tense.

Form and basic meaning of the past perfect tense.

Continuous forms of the present tense.

Negative positive and questions with perfect tenses.

Shift tenses structures.

Complex and compound sentences.

Form and basic meaning of the present perfect tense.

The present perfect simple expresses an action that is still going on or that stopped recently,

but has an influence on the present. It puts emphasis on the result.

Form of Present Perfect

Positive Negative Question

I / you / we / they I have spoken. I have not spoken. Have I spoken?

he / she / it He has spoken. He has not spoken. Has he spoken?

For irregular verbs, use the participle form. For regular verbs, just add “ed”.

Exceptions in Spelling when Adding ‘ed’

Exceptions in spelling when adding ed Example

after a final e only add d love – loved

final consonant after a short, stressed vowel

or l as final consonant after a vowel is doubled

admit – admitted

travel – travelled

final y after a consonant becomes i hurry – hurried

Gramática V

ILE-513

32

Use of Present Perfect

puts emphasis on the result

Example: She has written five letters.

action that is still going on

Example: School has not started yet.

action that stopped recently

Example: She has cooked dinner.

finished action that has an influence on the present

Example: I have lost my key.

action that has taken place once, never or several times before the moment of

speaking

Example: I have never been to Australia.

Signal Words of Present Perfect

already, ever, just, never, not yet, so far, till now, up to now

Exercise # 1

http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple

Form and basic meaning of the past perfect tense.

We use the past perfect tense fairly often in English.

1: A completed action before something else in the past.

When we arrived, the film had started. (= first the film started, then later we

arrived)

2: To explain or give a reason for something in the past.

I'd eaten dinner so I wasn't hungry.

It had snowed in the night, so the bus didn't arrive.

http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple

Gramática V

ILE-513

33

3: Stative verbs only: something that started in the past and continued up to another

action in the past.

When he graduated, he had been in London for six years.

(= he arrived in London six years before he graduated and lived there continuously

until he graduated, or even longer)

4: As part of the third conditional.

If I had known you were ill, I would have visited you.

FORM

[had + past participle]

Examples:

You had studied English before you moved to New York.

Had you studied English before you moved to New York?

You had not studied English before you moved to New York.

USE 1 Completed Action Before Something in the Past

The Past Perfect expresses the idea that something occurred before another action in the

past. It can also show that something happened before a specific time in the past.

Examples:

I had never seen such a beautiful beach before I went to Kauai.

I did not have any money because I had lost my wallet.

Tony knew Istanbul so well because he had visited the city several times.

Had Susan ever studied Thai before she moved to Thailand?

She only understood the movie because she had read the book.

Kristine had never been to an opera before last night.

http://www.perfect-english-grammar.com/stative-verbs.html

http://www.perfect-english-grammar.com/conditionals.html

Gramática V

ILE-513

34

We were not able to get a hotel room because we had not booked in advance.

A: Had you ever visited the U.S. before your trip in 2006?

B: Yes, I had been to the U.S. once before.

USE 2 Duration Before Something in the Past (Non-Continuous Verbs)

With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the

Past Perfect to show that something started in the past and continued up until another action

in the past.

Examples:

We had had that car for ten years before it broke down.

By the time Alex finished his studies, he had been in London for over eight years.

They felt bad about selling the house because they had owned it for more than

forty years.

Although the above use of Past Perfect is normally limited to Non-Continuous Verbs and

non-continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are

sometimes used in this way even though they are NOT Non-Continuous Verbs.

IMPORTANT Specific Times with the Past Perfect

Unlike with the Present Perfect, it is possible to use specific time words or phrases with the

Past Perfect. Although this is possible, it is usually not necessary.

Example:

She had visited her Japanese relatives once in 1993 before she moved in with them

in 1996.

MOREOVER

If the Past Perfect action did occur at a specific time, the Simple Past can be used instead of

the Past Perfect when "before" or "after" is used in the sentence. The words "before" and

http://www.englishpage.com/verbpage/types.html

http://www.englishpage.com/verbpage/types.html

http://www.englishpage.com/verbpage/presentperfect.html

Gramática V

ILE-513

35

"after" actually tell you what happens first, so the Past Perfect is optional. For this reason,

both sentences below are correct.

Examples:

She had visited her Japanese relatives once in 1993 before she moved in with them

in 1996.

She visited her Japanese relatives once in 1993 before she moved in with them in

1996.

HOWEVER

If the Past Perfect is not referring to an action at a specific time, Past Perfect is not optional.

Compare the examples below. Here Past Perfect is referring to a lack of experience rather

than an action at a specific time. For this reason, Simple Past cannot be used.

Examples:

She never saw a bear before she moved to Alaska. Not Correct

She had never seen a bear before she moved to Alaska. Correct

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never,

ever, still, just, etc.

Examples:

You had previously studied English before you moved to New York.

Had you previously studied English before you moved to New York?

ACTIVE / PASSIVE

Examples:

George had repaired many cars before he received his mechanic's license. ACTIVE

Many cars had been repaired by George before he received his mechanic's

license. PASSIVE

Gramática V

ILE-513

36

Continuous forms of the present tense.

Past Perfect Continuous

FORM

[had been + present participle]

Examples:

You had been waiting there for more than two hours when she finally arrived.

Had you been waiting there for more than two hours when she finally arrived?

You had not been waiting there for more than two hours when she finally arrived.

USE 1 Duration Before Something in the Past

We use the Past Perfect Continuous to show that something started in the past and

continued up until another time in the past. "For five minutes" and "for two weeks" are both

durations which can be used with the Past Perfect Continuous. Notice that this is related to

the Present Perfect Continuous; however, the duration does not continue until now, it stops

before something else in the past.

Examples:

They had been talking for over an hour before Tony arrived.

She had been working at that company for three years when it went out of

business.

How long had you been waiting to get on the bus?

Mike wanted to sit down because he had been standing all day at work.

James had been teaching at the university for more than a year before he left for

Asia.

A: How long had you been studying Turkish before you moved to Ankara?

B: I had not been studying Turkish very long.

http://www.englishpage.com/verbpage/presentperfectcontinuous.html

Gramática V

ILE-513

37

USE 2 Cause of Something in the Past

Using the Past Perfect Continuous before another action in the past is a good way to show

cause and effect.

Examples:

Jason was tired because he had been jogging.

Sam gained weight because he had been overeating.

Betty failed the final test because she had not been attending class.

Past Continuous vs. Past Perfect Continuous

If you do not include a duration such as "for five minutes," "for two weeks" or "since

Friday," many English speakers choose to use the Past Continuous rather than the Past

Perfect Continuous. Be careful because this can change the meaning of the sentence. Past

Continuous emphasizes interrupted actions, whereas Past Perfect Continuous emphasizes a

duration of time before something in the past. Study the examples below to understand the

difference.

Examples:

He was tired because he was exercising so hard.

THIS SENTENCE EMPHASIZES THAT HE WAS TIRED BECAUSE HE WAS EXERCISING AT THAT

EXACT MOMENT.

He was tired because he had been exercising so hard.

THIS SENTENCE EMPHASIZES THAT HE WAS TIRED BECAUSE HE HAD BEEN EXERCISING

OVER A PERIOD OF TIME. IT IS POSSIBLE THAT HE WAS STILL EXERCISING AT THAT

MOMENT OR THAT HE HAD JUST FINISHED.

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never,

ever, still, just, etc.

Examples:

You had only been waiting there for a few minutes when she arrived.

Had you only been waiting there for a few minutes when she arrived?

Gramática V

ILE-513

38

ACTIVE / PASSIVE

Examples:

Chef Jones had been preparing the restaurant's fantastic dinners for two years

before he moved to Paris. ACTIVE

The restaurant's fantastic dinners had been being prepared by Chef Jones for two

years before he moved to Paris. PASSIVE

NOTE: Passive forms of the Past Perfect Continuous are not common.

Negative positive and questions with perfect tenses.

The Present Perfect Simple Tense

To make the positive present perfect tense, use:

'have' / 'has' + the past participle

Make the past participle by adding 'ed' to regular verbs (for example, 'play'

becomes 'played')

There are a few verbs that change their spelling when you add 'ed' (for example,

'study' becomes 'studied')

We also have some completely irregular verbs

(Also, here's some help if you are not sure how to pronounce '-ed' at the end of a verb).

Positive Positive Short Form

I have played I've played

you have worked you've worked

http://www.perfect-english-grammar.com/irregular-verbs.html

http://www.perfect-english-grammar.com/how-to-pronounce-ed.html

Gramática V

ILE-513

39

he has written he's written

she has walked she's walked

it has rained it's rained

we have travelled we've travelled

they have studied they've studied

The negative is really simple too. Just put 'not' after 'have' or 'has':

Negative Negative Short Form

I have not eaten breakfast today I haven't eaten

you have not been to Asia you haven't been

he has not seen the new film he hasn't seen

she has not played tennis she hasn't played

Gramática V

ILE-513

40

it has not snowed this winter it hasn't snowed

we have not slept all night we haven't slept

they have not tried the food they haven't tried

To make a question, put 'have' or 'has' in front of the subject:

'Yes / No' Questions

have I missed the bus?

have you visited London?

has he worked as a waiter before?

has she met John?

has it been cold this week?

have we arrived too early?

Gramática V

ILE-513

41

have they studied English grammar before?

As you can imagine, for 'wh' questions, we just put the question word before 'have' or 'has':

'Wh' Questions

where have I left my umbrella?

what have you done today?

why has he gone already?

where has she been in the UK?

why has it rained so much this summer?

what have we done?

where have they learned English before?

Gramática V

ILE-513

42

FUNCTIONS OF THE PAST PERFECT

The past perfect refers to a time earlier than before now. It is used to make it clear

that one event happened before another in the past. It does not matter which event is

mentioned first - the tense makes it clear which one happened first.

In these examples, Event A is the event that happened first and Event B is the second or

more recent event:

Event A Event B

John had gone out when I arrived in the office.

Event A Event B

I had saved my document before the computer crashed.

Event B Event A

When they arrived we had already started cooking.

Event B Event A

He was very tired because he hadn't slept well.

FORMING THE PAST PERFECT

The Past Perfect tense in English is composed of two parts: the past tense of the verb to

have (had) + the past participle of the main verb.

Subject had past participle

Gramática V

ILE-513

43

Subject had past participle

Affirmative

She had given

Negative

She hadn't asked.

Interrogative

Had they arrived?

Interrogative Negative

Hadn't you finished?

PAST PERFECT + JUST

'Just' is used with the past perfect to refer to an event that was only a short time earlier than

before now, e.g.

The train had just left when I arrived at the station.

She had just left the room when the police arrived.

I had just put the washing out when it started to rain.

The Past Perfect Continuous

Here's how to make the past perfect continuous. It's 'had' + been (the past participle of 'be')

+ verb-ing

Firstly, let's look at the positive form:

Gramática V

ILE-513

44

I had been living

You had been going

She had been sleeping

He had been working

It had been raining

We had been studying

They had been cooking

The short form is:’d been verb-ing. Be careful, because the short form for 'would' is also’d.

However, 'would' is always followed by the infinitive, but 'had' is followed by the past

participle.

Next, the negative form:

I had not been trying (I hadn't been..)

You had not been working (you hadn't been..)

She had not been crying (she hadn't been..)

He had not been shopping (he hadn't been..)

It had not been snowing (it hadn't been..)

We had not been reading (we hadn't been..)

They had not been running (they hadn't been..)

It's pretty easy to make the question too.

'Yes / no' questions:

Had I been working?

Had you been sleeping?

Had she been reading?

Had he been watching TV?

Had it been raining?

Had we been drinking?

Had they been eating?

Gramática V

ILE-513

45

'Wh' questions:

Where had I been working?

How long had you been sleeping?

What had she been reading?

How long had he been watching TV?

How long had it been raining?

What had we been drinking?

Why had they been eating?

PARA EXAMEN

http://www.perfect-english-grammar.com/present-perfect-exercises.html

Shift tenses structures.

Past Simple or Present Perfect:

http://www.perfect-english-grammar.com/past-simple-present-perfect-1.html

What's the difference? Present Perfect and Past Simple

Present Perfect Simple Past Simple

Unfinished actions that started in

the past and continue to the

present:

I've known Julie for ten

years (and I still know

her).

Finished actions:

I knew Julie for ten years (but then she

moved away and we lost touch).

http://www.perfect-english-grammar.com/present-perfect-exercises.html

http://www.perfect-english-grammar.com/past-simple-present-perfect-1.html

Gramática V

ILE-513

46

A finished action in someone's

life (when the person is still

alive: life experience):

My brother has been to

Mexico three times.

A finished action in someone's life (when the

person is dead):

My great-grandmother went to Mexico

three times.

A finished action with a result in

the present:

I've lost my keys! (The

result is that I can't get

into my house now).

A finished action with no result in the

present:

I lost my keys yesterday. It was

terrible! (Now there is no result. I got

new keys yesterday).

With an unfinished time word

(this week, this month, today):

I've seen John this week.

With a finished time word (last week, last

month, yesterday):

I saw John last week.

Remember:

1. We use the past simple for past events or actions which have no connection to the

present.

2. We use the present perfect for actions which started in the past and are still

happening now OR for finished actions which have a connection to the present.

3. We CAN'T use the present perfect with a finished time word:

o NOT: I've been to the museum yesterday.

Gramática V

ILE-513

47

Present Perfect Simple – Present Perfect Progressive

Form

Present Perfect Simple Present Perfect Progressive

irregular verbs: form of 'have' + 3rd

column of irregular verbs

Example:

I / you / we / they have spoken

he / she / it has spoken

regular verbs: form of 'have' + infinitive +

ed

Example:

I / you / we / they have worked

he / she / it has worked

form of 'have' + been + verb + ing

Example:

I / you / we / they have been speaking

he / she / it has been speaking

Exceptions

Exceptions when adding 'ed' :

when the final letter is e, only add d

Example:

love - loved

after a short, stressed vowel, the

final consonant is doubled

Example:

admit - admitted

final l is always doubled in British

English (not in American English)

Example:

travel - travelled

after a consonant,

final y becomes i (but: not after a vowel)

Example:

worry - worried

but: play - played

Exceptions when adding 'ing' :

silent e is dropped. (but: does not apply for -ee)

Example: come - coming

aber: agree - agreeing

after a short, stressed vowel, the final consonant

is doubled

Example: sit - sitting

after a vowel, the final consonant l is doubled in

British English (but not in American English).

Example: travel - travelling

final ie becomes y.

Example: lie - lying

Gramática V

ILE-513

48

Use

Both tenses are used to express that an action began in the past and is still going on or has

just finished. In many cases, both forms are correct, but there is often a difference in

meaning: We use the Present Perfect Simple mainly to express that an action is completed

or to emphasize the result. We use the Present Perfect Progressive to emphasize the

duration or continuous course of an action.

Result or duration?

Do you want to express what has happened so far or how long an action has been going on

yet?


Result (what / how much / how often)

I have written 5 letters. / I have been to London

twice.

Duration (how long)

I have been writing for an hour.

Certain verbs

The following verbs are usually only used in Present Perfect Simple (not in the progressive

form).

state: be, have (for possession only)

Example: We have been on holiday for two weeks.

senses: feel, hear, see, smell, taste, touch

Example: He has touched the painting.

brain work: believe, know, think, understand

Example: I have known him for 3 years.

Emphasis on completion or duration?

Do you want to emphasize the completion of an action or its continuous course (how has

somebody spent his time)?

Gramática V

ILE-513

49


Emphasis on completion

I have done my

homework. (Meaning: My homework

is completed now.)

Emphasis on duration

I have been doing my homework. (Meaning: That's how I

have spent my time. It does not matter whether the

homework is completed now.)

Result or side effect?

Do you want to express that a completed action led to a desired result or that the action had

an unwanted side effect?


desired result

I have washed the

car. (Result: The car is clean

now.)

unwanted side effect

Why are you so wet? - I have been washing the car. (side effect: I

became wet when I was washing the car. It does not matter whether

the car is clean now.)

Time + negation: last time or beginning of an action?

In negative sentences: Do you want to express how much time has past since the last time

the action took place or since the beginning of the action?


since the last time

I haven't played that game for

years. (Meaning: It's years ago that I

last played that game.)

since the beginning

I haven't been playing that game for an hour, only for 10

minutes. (Meaning: It's not even an hour ago that I

started to play that game.)

Gramática V

ILE-513

50

Permanent or temporary?

If an action is still going on and we want to express that it is a permanent situation, we

would usually use the Present Perfect Simple. For temporary situations, we would prefer

the Present Perfect Progressive. This is not a rule, however, only a tendency.


permanent

James has lived in this town for 10

years. (Meaning: He is a permanent

resident of this town.)

temporary

James has been living here for a year. (Meaning: This

situation is only temporary. Maybe he is an exchange

student and only here for one or two years.)

Signal words


how often

... times

how long

since

for

Exercises on Present Perfect Simple and Present Perfect Progressive

http://www.ego4u.com/en/cram-up/grammar/prepersim-preperpro

Present Perfect or Past Perfect

Both present perfect and past perfect talk about something that happened before a point in

time (reference point).

In the present perfect, our reference point is the present.

In the past perfect, our reference point is in the past.

Present perfect

An action that started in the past and continues to the present.

I have lived in this city for six months.

Gramática V

ILE-513

51

An action that happened before now (unspecified time)

I have been to Japan twice.

How to form the present perfect:

HAVE / HAS + past participle

Examples of the present perfect:

My mother has just gone to the store.

Janet has lived abroad for five years.

I haven’t seen the new movie yet.

Have you finished your homework?

It’s very common to use the contractions ‘ve and ‘s in the present perfect:

I’ve been to Japan three times.

My mother’s just gone to the store.

Janet’s lived abroad for five years.

Past perfect

An action that happened before a time in the past

When I arrived at the office this morning, I discovered that I had left my computer on

the night before.

How to form the past perfect:

HAD + past participle

Examples of the past perfect:

1. I went to Japan in 1988 and 1991.

2. I turned 10 years old in 1994.

I had been to Japan twice by the time I was 10 years old.

1. My husband ate breakfast at 6:00 AM

2. I woke up at 7:00 AM

When I woke up this morning, my husband had already eaten breakfast.

It’s common to use the contraction ‘d in the past perfect:

I’d traveled to five different countries by the time I was 20 years old.

Gramática V

ILE-513

52

PARA EXAMEN Y EXAMEN DIAGNOSTICO

http://www.perfect-english-grammar.com/present-perfect-or-past-simple.html

http://www.espressoenglish.net/difference-between-present-perfect-and-past-perfect-in-

english/

Complex and compound sentences.

A sentence is a grammatical unit made up of one or more words (Go! is a sentence, as

is The cat sat on the mat.). Sentences begin with a capital letter and end with a full stop, a

question mark or an exclamation point.

A common weakness in writing is the lack of varied sentences. Becoming aware of three

general types of sentences--simple, compound, and complex--can help you vary the

sentences in your writing.

1. Simple Sentences

A simple sentence has the most basic elements that make it a sentence: a subject, a

verb, and a completed thought.

Examples of simple sentences include the following:

1. Joe waited for the train.

"Joe" = subject, "waited" = verb

2. The train was late.

"The train" = subject, "was" = verb

3. Mary and Samantha took the bus.

"Mary and Samantha" = compound subject, "took" = verb

4. I looked for Mary and Samantha at the bus station.

"I" = subject, "looked" = verb

5. Mary and Samantha arrived at the bus station early but waited until noon for the

bus.

"Mary and Samantha" = compound subject, "arrived" and "waited" = compound verb

What is a sentence?

http://www.perfect-english-grammar.com/present-perfect-or-past-simple.html

http://www.espressoenglish.net/difference-between-present-perfect-and-past-perfect-in-english/

http://www.espressoenglish.net/difference-between-present-perfect-and-past-perfect-in-english/

Gramática V

ILE-513

53

The use of compound subjects, compound verbs, prepositional phrases (such as "at the

bus station"), and other elements help lengthen simple sentences, but simple sentences

often are short. The use of too many simple sentences can make writing "choppy" and

can prevent the writing from flowing smoothly.

A simple sentence can also be referred to as an independent clause. It is referred to as

"independent" because, while it might be part of a compound or complex sentence, it

can also stand by itself as a complete sentence.

2. Compound Sentences

A compound sentence refers to a sentence made up of two independent clauses (or

complete sentences) connected to one another with a coordinating conjunction.

Coordinating conjunctions are easy to remember if you think of the words "FAN

BOYS":

For

And

Nor

But

Or

Yet

So

Examples of compound sentences include the following:

1. Joe waited for the train, but the train was late.

2. I looked for Mary and Samantha at the bus station, but they arrived at the station

before noon and left on the bus before I arrived.

3. Mary and Samantha arrived at the bus station before noon, and they left on the bus

before I arrived.

4. Mary and Samantha left on the bus before I arrived, so I did not see them at the bus

station.

Coordinating conjunctions are useful for connecting sentences, but compound sentences

often are overused. While coordinating conjunctions can indicate some type of

relationship between the two independent clauses in the sentence, they sometimes do not

indicate much of a relationship. The word "and," for example, only adds one

Gramática V

ILE-513

54

independent clause to another, without indicating how the two parts of a sentence are

logically related. Too many compound sentences that use "and" can weaken writing.

Clearer and more specific relationships can be established through the use of complex

sentences.

3. Complex Sentences

A complex sentence is made up of an independent clause and one or more dependent

clauses connected to it. A dependent clause is similar to an independent clause, or

complete sentence, but it lacks one of the elements that would make it a complete

sentence.

Examples of dependent clauses include the following:

because Mary and Samantha arrived at the bus station before noon

while he waited at the train station

after they left on the bus

Dependent clauses such as those above cannot stand alone as a sentence, but they can

be added to an independent clause to form a complex sentence.

Dependent clauses begin with subordinating conjunctions. Below are some of the

most common subordinating conjunctions:

after

although

as

because

before

even though

if

since

though

unless

until

when

whenever

whereas

wherever

while

A complex sentence joins an independent clause with one or more dependent clauses.

Gramática V

ILE-513

55

The dependent clauses can go first in the sentence, followed by the independent clause,

as in the following:

Tip: When the dependent clause comes first, a comma should be used to separate the two

clauses.

1. Because Mary and Samantha arrived at the bus station before noon, I did not see

them at the station.

2. While he waited at the train station, Joe realized that the train was late.

3. After they left on the bus, Mary and Samantha realized that Joe was waiting at the

train station.

Conversely, the independent clauses can go first in the sentence, followed by the

dependent clause, as in the following:

Tip: When the independent clause comes first, a comma should not be used to separate the

two clauses.

1. I did not see them at the station because Mary and Samantha arrived at the bus station before noon.

2. Joe realized that the train was late while he waited at the train station.

3. Mary and Samantha realized that Joe was waiting at the train station after they left

on the bus.

Complex sentences are often more effective than compound sentences because a

complex sentence indicates clearer and more specific relationships between the main

parts of the sentence. The word "before," for instance, tells readers that one thing occurs

before another. A word such as "although" conveys a more complex relationship than a

word such as "and" conveys.

The term periodic sentence is used to refer to a complex sentence beginning with a

dependent clause and ending with an independent clause, as in "While he waited at the train

station, Joe realized that the train was late."

Periodic sentences can be especially effective because the completed thought occurs at the

end of it, so the first part of the sentence can build up to the meaning that comes at the end.

Beginning Sentences with "And" or "Because"

Should you begin a sentence with "and" or "but" (or one of the other coordinating

conjunctions)?

Gramática V

ILE-513

56

The short answer is "no." You should avoid beginning a sentence with "and," "or,"

"but," or the other coordinating conjunctions. These words generally are used to join

together parts of a sentence, not to begin a new sentence.

However, such sentences can be used effectively. Because sentences beginning with

these words stand out, they are sometimes used for emphasis. If you use sentences

beginning with one of the coordinating conjunctions, you should use these sentences

sparingly and carefully.

Should you begin a sentence with "because"?

There is nothing wrong with beginning a sentence with "because."

Perhaps some students are told not to begin a sentence with "because" to avoid sentence

fragments (something like "Because Mary and Samantha arrived at the bus station

before noon" is a sentence fragment), but it is perfectly acceptable to begin a sentence

with "because" as long as the sentence is complete (as in "Because Mary and Samantha

arrived at the bus station before noon, I did not see them at the station.")

Unit III:

Expressing Perfect Tenses (Part II)

Future perfect tense.

Future perfect continuous tense.

Questions, negative and positive statements.

Arranging adjectives.

Direct and indirect object.

Clauses.

Transitive verbs.

Intransitive verbs.

Future perfect tense.

The structure of the Future Perfect tense is:

subject + auxiliary will + auxiliary have + main verb

will have past participle

Gramática V

ILE-513

57

The first auxiliary verb (will) is invariable: will

The second auxiliary verb (have) is invariable in base form: have

The main verb is invariable in past participle form: -ed (or irregular)

For negative sentences we insert not after the first auxiliary verb.

For question sentences, we exchange the subject and the first auxiliary verb.

Look at these example sentences with the Future Perfect tense:

subject auxiliary verb auxiliary verb main verb

+ I will have finished by 10am.

+ You will have forgotten me by then.

- She will not have gone to school.

- We will not have left.

? Will you have arrived?

? Will they have received it?

Contraction with Future Perfect

In speaking with the Future Perfect tense, we often contract the subject and the first

auxiliary verb. We also sometimes do this in informal writing. In speaking, we may even

contract the subject and both auxiliary verbs all together.

I will have

→

I'll have

you will have you'll have

he will have he'll have

Gramática V

ILE-513

58

she will have

it will have

she'll have

it'll have

we will have we'll have

they will have they'll have

I'll have finished when you arrive.

She'll have forgotten everything.

In negative sentences, we may contract with won't or won't've, like this:

Anthony won't have arrived by then.

They won't've finished the car tomorrow.

How do we use the Future Perfect Tense?

The Future Perfect tense expresses action in the future before another action in the future.

This is the past in the future. For example:

The train will leave the station at 9am. You will arrive at the station at 9.15am.

When you arrive, the train will have left.

past present future

Train leaves in future at 9am.

9 9:15

You arrive in future at 9.15am.

The train will have left before you arrive.

Look at some more examples:

You can call me at work at 8am. I will have arrived at the office by 8.

They will be tired when they arrive. They will not have slept for a long time.

"Mary won't be at home when you arrive." / "Really? Where will she have gone?"

Gramática V

ILE-513

59

Future perfect continuous tense.

The structure of the Future Perfect Continuous tense is:

subject + auxiliary will + auxiliary have + auxiliary be + main verb

past participle

will have been present participle

The first auxiliary verb (will) is invariable: will

The second auxiliary verb (have) is invariable in base form: have

The third auxiliary verb (be) is invariable in past participle form: been

The main verb is invariable in present participle form: -ing

For negative sentences we insert not after the first auxiliary verb.

For question sentences, we exchange the subject and the first auxiliary verb.

Look at these example sentences with the Future Perfect Continuous tense:

subject

auxiliary

verb

auxiliary

verb

auxiliary

verb

main

verb

+ I will have been working for four

hours.

+ You will have been travelling for two days.

- She will not have been using the car.

- We will not have been waiting long.

? Will you have been playing football?

? Will they have been watching TV?

Contraction with Future Perfect Continuous

In speaking with the Future Perfect Continuous tense, we often contract the subject and the

first auxiliary verb. We also sometimes do this in informal writing. In speaking, we may

even contract the subject and the first two auxiliary verbs all together.

I will have → I'll have

Gramática V

ILE-513

60

you will have you'll have

he will have

she will have

it will have

he'll have

she'll have

it'll have

we will have we'll have

they will have they'll have

I'll have been driving for five hours.

She'll have been watching TV.

In negative sentences, we may contract with won't or won't've, like this:

You won't have been drinking, will you?

We won't've been driving for long.

How do we use the Future Perfect Continuous Tense?

The Future Perfect Continuous tense is like the Future Perfect tense, but it expresses longer

actions or states extending up to some specific event or time in the future. For example:

Ram starts waiting at 9am. I am late and cannot arrive before 10am. Ram will have

been waiting for an hour by the time I meet him.

past present future

Ram starts waiting at 9am.

9

10

I will arrive in future at 10am.

Ram will have been waiting for one hour when I arrive.

Notice that the long action or state can start at any time in the past, present or future, but of

course it always ends in the future.

past present future

next

Mon.

5 yrs ago

https://www.englishclub.com/grammar/verb-tenses_future-perfect-use.htm

Gramática V

ILE-513

61

Next Monday we will have been living here for exactly five years.

Look at these examples:

He'll be tired when he gets here. He'll have been travelling all day.

How long will Jo have been working when he retires?

Next month I'll have been studying Chinese for two years.

Will you have been working when I arrive?

He won't have been studying long enough to qualify.

Next week Jane is going to swim from England to France. By the time she gets to

France she'll have been swimming non-stop for over thirteen hours.

Questions, negative and positive statements.

The Future Perfect Tense

The future perfect tense is only used in a few situations, but it's still good to know it. Here's how to make it.

The future perfect is made with the future simple of 'have' (will have) and the past

participle. For regular past participles add 'ed' to the verb ('play' becomes 'played').

Here's the positive:

By six pm tonight:

I will have finished this book

You will have studied the English tenses

She will have cooked dinner

He will have arrived

We will have met Julie

Gramática V

ILE-513

62

It will have stopped raining

They will have left Japan

Here's the negative:

By next week,

I will not have finished this book

You will not have studied the English tenses

She will not have cooked dinner

He will not have arrived

We will not have met Julie

It will not have stopped raining

They will not have left Japan

To make the question, just put 'will' before the subject:

'Yes / no' questions:

By next year,

will I have finished writing this book?

will you have studied all the English verb tenses?

will she have graduated?

will he have got married?

will it have got colder?

will we have met your boyfriend?

will they have left their jobs?

'Wh' questions:

When will I have finished writing this book?

Why will you have studied all the English verb tenses by tomorrow?

When will she have been here three weeks?

Why will he have got married before June?

Gramática V

ILE-513

63

Why will it have got colder by May?

How will we have met your boyfriend by tonight?

When will they have left their jobs?

The Future Perfect Continuous

http://www.englishtenses.com/tenses/future_perfect_continuous

Form

Positive Sentences

Subject

+

Auxiliary

verb +

Auxiliary

verb +

Auxiliary

verb +

Verb + ing

e.g. I/a

dog etc. will have been

e.g. eating/giving/going

etc.

Examples

We will have been driving 6 hours by the time we get home.

In the summer Mike will have been trying to find a new job for five

months.

Jane will be very tired when she comes home, because she will have been flying over 24 hours.

My father and I will have been breeding sheep for 20 years tomorrow.

By the year 2020, linguists will have been studying and defining the Indo-European language family for more

than 200 years.

Note

http://www.englishtenses.com/tenses/future_perfect_continuous

Gramática V

ILE-513

64

If duration of an activity (e.g. "since April", "for three hours") is unknown then the Future

Continuous should be used instead of the Perfect Form.

Example:

I will be taking a bath.

I will have been taking a bath.

Negative Sentences

Subject

+

Auxiliary

verb +

Auxiliary

verb +

Auxiliary

verb +

Verb + ing

e.g. I/a

dog etc. will not have been

e.g. eating/giving/going

etc.

Examples

She won't have been writing the book for four months by the end of October.

Note

Negative sentences sound rather unnatural. This is probably because the answer to a

question like, "Will she have been teaching for 30 years this year?", would simply be, "No, I

don't think so".

Questions

Auxiliary

verb

+

Subject

+

Auxiliary

verb

+

Auxiliary

verb

+

Verb + ing

will e.g. I/a

dog etc. have been

e.g.

eating/giving/going

etc.

Examples

Will he have been writing the composition for a month by the end of February?

Good to know

http://www.englishtenses.com/verb/FutureContinuous.htm

http://www.englishtenses.com/verb/FutureContinuous.htm

Gramática V

ILE-513

65

Questions beginning with "how long" are more common.

How long will you have been learning German this year?

How long will you have been trying to get your driving license this week? I hope

you'll finally make it!

Para examen y diagnostico

http://www.perfect-english-grammar.com/future-perfect.html

Arranging adjectives.

The use of adjectives is essential when trying to describe a noun or pronoun. Good writers

and speakers are able to use adjectives to create clear, mental images for the reader or

listener. The proper order of adjectives is listed below along with some examples for each

category.

1. Determiners – a, an, the, my, your, several, etc.

2. Observations – lovely, boring, stimulating, etc.

3. Size – tiny, small, huge, etc.

4. Shape – round, square, rectangular, etc.

5. Age – old, new, ancient, etc.

6. Color – red, blue, green, etc.

7. Origin – British, American, Mexican, etc.

8. Material – gold, copper, silk, etc.

9. Qualifier – limiters for compound nouns.

Here are some examples:

"The interesting, small, rectangular, blue car is parked in my space."

"I bought a beautiful, long, red, Italian, silk tie."

"My father lives in a lovely, gigantic, ancient, brick house."

"I have an annoying, small, circular, American, tin, alarm clock that wakes me up."

"Let’s order a delicious, huge, rectangular, pepperoni pizza."

"We all love our smart, petite, British teacher."

"They all received several dazzling, small, ancient, gold coins."

"She owns a stunning, large, old, brown dog named Boris."

Order of Adjectives in a Series

Determi

ner

Observat

ion Physical Description Origin

Materi

al

Qualifi

er Noun

Size Shape Age Col

http://www.perfect-english-grammar.com/future-perfect.html

Gramática V

ILE-513

66

or

a beautiful old Italian touring car

an expensive antiq

ue silver mirror

four gorgeous

long-

stemm

ed

red silk roses

her short blac

k hair

our big old English sheepd

og

those square woode

n hat boxes

that dilapidate

d little hunting cabin

several enormo

us

youn

g

Americ

an

basketb

all players

some delicious Thai food

Para examen y diagnostic

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-42493.php

http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord1.htm

Direct and indirect object.

What is an object?

An object in grammar is a part of a sentence, and often part of the predicate. It refers

to someone or something involved in the subject's "performance" of the verb. It is what

the verb is being done to. As an example, the following sentence is given:

Subject Verb Object

Leila wrote the poem

"Leila" is the subject, the doer or performer,

"wrote" is a verb that refers to the action,

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-42493.php

http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord1.htm

http://www.myenglishpages.com/site_php_files/grammar-lesson-predicate.php

http://www.myenglishpages.com/site_php_files/grammar-lesson-subject.php

http://www.myenglishpages.com/site_php_files/grammar-lesson-subject.php

http://www.myenglishpages.com/site_php_files/grammar-lesson-english-verb.php

Gramática V

ILE-513

67

"the poem" is the object involved in the action.

Transitive and intransitive verbs

A verb can be classified as transitive or intransitive according to whether it takes or

doesn't take an object:

If a verb takes objects, then it is a transitive verb.

Example:

They played soccer. → (The verb play takes ONE object 'soccer')

They sent him a postcard. → (The verb send takes TWO

objects 'him' and 'a postcard')

If a verb doesn't take an object, then it is an intransitive verb.

Example:

She lies. → (The verb 'lie' doesn't take any object)

The building collapsed. → (The verb 'collapse' doesn't take any object)

Types of objects

There are two types of objects: direct and indirect objects:

Direct object

A direct object answers the question "what?" or "whom?"

Examples:

David repaired his car → his car is the direct object of the verb

repaired. (What did David repair?)

He invited Mary to the party → Mary is the direct object of the

verb invited. (Whom did he invite?)

Indirect Object

An indirect object answers the question "to whom?", "for whom?", "for what?"...

An indirect object is the recipient of the direct object, or an otherwise affected

participant in the event. There must be a direct object for an indirect object to be

placed in a sentence. In other words an indirect object cannot exist without a direct

object.

Gramática V

ILE-513

68

Examples:

They sent him a postcard - him is the indirect object of the verb

sent. (To whom did they send a postcard?)

He bought his son a bike - his son is the indirect object of the

verb bought. (For whom did he buy a bike?)

Examen y diagnostico

http://www.myenglishpages.com/site_php_files/grammar-exercise-direct-indirect-

object.php#.VOviSHzF98E

http://www.learnamericanenglishonline.com/Orange%20Level/Exercises_for_the_Orange_

Level/Exercise_4_subjects_direct_objects_indirect_objects.html

Clauses.

A clause is a group of related words containing a subject and a verb A clause can be

usefully distinguished from a phrase, which is a group of related words that

does not contain a subject-verb relationship, such as "in the morning" or "running down the

street" or "having grown used to this harassment."

Clauses come in four types: main [or independent], subordinate [or dependent],

adjective [or relative], and noun. Every clause has at least a subject and a verb. Other

characteristics will help you distinguish one type of clause from another.

Types of Clauses

Independent clauses Dependent clauses

Contain both a subject and a

verb and can stand alone as a

sentence. Example: Jet lag

affects most long distance

travelers.

Contain both a subject and a

verb, but cannot stand alone as

a sentence. Dependent clauses

are introduced by

subordinating conjunctions

such as because, what, if

Example: Although there is no

sure way to prevent jet lag.

Independent Clauses

http://www.myenglishpages.com/site_php_files/grammar-exercise-direct-indirect-object.php#.VOviSHzF98E

http://www.myenglishpages.com/site_php_files/grammar-exercise-direct-indirect-object.php#.VOviSHzF98E

http://www.learnamericanenglishonline.com/Orange%20Level/Exercises_for_the_Orange_Level/Exercise_4_subjects_direct_objects_indirect_objects.html

http://www.learnamericanenglishonline.com/Orange%20Level/Exercises_for_the_Orange_Level/Exercise_4_subjects_direct_objects_indirect_objects.html

http://www.chompchomp.com/terms/mainclause.htm

http://www.chompchomp.com/terms/subordinateclause.htm

http://www.chompchomp.com/terms/adjectiveclause.htm

http://www.chompchomp.com/terms/nounclause.htm

http://www.chompchomp.com/terms/subject.htm

http://www.chompchomp.com/terms/verb.htm

Gramática V

ILE-513

69

Dependent Clauses

Types of

clauses

Subordinators Examples

1. Noun

clauses

what, where, why, how,

where, when, who

whom, which, whose,

whether, that, if

He knows that his business will be

successful.

That there is a hole in the ozone layer of

the earth’s atmosphere is well known.

2. Adjective

clauses

who, whom, which,

whose, that, where,

when

Men who are not married are called

bachelors.

Last year we traveled to San Francisco,

Meaning Coordinators Conjunctive Adverbs Example

To add an idea and in addition,

furthermore, moreover,

also

Women follow more healthful diets, and

they go to doctors more often.

To show time

or sequence

first, second, then,

next, later, meanwhile,

finally

First, robots can perform repetitive tasks

without becoming tired or bored.

Second, they can fulfill tasks requiring

pinpoint accuracy.

To contrast but

yet

however, nevertheless,

in contrast,

on the other hand

Increasing the size of airports is one

solution to traffic congestion; however,

this is a long-term solution whose

benefits may not be seen for many years

into the future.

To show result so therefore, thus,

consequently,

as a result

Native and nonnative English speakers

have different needs; therefore, most

schools provide separate classes for

each group.

To introduce

an alternative

or otherwise Students must take final exams;

otherwise, they receive a grade of

incomplete.

To emphasize in fact, of course,

indeed, certainly

The little girl hated spiders; in fact, she

was terrified by them.

To provide an example for example,

for instance

In the operating room, robotic

equipment can assist the surgeon. For

instance, a robot can kill a brain tumor.

To generalize or summarize in general, overall, in

short

Hermes is not only the messenger of

Zeus, but the patron of thieves. In

general, he is the god of authorized and

unauthorized transfers.

Gramática V

ILE-513

70

which is famous for its architecture.

3. Adverb

clauses

a. time when, before, after, until,

since, as soon as

When he won the money, he decided to

buy a car.

b. place where, wherever She drove wherever she wanted.

c. cause because, as, since She got a parking ticket because she

parked illegally.

d. purpose so that, in order that He drove fast so that he could get to

work on time.

e. result so ... that, such ... that He drove so fast that he got a speeding

ticket.

f. condition if, unless If she hadn’t won the lottery, she would

have been very unhappy.

g. concession although, even though Although she thought she was a good

driver, she got a lot of tickets for

speeding.

Punctuation marking

With noun clauses, no commas are used.

Adjective restrictive clauses are not separated by commas, but with adjective

descriptive clauses commas are used.

Adverb clauses that come before the independent clause are followed by a comma, but

if they come after the independent clause, no comma is used.

Transitive and Intransitive verbs.

Transitive Verbs

The word “transitive” sounds pretty complex, but in reality identifying transitive verbs is

really not that difficult. Transitive verbs express an action and are followed by a direct

object (thing or person that receives the action of the verb).

Examples of Transitive Verbs

Let’s first look at a couple of examples of transitive verbs in a sentence:

Examples:

Gramática V

ILE-513

71

1. Alex sent (transitive verb) a postcard (direct object) from Argentina.

2. She left (intransitive verb) the keys (direct object) on the table.

3. My father took (intransitive verb) me (direct object) to the movies for my birthday.

In each of the examples above the subject performs an action and there is an object that

receives the action. Followed by the verb, the direct object answers the question What? or

Whom?

Alex sent what? A postcard.

She left what? The keys.

My father took whom? Me.

Transitive verbs, though, can have an indirect object before the direct object (see example

#3 above). The indirect object “me” is right before the direct object “a dog.”

What's wrong with the sentences below?

1. Alex sent from Argentina.

2. She left on the table.

3. My father gave me for my birthday.

Without the use of a direct object the sentences above make no sense.

Intransitive Verbs

An intransitive verb is simply defined as a verb that does not take a direct object. There’s

no word in the sentence that tells who or what received the action. While there may be a

word or phrase following an intransitive verb, such words and phrases typically answer the

question “how”. Most intransitive verbs are complete without a direct object.

Examples of Intransitive Verbs

So, what are intransitive verbs? These verbs also express an action, but are not followed by

a direct object.

Examples:

1. The train arrives (intransitive verb) at 3pm.

2. Sorry, but I have to leave (intransitive verb).

3. Susan lives (intransitive verb) on the east side of the city.

Often intransitive verbs are followed by prepositional phrases (or they can be followed by an adverb) and do not take a direct object.

Intransitive Verbs and Prepositions

http://grammar.yourdictionary.com/parts-of-speech/verbs/Intransitive-Verbs.html

Gramática V

ILE-513

72

Intransitive verbs can be followed by a prepositional phrase or an adverb to add to the

thought being expressed, but they can never be followed by a noun, which would act as the

object of the sentence.

Examples of intransitive verbs followed by prepositions include:

She grew up on a ranch.

She grew up to be a farmer.

“On a ranch” is a prepositional phrase, not a direct object. The word “on” is a

preposition that introduces the prepositional phrase. The same can be said of “to be a

farmer”, which is yet another phrase.

It rained across the state.

“Across the state” is a prepositional phrase adding to the sentence’s meaning by

answering the question “where did it rain?”.

Kinds of Intransitive Verbs

There are two kinds of intransitive verbs: linking verbs and action verbs. The sentences

above use action verbs.

Linking Verbs

Linking verbs do not express action. Like their name suggests, they simply link the

sentence subject to the predicate. The most common linking verbs are all versions of the

verb to be: am, is, are, was, were, has been, will be, etc.)

Here are several examples of linking verbs that are intransitive verbs, followed by the

appropriate descriptors.

The cat was friendly.

The car is green.

John will be 20 in August.

Even though the sentence, “John will be 20 in August” seems as if it should have a direct

object, there really is no receiver of the action. The subject ‘John’ is followed by the linking

intransitive verb “to be”, modified by the age 20 and the prepositional phrase “in August.”

Transitive and Intransitive Verbs

Verbs can often be both transitive and intransitive, depending on how they are used in a

sentence.

Examples:

1. She usually leaves (transitive) the books on the table.

2. The train sometimes leaves (intransitive) early on Sunday.

Gramática V

ILE-513

73

In the first example, the verb leave is transitive because it is followed by a direct object

(books). However, in the second, it is intransitive and there is no direct object. It is

followed by a prepositional phrase (on Sunday).

Examen y diagnostic

http://www.learnenglishfeelgood.com/transitive-intransitive-verbs1.html



https://www.noslangues-ourlanguages.gc.ca/quiz/jeux-quiz-verbes-verbs-eng.php

Unit IV:

Active and passive voice

Active voice with perfect tenses.

Passive voice with perfect tenses.

Change active to passive voice.

Forms of others.

Voice

Everybody drinks water.

Water is drunk by everybody.

Voice is a grammatical category that applies to verbs. Voice expresses the relationship of

the subject to the action. Voice has two values:

active: the subject does the action

passive: the subject receives the action

Shakespeare wrote Hamlet.

Hamlet was written by Shakespeare.

The active voice is the "normal" voice - the one that we use most of the time. In the active

voice, the object receives the action of the verb:

active subject verb object




https://www.noslangues-ourlanguages.gc.ca/quiz/jeux-quiz-verbes-verbs-eng.php

https://www.englishclub.com/grammar/category.htm

Gramática V

ILE-513

74

→

Cats eat mice.

The passive voice is less common. In the passive voice, the subject receives the action of

the verb:

passive

subject verb object

←

Mice are eaten by cats.

See how the object of the active verb becomes the subject of the passive verb:

subject verb object

active Everybody drinks water.

passive Water is drunk by everybody.

Active Voice

Cats eat mice.

The active voice is the "normal" voice of an English sentence. Intransitive verbs (verbs

with no direct object) are always in the active voice. Transitive verbs are usually in the

active voice:

subject verb

Johnny laughed.

Anton got up late.

People drink water.

In the active voice, the subject is the person or thing responsible for the action of the verb.

Gramática V

ILE-513

75

All tenses are possible in the active voice, as well as all sentence types, positive, negative

or question.

Use of active

The active voice is the "default" voice in English. All intransitive verbs can only be in the active voice, and all transitive verbs usually are active voice - unless we deliberately make

them passive.

In spoken English, we almost always use active voice. It is the natural choice, more precise

and generally shorter.

In written English, active voice is usually easier and more interesting for the reader. Passive

voice can sound dull and bureaucratic, and is typical of official writing. In the interests of

"plain English" that the average person can understand, many governments now encourage

civil servants to write in the active voice.

The active voice is:

direct and specific

uses fewer words - always a good thing

dynamic

Use of Passive

Passive voice is used when the focus is on the action. It is not important or not known;

however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know,

however, who did it.

Sometimes a statement in passive is more polite than active voice, as the following

example shows:

Example: A mistake was made.

In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g.

You have made a mistake.).

Form of Passive

Subject + finite form of to be + Past Participle

Gramática V

ILE-513

76

Example: A letter was written.

When rewriting active sentences in passive voice, note the following:

the object of the active sentence becomes the subject of the passive sentence

the finite form of the verb is changed (to be + past participle)

the subject of the active sentence becomes the object of the passive sentence (or is

dropped)

INTRODUCTION

The passive of an active tense is formed by putting the verb to be into the same tense as the

active verb and adding the past participle of the active verb. The subject of the active verb

becomes the ‘agent’ of the passive verb. The agent is very often not mentioned. When it is

mentioned it is preceded by by and placed at the end of the clause.

Active: My grandfather planted this tree.

Passive: This tree was planted by my grandfather.

Gramática V

ILE-513

77

Short answers To make short answers:

we use the verb to be (am/is/are/was/were) for Present Simple, Past Simple, Present

Continuous, Past Continuous and Going To questions.

we use the verb have (have/has/had) for Present Perfect and Past Perfect questions.

we use will for Future Simple questions.

USE The Passive is used:

1. when the agent (=the person who does the action) is unknown, unimportant or

obvious from the context.

Jane was shot. (We don’t know who shot her.)

This church was built in 1815. (Unimportant agent)

He has been arrested. (Obviously by the police)

2. to make more polite or formal statements.

The car hasn’t been cleaned. (more polite)

(You haven’t cleaned the car. – less polite)

3. when the action is more important than the agent, as in processes, instructions, events,

reports, headlines, new items, and advertisements.

30 people were killed in the earthquake.

4. to put emphasis on the agent.

The new library will be opened by the Queen.

Gramática V

ILE-513

78

AGENT To say who did the action that we are talking about, ie. to refer to the agent, we use the

preposition by and the name (by Peter) , noun (by the teacher) or pronoun (by him) at the

end of the sentence.

We usually only refer to the agent when it gives us some important information which

otherwise would be missing from the sentence.

Our house was designed by a famous architect.

We don’t mention the agent:

1. if we don’t know who has done what we are talking about.

Our car was stolen last night. (We don’t know who stole it)

2. if we are not interested in who has done what we are talking about or it is not important

to mention it.

He has been taken to hospital. (What we are interested in is the fact that he

has been taken to hospital and not who has taken him.)

3. if it is easy to understand who did something without it being mentioned.

The murderer was arrested last night. (It is not necessary to mention that he

has been arrested by the police because it is self-evident.)

4. if the subject of the active voice sentence is something like somebody, people, they,

you, etc. Someone broke the window. → The window was broken.

ACTIVE TO PASSIVE To change a sentence from the active voice to the passive voice:

the object of the active voice sentence becomes the subject of the passive voice

sentence.

Agatha Christie wrote this book.

This book was written by Agatha Christie.

we change the main verb of the active voice sentence into the passive voice. The

tense remains unchanged.

the subject of the active voice sentence becomes the agent of the passive sentence.

It is placed after the past participle and it is preceded by the preposition by.

Gramática V

ILE-513

79

BY OR WITH? In the passive voice, we use:

by with the agent to refer to by whom the action is being done.

The door was opened by Mr Black. (Mr Blak = agent)

with to refer to the instrument, object or material that was used for something to be

done.

The door was opened with a key. (a key = the object that was used)

The omelette was made with eggs, cheese and peppers. (eggs, cheese and

peppers = the material that was used)

DOUBLE OBJECT VERBS When we have verbs that take two objects like, for example, give somebody something,

we can convert the active sentence into a passive one in two ways:

a. by making the indirect (animate) object the subject of the passive voice sentence,

which is also the way that we usually prefer.

b. By making the direct (inanimate) object the subject of the passive voice.

Rick gave me (indirect object) this book (direct object).

I was given this book by Rick.

This book was given to me by Rick.

Some of the verbs that take two objects are: give, tell, send, show, bring, write, offer,

pay, etc.

When the indirect object is alone after the verb in the passive voice sentence, it needs the

preposition to.

If the indirect object of the active voice sentence is a personal pronoun it has to be changed into a subject pronoun to be the subject of the passive voice sentence.

Passive Sentences with Two Objects

Rewriting an active sentence with two objects in passive voice means that one of the two

objects becomes the subject, the other one remains an object. Which object to transform

into a subject depends on what you want to put the focus on.

Subject Verb Object 1 Object 2

Gramática V

ILE-513

80

Active: Rita wrote a letter to me.

Passive: A letter was written to me by Rita.

Passive: I was written a letter by Rita.

As you can see in the examples, adding by Rita does not sound very elegant. That’s why it

is usually dropped.

Personal and Impersonal Passive

Personal Passive simply means that the object of the active sentence becomes the subject

of the passive sentence. So every verb that needs an object (transitive verb) can form a

personal passive.

Example: They build houses. – Houses are built.

Verbs without an object (intransitive verb) normally cannot form a personal passive

sentence (as there is no object that can become the subject of the passive sentence). If you

want to use an intransitive verb in passive voice, you need an impersonal construction –

therefore this passive is called Impersonal Passive.

Example: he says – it is said

Impersonal Passive is not as common in English as in some other languages (e.g. German,

Latin). In English, Impersonal Passive is only possible with verbs of perception (e. g. say,

think, know).

Example: They say that women live longer than men. – It is said that women live longer

than men.

Although Impersonal Passive is possible here, Personal Passive is more common.

Example: They say that women live longer than men. – Women are said to live longer

than men.

The subject of the subordinate clause (women) goes to the beginning of the sentence; the

verb of perception is put into passive voice. The rest of the sentence is added using an

infinitive construction with 'to' (certain auxiliary verbs and that are dropped).

Sometimes the term Personal Passive is used in English lessons if the indirect object of an

active sentence is to become the subject of the passive sentence.

Gramática V

ILE-513

81

Examen y diagnostic

http://www.ego4u.com/en/cram-up/grammar/passive

https://www.englishclub.com/grammar/verbs-voice.htm

Unit V:

Clauses of time Part I

Clauses with perfect tenses.

Until, once.

Perfect tense words: since, for, by the time, etc.

When, before and after in time clauses.

http://www.ego4u.com/en/cram-up/grammar/passive

https://www.englishclub.com/grammar/verbs-voice.htm

Gramática V

ILE-513

82

Gramática V

ILE-513

83

7) By the time: “by the time” expresses the idea that one event has been completed before another. It is important to notice the use of the Past Perfect for past events and Future Perfect for future events in the main clause. This is because of the idea of something happening up to another point in time. Examples: By the time he finished, I had cooked dinner. She’ll have finished her homework by the time they arrive. 8) Whenever, every time: “whenever” and “every time” mean “each time something happens”. We use the Present Simple (or the Past Simple in the past) because “whenever” and “every time” express a habitual action. Examples: Whenever he comes, we have lunch at our favorite restaurant. We take a hike every time he visits.

9) The first, second (etc.), next, last time: means “that specific time.” We can use these forms to be more specific about which time of a number of times something happened. Examples: The first time I went to New York, I was intimidated by the city. I saw Jack the last time I went to San Francisco. The second time I played tennis, I began to have fun.

10) once: We use once to mean after something has happened, or to say that one thing has to happen before another can happen - when and only when, or to mean as soon as. It's often used with a perfect tense:

What will you do once you retire?

Once he'd finished making the model airplane, he started to paint it.

Give me a call once you've arrived

Gramática V

ILE-513

84

Examen y diagnostic

http://www.grammar-quizzes.com/8-5.html

Unit VI:

Clauses of time Part II

Clauses of time: before, by the time.

Clauses of time: when, after, as soon as.

Once, until.

FUTURE TIME CLAUSES

When we describe events and actions expected to take place in the future, we use future

tenses. Remember we have future simple, future progressive and future perfect tenses.

When we have time clauses that refer to future time, the verb in the time clause is usually

in the present tense not in the future tense.

The time clauses in the English language are introduced by conjunctions such as after, as

soon as, before, till, until, when, whenever, while or expressions such as the minute, the

Which conjunction?

things happening at the same time - while, when, as

one thing happening after another - after, before, as soon as, when, once etc

one thing happening very quickly after another - immediately, the moment / minute (that)

every time - when, whenever, every time

when things started - since, ever since

when things finish - until, by the time

http://www.grammar-quizzes.com/8-5.html

Gramática V

ILE-513

85

moment etc. The construction form is the same as the first conditional for the future. Read

the example sentences

WHEN

When I finish writing the reports, I will go out with my friends.

She will move to East Sarajevo when she finds a good job.

When the party is over, we’ll clean the house.

BEFORE

Before I go to Budva, I’ll book a room.

Milosh will visit all his relatives before he joins the army.

They won’t transfer any players before they sign the advertising agreement.

AFTER

After her sister prepares dinner, they’ll invite their neighbors.

My father will buy a new car after he saves enough money.

What will you do after you finish the French course?

AS SOON AS

They will go to the beach as soon as they have their breakfast.

All the players in the national team will go on holiday as soon as the European

Championship is over.

Don’t worry mom. I will phone you as soon as I arrive Paris.

UNTIL

Will you wait for me until I get back? (refers to a point of time in the future)

You can go out. I will wait until she calls.

They won’t start the match until the rain stops.

I won’t buy anything new until I pay all my debts.

IF

If I go home early tonight, I will watch the Olympic Games.

Tara will buy a new TV set if the price goes down.

If you pass the test, what will you do?

Unit VII:

Using modals with perfect tenses

Expressing past possibility.

Past possibility.

Advice.

Expressing conditional If.

Gramática V

ILE-513

86

Here's a list of the modal verbs in English:

can could may might will

would must shall should ought to

Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.

2: They make questions by inversion ('she can go' becomes 'can she go?').

3: They are followed directly by the infinitive of another verb (without 'to').

Probability:

First, they can be used when we want to say how sure we are that something

happened / is happening / will happen. We often call these 'modals of deduction' or

'speculation' or 'certainty' or 'probability'.

For example:

It's snowing, so it must be very cold outside.

I don't know where John is. He could have missed the train.

This bill can't be right. £200 for two cups of coffee!

Ability

We use 'can' and 'could' to talk about a skill or ability. For example:

She can speak six languages.

My grandfather could play golf very well.

I can't drive.

Gramática V

ILE-513

87

Obligation and Advice

We can use verbs such as 'must' or 'should' to say when something is necessary or unnecessary, or to give advice. For example:

Children must do their homework.

We have to wear a uniform at work.

You should stop smoking.

Permission

We can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We also use modal verbs to say something is not allowed. For example:

Could I leave early today, please?

You may not use the car tonight.

Can we swim in the lake?

Habits

We can use 'will' and 'would' to talk about habits or things we usually do, or did in the past. For example:

When I lived in Italy, we would often eat in the restaurant next to my flat.

John will always be late!

Modals Verbs for Possibility

Several modal verbs show possibility. They are Might, May, Could, and Must. All of these are different ways to say maybe. You can see how to use modal verbs for permission with the lesson below.

Gramática V

ILE-513

88

STRUCTURE Modal Verb + Base Verb May/Might/Could/Must + Base Verb Examples:

I may eat dinner at 7:00pm. She might work late tonight. They must be tired.

May May shows possibility in the present or the future. Present: Where are my keys? They may be in the car. Future: I may go to the party tonight. May is formal and is often found in writing.

Side effects of this medication may include upset stomach and fever.

Might Possibility in the present or future.

Where are my keys? They might be in the car. I might go to the party tonight.

Might is less formal than may, and is more common in conversation Could Something is possible in the present or future. Present: Where are my keys? They could be in the car. Future: We could go to the party tonight. Could shows options, or possibility. Must Certainty, or the belief of certainty, from the speaker.

Gramática V

ILE-513

89

Certain:

Everyone is wearing a jacket. It must be cold.

Belief of certainty:

He was running for 2 hours. He must be tired.

(Although it seems obvious, it is not a fact that the runner is tired.) Have to Certainty, or the belief of certainty, from the speaker. Certain:

Everyone is wearing a jacket. It has to be cold.

Belief of certainty:

He was running for 2 hours. He has to be tired.

(Although it seems obvious, it is not a fact that the runner is tired.) Have to is much less formal than must, and is common in conversation. Past Possibility May, Might, and Could are all used to show possibility in the past. Modal Verb + Have + Past Participle

He might have brought the cake. She may have gone home early. They could have worked late.

Must can be used in the same way to show certainty in the past.

He must have won the game.

Might Not vs. Could Not Although Might and Could express possibility in a similar way, the negative forms of Might and Could are different.

Gramática V

ILE-513

90

Might not shows that something probably is not true.

These books might not be the teachers.

Might not shows that something probably will not happen in the future.

I might not go to the party tonight.

Could not shows that something is impossible.

This could not be the only book available. She could not know who my friend is. They have never met.

Modals Verbs for Advice Modal Verbs are used to give advice or suggestions. There are two modal verbs used for advice: Should and Would. Should Should is used for advice in the present. The structure is as follows: Subject + Should + Base Verb

You should eat healthy food. You should exercise every day.

Should is used for advice in the past. Here is the structure: Should + Have + Past Participle

You should have gone to the party. She should have studied more often.

It is common to use "should" to give negative advice. In this case, add "not".

You should not smoke.

Gramática V

ILE-513

91

You should not eat too much candy.

The contraction is "shouldn't".

You shouldn't drive too fast.

Would The modal verb "would" is used to give advice. In this situation, the speaker is giving hypothetical advice as if he/she were the listener. Here are some examples:

If I were you, I would return the book. If I were you, I would not wear that jacket.

It is not always necessary to include "If I were you".

I wouldn't eat that. I would choose the red shoes.

Normally, would is used to talk about yourself, and should is used to talk about someone else.

Example:

I would study tonight if I were you. You should study tonight.

It is also common to ask for advice using these modal verbs:

What should I do? What would you do?

Expressing conditional If

Modals in the first conditional

Main clause

We can use modals other than will in the main clause of a sentence in the first

conditional:

Gramática V

ILE-513

92

If you ask George, he may/might be able to help you. (possibility)

You can/may leave the room if you've finished the test. (permission)

If he doesn't come soon, we must / will have to leave without

him. (obligation)

If you ever go to Chicago, you should take a boat trip on the

river. (suggestion)

If you don't watch your steps, you are going to fall over. (prediction)

If-clause

We can use be going to in the if-clause to express intention:

If you are going to speak like that, you'll have to leave.

Should in the if-clause makes the condition less likely:

If you should see Kate, say hi from me.

In the if-clause, willingness can be expressed by will and refusal by won't. In

this sense will and won't are always stressed in speech and cannot be

contracted with the subject in writing:

If you will take me to the airport tomorrow, I won't have to take a taxi.

If Greg won't answer the phone, I'll speak to his roommate.

We can also use will in the if-clause to express a polite request. Sometimes the

main clause is omitted:

If you will wait for a moment, I'll see if Mr Hawking is available.

If you'll just fill in this form, please.

Modals in the second conditional

Main clause

We can use modals other than would in the main clause of a sentence in the

second conditional:

If no one was late, we could start the meeting on time. (ability)

If you asked George, he might be able to help you. (possibility)

If-clause

We can use could in the if-clause to express ability, possibility or permission:

Gramática V

ILE-513

93

I'd go to the beach with you if I could swim. (ability)

If you could be a famous person, who would you be? (possibility)

I wouldn't go to bars if people could smoke inside. (permission)

Were to in the if-clause makes the condition even less likely:

If he were to propose to you now, what would you say?

We can use would in the if-clause to express requests. Sometimes, the main

clause is omitted:

If you'd just fill in this form, please.

Modals in the third conditional

Main clause

We can use modals other than would in the main clause of a sentence in the

third conditional:

If I had had the right tools, I could have fixed my bike. (ability)

If the weather had been worse, they might not have reached the

top. (possibility)

If-clause

We can use could + perfect infinitive in the if-clause to express ability or

possibility:

If he could have got to the station on time, he might have caught the

train. (ability)

If I could have known this would happen, I'd never have started dating

him. (possibility)

Were to + perfect infinitive is also possible in the if-clause; however, it is less

common:

If he were to have asked me, I would have said yes.

Examen y diagnostic

http://www.perfect-english-grammar.com/modal-verbs.html

http://www.learnenglish-online.com/grammar/modals/possibility.html

http://www.perfect-english-grammar.com/modal-verbs.html

http://www.learnenglish-online.com/grammar/modals/possibility.html

Gramática V

ILE-513

94

http://www.learnenglish-online.com/grammar/modals/advice.html

UNIT VIII:

Using Adverbs

Using adverbs with perfect tenses.

Using adverbs in a question with perfect tenses.

Time expressions with perfect tenses.

How to use adverbs

'He carefully held his granddaughter.'

Adverbs are used to give us more information and are used to modify verbs, clauses and

other adverbs.

The difficulty with identifying adverbs is that they can appear in different places in a

sentence.

The simplest way to recognize an adverb is through the common ending –ly.

Examples of –ly adverbs are: quickly, quietly, fortunately.

Most adverbs are made by adding –ly to adjectives:

careful > carefully

loud > loudly

slow > slowly

adverbs with verbs

Here the adverbs are in bold and the verbs are in italics. Here the adverbs give us more

information about the verb.

'She slowly entered the room.'

'He carefully drove through the city.'

adverbs with adjectives

Here the adverbs are in bold and the adjectives are in italics. Here the adverbs give us more

information about the adjective.

'The test was extremely difficult.'

'I'm incredibly sorry about what I did.'

http://www.learnenglish-online.com/grammar/modals/advice.html

Gramática V

ILE-513

95

adverbs with adverbs

Here both adverbs are in bold. The first adverb gives us more information about the

second.

'The cheetah runs incredibly quickly.'

'He talks exceptionally loudly.'

adverbs

Adverbs can be used to change the entire meaning of a sentence. The adverbs are in bold.

'Unfortunately, I will be out of the office for the next 3 days'.

'Surprisingly, the team was beaten in the final.'

confusing adverbs

We have seen how many adverbs are made by adding –ly to the adjective: strong >

strongly

Some adverbs are very different from the adjective:

good =adjective / well =adverb

'He's a good golfer.'

'He plays golf well.'

Look at the following sentences; both have adverbs:

'I work hard.'

'I hardly work.'

Hard, which is also an adjective, here means 'with a lot of effort.'

Hardly here means 'very little.'

'He's a fast runner.' – Here fast is an adjective.

'He runs fast.' – Here fast is an adverb.

'It was late at night.' – Here late is an adjective.

'We talked late into the night.' – Here late is an adverb.

combining clauses

We can join two independent clauses (sentences) together using conjunctive

adverbs. Conjunctive adverbs show cause and effect, sequence, contrast, comparison, or

other relationships.

The most common of these are:

Accordingly

Afterwards

Also

Consequently

Gramática V

ILE-513

96

However

Indeed

Likewise

Moreover

Nevertheless

Nonetheless

Otherwise

Similarly

Still

Therefore

When writing, we must use a semi-colon (;) before the conjunctive adverb. Use a comma (,)

after the conjunctive adverb.

Let's take a look at some examples:

'I wanted to eat pizza; however, my wife wanted curry.'

'It had snowed all day; therefore, he decided not to drive in the dangerous

conditions.'

Note: In the following sentence no semi colon is needed because it does not separate two

clauses. Instead it shows a thought:

'In my opinion, however, it makes no difference.'

Order of Adverbs

There is a basic order in which adverbs will appear when there is more than

one. It is similar to The Royal Order of Adjectives, but it is even more flexible.

THE ROYAL ORDER OF ADVERBS

Verb Manner Place Frequency Time Purpose

Beth

swims enthusiastically

in the

pool every morning

before

dawn to keep in shape.

Dad

walks impatiently into town every afternoon

before

supper

to get a

newspaper.

Tashonda

naps

in her

room every morning

before

lunch.

In actual practice, of course, it would be highly unusual to have a string of adverbial modifiers beyond two or three (at the most). Because the placement of adverbs is so flexible, one or two of the modifiers would probably move to the beginning of the sentence: "Every afternoon before supper, Dad impatiently walks into town to get a newspaper." When that happens, the introductory adverbial modifiers are usually set off with a comma.

http://grammar.ccc.commnet.edu/grammar/adjectives.htm#order

Gramática V

ILE-513

97

We use some adverbs to describe how frequently we do an activity.

These are called adverbs of frequency and include:

Frequency Adverb of Frequency Example Sentence

100% always I always go to bed before 11pm.

90% usually I usually have cereal for breakfast.

80% normally / generally I normally go to the gym.

70% often* / frequently I often surf the internet.

50% sometimes I sometimes forget my wife's birthday.

30% occasionally I occasionally eat junk food.

10% seldom I seldom read the newspaper.

5% hardly ever / rarely I hardly ever drink alcohol.

0% never I never swim in the sea.

* Some people pronounce the 'T' in often but many others do not.

The Position of the Adverb in a Sentence

An adverb of frequency goes before a main verb (except with To Be).

Subject + adverb + main verb

I always remember to do my homework.

He normally gets good marks in exams.

An adverb of frequency goes after the verb To Be.

Subject + to be + adverb

They are never pleased to see me.

She isn't usually bad tempered.

http://www.grammar.cl/Present/To_Be.htm

Gramática V

ILE-513

98

When we use an auxiliary verb (have, will, must, might, could, would, can, etc.), the adverb

is placed between the auxiliary and the main verb. This is also true for to be.

Subject + auxiliary + adverb + main verb

She can sometimes beat me in a race.

I would hardly ever be unkind to someone.

They might never see each other again.

They could occasionally be heard laughing.

We can also use the following adverbs at the start of a sentence:

Usually, normally, often, frequently, sometimes, occasionally

Occasionally, I like to eat Thai food.

BUT we cannot use the following at the beginning of a sentence:

Always, seldom, rarely, hardly, ever, never.

We use hardly ever and never with positive, not negative verbs:

She hardly ever comes to my parties.

They never say 'thank you'.

We use ever in questions and negative statements:

Have you ever been to New Zealand?

I haven't ever been to Switzerland. (The same as 'I have never been Switzerland').

We can also use the following expressions when we want to be more specific about the

frequency:

- every day - once a month - twice a year - four times a day - every other week

INTERROGATIVE ADVERBS

http://www.grammar.cl/Basic/Can_Cannot.htm

Gramática V

ILE-513

99

The interrogative adverbs why, where, how, & when are placed at the beginning of a question.

These questions can be answered with a sentence or a prepositional phrase. After an interrogative

adverb in a question, you must invert the subject and verb so that the verb comes first.

EXAMPLES

Why are you so late? There was a lot of traffic.

Where is my passport? In the drawer.

How are you? I'm fine.

When does the train arrive? At 11:15.

USES OF HOW

How can be used to form questions in four different ways. How can be used by itself to mean "in

what way".

EXAMPLES

How did you make this sauce?

How do you start the car?

How can I get to your house?

How can be used with adjectives to ask about the degree of an attribute.

EXAMPLES

How tall are you?

How old is your house?

How angry is mother?

How can be used with much and many to ask about quantity. Much is used with uncountable nouns

and many is used with countable nouns.

EXAMPLES

How many people are coming to the party?

How much flour do I need?

How much are these tomatoes?

How can be used with other adverbs to ask about the frequency or degree of an action.

Gramática V

ILE-513

100

EXAMPLES

How quickly can you read this?

How often do you go to London?

How loudly does your brother scream?

ADVERBS OF TIME Adverbs of time tell us when an action happened, but also for how long, and how often.

ADVERBS THAT TELL US WHEN

Adverbs that tell us when are usually placed at the end of the sentence.

EXAMPLES

Goldilocks went to the Bears' house yesterday.

I'm going to tidy my room tomorrow.

I saw Sally today.

I will call you later.

I have to leave now.

I saw that movie last year.

Putting an adverb that tells us when at the end of a sentence is a neutral position, but these

adverbs can be put in other positions to give a different emphasis. All adverbs that tell us when can

be placed at the beginning of the sentence to emphasize the time element. Some can also be put

before the main verb in formal writing, while others cannot occupy that position.

EXAMPLES

Later Goldilocks ate some porridge. (the time is important)

Goldilocks later ate some porridge. (this is more formal, like a policeman's report)

Goldilocks ate some porridge later. (this is neutral, no particular emphasis)

ADVERBS THAT TELL US FOR HOW LONG

Adverbs that tell us for how long are also usually placed at the end of the sentence.

EXAMPLES

She stayed in the Bears' house all day.

Gramática V

ILE-513

101

My mother lived in France for a year.

I have been going to this school since 1996.

In these adverbial phrases that tell us for how long, for is always followed by an expression of

duration, while since is always followed by an expression of a point in time.

EXAMPLES

I stayed in Switzerland for three days.

I am going on vacation for a week.

I have been riding horses for several years.

The French monarchy lasted for several centuries.

I have not seen you since Monday.

Jim has been working here since 1997.

There has not been a more exciting discovery since last century.

ADVERBS THAT TELL US HOW OFTEN

Adverbs that tell us how often express the frequency of an action. They are usually placed before

the main verb but after auxiliary verbs (such as be, have, may, & must). The only exception is when

the main verb is "to be", in which case the adverb goes after the main verb.

EXAMPLES

I often eat vegetarian food.

He never drinks milk.

You must always fasten your seat belt.

I am seldom late.

He rarely lies.

Many adverbs that express frequency can also be placed at either the beginning or the end of the

sentence, although some cannot be. When they are placed in these alternate positions, the

meaning of the adverb is much stronger.

Adverb that can be used

in two positions

Stronger position Weaker position

frequently I visit France frequently. I frequently visit France.

generally Generally, I don't like spicy foods. I generally don't like spicy

foods.

Gramática V

ILE-513

102

Adverb that can be used

in two positions

Stronger position Weaker position

normally I listen to classical music

normally.

I normally listen to classical

music.

occasionally I go to the opera occasionally. I occasionally go to the opera.

often Often, I jog in the morning. I often jog in the morning.

regularly I come to this museum regularly. I regularly come to this

museum.

sometimes I get up very early sometimes. I sometimes get up very early.

usually I enjoy being with children

usually.

I usually enjoy being with

children.

Some other adverbs that tell us how often express the exact number of times an action happens or

happened. These adverbs are usually placed at the end of the sentence.

EXAMPLES

This magazine is published monthly.

He visits his mother once a week.

I work five days a week.

I saw the movie seven times.

USING YET

Yet is used in questions and in negative sentences to indicate that something that has not

happened or may not have happened but is expected to happen. It is placed at the end of the

sentence or after not.

EXAMPLES

Have you finished your work yet? (= simple request for information)

No, not yet. (= simple negative answer)

They haven't met him yet. (= simple negative statement)

Haven't you finished yet? (= expressing surprise)

USING STILL

Gramática V

ILE-513

103

Still expresses continuity. In positive sentences it is placed before the main verb and after auxiliary

verbs such as be, have, might, will. If the main verb is to be, then place still after it rather than

before. In questions, still goes before the main verb.

EXAMPLES

She is still waiting for you.

Jim might still want some.

Do you still work for the BBC?

Are you still here?

I am still hungry.

ORDER OF ADVERBS OF TIME

If you need to use more than one adverb of time in a sentence, use them in this order:

1: how long 2: how often 3: when

EXAMPLES

1 + 2 : I work (1) for five hours (2) every day

2 + 3 : The magazine was published (2) weekly (3) last year.

1 + 3 : I was abroad (1) for two months (3) last year.

1 + 2 + 3 : She worked in a hospital (1) for two days (2) every week (3) last year.

Examen y diagnostic

http://www.ecenglish.com/learnenglish/lessons/how-use-adverbs

UNIT IX:

Verbs: Action and non-action verbs

Perfect sentences with action verbs.

Perfect sentences with non-action verbs.

Finding the mistakes.

Comparative forms.

Action Verbs

English language verbs can be broken into two categories: action and non-action. Just like

the name suggests, action verbs (also called “dynamic verbs”) are verbs where the subject

is doing something active. The following are examples of action verbs:

Gramática V

ILE-513

104

run

What action verbs can you use to describe the picture of these CISL students at the San

Diego Zoo? Hint: you can use some of the words on the list to the left.

jump

play

talk

study

take

cook

drive

swing

smile

laugh

kick

climb

As you can see, there is a clear action happening with each of these verbs.

Non-Action Verbs

Non-action verbs (also called “stative verbs”) are the opposite. These verbs are for things

which are not active, like the following:

need

seem

believe belong disagree doubt

hate

know

have

http://cisl.edu/wordpress/wp-content/uploads/2012/10/swinging.jpg

Gramática V

ILE-513

105

own

want

like

These verbs are usually things we feel, mental states, or verbs of ownership (as we see with

the verbs “have” or “own”).

The Differences in Use of Action and Non-Action Verbs

How do we use these two types of verbs? There is a simple rule students must follow to

remember how to use them correctly:

Do not use non-action (stative) verbs with the progressive (-ing) tenses.

Remember, progressive tenses (also called “continuous” tenses) are the “be” verb + “-ing”

tenses, like the following:

Present Progressive

“The students are smiling.” Which progressive tense is used in the previous sentence?

[am/is/are + verb + ing]

I am learning Chinese.

She is cooking dinner.

They are playing soccer.

Past Progressive

[was/were + verb + ing]

I was sleeping earlier today.

http://cisl.edu/wordpress/wp-content/uploads/2012/10/students-smiling.jpg

Gramática V

ILE-513

106

He was talking on the phone.

She was driving very fast!

Future Progressive 1

[is/am/are + going to + be + ing]

I am going to be leaving at 10.

She is going to be studying in San Francisco.

They are going to be taking the TOEFL test in two weeks.

Future Progressive 2

[will + be + ing]

I will be living in San Diego for the next six months.

He will be working in a new office very soon.

We will be studying action and non-action verbs all month.

With each of these tenses, you cannot use the non-active verbs. This is a common error

with English language students.

Incorrect: I am having a car.

(Wrong: “have” is non-active because it is a verb of ownership)

Correct: I have a car.

Incorrect: I am needing some food!

(Wrong: “need is non-active.)

Correct: I need a sandwich.

Incorrect: I was wanting a new computer.

(Wrong: “want” is a non-active verb.)

Correct: I wanted a computer.

Can you guess which of the verbs below are non-active?

like

love

involve

own

prefer

promise

remember

Gramática V

ILE-513

107

understand

wish

Answer: They are ALL non-active! Do you see how they are all verbs which are clearly

different from action verbs like “run” and “jump” and “yell”?

Non-action verbs indicate state, sense, desire, possession, or opinion. The most common

non-action verbs are:

be* seem appear* (existence)

look* sound* smell* taste* feel* (senses)

like want prefer love* (desire)

have* own possess (possession)

think* believe consider* (opinion)

Note the usage in the following sentences:

Mr. Tactful is seeming like a nice guy. (Wrong)

Mr. Tactful seems like a nice guy. (Correct)

This salad is tasting delicious. (Wrong)

This salad tastes delicious. (Correct)

I am liking banana cream pie. (Wrong)

I like banana cream pie. (Correct)

Some verbs have both action and non-action meanings. They are indicated by an asterisk*

in the table above. The situation determines whether the action or non-action form of the

verb is used.

Those flowers look beautiful. (Non-action)

Flora is looking out the window. (Action)

I think that's a great idea. (Non-action)

I am thinking about my upcoming speech. (Action)

We have a brand new car. (Non-action)

We are having a party this weekend. (Action)

Craig is a real estate agent. (Non-action)

Billy is being naughty today. (Action)

Gramática V

ILE-513

108

Examen y diagnostic

http://www.eclecticenglish.com/grammar/PresentContinuous1H.html

http://www.really-learn-english.com/dynamic-verbs-and-stative-verbs.html

https://elt.oup.com/student/englishfile/intermediate/a_grammar/file01/nef_int_grammar01_a01?cc=

us&selLanguage=en

http://www.eclecticenglish.com/grammar/PresentContinuous1H.html

http://www.really-learn-english.com/dynamic-verbs-and-stative-verbs.html

https://elt.oup.com/student/englishfile/intermediate/a_grammar/file01/nef_int_grammar01_a01?cc=us&selLanguage=en

https://elt.oup.com/student/englishfile/intermediate/a_grammar/file01/nef_int_grammar01_a01?cc=us&selLanguage=en

ILE-513 Programa y Cronograma

Documents

Transcript of ILE-513 Programa y Cronograma