GRAMMAR III · Present perfect tense is used in the main clause and simple past tense is used in the subordinate clause. Main Clause Subordinate Clause Sara has been in the cafeteria

April 2012

GRAMMAR III INTERMEDIATE

Overview: In level III, there is increased emphasis on coordination and, especially,

subordination with adverb clauses. The present perfect and past progressive tenses are

introduced, along with related prepositions and adverbs. Students also begin to use real and

unreal conditionals, gerunds, and infinitives as well as a greater range of modal verbs.

I. ADJECTIVES

A. PARTICIPIAL ADJECTIVES 1. Forms and meanings

a) Present participle forms (Verb + -ING)

John heard that they are going to build an Olympic-sized pool

soon. This news has excited John.

The news was exciting.

b) Past participle forms (Verb + -ED)

John heard that they are going to build a n Olympic-sized pool

soon. This news has excited John.

John was excited.

2. Functions within a sentence

a) Before nouns

John was happy to hear the exciting news.

b) After the verb be

The news was exciting.

II. ADVERBS

A. ADVERBS OF INDEFINITE TIME 1. Forms

already, yet, still, anymore, and just

2. Usage notes and examples

a. Already is used in an affirmative statement to indicate that an action

happened at some point before the present

i. Following the verb be

The mail is already here.

ii. Preceding a verb in the simple present or past tense

The mail already came an hour ago.

iii. Between an auxiliary verb and a main verb

The mail has already arrived.

iv. At the end of a sentence

The mail is here already. The mail came already.

The mail has come already.

b. Yet is used at the end of a negative sentence or question to indicate that

an action has not happened by the present time but that it is expected to

happen in the future

Has the mail come yet? No, the mail hasn't come yet.

c. Still is used in any statement or question to indicate that a situation has

continued to exist from the past to the present time without change

i. In an affirmative statement

(a) Following the verb be

The mailbox is still empty.

(b) Preceding a verb in the simple present or past tense

David complained to the post office, but the

mailman still arrives late.

(c) Between an auxiliary verb and a main verb

David is still waiting for the mailman.

ii. In a negative statement, preceding a negative auxiliary

The mail still hasn't come.

iii. In a question, following the subject

Is David still waiting for the mailman?

d. Anymore is used at the end of a negative statement to

indicate that a situation which existed in the past does not

continue to exist at the present time

David used to wait for the mailman. He doesn't wait for him

anymore.

e. Just is used in an affirmative statement to indicate that an

action was completed a short time before the present

i. Following the verb be

The mailman was just here.

ii. Preceding a verb in the simple present or simple

past tense

The mailman just left a minute ago.

iii. Between an auxiliary verb and a main verb

The mailman has just left.

III. ADVERB CLAUSES

A. TIME CLAUSES

1. FUTURE TENSE a. Conjunctions

after, *as soon as, before, and when

*Only as soon as is new at Level III.

b. Functions

i. When is used to show that the main clause action or event happens at or

around the same time as another future action or event. Sara will go back to school next week. She will eat breakfast in the cafeteria next week.

Sara will eat breakfast in the cafeteria when she goes back to school.

ii. Before is used to show that the main clause action or event happens first

(before another future action or event). First, Sara will eat breakfast. Second, she will go to class.

Sara will eat breakfast before she goes to class.

iii. After is used to show that the main clause action or event happens second

(after another future action or event). First, Sara will eat breakfast. Second, she will go to class.

Sara will go to class after she eats breakfast.

iv. As soon as is used to show that the main clause action or event happens

immediately before another future action or event. First, Sara will eat breakfast. Second, she will go to class.

Sara will go to class as soon as she eats breakfast.

c. Verb tenses

Future tense is used in the main clause and simple present tense is used in the

subordinate clause. Will is the most frequent choice in a sentence with a

future time clause, but be going to may also be used. Sara will eat breakfast in the cafeteria when she goes back to school.

Sara is going to eat breakfast in the cafeteria when she goes back to school.

d. Clause position

The subordinate clause is usually in sentence final position, but it may also be

used in initial position. Sara will eat breakfast in the cafeteria when she goes back to school.

When Sara goes back to school, she will eat breakfast in the cafeteria.

e. Punctuation

When the subordinate clause is in initial position, it is followed by a comma.

When the subordinate clause is in final position, no comma is used. When Sara goes back to school, she will eat breakfast in the cafeteria.

Sara will eat breakfast in the cafeteria when she goes back to school.

f. Pronoun precedence

When the subjects of both clauses are the same, a noun should be used in the first

clause and a pronoun should be used in the second clause. Sara will eat breakfast in the cafeteria when she goes back to school.

When Sara goes back to school, she will eat breakfast in the cafeteria.

2. PAST PROGRESSIVE TENSE a. Conjunctions

when and *while

*Only while is new at Level III.

b. Functions

i. When or while are used with a past progressive tense verb to show that a past

action or event was already in progress when the main clause action or event

interrupted it. Either when or while can be used with no change in meaning. In progress: Sara was eating breakfast. Interruption: The bell rang.

The bell rang when/while Sara was eating breakfast.

ii. When is used with a simple past tense verb to show that a past action or event

interrupted another past action or event. While cannot be used in this sense. In progress: Sara was eating her breakfast. Interruption: The bell rang.

Sara was eating her breakfast when the bell rang.

c. Verb tenses

i. To focus on the interruption, simple past is used in the main clause and past

progressive tense is used in the subordinate clause.

Main Clause Subordinate Clause The bell rang while Sara was eating her breakfast.

ii. To focus on the action or event in progress, past progressive tense is used in

the main clause and simple past tense is used in the subordinate clause.

Main Clause Subordinate Clause Sara was eating her breakfast when the bell rang.

(See Future Time Clauses for information about pronoun precedence, clause position, and

punctuation in adverb clauses.)

3. PRESENT PERFECT TENSE a. Conjunction

since

b. Function

Since is used to show that an action or event began at a specific time in the past

and continues to the present. When Sara got to school, she immediately went to the cafeteria, and she is still there.

Sara has been in the cafeteria since she got to school.

c. Verb tenses

Present perfect tense is used in the main clause and simple past tense is used in the subordinate clause.

Main Clause Subordinate Clause Sara has been in the cafeteria since she got to school.



B. CAUSE AND RESULT CLAUSES

1. EXPECTED OUTCOMES a. Conjunction

because

b. Function Because is used to show that the main clause action or event is the logical or

expected outcome of the subordinate clause. Lucy won ten million dollars in the lottery. She quit her job.

Lucy quit her job because she won ten million dollars in the lottery.

c. Verb tenses

Unlike time clauses, there is no set pattern of verb tenses in sentences with

because-clauses. The tenses in the main clause and the subordinate clause may be

the same or they may be different. Lucy quit her job because she won ten million dollars in the lottery.

Lucy is going to quit her job because she won the lottery.



2. UNEXPECTED OUTCOMES a. Conjunctions

although and even though

b. Function

Although and even though are used to show that the main clause action or event

seems illogical or unexpected given another action or event. Lucy won ten million dollars in the lottery. Lucy still goes to work every day.

Lucy goes to work every day although/even though she won the lottery.

c. Verb tenses

Unlike time clauses, there is no set pattern of verb tenses in sentences with

although/even though-clauses. The tenses in the main clause and the subordinate

clause may be the same or they may be different. Lucy kept her job although/even though she won the lottery.

Lucy goes to work every day although/even though she won the lottery.



C. CONDITIONAL CLAUSES

1. REAL FUTURE CONDITIONALS a. Conjunction

if

b. Function If is used with simple present tense to show that an action or event is possible in

the future, but its occurrence is dependent on another action or event taking place.

Possibility: Clara will go to Bermuda. Condition: Clara has enough money.

Clara will go to Bermuda if she has enough money.

c. Verb tenses

In real future conditional sentences, future tense is used in the main clause and

simple present tense is used in the subordinate clause. Will is the most frequent

choice in a sentence with a future conditional clause, but be going to may also be

used.

Clara will go to Bermuda if she has enough money.

Clara is going to go to Bermuda if she has enough money.



2. UNREAL FUTURE CONDITIONALS (LISTENING/SPEAKING) a. Conjunction

if

b. Function If is used with subjunctive tense* to express that an action or event is desirable

but unlikely because the condition precipitating its occurrence is unlikely.

*(See note in Verb tenses.) Desire: Clara would like to go to the moon. Condition: Clara must know how to build a rocket.

Clara would go to the moon if she knew how to build a rocket.

c. Verb tenses

Subjunctive tense* is used in the main clause and would + verb is used in the

subordinate clause. Clara would go to the moon if she knew how to build a rocket.

(*Since these subjunctive forms are identical to simple past tense forms in all

cases except be, at Level III it is recommended that they be taught as simple past

tense verbs, with be as an occasional aberration in formal English, rather than

introducing the concept of subjunctive tense.)

d. Irregularities

In formal written English, were is preferred to was in first and third person, but

was is the preferred form in everyday spoken English. Spoken: Sara would go to the moon if commercial space travel was cheap.

Written: Sara would go to the moon if commercial space travel were cheap.



IV. COMPARISONS (Listening/Speaking)

A. COMPARATIVES 1. Adjectives

Jocelyn has a brand-new Jaguar. Caitlin has an old Chevrolet.

Jocelyn’s car is faster than Caitlin’s (car) (is).

Jocelyn’s car is also more expensive than Caitlin’s (car) (is).

2. Adverbs

Jocelyn is a terrible driver. Caitlin is a good driver. Jocelyn drives

faster than Caitlin (does).

Jocelyn also drives more recklessly than Caitlin (does).

3. Nouns

Jocelyn is rich. Caitlin is poor.

Jocelyn has more money than Caitlin (does). Caitlin has less money than

Jocelyn (does).

Jocelyn has many problems. Caitlin has a few problems. Jocelyn has

more problems than Caitlin (does).

Caitlin has fewer problems than Jocelyn (does).

B. EQUATIVES

1. Adjectives

Jocelyn has a brand-new Jaguar. Dinah has a brand-new Ferrari.

Dinah’s car is as fast as Jocelyn’s (car) (is).

Dinah’s car is as expensive as Jocelyn’s (car) (is).

2. Adverbs

Jocelyn is a terrible driver. Dinah is a terrible driver too. Dinah

drives as fast as Jocelyn (does).

Dinah also drives as recklessly as Jocelyn (does).

3. Nouns

Jocelyn is rich. Dinah is rich too.

Dinah has as much money as Jocelyn (does).

Jocelyn has a lot of problems. Dinah has a lot of problems too. Dinah

also has as many problems as Jocelyn (does).

C. SUPERLATIVES

1. Adjectives

Jocelyn has a Jaguar. Caitlin has a Chevrolet. Serena has a Citroen.

Jocelyn’s car is the fastest.

Jocelyn’s car is the most expensive.

2. Adverbs

Jocelyn is a terrible driver. Caitlin is a good driver. Serena is a great

driver. Jocelyn drives the fastest.

Jocelyn also drives the most recklessly.

3. Nouns

Jocelyn is rich. Caitlin is poor. Serena is very poor. Jocelyn has the

most money.

Serena has the least money.

Jocelyn has many problems. Caitlin has a few. Serena has almost

none. Jocelyn has the most problems.

Serena has the fewest problems.

V. COORDINATION

A. SERIES 1. Common conjunctions and their functions in a series

a) Addition

Bobby has a dog and a cat.

b) Choice

Bobby wanted to get a rat or a lizard.

c) Contrast

Bobby’s mother likes cats and dogs but not rats and lizards.

2. Multiple parts of speech commonly connected by conjunctions a)

Nouns

Bobby has a dog and a cat.

b) Adjectives

Bobby has a black and white cat.

c) Verbs

Bobby’s cat sleeps all day and plays all night.

3. Parallelism (NEW)

Incorrect: Bobby’s cat is beautiful and plays.

Correct: Bobby’s cat is beautiful and playful.

4. Punctuation: Comma usage (NEW)

Bobby wanted to get a rat or a lizard. (No commas)

Bobby wanted to get a rat, a snake, or a lizard.

B. SENTENCES 1. Common conjunctions and their functions in sentences

a) Addition

Bobby likes cats, and his mother likes them too.

b) Contrast

Bobby likes snakes, but his mother doesn’t like them.

c) Choice

Will Bobby get a boa constrictor, or will his mother say no?

d) Result (NEW)

Bobby’s mother is afraid of snakes, so Bobby can’t have a boa

constrictor.

e) Unexpected result (NEW)

Bobby’s mother is afraid of snakes, but she bought Bobby a boa

constrictor for his birthday (anyway).

2. Punctuation: conjoined versus non-conjoined sentences

Bobby likes cats and dogs, and his mother likes them too.

Bobby likes cats and dogs. His mother likes them too.

3. Ellipsis and substitution

a) But

Bobby likes snakes, but his mother doesn’t .

Bobby’s mother doesn’t like snakes, but Bobby does.

b) And

(i) Affirmative sentences

Bobby likes snakes, and his sister does too.

Bobby likes snakes, and so does his sister.

(ii) Negative sentences

Bobby doesn’t like rabbits, and his sister doesn’t either.

Bobby doesn’t like rabbits, and neither does his sister.

VI. PREPOSITIONS

A. PREPOSITIONS OF EXTENDED TIME 1. Forms

by, during, for, from ... to, since, and until

2. Usage notes and examples

a. By indicates the end point of a period of time in which an action

may occur at any point

Sharon had to read a whole book by Monday morning.

b. During indicates a period of time in which an action may occur at

any point or a period of time in which an action occurs

continuously

Sharon didn't have time to read the book during the week .

Sharon read her book during lunch.

c. For indicates the specific quantity of time which an action has

taken

It's one o'clock Sunday afternoon. Sharon is reading.

She has been reading for three hours. She has been reading three

hours.

(For may be omitted before a number.)

d. From ... To indicates the times at which an action begins and ends

She read from ten o'clock in the morning to two o'clock in the

afternoon.

e. Since indicates the time at which an action begins

It's one o'clock Sunday afternoon. Sharon is reading.

She has been reading since ten o'clock .

f. Until indicates the time at which an action ends

Sharon read the book until two o'clock in the afternoon.

Also see Adverb Clauses for more about since.

B. PREPOSITIONS OF MEANS 1. By

a) Actions (gerunds)

Harriet found a travel agent by looking in the telephone book.

b) Communication

Harriet’s travel agent sent her an itinerary by fax.

c) Transportation

Harriet decided to go to Houston by plane rather than by train.

2. With

a) Parts of the body

Harriet slit open the ticket envelope with her fingernail.

b) Instruments

Harriet lost the key, so she had to open her suitcase with a nailfile.

C. PREPOSITONS OF PURPOSE 1. In order

Harriet is flying to Houston in order to visit her sister.

Also see Infinitives.

2. For

She has been to Houston for a visit once before.

VII. QUESTIONS

A. TAG QUESTIONS (Listening/Speaking) 1. Affirmative tag questions

A lion lives in Africa, doesn't it?

Expected Response: Yes, it does.

2. Negative tag questions

A lion doesn't live in Asia, does it?

Expected Response: No, it doesn't.

See Verbs for further information about tenses and auxiliaries to be practiced at

Level III.

VIII. VERBALS

A. GERUNDS 1. Rule for forming gerunds (Verb + -ING)

John swims almost every day. He really loves swimming.

2. Functions of gerunds

a) As objects of verbs

(i) Which may only be followed by gerunds

John enjoys swimming.

(ii) Which may be followed by gerunds or infinitives

John loves swimming/to swim.

b) As objects of prepositions

John is fond of swimming.

c) As subjects

Swimming is John’s favorite sport.

d) After the verb go in idiomatic expressions of activity

John goes swimming five days a week.

3. Parallel structure with a series of gerunds

John loves swimming and diving.

B. INFINITIVES 1. Rule for forming infinitives (To + Verb)

John swims almost every day. He wants to swim seven days a week.

2. Functions of infinitives

a) As objects of certain verbs

(i) Which may only be followed by infinitives

John wants to swim every day.

(ii) Which may be followed by infinitives or gerunds

John loves to swim/swimming.

b) As subjects of structures following introductory it

It + Be + Adjective + (For + Indirect Object) + Infinitive

It is impossible (for John) to swim laps when the pool is crowded.

c) As adverbial phrases of purpose

John goes to the gym to swim five times a week.

d) As elements of structures following too

Too + Adjective + (For + Indirect Object) + Infinitive

The swimming pool is sometimes too crowded (for John) to swim

laps.

e) As elements of structures following enough

Enough + Noun + (For + Indirect Object) + Infinitive

There isn’t enough room (for John) to swim laps every day.

Adjective + Enough + (For + Indirect Object) + Infinitive

The swimming pool is not big enough (for John) to swim laps

3. Parallel structure and ellipsis with a series of infinitives

John loves to swim and (to) dive

IX. VERBS: MODALS AND PHRASAL MODALS

A. ADVICE (Listening/Speaking)

1. Forms Singular Plural

First Person

should

ought to + verb

had better

should

ought to + verb

had better

Second Person

should

ought to + verb

had better

should

ought to + verb

had better

Third Person

should

ought to + verb

had better

should

ought to + verb

had better

2. Contractions

a. With subject pronouns

I You He She It We They

Should X X X X X X X

Ought to X X X X X X X

Had better I’d

better

you’d

better

he’d

better

she’d

better

it’d

better

we’d

better

they’d

better

b. With not Full Form Contraction

Should should not shouldn’t

Ought to X X

Had better had better not X

3. Functions

a. Suggesting that a present or future action would be advisable There is a big test tomorrow. John hasn’t studied at all.

He should stay home and study tonight.

He ought to get serious about his classes.

b. Suggesting that a present or future action would be advisable, implying a negative

consequence if the advice is not followed In fact, he had better get an A on that test, or he won’t pass the class.

4. Usage

Questions Affirmative Statements Negative Statements

Should Should he study? He should study. He shouldn’t go out.

Ought to X He ought to study. X

Had better X He’d better study. He’d better not go out.

B. FAMILIARITY (Listening/Speaking)

1. Forms

be accustomed to and be used to

2. Functions

a) Expressing that a situation or an action which was difficult or

unfamiliar in the past is no longer so

When I was a freshman, it was difficult for me to study in a noisy

dormitory.

I am a senior now, and I am accustomed to the noise. I am

used to studying in a noisy dormitory.

C. NECESSITY (Listening/Speaking)


First Person

*must

have to + verb

*have got to

*must

have to + verb

*have got to

Second Person

*must

have to + verb

*have got to

*must

have to + verb

*have got to

Third Person

*must

has to + verb

*has got to

*must

have to + verb

*have got to

*Only must and have got to are new at Level III.

2. Contractions


Must X X X X X X X

Have to X X X X X X X

Have got to I’ve

got to

you’ve

got to

he’s

got to

she’s

got to

it’s

got to

we’ve

got to

they’ve

got to

3. Functions

a. Indicating that a present or future action is obligatory John must get an A on the test tomorrow in order to pass the class.

b. Indicating that a present or future action is necessary, if not obligatory He has to pass the class or he won’t graduate.

He has got to graduate, or he’ll end up working at McDonald’s.

c. With not, indicating that a present or future action is not obligatory or necessary.

Note that only have to can be negative in this sense. John passed the test, so he doesn’t have to get a job at McDonald’s.

4. Usage


Must X He must pass. X

Have to Does he have to pass? He has to pass. He doesn’t have to get a job.

Have got to X He has got to pass. X

D. PREFERENCE (LISTENING/SPEAKING)


First Person would rather + verb would rather + verb

Second Person would rather + verb would rather + verb

Third Person would rather + verb would rather + verb

2. Contractions


I’d

rather

you’d

rather

he’d

rather

she’d

rather

it’d

rather

we’d

rather

they’d

rather

3. Functions

a. Indicating an alternative which is preferable to a proposed present or future action John needs to study, but he would rather go to Tim’s party.

4. Usage


Would he rather go? He would rather go. X

E. PROHIBITION (LISTENING/SPEAKING)

1. Forms

Singular Plural

First Person

must not

am not supposed to + verb

must not

are not supposed to + verb

Second Person must not


must not


Third Person

must not

is not supposed to + verb

must not


2. Contractions Full Form Contraction

Must must not mustn’t

3. Functions

a. Indicating that a present or future action is prohibited, with a strong implication of

negative consequences for disobedience Students must not use cell phones during a test. They will be expelled.

b. Indicating that a present or future action is prohibited, with a weak implication of

negative consequences for disobedience Students are not supposed to use cell phones in class. The professor doesn’t like it.

F. REQUEST (Listening/Speaking) 1. Forms

would, could, can, will, and would mind (Only in question form)

(would mind is new at this level)

2. Functions

a) Making a request for a present or future action

I need to get an A on this test, but I was absent from class a

lot. You are always in class, and you always get A’s.

Would you let me borrow your notes?

Could you be my study partner?

Can you go to the library with me to study?

Will you let me sit next to you during the test?

Would you mind letting me look at your answers during the test?

G. SUGGESTION (Listening/Speaking) 1. Forms

let’s and why don’t

2. Functions

a) Suggesting possible actions or activities in the present or future

What do you want to do tonight?

Tim is having a party, but we have a test tomorrow.

Let’s go to the library and study.

Tim has a party every week. Why don’t we go to the next one?

X. VERBS: TENSE AND ASPECT

Verb tenses and aspects from previous levels should be reviewed and integrated

where appropriate: present simple, present progressive, past simple, future forms

with will and be going to (the difference between will and be going to is taught at

this level).

A. FUTURE WITH WILL


First Person will + verb will + verb

Second Person will + verb will + verb

Third Person will + verb will + verb

2. Functions a. Indicating a prediction about the future

Our team will win the baseball game tomorrow.

b. Indicating a sudden decision or willingness to perform a future action John: I need a ride to the game tomorrow.

Mary: No problem. I’ll take you.

B. FUTURE WITH BE GOING TO


First Person am + going to + verb are + going to + verb

Second Person are + going to + verb are + going to + verb

Third Person is + going to + verb are + going to + verb

2. Functions a. Indicating a prediction about the future

Our team is going to win the baseball game tomorrow.

b. Indicating an action which is intended to occur in the future – an action which has

been planned Chris is going to have a huge party after the game tomorrow, win or lose.

C. PRESENT PERFECT (NEW)

1. Forms

Singular Plural

First Person

Have + Past

Participle

Have + Past

Participle

Second

Person

Have + Past

Participle

Have + Past

Participle

Third Person Has + Past Participle

Have + Past

Participle

2. Contractions

a. With subject pronouns

Singular Plural

First Person I've we've

Second

Person you've you've

Third Person he's

she's they've

it's

b. With not

Full Form Contraction

Have have not haven't

Has has not hasn't

3. Functions

a. Indicating an action which occurred at some unspecified time in

the past

Hazel has traveled around the world.

b. Indicating an action which was repeated a number of times at unspecified

times in the past

Hazel has been to Europe several times.

c. Indicating that an action began in the past and continues to the present when

used with since and for

Hazel has traveled a lot since she was a child. Hazel has

visited France eleven times since 1992. Hazel has wanted to

visit Antarctica for many years.

4. Irregularities

See Appendix Two for a list of irregular past participle forms.

5. Parallelism

a. The auxiliary verb have need not be repeated when two or more

present perfect tense verbs are joined together by and

Hazel has traveled around the world and has seen many countries. Hazel

has traveled around the world and seen many countries.

6. Sentence patterns and examples

a. Affirmative statements

Subject + Have + Past Participle + (Predicate)

Hazel has traveled around the world.

b. Negative statements

Subject + Have + Not + Past Participle + (Predicate)

Hazel has not been to Antarctica.

c. Yes/no questions

Have + Subject + Past Participle + (Predicate)

Has Hazel visited Europe?

d. Affirmative short answers

Yes + Comma + Subject + Have

Yes, she has.

e. Negative short answers

No + Comma + Subject + Have + Not

No, she has not.

f. Information questions and responses with an interrogative pronoun as

a subject

Question Word + Have + Past Participle + (Predicate)

Who has traveled a lot? Hazel has traveled a lot. Hazel has.

Hazel.

g. Information questions and responses with an interrogative

pronoun as an object or with an interrogative adverb

Question Word + Have + Subject + Past Participle + (Predicate)

What has she collected? She has collected many souvenirs. Many

souvenirs.

Where has she traveled? Hazel has traveled around the world.

Around the world.

D. PAST PROGRESSIVE 1. Forms

Singular Plural

First Person Was + Verb + -ING Were + Verb + -ING

Second Person Were + Verb + -ING Were + Verb + -ING

Third Person Was + Verb + -ING Were + Verb + -ING

2. Contractions of the auxiliary verb with not

Full Form Contraction

Was was not wasn't

Were were not weren't

3. Functions

a. Indicating an action in progress at a point of time in the

past

Sue was eating a sandwich at one o'clock yesterday afternoon.

b. Indicating a past action which was in progress at the same

time as another past action

Sue was eating a sandwich when Tina walked into the

cafeteria.

4. Parallelism

a. The auxiliary verb be need not be repeated when two or more

past progressive tense verbs are joined together by and

Sue was doing her homework and was eating a

sandwich. Sue was doing her homework and eating a

sandwich.

5. Sentence patterns and examples

a. Affirmative statements

Subject + Be + Present Participle + (Predicate)

Sue was eating a sandwich.

b. Negative statements

Subject + Be + Not + Present Participle + (Predicate)

Sue was not eating a sandwich.

c. Yes/no questions

Be + Subject + Present Participle + (Predicate)

Was Sue eating a sandwich?

d. Affirmative short answers

Yes + Comma + Subject + Be

Yes, she was.

e. Negative short answers

No + Comma + Subject + Be + Not

No, she was not.

f. Information questions and responses with an interrogative

pronoun as a subject

Question Word + Be + Present Participle + (Predicate)

Who was eating? Sue was eating. Sue was.

Sue.

g. Information questions and responses with an interrogative

pronoun as an object or with an interrogative adverb

Question Word + Be + Subject + Present Participle +

(Predicate)

What was Sue eating? Sue was eating a sandwich.

A sandwich.

Where was she eating? She was eating in the cafeteria.

In the cafeteria.

APPENDIX

IRREGULAR PAST PARTICIPLES AT LEVEL III

Base Form Simple Past Past Participle Base Form Simple Past Past Participle

be was/were been keep kept kept

become became become know knew known

begin began begun leave left left

bite bit bitten lose lost lost

blow blew blown make made made

break broke broken meet met met

bring brought brought pay paid paid

build built built put put put

buy bought bought read read read

catch caught caught ride rode ridden

choose chose chosen run ran run

come came come say said said

cost cost cost see saw seen

cut cut cut sell sold sold

do did done send sent sent

draw drew drawn set set set

drink drank drunk shake shook shaken

drive drove driven show showed shown

eat ate eaten shut shut shut

fall fell fallen sing sang sung

feed fed fed sit sat sat

feel felt felt sleep slept slept

fight fought fought speak spoke spoken

find found found spend spent spent

fly flew flown stand stood stood

forget forgot forgotten steal stole stolen

forgive forgave forgiven swim swam swum

get got gotten take took taken

give gave given teach taught taught

go went gone tell told told

grow grew grown think thought thought

have had had throw threw thrown

hear heard heard understand understood understood

hide hid hidden wake up woke up woken up

hit hit hit wear wore worn

hold held held win won won

hurt hurt hurt write wrote written

Documents

GRAMMAR III · Present perfect tense is used in the main clause and simple past tense is used in the subordinate clause. Main Clause Subordinate Clause Sara has been in the cafeteria