Download past progressive tense

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