12.1 Verb Review—Uses

COMPREHENSION Based on the reading, write T for true or F for false.

1. Barrington Irving decided to become a pilot after meeting one as a teenager. 2. Irving built a plane for his students to fly. 3. Irving says that children need real-life learning experiences.

THINK ABOUT IT Discuss the questions with a partner or in a small group.

1. Irving says students need real-life learning experiences. What does he mean by that? 2. What do you think the Flying Classroom is?

THE SIMPLE PRESENT

EXAMPLES Children learn from powerful experiences. Irving always tries to help students. Irving comes from Jamaica. He has a lot of experience as a pilot. He loves to help students. If you give kids fun activities, they’ll want to learn. When you finish college, you will find a good job.

THE PRESENT CONTINUOUS

EXAMPLES Look at those kids. They’re building a car.

The kids are gaining confidence. Irving is trying to inspire kids.

EXPLANATION We use the simple present with facts, general truths, habits, customs, regular activities, repeated actions, and a place of origin. We use the simple present with nonaction verbs.

We use the simple present in future if clauses and time clauses.

EXPLANATION We use the present continuous with actions that are happening now. We use the present continuous with longer actions that are in progress but may not be happening at this exact moment.

THE FUTURE

EXAMPLES EXPLANATION

Careers in technology will grow. Careers in math are going to grow, too.

We use will or be going to with simple facts or predictions about the future. I’ll help you with your airplane project. We use will with offers. My friend is going to study aeronautical science. We use be going to when there is a previous plan to do something.

THE SIMPLE PAST

EXAMPLES EXPLANATION

A pilot invited Irving to see his airplane. Irving flew around the world in 2007.

We use the simple past with short or long actions that began and ended in the past. He made 26 stops on his flight around the world. We use the simple past with repeated past actions. continued

THE VERB BE

EXAMPLES EXPLANATION

Barrington Irving is a pilot. He’s interested in helping students. His parents’ store was in Miami. We use be with descriptions and the location of the subject.

Irving was 15 when he decided to become a pilot. We use be with the age of the subject. There are many ways to teach children. We use be with there to say that something exists. It is warm in Miami. When it’s 6:00 in Miami, it’s 3:00 in Los Angeles. We use be to talk about weather and time. The subject is it. Irving was born in Jamaica. We use be with born.

MODALS

EXAMPLES Children can do great things. Could you teach me to fly? People should follow their dreams. I may major in math. She might study engineering. A pilot must have a license. Children have to gain confidence. They are able to build an airplane. They are not allowed to fly it.

INFINITIVES

EXAMPLES Irving wants to help young people. It’s important to empower children. Irving was lucky to meet a pilot. Irving uses aviation to excite students.

EXPLANATION We use modals to add more meaning to the main verb. The modals are can (ability, possibility, request, permission), could (request, permission), should (advice), may (possibility, permission), might (possibility), would (request), and must (necessity). After a modal, we use the base form. Phrasal modals are have to (necessity), be able to (ability), and be allowed to (permission). After a phrasal modal, we use the base form.

EXPLANATION We use infinitives after certain verbs, certain expressions beginning with it, and certain adjectives.

We can use infinitives to show purpose.

EXERCISE 1 Listen to each sentence and fill in the blanks with the words you hear. Then write whether you heard the simple present, present continuous, future, simple past, a modal, or an infinitive. 12.2 1. Irving wanted to become a pilot.

2. Someone in him.

simple past

3. He

4. He wants to help young people.

young people.

5. Jobs in science and engineering

6. Young people from Irving.

7. Irving to fly.

8. Teachers empower students.

EXERCISE 2 Choose the correct word(s) to complete this essay by a college student. If both answers are correct, circle both choices.

I’m a pre-law student at Michigan State University. I’m going (graduate/to graduate) next year and

1.

then (go/going) to law school. Last year, my counselor (told/tell) me about internship programs in

2. 3.

Washington, DC. She said I (might/should) apply. I (must/had to) get recommendations from three

4. 5.

professors. I was so excited when I (received/receive) my letter of acceptance. Now my life is (move/moving)

6. 7.

in a new direction.

I’m an intern this semester. Besides my work, I (take/am taking) classes at Georgetown University.

8.

(I’m gaining/I gain) so much experience here. I (know/am knowing) much more now about the law. When I

9. 10.

(go/will go) to law school next year, (I have/I’ll have) a greater understanding of U.S. law.

11. 12.

(I have/I’m having) a roommate now. Her name is Nicole. She (graduate/graduated) from the

13. 14.

University of California last year. (She’s planning/She planned) to (becoming/become) a biology teacher

15. 16.

when (she’ll finish/she finishes) her internship. (It’ll be/It’s going to be) easy for her (find/to find) a job

17. 18. 19.

because (there/they) aren’t enough science teachers now.

20.

Nicole and I are serious about our jobs and classes, but we (like/are liking) to (having/have) fun, too.

21. 22.

Last weekend, we (did go/went) to the Air and Space Museum. Next weekend, we might (to go/go) to the art

23. 24.

museum if we (have/will have) enough time. (There’s/It’s) one thing Nicole and I don’t like: we can’t

25. 26.

(wear/to wear) jeans to work. It’s important (look/to look) very professional at our jobs.

27. 28.

An internship is a wonderful experience. I (think/am thinking) all college students should (do/to do) an

29. 30.

internship in preparation for their future professions.

FUN WITH GRAMMAR

Play a game of chance. With your classmates, write the names of each of these forms on slips of paper: simple present, present continuous, simple past, future (will and be going to), modals, and infinitives. Write one slip for affirmative and one for negative. There should be 14 slips of paper total. Put them in a bag. Then write each of the following topics on a separate slip of paper: you, a classmate, a friend, a family member, a famous person. Put these in a separate bag. Now form two teams. Your teacher will take a slip of paper from each bag. One member of each team writes a sentence on the board using that grammar and topic. Repeat with two new slips. When the game is over, the team with the most correct sentences wins.