PVR STAGE 1 BOOK

Mq;fpyk; Ngr 100% Fluency PVR Stage - 1 Word formation

Simple instruction

Interogative session

Sentence formation

Simple sentences

Speaking practice

Correct pronunciation

Elements of communication

Basic vocabulary

Basic communication

PVR Stage - 1

Copyright by PVR INFOTECH

Day 1

Spoken English Tips 1. Don’t worry about making mistakes because you will.

2. Be patient. This isn’t a one day process.

3. Learn certain phrases that can be used in multiple situations.

4. Learn how to greet someone properly.

5. Talk slowly and carefully. Don’t rush through your sentences. Until you learn the correct intonation and rhythm of English, slow your speech down.

6. If you speak too quickly, and with the wrong intonation and rhythm, native speakers will have a hard time understanding you.

7. Don't worry about your listener getting impatient with your slow speech -- it is more important that everything you say be understood.

8. Restrict yourself to simple sentences until you gain confidence.

9. Watch out for your pronunciation. Many online tools will tell you how to pronounce a word correctly.

Check one of them out when you’re in doubt. Pronounce the ending of each word. Pay special attention to 'S' and 'ED' endings. This will help you strengthen the mouth muscles that you use when you speak English.

10. Carefully observe how proficient speakers of the language pronounce words and frame their sentences.

11. Ask your friends, relatives and anyone you can to point out your mistakes and correct them.

12. Speak to them in English only. Practice is a must.

13. Record your own voice and listen for pronunciation mistakes.

14. Many people hate to hear the sound of their voice and avoid listening to themselves speak. However, this is a very important exercise because doing it will help you become conscious of the mistakes you are making.

15. Many online sites offer you the opportunity to voice chat with another user. This is an effective way to practice.

16. Learn at least one new word every day and use it as a part of your conversation with people. By the end of the week, you should know seven words really well.

17. Learn new words everyday 18. Read at least one article of your choice aloud every day.

19. Watch English movies with subtitles.

20. Watch English shows.

21. Read books and magazines.

22. Keep a pocket dictionary handy for any word you may need to know the meaning of.

23. When you hear a new word, try to find its usage and its antonyms.

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Day 2

Sentence What is a sentence?

A sentence is a group of words which gives a complete sense or meaning. A sentence brings out an idea completely. A sentence has a word-frame or word-order. That is: A sentence has structure. In short, a sentence conforms to the rules of grammar.

For E.g.: Ravi is a boy Boy a is ravi: Group of words but does not give a meaning.

Examples:  Kumar is a regular Student  I like rice  The ‘Discovery of India’ written by Jawaharlal Nehru is a good book Kinds of Sentences There are 4 kinds of sentences  Statement or Assertive Sentence A sentence that makes a statement or assertion or declaration is called an assertive or declarative sentence Examples:  We cannot pump the ocean dry  Delhi is the capital city of India  Bad habits grow unconsciously  Interrogative Sentence A sentence that asks a question is called an Interrogative sentence.

There are 2 types of question sentence 1.

‘Wh’ and ‘How’ model type of question Examples:  Where do you live?  What is up?  Why are you so confused?

2.

Yes or No model type of question Examples:  Will you return till I come?  Is this the train to Chennai?

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 Had your dinner?

 Imperative Sentence A sentence that expresses a command, request, order, instruction, wish, urge, or an entreaty is called an Imperative sentence Examples:  I wish there was another Subash Chandra Bose in India  Have mercy upon us  Listen to me first, Please  Exclamatory Sentence A sentence that expresses strong feeling (wonder, surprise, admiration, thankfulness and sorrow) is called an Exclamatory Sentence Examples:  What a wonderful creation of God, man is!  How sweet are the fruits of adversity  Good! You have done the feat(achievement) again Identify the kind of sentence. The first two have been done for you.

1.

Why do you believe that?

2.

I want to know why you believe that.

3.

Please accept my apology.

4.

Your face is frightening the baby!

5.

My shoe is on fire!

6.

When did you first notice that your shoe was on fire?

7.

My doctor told me to take these vitamins.

8.

Ask Doris for the recipe.

9.

Did you solve the puzzle yet?

10.

Ann, hand me your coat.

11.

It’s hard to believe that this paper is made from wood.

12.

There are more apples in the refrigerator.

13.

We’re on the wrong planet!

14.

Will Patricia pause to place poached pickles on Paula’s pretty plate?

15.

I would send her a gift if I were you.

16.

Send her a nice gift.

17.

The little kittens feel so soft and warm.

18.

Wow! That was cool.

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interrogative Declarative

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19.

Stop hitting me!

20.

Quit crying!

21.

Can you see the bottom of the pond?

22.

When will you be home?

23.

Who has read this book?

24.

The wind blows hard in a hurricane.

25.

Do not eat so much cake.

26.

Show Mom your report card.

27.

Kick the ball harder.

28.

Belinda has on a blue dress today.

29.

Slow down!

30.

Where will you go after school today?

31.

Lay this book on the table.

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Day 3

Parts Of Speech: Verb  Parts of Speech We speak and write through sentences. Every word in a sentence has some role or part that, does some work. These are called parts of speech.

There are eight parts of speech: 1. Verb 2. Noun 3. Pronoun 4. Adjective 5. Adverb 6. Preposition 7. Conjunction 8. Interjection These parts of speech are the eight pillars of a sentence. Therefore we can say that the parts of speech are the pillars of Language.

Let’s study more about these eight parts of speech  Verb: Verb is a word that  Shows an action. For E.g.: The train runs on Wheels  It helps another verb. For E.g.: Prasad is studying in USA  It connects another word to the subject. For E.g.: Sun shines brightly  It merely shows an existence. For E.g.: The book is on the table Write, run, eat, drink, catch, clean, speak, laugh, weep, are some verbs He is writing a letter.

In the above example, the verb “write” tells us about the action (writing) of the subject (he). A verb has its subject in sentence and verb tells us what its subject does, did or will do.

Verbs describe action or state. Most verbs describe action, such verbs are called “dynamic verb”, for example write, eat, run, speak. Some verbs describe state of something, such verbs are called “stative verb” and are not usually used in continuous tense for example be, impress, please, surprise, belong to, consist of, resemble, seem Examples:    

He works in a factory(action) I bought a computer. (action) John seems happy. (state) He resembles his brother (state)

Some verbs can be used as dynamic verb as well as stative verb.

Example:  She looks very beautiful. (look as stative verb) PVR SPOKEN ENGLISH

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 She looked at black board. (look as dynamic verb)

 Forms of verb according to tense or time of action Verb has three forms according to tense.

1. Base form 2. Past Simple 3. Past participle For example, go—went—gone. “Go” is base form, “went” is past simple form, and “gone” is past participle form. These three form may also be named as 1st form, 2nd form and 3rd form of verb, which are denoted by V1, V2 and V3 respectively. “ing” is added to base form verb to make present participle which can be used with auxiliary verb “to be” in continuous tense, for example, go—going, eat—eating, laugh—laughing.  Formation of past simple and past participle On the basis formation of past simple and past participle, verb is divided into 1. Regular verbs 2. Irregular verbs  Regular Verbs Some verbs form their past simple and past participle form by adding “-ed” to their base form, such verbs are called regular verbs, for example laugh—laughed—laughed, look—looked—looked.

Some examples Verb To advise To allow To enjoy To rain To smile

Base form or V1 advise allow enjoy Rain smile

Past simple or V2 Advised Allowed enjoyed Rained Smiled

Past participle or V3 Advised Allowed enjoyed Rained Smiled

Present participle Advising Allowing Enjoying Raining Smiling

 Irregular Verbs Some verbs form their past simple and participle in different ways for example, buy—bought—bought, eat— ate—eaten, such verbs are called irregular verbs.

Some examples Verb Base form or V1 Past simple or V2 Past participle or V3 To know know Knew known To go Go Went gone To drink drink Drank drunk To hold Hold Held Held To write write Wrote written Some verbs remain same in past simple and past participle.

Present participle Knowing Going Drinking Holding Writing

Some example Verb To cut

Base form or V1 Cut

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Past simple or V2 Cut

Past participle or V3 Cut

Present participle Cutting Page 6

To shut To spread To put To read

Shut spread Put Read

Shut Spread Put Read

Shut Spread Put Read

Shutting Spreading Putting Putting

 Main Verbs and Helping verbs (Auxiliary) A sentence can have both main verb and helping verb (auxiliary verb).  Main verb: A verb which has major meaning in terms of action are called main verb, i.e. write, buy, eat etc.  Helping verb: A verb which supports the main verb to form the structure of sentence (according to a specific tense) and give us information about the time of action expressed by main verb, is called helping verb or auxiliary verb, i.e. is, am, have, was, had, is, will etc.

Main verb has real meaning and tells more about action while helping verb has no (or little) meaning if it is alone but it adds time information about action if used with main verb to specify the tense or time of the main verb. The examples below will help in better understanding.

1. She is eating an apple. (“eat” is main verb while “is” is helping verb) 2. She was eating an apple. (“eat” is main verb while “was” is helping verb) The main verbs in these sentences “eat” convey the information about the action which is done on an apple, while the helping verbs in these sentences "is, and was" tells us the about the time of action by referring to specific tense. In first sentence with helping verb "is" action (eating an apple) is being done right now in the present time while in the second sentence with helping verb "was" action (eating an apple) was being done in past.

It means the MAIN VERB CONVEYS the meaning of action with a little information about its time, but the HELPING VERB (also called auxiliary Verb) tell us more about the time of action. Helping verbs and main verbs together make a structure of sentence of a specific tense (action and its time)  Use of helping verbs There are three primary helping verbs, be, do, and have, which are majorly used in tenses.  Be (am, is, are). Forms of “be” are used for continuous tenses.

Example She is laughing. (Present Continuous tense)  Have (have, has, had). Forms of “have” are used in perfect tense.

Example 1. He has completed his work. (Present prefect tense) 2. He had bought a car. (Past perfect tense)  Do(do, does, did). Forms of “do” are used in indefinite(simple) tenses i.e. present simple tense or past simple tense.

Example: 1. They do not play chess. (Present simple tense) 2. I did not see him. (Past simple) PVR SPOKEN ENGLISH

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 Modal Verbs (Modal auxiliaries) Modal verbs are used to express ideas such as ability, possibility, intention or necessity.

Example:  Can, could (ability)  May might (possibility)  Will, shall, would (intention)  Should (necessity)  Must (necessity)  Ought to Modal verbs can be used before main verb as helping verbs.

Examples:  I can play violin.  It may rain today.  You must learn the test-taking strategies.  I will call you.

Transitive and intransitive verbs  Transitive Verbs A verb which needs to have object in sentence is called transitive verb. Transitive verbs should have an object in sentence because without subject it does not covey complete meaning.

Example He bought ______.

There should be some object in this sentence for verb “buy”. Without an object the verb “bought” does not give complete meaning. To make it more meaningful we use some object for verb “bought” i.e book or computer or car.

He bought a book or He bought a computer or He bought a computer.

More examples  John is eating a mango.  He has completed his work.  I caught a bird in bushes.  She wrote a story.  Intransitive sentence A verb which does not need to have object in sentence is called intransitive. Intransitive verb can give complete meaning with an object in sentence for it.

Examples  He slept.

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 She is laughing.  It has rained.  He is running.  They arrived.  Forming the simple past tense With most verbs, the simple past is created simply by adding -ED. However, with some verbs, you need to add -D or change the ending a little. Here are the rules: Verb ending in...

How to make the simple past

Examples

E

Add –D

live date

lived dated

Consonant +y

Change y to i, then add -ED

try cry

tried cried

One vowel + one consonant (but NOT w or y)

Double the consonant, then add -ED

tap tapped commit committed

Add –ED

boil boiled fill filled hand handed show showed

anything else including w

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Day 4

Noun  We have four kinds of nouns.  Proper Noun

- names of persons or places, things etc.

 Common noun

- names of common objects or things.

 Collective noun

- groups of persons, places or things

 Abstract noun

- qualities that we can feel but cannot see

Let us study more about each kind of these nouns  Proper noun:  India is our motherland  Subash Chandra Bose found the Indian National Army  Varanasi and Hardwar have world famous temples  Delhi was the Capital of Mughal emperors In the above sentences India, Subash Chandra bose, Varanasi, Hardwar and Delhi are names of persons or places. They are called Proper nouns.  Common Noun:  School is the nursery of the nation.  Hillock is a small hill.  Trains carry passengers and goods.  The tank is full School, Hillock, trains and Tank are the names of common things. They are called common nouns  Collective Noun:  The mob beat up the thief  I found a bunch of keys  The cattle were grazing in the field  A fleet of ships was sunk by our navy Mob, bunch, cattle and fleet describe a group of people, animals or things. They are called collective nouns.

Collective nouns are words that tell us about a group, persons, living beings or things.  Abstract Noun:  Kindness is always rewarded  Wisdom works wonders.  Charity should begin at home  Laughter is the best medicine

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Kindness, wisdom, charity and laughter are called Abstract nouns. Abstract nouns represent a quality, action, condition or state. Abstract nouns are ideas or qualities.

 Abstract nouns are formed in three ways  From Adjectives Kind – kindness Cruel – Cruelty

Wise – Wisdom

 From Verbs Grow – Growth Know - knowledge

think – thought

 From common nouns Scholar – Scholarship

Friend – Friendship

Brother – Brotherhood

Father – Fatherhood

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Day 5

Pronoun A pronoun is used in place of a noun or nouns. Common pronouns include he, her, him, I, it, me, she, them, they, us, and we. Here are some examples: INSTEAD OF: Luma is a good athlete.

She is a good athlete. (The pronoun she replaces Luma.)

INSTEAD OF: The beans and tomatoes are fresh-picked.

They are fresh-picked. (The pronoun they replaces the beans and tomatoes.)

Often a pronoun takes the place of a particular noun. This noun is known as the antecedent. A pronoun "refers to," or directs your thoughts toward, its antecedent.

Let's call Luma and ask her to join the team. (Her is a pronoun; Luma is its antecedent.)

To find a pronoun's antecedent, ask yourself what that pronoun refers to. What does her refer to in the sentence above—that is, who is the her?The her in the sentence is Luma; therefore, Luma is the antecedent.

Grammatical Person – 1st, 2nd and 3rd Person  Grammatical person shows the relationship between the speaker and other participants in an event...

More specifically, it is a reference to a participant in an event, such as the speaker, the addressee (recipient of the speaker’s communication), or others. Grammatical person usually defines the set of personal pronouns used by the speaker. It also frequently affects verbs, sometimes nouns, and possessive relationships as well.

There are three grammatical persons in English:  First person... This is I when used to talk about yourself. I is always singular. This is we when used to talk about a group in which I is a member. We is plural.  Second person... This is you. Second person is used when referring to the addressee. The addressee may be singular or plural, depending on how many individuals are being addressed.  Third person... This is he, she, it, and they. Third person is used when referring to any person, place, or thing other than the speaker and the addressee.

First Person Singular

Plural

I

We

Second Person Singular

Plural

You

Third Person Singular

Plural

He She It

They

 Subjective Pronouns A subjective pronoun acts as the subject of a sentence—it performs the action of the verb. The subjective pronouns are he, I, it, she, they, we, and you.  He spends ages looking out the window.  After lunch, she and I went to the planetarium.

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 Objective Pronouns An objective pronoun acts as the object of a sentence—it receives the action of the verb. The objective pronouns are her, him, it, me, them, us, and you.  Cousin Eldred gave me a trombone.  Take a picture of him, not us!  Possessive Pronouns A possessive pronoun tells you who owns something. The possessive pronouns are hers, his, its, mine, ours, theirs, and yours.  The red basket is mine.  Yours is on the coffee table.  Demonstrative Pronouns A demonstrative pronoun points out a noun. The demonstrative pronouns are that, these, this, and those.  That is a good idea.  These are hilarious cartoons.

A demonstrative pronoun may look like a demonstrative adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun  Interrogative Pronouns An interrogative pronoun is used in a question. It helps to ask about something. The interrogative pronouns are what, which, who, whom, and compound words ending in "ever," such as whatever, whichever, whoever, and whomever.  What on earth is that?  Who ate the last Fig Newton?

An interrogative pronoun may look like an interrogative adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.  Indefinite Pronouns An indefinite pronoun refers to an indefinite, or general, person or thing. Indefinite pronouns include all, any, both, each, everyone, few, many, neither, none, nothing, several, some, and somebody.  Something smells good.  Many like salsa with their chips.

An indefinite pronoun may look like an indefinite adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.  Relative Pronouns A relative pronoun introduces a clause, or part of a sentence, that describes a noun. The relative pronouns are that, which, who, and whom.  You should bring the book that " which describes the book.  Hector is a photographer who does great work.  Who introduces "does great work," which describes Hector.

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 Reflexive Pronouns A reflexive pronoun refers back to the subject of a sentence. The reflexive pronouns are herself, himself, itself, myself, ourselves, themselves, and yourselves. Each of these words can also act as an intensive pronoun (see below).  I learned a lot about myself at summer camp. (Myself refers back to I.)  They should divide the berries among themselves. (Themselves refers back to they.)  Intensive Pronouns An intensive pronoun emphasizes its antecedent (the noun that comes before it). The intensive pronouns are herself, himself, itself, myself, ourselves, themselves, and yourselves. Each of these words can also act as a reflective pronoun (see above).  I myself don't like eggs.  The queen herself visited our class PRONOUN – TABLE VIEW Case

First Person Singular

Second Person

Plural

Singular

Nominative case(Subjective Pronoun)

I

We

Possessive Case(Possessive Pronoun)

My Mine

Our Ours

Objective

Me

Us

Plural

You

Your

Yours You

Third Person Singular

He She It His her Hers Its His her it

Plural

They

Their Theirs Them

List of Pronouns

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A all another any anybody anyone anything B both E each each other either everybody everyone everything F Few

H he her hers herself him himself his I I it its itself L little M many me mine

more most much my myself N neither no one nobody none nothing O one one another other others our ours ourselves

S several she some somebody someone something T that their theirs them themselves these they this those U us

W we what whatever which whichever who whoever whom whomever whose Y you your yours yourself

Day 6

ADJECTIVE  Definition of Adjective Adjectives are describing words. Large, grey and friendly are all examples of adjectives. In the examples below, these adjectives are used to describe an elephant.

Examples:  Large elephant  Grey elephant  Friendly elephant  Adjectives Modify Nouns The word elephant is a noun. Adjectives are added to nouns to state what kind, what colour, which one or how many. Adjectives are said to modify nouns and are necessary to make the meanings of sentences clearer or more exact.

Examples:  Follow the yellow cab.

(In this example, the adjective 'yellow' modifies the noun 'cab'.)  Craig caught another large bass.

(In this example, the adjective 'large' modifies the noun 'bass'.)  It is the girl with the pale face again.  The principal words should be in bold.

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(Beware of the adjective 'principal' - see right)  The rusty nail he stood on was the cause of the infection.  Please put the old documents in the shredder.  There is an essential matter we need to discuss.  Peter guessed the right number.  Adjectives Modify Pronouns Although less common, adjectives can also modify pronouns.

Examples:  It is a blue one.

(In this example, the adjective 'blue' modifies the pronoun 'one'.)  Only a brave few have received a recommendation.  THE DIFFERENT TYPES OF ADJECTIVES Adjectives are describing words. However, there are many other words that are classified as adjectives, some of which do not fall easily under this description.  PERSONAL TITLES Personal titles such Mr, Mrs, Auntie, Uncle, Dr and Lord are classified as adjectives when they are attached to a name.  The day after tomorrow, you can visit Auntie Pauline and Uncle Joe.  The lecture on Friday will be presented by Dr Ingols and Prof. Munro.  POSSESSIVE ADJECTIVES Possessive adjectives are used to show possession. They are my, your, his, her, its, our and their.  THE ARTICLES The words a, an and the are known as articles and are classified as adjectives too. 'A' and 'an' are called the indefinite articles, as they do not indicate a specific noun; whereas, 'the' is called the definite article, because it does point to a specific noun.  A cup (< any cup)  The cup (< a specific cup)  DEMONSTRATIVE ADJECTIVES Demonstrative adjectives are used to demonstrate or indicate specific things. This, that, these and those are all demonstrative adjectives.  If I hear that parrot again, I will call the RSPCA. ('That' is a demonstrative adjective. It refers to a specific parrot.)  Medals will only be given to those runners who complete the less than 8 hours ('Those' is a demonstrative adjective. It refers to specific people.)

marathon

in

 INDEFINITE ADJECTIVES Unlike demonstrative adjectives, which indicate specific items, indefinite adjectives do not point out specific things. They are formed from indefinite pronouns. The most common indefinite adjectives are no, any, many, few and several.

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 The chief has heard many people make the same promise. (The indefinite adjective 'many' modifies the noun 'people'.)  According to a council spokesman, there are no wallabies left in Derbyshire.

However, over the past few months, many walkers have reported seeing several adults with young. (The indefinite adjectives in this example are no, few, many and several.)  NUMBERS Numbers are classified as adjectives too.  Four dolphins stayed with the boat until dawn. (The adjective 'four' modifies the noun 'dolphins'.)  All we could muster was 9 cans of beans.(The adjective '9' modifies the noun 'cans'.)

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Day 7

ADVERBS Words which are used to modify verbs or adjectives are usually referred to as adverbs. For instance, the adverbs in the following sentences are printed in bold type, and the words they modify are underlined.

Example:  I often visit the library.  It is surprisingly hot today.

In the first example, the adverb often modifies the verb visit. In the second example, the adverb surprisingly modifies the adjective hot. Words which are used to modify adverbs can also be referred to as adverbs.

Example:  The train travels very quickly.

In this example, the adverb very modifies the adverb quickly.  Adverbs which modify adjectives and other adverbs Adverbs which modify adjectives or other adverbs usually immediately precede the words they modify.

Example:  The package is extremely large.  We experienced relatively few difficulties.  Buses depart quite regularly.

In these examples, the underlined adverbs immediately precede the words they modify. Extremely modifies the adjective large, relatively modifies the adjective few, and quite modifies the adverb regularly.

The adverbs ago and enough are exceptional, since they usually follow the adjectives or adverbs they modify.

Example:  That happened long ago.  He is old enough to make his own decisions.  We ran fast enough to catch the bus.

In these examples, the adverbs ago and enough follow the words they modify. Ago modifies the adverb long, and enough modifies the adjective old and the adverb fast.

It should be noted that in modern English, when enough is used as an adjective modifying a noun, it precedes the noun. For instance, in the following example, the adjective enough precedes the noun apples.

Example:  Do we have enough apples to make a pie?

However, when ago is used with a noun, it follows the noun. For instance, in the following example, Ago follows the noun months.

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Example:  That happened six months ago.

The reason for this may be found in the history of the word. Ago, formerly spelled a gone, was originally a past participle.  Intensifiers An adverb which is used to modify adjectives and adverbs, but which is not usually used to modify verbs, can be referred to as an intensifier. In the following examples, the intensifiers are printed in bold type.

Example:  I am very happy.  The film was quite good.  You did that rather well.  Must you leave so soon?

In these examples, very modifies the adjective happy, quite modifies the adjective good, rather modifies the adverb well, and so modifies the adverb soon.

The following words are commonly used as intensifiers:  Fairly  Quite  Rather  So  Too  Very In addition, the word really is often used as an intensifier in informal English.

Example:  The film was really good.  You did that really well.  Adverbs which modify verbs The following table gives examples of six different types of adverb which can be used to modify verbs.

Adverbs of

Adverbs of

Adverbs of

Adverbs of

Connecting

Negative

Frequency

Manner

Location

Time

Adverbs

Adverbs

always

Carefully

ahead

again

also

barely

ever

Correctly

back

early

consequently

hardly

frequently

eagerly

forward

late

furthermore

little

generally

easily

here

now

hence

never

never

fast

high

sometime

however

not

often

loudly

low

then

moreover

nowhere

rarely

patiently

near

today

nevertheless

rarely

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seldom

quickly

outside

tomorrow

otherwise

scarcely

sometimes

quietly

somewhere

tonight

therefore

seldom

usually

well

there

yesterday

thus

 Adverbs of frequency Adverbs of frequency answer the question how often?

An adverb which modifies a verb may occupy one of three main positions in a clause. These positions may be referred to as the beginning position, the middle position, and the end position. Adverbs of frequency may occupy any of these positions. In the following examples, the adverbs of frequency are printed in bold type.

An adverb in the beginning position is located at the beginning of a clause. For example: Often the wind blows less strongly at night.

In this example, the adverb of frequency often is located at the beginning of the clause.

Most adverbs can occupy the beginning position in a clause. The use of this position tends to emphasize the adverb.

An adverb in the end position occurs after an intransitive verb, or after the direct object of a transitive verb.

Example:  He speaks seldom.  I visit her frequently.

In the first example, seldom follows the intransitive verb speaks. example, frequently follows the direct object her of the transitive verb visit.

In

the

second

Usually only one adverb at a time can occupy the beginning position or the middle position in a clause.

However, more than one adverb at a time can occupy the end position in a clause.

When more than one adverb occurs in the end position, the different types of adverb are usually placed in a certain order. For instance, in the end position, adverbs of frequency usually follow adverbs of manner and adverbs of location, and precede adverbs of time and adverbs of purpose.

Adverbs of frequency which consist of single words most often occupy the middle position of a clause. The location of adverbs in the middle position varies depending on the type of verb used. Adverbs in the middle position occupy the locations indicated below:  They follow the Simple Present and Simple Past of the verb to be.  They precede the Simple Present and Simple Past of verbs other than the verb to be.  They follow the first auxiliary, in tenses which have auxiliaries.  They precede the first auxiliary, or the Simple Present or Simple Past of the verb to be, in short answers.

The following examples illustrate the use of adverbs of frequency in the middle position of a clause. The relevant verbs are underlined.  We are always on time.  He rarely makes a mistake.  I have often wondered about that.  Have you seen this movie before? No, I never have.

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In the preceding examples, always follows are, the Simple Present of the verb to be; rarely precedes makes, the Simple Present of a verb other than the verb to be; often follows the first auxiliary have of the verb have wondered; and never precedes the auxiliary have in the short answer I never have.

In negative statements, and negative questions with not, adverbs in the middle position of a clause usually follow the word not.

Example:  Negative Statement: They do not often miss the bus.  Question with Not: Does he not usually know the answers?

In these examples, the adverbs often and usually follow the word not.

In affirmative questions, and negative questions with n't, adverbs in the middle position of a clause usually follow the subject of the clause. In the following examples, the subjects are underlined.

Example:  Affirmative Question: Is it always this cold in February?  Question with n't: Doesn't he usually know the answers?

In the first example, the adverb always follows the subject it. In the second example, the adverb usuallyfollows the subject he.

It should be noted that the adverbs daily, weekly, monthly, yearly and annually usually do not occupy the middle position of a clause.

Verbs may be modified not only by single-word adverbs, but also by adverb phrases and clauses. Like adverbs of frequency, adverb phrases and clauses of frequency answer the question How often? Adverb phrases and clauses of frequency usually occupy either the beginning or end position of a clause.

Example:  Once in a while, I like to try something new.  We visited the museum as often as we could.

In the first example, the adverb phrase of frequency once in a while occupies the beginning position of the clause I like to try something new. In the second example, the adverb clause of frequency as often as we could occupies the end position of the clause We visited the museum.

It should be noted that except in the case of commonly used adverbs such as now, then , today, tomorrow,sometimes, usually, maybe and perhaps, adverbs and adverb phrases at the beginning of a clause must usually be followed by commas. In the following examples, the commas are underlined.

Example:  Unfortunately, it began to rain.

As often as possible, we went outside for a walk.  Adverbs of time Adverbs of time answer the question When?

Adverbs of time usually occupy either the beginning position or the end position of a clause. In the following examples, the adverbs of time are printed in bold type.

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Example:  Today I will go to the library.  I will go to the post office tomorrow.

In the first example, today occupies the beginning position of a clause. In the second example, tomorrow occupies the end position of a clause.

In the end position, adverbs of time usually follow adverbs of manner and adverbs of location.

With a few exceptions, such as now, then and once, most adverbs of time may not occupy the middle position of a clause.

The adverbs now, then and once may occupy any of the three positions in a clause. For instance, in the following examples, now occupies the first position, the middle position, and the end position of a clause.

Example:  Now it is time to leave.  It is now time to leave.  It is time to leave now.

It should be noted that sometimes is an adverb of frequency, whereas sometime is an adverb of time.

Example:  I sometimes see him in the park.  I would like to read that book sometime.

In the first example, the adverb of frequency sometimes occupies the middle position of a clause. In the second example, the adverb of time sometime occupies the end position of a clause.

Adverb phrases and clauses of time usually occupy either the beginning or end position of a clause.

Example:  At nine o'clock, the train will leave.  I will call you when I am ready.

In the first example, the adverb phrase at nine o'clock occupies the beginning position of the clause the train will leave. In the second example, the adverb clause when I am ready occupies the end position of the clause I will call you.  Adverbs of manner Adverbs of manner answer the question How? Many adverbs of manner have the ending ly. The formation and use of adverbs of manner will be discussed in more detail in the next chapter.

Adverbs of manner most often occupy the end position of a clause, where they follow an intransitive verb, or the direct object of a transitive verb.

Example:  We waited patiently for the play to begin.  I sold the strawberries quickly.

In the first example, the adverb of manner patiently follows the intransitive verb waited. In the second example, the adverb of manner quickly follows the direct object strawberries of the transitive verb sold. An adverb of manner may be placed at the beginning of a clause, in order to emphasize the idea expressed by the adverb.

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Example:  Patiently, we waited for the show to begin.  Quickly, I sold the strawberries.

In these examples, the ideas expressed by patiently and quickly are emphasized.

Adverbs of manner are often placed in the middle position of a clause, particularly when the clause contains no adverb of frequency.

Example:  I slowly opened the door.  I have carefully considered all of the possibilities.

In the first example, the adverb of manner slowly precedes opened, a verb in the Simple Past. In the second example, the adverb of manner carefully follows the auxiliary have of the verb have considered.

In informal English, adverbs of manner are often placed immediately after the word to of an infinitive. When this is done, the infinitive is referred to as a split infinitive.

Example:  I wanted to carefully consider the situation.

In this example, the infinitive to consider is split by the adverb carefully.

However, in formal English, it is considered preferable not to use split infinitives. In formal English, the above example could be written:  I wanted to consider the situation carefully.

Adverb phrases and clauses of manner usually occupy Example:

the

end position of a clause.

 We arrived on foot.  We finished the work as quickly as we could.

In the first example, the adverb phrase of manner on foot follows the intransitive verb arrived. In the second example, the adverb clause of manner as quickly as we could follows the direct object work of the transitive verb finished.

Adverb phrases and clauses of manner are sometimes placed at the beginning of a clause, for emphasis.

For example:  As quickly as we could, we finished the work.

In this example, the adverb clause as quickly as we could is emphasized.  Connecting adverbs Adverbs such as however, nevertheless and therefore are often used to connect the ideas expressed by the clauses in which they occur to ideas expressed in previous clauses. In the following examples, the connecting adverbs are printed in bold type. Connecting adverbs are often placed at the beginning of a clause.

Example  I would like to go skiing. However, I have too much work to do.  She was very busy; nevertheless, she found time to go swimming.

In the first example, the adverb however, which occurs at the beginning of the clause I have too much work to do, connects the idea expressed in this clause with the idea expressed in the previous clause, I would like to go skiing. In the second example, the adverb nevertheless, which occurs at the beginning of the clause PVR SPOKEN ENGLISH

Page 23

she found time to go swimming, connects the idea expressed in this clause with the idea expressed in the previous clause, she was very busy. Many connecting adverbs may be placed in the middle position of a clause. This is often done when the clause contains no adverb of frequency.

Example:  I am, nevertheless, anxious to continue.  We thus had no difficulty finding the motel.  We have, therefore, decided to do it.

In the first example, nevertheless follows am, the Simple Present of the verb to be. In the second example, thus precedes had, the Simple Past of a verb other than the verb to be. In the third example, therefore follows the auxiliary have of the verb have decided.

The adverb however may occupy any of the three positions in a clause. As illustrated in the following examples, a connecting adverb is usually separated by commas from the rest of the sentence.

Example:  However, it has stopped snowing.  It has, however, stopped snowing.  It has stopped snowing, however.

It should be Example:

noted that

the

adverb instead is

often placed at the

end of a

clause.

 Because there was no meat, I bought fish instead.

Connecting adverb phrases are most often placed at the beginning of a clause.

Example:  As a result, I decided to study hard.

In this example, the phrase as a result is placed at the beginning of the clause I decided to study hard.

The following table summarizes the most commonly used positions for the four different types of adverb discussed above.

Type of Adverb

Most commonly used Position in Clause

Adverb of frequency

Middle position

Adverb of time

End position, following adverbs of manner and location

Adverb of manner

End position, preceding other adverbs

Connecting adverb

Beginning position

 Adverb phrases and clauses of purpose Adverb phrases and clauses of purpose answer the question Why? This question is usually answered by a phrase or clause, rather than by a single-word adverb. In the following examples, the adverb phrases and clauses of purpose are underlined.

Adverb phrases and clauses of purpose usually occupy the end position of a clause, and follow any other adverbs, or adverb phrases or clauses.

Example:  I went to the store yesterday to buy a coat.

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 I need to buy a new coat soon because my old one is worn out.

In the first example, the adverb phrase of purpose to buy a coat occupies the end position of a clause, following the adverb of time yesterday. In the second example, the adverb clause of purpose because my old one is worn out occupies the end position of a clause, following the adverb of time soon.

Adverb phrases or clauses of purpose are sometimes placed at the beginning of a clause, for emphasis.

Example:  To reach the airport on time, we had to complete the trip in two hours.  Because it was such a beautiful day, I decided to go for a walk.

In the first example, the adverb phrase of purpose to reach the airport on time is placed at the beginning of the clause we had to complete the trip in two hours. In the second example, the adverb clause because it was such a beautiful day is placed at the beginning of the clause I decided to go for a walk.  Adverbs of location Adverbs of location answer the question Where?

Adverbs of location, and adverb phrases and clauses of location, most often occupy the end position of a clause, where they precede adverbs of time and adverbs of purpose. In the following examples, the adverbs and adverb phrases and clauses of location are underlined.

Example:  I am going there tomorrow.  He left his bicycle in the driveway last night.  I know the office where she works.

In the first example, the adverb of location there follows the verb am going, and precedes the adverb of time tomorrow. In the second example, the adverb phrase of location in the driveway follows the object bicycle of the verb left, and precedes the adverb phrase of time last night. In the third example, the adverb clause of location where she works follows the object office of the verb know.

It should be noted that the position of adverbs and adverb phrases and clauses of location relative to other types of adverb is affected by whether or not the verb being modified is a verb of motion.

A verb of motion is a verb which describes some type verbs come, go, arrive, leave, walk, run and fly are examples of verbs of motion.

of

movement.

The

If the verb of a clause is not a verb of motion, the most usual order of the different types of adverb in the end position of a clause is as follows:  Adverb of Manner  Adverb of Location  Adverb of Time  Adverb of Purpose

The following example illustrates this order: We waited Type of Phrase: PVR SPOKEN ENGLISH

patiently

outside the theater

all afternoon

to buy tickets.

Manner

Location

Time

Purpose Page 25

The order may be varied if it is desired to emphasize one of the adverb phrases. For instance, the adverb phrase of time all afternoon could be given more emphasis by placing it immediately after the adverb patiently, as follows:  We waited patiently all afternoon outside the theater to buy tickets.

When the verb of a clause is a verb of motion, any adverb of location, or adverb phrase or clause of location, is usually placed immediately after the verb. The following table compares the position of adverbs following verbs of motion with the position of adverbs following other verbs.

Adverbs and adverb phrases and clauses of location are sometimes placed at the beginning of a clause, for emphasis.

Example:  Here, the glacier deposited soil and rocks.  On the way to school, she saw a robin building its nest.  Wherever I look, I see signs of spring.

In these examples, the adverb here, the adverb phrase on the way to school and the adverb clause wherever I look are each placed at the beginning of a clause.

Adverbs of location usually cannot be placed in the middle position of a clause.  Here and There The words here and there, indicating location, are often used at the beginning of a clause, followed by the verb to be.

In this construction, if the subject of the verb is a noun, the subject follows the verb.

Example:  Here are the tickets.  There was our bus.

In these examples, the noun subjects tickets and bus follow the verbs are and was.

However, if the subject of the verb is a personal pronoun, the subject precedes the verb.

Example:  Here they are.  There it was.

In these examples, the personal pronoun subjects they and it precede the verbs are and was. When the subject follows the verb, care must be taken to make sure that the verb agrees with its subject.

Example:  Here is one of the examples.  There are his aunt and uncle.

In the first example, the verb is is singular to agree with the singular subject one. In the second example, the verb are is plural to agree with the plural subject his aunt and uncle.  There used as an introductory word In addition to being used to indicate location, there can also be used as an introductory word, in clauses indicating the existence of something. There as an introductory word is often used with verbs such as to be ,to appear and to seem. In the following examples, the verbs are underlined.

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Example:  There is a public holiday on Monday.  There are three universities in the city.  There seem to be two possible answers to this question.

In affirmative statements using this construction, the subject follows the verb. In the following examples, the subjects are underlined.

Example:  There are only twenty-four hours in a day.  There seems to be a message for you.

In the first example, the verb are is plural, to agree with the plural subject hours. In the second example, the verb seems is singular, to agree with the singular subject message.

In questions using this construction, there follows the verb in the case of the Simple Present or Simple Past of the verb to be; otherwise, there follows the first auxiliary. In the case of the Simple Present and Simple Past of verbs other than the verb to be, the auxiliary to do must be used. In the following examples, the verbs are underlined.

Example:  Is there a post office near here?  Were there many people on the train?  Can there be any doubt about it?  Do there seem to be any maple trees in this forest?

In the first two examples, there follows is and were, the Simple Present and Simple Past of the verb to be. In the last two examples, there follows the first auxiliaries can and do.  Inverted word order When used with a verb of motion, an adverb or adverb phrase of location may be placed at the beginning of a clause, followed immediately by the verb, followed by the noun subject of the verb. This construction is summarized below, followed by examples. adverb phrase

verb of

of location

motion

+

noun +

subject

Example: Up the hill

trundled

the train.

Here

come

our friends.

If the subject of the verb is a personal pronoun, the subject must precede the verb, as illustrated below:

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adverb phrase

pronoun

of location

subject

+

verb of +

motion

Example: Up the hill

it

trundled.

Here

they

come.

 Negative adverbs Negative adverbs include adverbs with an explicit negative meaning, such as never, not and nowhere, as well as adverbs with an implied negative meaning, such as hardly, scarcely and seldom.  Double negatives In modern English, there is a rule that a clause containing one negative word expresses a negative meaning, but a clause containing two negative words expressed an affirmative meaning. In the case of a clause with two negative words, it is considered that one of these words negates the other, so that an affirmative meaning results. The presence of two negative words in a clause is referred to as a double negative. In some dialects of English, clauses containing two negative words may be used to express a negative meaning.

Example:  I'm not saying nothing about it.  He never told nobody the secret.

However, this use of the double negative is considered to be grammatically incorrect in standard English.

For each of the above examples, the double negative can be eliminated by omitting or altering one of the negative words. Thus, the meaning of the first example could be correctly expressed by either of the following sentences:  I'm saying nothing about it. Or  I'm not saying anything about it.

Similarly, the meaning of the second example could be correctly expressed by either of the following sentences:  He told nobody the secret. Or  He never told anybody the secret.  Inverted word order If a clause begins with a negative adverb, inverted word order must usually be used, with the subject following the Simple Present or Simple Past of the verb to be, or the first auxiliary. In the case of the Simple Present or Simple Past of any verb other than the verb to be, the auxiliary to do must be used.

This construction is summarized below, followed by examples.

Simple form of negative adverb +

PVR SPOKEN ENGLISH

verb to be or +

subject

Page 28

or adverb phrase

first auxiliary

Never before

Was

I

so eager to reach home.

Little

Did

we

think we would meet again.

Seldom

Had

they

tasted such a delicacy.

Following are other examples of this type of construction. The negative adverbs and adverb phrases are printed in bold type, and the subjects of the verbs are underlined.

Example:  Seldom was he at a loss for words.  Scarcely had we left the house, when it began to rain.  Not for many years was the true story known.  No sooner did the bell ring than the children ran out of the school.

In the first example, the subject he follows was, the Simple Past of the verb to be. In the succeeding examples, the subjects we, story and bell follow the auxiliaries had, was and did, respectively.

In this type of inverted construction, if there is used as an introductory word, there follows the Simple Past or Simple Present of the verb to be, or the first auxiliary.

Example:  Seldom were there more than five ducks on the pond.  Rarely had there been more swans on the lake than there were that day.

In the first example, there follows were, the Simple Past of the verb to be. In the second example, there follows the auxiliary had, of the verb had been.

It should be noted that the expression so ... that can also be used with inverted word order.  E.g. So exhausted were we that we fell asleep at the table.

In this example, the subject we follows the verb were.  Interrogative adverbs The adverbs how, when, where and why can be used as interrogative adverbs at the beginning of direct questions. The interrogative adverbs in the following direct questions are printed in bold type.

Example:  How are you?  When is he coming?  Where were you?  Why did you say that?

As shown in these examples, inverted word order must be used, with the subject following the Simple Past or Simple Present of the verb to be, or the first auxiliary. In the case of the Simple Present and Simple Past of verbs other than the verb to be, the auxiliary to do must be used. In the following examples, the subjects are underlined.

Example:  How is your sister?

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 When did you see him?  Where is she going?  Why has he changed his mind?

In these examples, the subject sister follows the verb is, and the subjects you, she and he follow the auxiliaries did, is and has, respectively.

As well as being used as interrogative adjectives at the beginning of direct questions, how, when, where and why can also be used at the beginning of subordinate clauses. In the following examples, the subordinate clauses are underlined.

Example:  Be ready to start when you hear the signal.  He camped close to where the brook flows into the lake.

In the first example, when you hear the signal is an adverb clause of time. In the second example, where the brook flows into the lake is an adverb clause of location.

In addition to being used at the beginning of adverb clauses, how, when, where and why can also be used at the beginning of indirect questions. In the following examples, the indirect questions are underlined.

Example:  I want to know how he did that.  I wonder when they will arrive.  Please tell me where the school is.  I will ask why she left early.

As pointed out previously, inverted word order is not used in indirect questions. Thus, the subject of an indirect question precedes the verb. In the following examples, the subjects are underlined.

Example:  We should find out how the information was transmitted.  Ask her when she will be here.  I wonder where they are.  Please find out why he could not come with us.

In these examples, the subjects information, she, they and he precede the verbs was transmitted, will be, are and could come.

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Day 8

Preposition Prepositions are short words (on, in, to) that usually stand in front of nouns (sometimes also in front of gerund verbs).

Even advanced learners of English find prepositions difficult, as a 1:1 translation is usually not possible. One preposition in your native language might have several translations depending on the situation.

There are hardly any rules as to when to use which preposition. The only way to learn prepositions is looking them up in a dictionary, reading a lot in English (literature) and learning useful phrases off by heart  English Preposition Rule There is one very simple rule about prepositions. And, unlike most rules, this rule has no exceptions.

Rule a preposition is followed by a "noun". It is never followed by a verb.

By "noun" we include:  noun (dog, money, love)  proper noun (name) (Bangkok, Mary)  pronoun (you, him, us)  noun group (my first job)  gerund (swimming)

A preposition cannot be followed by a verb. If we want to follow a preposition by a verb, we must use the "ing" form which is really a gerund or verb in noun form.  Quick Quiz: In the following sentences, why is "to" followed by a verb? That should be impossible, according to the above rule:  I would like to go now.  She used to smoke.

Here are some examples: Subject + verb

Preposition

"noun"

The food is

On

the table.

She lives

In

Japan.

Tara is looking

For

you.

The letter is

Under

your blue book.

Pascal is used

To

English people.

She isn't used

To

working.

I ate

Before

coming.

 Prepositions typically come before a noun: For example:  after class  at home  before Tuesday PVR SPOKEN ENGLISH

Page 31

 in London  on fire  with pleasure A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence.

For example:  The book is on the table.  The book is beside 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.

Prepositions are classified as simple or compound.  Simple prepositions Simple prepositions are single word prepositions. These are all showed above.

For example: 

 The book is on the table.

Compound prepositions

Compound prepositions are more than one word. in between and because of are prepositions made up of two words - in front of, on behalf of are prepositions made up of three words.

For example:  The book is in between War and Peace and The Lord of the Rings.  The book is in front of the clock.

Examples:  The children climbed the mountain without fear.  There was rejoicing throughout the land when the government was defeated.  The spider crawled slowly along the banister.

The following table contains rules for some of the most frequently used prepositions in English: Prepositions – Time English

Usage

Example



on



days of the week

on Monday



in



months / seasons

in August / in winter

 

time of day year

in the morning in 2006



after a certain period of time (when?)

in an hour



for night

at night

 

for weekend a certain point of time (when?)

at the weekend at half past nine



at



since



from a certain point of time (past till now)

since 1980



for



over a certain period of time (past till now)

for 2 years



ago



a certain time in the past

2 years ago



before



earlier than a certain point of time

before 2004

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Page 32



to



telling the time

ten to six (5:50)



past



telling the time

ten past six (6:10)



to / until

 

till / 

marking the beginning and end of a period of time

from Monday to/till Friday

till / until



in the sense of how long something is going to last

He is on holiday until Friday.

by



in the sense of at the latest

I will be back by 6 o’clock.



up to a certain time

By 11 o'clock, I had read five pages.

Prepositions – Place (Position and Direction) English

Usage





room, building, street, town, country

in the kitchen, in London

  

book, paper etc. car, taxi picture, world

in the book in the car, in a taxi in the picture, in the world

 

meaning next to, by an object for table

at the door, at the station at the table

 

for events place where you are to do something typical (watch a film, study, work)

at a concert, at the party at the cinema, at school, at work

 

attached for a place with a river

the picture on the wall London lies on the Thames.

 

being on a surface for a certain side (left, right)

on the table on the left

 

for a floor in a house for public transport

on the first floor on the bus, on a plane



for television, radio

on TV, on the radio

left or right of somebody or something

Jane is standing by / next to / beside the car.





in

at

on

Example



by, next to,  beside



Under



on the ground, lower than (or covered by) something else

the bag is under the table



below



lower than something else but above ground

the fish are below the surface



over

  

covered by something else meaning more than getting to the other side (also across)

put a jacket over your shirt over 16 years of age walk over the bridge



overcoming an obstacle

climb over the wall



above



higher than something else, but not directly over it

a path above the lake



across

 

getting to the other side (also over) getting to the other side

walk across the bridge swim across the lake



through



something with limits on top, bottom and the sides

drive through the tunnel



to



movement to person or building

go to the cinema

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Page 33



movement to a place or country

go to London / Ireland



for bed

go to bed



into



enter a room / a building

go into the kitchen / the house



towards



movement in the direction of something (but not directly to it)

go 5 steps towards the house



onto



movement to the top of something

jump onto the table



from



in the sense of where from

a flower from the garden

Other important Prepositions English

Usage

Example



from



who gave it

a present from Jane



of

 

who/what does it belong to what does it show

a page of the book the picture of a palace



by



who made it

a book by Mark Twain



on



walking or riding on horseback

on foot, on horseback



entering a public transport vehicle

get on the bus



in



entering a car / Taxi

get in the car



off



leaving a public transport vehicle

get off the train



out of



leaving a car / Taxi

get out of the taxi



by

 

rise or fall of something travelling (other than walking or horseriding)

prices have risen by 10 percent by car, by bus



at



for age

she learned Russian at 45



about



for topics, meaning what about

we were talking about you

 Problems with Prepositions

 Rule 1 You may end a sentence with a preposition. Just do not use extra prepositions when the meaning is clear without them.

Correct: That is something I cannot agree with.

That is something with which I cannot agree.

Correct: Where did he go?

Incorrect: Where did he go to?

Correct: Where did you get this?

Incorrect: PVR SPOKEN ENGLISH

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Where did you get this at?

Correct: I will go later.

Incorrect: I will go later on.

Correct: Take your shoes off the bed.

Incorrect: Take your shoes off of the bed.

Correct: You may look out the window.

Incorrect: You may look out of the window.

Correct: Cut it into small pieces.

Incorrect: Cut it up into small pieces.

 Rule 2 Use on with expressions that indicate the time of an occurrence.

Examples: He was born on December 23.

We will arrive on the fourth.

 Rule 3 Of should never be used in place of have.

Correct: I should have done it.

Incorrect: I should of done it.

 Rule 4 Between refers to two. Among is used for three or more.

Examples: Divide the candy between the two of you.

Divide the candy among the three of you.

 Rule 5 The word like may be used as a preposition and in informal writing, as a conjunction. In formal writing, use as, as if, or as though rather than like as the conjunction.

Examples: Prepositional usage  You look so much like your mother.

Conjunction usage PVR SPOKEN ENGLISH

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 You look like you are angry. (or)

 You look as if you are angry.

Day 9

Conjunction  What is a Conjunction?

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.  Co-ordinating Conjunctions You use a co-ordinating 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.

In the following sentences, each of the highlighted words is a co-ordinating conjunction:  Lilacs and violets are usually purple.

In this example, the co-ordinating 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 co-ordinating 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 co-ordinating conjunction "and" links two participle phrases ("dancing on rooftops" and "swallowing goldfish") which act as adverbs describing the verb "spends."  Coordinating Conjunctions 1. And 2. But 3. Or 4. Nor 5. For 6. Yet 7. So The words above are called coordinating conjunctions.  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.

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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.

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."

Here's a list of some of the most common subordinating conjunctions: 1. after

2. although

3. as

4. because

5. before

6. how

7. if

8. once

9.

10. Than

since

11. that

12. though

13. till

14. until

15. when

16. where

17. whether

18. while

 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 co-ordinating 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 neighbouring pub.

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In this example the correlative conjunction "not only ... but also" links the two noun phrases ("the school" and " neighbouring pub") which act as direct objects. ď ś Correlative Conjunctions 1.

2.

3.

4.

5.

both / and not only / but also either / or neither / nor whether / or

Correlative conjunctions come in pairs. The word correlative (adjective) means a similar relationship of some kind.

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

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Day 10

Interjections Interjections are words used to express strong feeling or sudden emotion. They are included in a sentence - usually at the start - to express a sentiment such as surprise, disgust, joy, excitement or enthusiasm.

Examples:  Hey! Get off that floor!  Oh, that is a surprise.  Good! Now we can move on.  Jeepers, that was close.  Yes and No Introductory expressions such as yes, no, indeed and well are also classed as interjections.

Examples:  Indeed, this is not the first time the stand has collapsed.  Yes, I do intend to cover the bet.  I'm sure I don't know half the people who come to my house. Indeed, for all I hear, I shouldn't like to.

(Oscar Wilde)  Well, it's 1 a.m. Better go home and spend some quality time with the kids. (Homer Simpson)  Phew!

Some interjections are sounds: Examples:  Phew! I am not trying that again.  Humph! I knew that last week.  Mmmm, my compliments to the chef.

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Day 11

The Analysis of the Sentences There are five basic patterns around which most English sentences are built.* They are as follows: John sleeps.

S-V Subject-Verb Jill is eating.

Jack will arrive next week.

I like rice.

S-V-O Subject-Verb-Object She loves her job.

He's eating an orange.

He is funny.

S-V-Adj Subject-Verb-Adjective The workers are lazy.

Karen seems angry.

Jim is here.

S-V-Adv Subject-Verb-Adverb Flowers are everywhere.

No one was there.

She is my mom.

S-V-N Subject-Verb-Noun The men are doctors.

Mr. Jones is the teacher.

At the heart of every English sentence is the Subject-Verb relationship. Other elements can be added to make a sentence more interesting, but they are not essential to its formation.

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Day 12

Articles English language has two articles, “the and a/an”. An article is used for a noun. An article like an adjective modifies a noun.

For example,  a book, the book, a cup, the cup, an umbrella, the umbrella The article “the” is called definite article and the article “a/an” is called indefinite article.  Use of Articles There are two articles in English language.  Indefinite article: a/an  Definite article: the An article is used before a noun or an adjective modifying a noun.  Definite Article: (the) The definite article "the" is used for a definite, specific or particular noun.

Example:  He bought the shirt.

The article “the” before the noun “shirt” in above sentence means that the shirt, he bought, is a specific or particular shirt and not any shirt.  Indefinite Article: (a/an) The definite article “a/an” is used for indefinite, non-specific or non-particular (common) noun.

Example:  He bought a shirt.

The article “a” before shirt in above sentence means that the shirt he bought is any shirt and not a specific shirt.  Rules for using Indefinite Article (a/an) The article form “a” is used before a word (singular) beginning with a consonant, or a vowel with a consonant sound.

E.g. a book, a cat, a camera, a university, a European The article form “an” is used before a word (singular) beginning with a vowel (a, e, i, o, u) or consonant with vowel sound (or beginning with mute h).

E.g. an apple, an elephant, an umbrella, an hour, 1. Before a singular noun which is countable E.g. He bought a book She is eating an apple.

2. Before a singular noun which refers to a class of things.

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E.g. An orange is rich in vitamins.         

Before a name of a profession E.g. she wants to be a doctor He is an engineer.

For certain expressions of quantity E.g. a lot of, a few, a couple, a dozen For certain numbers.

E.g. a hundred, a thousand, a million Before a singular, countable noun in exclamation.

E.g. What a beautiful flower! o What a nice shirt!  Article a/an is not used before uncountable nouns E.g. water, milk, sand etc  Rules for using definite Article (the) The article “the” can be used both before a singular and plural noun according to the following grammatical rules. e.g. the book, the books 1. Before the place, object or group of object which is unique or considered to be region and points on globe.

unique and geographical

e.g. the earth, the moon, the sky, the stars, the north pole, the equator 2. For a noun which becomes definite or particular because it is already mentioned second time.

and is being mentioned a

e.g. The teacher helped a student and the student became happy.

3. For a noun made specific or definite in a clause or a phrase. e.g. The old lady, The girl with blue eyes, The boy that I saw, The nice red shirt 4. Before superlatives, and first, second,.. etc, and only e.g. The best day, The only method, the second month, 5. Before a phrase composed of a proper and common noun e.g. The New York city, The river Nile, The library of Congress 6. Before the names of organizations e.g. The Association of Chartered Accountants, The World Health Organization 7. Before names of scientific principles, theories, laws etc. e.g. the Pythagorean Theorem, the laws of Newton, The Fahrenheit Scale. But no article will be used for these names if written in forms like, Newton’s Law, Dalton’s Law of Partial Pressures, and Hook’s Law of Elasticity 8. Article “the” is not used for names of universities if written in forms like Oxford University, Yale University, Columbia University. But article “the” is used if names of university are written in forms like The University of Oxford, The University of Yale, The University of Toronto.

9. Article “the” is not used for names of countries of places. E.g. New York, America, Mexico, Japan, London. But article “the” is used for a name, if it expresses a group of place, states, or land. E.g. the United States, the Philippines, the Netherlands PVR SPOKEN ENGLISH

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Day 13

Tenses The word Tense comes from the Latin tempus, time. The tense of a Verb shows the time of an action or event. Therefore a verb may refer to: 1.

2.

3. 

Present time Past time Future time A verb that refers to present time is said to be in the Present Tense.  For eg: I eat, I run.  A verb that refers to past time is said to be in the Past Tense.  For Eg: I ate, I ran.  A verb that refers to future time is said to be in the Past Tense.  For Eg: I shall eat, I shall run Note: Sometimes a past tense may refer to present time, and a present tense may express future time.

For eg: I wish I knew the answer (=I’m sorry I don’t know the answer. Past tense- Present time) Read the following Sentences  I love - Simple present  I am loving - Present Continuous  I have loved - Present Perfect  I have been loving - Present Perfect continuous The verbs in all these sentences refer to present time, and are therefore said to be in the present tense.  In Sentence 1, however the verb shows that the action is mentioned simply, without anything being said about the completeness or incompleteness of the action.  In sentence 2, the verb shows that the action is mentioned as incomplete or continuous, that is, as still going on.  In Sentence 3, the Verb shows that the action is mentioned as finished, complete, or perfect, at the time of speaking.

The tense of the verb in sentence 4 is said to be Present Perfect continuous, because, the verb shows that the action is going on continuously, and not completed at this present moment.

Thus we see that the Tense of a verb shows not only the time of an action or event, but also the state of an action referred to.

Just as the present Tense has four forms, the Past Tense also has the following four forms:  I loved.

- simple past  I was loving - Past continuous  I had loved - Past Perfect  I had been loving - Past perfect continuous tense Similarly the Future Tense has the following four forms:  I shall/will love - Simple future  I shall/will be loving - Future continuous  I shall/will have loved - Future Perfect  I shall/will have been loving - Future Perfect continuous Tense

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Letâ&#x20AC;&#x2122;s study the verb forms of various tenses.

Simple Present Tense I Study We study You study He Studies She studies It Studies They study

Present continuous tense I am studying We are studying You are studying He is studying She is Studying It is Studying They are studying

Present Perfect tense I have studied We have studied You have studied He has studied She has studied It has studied They have studied

Present perfect continuous tense I have been studying We have been studying You have been studying He has been studying She has been studying It has been studying They have been studying

Past Tense I studied We studied You studied He studied She studied It studied They studied

Past continuous I was studying We were studying You were studying He was studying She was studying It was studying They were studying

Past Perfect I had studied We had studied You had studied He had studied She had studied It had studied They had studied

Past Perfect continuous I had been studying We had been studying You had been studying He had been studying She had been studying It had been studying They had been studying

Simple Future tense I shall study We shall study You shall study He will study She will study It will study

Future continuous tense I shall be studying We shall be studying You shall be studying He will be studying She will be studying It will be studying

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They will study

They will be studying

Future Perfect I shall have studied We shall have studied You shall have studied He will have studied She will have studied It will have studied They will have studied

Future Perfect continuous I shall have been studying We shall have been studying You shall have been studying He will have been studying She will have been studying It will have been studying They will have been studying

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Day 14

Present Tense and Present Continuous Tense  Present Tense The simple Present is used: 1. To express a habitual action; as  He drinks tea every morning  I get up every day at five o’clock  My watch keeps good time 2. To express general truth(universal truth); as,  The sun rises in the east  Honey is sweet  Cow gives us milk 3. In exclamatory sentences beginning with here and there to express what is actually taking place in the present; as,  Here comes the bus!  There she goes!

4. In vivid narrative, as substitute for the simple past; as,  Sohrab now rushes forward and deals a heavy blow to Rustam  Immediately the Sultan hurries to his capital 5. To express a future event that is part of a fixed timetable or fixed programme  The next flight is at 7.00 tomorrow morning  The match starts at 9’0 clock  The train leaves at 5’0 clock  When does the school reopen?

Note also the other uses of the simple Present Tense 1. It is used to introduce quotations; as,  Keats says, “A thing of beauty is a joy forever” 2. It is used, instead of simple future tense, in clauses of time and of condition; as,  I shall wait till you finish your lunch  If it rains we shall get wait As in broadcast commentaries on sporting events, the simple present is used.  Present continuous tense The present continuous is used 1. For an action going on at the time of speaking; as,  She is singing (now)  The boys are playing hockey 2. For an action that has been already been arranged to take place in the near future; as,  I am going to the cinema tonight  My uncle is arriving tomorrow 3. For a temporary action which may not be actually happening at the time of speaking; as, PVR SPOKEN ENGLISH

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 I am reading ‘David copperfield’ (but I am not reading at this moment)  I am studying spoken English in PVR 4. It has been pointed out before that the simple present is used for a habitual action. However, when the reference is to a particularly obstinate habit – something which persists, for eg, in spite of advice or warning – we use the present continuous with an adverb like always, continually, constantly.  My dog is very silly; he is always running out into road.

The following verbs, on account of their meaning, are not normally used in the continuous    

Verbs of perception, e.g. See, hear, smell, notice, recognize Verbs of appearing, e.g., appear, look, seem Verbs of emotion, e.g. want, wish, desire, feel, like , love, hate, hope, refuse, prefer Verbs of thinking, e.g., think, suppose, believe, agree, consider, trust, remember, forget, know, understand, imagine, mean, mind, Have(=possess), own, possess, belong to, contain, consist of, be (except when used in the passive)

Example: Wrong  These grapes are tasting sour.  I am thinking you are wrong.  She is seeming sad  He is having a cell phone Right  These grapes taste sour  I think you are wrong  She seems sad  He has a cell phone However, the verbs listed above can be used in the continuous tenses with a change of meaning:     

She is tasting the soup to see if it needs more salt (taste= test the flavor of) I am thinking of going to Malaysia (think of= consider the idea of) They are having lunch.(have=eat)

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Day 15

Present Perfect Tense and Present Perfect Continuous Tense  Present Perfect Tense The present Perfect tense is used:1. To indicate completed activities in the immediate past(with Just); as,  He has just gone out  It has struck ten 2. To express past actions whose time is not given and not definite; as  Have you read ‘Gulliver’s travel’?  I have never known him to be angry  Mr.Hari has been to japan 3. To describe past events when we think of their effect in the present than of the action itself; as,  Gopi has eaten all the biscuits.(i.e., there aren’t any left for you.)  I have cut my finger (and is bleeding now)  I have finished my work (= Now I am free) 4. To denote an action beginning at some time in the past and continuing up to the present moment(often with since-and for –Phrases); as,  I have known him for a long time.  He has been ill since last week  We have lived here for ten years  We haven’t seen Padma for several months.

The following adverbs or adverb phrases can also be used with the Present Perfect (apart from those mentioned above): never, ever (in questions only), so far, till now, yet (in negative and questions), already, today, this week, this month, etc.

Note: The present perfect is never used with adverbs of past time. We should not say, for example, ‘He has gone to Kolkata yesterday’. In such cases the simple past should be used (He went to Kolkata yesterday).  He has not come (he may come)  He did not come (He will never come)  Present Perfect continuous Tense The present perfect continuous tense is used for an action which began at some time in the past and is still continuing; as,  He has been sleeping for five hours (and is still sleeping)  They have been building the bridge for several months.  They have been playing since four 0’clock.

This tense is also sometimes used for an action already finished. In such cases the continuity of the activity is emphasized as an explanation of something.  “Why are your clothes so wet?” – ‘I have been watering the garden’.

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Day 16

Simple Past Tense and Past Continuous Tense  Simple Past Tense 1.

The simple past is used to indicate an action completed in the past. It often occurs with adverbs or adverb phrases of past time.  The steamer sailed yesterday  I received his letter a week ago  She left School last year 2.

Sometimes this tense is used without an adverb of time. In such cases the time may be either implied or indicated by the context.  I learnt Hindi in Nagpur  I didn’t sleep well (i.e., last night)  Babar defeated Rana sanga at kanwaha.

3.

The simple past is also used for past habits; as  He studied many hours every day.  She always carried an umbrella  Past continuous tense 1.

The past continuous is used to denote an action going on at some time in the past. The time of the action may or may not be indicated.  We were listening to the radio all evening  It was getting darker  The light went out while I was reading  When I saw him, he was playing chess As in the last two examples above, the past continuous and simple past are used together when a new action happened in the middle of a longer action. The simple past is used for the new action.

2.

This tense is also used with always, continually etc. for persistent habits in the past  He was always grumbling

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Day 17

Past Perfect Tense and Past Perfect Continuous Tense  Past Perfect Tense 1. The past perfect describes an action completed before a certain moment in the past; as  I met him in New Delhi in 1996  I had seen him last five years before.

2. If two actions happened in the past, it may be necessary to show which action happened earlier than the other. The past perfect is mainly used in such situations. The Simple past is used in one clause and the Past perfect in the other; as,  When I reached the station the train had started (so I couldn’t get into the train)  I had done my exercise when Hari came to see me  I had written the letter before he arrived  Past Perfect continuous tense The past perfect Continuous tense is used for an action that began before a certain point in the past and continued up to that time; as,  At that time he had been writing a novel for two months.  When Mr, Mukerji came to the school in 1995, Mr. Anand had already been teaching there for five years

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Day 18

Simple Future Tense and Future Continuous Tense There are several ways of talking about the future in English: the Simple Future tense, the going to form, the simple present tense.  Simple future Tense The Simple future tense is used to talk about things which we cannot control. It expresses the future as fact.  I shall be twenty next Saturday  It will be Diwali in a week  We will know our exam results in May We use this tense to talk about what we think or believe will happen in future.  I think Pakistan will win the match  I am sure Helen will get a first class As in the above sentences, we often use this tense with I think, and I’m sure. We also say I expect------, I believe--------------, probably----------etc.

We can use this tense when we decide to do something at the time of speaking,  It is raining. I will take an umbrella.  “Mr. Sinha is very busy at the moment” – “All right. I’ll wait”.  Going to We use the going to form ( be going to + base of the verb) when we have decided to do something before talking about it.  “Have you decided what to do”? – “Yes. I am going to resign the job”.  “Why do you want to sell your motorbike”? – I’m going to buy a car.

We also use the going to form to talk about what seems likely or certain, when there is something in the present which tells us about the future.  It is going to rain; look at these clouds  The boat is full of water. It is going to sink  She is going to have a baby The going to form may also express an action which is on the point of happening.  Let’s get into the train. It’s going to leave.  Look! The cracker is going to explode.  Be about to  Let’s get into the train. It’s about to leave.  Don’t go out now. We are about to have lunch  Future Continuous Tense We use the Future continuous Tense to talk about actions which will be in progress at a time in the future.  I suppose it will be raining when we start.  This time tomorrow I will be sitting on the beach in Singapore.

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 “Can I see you at 5’0 clock?” – Please don’t come then. I will be watching the tennis match on TV”.

We also use this tense to talk about actions in the future which are already planned or which are expected to happen in the normal course of things.  I will be staying here till Sunday  He will be meeting us next week  The Postman will be coming soon.  Be To We us be to + base form to talk about official plans and arrangements.  The Prime minister is to visit America next month.  The conference is to discuss “Nuclear Tests”.

Be to is used in a formal style, often in news reports. Be is usually left out in headlines, e.g., “Prime minister to visit America”.

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Day 19

Future Perfect Tense and Future Perfect Continuous Tense  Future Perfect Tense The Future Perfect tense is used to talk about actions that will be completed by a certain future time.  I shall have written my exercise by then.  He will have left before you go to see him  By the end of this month, I will have worked here for five years.

 Future Perfect continuous Tense The Future Perfect Continuous tense is used for actions which will be in progress over a period of time that will end in the future.  By next march we shall have been living here for four years.  I’ll have been teaching for twenty years next July.

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Day 20

Making of Negative and question sentences  Simple Present Tense

I do a job நா

ெச

கி

ேற

ஒ

இ த

"I do a job" எ Simple Present Tense அ ல இ த

அைம ப

ேவைல. வா கிய

ஒ

சாதாரண நிக கால வா கியமா

Present Simple Tense எ

அைழ ப

"Simple Present Tense"" சாதாரண நிக கால எ தலி பா ேபா .

. இைத ஆ கில தி

.

ெசா கைள எ ப

ேக

வ பதிலாக மா றி

Subject + Auxiliary verb + Main verb 1. I/ You/ We/ They + __ + do a job.

2. He/ She/ It + __ + does a job. இவ றி

verb" "அதாவ

"Subject" வா கிய தி

னா

வ

ள

. இ வா கிய அைம ைணவ ைன பய ப வதி ைல எ பைத கவன தி ெகா ள .

கள

"Auxiliary

Auxiliary verb + Subject + Main verb 1. Do + I/ you/ we/ they + do a job?

2. Does + he/ she/ it + do a job. இவ றி

Do/ Does வள

அைம

கி ெகா

"Auxiliary verb" பய ப ைணவ ைன

ேடாமானா

வ டலா

. அதாவ சாதாரண நிக கால ேக வ வா கிய கள ேபா பாக "Subject" அத ப னா பய ப . இைத ச

எ த ஒ

வா கிய ைத

மிக இல

வாக ேக

வ பதிலாக மா றி

.

Examples:  Do you do a job? ந ெச

கி

றாயா ஒ

ேவைல?

 Yes, I do a job ஆ , நா ெச கி ேற ஒ ேவைல.  No, I don’t do a job. (do + not) இ ைல, நா ெச கி ேறன ைல ஒ ேவைல.  Do you speak in English? ந ேப கி றாயா அ கில தி ?  Yes, I speak in English. ஆ , நா ேப கி ேற ஆ கில தி  No, I don’t speak in English. (do + not) இ ைல, நா ேப கி ேறன ைல ஆ கில தி .  Do you go to school? ந ேபாகி றாயா பாடசாைல ?  Yes, I go to school. ஆ , நா ேபாகி ேற பாடசாைல .  No, I don’t go to school. (do + not) இ ைல, நா ேபாகி ேறன ைல பாடசாைல .

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 Present Continuous Tense I am doing a job. நா இ

ெச

வா கிய

ெகா ஒ

கி

ேற

ஒ

ேவைல.

"நிக கால ெதாட வ ைன" (Present Continuous Tense) வா கியமா

.

 Positive (Affirmative) Subject + Auxiliary verb + Main verb with ing  I + am + doing a job  He/ She/ It + is + doing a job.  You/ We/ They + are + doing a job. அ

இ

ட

வா கிய

அைம

இ த Form

கள

(Subject) வா கிய தி

எ ெபா

ப ரதான வ ைன ெசா

ட

னா

"ing"

வ

ளைத

இைண

கவன

பய

ப

க

.

.

 Negative Subject + Auxiliary verb + not + Main verb with ing  I + am + not + doing a job  He/ She/ It + is + not + doing a job.  You/ We/ They + are + not + doing a job.  Question (Interrogative) Auxiliary verb + Subject + Main verb with ing  Am + I + doing a job?  Is + he/ she/ It + doing a job?  Are + you/ we/ they + doing a job? இவ றி

ஆர ப

உதாரண

தி

"Subject" அதாவ

மாக மாறி வ

வ டய

ப

ளைத அவதான

னா

க

"Auxiliary verb " ைண வ ைன வா கிய தி .

:

 Are you doing a job? ந ெச ெகா கி றயா ஒ ேவைல?  Yes, I am doing a job. (I’m) ஆ , நா ெச ெகா கி ேற ஒ ேவைல.  No, I am not doing a job. (I’m not) இ ைல, நா ெச ெகா கி ேறன ைல ஒ ேவைல.  Are you speaking in English? ந ேபசி ெகா கி றாயா ஆ கில தி ?  Yes, I am speaking in English. (I’m) ஆ , நா ேபசி ெகா கி ேற ஆ கில தி .  No, I am not speaking in English. (I’m not) இ ைல, நா ேபசி ெகா கி ேறன ைல ஆ கில தி .  Are you going to school? ந ேபா ெகா கி றாயா பாடசாைல ?  Yes, I am going to school. (I’m) ஆ , நா ேபா ெகா கி ேற பாடசாைல .  No, I am not going to school. (I’m not)

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இ

ைல, நா

ேபா

PVR SPOKEN ENGLISH

ெகா

கி

ேறன

ைல பாடசாைல

.

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Day 21

Making of Negative and question Sentences II Tense Simple Present

Present continuous Present Perfect Present Perfect continuous Simple Past Past continuous Past perfect Past Perfect continuous Will – Future Going to – future Future continuous Future Perfect

Future Perfect continuous

Conditional simple

Conditional continuous

Conditional perfect PVR SPOKEN ENGLISH

Example affirmative

Examples Negative

Examples Interrogative

I work He works

I don’t work He doesn’t work

Do I work?

Does he work?

I am working He is working I have worked He has worked I have been working He has been working I worked He worked I was working He was working I had worked He had worked I had been working He had been working I will work He will work I am going to work He is going to work I will be working He will be working I will have worked He will have worked I will have been working He will have been working I would work He would work I would be working He would be working

I am not working He is not working I haven’t worked He hasn’t worked I haven’t been working He hasn’t been working I didn’t work He didn’t work I wasn’t working He wasn’t working I hadn’t worked He hadn’t worked I hadn’t been working He hadn’t been working I won’t work He won’t work I am not going to work He is not going to work I won’t be working He won’t be working I won’t have worked He won’t have worked I won’t have been working He won’t have been working I wouldn’t work He wouldn’t work I wouldn’t be working He wouldn’t be working

Am I working?

Is he working?

Have I worked?

Has he worked?

Have I been working?

Has he been working?

Did I work?

Did he work?

Was I working?

Was he working?

Had I worked?

Had he worked?

Had I been working?

Had he been working?

Will I work?

Will he work?

Am I going to work Is he going to work Will I be working?

Will he be working?

Will I have worked?

Will he have worked?

Will I have been working?

Will he have been working?

Would I work?

Would he work?

Would I be working?

Would he be working?

I would have worked He would have worked

I wouldn’t have worked He wouldn’t have

Would I have worked?

Would he have worked?

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Conditional Perfect Continuous

PVR SPOKEN ENGLISH

I would have been working He would have been working

worked I wouldn’t have been working He wouldn’t have been working

Would I have been working?

Would he have been working?

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Day 22

Active Voice, Passive Voice There are two special forms for verbs called voice:  Active voice  Passive voice The active voice is the "normal" voice. This is the voice that we use most of the time. You are probably already familiar with the active voice. In the active voice, the object receives the action of the verb: Subject Verb Object Active

> Eat

Cats

fish

The passive voice is less usual. In the passive voice, the subject receives the action of the verb: Passive

Subject

Verb

Object

< Fish

are eaten

By cats

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

 Passive Voice The passive voice is less usual than the active voice. The active voice is the "normal" voice. But sometimes we need the passive voice. In this lesson we look at how to construct the passive voice, when to use it and how to conjugate it.  Construction of the Passive Voice The structure of the passive voice is very simple: subject + auxiliary verb (be) + main verb (past participle) The main verb is always in its past participle form.

Look at these examples: Subject

Auxiliary verb (to be)

Main verb (past participle)

Water

Is

drunk

By everyone

100 people

Are

employed

By this company

I

Am

paid

In euro

We

Are

paid

In dollars

Are

They

paid

In yen?

not

 Use of the Passive Voice We use the passive when:  we want to make the active object more important  we do not know the active subject PVR SPOKEN ENGLISH

Page 59

give importance to active object (President Kennedy) active subject unknown

Subject President Kennedy My wallet

verb was killed

has been stolen.

Note that we always use by to introduce the passive object (Fish are eaten by cats).

Look at this sentence:

Object

by Lee Harvey Oswald. ?

 He was killed with a gun.

Normally we use by to introduce the passive object. But the gun is not the active subject. The gun did not kill him. He was killed by somebody with a gun. In the active voice, it would be: Somebody killed him with a gun. The gun is the instrument. Somebody is the "agent" or "doer".  Conjugation for the Passive Voice We can form the passive in any tense. In fact, conjugation of verbs in the passive tense is rather easy, as the main verb is always in past participle form and the auxiliary verb is always be. To form the required tense, we conjugate the auxiliary verb. So, for example:  present simple: It is made  present continuous: It is being made  present perfect: It has been made Here are some examples with most of the possible tenses: Infinitive Simple

continuous

perfect simple

perfect continuous

PVR SPOKEN ENGLISH

to be washed present

It is washed.

past

It was washed.

future

It will be washed.

conditional

It would be washed.

present

It is being washed.

past

It was being washed.

future

It will be being washed.

conditional

It would be being washed.

present

It has been washed.

past

It had been washed.

future

It will have been washed.

conditional

It would have been washed.

present

It has been being washed.

past

It had been being washed.

future

It will have been being washed.

conditional

It would have been being washed.

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Read the following sentences and write down whether it is active or passive voice 1

I ate a piece of chocolate cake.

2

The librarian read the book to the students.

3

The money was stolen.

4

They are paid on Fridays.

5

The movie is being made in Hollywood.

6

I washed my car three weeks ago.

7

His hair was cut by a professional.

8

I will introduce you to my boss this week.

9

It would have been fixed on the weekend.

10

The national anthem is being sung by Jason this time.

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Day 23

Active and Passive Voice Active / Passive Overview Active

Passive

Simple Present

Once a week, Tom cleans the house.

Once a week, the house is cleaned by Tom.

Present Continuous

Right now, Sarah is writing the letter.

Right now, the letter is being written by Sarah.

Simple Past

Sam repaired the car.

The car was repaired by Sam.

Past Continuous

The salesman was helping the customer when the thief came into the store.

The customer was being helped by the salesman when the thief came into the store.

Present Perfect

Many tourists have visited that castle.

That castle has been visited by many tourists.

Present Perfect Continuous

Recently, John has been doing the work.

Recently, the work has been being done by John.

Past Perfect

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

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

Past Perfect Continuous

Chef Jones had been preparing the restaurant's fantastic dinners for two years before he moved to Paris.

The restaurant's fantastic dinners had been being prepared by Chef Jones for two years before he moved to Paris.

Simple Future

Someone will finish the work by 5:00 PM.

The work will be finished by 5:00 PM.

BE GOING TO

Sally is going to make a beautiful dinner tonight.

A beautiful dinner is going to be made by Sally tonight.

Future Continuous

At 8:00 PM tonight, John will be washing the dishes.

At 8:00 PM tonight, the dishes will be being washed by John.

At 8:00 PM tonight, John is going to be washing the dishes.

At 8:00 PM tonight, the dishes are going to be being washed by John.

They will have completed the project

The project will have been completed before

WILL

Simple Future

WILL

Future Continuous BE GOING TO

Future Perfect

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WILL

before the deadline.

the deadline.

Future Perfect

They are going to have completed the project before the deadline.

The project is going to have been completed before the deadline.

The famous artist will have been painting the mural for over six months by the time it is finished.

The mural will have been being painted by the famous artist for over six months by the time it is finished.

BE GOING TO

The famous artist is going to have been painting the mural for over six months by the time it is finished.

The mural is going to have been being painted by the famous artist for over six months by the time it is finished.

Used to

Jerry used to pay the bills.

The bills used to be paid by Jerry.

Would Always

My mother would always make the pies.

The pies would always be made by my mother.

Future in the Past WOULD

I knew John would finish the work by 5:00 PM.

I knew the work would be finished by 5:00 PM.

Future in the Past WAS GOING TO

I thought Sally was going to make a beautiful dinner tonight.

I thought a beautiful dinner was going to be made by Sally tonight.

BE GOING TO

Future Perfect Continuous WILL

Future Perfect Continuous

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Day 24

Sentences which cannot be changed into passive voice  Transitive and intransitive verb A verb can be either transitive or intransitive. A transitive verb needs an object (in sentence) to give complete meaning while intransitive verb does need an object (in sentence) to give complete meaning.

For example,  Transitive verb:  He sent a letter.

(Send is a transitive verb and it needs an object i.e. letter to express full meaning.)  Intransitive Verb:  He laughs.

(Laugh is an intransitive verb and it does not need object for expressing full meaning.) e.g. Sleep, go, reach, sit, die, are examples of intransitive verbs.  Intransitive verb cannot be changed into passive voice The sentences having intransitive verbs (belonging to any tense) cannot be changed into passive voice.

The reason is that there is not any object in such sentences and without object of sentence passive voice is not possible.

A sentence can be changed into passive voice if it has subject and object. Sometimes subject may not be written in passive voice but it does not mean that it has no subject. Such sentences have subject but the subject is so common or familiar or known that if even it is not written in passive voice, it gives full meaning.

For example  Cloth is sold in yards.  The following tenses can also not be changed into passive voice  Present perfect continuous tense  Past perfect continuous tense  Future continuous tense  Future perfect continuous tense Exercises The following sentences are written in the passive voice. Rewrite them in the active voice.

1. James was chosen by Kathy to be her assistant.

2. This awful mess was made by your friends!

3. Everyone in need is helped by Michael.

4. You will be made well by this medicine!

5. Many inventions were created by Edison.

6. The article was written by my friend.

7. Many fine sites are hosted by Software Workshop.

8. Claudia was enraged by Richard’s sarcastic comments.

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Day 25

Auxiliary and Modal Verbs - I The verbs be (am, is, was, etc), have and do, when used with ordinary verbs to make tenses, passive forms, questions and negatives, are called auxiliary verbs or auxiliaries.

(Auxiliary = helping) The verbs can, could, may, might, will, would, shall, should, must and ought are called modal verbs or modals. They are used before ordinary verbs and express meanings such as permission, possibility, certainty and necessity. Need and dare can sometimes be used like modal verbs.

Modals are often included in the group of auxiliaries. In some grammars they are called “Modal auxiliaries”.

The modals can, could, may, might, shall, should, will, would, must and ought are termed Defective Verbs, because some parts are wanting in them. They have no -s in the third person singular; they have no infinitive and ing forms.  Be The auxiliary be is used  In the formation of the continuous tenses; as, o He is working. I was writing.  In the formation of the passive; as, o The gate was opened.

Be followed by the infinitive is used  To indicate a plan, arrangement, or agreement; as, o I am to see him tomorrow. o We are to be married next month.  To denote command; as, o You are to write your name at the top of each sheet of paper. o Mother says you are to go to market at once.

Be is used in the past tense with the perfect infinitive to indicate an arrangement that was made but not carried out; as, They were to have been married last month but had to postpone the marriage until June.  Have  The auxiliary have is used in the formation of the perfect tenses; as,  He has worked. He has been working.  Have to is used with the infinitive to indicate obligation; as,  I have to be there by five o'clock.  He has to move the furniture himself.  The past form had to is used to express obligation in the past.  I had to be there by five o'clock.  He had to move the furniture himself.  In negatives and questions, have to and had to are used with do, does, did; as,  They have to go -- They don't have to go. Do they have to go?  He has to go. -- He doesn't have to go. Does he have to go?  He had to go. -- He didn't have to go. Did he have to go?

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 Do The auxiliary do is used  To form the negative and interrogative of the simple present and simple past tenses of ordinary verbs; as, o He doesn’t work. o He didn’t work. o Does he work? o Did he work?  To avoid repetition of a previous ordinary verb; as, o Do you know him? Yes, I do. o She sings well. Yes, she does. o You met him, didn't you? o He eats fish and so do you.  Do is also used to emphasize the affirmative nature of a statement; as,  You do look pale.  I told him not to go, but he did go.  In the imperative, do makes a request or invitation more persuasive; as, Do be quiet,  Oh, do come! It's going to be such fun.  In such cases do is strongly stressed.  Can, Could, May, Might Can usually expresses ability or capacity; as,  I can swim across the river.  He can work this sum.  Can you lift this box?

Can and may are used to express permission. May is rather formal.  You can/may go now.  Can/May I borrow your umbrella?

May is used to express possibility in affirmative sentences. Can is used in the corresponding interrogative and negative sentences.    

It may rain tomorrow.

He may be at home.

Can this be true?

It cannot be true.

Compare 'It cannot be true' with 'It may not be true'. Cannot denotes impossibility, while may not denotes improbability.

In very formal English, may is used to express a wish; as,  May you live happily and long!  May success attend you!

Could and might are used as the past equivalents of can and may; as,  I could swim across the river when I was young. (Ability)  He said 1 might/could go. (Permission)  I thought he might be at home. (Possibility)  She wondered whether it could be true. (Possibility) Could, as in the first example above, expresses only ability to do an act, but not the performance of an act.

We should use was/were able to for ability +action in the past.

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 When the boat was upset, we were able to (or managed to) swim to the bank, (not: we could swim to the bank) In negative statements, however, either could or was/were able to may be used.  I couldn't (or: wasn't able to) solve the puzzle. It was too difficult.

In present-time contexts could and might are used as less positive versions of can and may; as,  I could attend the party. (Less positive and more hesitant than I can attend the party.)  Might/Could I borrow your bicycle ? (A diffident way of saying May/Can I……')  It might rain tomorrow. (Less positive than 'It may rain……’)  Could you pass me the salt ? (Polite request); Might is also used to express a degree of dissatisfaction or reproach; as,  You might pay a little more attention to your appearance.

Note the use of can, could, may and might with the perfect infinitive:  He is not there. Where can he have gone? (= Where is it possible that he has gone? – May expresses annoyance.)  You could have accepted the offer. (= Why didn't you accept the offer?)  Fatima may/might have gone with Saroja. (= Possibly Fatima has gone/ went with Saroja.)  Why did you drive so carelessly? You might have run into the lamppost. (= It is fortunate that you didn't run into the lamppost.)

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Day 26

Auxiliary and Modal Verbs - II  Shall, Should, Will, Would Shall is used in the first person and will in all persons to express pure future.

I/we shall is less common than I/we will.  I shall/will be twenty-five next birthday.  We will need the money on 15th.  When shall we see you again?  Tomorrow will be Sunday.  You will see that I am right.

In present-day English, however, there is a growing tendency to use will in all persons.

Shall is sometimes used in the second and third persons to express a command, a promise, or threat; as,  He shall not enter my house again. (Command)  You shall have a holiday tomorrow. (Promise)  You shall be punished for this. (Threat) Note that these uses of shall are old-fashioned and formal and generally avoided in modern English.

Questions with shall I/we are used to ask the will of the person addressed; as,  Shall I open the door? (i,e., Do you want me to open it?)  Which pen shall I buy? (i.e., What is your advice?)  Where shall we go? (What is your suggestion?)

Will is used to express 1. Volition; as,  I will (=am willing to) carry your books.  I will (=promise to) try to do better next time.  I will (=am determined to) succeed or die in the attempt.

In the last example above, will is strong-stressed.

2. Characteristic habit; as,  He will talk about nothing but films.  She will sit for hours listening to the wireless.

3. Assumption or probability; as,  This will be the book you want, I suppose.  That will be the postman, I think.  Will you? indicates an invitation or a request; as,  Will you have tea?  Will you lend me your scooter?

Should and would are used as the past equivalents of shall and will - as    

I expected that I should (more often: would) get a first class.

He said he would be twenty-five next birthday.

She said she would carry my books.

She would sit for hours listening to the wireless, (Past habit)

Should is used in all persons to express duty or obligation; as,  We should obey the laws.

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 You should keep your promise.  Children should obey their parents.

In clauses of condition, should is used to express a supposition that may not be true.

If it should rain, they will not come.  If he should see me here, he will be annoyed.

Should and would are also used as in the examples below.  I should (or: would) like you to help her. ('should/would like' is a polite form of 'want').  Would you lend me your scooter, please? ('Would you?' is more polite than 'Will you?')  You should have been more careful. (Should + perfect infinitive indicates a past obligation that was not fulfilled).  He should be in the library now. (Expresses probability)  I wish you would not chatter so much. (Would after wish expresses" a strong desire).  Must, Ought to Must is used to express necessity or obligation.  You must improve your spelling.  We must get up early.

Must refers to the present or the near future. To talk about the past we use had to (the past form of have to); must has no past form.  Yesterday we had to get up early.

Must is often used when the obligation comes from the speaker. When the obligation comes from somewhere else, have to is often used. Compare:  I must be on a diet. (It is my own idea.)  I have to be on a diet. (The doctor has told me to be on a diet.)

Must can also express logical certainty.  Living in such crowded conditions must be difficult. (=1 am sure it is difficult.)  She must have left already. (I am sure she has left already).

Ought (to) expresses moral obligation or desirability; as,  We ought to love our neighbours.  We ought to help him.  You ought to know better.

Ought (to) can also be used to express probability.  Prices ought to come down soon.  This book ought to be very useful.  Used (to), Need, Dare The auxiliary used (to) expresses a discontinued habit.  There used to be a house there.  I used to live there when I was a boy.

Strictly speaking, used (to) is an auxiliary verb. In colloquial English, however, 'Did you use to' and 'did not use to' usually replace 'Used to' and 'Used not to'.

The auxiliary need, denoting necessity or obligation, can be conjugated with or without do. When conjugated without do, it has no -s and -ed forms and is used with an infinitive without to only in negative and interrogative sentences and in sentences that contain semi-negative words like 'scarcely' and 'hardly'.  He need not go. (= It is not necessary for him to go)  Need I write to him?

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 I need hardly take his help.

When conjugated with do, need has the usual forms needs, needed and is used with a to-infinitive. It is commonly used in negatives and questions; it sometimes occurs in the affirmative also. Do you need to go now? I don't need to meet him. One needs to be careful.

Compare: (i) I didn't need to buy it. (=It was not necessary for me to buy it and I didn't buy it.) (ii) I needn't have bought it. (=It was not necessary for me to buy it, but I bought it), The auxiliary dare (=be brave enough to), as distinct from the ordinary verb dare (=challenge), does not take -s in the third person singular present tense. It is generally used in negative and interrogative sentences. When conjugated without do, it is followed by an infinitive without to; when conjugated with do, it takes an infinitive with or  without to after it.  He dare not take such a step.  How dare you contradict me?  He dared not do it.  He doesn't dare speak to me.

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Day 27

Auxiliary and Modal verbs - Exercise Choose the correct alternative: 1. I don't think I (shall, should, can) be able to go.

2. He (shall, will, dare) not pay unless he is compelled.

3. You (should, would, ought) be punctual.

4. I wish you (should, would, must) tell me earlier.

5. (Shall, Will, Would) I assist you?

6. (Shall, should would) you please help me with this?

7. You (ought, should, must) to pay your debts.

8. He said T (can, might, should) use his telephone at any time.

9. If you (shall, should, would) see him, give him my regards.

10. He (need, dare, would) not ask for a rise, for fear of losing his job.

11. I (needn't to see, needn't have seen, didn't need to see) him, so I sent a letter.

12. (Shall, Might, Could) you show me the way to the station?

13. To save my life, I ran fast, and (would, could, was able to) reach safely.

14. I (would, used, ought) to be an atheist but now I believe in God. 15. You (needn't, mustn't, won't) light a match; the room is full of gas.

16. The Prime Minister (would, need, is to) make a statement tomorrow.

17. You (couldn't wait, didn't need to wait, neednâ&#x20AC;&#x2122;t have waited) for me; I could have found the way all right.

18. I was afraid that if I asked him again he (can, may, might) refuse.

19. She (shall, will, dare) sit outside her garden gate for hours at a time, looking at the passing traffic.

20. (Should, Would, Shall) you like another cup of coffee?

21. I wish he (should, will, would) not play his wireless so loudly.

22. I (am to leave, would leave, was to have left) on Thursday. But on Thursday I had a terrible cold, so I decided to wait till Saturday.

23. He (used, is used, was used) to play cricket before his marriage.

24. (Shall, Will, Would) I carry the box into the house for you?

25. He (will, can, might) come, but I should be surprised.

Exercises Rewrite each of these sentences, using a modal verb: (In 2 and 9, use another modal.)

1. Possibly she isn't Anil's sister.

2. Perhaps we will go to Shimla next month.

3. My sister was able to read the alphabet when she was 18 months old.

4. It is necessary that you do not wash the car. (The paint is still wet.)

5. It is not necessary for you to wash the car. (It is clean.)

6. I am certain that they have left already.

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7. Do you allow me to use your phone?

8. I was in the habit of going to the beach every day when I was in Chennai.

9. He will probably pass his driving test easily.

10. Perhaps he forgot about the meeting.

11. I suggest visiting Qutab Minar.

12. Nobody has answered the phone; perhaps they have gone out.

13. I am sure he is over seventy.

14. It was not necessary for me to meet him but 1 met him.

15. It was not necessary for me to meet him (and I didn't meet him).

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Day 28

Word Formation: Compounding, Clipping, and Blending The word formation processes of compounding, clipping, and blending are important concepts when creating words. Also included for download are vocabulary lists of common English compounds, clipped words, and blends.  Compounding

Compounding is the word formation process in which two or more lexemes combine into a single new word. Compound words may be written as one word or as two words joined with a hyphen.

For example:  noun-noun compound: note + book → notebook  adjective-noun compound: blue + berry → blueberry  verb-noun compound: work + room → workroom  noun-verb compound: breast + feed → breastfeed  verb-verb compound: stir + fry → stir-fry  adjective-verb compound: high + light → highlight  verb-preposition compound: break + up → breakup  preposition-verb compound: out + run → outrun  adjective-adjective compound: bitter + sweet → bittersweet  preposition-preposition compound: in + to → into Compounds may be compositional, meaning that the meaning of the new word is determined by combining the meanings of the parts, or noncom positional, meaning that the meaning of the new word cannot be determined by combining the meanings of the parts. For example, a blueberry is a berry that is blue.

However, a breakup is not a relationship that was severed into pieces in an upward direction.

Compound nouns should not be confused with nouns modified by adjectives, verbs, and other nouns. For example, the adjective black of the noun phrase black bird is different from the adjective black of the compound noun blackbird in that black of black bird functions as a noun phrase modifier while the black of blackbird is an inseparable part of the noun: a black bird also refers to any bird that is black in color while a blackbird is a specific type of bird.  Clipping Clipping is the word formation process in which a word is reduced or shortened without changing the meaning of the word. Clipping differs from back-formation in that the new word retains the meaning of the original word. For example:  advertisement – ad  alligator – gator  examination – exam  gasoline – gas  gymnasium – gym  influenza – flu PVR SPOKEN ENGLISH

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 laboratory – lab  mathematics – math  memorandum – memo  photograph – photo  public house – pub  raccoon – coon  reputation – rep  situation comedy – sitcom  telephone – phone The four types of clipping are back clipping, fore-clipping, middle clipping, and complex clipping. Back clipping is removing the end of a word as in gas from gasoline. Fore-clipping is removing the beginning of a word as in gator from alligator. Middle clipping is retaining only the middle of a word as in flu from influenza.

Complex clipping is removing multiple parts from multiple words as in sitcom from situation comedy.  Blending Blending is the word formation process in which parts of two or more words combine to create a new word whose meaning is often a combination of the original words. For example:  advertisement + entertainment → advertainment  biographical + picture → biopic  breakfast + lunch → brunch  chuckle + snort → chortle  cybernetic + organism → cyborg  guess + estimate → guesstimate  hazardous + material → hazmat  motor + hotel → motel  prim + sissy → prissy  simultaneous + broadcast → simulcast  smoke + fog → smog  Spanish + English → Spanglish  spoon + fork → spork  telephone + marathon → telethon  web + seminar → webinar Blended words are also referred to as portmanteaus.

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Day 29

Word Formation English is a very flexible language and you can build on your vocabulary and learn how to make new words. One way of doing this is to add prefixes (such as dis, pre or co) before the word.

Here's a list of common prefixes with their meanings and some examples. anti (= against)

non (= opposite)

antibodies, anti-social auto (self) autonomous, autobiography, automobile

non-profit out (= more than)

bi (= two) bicycle co (= with) cooperate, coordinate contra (= against) contradict, contravene de (= remove) deregulate, deselect dis (= not) disappear il (= not) illegal im (= not) immaterial, immature inter (= between) international mis(= badly/wrongly) misinform, misbehave, misunderstand

outperform, outdone over (= too much) oversleep, overwork post (= after) postpone, postnatal pre (= before) predict re (= again) rewrite, relive sub (= under) submarine super (= higher/improved) supermarket trans (= across) transatlantic uni (= one) uniform under (= not enough) underpaid, underfed

multi (= many) multinational Word Endings You can also make new words from the words you already know by using different endings. For example, "The person who employs me has a fast car". You can make this sentence simpler, by replacing "the person who employs me" with "my employer". This gives you "My employer has a fast car."

In English you can make nouns from verbs (to employ gives employer and employee). You can also make verbs from nouns or adjectives: government gives to govern, modern gives to modernize and so on.

Learning what endings you can put on words means you can expand your vocabulary and say what you mean more easily.

Here are some common word endings:

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Nouns -er /- or: a person who does something adviser / advisor, teacher, learner -ian optician, mathematician -ment: result of action improvement, advancement -ism: name of system or belief realism, optimism -ist: the person who believes in the system realist, optimist -ion confusion, apparition -ness happiness -ship leadership -ence / ance permanence, appearance -acy lunacy -age marriage -ity annuity

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-y photography -cy fluency Verbs -ify falsify, modify -ise modernise Adjectives -ic idiotic, periodic -ful awful, wonderful -able / ible comfortable, terrible -proof / resistant waterproof, childproof, fireproof -free alcohol free beer, nuclear free zone -less: without hopeless, childless

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Day 30

Inverted Sentences In most cases the subject comes first and is followed by the verb. Sometimes, however, the subject and verb are reversed. Inverted sentences can cause confusion in subject-verb agreement.  In her hand is two red roses.  In her hand are two red roses.

Notice that the sentence begins with a prepositional phrase, in her hand. The phrase is followed by the verb, and the subject comes last. Often, it is easier to figure out correct subject-verb agreement in an inverted sentence by rephrasing it in normal order.  Two red roses is in her hand.  Two red roses are in her hand.

Now it is easy to see that the subject is roses, and the correct verb form is are.  Sentences beginning with 'here' and 'there' Sentences beginning with here and there can also be confusing. Which of the following sentences is correct?  Here is my new car.  Here are my new car.

Neither here nor there are pronouns so they cannot be subject of a sentence. You know, then, this is an inverted sentence. Rearrange the sentence in normal subject and word order. Then choose the verb.  My car is here.  My car are here.

Car is a singular subject so it takes the singular verb is.

See the sentences Below If a clause begins with a negative adverb, inverted word order must usually be used, with the subject following the Simple Present or Simple Past of the verb to be, or the first auxiliary. In the case of the Simple Present or Simple Past of any verb other than the verb to be, the auxiliary to do must be used. This construction is summarized below, followed by examples.

Simple form of  negative adverb + verb to be or + subject or adverb phrase first auxiliary Never before was I so eager to reach home. Little did we think we would meet again. Seldom had they tasted such a delicacy. Following are other examples of this type of construction. The negative adverbs and adverb phrases are printed in bold type, and the subjects of the verbs are underlined.    

Seldom was he at a loss for words.

Scarcely had we left the house, when it began to rain.

Not for many years was the true story known.

No sooner did the bell ring than the children ran out of the school.

In the first example, the subject he follows was, the Simple Past of the verb to be. In the succeeding examples, the subjects we, story and bell follow the auxiliaries had, was and did, respectively When used with a verb of motion, an adverb or adverb phrase of location may be placed at the beginning of a clause, followed immediately by the verb, followed by the noun subject of the verb. This construction is summarized below, followed by examples.

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adverb phrase verb of noun of location + motion + subject  Up the hill trundled the train.  Here come our friends.

If the subject of the verb is a personal pronoun, the subject must precede the verb, as illustrated below: adverb phrase pronoun verb of of location + subject + motion  Up the hill it trundled.  Here they come.

Inversion should be used if a clause begins with such words like: never, hardly, scarcely, seldom, little, in vain, not only, etc.

Never in my life have I seen such a thing. No sooner had he arrived than he fell ill.

In vain did we try to make him do it. Inversion is also necessary in sentences like Neither do I and So do I.  I get up very early. So do I. She didn't see him yesterday. Neither did I. Inverted word order is used in subordinate clause of conditional sentence if the conjunction if is absent and there are such words like: should, would, had, were, could. They should be placed before the subject then.

Should he come, ask him to wait. Compare: If he should come, ask him about it.

Should need arise, we will communicate with you again. = If need should arise, we will communicate with you again.

Had I time, I would go to the club. = If I had time, I would go to the club.

Were he here, he would help us. = I he were here, he would help us.

Could he come tonight, we would be very glad. = If he could come tonight, we would be very glad.

Were I to meet him tomorrow, I would ask him about it. = If I were to meet him tomorrow, I would ask him about it.

Would I see him tomorrow, I would ask him about it. = If I would see him tomorrow, I would ask him about it.(Note: please, see my next post).

Had I seen her yesterday, I would have asked her about it. = If I had seen her yesterday, I would have asked her about it.

Had we known it, he would not have gone there. = If we had known it, he would not have gone there.

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Day 31

Direct and indirect speech  Introduction There two ways to convey a message of a person, or the words spoken by a person to other person.  Direct speech  Indirect speech Suppose your friend whose name is John tells you in school, “I will give you a pen”. You come to home and you want to tell your brother what your friend told you. There are two ways to tell him.  Direct speech: John said, “I will give you a pen”.  Indirect Speech: John said that he would give me a pen.

In direct speech the original words of person are narrated (no change is made) and are enclosed in quotation mark. While in indirect speech some changes are made in original words of the person because these words have been uttered in past so the tense will change accordingly and pronoun may also be changed accordingly. In indirect speech the statement of the person is not enclosed in quotation marks, the word “that” may be used before the statement to show that it is indirect speech. Indirect speech is also called reported speech because reported speech refers to the second part of indirect speech in which something has been told by a person.  Reporting verb: The verb first part of sentence (i.e. he said, she said, he says, they said, she says,) before the statement of a person in sentence is called reporting verb.

Examples: In all of the following example the reporting verb is “said”.  He said, “I work in a factory”  He said that he worked in a factory.

(Direct speech) (Indirect speech)

 They said, “we are going to cinema”  They said that they were going to cinema.

(Direct speech) (Indirect speech)

 Reported Speech: The second part of indirect speech in which something has been told by a person (which is enclosed in quotation marks in direct speech) is called reported speech. For example, a sentence of indirect speech is, He said that he worked in a factory. In this sentence the second part “he worked in a factory” is called reported speech and that is why the indirect speech as a whole can also be called reported speech.

Fundamental rules for indirect speech The changes of ‘To Be’ and Auxiliary verbs DIRECT SPEECH Am, is are Shall/will Can May Must/have/has to/ ought to The changes of Adverb of time and place Now Tomorrow Next week PVR SPOKEN ENGLISH

INDIRECT SPEECH Was/were Should/would Could Might Had to Then The following day The following week Page 79

Tonight That night Today That day Yesterday The day before/the previous day Last night The night before Last week The week before Here There This That These Those Hither Thither Ago Before Hence Thence Thus So The changes of tenses Simple present tense Simple past Present continuous Past continuous Present Perfect Past Perfect Present Perfect Continuous Past Perfect Continuous Simple Past Past Perfect Past continuous Past Perfect Continuous Past Perfect Past perfect Simple Future – will Would Future Continuous – will be Would be Future perfect – will have Would have The changes of Pronoun I He/she We They Me Him/her My His/her Us Them Our Their You(subject) He/she You(object) Him/her Your His/her Reported speech is not enclosed in quotation marks.  Use of word “that”: The word “that” is used as a conjunction between the reporting verb and reported speech.  Change in pronoun: The pronoun (subject) of the reported speech is changed according to the pronoun of reporting verb or object (person) of reporting verb (first part of sentence). Sometimes the pronoun may not change.

In following example the pronoun of reported speech is “I” which will be changed in indirect speech into the pronoun (Subject) of reporting verb that is “he”.

Example:  Direct speech: He said, “I am happy” Indirect Speech: He said that he was happy.  Direct speech: I said to him, “you are intelligent”

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Indirect Speech: I said him that he was intelligent. (“You” changed to “he” the person of object of reporting verb) 1. Change in time: Time is changed according to certain rules like now to then, today to that day, tomorrow to next day and yesterday to previous day.

Examples:  Direct speech: He said, “I am happy today” Indirect Speech: He said that he was happy that day.

2. Change in the tense of reported speech: If the first part of sentence (reporting verb part) belongs to past tense the tense of reported speech will change. If the first part of sentence (reporting verb part) belongs to present or future tense, the tense of reported speech will not change.

Examples:  Direct speech: He said, “I am happy” Indirect Speech: He said that he was happy. (Tense of reported speech changed)  Direct speech: He says, “I am happy” Indirect Speech: He said that he is happy. (Tense of reported speech didn’t change)

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Day 32

Exercise in Indirect Speech and Direct Speech Table for change in tense of reported speech for all TENSES TENSE CHANGE - IN - INDIRECT SPEECH DIRECT SPEECH

INDIRECT SPEECH PRESENT TENSE PRESENT SIMPLE changes into PAST SIMPLE

He said, “I write a letter” He said that he wrote a letter She said, “He goes to school daily He said that she went to school daily.

They said, “we love our country” They said that they loved their country He said, “he does not like computer” He said that he did not like computer.

PRESENT CONTINUOUS changes into PAST CONTINUOUS He said, “he is listening to the music” He said that he was listening to the music.

She said, “I am washing my clothes” She said that she was washing her clothes.

They said, “we are enjoying the weather” They said that they were not enjoying the I said, “it is raining” weather.

She said, “I am not laughing” She said that she was not laughing.

PRESENT PERFECT changes into PAST PERFECT She said, “he has finished his work” She said that he had finished his work.

He said, “I have started a job” He said that he had started a job.

I said, “she have eaten the meal” I said that she had eaten the meal.

They said, “we have not gone to New York.

They said that they had not gone to New York.

PRESENT PERFECT CONTINUOUS changes into PAST PERFECT CONTINUOUS He said, “I have been studying since 3 O’clock” She said, “It has been raining for three days.”

I said, “She has been working in this office since 2007”

He said that he had been studying since 3 O’clock.

She said that it been raining for three days.

I said that she had been working in this office since 2007.

PAST TENSE PAST SIMPLE changes into PAST PERFECT He said to me, “you answered correctly” John said, “they went to cinema” He said, “I made a table” She said, “I didn’t buy a car”

He said to me that I had answered correctly.

John said that they had gone to cinema.

He said that he had made a table.

She said that she had not bought a car.

PAST CONTINUOUS changes into PAST PERFECT CONTINUOUS They said, “we were enjoying the weather” He said to me, “ I was waiting for you” I said, “It was raining” She said, “I was not laughing”

They said that they had been enjoying.

He said to me that he had been waiting for me.

I said that it had been raining.

She said that she not been laughing.

PAST PERFECT changes into PAST PERFECT (tense does not change) PVR SPOKEN ENGLISH

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She said, “She had visited a doctor” He said, “I had started a business” I said, “she had eaten the meal” They said, “we had not gone to New York.

She said that she had visited a doctor.

He said that he had started a business.

I said that she had eaten the meal.

They said they had not gone to New York.

FUTURE TENSE

FUTURE SIMPLE TENSE WILL changes into WOULD He said, “I will study the book” She said, “I will buy a computer” They said to me, “we will send you gifts” I said, “I will not take the exam”

He said that he would study the book.

She said that she would buy a computer.

They said to me that they would send you gifts.

I said that I would not take the exam.

FUTURE CONTINUOUS TENSE WILL BE changes into WOULD BE I said to him, “ I will be waiting for him” She said,” I will be shifting to new home” He said, “I will be working hard” He said, “he will not be flying kite”

I said to him that I would be waiting for him.

She said that she would be shifting to a new home.

He said that he would be working hard.

She said that he would not be flying kites.

FUTURE PERFECT TENSE WILL HAVE changes into WOULD HAVE He said, “I will have finished the work” She said, “they will have passed the examination” He said, “I will have gone”

He said that he would have finished the work.

She said that they would have passed the examination.

He said that he would have gone.

Note: The tense of reported speech may not change if reported speech is a universal truth though its reporting verb belongs to past tense.

Examples:  Direct speech: He said, “Mathematics is a science” Indirect Speech: He said that mathematics is a science.  Direct speech: He said, “Sun rises in east” Indirect Speech: He said that sun rises in east. (Tense didn’t change because reported speech is a universal truth thought its reporting verb belongs to past tense)  Indirect speech for Interrogative (question) sentence For changing interrogative (question) sentence into indirect speech we have to observe the nature of question and then change it into indirect speech according to it rules for indirect speech. A question can be of two types. One type which can be answered in only YES or NO and other type which needs a little bit explanation for its answer and cannot be answered in only YES or NO. Examples  Do you like music? (It can be answered in YES or NO)  How are you? (It cannot be answered in YES or NO but it needs a little bit explanation i.e, I am fine.)  Questions which can be answered in YES/NO. To change questions (which can be answered in yes or no) into indirect speech, word “if” or “whether” is used before the question in indirect speech. Rules for change in tense of question sentences are same as for change in normal tenses in indirect speech but sentence will not start with the auxiliary verb of the tense. The word “that” is not used between reporting verb and reported speech as conjunction in indirect speech for question sentence. Question mark is not used in indirect speech.

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Examples:  Direct speech: He said to me, “do you like music?”

Indirect Speech: He asked me if I liked music. (Not, did I like music) Or Indirect Speech: He asked me whether I liked music.  Direct speech: She said, “Will he participate in the quiz competition?”

Indirect Speech: She asked me if he would participate in quiz competition.  Direct speech: I said to him, “are you feeling well?”

Indirect Speech: I asked him if he was feeling well.  Direct speech: They said to me, “did u go to school?”

Indirect Speech: They asked me if I had gone to school.  Direct speech: He said to me, “Have you taken the breakfast?”

Indirect Speech: He asked me if I had taken the breakfast  Question which cannot be answered in YES/NO. To change such questions into indirect speech, the words “if” or “whether” is not used. The tense of the question is changed according to the rules for change in normal tenses in indirect speech but sentence will not start with the auxiliary verb of the tense. The word “that” is not used between reporting verb and reported speech as conjunction, in indirect speech for question sentence. Question mark is not used in indirect speech.

Examples:  Direct speech: He said to me, “how are you?”

Indirect speech: He asked me how I was. (Not, how was I)  Direct speech: Teacher said to him, “what is your name?”

Indirect speech: Teacher asked him what his name was.  Direct speech: She said to him, “why did you come late?”

Indirect speech: She asked him why he had come late.  Direct speech: He said, “when will they come?”

Indirect speech: He asked when they would come.  Direct speech: She asked his son, “why are you crying?”

Indirect speech: She asked her son why he was crying.

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Day 33

Indirect speech for exclamatory and imperative sentences Indirect speech of imperative sentence A sentence which expresses command, request, advice or suggestion is called imperative sentence.

For example,  Open the door.  Please help me.  Learn your lesson.

To change such sentences into indirect speech, the word “ordered” or “requested” or “advised” or “suggested” or “forbade” or “not to do” is added to reporting verb depending upon nature of imperative sentence in reported speech.

Examples:  Direct speech: He said to me, “Please help me” Indirect Speech: He requested me to help him.  Direct speech: She said to him, “you should work hard for exam” Indirect Speech: He suggested him to work hard for exam.  Direct speech: They said to him, “Do not tell a lie” Indirect Speech: They said to him not to tell a lie.  Direct speech: He said, “Open the door” Indirect Speech: He ordered to open the door.  Direct speech: The teacher said to student, “Do not waste time” Indirect Speech: The teacher advised the students not to waste time.  Direct speech: He said, “Please give me glass of water” Indirect Speech: He requested to give him a glass of water.  Direct speech: Doctor said to me, “Do not smoke” Indirect Speech: Doctor advised me not to smoke.  Direct speech: The teacher said to him, “Get out” Indirect Speech: The teacher ordered him to get out.

Indirect speech of exclamatory sentences Sentence which expresses state of joy or sorrow or wonder is called exclamatory sentence.

For example:  Hurrah! We won the match.  Alas! I failed the test.  Wow! What a nice shirt it is.

To change such sentences, the words “exclaimed with joy” or “exclaimed with sorrow” or “exclaimed with wonder” is added in the reporting verb depending upon the nature of exclamatory sentence in indirect speech.

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Examples:

 Direct speech: He said, “Hurrah! I won a prize” Indirect Speech: He exclaimed with joy that he had won a prize.  Direct speech: She said, “Alas! I failed in exam” Indirect Speech: She exclaimed with sorrow that she failed in the exam.  Direct speech: John said, “Wow! What a nice shirt it is” Indirect Speech: John exclaimed with wonder that it was a nice shirt.  Direct speech: She said, “Hurrah! I am selected for the job” Indirect Speech: She exclaimed with joy that she was selected for the job.  Direct speech: He said, “Oh no! I missed the train” Indirect Speech: He exclaimed with sorrow that he had missed the train.  Direct speech: They said, “Wow! What a pleasant weather it is” Indirect Speech: They exclaimed with wonder that it was a pleasant weather.

Indirect speech for sentence having MODALS, “can, may, must, Present modals are changed to past modals Direct Speech Indirect Speech Indirect speech for sentence having MODALS, “can, may, must, should, ought to” CAN changes into COULD He said, “I can drive a car” She said, “he can play a violin.”

They said, “we can climb on a hill”

He said that he could drive a car.

She said that he could play a violin.

They said that they can climb on a hill.

MAY changes into MIGHT

He said, “I may buy a computer” She said, “he may visit a doctor.”

He said that he might buy a computer.

She said that he might visit a doctor.

They said, “they may go to zoo”

They said that they might go to zoo.

MUST changes into HAD TO

He said, “I must work hard”

He said that he had to work hard.

She said, “they must carry on their work” She said that they had to carry on their work.

I said to him, “you must learn the test-taking I said to him that he had to learn the test-taking strategies” strategies.

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Indirect speech for sentence having MODALS, should, ought to, might, would, and could”  The modal will not change in indirect speech Direct Speech Indirect Speech THESE MODALS DO NOT CHANGE “would, could, might, should, output” Would They said, “we would apply for a visa” They said that they would apply for visa.

He said, “I would start a business.

He said that he would start a business.

She said, “I would appear in exam” She said that she would appear in the exam.

Could She said, “she could play a piano” She said that she could play a violin.

They said, “we couldn’t learn the lesson” They said they couldn’t learn the lesson.

He said, “I could run faster” He said that he could run faster Might He said, “guests might come” He said that guest might come.

She said, “it might rain” She said that it might rain.

John said, “I might meet him” John said that he might meet him.

Should He said, “I should avail the opportunity” He said that he should avail the opportunity.

She said, “I should help him” She said that she should help him.

They said, “we should take the exam” They said that they should take the exam.

Ought to He said to me, “you ought to wait for him” He said to me that I ought to wait for him.

She said, “I ought to learn method of study” She said that she ought to learn method of study.

They said, we ought to attend our classes” They said that they ought to attend their classes.  Changes in pronoun in Indirect Speech: The pronoun (subject) of the reported speech is changed according to the pronoun of reporting verb or object (person) of reporting verb (first part of sentence). Sometimes the pronoun may not change.

1. First person pronoun in reported speech i.e. I, we, me, us, mine, or our, is changed according to the pronoun of reporting verb if pronoun in reporting verb is third person pronoun i.e. he, she, it, they, him, his, her, them or their.

Examples: Direct speech: He said, “I live in New York” Indirect speech: He said that he lived in New York.

Direct speech: They said, “we love our country” Indirect speech: They said that they loved their country 2. First person pronoun in reported speech i.e. I, we, me, us, mine, or our, is not pronoun (Subject) of reporting is also first person pronoun i.e. I or we.

Examples:

changed if the

Direct speech: I said, “I write a letter” PVR SPOKEN ENGLISH

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Indirect speech: I said that I wrote a letter.

Direct speech: We said, “we completed our work” Indirect speech: We said that we completed our work.

3. Second person pronoun in reported speech i.e. you, yours is changed according object of reporting verb.

to the person of

Examples: Direct speech: She said to him, “you are intelligent” Indirect speech: She said to him that he was intelligent.

Direct speech: He said to me, “you are late for the party” Indirect speech: He said to me that I was late for the party.

4. Third person pronoun in reported speech i.e. he, she, it, they, him, his, her, them changed in indirect speech.

Examples:

or their, is not

Direct speech: They said, “he will come” Indirect speech: They said that he would come.

Direct speech: You said, “they are waiting for the bus” Indirect speech: You said that they were waiting for the bus.

Changes in time and adverbs in indirect speech Time and adverbs are changed in indirect speech.

Examples: Direct speech: He said, “I will buy a book tomorrow” Indirect speech: He said that he would buy a book the next day.

Direct speech: She said, “I am happy now” Indirect speech: She said that she was happy then.

Direct speech: He said, “I like this book” Indirect speech: He said that he liked that book.

Common Rules Today changes to that day/the same day Tomorrow changes to the next day/the following day Yesterday changes to the day before/the previous day Next week/month/year changes to the following week/month/year Last week/month/year changes to the previous week/month/year Now/just changes to then Ago changes to before Here changes to there This changes to that

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Day 34

Degrees of Comparison

Degrees of Comparison are used when we compare one person or one thing with another.

There are three Degrees of Comparison in English.

They are: 1. Positive degree.

2. Comparative degree.

3. Superlative degree.

Let us see all of them one by one.  Positive degree When we speak about only one person or thing, we use the Positive degree.

Examples:  This house is big. (In this sentence only one noun “The house” is talked about.)  He is a tall student.  This flower is beautiful.  He is an intelligent boy.

Each sentence mentioned above talks about only one noun.  Comparative degree When we compare two persons or two things with each other, we use both the Positive degree and Comparative degree.

Examples: PVR SPOKEN ENGLISH

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 This house is bigger than that one. (Comparative degree) This house is not as big as that one. (Positive degree) The term “bigger” is comparative version of the term “big”.

Both these sentences convey the same meaning.  This flower is more beautiful than that. (Comparative) This flower is not as beautiful as that. (Positive) The term “more beautiful” is comparative version of the term “beautiful”.

Both these sentences convey the same meaning.  He is more intelligent than this boy. (Comparative) He is not as intelligent as this boy. (Positive) The term “more intelligent” is comparative version of the term “intelligent”.

Both these sentences convey the same meaning.  He is taller than Mr. Hulas. (Comparative) He is not as tall as Mr. Hulas. (Positive) The term “taller” is comparative version of the term “tall”.

Both these sentences convey the same meaning.  Superlative degree: When we compare more than two persons or things with one another, we use all the three Positive, Comparative and Superlative degrees.

Examples:  This is the biggest house in this street. (Superlative) This house is bigger than any other house in this street. (Comparative) No other house in this street is as big as this one. (Positive) (The term “biggest” is the superlative version of the term “big”. All the three sentences mean the same meaning.)  This flower is the most beautiful one in this garden. (Superlative) This flower is more beautiful than any other flower in this garden. (Comparative) No other flower in this garden is as beautiful as this one. (Comparative) (The term “most beautiful” is the superlative version of the term “beautiful”. All the three sentences mean the same meaning.)  He is the most intelligent in this class. (Superlative) He is more intelligent than other boys in the class. (Comparative) No other boy is as intelligent as this boy. (Positive) (The term “most intelligent” is superlative version of the term “intelligent”. Both these sentences convey the same meaning.)  He is the tallest student in this class. (Superlative) He is taller than other students in this class. (Comparative) No other student is as tall as this student. (Positive) (The term “tallest” is superlative version of the term “tall”. Both these sentences convey the same meaning.)

Degrees of Comparison are applicable only to Adjectives and Adverbs Nouns and verbs do not have degrees of comparisons He is the tallest student in the class.

The term “tallest” is an adjective.

Among the members of the group, Mr. Clinton speaks most effectively.

The term “effectively” is an adverb.

All the terms used in the above-examples are either adjectives or adverbs.

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We have seen all the three Degrees of Comparison.

Let us see their models.

 Model -1: “The best”: Examples:  This is the best hotel in this area.

No other hotel is as better as this on in this area.

No other hotel is as good as this one in this area.  Unemployment is the most serious problem facing our country.

Unemployment is more serious than any other problem facing our country.

No other problem facing our country is as serious as unemployment.  Model-2: “One of the best”: Examples:  Calcutta is one of the largest cities in India.

Calcutta is large than most other cities in India.

Very few cities in India are as large as Calcutta.  Satin Tendulkar is one of the best batsmen in the world.

Satin Tendulkar is better than most other batsmen in the world.

No other batman in the world is as good as Satin Tendulkar.  Model-3: “Not the best”: Examples:  This is not the best solution to the problem.

This is not better than few other solutions to this problem.

Other solutions to this problem are not as good as this one.  New York is not the largest city in America.

New York is not bigger than many other cities in America.

Few other cities in America are at least as large as New York.

Few adjectives and adverbs get their Comparative forms by simply getting “more” before them.

And their superlative terms, by getting “most” before them.

Examples: Beautiful..........more beautiful..........most beautiful Effective……….more effective………most effective Effectively………more effectively……….most effectively Enjoyable………….more enjoyable……….most enjoyable Useful……………….more useful………..most useful Different………..more different…………most different Honest………..more honest…………..most honest Qualified…………more qualified…………most qualified Few adjectives and adverbs get their Comparative forms by simply getting “er” after them and their superlative terms, by getting “est” after them.

Examples: Hard……………..harder……………..hardest Big……………….bigger…………….biggest Tall……………..taller……………tallest Long………………longer………………longest Short……………..shorter……………….shortest Costly…………………costlier……………costliest Simple………………….simpler………….simplest PVR SPOKEN ENGLISH

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Degrees of Comparison add beauty and varieties to the sentences.

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Day 35

Exercises for Degrees of Comparisons 1. For each of the following sentences, fill in the blank with the comparative form of the adjective Indicated in brackets. For example:  They are ___________ than they used to be. (careful) They are more careful than they used to be. a. Wool is _______________ than cotton. (resilient) b. He is _______________ than I had expected. (excited) c. She is a _______________ scholar than her sister is. (diligent) d. Bev is a __________________ engineer than Pat. (experienced) e. Russian is a _______________ language to learn than English is. (difficult) f. This book is _______________ than that one. (interesting) 2. Paying attention to which adjectives form the comparative with the adverb more and which form the comparative with the ending er, fill in the blanks with the comparative forms of the adjectives indicated in brackets. For example:  The clothes are _____ than I had expected. (dry) The clothes are drier than I had expected.  Walter Scott is __________ than Walter Brooks. (famous) Walter Scott is more famous than Walter Brooks. a. The pears are _______________ than the plums. (hard) b. The roses are ______________ than the nasturtiums. (beautiful) c. The tomatoes are _______________ than the apples. (expensive) d. My bicycle is _______________ than yours. (new) e. Cold lemonade is _______________ than water. (refreshing) f. The front yard is _______________ than the back yard. (big) g. This map is _______________ than that one. (good) h. Spinach is ______________ than Swiss chard. (delicate) i. His room is _______________ than yours. (tidy) j. Her report is _______________ than ours. (accurate) 3. Paying attention to which adjectives form the comparative with the adverb more and which form the comparative with the ending er, rewrite the following sentences as comparisons, in the manner indicated by the examples. Use the words given in brackets as the second parts of the comparisons. For example:  Collies have long hair. (dalmations do) Collies have longer hair than dalmations do.  He is an experienced architect. (we thought) He is a more experienced architect than we thought. a. Terry is a good cook. (I am) b. That is a complex question. (you realize) c. My puppy has big feet. (yours does) d. It was a difficult decision. (you might think) e. That is a sandy part of the beach. (this is) f. He runs a successful business. (his father did) g. Cliff has a bad temper. (his brother does) h. This rose bush has small flowers. (that one does) i. They own expensive bicycles. (we do) PVR SPOKEN ENGLISH

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j. Robin proved to be a courageous leader. (anyone had expected) k. The school has a large auditorium. (the city library does) l. That car has an efficient engine. (this one does) 4. Paying attention to which adjectives form the comparative with the ending er and which form the comparative with the adverb more, rewrite each of the following sentences, using the construction in which the word more or the comparative form of the adjective is repeated. For example:  The water grew increasingly warm.

The water grew warmer and warmer.  I became increasingly impatient.

I became more and more impatient. a. The rain became increasingly heavy. b. The crowd grew increasingly enthusiastic. c. We became increasingly uneasy. d. Manufacturing companies were becoming increasingly large. e. The weather grew increasingly bad. f. The compilation of accurate statistics is becoming increasingly necessary. g. Methods of diagnosis are becoming increasingly accurate. h. Their contribution to the project became increasingly important. i. Standards are becoming increasingly high. j. They became increasingly optimistic.

5. Rewrite each of the following sentences as comparisons, using the form of the adjective with less and the word than. For each sentence, use the words given in brackets as the second part of the comparison. For example:  The plot of the movie was predictable. (we expected) The plot of the movie was less predictable than we expected.  The second explanation was confusing. (the first) The second explanation was less confusing than the first. a. The issue is important. (I thought) b. The train is punctual. (it used to be) c. The spoons are valuable. (the candlesticks) d. Nora is excited. (Karen is) e. The bus is crowded. (the subway) f. This movie is entertaining. (the one we saw last night) 6. Rewrite each of the following sentences, using the construction in which the word less is repeated. For example:  The idea became decreasingly attractive.

The idea became less and less attractive.  The wind grew decreasingly fierce.

The tune became decreasingly recognizable. a. Word processors are becoming decreasingly expensive. b. The rainbow grew decreasingly bright. c. The children became decreasingly alert. d. The service became decreasingly convenient.

7. Paying attention to which adjectives form the superlative with the adverb most and which form the superlative with the ending est, fill in the blanks with the superlative forms of the adjectives indicated in brackets. For example: PVR SPOKEN ENGLISH

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 The first question is the ______________. (difficult) The first question is the most difficult.  The last question is the _______. (easy) The last question is the easiest. a. Sarah is the ________________ girl in the class. (intelligent) b. He is the _______________ boy in the school. (lucky) c. This is the _________________ book I have ever read. (good) d. That is the _________________ painting in the museum. (valuable) e. Yesterday was the ________________ day of the year. (hot) f. She is the _______________ student in the school. (new) g. This movie is the _________________. (entertaining) h. He is the _______________ man in the village. (brave) i. Summer is usually the _________________ time of the year. (dry) j. He is the _________________ player on the team. (talented) k. This is the ________________ route into town. (direct) l. The library is the _________________ building on the street. (old) 8. Paying attention to whether the noun to be modified is countable or uncountable, complete each of the following sentences by filling in the blank with the correct adjective chosen from the pair given in brackets. For example:  ____ schools were closed because of the snowstorm. (many, much) Many schools were closed because of the snowstorm.  ____ time could have been saved. (many, much) Much time could have been saved.  There are ___ buildings as beautiful as the Taj Mahal. (few, little) There are few buildings as beautiful as the Taj Mahal.  There was ______ furniture in the room. (few, little) There was little furniture in the room.  The storm caused ____ damage than had been expected. (fewer, less) The storm caused less damage than had been expected. a. There are __________ ducks in the park. (many, much) b. __________ water is left in the pond. (few, little) c. __________ authors are as famous as Shakespeare. (few, little) d. How __________ rice do you have? (many, much) e. There are __________ books on the subject which she has not read. (few, little) f. __________ attention has been paid to the importance of the mass media. (many, much) g. _________ people prefer soccer to football. (many, much) h. There are ___________ stores downtown than there are in the suburbs. (fewer, less) i. __________ information was available. (few, little) j. _________ sports are as fast-paced as hockey. (few, little) k. She made the ____________ mistakes of all the children in the class. (fewest, least) l. __________ work remains to be done. (few, little) m. There is often __________ wind in the evening than there is at midday. (fewer, less) n. He does not have _________ money. (many, much) o. He did the __________ work of all the boys in the class. (fewest, least) p. She told __________ stories to amuse the children. (many, much) 9. The following table shows the number of books and amount of money possessed by each of eight children.

Child's Name Debbie PVR SPOKEN ENGLISH

Number of Books 12

Amount of Money ($) 20 Page 95

Penny 6 30 Alex 4 10 Tim 24 5 Chris 8 2 Lisa 3 15 Terry 16 6 Helen 2 3 Following the model of the examples, use the adjectives much and many to write sentences comparing the number of books or the amount of money possessed by the children in each of the following pairs. For example:  Debbie and Penny (books) Debbie has twice as many books as Penny.  Alex and Debbie (money) Alex has half as much money as Debbie.  Lisa and Helen (money) Lisa has five times as much money as Helen.

1. Penny and Alex (money) 2. Chris and Terry (books) 3. Penny and Lisa (books) 4. Debbie and Tim (money) 5. Tim and Alex (money) 6. Penny and Tim (books) 7. Terry and Helen (money) 8. Terry and Helen (books) 9. Tim and Chris (books) 10. Penny and Tim (money) 10. Rewrite each of the following sentences as a comparison, using the comparative form of the underlined adjective, and the word than. Note that the phrase a great deal of is used instead of the adjective much. For each sentence, use the word or words given in brackets as the second part of the comparison. For example:  We took many photographs. (he did) We took more photographs than he did.  He drinks a great deal of coffee. (tea) He drinks more coffee than tea.  She has few responsibilities. (I do) She has fewer responsibilities than I do.  There is little danger. (you think) There is less danger than you think.

1. She reads many books. (I do) 2. They have had little success. (you have) 3. We bought a great deal of rice. (flour) 4. We had few accidents, we had expected) 5. The proposal has many advantages. (disadvantages) 6. She uses a great deal of honey. (sugar) 7. We eat little cheese. (meat) 8. They entertain few visitors. (we do) 9. He can speak many languages. (anyone else I know) 10. They have few customers. (they would like) 11. The project will take a great deal of time. (you think) PVR SPOKEN ENGLISH

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12. This stove requires little fuel. (one would expect) 11. Rewrite each of the following sentences as a progressive comparison using the comparative form of the underlined adjective. For example:  Many ducks flew overhead.

More and more ducks flew overhead.  Few leaves were falling.

Fewer and fewer leaves were falling.

1. We had many adventures.

2. Few visitors remained.

3. There was little danger that we would lose our way.

4. Few trees were planted.

5. Many tourists visit our city each year.

6. I saw few cars on the road.

7. The weather caused little difficulty.

8. They met many people.

12. Write three sentences of your own, using the phrases similar to, different from and the same as.

13. Rewrite each of the following sentences, keeping the meaning of the sentence, but using one of the phrases similar to, different from or the same as, as appropriate. Make sure that the verb of the rewritten sentence agrees with the subject of the sentence. For example:  My essay and your essay are similar.

My essay is similar to your essay.  Their results and our results are different.

Their results are different from our results.  The price of the scarf and the price of the gloves are the same.

The price of the scarf is the same as the price of the gloves.

1. My skates and his skates look similar.

2. This book and that book are different.

3. The child's height and the height of the table are the same.

4. This story and that story seem similar.

5. The date of the concert and the date of the play are the same.

6. The view from the window and the view from the door are different.

7. My sister and my cousin look similar.

8. This cake and that cake taste the same.

9. My experiences and your experiences are different.

10. His schedule and your schedule are the same.

14. Each of the following sentences contains a comparison which is logically incorrect. Rewrite the sentences, adding whatever nouns or phrases are necessary in order to make the comparisons logically correct. For example:  The price of honey was higher than sugar.

The price of honey was higher than the price of sugar.  The average rainfall for September is the same as February.

The average rainfall for September is the same as the average rainfall for February.

1. The vegetation of Europe differs from North America.

2. The taxes in Singapore are lower than Canada.

3. The invention of the clarinet occurred more recently than the flute.

4. The speed limit in residential areas is lower than uninhabited areas.

5. The grammar of English is simpler than Arabic.

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6. The climate of California is somewhat similar to Greece.

7. The boiling point of oil is higher than water.

8. The geometry of a pentagon is more complex than a square.

9. The density of water is greater than ice.

10. The location of the library is more convenient than the post office.

15. Simplify each of the following sentences by using that or those to replace the noun or phrase which is repeated in the second part of the comparison. For example: ď&#x192;&#x2DC; The song of the chickadee is more melodious than the song of the nuthatch.

The song of the chickadee is more melodious than that of the nuthatch. ď&#x192;&#x2DC; The landforms of eastern Canada are similar to the landforms of Finland.

The landforms of eastern Canada are similar to those of Finland.

1. The cuisine of France is more famous than the cuisine of England.

2. The fruits of the tropics are more varied than the fruits of temperate regions.

3. The growth form of the strawberry differs from the growth form of the raspberry.

4. The freezing point of salt water is lower than the freezing point of fresh water.

5. The traditions of Austria are as fascinating as the traditions of Greece.

6. The nutritional value of whole grain flour is greater than the nutritional value of refined flour.

7. The mountains of Nepal are higher than the mountains of Europe.

8. The teaching methods of today differ from the teaching methods of one hundred years ago.

9. The tone of an old violin is often more beautiful than the tone of a new violin.

10. The flowers of alpine pastures are more colorful than the flowers of the lowlands.

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Day 36

Exercise Write sentences from the words in the given tense!

1. I – read – book (past perfect simple) 2. At this time tomorrow – Susan –fish – in the pond (future progressive) 3. We – get – married – June 5th (present progressive) 4. While – Susan – take pictures – Charlie – watch – her (past progressive) 5. They –live – here – 1940 (present perfect progressive) 6. You – write – wonderful – story (past simple) 7. You- ever – go – church – Sundays? (present perfect simple) 8. We – not lie – on the beach (present progressive) 9. John – never – smoke (present simple) 10. They – spy – on us (past perfect progressive) 11. My father – be – very unhappy (conditional 1) 12. You – finish – your –model plane? (past simple) 13. How many times – you – wash- yourself (present simple) 14. You – get – prettier (present progressive) 15. I – just find – new house (present perfect simple) 16. We – take – the beautiful one (future simple) 17. They – come – to see – us (conditional 2) 18. It - rain –three hours (present perfect progressive) 19. You – visit – them – last week? (past simple) 20. John – walk – to school – yesterday – at nine (past progressive) 21. I – read – book (present perfect progressive) 22. I – go – to the doctor – next Monday (future progressive) 23. We - have – accident (past perfect simple) 24. Jack – have – party (present progressive) 25. John and I – not leave – London (present progressive) Write sentences from the words in the given tense!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

We – can- climb – mountain (past simple) What – you – think –of England? (present simple) We – learn – the whole night. (past perfect progressive) I – go – doctor (conditional 1) We – not be – there (conditional 2) We – walk down – street (past progressive) He – ever – visit – grandmother? (present perfect simple) We – never- read – books (present simple) Jane – not able to – walk – after the accident (past simple) She – wait – for an hour (present perfect progressive) He – be – an interesting man (past simple) I – come – at 7 (going-to future) We – discuss- the topic – for hours (present perfect progressive) She – get – up – now? (present progressive) We – just finish – our homework (present perfect simple) They – play – baseball – whole day (present perfect progressive) He – often – shop –at Harrods (present simple) He said – Mum – already – go – out (past perfect simple)

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19. I – find – this cap – this morning (present perfect simple) 20. John and Sheila – marry – on Wednesday (present progressive) 21. We – watch – TV - when – phone – ring (past progressive and past simple) 22. You – ride – a camel – in Egypt? (past simple) 23. I – cannot – go out – last night (past simple) 24. Where – he – go? (present perfect simple) 25. How often – you – go – dentist? (present simple) Write sentences from the words in the given tense.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

He – be – an interesting man (past simple) I – arrive – at 11. (going-to future) I – not do – that – if – I – be – you (conditional 1 and past simple) Many people – wear – dark clothes – night (present simple) He – discuss – the topic – for the last two weeks (present perfect progressive) They – just finish – homework (present perfect simple) She –get up- now? (present progressive) Prime Minster – speak – on TV – but - he – ill (conditional 2 and past perfect simple) When – he – come back –workers – already clean –pavement (past simple and past perfect simple) What –you – do - yesterday evening?(past progressive) The boys –play – football – whole day (present perfect progressive) He –often – shop – Harrods. (present simple) If – I – see – lights – I – stop (past simple and conditional 1) He said – Mum –already – go out (past perfect simple) I – run into –Tom- yesterday (past simple) Next week – I – sit – on the beach (future progressive) The sales – start – next Monday (present progressive) When – I – enter – classroom – lesson – go on (past simple and progressive) Can – you – ski – when – you – be - little ?(past simple) I – ski – when – I – be – at the university (past simple) How long – you – work – company? (present perfect progressive) She – sell – the ring (conditional 2) I – learn – type – now (present progressive) You – hear – from – him –lately? (present perfect simple) You – see – moon – last night? (past simple)

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Day 37

English Communication Skills Asking for information Excuse me. Could you tell me where ... is?

Excuse me. Can you tell me...?

Do you know...?

You wouldn't know..., would you?

Do you happen to know...?

I'd like to know..., please.

And there's another thing I'd like to know...

I would be interested to know...

Please could you tell me...

Asking for directions Excuse me, could you tell me how to get to ... (place), please?

Which way is the ... (place), please?

Could you tell me where ... is, please?

Do you know where ... is?

Asking someone to repeat Could you say that again, please?

Would you mind repeating that, please?

Could you repeat that, please?

I'm sorry I didn't catch that.

I'm sorry, what was ... again?

I'm sorry?

I beg your pardon?

I'm sorry, what was that?

Checking that you've understood So, I / We have to...

Do you want me / us to...?

Am I / Are we supposed to...?

Should I...?

So, the (general/basic) idea is to...

Do you mean...?

Does this mean that...?

So am I right in saying...?

So, what you're saying is...

Expressing uncertainty I'm not really sure but I think...

I can't say for certain but...

It's difficult to say exactly but perhaps...

I couldn't say, really...

I'm not sure.

I don't know for sure but...

Giving yourself time to think Well, let me see...

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Let me think...

Let me get this right...

Um, well, that's a difficult question / that's an interesting question.

I'll have to / Let me think about that for a moment...

I think it's difficult to answer that question...

How shall I put it?...

Now, how can I best say this...?

Interrupting politely Could I just say something?

Actually, I'd just like to say...

Sorry to interrupt, but...

Oh, while I remember / before I forget...

Excuse me...

May I interrupt?

Saying you don't know I'm afraid I can't help you.

I'm sorry, I don't know.

BEING POLITE Showing interest Uh-huh!

Right!

Really?

That's interesting!

And? What then?

Oh? What happened next?

Showing that you're listening Now, you mentioned...

So, that's how...?

Yes, I was going to ask you about that...

Could you give me / us an example of...?

Could you explain in more detail...?

Thanking and responding Many thanks.

Thanks a lot.

Cheers!

That's very kind of you.

Thank you very much Not at all.

It's a pleasure. / My pleasure.

You're welcome.

Don't mention it.

Any time.

That's OK / all right.

I'm glad to have been of some help.

Apologizing Sorry I'm very/awfully/so/extremely sorry.

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Excuse me.

Sorry, (it was) my fault.

I do apologise.

Please accept my apologies.

Accepting an apology That's all right/OK. Not to worry.

That's quite/perfectly all right.

No reason/need to apologise.

Don't worry about it TALKING ABOUT ACTIONS Giving instructions Make sure...

Remember... (to do).

Be careful... (not to do).

Don't forget... (to do) Giving directions Go straight on.

Take the first/second on the left / right.

Turn left / right.

Go along... as far as...

Take the number 7 bus / tram. Get off (the bus / tram) at... (place).

Carry on until you see...

Look out for...

Checking someone has understood Are you with me?

Did you follow that?

Have you got that?

Is everything clear so far?

Does that seem to make sense?

Sequencing actions First of all, ...

Next, ...

Then, ...

After that, ...

Finally, ...

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Day 38

English Communication Skills - II Making suggestions Shall I / we... (do)?

Let's... (do).

Why don't I / we... (do)?

How about... (doing)?

What about... (doing)?

I think we should... (do).

I suggest that we... (do).

It might be a good idea if we / you... (do).

I think the best way of dealing with this situation would be to... (do).

If you ask me, I think we / you should... (do).

We could...

Agreeing to a suggestion Yes, I think that's a good idea.

That's probably the best option.

Sure, why not?

Yes, definitely.

By all means.

Good idea!

Rejecting a suggestion Yes, but wouldn't it be better to... (do).

That's a good idea, but... (do).

Making invitations What are you doing on... (day)?

Have you got any plans for... (day/time of day)?

Would you like to... (do)?

Do you fancy... (doing)?

What about... (doing)?

Accepting an invitation Yes, I'd love to.

Yes, that would be great.

Refusing an invitation I'm afraid I'm busy on... (day). How about next... (day)?

I'm sorry I can't. I'm... (doing something else).

I'm afraid I can't make it. I'm... (doing something else).

I'd love to, but...

That's very kind of you, but...

Expressing a preference I'd much rather... (do) than... (do something else).

I prefer... to...

I'd prefer to... (do).

I think... is much more interesting than...

I don't find... half as interesting as...

I like... better than...

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Making recommendations You mustn't miss the...

You must go to the...

You've got to... (do) You'll love the...

I wouldn't recommend the...

You definitely wouldn't enjoy going to the...

Offering something Would you like...?

What can I get you?

Help yourself to...

Please have some...

Would you care for some...?

Can I offer you...?

Can I get you a... / anything?

Accepting something that's offered Yes, please.

Thank you very much.

That would be very nice.

I'd like some... , please.

Declining something that's offered I'm all right/I'm fine, thank you.

No, thanks.

Not this time, thanks.

I'm not sure I could, thank you.

Asking for advice What do you think I should do?

What would you do (if you were in my situation)?

What would you advise me to do?

Giving advice I think you should... (do).

You could... (do).

Why don't you... (do)?

If I were you, I'd... (do).

Have you tried... (doing)?

Asking for permission Can I.../May I..., please?

Do you mind if I...?

Mind if I...?

Any chance I could...?

I wonder/I was wondering if I could...

Would it be possible for me to...

Do you have any objection if I...?

Would it bother you if I...?

Giving permission Of course.

By all means.

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Certainly.

Yes, that's OK/fine.

You're welcome to...

Please feel free to...

Please don't hesitate to...

Sure.

OK. Go ahead.

Why not?

Refusing permission I'm afraid not.

I'm sorry it's not possible...

I'm afraid you can't.

I'm afraid that's out of the question.

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Day 39

COMMUNICATING IDEAS Agreeing I'd probably agree on that.

I think that's probably right.

That's absolutely right.

Sure! That's exactly what I think.

I couldn't agree with you more.

That's what I think.

Disagreeing Yes, but...

True, but...

I see what you mean, but...

I suppose so, but...

Yes, but on the other hand...

I'm afraid I disagree / don't agree / can't agree...

I'm not sure if that's strictly true.

You have a point there, but...

Actually, I'm not sure if I agree with that.

Asking what someone thinks What do you think?

What do you reckon?

What's your opinion about/of... ?

What's your position on...?

What's your reaction to...?

What's your take on... ?

Do you have any thoughts on... ?

Stating consequences As a result, ...

Consequently, ...

Because of this, ...

Due to (cause),...

Expressing two points of view On the one hand..., on the other hand...

Although I'd..., I certainly wouldn't...

While I might..., I don't think I'd...

Of course I'd..., but I'm not sure if I'd...

There's no doubt that it would..., but there's also a chance it might...

Giving examples For example, ...

For instance, ...

One example of this is...

To give you an idea, ...

Look at the case of...

Take, for example, ...

Let' say, ...

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Justifying your opinions Personally, I (don't) think... because...

Let's (not)... because...

In my opinion, I (don't) feel... because...

I would definitely (not)... because...

It would be better to... as...

I (don't) feel that it's important to... as...

Linking what you're saying Anyway, ...

True, but ...

As a matter of fact, ... ... sort of...

Hmm... ... you know... ... believe me...

Ordering / Sequencing First of all, ...

To start with, ...

Secondly, ...

Another thing is that...

Alternatively, ...

Last but not least, ...

Persuading But don't you agree that...

Yes, but I'm sure you'd agree that...

Don't you think that...

Presenting an opinion Personally, I think that...

It seems to me that...

From my point of view, ...

In my opinion, ...

Prioritizing ... would be much more important than...

I don't think... would be nearly as important / urgent as... ... will definitely be the most / least ...

Speculating It's difficult to say exactly but I suppose it could be...

I'm not sure but it might be...

It can't be... because...

It must be... because...

I would guess...

Summarizing So what it comes down to is...

The point I'm trying to make is...

Let me just recap what's been said so far.

In short, ...

To sum up, ...

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Basically, ...

Overall, it would seem that...

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Worksheet - I Simple Subjects and Simple Predicates Every sentence has two main parts: a simple subject and a simple predicate. The simple subject of a sentence is the main word in the complete subject. It is always a noun or a pronoun. Sometimes, the simple subject is also the complete subject.

Example: Most birds | can fly.

They | can fly because they have wings.

The simple predicate is the complete verb within the complete predicate. The simple predicate may be one or more words.

Example: Most birds | can fly.

They | can fly because they have wings.

Directions: Draw a line between the complete subject and the complete predicate in the following sentences.

Then underline the simple subject and draw a box around the simple predicate.

Example: Davidâ&#x20AC;&#x2122;s entire family | ate dinner at a Mexican restaurant last night.

1. Daniel can come with us to the movie.

2. Li is my best friend.

3. The moon is shining bright.

4. Cassia is writing a letter.

5. Dinner will be ready in fifteen minutes.

6. The firemen are extinguishing the fire.

7. We went to lunch with Amar and his friend today.

8. Juan and Julian worked so hard on their project.

9. A large number of swimmers competed in the race this year.

10. The tired old man came in from the rain.

11. People really need to stop littering.

12. I am very hungry.

13. Oh my gosh, I forgot my homework!

14. This beautiful 15th century painting is priceless.

15. The wild bunny hopped across the road.

16. The birdâ&#x20AC;&#x2122;s feathers were long and colorful.

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Worksheet - II Complete Subjects and Predicates Every sentence has two main parts: a complete subject and a complete predicate. The complete subject includes all words that tell who or what the subject is.

Example: Most birds | can fly.

The complete predicate includes all words that state the action or condition of the subject.

Example: Most birds | can fly.

Directions: Draw a line between the complete subject and the complete predicate in the following sentences.

Example: The dusty old car | wonâ&#x20AC;&#x2122;t start anymore.

1. I want a new car.

2. James is nice.

3. The sun is moving.

4. Max wrote the letter.

5. The letter was written by Max. 6. The farmers are plowing the field.

7. Billy Reynolds is an amazing baseball player.

8. The storm clouds are getting darker.

9. Dogs, cats, and turtles make the best pets.

10. The stern judge ruled that the defendant was not guilty.

11. Only I am able to know what I am thinking.

12. All of the townspeople ran from the burning building.

13. His broken leg will heal in three months.

14. The saber toothed tiger is a good example of an extinct predator.

Directions: Now try to write two sentences of your own. Draw a line between the complete subject and the complete predicate.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet - III Parts of Speech – Verbs Almost all words have a “part of speech”. Which part of speech a word has depends on how it is used in a sentence.

Here is a list of the eight parts of speech: Noun, Verb, Adjective, Adverb, Conjunction, Preposition, Pronoun and Interjection Verb: A verb is a word used to express an action or a state of being. A verb may be more than one word (when it includes helping verbs or auxiliaries). This is called a verb phrase.

Example: The woman painted a picture.

In this example, the word “painted” is a verb because it expresses action.

Example: The woman is a fine painter.

In this example, the word “is” is a verb because it expresses a state of being.

Example: They should not be feeding the lions.

In this example, the words “should not be feeding” are a verb phrase because they include helping verbs or auxiliaries.

Directions: Underline the verbs (or verb phrases) in the following sentences.

1. The dog runs and jumps.

2. We are studying biology.

3. The tennis player is going to hit the ball.

4. We like to sing, dance, and play.

5. I do not know if I should go to the party tonight.

6. The first car couldn’t have avoided hitting the second car.

7. Hmmm, right now I am thinking about thinking!

Directions: Now make your own sentences that use verbs.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet - IV Parts of Speech - Nouns Almost all words have a “part of speech”. Which part of speech a word has depends on how it is used in a sentence. Here is a list of the eight parts of speech: Noun, Verb, Adjective, Adverb, Conjunction, Preposition, Pronoun and Interjection Noun: A noun is a word used to express a thing. So, it is possible for a noun to express person, place, object (living and non-living), feeling, idea, or quality.

Example: Maria and her cat are very nice.

In this example, “Maria” and “cat” are nouns because they are both things. “Maria” is a person and “cat” is a living object.

Directions: Underline the nouns in the following sentences.

1. The house is in Africa.

2. The car is old and is missing one door.

3. When will the bus arrive?

4. Excitement is in the air.

5. Yesterday was the coldest day of the year.

6. Happiness is the best feeling.

7. Tim, Joe, and Anton are my best friends.

8. Evolution is part of nature.

9. My brother is a major league baseball player.

10. Is it time to go yet?

Directions: Now make your own sentences using nouns.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet V Nouns – Proper and Common A proper noun is a noun that represents a unique entity (James Edwards, England, and The University of North Carolina). Proper nouns are usually capitalized. A common noun is a noun that represents a class of things.

Example: Maria’s cat is named Boo Kitty.

In this example, “Maria” and “Boo Kitty” are proper nouns because they represent a unique entity.

There is only one Maria, and only one Boo Kitty being referenced. Cat is a common noun because it represents a class of animal. There are thousands of cats in the world.

Directions: Circle the proper nouns in the box below.

1. Elephant India Jazz Baseball New York 2. Dr. Willimas Home School The Olympics Tennis Directions: Underline the proper nouns and circle the common nouns in the following sentences.

1. The house is in Africa.

2. The Ford truck is missing one door.

3. I am from Belize.

4. Jaime lives at 108 Spring St. 5. Monaco is an expensive city.

6. The Bulls won the game last night.

7. Basketball is so fun.

8. “Mrs. Peach needed to know my phone number,” said Juan.

9. Alamance Community College is a nice school.

10. Birds are my favorite animals.

Directions: Use the proper nouns in the box below to make two sentences.

Mt. McKinley Old River China Mr. Anderson Thomas Colorado Jupiter Nike 1) _____________________________________________________________________ 2) _____________________________________________________________________ Directions: Now make your one sentences using proper and common nouns.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet- VI Parts of Speech - Pronoun Almost all words have a “part of speech”. Which part of speech a word has depends on how it is used in a sentence.

Pronoun: A pronoun is a word that is used to take the place of a noun. They make sentences shorter and easier to say.

Example: Jane Renada lives in a haunted house.

She lives in a haunted house.

In this example, the word “She” is a pronoun because it takes the place of a person (Jane).

Directions: Underline the pronouns in the following sentences.

1.

He is on the telephone.

2.

We live in Spain.

3.

It is on fire!

4.

I am the only student in the class.

5.

Tennis is a fun sport. I like to play it.

6.

Alice lives on 21st street. She is my best friend.

7.

What time is it?

8.

Although she lives next door, I rarely see her.

9.

My father is an architect. Sometimes, I go to work with him.

10.

Are you going to see the movie?

Directions: Now make your own sentences. Try to use pronouns.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet - VII Grammatical Person -- 1stt 2nd and 3rd Person There are three grammatical persons in English: 1) First person... This is I when used to talk about yourself. I is always singular. This is we when used to talk about a group in which I is a member. We is plural.

2) Second person... This is you. Second person is used when referring to the addressee. The addressee may be singular or plural, depending on how many individuals are being addressed.

3) Third person... This is he, she, it, and they. Third person is used when referring to any person, place, or thing other than the speaker and the addressee.

Here is a table outlining personal pronouns and their grammatical persons: Directions: Write the grammatical person used in each sentence in the space to the right.

Example: He walked to the grocery store. third person singular 1. I want to go shopping. _________________ 2. They were very tired. _________________ 3. We did not go to the park. _________________ 4. You can use my calculator. _________________ 5. Jane watched a movie last night. _________________ 6. It is going to be a nice day. _________________ 7. You are so funny! _________________ 8. I thought he was joking. _________________ 9. I wonder why they didn’t come to the meeting. _________________ 10. Olivia knew John was in trouble. _________________ 11. “You are nice,” Mark said. _________________ 12. If one were to break the law, he should go to jail. _________________ 13. “I’m leaving!” she yelled. _________________ 14. “Are y’all coming to the football game?” I asked. _________________ Directions: Now write one sentence in the first person, second person, and third person.

1) ______________________________________________________________________ 2) ______________________________________________________________________ 3) ______________________________________________________________________

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Worksheet - VIII Subjective Pronouns A pronoun is a word that is used to take the place of a noun. They make sentences shorter and easier to say. A personal pronoun is a word that takes the place of names of people or things. Here is a list of personal pronouns: Read the conversations below to get an idea about how personal pronouns are used: Bob : I am tired.

Kenna : Do you want to take a nap?

Bob : Yes, that would be nice.

Kenna : I will get a pillow for you.

Bob : Thank you.

James : Is my book on the table?

Chang : Yes, it is right here. Do you want it?

James : Yes please.

Chang : No problem. Who is the author of your book?

James : Andy Leonard Brown. He is a very good writer.

I: The pronoun “I” is used to refer to a first-person singular noun.

Example: I am happy.

In this example, the pronoun “I” takes the place of the speaker.

Directions: try to make your own sentences using the pronoun “I”.

1) __________________________________________________________________ 2) __________________________________________________________________ We: The pronoun “we” is used to refer to a first-person plural noun.

Example: We are friends.

In this example, the pronoun “We” takes the place of the speaker and one or more other people.

Directions: try to make your own sentences using the pronoun “We”.

1) __________________________________________________________________ 2) __________________________________________________________________ You: The pronoun “you” is used to refer to a second-person singular or plural noun.

Example: I will go with you at noon.

In this example, the pronoun “you” takes the place of one or more other people that the speaker is referring to directly.

Directions: try to make your own sentences using the pronoun “you”.

1) __________________________________________________________________ 2) __________________________________________________________________ He: The pronoun “he” is used to refer to a third-person singular living male noun.

Example: He is my cousin.

In this example, the pronoun “he” takes the place of a single living male that the speaker is referring to indirectly.

Directions: try to make your own sentences using the pronoun “he”.

3) __________________________________________________________________ 4) __________________________________________________________________ She: The pronoun “she” is used to refer to a third-person singular living female noun.

Example: Does she know what time it is?

In this example, the pronoun “she” takes the place of a single living female that the speaker is referring to indirectly.

Directions: try to make your own sentences using the pronoun “she”.

5) __________________________________________________________________ PVR SPOKEN ENGLISH

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6) __________________________________________________________________ It: The pronoun “it” is used to refer to a third-person non-living noun.

Example: Can I take it with me?

In this example, the pronoun “it” takes the place of a single non-living noun.

Directions: try to make your own sentences using the pronoun “it”.

7) __________________________________________________________________ 8) __________________________________________________________________ They: The pronoun “they” is used to refer to the third-person plural noun.

Example: They are going to the beach this weekend.

In this example, the pronoun “They” takes the place of one or more living people that the speaker is referring to indirectly.

Directions: try to make your own sentences using the pronoun “they”.

9) __________________________________________________________________ 10) __________________________________________________________________ Directions: now try to use what you have learned about pronouns to fill in the empty spaces below. __ want to tell _________a story about my cat Moses. ___________ is a female who is six years old. Her fur is black and white. Every day, when I come home from work, __________ always comes to greet me at the door.

Then, _______ watch television together. Her favorite show is called “Cats of the World.” ____________________ is a show about all of the different kinds of cats in the world. The people who make the show must be very smart because ________ know everything about cats.

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Worksheet - IX Demonstrative Pronouns A pronoun is a word that takes the place of a proper or common noun. They make sentences shorter and easier to say.

A demonstrative pronoun is a word that takes the place of particular objects or people. Here is a list of common demonstrative pronouns: This, that, these, those, here and there Read the conversations below to get an idea about how demonstrative pronouns are used: Anna: Could you give me that pencil on the table over there?

Li : Do you mean this pencil here?

Anna : Yes, that pencil.

Li : Here you are. Oh, could you give me those pens on the table over there?

Anna : These? Sure, here you are.

Felix : Is there a hammer on that table?

Marco : Yes, there is. Here it is.

Felix : Great, are there any nails?

Marco : No, there aren't.

Felix : Oh, here they are, next to me on this table.

This: The pronoun “this” is used to refer to a singular object which is near the speaker (or here).

Example: This is sweet.

In this example, the pronoun “This” takes the place of an object which is near the speaker (or here). This particular object may be a strawberry in the hand of the speaker, for example.

Example: Can I please have this?

In this example, the pronoun “This” takes the place of an object which is near the speaker (or here). The object which the word “This” takes the place of may be a toy in the hand of the speaker, for example.

Directions: Try to make your own sentence using the pronoun “This”. ___________________________________________________________________ That: The pronoun “that” is used to refer to a singular object which is far from the speaker (or there).

Example: That is small.

In this example, the pronoun “That” takes the place of an object which is far from the speaker (or there). This particular object may be star in the sky, for example.

Example: Is that him?

In this example, the pronoun “that” takes the place of an object which is far from the speaker (or there). The object which the word “that” takes the place of may be a man walking across the street from the speaker, for example.

Directions: Try to make your own sentence using the pronoun “That”. __________________________________________________________________ These: The pronoun “these” is used to refer to more than one object which is near the speaker (or here).

Example: These are heavy.

In this example, the pronoun “These” takes the place of objects which are near the speaker (or here). These particular objects may be 20 pound weights in hands of the speaker, for example.

Example: What are these?

In this example, the pronoun “these” takes the place of objects which are near the speaker (or here). These particular objects may be diamonds in hands of the speaker, for example.

Directions: Try to make your own sentences using the pronoun “These”. __________________________________________________________________ Those: The pronoun “those” is used to refer to more than one object which is far from the speaker (or there).

Example: Those are funny.

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In this example, the pronoun “Those” takes the place of an object which is far from the speaker (or there).

These particular objects may be clowns in a circus, for example.

Example: I want three of those.

In this example, the pronoun “those” takes the place of more than one object which is far from the speaker (or there). The object which the word “those” takes the place of may be chocolate candies on a store shelf which is far from the speaker, for example.

Directions: Try to make your own sentence using the pronoun “Those”. __________________________________________________________________ Here: The pronoun “here” is used to refer to a location near the speaker.

Example: Here are the keys.

In this example, the pronoun “Here” takes the place of a location which is near the speaker. This particular location may be on a table close to the speaker, for example.

Example: Please come here.

In this example, the pronoun “here” takes the place of location which is near the speaker. The location which the word “here” takes the place of may be on top of a hill which the speaker is standing on, for example.

Directions: Try to make your own sentence using the pronoun “Here”. __________________________________________________________________ There: The pronoun “there” is used to refer to a location far from the speaker.

Example: There is my car.

In this example, the pronoun “There” takes the place of a location which is far from the speaker. This particular location may be in the school parking lot, for example.

Example: I want to go there.

In this example, the pronoun “there” takes the place of location which is far from the speaker. The location which the word “there” takes the place of may be the moon, for example.

Directions: Try to make your own sentence using the pronoun “There”. __________________________________________________________________ Directions: Now try to use what you have learned about pronouns to fill in the empty spaces below.

I went to the grocery store in search of chocolate candies. After looking for awhile, I realized that _____________ were no candies in the places I was looking. So, I decided to ask the manager of the store where I could find some. I approached the manager and said, “Hi. I’m looking for some candies. Can you help me?” The manager looked at me and asked, “Well, have you looked over _____________?” he said, pointing to the other end of the store. “No”, I replied. “But I have looked on ______________ aisles here, and I found nothing.” “Oh no!” said the man. “We don’t sell those candies on these isles _____________! We sell chocolate way over _____________!” The manager and I looked at each other and started walking to the opposite end of the store. Finally, we reached the candy section. “Okay”, the manager said, pointing to the candies on the shelf. “We have strawberry, chocolate, and vanilla candies. Which kind were you looking for?”

Well, first I wanted some of ______________,” I said, pointing to the chocolate candies far up on the top of the shelf. “But now I think I’ll try some of ______________ here”, I said, and grabbed a handful of vanilla candies. “Thanks for the help” I said, and started walking out the door. “Hey!” the man yelled. “Are you going to pay for _______________!?”

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Worksheet - X Parts of Speech - Adjectives Adjective: An adjective is a word or phrase that is used to modify a noun or pronoun.

Example: The snake is long and green.

In this example, long and green are adjectives because they modify the noun snake. Some words modify nouns that are not adjectives. These are attributive nouns. They are not predicative of the noun, so they are not adjectives.

Example: The painting is extremely old.

In this example, old is an adjective because it modifies the noun painting. However, extremely is not an adjective. It modifies the adjective old. Therefore it is an adverb.

Example: The baseball team is good.

In this example, baseball modifies team. However, baseball is not an adjective because it is not predicative of the noun - the team is not baseball. Good is the only adjective in the sentence - the team is good.

Directions: Underline the adjectives in the following sentences.

1. The motorcycle is old.

2. Today is cloudy, hot, and humid.

3. The man wearing a blue suit is young.

4. The runner is very fast.

5. He is a good basketball player.

6. Alamance Community College is a great place to learn.

7. The blue bus is late.

8. The rusty truck has an oversized trailer.

9. Jaime is so smart!

10. The job was difficult, but manageable.

11. The house has new plumbing and running water.

12. The silly man laughed uncontrollably.

13. The boy said he was sorry.

14. The intoxicated gentleman wasn’t sure if the clock was fast or slow.

15. “A cleaner environment,” he trenchantly stated, “Is the key.”

Directions: Now make two of your own sentences using adjectives.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet - XI COMPARITIVE ADJECTIVES An adjective is a word or phrase that is used to describe a noun or pronoun. A comparative adjective is used to make a comparison between two things. This comparison may show equality or inequality between the two things.

EQUAL COMPARISONS To show an equal comparison, you need to use an adjective between the subordinating conjunctions “as”.

To show an equal comparison, use the form: as [adjective] as Example: Julia is as tall as the bookshelf.

Example: The water is as cold as ice.

DIRECTIONS: Fill in the spaces with the appropriate comparative adjective.

1. The light shines as ___________ as the sun.

2. The runner moves as ___________ as the wind.

3. The apple is as ___________ as a fire truck.

4. The giraffe is as ___________ as the tree.

5. That clock is as ___________ as my grandfather.

6. His voice was as ___________ as thunder.

7. The truck was as ___________ as a house.

8. Your book bag is ___________ as a rock.

DIRECTIONS: Write two of you own sentences which show an equal comparison.

1) ____________________________________________________________________ 2) ____________________________________________________________________ UNEQUAL COMPARISONS To show an unequal comparison, you need to use an adjective followed by the subordinating conjunction “than”. You may have to double the final consonant letter for some comparative adjectives.

To show an unequal comparison using an adjective with one syllable, you must add “er” to the ending. [adjective + “er”] than

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Worksheet – XII Parts of Speech - Adverbs Adverb: An adverb is a word or phrase that is used to modify a verb, adjective, or another adverb. Sometimes an adverb is used to modify a conjunction, preposition, or infinitive verb.

Most (but not all) adverbs end in “ly”.

Example: The rabbit jumped quickly.

In this example, “quickly” is an adverb because it is used to modify the verb “jumped”.

Example: Albert Einstein was a very smart mathematician.

In this example, “very” is an adverb because it is used to modify the adjective “smart”.

Example: It started to rain just after the clouds appeared.

In this example, “just” is an adverb because it is used to modify the conjunction “after”.

Example: Jonas usually does his homework.

In this example, “usually” is a (frequency) adverb because it is used to modify the verb “does”.

Directions: Underline the adverbs in the following sentences.

1. The fire spread rapidly.

2. Astronauts are really cool.

3. He did rather well on the test.

4. He told us to talk quietly in the library.

5. We swam right before the storm.

6. The old man drank the juice slowly.

7. It is exactly 3:00 in the afternoon.

8. The cat quickly pounced on the mouse.

9. We walked happily through the forest.

10. Jenna is always so late.

11. Will you please just leave me alone?

12. The race car is extremely fast.

13. He seldom did poorly on tests.

14. Blue is definitely my favorite color.

15. He carried the bowl of soup very carefully.

16. It is getting rather late.

17. I am never leaving.

18. When will we finally be done?

Directions: Now make your own sentences. Try to use adverbs.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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EXERCISES for ADVERBS: POSITION IN A SENTENCE 1. Rewrite each of the following sentences, placing the adverb of frequency given in brackets in the middle position of the main clause.

For example: She is late for work. (rarely) She is rarely late for work.

We visit him on Sundays. (sometimes) We sometimes visit him on Sundays.

I have read that book before. (never) I have never read that book before.

Yes, I do. (usually) Yes, I usually do.

1. I had wanted to see the ocean. (always) 2. They do. (frequently) 3. She is very friendly. (usually) 4. They have the opportunity to travel. (seldom) 5. I am at home in the mornings. (generally) 6. He has. (always) 7. We were given free transportation to the school. (frequently) 8. Birds return to the place where they were born to build their nests. (often) 9. Albatrosses are seen close to shore. (seldom) 10. We would. (never) 11. They follow the news. (rarely) 12. Maple wood is used to make violins. (sometimes) 2. Rewrite each of the following sentences, placing the adverb of frequency given in brackets in the middle position of the main clause.

For example: Have you visited New York? (ever) Have you ever visited New York?

I do not go to the library on the weekend. (always) I do not always go to the library on the weekend.

1. He did not arrive on time. (ever) 2. Do you visit Boston? (often) 3. Are they surprised at the results? (frequently) 4. The children do not follow our instructions. (always) 5. Do you wonder what will happen next? (sometimes) PVR SPOKEN ENGLISH

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6. Did they find the missing information? (ever) 7. We do not stay out after dark. (usually) 8. The facts are not known. (generally) 3. For each of the following sentences, place the adverbs given in brackets in their most usual positions in the sentence. Place connecting adverbs in the beginning position, place adverbs of frequency in the middle position, and place adverbs of manner and adverbs of time in the end position. Adverbs of manner should precede adverbs of time.

For example: They left. (early, usually) They usually left early.

We proceeded. (cautiously, therefore) Therefore, we proceeded cautiously.

We will review our options. (tomorrow, carefully) We will review our options carefully tomorrow.

1. We pick the flowers. (carefully, usually) 2. She answers. (correctly, rarely) 3. He is wrong. (however, seldom) 4. We will attend the concert. (therefore, tonight) 5. We found the hotel. (easily, nevertheless) 6. They left. (quietly, this morning) 7. She wins first prize. (always, furthermore) 8. He finished. (late, often) 9. We reached the station. (quickly, consequently) 10. You speak. (loudly, never) 11. We would have gone to the beach. (otherwise, yesterday) 12. They worked. (quickly, today) 13. I want to analyze the book. (carefully, sometime) 14. We arrive. (early, sometimes) 4. The following sentences do not contain verbs of motion. Complete each sentence by placing the adverbs and adverb phrases given in brackets in the end position, in the following order: Adverb of Manner Adverb of Location Adverb of Time Adverb of Purpose For example: The tickets sold. (at the box office, quickly, this afternoon) The tickets sold quickly at the box office this afternoon.

I bought some film. (to photograph the parade, at the store, yesterday) I bought some film at the store yesterday to photograph the parade.

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1. We ate. (at the restaurant, well, yesterday evening) 2. They will be. (next month, on business, in France) 3. The children whispered. (on Christmas Eve, excitedly, in front of the tree) 4. We hung the picture. (on the wall, carefully) 5. The birds twittered. (this morning, outside the window, loudly) 6. The boys and girls waited. (for the parade to pass by, impatiently) 7. We slept. (all afternoon, on the grass, soundly) 8. The choir sang. (last week, beautifully, at the competition) 9. We watched the skaters. (to determine who might win the competition, avidly, this morning) 10. The moon shone. (over the water, long after the sun had set, brilliantly) 5. For each of the following sentences, paying attention to whether or not the sentence contains a verb of motion, place the adverbs and adverb phrases given in brackets in the correct order in the end position of the sentence.

For example: He lived. (for six years, happily, in Copenhagen) He lived happily in Copenhagen for six years.

They returned. (from Holland, last week, unexpectedly) They returned from Holland unexpectedly last week.

1. They stood. (at the bus stop, for twenty minutes, patiently) 2. We arrived. (here, last night, on foot) 3. The young child walked. (by herself, this morning, to school) 4. They were waiting. (at seven o'clock, eagerly, outside the fairgrounds) 5. She arrived. (in a black limousine, at the hotel) 6. Chickadees build their nests. (in dense evergreens, in the early spring, secretively) 7. The waves crashed. (against the shore, loudly) 8. I walked. (in the rain, to work, yesterday) 9. He sat. (until the announcements were finished, on the edge of his chair, expectantly) 10. We left. (this morning, home, in a hurry) 11. She went. (by bus, downtown, today) 12. They talked. (for an hour, animatedly, on the front lawn) 6. For each of the following sentences, fill in the blank with is or are, as appropriate.

For example: Here __ one of the computations.

Here is one of the computations.

There ___ all of the results.

There are all of the results.

1. There _______ his brother and sister.

2. Here _______ the news.

3. There _______ several of her classmates.

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4. Here _______ both of the disks.

5. There _______ a pair of pliers.

6. Here _______ a few chocolates.

7. Here _______ a box of eggs.

8. There _______ two of the books.

9. Here _______ another of the magazines.

10. Here _______ some of the answers. ii. There _______ one of his brothers.

12. Here _______ the essays.

7. Rewrite the following sentences, replacing the underlined phrases with personal pronouns, and changing the word order as necessary.

For example: Over the treetops sailed the kite.

Over the treetops it sailed.

Here comes our teacher.

Here he comes.

1. Up the stairs dashed the reporter.

2. Onto the stage glided the ballerina.

3. Here is the butter.

4. There go the geese.

5. To and fro rode the girl on the horse.

6. Here come the children.

7. High in the heavens shone the lights of a million stars.

8. There goes the train.

9. Into the hotel darted the boy.

10. Here are your keys.

11. Over the grass rolled the ball.

12. There is my aunt.

8. The following sentences are incorrect, because each contains a double negative. Each sentence can be corrected by omitting or altering one of the negative expressions. Write two corrected versions for each sentence.

For example: We have not got no sugar.

We have got no sugar. or We have not got any sugar.

I have never seen nothing like it before.

I have seen nothing like it before. or I have never seen anything like it before.

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1. He does not need no advice.

2. We never go nowhere interesting.

3. I did not get none of the answers right.

4. She does not know nothing.

5. We had not met neither of the boys before.

6. They did not do no harm.

7. He never speaks to nobody.

8. You do not have no reason to behave like that.

9. I do not know nothing about it.

10. I do not have no time for such things.

9. For each of the following sentences, add the negative expression shown in brackets at the beginning of the sentence, and make any other changes that are necessary.

For example: I had reached home when I remembered the message. (hardly) Hardly had I reached home when I remembered the message.

We had the opportunity to do whatever we wanted. (seldom) Seldom did we have the opportunity to do whatever we wanted.

1. We had entered the room when the telephone rang. (scarcely) 2. I have seen a more beautiful ballet than that one. (never) 3. We realized that a dangerous stretch of road lay ahead of us. (little) 4. I have worked as hard as I could. (never before) 5. A writer can express his exact feelings in words. (rarely) 6. We perceive everything that is around us. (hardly ever) 7. One can find a more striking example of erosion than the Grand Canyon. (nowhere) 8. They guessed what was about to happen. (little) 9. I am entirely satisfied with my situation. (seldom) 10. One comprehends a complex situation immediately. (rarely) 10. Paying attention to the correct word order, rewrite the underlined indirect questions as direct questions.

For example: I would like to know why you are here.

Why are you here?

I wonder how often he comes here.

How often does he come here?

Tell me where you have been.

Where have you been?

1. I want to know how much money you collected.

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2. I wonder where they were.

3. Tell me why I should attend the meeting.

4. I would like to know when he finds time for his hobbies.

5. Do you know why she left school?

6. I am curious to know how many times you have seen this movie.

7. Will you tell me when you completed the assignment?

8. He will ask how long it will take.

9. Tell me where you are.

10. I wonder why she did not reply.

11. Find out when the bank opens.

12. Can you tell me where she is staying?

11. Paying attention to the correct word order, use the phrases given in brackets to rewrite the following direct questions as indirect questions.

For example: Where is the nearest store? (Please find out) Please find out where the nearest store is.

How many boxes of paper did he order? (We need to know) We need to know how many boxes of paper he ordered.

Why has she not finished the assignment? (I will ask her) I will ask her why she has not finished the assignment.

1. Why is the information not here? (Please tell me) 2. When will they finish work? (Did you ask) 3. Where has she studied? (I wonder) 4. How many pounds of cherries did you sell? (Tell us) 5. Why was the meeting cancelled? (Will you tell me) 6. How long will the trip take? (I wonder) 7. How is he? (Did you hear) 8. Why do they have difficulty with the work? (I wonder) 9. When does she plan to leave? (Ask her) 10. How much time do you have? (Please let me know) 11. Where is the post office? (I am not sure) 12. Where did you buy that book? (Tell me)

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Worksheet – XIII PRATICE USING FREQUENCY ADVERBS Directions: Rewrite each sentence on the line. Use the percentages to decide which adverb to use. Then, decide whether the adverb comes before or after the verb.

Example: Selma catches the 9:15 bus to town. (80–90%) Selma frequently catches the 9:15 bus to town.

Example: She is late for work. (1–10%) She is rarely late for work.

1. We watch the news at 6:00. (100%) _______________________________________________________________ 2. My wife drives me to work. (50%) _______________________________________________________________ 3. Our neighbor’s son goes to football practice after school. (95–99%) _______________________________________________________________ 4. My mom leaves her keys on the kitchen table. (80-90%) _______________________________________________________________ 5. The baby is hungry when he wakes up. (100%) _______________________________________________________________ 6. The planes take off on time. (90–99%) _______________________________________________________________ 7. The school bus is here by 7:30 a.m. (5–10%) _______________________________________________________________ 8. I go shopping after work. (30–40%) _______________________________________________________________ 9. The kids are ready when the school bus arrives. (1–10%) _______________________________________________________________ 10. I am happy when it rains. (0%) _______________________________________________________________

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Worksheet – XIV Identifying Prepositions Directions: Underline all the prepositions the following sentences: 1. My little brother likes to hide in his toy box.

2. The ball rolled under the table.

3. Our new puppy likes to run beside me.

4. You have to wash your hands before you eat.

5. We went over the bridge in our new car.

6. The temperature yesterday was below zero!

7. I ran down the hill and rolled on the grass.

8. My sister ran past me to catch the school bus.

9. I always seem to daydream during class.

10. Tomorrow I get to eat dinner at my friend’s house.

11. I’ve loved animals since I was small.

12. I like my sandwiches with the crust cut off.

13. The mouse ran across the room.

14. The chair is beside the table.

15. I am at the University of North Carolina.

16. The crocodile is under the water.

17. We are in English class.

18. The stoplight hangs above the street.

19. The children are running around the room as fast as they can.

20. My cat jumped onto the table.

21. When you sing, sound comes out of your mouth.

22. The river runs over the rocks.

Directions: Now make your own sentences. Try to use prepositions.

1) _____________________________________________________________________ 2) _____________________________________________________________________

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Worksheet â&#x20AC;&#x201C; XV PREPOSITION OF PLACE Notice how the following prepositions show the relationship between a person or thing and a place.

They are walking to the train station. He is walking home from the train station.

John is sitting in the chair. They are sitting around the table.

Tom is sitting on the table. They are eating at a party.

Mary is standing beside the table. The dog is lying near the table.

DIRECTION: FILL IN THE SPACES WITH CORRECT PREPOSITION 1. They went to _ the party. (at, to) 2. The plates are __________ the table. (in, on) 3. He walked __________ the park. (for, to) 4. I am driving home __________ the bank. (at, from) 5. Keep the dog __________ the furniture! (in, off) 6. The people are __________ a party. (in, at) 7. John is sitting __________ a chair. (in, on) 8. Mary is sitting __________ John. (at, near) 9. The man is sitting __________ the woman. (beside, to) 10. Their feet are __________ the table. (through, under) 11. The guests are sitting __________ the table. (at, above) 12. The dog is lying __________ the floor. (at, on) 13. The cat is by _ the towel. (behind, by) 14. The toilet is __________ the sink. (next to, below) 15. The shampoo is __________ the conditioner. (beside, among) 16. The soap is __________ the things on the shelf. (among, above) 17. The books are __________ the soap. (above, under) 18. The soap is __________ the books. (above, below) 19. The toilet paper is __________ the toilet. (below, beside) 20. The toilet cleaner is __________ the toilet. (in front of, behind) 21. The cat is __________ the shower. (near, far from) 22. The mirror is __________ the sink. (above, in front of) 23. The cat is __________ the floor. (around, on) 24. The towel is __________ the sink. (under, next to) 25. The sink is __________ the toilet and the towel. (in front of, between) PVR SPOKEN ENGLISH

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Notice how the following prepositions show the direction or movement of a person in a place.

A. He is walking toward the stream.

B. He is walking away from the stream.

C. He walked into the stream.

D. He walked out of the stream E. He is walking along the stream.

F. He is walking through the stream.

G. He is walking up the stream.

H. He is walking down the stream.

I. He is walking across the steam.

DIRECTION: FILL IN THE SPACES WITH CORRECT PREPOSITION 1. Please put the pot on _ the stove. (on, up) 2. There is a bus stop __________ the post office. (in front of, to) 3. Can you go __________ the bank this afternoon? (at, to) 4. My wallet is __________ my pocket. (between, in) 5. She put the letter __________ the two books. (between, in) 6. The river is flowing __________ the bridge. (through, under) 7. May I hang my coat __________ his? (between, on top of) 8. The children are running __________ us. (away from, through) 9. Who’s that man walking __________ the house? (at, toward) 10. Would you like to walk __________ the park? (on, through) 11. You can read books __________ the library. (at, on) 12. I was walking __________ the door when you called. (across, out) 13. The sink is __________ the mirror. (at, below) 14. They ran __________ the hill. (in, up) 15. The picture is __________ the sofa. (above, among) 16. The bank is __________ the street. (across, through) 17. They walked __________ the road. (down, out) 18. We came here __________ the doctor’s office. (at, from) 19. Get the dog __________ the kitchen table! (off, on) 20. There is a lamp hanging __________ the dining room table. (over, under) 21. We ran __________ the house. (into, up) 22. The table is __________ the bed. (beside, through) 23. Your letter is __________ the things on my desk. (among, between) 24. There’s a mouse __________ the refrigerator. (across, behind) 25. My shoes are __________ the closet. (in, on) 26. The dresser is __________ the mirror. (at, below) PVR SPOKEN ENGLISH

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27. The necklace is __________ my neck. (around, at) 28. There’s a man sitting __________ the bus. (in, on)

Worksheet – XVI PREPOSITION OF PLACE in

A person lives:

In a country and in a city.

Rebecca lives in the United States. She lives in New York City.

on

On a street, avenue, road, etc. She lives on Pine Street.

at

At a street address.

She lives at 1089 Pine Street.

Write about Oscar.

1) Oscar lives ______ Canada.

2) He lives ______ Toronto.

OSCAR ,1355 MAIN STREET,

TORRONTO, CANADA 3) He lives ______ Main Street.

4) He lives ______ 1423 Main Street.

Write about Dr. Roberts 5) Dr. Roberts lives on ___________________.

DR.. MK.. Roberts

6) He lives in ___________________.

111188 State street

7) He lives at ___________________.

Write about yourself.

8) I live _____________________________. (name of country) 9) I live _____________________________. (name of city) 10) I live _____________________________. (name of street) 11) I live _____________________________. (street address) Now make your own sentences using prepositions of place.

1) _______________________________________________________________ 2) _______________________________________________________________

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Worksheet – XVII Directions: Complete the sentences with prepositions of time.

1) We have class ______ eleven o’clock.

2) We have class ______ nine ______ eleven.

3) Tom has class ______ the morning, and he works ______ the afternoon.

4) I study ______ the evening.

5) I sleep ______ night.

6) Mary was born ______ October.

7) Mary was born ______ 1967.

8) Mary was born ______ October 28.

9) Mary was born ______ October 28, 1967.

10) The bank isn’t open ______ Sundays.

11) The bank is open ______ 8:00 a.m. ______ 5:00 p.m. Monday through Saturday.

12) The bank closes ______ 5:00 p.m.

Directions: Now make your own sentences using prepositions of time.

1) _____________________________________________________________________ 2) _____________________________________________________________________

Prepositions of Time at (a) We have class at two o’clock. (b) I have an appointment with the doctor at 4:30. (c) We sleep at night. at + a specific time on the clock. at + night in (d) My birthday is in July. (e) I was born in 1978. (f) We have class in the morning. (g) Jason has class in the afternoon. (h) I study in the evening.

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in + a specific month in + a specific year in + the morning in + the afternoon in + the evening on (i) I have class on Monday. (j) I was born on May 3, 1982. on + a specific day of the week on + a specific date fromâ&#x20AC;Śto(k) We have class from 3:00 to 4:00. From (a specific time) to (a specific time)

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Worksheet – XVIII Coordinating Conjunctions Above is a list of the coordinating conjunctions. These are used to join two items/clauses of equal importance. “and” (+) and “nor” (-) are used to show an agreement between items/clauses. “yet”, and “but” are used to show a disagreement between clauses. “for” and “so” are used to show a reason between clauses. “or” is used to show agreement or disagreement between items/clauses.

Remember, when using a coordinating conjunction to join two independent clauses (complete thoughts) you must insert a comma before the conjunction.

Example: I want to buy the new jacket, but it is too expensive.

In this example, there are two independent clauses: #1: “I want to buy a new jacket.” (complete thought) #2 “It is too expensive.” (complete thought) These clauses are separated by a comma and the conjunction “but” which is used to show disagreement.

Directions: Circle each independent clause in the sentences below (Some sentences may only have one). Next, say whether the conjunction is used to show an agreement, Disagreement or reason 1. I normally like to run, but today I am walking. agreement / disagreement / reason 2. I like strawberry and chocolate ice cream. agreement/disagreement/reason 3. I am smarter than my brother, yet he still got a higher grade on the test. agreement / disagreement / reason 4. I don’t make good grades, nor do I try very hard in school. agreement / disagreement / reason 5. It is raining outside today, so I think I will wear my raincoat. agreement / disagreement / reason 6. He is always crying, for he is very sad. agreement / disagreement / reason 7. I don’t like yellow or blue agreement / disagreement / reason Directions: Now say whether the conjunction is used to show an agreement, disagreement, or reason.

1. and agreement / disagreement / reason PVR SPOKEN ENGLISH

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2. but agreement / disagreement / reason 3. or agreement / disagreement / reason 4. yet agreement / disagreement / reason 5. for agreement / disagreement / reason 6. nor agreement / disagreement / reason 7. so agreement / disagreement / reason Directions: try to fill in the blanks using the appropriate conjunction. Use commas if necessary.

1. My dad _______ I are going fishing this afternoon.

2. The old man doesn’t have much money _____ he always seems to have nice things.

3. Either we are going to win ______ they are going to win.

4. I don’t have much time _____ hurry up!

5. He wasn’t a popular king _____ all of his country men hated him.

6. I want to get there early ____ we should leave soon.

7. It doesn’t matter whether they get the job ___ not.

8. We don’t like red ____ do I like blue.

9. I ran after the cat _____ could not catch her.

10. We played very well ____ we still lost the game.

Directions: Now practice creating your own sentences using the conjunctions list above.

1. ____________________________________________________________________ 2. ____________________________________________________________________ _____________________________________________________________________ Correlative Conjunctions Correlative conjunctions are pairs of conjunctions that work together to coordinate two items.

Common Correlative Conjunctions: Example: Both my sister and I will attend the party. “my sister” _ first item “I” _ second item The correlative conjunction “Both” is used to coordinate the item “my sister”, while the Correlative conjunction “and” is used to coordinate the item “I”.

Directions: try to fill in the blanks using the appropriate conjunction. Use commas where necessary.

1. _____ my brother ____ my sister live in China.

2. ____ ______ my dog, ____ _______ my cat are sick.

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3. __________ my mother ____ my father were born in this country.

4. __________ I will go to the store ___ you will.

5. _____ soccer ____ tennis are sports.

6. ____ my car, ____ my truck needs to be repaired.

7. __________ I will come there, ____ you will come here.

8. __________ you ____ your friend are old enough to enter.

Subordinating Conjunctions Directions: please fill in the blanks using the appropriate conjunction. Use commas where necessary.

1. He behaves ___ _________ he rules the world.

2. We started moving _____ he took his foot off the brake.

3. I am going to go _____ __ my parents say I can’t.

4. ___________ _____ kill living animals for food, I am going to become a vegetarian.

5. I waited ________ my mom paid for the groceries.

6. I ran _____________ I was scared.

7. Typically, dessert comes _________ dinner.

8. My sister is nicer ______ my brother.

9. ______________ I get happy I smile.

10. I’m not leaving ________ you say you’re sorry.

11. We cannot go skiing __________ we have skis.

12. I turned the key __ _______ __ start the car.

13. I want to go ________ money grows on trees.

14. We got to the scene of the crime right _______ the robbers ran away.

15. ___ we can’t find work here, we’ll have to move to a place ________ we can.

16. __________________ I am only 5’3” tall, I _________ love playing basketball.

17. __________________ you finish eating your vegetables, you may eat cake.

18. ____________ ____ complain about not being able to do the things I want, I will work to achieve my dreams.

19. ______ ____________ it is cold out, I’m not going to wear my jacket.

20. We will start work _________ the sun rises.

Directions: Now practice creating your own sentences using the conjunctions list above.

1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ PVR SPOKEN ENGLISH

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4. ______________________________________________________________________ 5. ______________________________________________________________________

Worksheet – XIX Parts of Speech - Interjections Interjection: An interjection is a word that expresses a strong feeling or command.

They have no grammatical relation to the rest of the sentence.

Example: Wait! I am not finished.

In this example, the word “Wait” is an interjection because it expresses a command and has no grammatical relation to the rest of the sentence.

Example: Great, I would love to go to the beach.

In this example, the word “Great” is an interjection because it expresses a strong feeling and has no grammatical relation to the rest of the sentence.

Directions: Underline the interjections in the following sentences.

1) Whew, that was close.

2) Careful, the tiger is hungry!

3) Yes, I think I will have more tea please.

4) Thanks, I needed that.

5) For example, you could make a model of the city.

6) Wow! That was easy!

Directions: Now make your own sentences. Try to use interjections.

1) _____________________________________________________________________ 2) _____________________________________________________________________ 3) _____________________________________________________________________ 4) _____________________________________________________________________

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Worksheet â&#x20AC;&#x201C; XX Exercise 1 Present Tense Choose the correct form of the verb in simple present tense.

Example: I / You / We / They (cook) cook.

Example: He / She / It (cook) cooks.

1) I ( cook / cooks ) on Monday.

2) You ( cook / cooks ) on Tuesday.

3) We ( cook / cooks ) on Wednesday.

4) They ( cook / cooks ) on Thursday.

5) He ( cook / cooks ) on Friday.

6) She ( cook / cooks ) on Saturday.

7) It ( cook / cooks ) on Sunday.

Exercise 2 Present Tense Choose the correct form of the verb in simple present tense.

Example: I / You / We / They (wash) wash the car on Monday.

Example: He / She / It (wash) washes the car on Tuesday.

1) I ( wash / washes ) the car on Monday.

2) You ( wash / washes ) the car on Tuesday.

3) We ( wash / washes ) the car on Wednesday.

4) They ( wash / washes ) the car on Thursday.

5) He ( wash / washes ) the car on Friday.

6) She ( wash / washes ) the car on Saturday.

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7) It ( wash / washes ) the car on Sunday.

Exercise 3 Present Tense Choose the correct form of the verb in simple present tense.

Example: I / You / We / They (study) study English on Monday.

Example: He / She / It (study) studies English on Tuesday.

1) I (study / studies) English on Monday.

2) You (study / studies) English on Tuesday.

3) We (study / studies) English on Wednesday.

4) They (study / studies) English on Thursday.

5) He (study / studies) English on Friday.

6) She (study / studies) English on Saturday.

7) It (study / studies) English on Sunday.

Exercise 4 Present Tense Choose the correct form of the verb in simple present tense. Use what you have learned in exercises 1, 2, and 3.

Example: I / You / We / They (cook) cook.

Example: He / She / It (cook) cooks.

Example: I / You / We / They (wash) wash the car on Monday.

Example: He / She / It (wash) washes the car on Tuesday.

Example: I / You / We / They (study) study English on Monday.

Example: He / She / It (study) studies English on Tuesday.

1) They (study / studies) English on Tuesday.

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2) He (cook / cooks) on Tuesday.

3) I (wash / washes) the car on Wednesday.

4) We (cook / cooks) on Sunday.

5) You (wash / washes) the car on Friday.

6) She (wash / washes) the car on Saturday.

7) We (study / studies) English on Sunday.

8) It (cook / cooks) on Thursday.

9) He (study / studies) English on Friday.

10) You (wash / washes) the car on Thursday.

11) They (cook / cooks) on Wednesday.

12) She (study /studies) English on Thursday.

Exercise 5 Present Tense Choose the correct form of the verb in simple present tense.

Note: In this exercise, nouns (Tom, Amy, Daniel, etc.) are used in place of pronouns (I / You / We / They / He / She / It). So, it is a good idea to think about which pronoun you could use instead of each noun. After you know what pronoun replaces the noun, use what you have learned in exercises 1, 2, 3, and 4 to conjugate the verbs correctly.

Example: Tom and I → We (cook) cook on Tuesday.

Example: Tom and Amy → They (cook) cook on Tuesday Example: Tom → He (cook) cooks on Tuesday Example: Amy → She (cook) cooks on Tuesday PVR SPOKEN ENGLISH

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1) Tom and Amy (cook / cooks) on Wednesday.

2) Daniel and I (cook / cooks) on Tuesday.

3) Herbert (cook / cooks) on Sunday.

4) Carlos and Peter (wash / washes) the car on Friday.

5) Jovita (wash / washes) the car on Saturday.

6) Ko, Uri, and I (study / studies) English on Monday.

7) The students (study / studies) English on Thursday.

8) Randy (study / studies) English on Friday.

9) I (wash / washes) the car on Thursday.

10) Mack (wash / washes) the car on Monday.

11) Natasha (study / studies) English on Thursday.

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Worksheet â&#x20AC;&#x201C; XXI Fill in the spaces with the correct form of the verb in present progressive tense.

Example: I (play) am playing the piano now.

Example: You / We / they (play) are playing the piano now.

Example: He / She / It (play) _______ _______ the piano now.

1. I (play) _______ _______ the piano now.

2. You (play) _______ _______ the guitar now.

3. We (play) _______ _______ violins now.

4. They (play) _______ _______ harps now.

5. He (play) _______ _______ the trumpet now.

6. She (play) _______ _______ the flute now.

7. It (play) ________ _______ the drums now.

8. I (run) _________ _________ now.

9. I (talk) _________ _________ now.

10. You (get) __________ _________ hungry now.

11. You (eat) _________ _________ now.

12. We (plan) _________ _________ the vacation now.

13. They (play) _________ _________ the game now.

14. They (stop) _________ _________ the game now.

15. He (swim) _________ __________ in the pool now.

16. He (sleep) _________ _________ in the bed now.

17. She (shop) _________ _________ at the mall now.

18. She (eat) _________ _________ with her friends now.

19. Jason (listen) ________ ________ to music now.

20. I (talk) ________ ________ now.

21. Erin and Jessica (make) ________ ________ a cake right now.

22. Shhhâ&#x20AC;Śbe quiet! The teacher (speak) ________ ________ now!

23. Marcos and I (study) ________ ________ English now.

24. Are Daniel and James playing football this year? No, they ________ ________ soccer.

25. Emily (eat) _________ ________ breakfast now.

26. My car (make) ________ ________ strange noises. I need to get it checked out.

27. Billy (do) ________ ________ his homework now. We are going to watch a movie 28. when he is finished.

29. All of the children (dance) ________ ________ at the party. They (smile) ________ 30. ________. They (have) ________ ________ a good time.

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Worksheet – XXII Present Perfect Tense Fill in the spaces with the correct form of the verb in simple present perfect tense.

Note: In this exercise, all of the past participles are irregular. This means that they have unexpected changes in spelling and pronunciation which are not the same as the simple past forms. You may want to refer to a list of irregular verbs to find irregular past participles.

Example: Amy (eat) has eaten lunch already.

Example: Amy and Arnold (eat) have eaten lunch already.

1) Mark (eat) _______ ________ dinner already. He is not hungry.

2) Beth (write) _______ ________ three letters today. She misses her family.

3) Yoko and Armand (take) _______ ________ the test. Now they can relax.

4) Marty and I (be) _______ ________ to Costa Rica three times. We are familiar with the culture.

5) I (drink) _______ _______ six cups of water today.

6) Eva (sing) _______ ________ in a chorus before. Her voice is pretty.

7) Chong-Li (get) _______ ________ very good at speaking English. She has practiced a lot.

8) Lucy (hide) _______ ________ in the woods. Now her friends will try to find her.

9) It (be) _______ ________ a good week so far.

10) You (show) ________ _________ that you are a hard worker. Good job!

11) Daisy (wear) _______ _________ a dress to work every day this week.

12) Mr. Lee (drive) _______ ________ from Texas to Iowa for the conference. He needs to get some rest before it starts.

13) Juan (ride) _______ ________ horses since he was a little boy. It is easy for him.

14) Mr. and Mrs. Sanchez (become) _______ ________ grandparents. Their daughter, Josefina, had a baby yesterday.

15) The movie (begin) _______ _______. Please be quiet!

Fill in the spaces with the correct form of the verb in simple present perfect tense. Then, indicate whether the past participle is regular or irregular.

Example: Ida (look) has looked all morning for her glasses. She still can’t find them. (regular / irregular) Example: The wind (blow) has blown our patio furniture away. Let’s go get it. (regular / irregular) 1) Charity (break) _______ ________ her leg on the ski slope. Please dial 911. (regular / irregular) 2) The city (allow) _______ ________ residents to shoot off fireworks each year on the Fourth of July. (regular / irregular) 3) The lake (freeze) _______ ________ solid. Now we can go skating. (regular / irregular) 4) The sun (rise) _______ ________. It’s time to get up. (regular / irregular) PVR SPOKEN ENGLISH

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5) The army (battle) _______ ________ the enemy for two weeks. The soldiers are exhausted. (regular / irregular ) 6) The principal (introduce) _______ _________ the new teacher. She seems very nice. (regular / irregular) 7) Using his telescope, Jeremy (see) _______ _______ other galaxies. He writes them on his blog. (regular / irregular) 8) The judge (listen) _______ _________ to all of the evidence. Now he will make a ruling. (regular / irregular) 9) The strawberries (spoil) _______ ________. They should have been kept in the refrigerator. (regular / irregular) 10) The doctor (write) _______ ________ a book about disease prevention. It will be published soon. (regular / irregular) Fill in the spaces with the correct form of the verb in simple present perfect tense.

Example: I / You / We / they (visit) have visited Venezuela before.

Example: He / She / It (visit) has visited Venezuela before.

Example: Susan (run) has run a marathon race before.

Example: Paul and his brother (drive) have driven to New England before.

1) I (visit) _______ ________ Tennessee before.

2) You (visit) _______ ________ Utah before.

3) We (visit) _______ ________ North Carolina before.

4) They (visit) _______ ________ California before.

5) He (visit) _______ ________ Texas before.

6) She (visit) _______ ________New York before.

7) It (visit) _______ ________ Colorado before.

8) They (take) _______ ________ the test. Now they must wait for their scores.

9) I (eat) _______ ________ dinner already. I am not hungry.

10) All of the children (brush) _______ ________ their teeth. Now it's time for bed.

11) Andrew (finish) _______ ________ his work. He is ready to take a break.

12) Mimi (play) _______ ________ golf before.

13) I (see) _______ ________ this movie before. I don't want to watch it again.

14) I (wash) _______ ________ my clothes. Now I can put them on.

15) You (complete) _______ _________ this exercise. Hooray!

Fill in the spaces with the correct form of the verb in simple present perfect tense.

1) I (visit) _______ ________ Australia before.

2) You (visit) _______ ________ Mexico before.

3) We (visit) _______ ________ Canada before.

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4) They (visit) _______ ________ China before.

5) He (visit) _______ ________ Africa before 6) She (visit) _______ ________ India before.

7) It (visit) _______ ________ Europe before.

Fill in the spaces with the correct form of the verb in simple present perfect tense.

1) Our company (arrive) ______ ________. Please answer the door.

2) The ice on the sidewalk (melt) _______ ________. I think the sun is out today.

3) The McMillans (prepare) _______ _________ a lot of food for the party. It looks delicious.

4) Tonyâ&#x20AC;&#x2122;s flight from New Jersey (land) _______ ________. We should see him any minute.

5) The bank officers (suggest) _______ _________ that the meeting be scheduled for Wednesday morning. I will try to locate a conference room.

6) Sparky (taste) _______ ________ his new dog food, and he seems to like it.

7) The police (arrest) _______ ________ two men for the robbery. It is time to question them.

8) The medicine (cure) _______ ________ Williamâ&#x20AC;&#x2122;s illness. It seems miraculous.

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Worksheet â&#x20AC;&#x201C; XXIII Present Perfect continuous Tense Fill in the spaces with the correct form of the verb in present perfect progressive tense Note: The present perfect progressive tense expresses the idea that something has happened continuously since some time in the past, and is still happening now.

Example: I / You / We / They (work) have been working for two hours.

Example: He / She / It (work) has been working for two hours.

1) I (write) _______ _______ _________ my new book for ten months. Writing it has been taken a lot of hard work and research. Thankfully, it is almost finished.

2) The runners (race) _______ _______ _________ since 9:00 in the morning. Now it is 3:00 p.m., and the leaders are about to cross the finish line.

3) The weather has been dreary all week. It (rain) _______ _______ _________ since Monday. Hopefully, we will have some sunshine this weekend.

4) Anthony (play) _______ _______ ________ soccer his entire life. Soon, he will go to college on a soccer scholarship.

5) The) baby (cry) _______ _______ _________ all night. He has been doing that every night since he was born. His parents are so tired. They are hoping that his sleeping habits will change soon!

6) Julian and I (try) _______ _______ _________ to find jobs for two weeks. We are a little discouraged, but we cannot give up.

7) Mrs. Burk is giving her students an algebra test right now. The students (take) _______ _______ _________ the test for thirty-five minutes. They have five minutes until time is up.

8) Ichiro is worried because his keys are lost. He needs to go to work. He (look) _______ _______ _________ for them for fifteen minutes. Letâ&#x20AC;&#x2122;s help him.

Fill in the spaces with the correct form of the verb in present perfect progressive tense.

Affirmative (+) Example: He (wait) has been waiting on the train for two hours.

Negative (-) Example: Don't worry. We (not, wait) have not been waiting for you for long.

1) The children (play) _______ _______ _________ outside all day. They must be getting hungry by now. They need to come inside for dinner.

2) This week, we (read) _______ _______ _________ selections from the Romantic Period in Literature class.

My favorite Romantic authors are Poe and Hawthorne.

3) The criminal has not been caught yet. The police (chase) _______ _______ _________ him since yesterday.

4) Lu Peng (make) _______ _______ _________ bread all day. It smells so good! His bakery is next door to our shop. We are taking two loaves of his fresh bread home when we close the shop tonight.

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5) The construction workers (build) _______ _______ _________ that house all winter. They (not, work) _______ _______ _______ _________ on it this week, though, because it (rain) _______ _______ _________ every day since Monday.

6) The roses (not, bloom) _______ _______ _______ _________ much lately. We (not, water) _______ _______ _______ _________ them enough. The soil is getting dry.

7) I (not, sleep) _______ _______ _______ _________ very well lately. I think I need to get more exercise during the day. That would help me to feel tired at night.

8) Akira (learn) _______ _______ _________ about plants in her biology class. She is paying close attention to the lectures. She wants to become a botanist some day.

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Worksheet – XIV Simple Past Tense Exercise 1 Fill in the spaces with the correct forms of these regular verbs in simple past tense.

Example: I / You / We / They / He / She / It (clean) cleaned on Monday.

1) I (clean) ________ my car on Monday 2) You (walk) ________ three miles on Tuesday.

3) We (cook) ________ lunch on Wednesday.

4) They (sew) ________ curtains on Thursday.

5) He (film) ________ the movie on Friday.

6) She (play) ________ chess on Saturday.

7) It (rest) ________ from its work on Sunday.

Exercise 2 Fill in the spaces with the correct forms of these regular verbs in simple past tense.

Note: When a regular verb ends in a consonant + “y”, the “y” is changed to “ied” to form the simple past tense.

Example: I / You / We / They / He / She / It (try) tried to buy tickets.

1) I (dry) ________ the dishes after dinner.

2) You (worry) ________ about the last test.

3) We (copy) ________ Sally’s notes from the lecture.

4) They (cry) ________ when their team lost.

5) He (discover) ________ a new star with his telescope Saturday.

6) She (fry) ________ all of her food until now.

7) It (bury) ________ the bone in the trash.

Exercise 3 Fill in the spaces with the correct form of these regular verbs in simple past tense.

Note: When a verb has one syllable and ends in a consonant + vowel + consonant, the final consonant is doubled before adding –ed to form the simple past tense. Exceptions to this rule are words that end in 'w' or 'x', like sewed and waxed.

Example: I / You / We / They / He / She It (chop) chopped the wood.

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2) You (jog) ________ yesterday morning.

3) We (flip) ________ the pancakes at breakfast.

4) They (chop) ________ firewood last winter.

5) He (mix) ________ the chemicals together in the lab.

6) The nurse (help) ________ the patient to stand up.

7) It (tip) ________ the bucket over.

Exercise 4 Choose the correct forms of these irregular verbs in simple past tense.

Note: Irregular verbs have unexpected spelling changes in various tenses, including the simple past tense.

Example: I / You / We / They / He / She It [bringed brought] a gift to the wedding Saturday.

1) I (be) [beed was] busy painting last night.

2) You (make) [maked made] a good cake for his birthday.

3) We (choose) [choosed chose] to ride the train yesterday.

4) They (fall) [falled fell] while skating together.

5) He (keep) [keeped kept] the profits for himself.

6) She (meet) [meeted met] her new coach on Monday.

7) It (ring) [ringed rang] the bell on the birdhouse two times.

Exercise 5 Choose the correct forms of these irregular verbs in simple past tense.

Note: Some irregular verbs do not change their spelling in the simple past tense.

Example: I / You / We / They / He / She/ It (bet) [betted bet] on the grey horse last time.

Example: I / You / We / They / He / She/ It (fit) [fitted fit] in his pocket before.

1) I (cut) [cutted cut] the watermelon yesterday.

2) You (shut) [shutted shut] the door before it rained.

3) We (quit) [quitted quit] watching the movie last night.

4) They (hurt) [hurted hurt] their knees on the rocks.

5) He (put) [putted put] the book back Wednesday.

6) She (hit) [hitted hit] the target when she played darts.

7) It (cost) [costed cost] five hundred dollars in 1980

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Worksheet – XV Past Continuous Tense Exercise 1 Choose the correct form of the verb in past progressive tense.

Note: This tense describes actions that were in progress in the past. It uses the helping verb "was" with the pronouns I / He / She / It, and "were" with the pronouns You / We / They. Then, –ing is added to the base form of the verb.

Example: I / He / She / It / (wash) was washing the car yesterday.

Example: You / We / They (wear) were wearing their old clothes at the cabin.

1) I [was walking / were walking] through the mall Tuesday.

2) He [was playing / were playing] baseball until four o'clock.

3) You [was watching / were watching] the sunset last night.

4) They [was staying / were staying] at the same hotel that year.

5) She [was smelling / were smelling] the coffee when she woke up.

6) We [was planting / were planting] the garden on May 15th.

7) It [was barking / were barking] loudly at the cat.

Exercise 2 Choose the correct form of the verb in past progressive tense.

Note: With some verbs, the last letter of the verb must be doubled in past progressive tense before adding – ing. The rule for doubling is: when a one-syllable verb ends with consonant-vowel-consonant, the final consonant is doubled. If the verb is longer than one syllable, the final consonant is doubled only if the stress falls on the last syllable. Exceptions: never double the letters h,w,x,y.

Example: I / He / She / It / (get) was getting a new bicycle before the race.

Example: You / We / They (plan) were planning to travel last fall.

Example: I / He / She / It / (sew) was sewing robes for the choir.

1) I [was swiming / was swimming] a lot during the summer.

2) We [were siting / were sitting] on the rocks by the river.

3) They [were runing / were running] faster than anyone else in that race.

4) He [was stoping / was stopping] often to tie his shoe.

5) It [was fiting / was fitting] until she gained weight.

6) She [was waxing / was waxxing] her skis before the trip.

7) You [were shoping / were shopping] all day yesterday.

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Exercise 3 Choose the correct form of the verb in parentheses in past progressive tense. With verbs that end with a silent 'e', the final 'e' is dropped before adding â&#x20AC;&#x201C;ing.

Example: I / He / She / It / (hope) was hoping to see the concert.

Example: You / We / They (waste) were wasting too much gas.

1) I [was biking / were biking] to school last semester.

2) He [was making / were making] a model airplane.

3) We [was caring / were caring] for the sick children in March.

4) You [was taking / were taking] too much time.

5) It [was becoming / were becoming] colder that evening.

6) She [was looking / were looking] at the sign.

7) They [was shining / were shining] the car for the parade.

Exercise 4 Fill in the spaces with the correct form of the verb in parentheses in past progressive tense.

Example: The rain (fall) was falling hard when we got home.

Example: We (jog) were jogging after work yesterday.

Example: Jenny (write) was writing a letter this morning.

1) Dr. Andrews (call) _______ _______ his patient earlier today.

2) My brother and I (buy) _______ _______ donuts for breakfast at nine o'clock this morning.

3) Becky (skate) _______ _______ when she fell and broke her ankle.

4) They (bake) _______ _______ twelve cherry pies yesterday.

5) Ms. Rodriguez (teach) _______ _______ three classes last year while Mr. Leonard was teaching two.

6) The child (play) _______ _________ a game with his friend when his mother called him.

7) The Senate (meet) _______ _______ in a closed session on Tuesday.

8) The statues (sit) _______ _______ on the lawn for decades.

9) The comedians (joke) _______ _______ with the audience earlier.

10) She (think) _______ _______ of traveling to Spain, but her mother became ill, so she stayed home to care for her.

Exercise 5 Fill in the spaces with the correct form of the verb in parentheses in past progressive tense.

Example: Grandpa (feed) was feeding applesauce to the baby at lunchtime.

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Example: Carmen: What were you doing on the roof?

Marco: I (try) was trying to fix the shingles.

1) He (map) _______ _______ the city last year.

2) The scouts (walk) _______ _______ on the Appalachian Trail when it began to rain.

3) Eddie: Which sign were you looking for?

Tommy: I (look) _______ _______ for the "Ranger Station" sign.

4) Last Friday at ten o'clock, the boss (pay) _______ _______ the workers.

5) Hannah (sew) ______ _______ costumes for the play; she finished them.

6) The retirees (go) _______ _______ on a bus trip last September; they wanted to see Yosemite.

7) Mildred: What did you want to find in that store?

Harriet: I (hope) _______ _______ to find a souvenir, but there were none that I liked.

8) Red ants (bite) _______ _______ our ankles yesterday until we used insecticide.

9) The girls (row) _______ _______ their canoe down the Chattahoochee River.

10) When we saw Prince, he (dig) _______ _______ a hole to bury a large bone.

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Worksheet â&#x20AC;&#x201C; XVI Past perfect continuous tense Exercise 1 Fill in the spaces with the correct form of the verb in parentheses in past perfect progressive tense.

Note: This tense describes actions which were ongoing before other past actions, or which were ongoing in the distant past. It uses the helping verb phrase "had been" followed by the verb + "ing".

Example: I / You / We / They / He / She / It had been watching the fish in the aquarium before w the giant turtle appeared.

1) Before I bought my new boat, I (go) ______ ______ ______ to the boat show every day to see the newest models.

2) You (talk) ______ ______ ________ to Whitney before the show began.

3) We (think) ______ ______ ______ about buying an electric car even before the price of gas went up.

4) They (race) ______ ______ ______ cars at that track for twenty years before it closed.

5) He (drive) ______ ______ ______ too fast all afternoon before the accident happened.

6) After she died, it was discovered that she (make) ______ ______ ______ secret donations to the shelter for years.

7) We (grow) ______ ______ ______ grapes for twelve years before we decided to open a winery.

Exercise 2 Fill in the spaces with the correct form of the verb in parentheses in past perfect progressive tense.

Note: Some of the sentences in this exercise provide practice using the negative in past perfect progressive tense.

Example: The forest (burn) had been burning for a week before the fire was put out.

Example: The firefighters (not, sleep) had not been sleeping at all until more help arrived.

1) Tony's knee (ache) ______ ______ ______ until the coach bandaged it.

2) Sean and Melinda (not, keep) _____ ______ _______ ______ good financial records before they got an accountant to help them.

3) The owner of the cookie shop (plan) ______ ______ ______ to add two more ovens before the building burned.

4) My family and I (live) ______ ______ ______ in the Florida Keys before we decided to move to the northern part of the state.

5) The peaches (not, hang) ______ ______ ______ ______ on the trees for long before the birds ate them.

6) The lake (supply) ______ ______ ______ water for the town since 1902. Now it was too polluted.

7) Crystal (paint) _____ ______ ______ the walls before she ran out of paint.

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8) The colony's independent farmers (feel) ______ ______ ______ resentful about English rule and taxation long before the Revolution.

9) Mrs. Esposito (not, cook) ______ ______ ______ ______ very much until Vincent arrived and asked for his favorite dishes.

10) Until Nigel joined a fraternity, he (call) ______ ______ ______ his father every Saturday.

Exercise 3 Fill in the spaces with the correct form of the verb in parentheses in past perfect progressive tense.

Note: In this exercise, adverbs, like still, already, usually, frequently, never, and othersâ&#x20AC;&#x201D;are used in verbs which are in the past perfect progressive tense. An adverb tells us something more about the action of the verb. It is said to "modify" the verb.

Example: Before the horse broke his leg, he (usually, race) had usually been running two races each month.

1) The villagers (normally, carry) ______ ______ ______ ______ water for miles before the new well was dug.

2) The gymnastics team (still, practice) ______ ______ ______ ______ hard at nine o'clock p.m.

3) When Mrs. Stein awoke at six o'clock a.m., her husband (already, milk) ______ ______ ______ ______ the cows for an hour.

4) The cat (always, scratch) ______ ______ ______ _____ holes in the furniture before Jody bought him a scratching board.

5) Natalie (often, find) _______ ______ ______ ______ small shells on the beach, which she was using to make jewelry.

6) The children (seldom, read) ______ ______ ______ ______ books before the nanny began taking them to the library.

7) Trina (never, ski) ______ ______ ______ ______ before her family moved to the mountains.

8) John and Carrie (happily, prepare) ______ ______ ______ ______ a room for a baby boy before they discovered that they would have a girl.

9) Our mail carrier (faithfully, bring) ______ ______ ______ ______ our mail for over 30 years before he retired.

10) The dog next door (persistently bark) ______ ______ ______ ______ each night that summer, keeping us awake.

Exercise 4 Fill in the spaces with the correct form of the verb in parentheses in simple past perfect tense or past perfect progressive tense.

Jill knew that her friend Sasha (feel) _______ _______ _______ (1) sad lately. Sasha's mother (die) _______ _______ (2) two months before, and the two friends (not, have) _____ _______ _______ (3) a chance to talk since it happened. Sasha arrived at Jill's house at three o'clock on Saturday afternoon. Jill (call) _______ _______ (4) her friend on Friday to invite her to over for coffee and cookies. Glancing at the mess in the kitchen, Sasha guessed that Jill (bake) _______ _______ _______ (5) cookies all day. The women talked for a couple of hours. They (always, enjoy) _______ _______ _______ (6) each other's company in the past, and were happy to be together again. Sasha recalled some of the things that she (find) _______ _______ (7) as she (sort) _______ _______ (8) through her mother's belongings. "It seems that, for some time before Mom died, PVR SPOKEN ENGLISH

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she (make) _______ _______ _______ (9) three scrapbooks," said Sasha. "The last one (never, be) _______ _______ _______ (10) completed." "What did they contain?" asked Jill. "One contained all of the awards I (win) _______ _______ (11) before I reached sixth grade," answered Sasha, "along with pictures of my friends and me. I knew that mom (always, take) _______ ______ _______ (12) lots of pictures, but I didn't know how many. The second was a collection of memorabilia from my high school years." "And the third?" prompted Jill.

Sasha paused and smiled before answering, "Mom and I (often, go) _______ _______ _______ (13) on walks together to gather wildflowers before I became a teenager," Sasha replied. "Before she died, she (make) _______ _______ _______ (14) a scrapbook to hold all of the flowers we (collect) ______ _______ (15)."

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Worksheet – XVII Future Tense Exercise 1 Fill in the spaces with the correct form of the verb in parentheses in simple future tense.

Note: The simple future tense is used to express something which will happen or something which will be true in the future. One way to form this tense is: “will” + the simple present tense form of the verb. We use “will” when the subject is volunteering to do something in the future or deciding to do something in the future while speaking.

Example: We (clean) will clean on Tuesday. (We just decided to clean.)

Example: (drive) Will you drive on Sunday? (A decision about driving is being made.)

1) The house is dirty. I (clean) _______ ________ it on Monday.

2) (cook) _______ you ________ on Tuesday, please?

3) It looks like the washer is broken. I (ask) _______ _______ a repair man to come Wednesday.

4) Okay then, our group (meet) _______ ________ on Thursday.

5) Helga (hike) _______ you _______ with us on Friday?

6) If necessary, we (carry) _______ ________ the supplies in our car Saturday.

7) John and Wes, (read) _______ you _______ to the children on Sunday?

Exercise 2 Future Tense Practice: “Will” form Fill in the spaces with the correct form of the verb in parentheses in simple future tense.

Example: I am feeling homesick. I (go) will go home to visit my family.

Example: Steve, (wash) will you wash the car on Saturday?

1) I guess I (ride) _______ _______ the bus to save gas.

2) The cookies are all gone. (buy) _______ you _______ some, please?

3) Listen, team: we (win) _______ _______ the trophy this year!

4) Everyone is hungry. I (get) _______ _______ some doughnuts for breakfast.

5) Peter, (fix) _______ you _______ the porch tomorrow?

6) Becky, (go) _______ you _______ to Alaska with us this summer?

7) If we take a trip, we (put) _______ ________ Barkley in a kennel.

Exercise 3 Fill in the spaces with the correct form of the verb in simple future tense.

Note: Sometimes the simple future tense is expressed using “am,” “is,” or “are” with “going to.” This form is used when a decision has already been made to do something in the future.

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Example: Governor Taylor (sign) is going to sign the new law.

Example: Stan (share) is going to share a room with Tim next year.

1) Mrs. Garrison (teach) _______ ________ ______ ________ the class next year.

2) The soldiers (march) _______ ________ _______ _______ for three hours.

3) The sorority sisters (paint) _______ ________ ______ ________ the house blue on Saturday.

4) Mom and I (rake) _______ ________ _______ _______ the yard tomorrow.

5) I (ski) _______ ________ _______ _______ in Colorado this winter.

6) Eduardo (marry) _______ ________ _______ ________ Carmen in June.

7) The baseball team (travel) _______ ________ _______ ________ to Florida for the playoffs.

Exercise 4 Future Tense Practice: “Going to” form Fill in the spaces with the correct form of the verb in simple future tense.

Example: Ling (paint) is going to paint a picture for the art fair.

1) Drew and I (run)_____ _______ _____ _____ in the race next week.

2) The department store (have) ______ ________ _____ _______ a sale.

3) The nurse (bandage) _____ ________ ______ ________Bobby’s leg.

4) Mr. and Mrs. Franklin (buy) ______ _______ _____ ______ a houseboat.

5) We (grow) ______ ________ _____ _______ grapes to make wine.

6) Toni and David (name) _______ ________ _____ _______ the baby “Melinda.”

7) The store owner (hire) _____ _______ _____ ________ an accountant to do her taxes.

Exercise 5 Choose the correct form of the verb in simple future tense.

Note: Sometimes the simple future tense is expressed by using a verb in the simple present tense form with an adverb or adverbial phrase like tomorrow, next, later, soon, next week, etc.

Example: We (leave, leaves) leave for Venezuela next Tuesday.

Example: Yin (perform, performs) performs her piano solo next.

1) Victoria (give, gives) _______ her speech tomorrow.

2) Joseph (graduate, graduates) _________ from college next month.

3) Matthew and I (meet, meets) ________ with the manager later today.

4) The surgeon (operate, operates) ________ Tuesday morning.

5) The new employee (start, starts) ________ work soon.

6) Giovanni (conduct, conducts) ________ the orchestra tonight.

7) Our family (gather, gathers) ________ for a reunion next week.

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Worksheet – XVIII Future Continuous Tense Exercise 1 Fill in the spaces with the correct form of the verb in future progressive tense.

Note: The future progressive tense (also called future continuous tense) describes actions which will be ongoing in the future. It can be formed using either “will be” + present participle (the -ing form of the verb ) or “am/is/are” + “going to be” + present participle. Usually, in the future progressive tense, these two methods are interchangeable. Remember, that is not true in the simple future tense.

Example: Sarah (run) will be running a marathon Saturday.

Example: Sarah (run) is going to be running a marathon Saturday.

1) Professor Baker (teach) _______ _____ ________ American history next semester.

2) I (clean) _____ _______ _____ _____ ________ the house while you are doing the laundry.

3) The forecast says that it (rain) ______ _____ ________ all night.

4) Grandma (smile) _______ _____ ________ when she answers the door.

5) On Tuesday, the girls (take) _______ ________ _____ _____ ________ a taxi to the airport.

6) The plumber (connect) ______ _____ _________ the water pipes to the house tomorrow.

7) Brian (supervise) _______ _____ _________ the construction crew for a few days.

8) The Fergusons (fishing) _______ _____ _______ while they are on vacation.

9) Stella (play) _____ _______ _____ _____ _________ the solo for the concerto.

10) Julia and Rick (look) _____ _______ _____ _____ _______ for a new house while they are in Portland.

11) In order to earn a badge, the scouts (learn) _______ _____ _________ to tie knots this Thursday.

12) The pastry chef (bake)______ _______ _____ _____ _______ turnovers early tomorrow morning.

Exercise 2 Future Progressive Tense Practice Fill in the spaces with the correct form of the verb in future progressive tense.

Example: The grass (grow) will be growing faster in the summertime.

Example: At noon, the children (eat) are going to be eating lunch.

Example: Martha (plant) will be planting flowers while Katie is planting vegetables.

Example: Robert (receive) is going to be receiving the package when it arrives.

1) The class (listen) _______ _____ ________ closely during the review for the test.

2) Matthew (shave) _____ _______ _____ _____ ________ while Valerie is dressing.

3) I (cut) _______ _____ ________ these boards while you study the building plans.

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4) If we lift weights, our muscles (get) _____ _______ _____ _____ ________ stronger.

5) The mayor (greet) _____ _______ _____ _____ ________Senator Arnold when the senator exits his plane.

6) When our company arrives, we (serve) _______ _____ ________ a delicious meal.

7) The sergeant (train) _______ _____ ________ the new recruits for the next month.

8) The children (laugh) _______ _____ _________ while the clown is riding his tricycle.

9) Before rehearsals begin, the director (cast) _____ _______ _____ _____ ________ actors for parts in the play.

10) If you don’t watch them, the puppies (wander) _______ _____ ________ into the street.

11) Some audience members (cry) _______ ________ _____ _____ ________ when the sad movie ends.

12) Soon, Enrique (complete) _______ _____ ________ the book he has been writing.

13) The scientists (launch) _______ _____ ________ a satellite in November.

14) The fans (wear) _____ ________ _____ _____ ________ crazy hats at Friday’s game.

Exercise 3 Future Progressive Tense: Questions Fill in the spaces with the correct form of the verb in future progressive tense.

Note: This exercise uses the future progressive tense in question format.

Example: Will you (shop) be shopping tomorrow?

Example: Is Kevin (drive) going to be driving to the restaurant?

Example: Are the teachers (meet) going to be meeting Wednesday morning?

1) _______ you (feed) _____ ________ the dogs while Mom is in the hospital?

2) _____ Jacob (search) ________ _____ _____ ________ for a new job soon?

3) _____ Whitney and Megan (put) ________ _____ _____ ________ up the decorations for the party?

4) _______ Claire (pay) _____ ________ the caterer today?

5) _______ the boys (play) _____ ________ soccer this afternoon?

6) _____ the sun (shine) ________ _____ _____ ________ at the beach tomorrow?

7) _____ the skater (skate) _______ _____ _____ ________ with her partner this time?

8) ______ you (tell) _____ ________ your friends yet that you are moving?

9) Carrie and Jess want to go to the zoo. _____ Aunt Susan (take) _______ _____ _____ ________ them?

10) The mechanic is here now. _____ he (fix) _______ _____ _____ ________ our car first?

11) The runners need to stay in shape for the Olympics. _______ they (train) _____ ________ at the track every day?

12) I don’t like lima beans. _____ you (cook) _____ ________ them very often?

13) ______ the cruise ship (dock) _____ _______ in Miami this weekend?

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14) ______ the tourists (collect) _______ _____ _____ ________ shells on the beach every day?

15) The prom is two months away now. _______ Mark (rent) _____ ________ a tuxedo?

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Worksheet – XIX Future Perfect Tense Exercise 1 Fill in the spaces with the correct form of the verb in parentheses in future perfect tense.

Note: The future perfect tense is used to describe something which will happen in the future before something else happens. To form this tense, we use “will have” with the past participle form of the verb.

Example: By the time it starts raining, we (bring) will have brought the lawn furniture in.

Example: The bus (leave) will have left the station when Joe gets there.

Example: We can move the new computers in next week. They will have arrived on Saturday.

1) Before the store opens, the employees (prepare) _______ _______ ________ for the sale.

2) By the time the treasure hunt begins, Susan (hide) _______ _______ ________ all the clues.

3) The housekeeper (clean) _______ _______ ________the house when the guests arrive.

4) You can touch the walls tomorrow. The paint (dry) _______ _______ ________ by then.

5) By Tuesday, the roofers (finish) _______ _______ ________ laying the tiles.

6) The explorers (climb) _______ _______ _______ the mountain when the helicopter brings their supplies.

7) Before the horses race at 10:00, huge crowds (gather) _______ _______ _________ at the track.

8) Jason and Samantha (buy) _______ _______ _________ a house before they move to Louisville in August.

9) Manuel wants to get a good grade on the quiz. He (study) _______ _______ ________ for at least two hours when he takes it.

10) By the time Herman tells all of his jokes, he (irritate) _______ _______ ________ everyone in the audience!

11) Let’s watch TV at 8:00 p.m. By then, the news (end) _______ _______ _______.

12) The seamstress (sew) _______ _______ ________ the costumes when the actors arrive.

Exercise 2 Future Perfect Tense with Negatives Fill in the spaces with the correct form of the verb in parentheses in future perfect tense.

Note: Be sure to pay attention to word order in the following examples.

Example: The garden party is next Friday. Unfortunately, the zinnias (not, bloom) will not have bloomed by then.

Example: Buyers cannot look at the condominiums next week. The carpenters (not, finish) will not have finished the kitchen cabinets yet.

1) Samuel wants to drive to the beach in July, but he (not, receive) _______ _______ _______ ________ his driver’s license yet.

2) Li Ming will need a shower when she gets home from camping. She (not, take) _______ _______ _______ ________ one for three days.

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3) We donâ&#x20AC;&#x2122;t want to leave the pool at noon. We (not, swim) _______ _______ _______ ________ long enough by then.

4) The runners will all need some water when they get here. They (not, drink) _______ ______ _______ ________ anything for the last four miles 5) When I go to work out at the gym on Wednesday, I (not, exercise) _______ _______ _______ _________ for a week!

6) Sarah would like to go diving tomorrow, but she (not, take) _______ _______ _______ ________ lessons by then.

7) When the company moves its offices in September, it (not, move) _______ _______ _______ ________ them for 75 years.

8) Tom is learning to fly small planes, but he (not, fly) _______ _______ _______ ________ enough hours by spring to begin flying solo.

9) Maria is going to have surgery. She (not, receive) _______ _______ _______ ________ any anesthesia yet when she is taken to the operating room.

10) The grass will be long when we get home. We (not, mow) _______ _______ _______ ________ it since May. Exercise 3 Future Perfect Tense in Questions Fill in the spaces with the correct form of the verb in parentheses in future perfect tense.

Note: In this exercise, we will practice using the future perfect tense in questions. Look carefully at the word order used in the examples.

Example: Will our luggage (arrive) have arrived by the time we get to the baggage area?

Example: Will it (snow) have snowed when we wake up tomorrow?

Example: Do you believe that species (disappear) will have disappeared by the end of the century?

Example: How many campaigns will you (work) have worked in when this one ends?

1) _______ you (retire) _______ ________ by 2014?

2) _______ the party (end) _______ _______ by 2:00 a.m.?

3) Do you think the prisoner (confess) _______ _______ ________ his crime when he appears in court?

4) _______ Danielle (give) _______ ________ her speech by the time Andrew gives his?

5) How much rent _______ the tenants (pay)_______ _______ by the end of the year?

6) _______ Brent (read) _______ _______ more books than Trish by the end of the summer?

7) _______ you (finish) _______ _______ your student teaching when the semester ends?

8) _______ the farmer (harvest) _______ _________ all of his corn by the middle of August?

9) Is it true that Jonathan (become) _______ _______ ________ a millionaire by the end of next year?

10) How many trees _______ the crew members (plant) _______ ________ when they finish today?

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11) _______ the deer (survive)_______ _________ when this harsh winter ends?

12) _______ Mom (worry) _______ ________ about us if we arrive late?

Exercise 4 Future Perfect Tense Review Fill in the spaces with the correct form of the verb in parentheses in future perfect tense.

Each summer for the past ten years, Sharon and David have taken their children, Eli, 17, and Lydia, 15, on trips around the United States in their motor home. This summer will be special. When Eli and Lydia return to school in the fall, the family (visit) _______ _______ ________(1) all fifty states. Also, for the first time they (travel) _______ _______ ________(2) to one of the fifty states by plane instead of in the motor home. They are going to Hawaii!

The family lives in Denver, Colorado. By next year, they (live) _______ _______ ________(3) there for 14 years.

On July 12, they will fly from Denver to Los Angeles to catch their connecting flight to Hawaii. When they arrive in Los Angeles, they (spend) _______ _______ _______(4) two hours and twenty-three minutes in the air.

After a layover, they will fly to Honolulu. That leg of the trip will be longer. When it ends, it (take) _______ _______ _______(5) five hours and forty-five minutes.

Yesterday, Eli asked, “Mom, How many miles _______(6) we (cover) _______ _______(7) by the time we land in Hawaii?

Sharon answered, “About 3,401 miles.”

“Wow!” said Eli. “That will be about 7,000 miles round trip. We (go)_______ _______ _________(8) further than we did for the past four summers put together.”

“That’s true,” Sharon replied. “Also, we (stay) _______ _______ ________(9) in a hotel for the first time instead of camping in the motor home. The hotel is a high rise. It’s right on Waikiki Beach. You and your sister will love it.”

“No doubt,” said Eli. “And when it’s over, we (surf) _______ _______ ________(10) for the first time, too. That will be the coolest thing to tell my friends.”

We’re also going to visit Sea Life Park in Waimanalo, near Honolulu.”

“Are you sure that place isn’t for little kids?” Eli wondered.

“Are you kidding?” his mother answered. “I’m the one who wants to go there! If we don’t go, I (miss) ______ _______ ________(11) my chance to watch the sea lions.”

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Worksheet – XX Future Perfect Continuous Tense Exercise 1 Fill in the spaces with the correct form of the verb in parentheses in future perfect progressive tense.

Note: The future perfect progressive tense is used to describe future actions which will happen before a specific future time. To form this tense, we use “will have been” with the present participle (-ing form) of the verb.

Example: The Vice President (travel) will have been traveling overseas for three weeks when he returns.

Example: By July, Gina (run) will have been running her new business for a year.

1) This spring, the twins (attend) _______ _______ _______ _________ culinary school for two years.

2) By 2012, our city (recover) _______ _______ _______ _________ from the hurricane for ten years.

3) When it closes next week, the furniture store (do) _______ _______ _______ ________ business since 1910.

4) By tomorrow morning, it (snow) _______ _______ _______ _______ for four days without stopping!

5) Aunt Jane (cook) _______ _______ _______ _________ breakfast for about an hour when we get up.

6) As of the end of the year, our company (lead) ______ _______ _______ ________ the market in sales for over a decade.

7) When Mr. Ramirez retires, he (teach) _______ _______ _______ _________ for 34 years.

8) Friends of the bride (decorate) ______ _______ _______ _________ the banquet hall before the reception begins.

9) By the end of the year, our church’s attendance (increase) _______ _______ _______ _________ by at least 10 percent per year for the past 20 years.

10 The harpist needs a break. After this piece, she (play) _______ _______ ______ _________ for two hours straight.

11) Mankind (print) _______ _______ _______ _________ books by machine for around 600 years by the year 2039.

Exercise 2 Review of Future Perfect Progressive Tense Fill in the spaces with the correct form of the verb in parentheses in future perfect progressive tense.

Andrew rides his bicycle to work every day, even if it is raining. He has loved bikes ever since he was given his first one on his fifth birthday. When he turns fifty years old this year, he (ride) _______ _______ ______ ________(1) a bicycle for 45 years.

Sometimes people ask Andrew to explain why he likes biking so much that he rides his bike to work. “I’m not sure,” he says. “In a car, I don’t get to feel the wind or the sun on my face. It’s like I’m inside instead of outside.

If I drive a car, I (sit) _______ _______ _______ ________(2) in a little room on wheels when I get to work, and then I will spend my workday inside a room, too.”

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Because he enjoys biking so much, Andrew started a cycling club 23 years ago. The club named itself “Proud Peddlers.” In a couple of years, he (bike) _______ _______ _______ ________(3) with the club for 25 years.

The first bikers who joined the club were from the company where Andrew works. Andrew had been hired the previous year. This next year, He (work) _______ _______ _______ ________(4) for the company for 24 years.

Proud Peddlers has lobbied to get their city to build more bicycle paths. The members have spoken often at city council meetings, asking that the council members use some money for path-building projects. They have been successful. The city (build) _______ _______ _______ ________(5) bike paths for 15 years when it opens a new path that borders a lake later this month. In all, 47 miles of bike paths have been constructed in the city since Proud Peddlers began.

Andrew believes that he is healthier because of biking, and that many other people in his city are, too. He says, “When we get older, we will be in better shape because we (exercise) _______ _______ _______ _________(6) on our bikes for years. Also, biking families (spend) _______ _______ _______ _________(7) more time outside together while the kids were growing up, so they will be closer. I think that is great.”

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Worksheet â&#x20AC;&#x201C; XXI Active//Passive Voice In active voice sentences the subject does the action.

Example: Liz played the piano.

In passive voice sentences the subject receives the action.

Example: The piano was played by Liz. - The sentence that uses the active voice is stronger, uses fewer words, and clearly shows who performs the action.

- The sentence that uses the passive voice is weaker and less direct. It is, however, not incorrect to use the passive voice.

Sometimes the doer of the action is omitted in passive voice sentences.

Example: The piano was played.

Directions: Decide whether the following sentences are written in the active or passive voice.

Then write the doer of the action on the line to the right. If the doer is unknown, write a question mark (?).

1) Thomas feeds his dog. active / passive ____________ 2) The dog is fed by Thomas. active / passive ____________ 3) The family went to the beach. active / passive ____________ 4) The letter was written by Marshall. active / passive ____________ 5) The game had been won by the blue team. active / passive ___________ _ 6) The problem was solved. active / passive ____________ 7) The stunt man risked his life. active / passive ____________ 8) The fire was extinguished. active / passive ____________ 9) The car was being cleaned by its owner. active / passive ____________ 10) It gets cold here during the winter. active / passive ____________ Directions: Rewrite the passive voice sentences as active voice sentences.

Passive: The dog was hit by the car.

Active: _________________________________________________________________________ Passive: The house will be built by the construction crew in five months.

Active: _________________________________________________________________________ Directions: Rewrite the active voice sentences as passive voice sentences.

Active: Julie answered the question.

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Passive: ________________________________________________________________________ Active: The dolphins have learned many tricks.

Passive: ________________________________________________________________________ Directions: Write one sentence using the active voice, and one using the passive voice.

Active: _________________________________________________________________________ Passive: _______________________________________________________________________

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Worksheet – XXII Can and Could Can: “Can” is used to express ability, willingness, permission, or possibility. The negative of can is annot” or the contraction “can’t”.

Example: I can cook dinner.

In this example “can” expresses the ability to cook dinner.

Example: Can you pass me the ketchup?

In this example “Can” expresses the willingness pass me the ketchup.

Example: Can I use your pencil?

In this example “Can” expresses the permission to use your pencil.

Example: Intense light can hurt your eyes.

In this example “can” expresses the possibility of intense light to hurt your eyes.

Directions: Say how “can” is used in each sentence. Circle “A” if it is used to express ability, “W” if it is used to express willingness, “Per” if it is used to express permission and “Pos” if it is used to express possibility.

1) I can tie my shoes. A W Per Pos 2) Can I have a piece of gum? A W Per Pos 3) If you ride a motorcycle, you can fall. A W Per Pos 4) Can you get me a drink of water? A W Per Pos 5) I can speak English well. A W Per Pos 6) He can use my basketball if he wants to. A W Per Pos 7) Can they clean my car while I am at work? A W Per Pos 8) Can squirrels fly? A W Per Pos 9) It can snow if it gets very cold. A W Per Pos 10) I can help you with your homework if you like. A W Per Pos Directions: Now make your own sentences using “can”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Could: “Could” has at least three functions. First, it can replace “can” and give the phrase a more conditional tone. Second, it can function as the past tense of “can”. Third, it can function in the same way as “might” or “may”, suggesting that something is a possibility. The negative of can is “could not” or the contraction “couldn’t”.

Example: You could have been an astronaut if you wanted to.

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In this example “could” expresses the conditional ability to be an astronaut in the past.

Example: He couldn’t let me have his pencil because he needed it.

In this example “couldn’t” expresses the lack of permission to have his pencil in the past.

Example: Jane could be at the store right now.

In this example “could” expresses the possibility that Jane is at the store in the present.

“Could” functions the same way as “might” or “may” in this sentence.

Directions: Circle the correct auxiliary modal verb in each sentence.

1. I (could, can) help you with your homework now.

2. Five years ago, I (cannot, couldn’t) play the piano.

3. I (can, could) get an A on the test.

4. I (can, could) run ten miles if I train hard enough.

5. We (can, could) speak English well.

6. Matt (could, can) be sick today.

7. The volleyball team (can, could) go to the Olympics this year if they are lucky.

8. I think I (can, could) help you learn math if you promise to study hard.

9. (Can, Could) we go to the zoo tomorrow?

10. I (cannot, couldn’t) run that fast when I was six years old.

Directions: Now make your own sentences using “could”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ May and Might May: “May” is used to express permission or possibility. The negative of may is “may not”.

Example: I may become a doctor.

In this example “may” is used to express the possibility of me becoming a doctor in the future.

Example: May I have a glass of water?

In this example “may” is used to ask permission to have a glass of water.

Directions: Make your own sentences using “may”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Might: “Might” is used to express possibility. It differs from “may” in that the possibility it expresses is usually smaller. The negative of might is “might not”.

Example: I might become a doctor when I grow up, but I doubt it.

In this example “might” is used to express the small possibility that I will become a doctor when I grow up.

Directions: Now make your own sentences using “might”.

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2) _____________________________________________________________________ Directions: Circle the correct auxiliary modal verb in each sentence.

1) When I grow up, I (may, might) become an engineer.

2) There is a small chance the we (may, might) go to the beach this weekend.

3) There is a good change that we (might, may) have to postpone the meeting.

4) Billy and I (may, might) cook dinner tonight.

5) The airplane (might, may) crash.

6) You never know, I (may, might) become president one day.

7) (May, Might) I have a piece of bread please?

8) It (might, may) snow tonight, but I doubt it.

9) If Jane studied harder, she (might, may) have gotten a better grade on the test.

10) I (might, may) not be coming to your party tonight. I told my mother that I would stay home and make cookies with her already. I’m sorry.

Must and Have to Must: “Must” has two functions. First it expresses a strong belief. This belief is not based on fact, but rather on logic. Second, it expresses an obligation. The source of this obligation is internal (coming from oneself). The negative of must is “must not” or the contraction “mustn’t”.

Example: My keys must be around here somewhere.

In this example “must” expresses a strong belief that is based on logic.

Example: I must climb Mount Everest.

In this example “must” expresses the obligation to climb Mount Everest that comes from an internal source (no one external to me is forcing me to do it).

Directions: Make your own sentences using “must”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Have to: “Have to” has several functions. First it expresses a strong belief. This belief is not based on fact, but rather on logic. Second, it expresses an obligation. The source of this obligation is external (coming from your boss, the law, an authority). The negative of have is “do not have to”.

Example: Yoko has to win this race to advance to the next round.

In this example “has to” expresses a strong belief that is based on logic.

Example: My mother says that I have to make my bed.

In this example “have to” expresses an obligation coming from an external source (my mother).

Directions: Now make your own sentences using “would”.

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3) _____________________________________________________________________

Directions: Circle the correct auxiliary modal verb in each sentence.

1. My boss told me that I (have to, must) work overtime this week.

2. I (must, have to) get my hair cut before the dance.

3. She (has to, must) pay monthly rent to live in her apartment.

4. Ted’s dad said that he (must, has to) clean his room before he can play.

5. I (have to, must) buy those pretty red shoes.

6. The runner (has to, must) win the race to get a gold medal.

7. The police officer said that I (must, have to) go to jail.

8. I (must, have to) win this game of cards.

9. I (have to, must) become a tennis champion.

10. People (must, have to) eat to live.

Ought to and Had better Ought to: “Ought to” is used to express the ideal (best) action. It is different from “should” in that it gives a sentence a more obligatory tone. The negative of ought is “ought not” or the contraction “oughtn’t”.

Example: I ought to become a doctor because my father was a doctor.

In this example “ought to” is used to express the ideal and somewhat obligatory action to become a doctor.

Directions: Make your own sentences using “ought to”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Had better: “Had better” is used in the same way as “ought” (they are rough synonyms). The negative of had better is “had better not”.

Example: He had better wash his hands before he eats.

In this example “had better” is used to express the ideal and somewhat obligatory action to wash his hands before he eats.

Directions: Now make your own sentences using “had better”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Directions: Circle the correct auxiliary modal verb in each sentence.

1. I (had better / ought to, will) wash the dishes before mom gets home.

2. If she wants to, Hopi (had better / ought to, could) become a famous actor.

3. I can’t decide if I (had better / ought to, should) go to the movie tonight. I guess I will, because I don’t have anything else to do.

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4. Jerry (had better / ought to, might) mow the lawn before the family picnic.

5. The firemen (would, ought to / had better) extinguish the fire quickly.

6. Drivers (had better / ought to, have to) stop at red lights.

7. Trees (had better / ought to, can) make light into food.

8. They (had better / ought to, may) eat a cookie.

9. The students (had better / ought to, could) finish their homework before class.

10. The war (had better / ought to, used to) end soon.

Shall and Should Shall: “Shall” is to express a future action. It is different than “will” in that it is used to express an order or prophecy. The negative of shall is “shall not” or the contraction “shan’t”.

Example: I shall become a doctor.

In this example “shall” is used to express the prophecy of me becoming a doctor in the future.

Example: Tomorrow, you shall climb to the top of Mt. Everest.

In this example “shall” is used to order or command a future action.

Directions: Make your own sentences using “shall”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Should: “Should” is used to express the ideal (best) action which happens in the past, present, or future. The negative of should is “should not” or the contraction “shouldn’t”.

Example: I think I should make chicken for dinner tonight.

In this example “should” is used to express that making chicken is the best future action.

Example: I should get paid more for the hard work that I do.

In this example “should” is used to express that it would be ideal for me to get paid more for my present action.

Directions: Circle the correct auxiliary modal verb in each sentence.

1. Mom thinks you (should, shall) clean your room.

2. Trains (shall, should) go faster.

3. This weekend (should, shall) be the best weekend ever!

4. I (should, shall) be a writer when I get older.

5. Police (shan’t, shouldn’t) be allowed to drive so fast.

6. Our team (should, shall) have tried harder.

7. After you are finished washing my car, you (shall, should) get me something to eat.

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8. (Shall, Should) we be ready by ten?

9. If we want to make money, we (should, shall) get a job.

10. The world (should, shall) be peaceful.

Directions: Now make your own sentences using “should”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Will and Would Will: “Will” is used when you are volunteering to do something in the future, or when you are deciding at the time of speaking to do something in the future. The negative of will is “will not” or the contraction “won’t” (See “Using will and going” in the future tense folder of the advanced section of this website for more information on “will”).

Example: I will cook dinner.

In this example “will” is used to volunteer to cook dinner in the future.

Example: I think I will go to the beach this Sunday.

In this example “will” is used to express a future action that is being decided upon at the time of speaking.

Directions: Make your own sentences using “will”.

1) _____________________________________________________________________ 2) _____________________________________________________________________ Would: “Would” has several functions. First, it functions as the past tense of “will”.

Second, it functions as the conditional mood of “will”. Third, it is used to be polite. The negative of would is “would not” or the contraction “wouldn’t”.

Example: I would try to act like my father when I was young.

In this example “would” functions as the past tense of “will”.

Example: I would get a tan if I worked at the pool.

In this example “would” functions as the conditional mood of “will”.

Example: I would like more tea please.

In this example “would” is used to be polite.

Directions: Circle the correct auxiliary modal verb in each sentence.

1. My dog and I (would, will) go for walks when she was younger.

2. I (will, would) buy new shoes if I had enough money.

3. I am feeling tired. I think I (would, will) go to sleep now.

4. I (will, would) like more milk when you get a chance.

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5. I don’t think we (will, would) ever win the game.

6. If you get in trouble, I (won’t, wouldn’t) help you.

7. When we were in sixth grade, we (will, would) usually play kick ball at recess.

8. (Will, Would) you like steak or chicken?

9. If I was a famous tennis player, I (won’t, wouldn’t) like to lose.

10. I am hungry. I (will, would) get something to eat.

Directions: Now make your own sentences using “would”.

1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ 6. _____________________________________________________________________ 7. _____________________________________________________________________ 8. _____________________________________________________________________

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Worksheet – XXIII Write sentences from the words in the given tense!

1. I – read – book (past perfect simple) 2. At this time tomorrow – Susan –fish – in the pond (future progressive) 3. We – get – married – June 5th (present progressive) 4. While – Susan – take pictures – Charlie – watch – her (past progressive) 5. They –live – here – 1940 (present perfect progressive) 6. You – write – wonderful – story (past simple) 7. You- ever – go – church – Sundays? (present perfect simple) 8. We – not lie – on the beach (present progressive) 9. John – never – smoke (present simple) 10. They – spy – on us (past perfect progressive) 11. My father – be – very unhappy (conditional 1) 12. You – finish – your –model plane? (past simple) 13. How many times – you – wash- yourself (present simple) 14. You – get – prettier (present progressive) 15. I – just find – new house (present perfect simple) 16. We – take – the beautiful one (future simple) 17. They – come – to see – us (conditional 2) 18. It - rain –three hours (present perfect progressive) 19. You – visit – them – last week? (past simple) 20. John – walk – to school – yesterday – at nine (past progressive) 21. I – read – book (present perfect progressive) 22. I – go – to the doctor – next Monday (future progressive) 23. We - have – accident (past perfect simple) 24. Jack – have – party (present progressive) 25. John and I – not leave – London (present progressive) Write sentences from the words in the given tense!

1. We – can- climb – mountain (past simple) 2. What – you – think –of England? (present simple) 3. We – learn – the whole night. (past perfect progressive) PVR SPOKEN ENGLISH

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4. I – go – doctor (conditional 1) 5. We – not be – there (conditional 2) 6. We – walk down – street (past progressive) 7. He – ever – visit – grandmother? (present perfect simple) 8. We – never- read – books (present simple) 9. Jane – not able to – walk – after the accident (past simple) 10. She – wait – for an hour (present perfect progressive) 11. He – be – an interesting man (past simple) 12. I – come – at 7 (going-to future) 13. We – discuss- the topic – for hours (present perfect progressive) 14. She – get – up – now? (present progressive) 15. We – just finish – our homework (present perfect simple) 16. They – play – baseball – whole day (present perfect progressive) 17. He – often – shop –at Harrods (present simple) 18. He said – Mum – already – go – out (past perfect simple) 19. I – find – this cap – this morning (present perfect simple) 20. John and Sheila – marry – on Wednesday (present progressive) 21. We – watch – TV - when – phone – ring (past progressive and past simple) 22. You – ride – a camel – in Egypt? (past simple) 23. I – cannot – go out – last night (past simple) 24. Where – he – go? (present perfect simple) 25. How often – you – go – dentist? (present simple) Write sentences from the words in the given tense.

1. He – be – an interesting man (past simple) 2. I – arrive – at 11. (going-to future) 3. I – not do – that – if – I – be – you (conditional 1 and past simple) 4. Many people – wear – dark clothes – night (present simple) 5. He – discuss – the topic – for the last two weeks (present perfect progressive) 6. They – just finish – homework (present perfect simple) 7. She –get up- now? (present progressive) 8. Prime Minster – speak – on TV – but - he – ill (conditional 2 and past perfect simple) 9. When – he – come back –workers – already clean –pavement (past simple and past perfect PVR SPOKEN ENGLISH

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simple) 10. What –you – do - yesterday evening?(past progressive) 11. The boys –play – football – whole day (present perfect progressive) 12. He –often – shop – Harrods. (present simple) 13. If – I – see – lights – I – stop (past simple and conditional 1) 14. He said – Mum –already – go out (past perfect simple) 15. I – run into –Tom- yesterday (past simple) 16. Next week – I – sit – on the beach (future progressive) 17. The sales – start – next Monday (present progressive) 18. When – I – enter – classroom – lesson – go on (past simple and progressive) 19. Can – you – ski – when – you – be - little ?(past simple) 20. I – ski – when – I – be – at the university (past simple) 21. How long – you – work – company? (present perfect progressive) 22. She – sell – the ring (conditional 2) 23. I – learn – type – now (present progressive) 24. You – hear – from – him –lately? (present perfect simple) 25. You – see – moon – last night? (past simple)

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INDEX

1. Spoken English Tips

1

2. Sentence

2

3. Parts of Speech: Verb

5

4. Noun

10

5. Pronoun

12

6. Adjective

15

7. Adverbs

18

8. Preposition

31

9. Conjunction

36

10. Interjections

39

11. The Analysis of the Sentences

40

12. Articles

41

13. Tenses

43

14. Present Tense and Present Continuous Tense

46

15. Present Perfect Tense and Present Perfect Continuous Tense 48 16. Simple Past Tense and Past Continuous Tense

49

17. Past Perfect Tense and Past Perfect Continuous Tense

50

18. Simple Future Tense and Future Continuous Tense

51

19. Future Perfect Tense and Future Perfect Continuous Tense

53

20. Making Of Negative and Question Sentences

54

21. Making Of Negative and Question Sentences Ii

57

22. Active Voice, Passive Voice

59

23. Active and Passive Voice

62

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24. Sentences which cannot be changed into Passive Voice

64

25. Auxiliary and Modal Verbs - I

65

26. Auxiliary and Modal Verbs - II

68

27. Auxiliary and Modal Verbs - Exercise

71

28. Word Formation: Compounding, Clipping, and Blending

73

29. Word Formation

75

30. Inverted Sentences

77

31. Direct and Indirect Speech

79

32. Exercise in Indirect Speech and Direct Speech

82

33. Indirect Speech for Exclamatory and Imperative Sentences

85

34. Degrees of Comparison

89

35. Exercises for Degrees of Comparisons

93

36. Exercise

99

37. English Communication Skills

101

38. English Communication Skills - II

104

39. Communicating Ideas

107

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