* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download past progressive tense
Old Norse morphology wikipedia , lookup
American Sign Language grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Old Irish grammar wikipedia , lookup
Modern Greek grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Lexical semantics wikipedia , lookup
Germanic strong verb wikipedia , lookup
French grammar wikipedia , lookup
Ukrainian grammar wikipedia , lookup
Chinese grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Chichewa tenses wikipedia , lookup
Navajo grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Georgian grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
Udmurt grammar wikipedia , lookup
Ancient Greek verbs wikipedia , lookup
Hungarian verbs wikipedia , lookup
Russian grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Polish grammar wikipedia , lookup
Yiddish grammar wikipedia , lookup
Latin syntax wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Kannada grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
Spanish grammar wikipedia , lookup
April 2012 GRAMMAR III INTERMEDIATE Overview: In level III, there is increased emphasis on coordination and, especially, subordination with adverb clauses. The present perfect and past progressive tenses are introduced, along with related prepositions and adverbs. Students also begin to use real and unreal conditionals, gerunds, and infinitives as well as a greater range of modal verbs. I. ADJECTIVES A. PARTICIPIAL ADJECTIVES 1. Forms and meanings a) Present participle forms (Verb + -ING) John heard that they are going to build an Olympic-sized pool soon. This news has excited John. The news was exciting. b) Past participle forms (Verb + -ED) John heard that they are going to build a n Olympic-sized pool soon. This news has excited John. John was excited. 2. Functions within a sentence a) Before nouns John was happy to hear the exciting news. b) After the verb be The news was exciting. II. ADVERBS A. ADVERBS OF INDEFINITE TIME 1. Forms already, yet, still, anymore, and just 2. Usage notes and examples a. Already is used in an affirmative statement to indicate that an action happened at some point before the present i. Following the verb be The mail is already here. ii. Preceding a verb in the simple present or past tense The mail already came an hour ago. iii. Between an auxiliary verb and a main verb The mail has already arrived. iv. At the end of a sentence The mail is here already. The mail came already. The mail has come already. b. Yet is used at the end of a negative sentence or question to indicate that an action has not happened by the present time but that it is expected to happen in the future Has the mail come yet? No, the mail hasn't come yet. c. Still is used in any statement or question to indicate that a situation has continued to exist from the past to the present time without change i. In an affirmative statement (a) Following the verb be The mailbox is still empty. (b) Preceding a verb in the simple present or past tense David complained to the post office, but the mailman still arrives late. (c) Between an auxiliary verb and a main verb David is still waiting for the mailman. ii. In a negative statement, preceding a negative auxiliary The mail still hasn't come. iii. In a question, following the subject Is David still waiting for the mailman? d. Anymore is used at the end of a negative statement to indicate that a situation which existed in the past does not continue to exist at the present time David used to wait for the mailman. He doesn't wait for him anymore. e. Just is used in an affirmative statement to indicate that an action was completed a short time before the present i. Following the verb be The mailman was just here. ii. Preceding a verb in the simple present or simple past tense The mailman just left a minute ago. iii. Between an auxiliary verb and a main verb The mailman has just left. III. ADVERB CLAUSES A. TIME CLAUSES 1. FUTURE TENSE a. Conjunctions after, *as soon as, before, and when *Only as soon as is new at Level III. b. Functions i. When is used to show that the main clause action or event happens at or around the same time as another future action or event. Sara will go back to school next week. She will eat breakfast in the cafeteria next week. Sara will eat breakfast in the cafeteria when she goes back to school. ii. Before is used to show that the main clause action or event happens first (before another future action or event). First, Sara will eat breakfast. Second, she will go to class. Sara will eat breakfast before she goes to class. iii. After is used to show that the main clause action or event happens second (after another future action or event). First, Sara will eat breakfast. Second, she will go to class. Sara will go to class after she eats breakfast. iv. As soon as is used to show that the main clause action or event happens immediately before another future action or event. First, Sara will eat breakfast. Second, she will go to class. Sara will go to class as soon as she eats breakfast. c. Verb tenses Future tense is used in the main clause and simple present tense is used in the subordinate clause. Will is the most frequent choice in a sentence with a future time clause, but be going to may also be used. Sara will eat breakfast in the cafeteria when she goes back to school. Sara is going to eat breakfast in the cafeteria when she goes back to school. d. Clause position The subordinate clause is usually in sentence final position, but it may also be used in initial position. Sara will eat breakfast in the cafeteria when she goes back to school. When Sara goes back to school, she will eat breakfast in the cafeteria. e. Punctuation When the subordinate clause is in initial position, it is followed by a comma. When the subordinate clause is in final position, no comma is used. When Sara goes back to school, she will eat breakfast in the cafeteria. Sara will eat breakfast in the cafeteria when she goes back to school. f. Pronoun precedence When the subjects of both clauses are the same, a noun should be used in the first clause and a pronoun should be used in the second clause. Sara will eat breakfast in the cafeteria when she goes back to school. When Sara goes back to school, she will eat breakfast in the cafeteria. 2. PAST PROGRESSIVE TENSE a. Conjunctions when and *while *Only while is new at Level III. b. Functions i. When or while are used with a past progressive tense verb to show that a past action or event was already in progress when the main clause action or event interrupted it. Either when or while can be used with no change in meaning. In progress: Sara was eating breakfast. Interruption: The bell rang. The bell rang when/while Sara was eating breakfast. ii. When is used with a simple past tense verb to show that a past action or event interrupted another past action or event. While cannot be used in this sense. In progress: Sara was eating her breakfast. Interruption: The bell rang. Sara was eating her breakfast when the bell rang. c. Verb tenses i. To focus on the interruption, simple past is used in the main clause and past progressive tense is used in the subordinate clause. Main Clause Subordinate Clause The bell rang ii. while Sara was eating her breakfast. To focus on the action or event in progress, past progressive tense is used in the main clause and simple past tense is used in the subordinate clause. Main Clause Subordinate Clause Sara was eating her breakfast when the bell rang. (See Future Time Clauses for information about pronoun precedence, clause position, and punctuation in adverb clauses.) 3. PRESENT PERFECT TENSE a. Conjunction since b. Function Since is used to show that an action or event began at a specific time in the past and continues to the present. When Sara got to school, she immediately went to the cafeteria, and she is still there. Sara has been in the cafeteria since she got to school. c. Verb tenses Present perfect tense is used in the main clause and simple past tense is used in the subordinate clause. Main Clause Subordinate Clause Sara has been in the cafeteria since she got to school. (See Future Time Clauses for information about pronoun precedence, clause position, and punctuation in adverb clauses.) B. CAUSE AND RESULT CLAUSES 1. EXPECTED OUTCOMES a. Conjunction because b. Function Because is used to show that the main clause action or event is the logical or expected outcome of the subordinate clause. Lucy won ten million dollars in the lottery. She quit her job. Lucy quit her job because she won ten million dollars in the lottery. c. Verb tenses Unlike time clauses, there is no set pattern of verb tenses in sentences with because-clauses. The tenses in the main clause and the subordinate clause may be the same or they may be different. Lucy quit her job because she won ten million dollars in the lottery. Lucy is going to quit her job because she won the lottery. (See Future Time Clauses for information about pronoun precedence, clause position, and punctuation in adverb clauses.) 2. UNEXPECTED OUTCOMES a. Conjunctions although and even though b. Function Although and even though are used to show that the main clause action or event seems illogical or unexpected given another action or event. Lucy won ten million dollars in the lottery. Lucy still goes to work every day. Lucy goes to work every day although/even though she won the lottery. c. Verb tenses Unlike time clauses, there is no set pattern of verb tenses in sentences with although/even though-clauses. The tenses in the main clause and the subordinate clause may be the same or they may be different. Lucy kept her job although/even though she won the lottery. Lucy goes to work every day although/even though she won the lottery. (See Future Time Clauses for information about pronoun precedence, clause position, and punctuation in adverb clauses.) C. CONDITIONAL CLAUSES 1. REAL FUTURE CONDITIONALS a. Conjunction if b. Function If is used with simple present tense to show that an action or event is possible in the future, but its occurrence is dependent on another action or event taking place. Possibility: Clara will go to Bermuda. Condition: Clara has enough money. Clara will go to Bermuda if she has enough money. c. Verb tenses In real future conditional sentences, future tense is used in the main clause and simple present tense is used in the subordinate clause. Will is the most frequent choice in a sentence with a future conditional clause, but be going to may also be used. Clara will go to Bermuda if she has enough money. Clara is going to go to Bermuda if she has enough money. (See Future Time Clauses for information about pronoun precedence, clause position, and punctuation in adverb clauses.) 2. UNREAL FUTURE CONDITIONALS (LISTENING/SPEAKING) a. Conjunction if b. Function If is used with subjunctive tense* to express that an action or event is desirable but unlikely because the condition precipitating its occurrence is unlikely. *(See note in Verb tenses.) Desire: Clara would like to go to the moon. Condition: Clara must know how to build a rocket. Clara would go to the moon if she knew how to build a rocket. c. Verb tenses Subjunctive tense* is used in the main clause and would + verb is used in the subordinate clause. Clara would go to the moon if she knew how to build a rocket. (*Since these subjunctive forms are identical to simple past tense forms in all cases except be, at Level III it is recommended that they be taught as simple past tense verbs, with be as an occasional aberration in formal English, rather than introducing the concept of subjunctive tense.) d. Irregularities In formal written English, were is preferred to was in first and third person, but was is the preferred form in everyday spoken English. Spoken: Sara would go to the moon if commercial space travel was cheap. Written: Sara would go to the moon if commercial space travel were cheap. (See Future Time Clauses for information about pronoun precedence, clause position, and punctuation in adverb clauses.) IV. COMPARISONS (Listening/Speaking) A. COMPARATIVES 1. 2. 3. Adjectives Jocelyn has a brand-new Jaguar. Caitlin has an old Chevrolet. Jocelyn’s car is faster than Caitlin’s (car) (is). Jocelyn’s car is also more expensive than Caitlin’s (car) (is). Adverbs Jocelyn is a terrible driver. Caitlin is a good driver. Jocelyn drives faster than Caitlin (does). Jocelyn also drives more recklessly than Caitlin (does). Nouns Jocelyn is rich. Caitlin is poor. Jocelyn has more money than Caitlin (does). Caitlin has less money than Jocelyn (does). Jocelyn has many problems. Caitlin has a few problems. Jocelyn has more problems than Caitlin (does). Caitlin has fewer problems than Jocelyn (does). B. EQUATIVES 1. 2. 3. Adjectives Jocelyn has a brand-new Jaguar. Dinah has a brand-new Ferrari. Dinah’s car is as fast as Jocelyn’s (car) (is). Dinah’s car is as expensive as Jocelyn’s (car) (is). Adverbs Jocelyn is a terrible driver. Dinah is a terrible driver too. Dinah drives as fast as Jocelyn (does). Dinah also drives as recklessly as Jocelyn (does). Nouns Jocelyn is rich. Dinah is rich too. Dinah has as much money as Jocelyn (does). Jocelyn has a lot of problems. Dinah has a lot of problems too. Dinah also has as many problems as Jocelyn (does). C. SUPERLATIVES 1. Adjectives Jocelyn has a Jaguar. Caitlin has a Chevrolet. Serena has a Citroen. Jocelyn’s car is the fastest. Jocelyn’s car is the most expensive. 2. Adverbs Jocelyn is a terrible driver. Caitlin is a good driver. Serena is a great driver. Jocelyn drives the fastest. Jocelyn also drives the most recklessly. 3. Nouns Jocelyn is rich. Caitlin is poor. Serena is very poor. Jocelyn has the most money. Serena has the least money. Jocelyn has many problems. Caitlin has a few. Serena has almost none. Jocelyn has the most problems. Serena has the fewest problems. V. COORDINATION A. SERIES 1. Common conjunctions and their functions in a series a) Addition Bobby has a dog and a cat. b) Choice Bobby wanted to get a rat or a lizard. c) Contrast Bobby’s mother likes cats and dogs but not rats and lizards. 2. Multiple parts of speech commonly connected by conjunctions a) Nouns Bobby has a dog and a cat. b) Adjectives Bobby has a black and white cat. c) Verbs Bobby’s cat sleeps all day and plays all night. 3. Parallelism (NEW) Incorrect: Bobby’s cat is beautiful and plays. Correct: Bobby’s cat is beautiful and playful. 4. Punctuation: Comma usage (NEW) Bobby wanted to get a rat or a lizard. (No commas) Bobby wanted to get a rat, a snake, or a lizard. B. SENTENCES 1. Common conjunctions and their functions in sentences a) Addition Bobby likes cats, and his mother likes them too. b) Contrast Bobby likes snakes, but his mother doesn’t like them. c) Choice Will Bobby get a boa constrictor, or will his mother say no? d) Result (NEW) Bobby’s mother is afraid of snakes, so Bobby can’t have a boa constrictor. e) Unexpected result (NEW) Bobby’s mother is afraid of snakes, but she bought Bobby a boa constrictor for his birthday (anyway). 2. Punctuation: conjoined versus non-conjoined sentences Bobby likes cats and dogs, and his mother likes them too. Bobby likes cats and dogs. His mother likes them too. 3. Ellipsis and substitution a) But Bobby likes snakes, but his mother doesn’t . Bobby’s mother doesn’t like snakes, but Bobby does. b) And (i) Affirmative sentences Bobby likes snakes, and his sister does too. Bobby likes snakes, and so does his sister. (ii) Negative sentences Bobby doesn’t like rabbits, and his sister doesn’t either. Bobby doesn’t like rabbits, and neither does his sister. VI. PREPOSITIONS A. PREPOSITIONS OF EXTENDED TIME 1. Forms by, during, for, from ... to, since, and until 2. Usage notes and examples a. By indicates the end point of a period of time in which an action may occur at any point Sharon had to read a whole book by Monday morning. b. During indicates a period of time in which an action may occur at any point or a period of time in which an action occurs continuously Sharon didn't have time to read the book during the week . Sharon read her book during lunch. c. For indicates the specific quantity of time which an action has taken It's one o'clock Sunday afternoon. Sharon is reading. She has been reading for three hours. She has been reading three hours. (For may be omitted before a number.) d. From ... To indicates the times at which an action begins and ends She read from ten o'clock in the morning to two o'clock in the afternoon. e. Since indicates the time at which an action begins It's one o'clock Sunday afternoon. Sharon is reading. She has been reading since ten o'clock . f. Until indicates the time at which an action ends Sharon read the book until two o'clock in the afternoon. Also see Adverb Clauses for more about since. B. PREPOSITIONS OF MEANS 1. By a) b) c) 2. With a) b) Actions (gerunds) Harriet found a travel agent by looking in the telephone book. Communication Harriet’s travel agent sent her an itinerary by fax. Transportation Harriet decided to go to Houston by plane rather than by train. Parts of the body Harriet slit open the ticket envelope with her fingernail. Instruments Harriet lost the key, so she had to open her suitcase with a nailfile. C. PREPOSITONS OF PURPOSE 1. 2. In order Harriet is flying to Houston in order to visit her sister. Also see Infinitives. For She has been to Houston for a visit once before. VII. QUESTIONS A. TAG QUESTIONS (Listening/Speaking) 1. Affirmative tag questions A lion lives in Africa, doesn't it? Expected Response: Yes, it does. Negative tag questions A lion doesn't live in Asia, does it? Expected Response: No, it doesn't. 2. See Verbs for further information about tenses and auxiliaries to be practiced at Level III. VIII. VERBALS A. GERUNDS 1. 2. 3. Rule for forming gerunds (Verb + -ING) John swims almost every day. He really loves swimming. Functions of gerunds a) As objects of verbs (i) Which may only be followed by gerunds John enjoys swimming. (ii) Which may be followed by gerunds or infinitives John loves swimming/to swim. b) As objects of prepositions John is fond of swimming. c) As subjects Swimming is John’s favorite sport. d) After the verb go in idiomatic expressions of activity John goes swimming five days a week. Parallel structure with a series of gerunds John loves swimming and diving. B. INFINITIVES 1. 2. Rule for forming infinitives (To + Verb) John swims almost every day. He wants to swim seven days a week. Functions of infinitives a) As objects of certain verbs (i) Which may only be followed by infinitives John wants to swim every day. (ii) Which may be followed by infinitives or gerunds John loves to swim/swimming. b) As subjects of structures following introductory it It + Be + Adjective + (For + Indirect Object) + Infinitive It is impossible (for John) to swim laps when the pool is crowded. c) 3. As adverbial phrases of purpose John goes to the gym to swim five times a week. d) As elements of structures following too Too + Adjective + (For + Indirect Object) + Infinitive The swimming pool is sometimes too crowded (for John) to swim laps. e) As elements of structures following enough Enough + Noun + (For + Indirect Object) + Infinitive There isn’t enough room (for John) to swim laps every day. Adjective + Enough + (For + Indirect Object) + Infinitive The swimming pool is not big enough (for John) to swim laps Parallel structure and ellipsis with a series of infinitives John loves to swim and (to) dive IX. VERBS: MODALS AND PHRASAL MODALS A. ADVICE (Listening/Speaking) 1. Forms Singular should ought to + verb had better should ought to + verb had better should ought to + verb had better First Person Second Person Third Person Plural should ought to + had better should ought to + had better should ought to + had better verb verb verb 2. Contractions a. With subject pronouns Should Ought to Had better I X X I’d better You X X you’d better He X X he’d better She X X she’d better It X X it’d better We X X we’d better b. With not Should Ought to Had better Full Form should not X had better not Contraction shouldn’t X X They X X they’d better 3. Functions a. Suggesting that a present or future action would be advisable There is a big test tomorrow. John hasn’t studied at all. He should stay home and study tonight. He ought to get serious about his classes. b. Suggesting that a present or future action would be advisable, implying a negative consequence if the advice is not followed In fact, he had better get an A on that test, or he won’t pass the class. 4. Usage Should Ought to Had better Questions Should he study? X X Affirmative Statements He should study. He ought to study. He’d better study. Negative Statements He shouldn’t go out. X He’d better not go out. B. FAMILIARITY (Listening/Speaking) 1. 2. Forms be accustomed to and be used to Functions a) Expressing that a situation or an action which was difficult or unfamiliar in the past is no longer so When I was a freshman, it was difficult for me to study in a noisy dormitory. I am a senior now, and I am accustomed to the noise. I am used to studying in a noisy dormitory. C. NECESSITY (Listening/Speaking) 1. Forms Singular First Person Second Person Third Person *must have to + verb *have got to *must have to + verb *have got to *must has to + verb *has got to Plural *must have to + *have got to *must have to + *have got to *must have to + *have got to *Only must and have got to are new at Level III. verb verb verb 2. Contractions Must Have to Have got to I X X I’ve got to You X X you’ve got to He X X he’s got to She X X she’s got to It X X it’s got to We X X we’ve got to They X X they’ve got to 3. Functions a. Indicating that a present or future action is obligatory John must get an A on the test tomorrow in order to pass the class. b. Indicating that a present or future action is necessary, if not obligatory He has to pass the class or he won’t graduate. He has got to graduate, or he’ll end up working at McDonald’s. c. With not, indicating that a present or future action is not obligatory or necessary. Note that only have to can be negative in this sense. John passed the test, so he doesn’t have to get a job at McDonald’s. 4. Usage Must Have to Have got to Questions X Does he have to pass? X Affirmative Statements He must pass. He has to pass. He has got to pass. Negative Statements X He doesn’t have to get a job. X D. PREFERENCE (LISTENING/SPEAKING) 1. Forms First Person Second Person Third Person Singular would rather + verb would rather + verb would rather + verb Plural would rather + verb would rather + verb would rather + verb 2. Contractions I I’d rather You you’d rather He he’d rather She she’d rather It it’d rather We we’d rather They they’d rather 3. Functions a. Indicating an alternative which is preferable to a proposed present or future action John needs to study, but he would rather go to Tim’s party. 4. Usage Questions Affirmative Statements Negative Statements Would he rather go? He would rather go. X E. PROHIBITION (LISTENING/SPEAKING) 1. Forms First Person Second Person Third Person Singular must not am not supposed to + verb must not are not supposed to + verb must not is not supposed to + verb Plural must not are not supposed to must not are not supposed to must not are not supposed to + verb + verb + verb 2. Contractions Must Full Form must not Contraction mustn’t 3. Functions a. Indicating that a present or future action is prohibited, with a strong implication of negative consequences for disobedience Students must not use cell phones during a test. They will be expelled. b. Indicating that a present or future action is prohibited, with a weak implication of negative consequences for disobedience Students are not supposed to use cell phones in class. The professor doesn’t like it. F. REQUEST (Listening/Speaking) 1. Forms would, could, can, will, and would mind (Only in question form) (would mind is new at this level) 2. Functions a) Making a request for a present or future action I need to get an A on this test, but I was absent from class a lot. You are always in class, and you always get A’s. Would you let me borrow your notes? Could you be my study partner? Can you go to the library with me to study? Will you let me sit next to you during the test? Would you mind letting me look at your answers during the test? G. SUGGESTION (Listening/Speaking) 1. Forms let’s and why don’t 2. Functions a) Suggesting possible actions or activities in the present or future What do you want to do tonight? Tim is having a party, but we have a test tomorrow. Let’s go to the library and study. Tim has a party every week. Why don’t we go to the next one? X. VERBS: TENSE AND ASPECT Verb tenses and aspects from previous levels should be reviewed and integrated where appropriate: present simple, present progressive, past simple, future forms with will and be going to (the difference between will and be going to is taught at this level). A. FUTURE WITH WILL 1. Forms Singular First Person Plural will + verb will + verb Second Person will + verb will + verb Third Person will + verb will + verb 2. Functions a. Indicating a prediction about the future Our team will win the baseball game tomorrow. b. Indicating a sudden decision or willingness to perform a future action John: I need a ride to the game tomorrow. Mary: No problem. I’ll take you. B. FUTURE WITH BE GOING TO 1. Forms Singular First Person Plural am + going to + verb are + going to + verb Second Person are + going to + verb are + going to + verb Third Person is + going to + verb are + going to + verb 2. Functions a. Indicating a prediction about the future Our team is going to win the baseball game tomorrow. b. Indicating an action which is intended to occur in the future – an action which has been planned Chris is going to have a huge party after the game tomorrow, win or lose. C. PRESENT PERFECT (NEW) 1. Forms First Person Second Person Singular Have + Past Participle Have + Past Participle Third Person Has + Past Participle Plural Have + Past Participle Have + Past Participle Have + Past Participle 2. Contractions a. With subject pronouns First Person Second Person Third Person Singular Plural I've we've you've he's she's it's you've they've b. With not Full Form Contraction Have have not haven't Has has not hasn't 3. Functions a. Indicating an action which occurred at some unspecified time in the past Hazel has traveled around the world. b. Indicating an action which was repeated a number of times at unspecified times in the past Hazel has been to Europe several times. c. Indicating that an action began in the past and continues to the present when used with since and for Hazel has traveled a lot since she was a child. Hazel has visited France eleven times since 1992. Hazel has wanted to visit Antarctica for many years. 4. Irregularities See Appendix Two for a list of irregular past participle forms. 5. Parallelism a. The auxiliary verb have need not be repeated when two or more present perfect tense verbs are joined together by and Hazel has traveled around the world and has seen many countries. Hazel has traveled around the world and seen many countries. 6. Sentence patterns and examples a. Affirmative statements Subject + Have + Past Participle + (Predicate) Hazel has traveled around the world. b. Negative statements Subject + Have + Not + Past Participle + (Predicate) Hazel has not been to Antarctica. c. Yes/no questions Have + Subject + Past Participle + (Predicate) Has Hazel visited Europe? d. Affirmative short answers Yes + Comma + Subject + Have Yes, she has. e. Negative short answers No + Comma + Subject + Have + Not No, she has not. f. Information questions and responses with an interrogative pronoun as a subject Question Word + Have + Past Participle + (Predicate) Who has traveled a lot? Hazel has traveled a lot. Hazel has. Hazel. g. Information questions and responses with an interrogative pronoun as an object or with an interrogative adverb Question Word + Have + Subject + Past Participle + (Predicate) What has she collected? She has collected many souvenirs. Many souvenirs. Where has she traveled? Hazel has traveled around the world. Around the world. D. PAST PROGRESSIVE 1. Forms First Person Second Person Third Person Singular Was + Verb + -ING Were + Verb + -ING Was + Verb + -ING Plural Were + Verb + -ING Were + Verb + -ING Were + Verb + -ING 2. Contractions of the auxiliary verb with not Full Form Was Were Contraction was not were not wasn't weren't 3. Functions a. Indicating an action in progress at a point of time in the past Sue was eating a sandwich at one o'clock yesterday afternoon. b. Indicating a past action which was in progress at the same time as another past action Sue was eating a sandwich when Tina walked into the cafeteria. 4. 5. Parallelism a. The auxiliary verb be need not be repeated when two or more past progressive tense verbs are joined together by and Sue was doing her homework and was eating a sandwich. Sue was doing her homework and eating a sandwich. Sentence patterns and examples a. Affirmative statements Subject + Be + Present Participle + (Predicate) Sue was eating a sandwich. b. Negative statements Subject + Be + Not + Present Participle + (Predicate) Sue was not eating a sandwich. c. Yes/no questions Be + Subject + Present Participle + (Predicate) Was Sue eating a sandwich? d. Affirmative short answers Yes + Comma + Subject + Be Yes, she was. e. Negative short answers No + Comma + Subject + Be + Not No, she was not. f. Information questions and responses with an interrogative pronoun as a subject Question Word + Be + Present Participle + (Predicate) Who was eating? Sue was eating. Sue was. Sue. g. Information questions and responses with an interrogative pronoun as an object or with an interrogative adverb Question Word + Be + Subject + Present Participle + (Predicate) What was Sue eating? Where was she eating? Sue was eating a sandwich. A sandwich. She was eating in the cafeteria. In the cafeteria. APPENDIX IRREGULAR PAST PARTICIPLES AT LEVEL III Base Form Simple Past Past Participle Base Form Simple Past Past Participle be become begin bite blow break bring build buy catch choose come cost cut do draw drink drive eat fall feed feel fight find fly forget forgive get give go grow have hear hide hit hold hurt keep know leave lose make meet pay put read ride run say see sell send set shake show shut sing sit sleep speak spend stand steal swim take teach tell think throw understand wake up wear win write kept knew left lost made met paid put read rode ran said saw sold sent set shook showed shut sang sat slept spoke spent stood stole swam took taught told thought threw understood woke up wore won wrote was/were became began bit blew broke brought built bought caught chose came cost cut did drew drank drove ate fell fed felt fought found flew forgot forgave got gave went grew had heard hid hit held hurt been become begun bitten blown broken brought built bought caught chosen come cost cut done drawn drunk driven eaten fallen fed felt fought found flown forgotten forgiven gotten given gone grown had heard hidden hit held hurt kept known left lost made met paid put read ridden run said seen sold sent set shaken shown shut sung sat slept spoken spent stood stolen swum taken taught told thought thrown understood woken up worn won written