1

Home sweet home

Curso de Ingls
Avanzado

1. Listening: Spending time with family

1.

Warm-up.
Answer the following questions:
a) Do you think that you spend enough time with your family?
b) Do you have lunch or dinner together frequently?
c) Do you feel that you need more time to do activities with your
family?

1.1. Listening transcript: Spending time with family

Listen to this interview about quality family time and how to get the most of it.
Amy Wilkinson: Good morning ladies and gentlemen! Today were
interviewing Dave Brown, a succesful psychologist who will be explaining key
aspects of family life. Welcome Mr. Brown.
Dave Brown: Thank you Amy, its a pleasure.
Amy Wilkinson: Mr. Brown, it has long been a fact that happy and
productive adults are the result of their parents spending time with them, but for
most families finding quality and quantity family time is difficult, isnt it?
Dave Brown: Absolutely! With our ever increasing busy schedules, it is
easy to lose focus on spending quality time with our family.
Amy Wilkinson: Now, your research has revealed some worrying figures
Dave Brown: Yes, we found out that there are a large number of families
who cannot find time to sit together for family meals. One in four parents reports
eating four or less meals a week together as a family. Even more disturbing is that
10 percent of the parents interviewed reported that they eat just one meal a week
or never eat with their teens.

Amy Wilkinson: So, you maintain that eating together is an important

activity for family life
Dave Brown: Sure, mealtime can be a time of re-connection for families,
especially for busy teenagers. It can be a great time to ask questions about your
child's day without interruption. If given the opportunity to spend a meal together.
Amy Wilkinson: But, you know, some times its difficult to keep a relaxed
atmosphere during meals and frequently they turn into an argument.
Dave Brown: Youre right, but this can be avoided by keeping a few points
in mind. For example: everyone should turn off the phone during mealtime to
ensure quiet, uninterrupted time, everyone needs equal time to talk about their day
and usually its a good idea to ask specific questions to show you are
interestedoh, and over all keep the conversation light! Its all about making meal
time fun.
Amy Wilkinson: Ok, but what about those people who really can not eat
together due to work shifts and so on?
Dave Brown: Wellits true that with the demands of work it is becoming
more difficult to spend mealtimes together. If this is a problem in your home, there
are other ways to interact and keep connected.
Amy Wilkinson: Im sure you could give us a few ideas
Dave Brown: Of course, you could just do things together and go to
interesting places (visit parks, libraries, the zoo, museums) or go to a movie, go
shopping, maybe carry out a home project (re-papering the bath or painting the
kitchen), cook together, go to a concert or sporting event, go for a nature walk or a
hike; or just at the flea market or garage salestheres solution for every family!

Adapted from Spending Quality Time With Your Teen

By Gwen Morrison

2.

Exercise 1: Comprehension questions.

1. When parents spend enough time with their kids, they will likely turn into:
a) Happy but misbehaved adults
b) Happy and productive adults
c) Misfit adults

2. Finding time to spend time with family is:

a) very easy, if you want to
b) hard, we all have increasingly busy schedules
c) impossible, because we are not willing to take that time from other activities

3. According to research, there are a large number of families that dont eat
together
a) because they dont need it
b) because they dont think is that important
c) because they just cant find the time

4. Eating together
a) is a very important activity for family life
b) is the main thing you have to learn how to avoid
c) is a risk you have to take

5. To ensure a great and relaxed meal time we should:

a) hire a good cook and let him do the hard work
b) turn off the phones and keep the conversation away from controversial
topics
c) turn off the phones and avoid talking to each other.

KEY: 1.b 2.b 3.c 4.a 5.b

3.

Exercise 2: Choose the right word to substitute the one in bold.

1. A successful psychologist will be explaining key aspects of family life.
a) Clue
b) Crucial
c) Lesser

2. With our ever increasing busy schedules, it is easy to lose focus on

spending quality time with our family.
a) Compromises
b) Itineraries
c) Agendas

3. Even more disturbing is that 10 percent of the parents interviewed

reported that they eat just one meal a week or never eat with their
teens.
a) alarming
b) troubling
c) auspicious

4. Sometimes its difficult to keep a relaxed atmosphere during meals

and frequently they turn into an argument.
a) appearance
b) ambience
c) aspect

5. There are other ways to interact and keep connected.

a) divide
b) disclose
c) communicate

KEY: 1.b 2.c 3.a 4.b 5.c

4.

Exercise 3: Match the following verbs with the right synonym

1. Spend

a) Show

2. Reveal

b) Sustain

3. Report

c) Pass

4. Maintain

d) Tell

5. Avoid

e) Elude

KEY: 1.c 2.a 3.d 4.b 5.e

1.2 Adjectives with ed and ing

Some adjectives are formed by adding a suffix to the verb form. A suffix is a
part added to the end of a word to mark the word form.

Adjectives with ed
Generally, these adjectives are formed mainly from other verbs by
adding ed at the end. We usually use the adjectives ending in ed to express how
someone feels about something.
The majority of the adjectives constructed from verbs are the same than the
past participle of those verbs.
Verb

Adjective

relax

relaxed

interest

interested

Ex: The food was incredible. We were delighted. (delight)

After I saw that snake, I was terrified (terrify)
He liked a polished prehistoric axe (polish)

Also, there are a number of adjectives which are identical to the past
participle form of some irregular verbs:
Ex: Anna had a swollen hand this morning (swell)
The city paid tribute to all the fallen soldiers (fall)

On the other hand, there are adjectives that are formed by adding ed
to certain nouns. These adjectives are used to point out that the thing or person
affected have the quality the noun refers to.

Noun

Adjective

detail

detailed

skill

skilled

strip

stripped

beard

bearded

armour

armoured

flower

flowered

Ex: I want detailed information about the ingredients of these pretzels.

Leonardo invented a prototype of armoured car.
My grandparents lived in a house with a flowered garden.
The president was criticised for wearing a striped T-shirt.

In addition, there are certain adjectives ending in ed, but they dont come
from verbs or nouns as they are invariable:

antiquated

ashamed

assorted

beloved

deceased

sophisticated

Ex: They have an assorted selection of finger food.

I am so ashamed of what I did last night.
My beloved grandmother is deceased.

Adjectives with -ing

The majority of these adjectives come from verbs and they are formed by
adding ing. They are used to talk about the person, the thing or situation which
causes the feeling.
Ex: He didnt like the food; he looked disgusted. That food was disgusting.
That book was boring
This is an amusing way of learning English
Ginger was watching the spectacle with an amused smile

Exercise 1: Read these sentences carefully and choose the right option:
1. That chocolate cake was ___
a) filled
b) filling

2. I am reading a new book, but its extremely ___

a) bored
b) boring

3. She is very ___ in history.

a) interested
b) interesting

4. I like to make biscuits. Its ___

a) excited!
b) exciting!

5. I was so ___, I didnt know what to do.

a) confused
b) confusing

KEY: 1.b 2.b 3.a 4.b 5.a

Exercise 2: Fill the gaps with one of the words given:

interested - exhausting fascinated - frightening alarmed - exhausted

frightened fascinating - alarming interesting
1. The trip around the city was really ___ so I felt extremely ___ when I arrived in
the hotel.

2. Our children were ___ after watching that filmactually I also fount it a little
___.
3. The situation was ___ but he didnt seem to be ___.
4. My daughter is very ___ in biology, so she found the conference really ___.
5. I was ___ by his paintings. The way he expresses feelings is ___.

KEY:1.exhausting,

exhausted

2.frightened,

frightening

3.alarming,

alarmed

4.interested, interesting 5.fascinated, fascinating

Exercise 3: Fill the gaps with the right adjective from the word given:

1. His situation is quite ___ (worry)

2. It was really ___ to find her there. (surprise)
3. Dont be ___ Im sure he didnt do it on purpose! (annoy)
4. The museum was ___ so we spend hours there. (fascinate)
5. I cant stop reading, this novel is so ___! (thrill)

KEY: 1.worrying 2.surprising 3.annoyed 4.fascinating 5.thrilling

2. Reading: Who does the housework?

5.

Warm up
Answer the following questions:

a) Who did the housework when you were a child?

b) Who does the housework in your house now?
c) What are the things that seem different to you when comparing?

2.1 Reading: Who does the housework?

Read the following text:
As more and more women take it for granted that they will work fulltime for
most, if not all, of their married lives, ideas about which partner should do what to
maintain the household have required review and reconsideration. Very few people,
male or female, enjoy housework. Nonetheless, a certain amount of maintenance
work has to go on every day to get a family fed and clothed with some semblance
of order.
Women, raised by mothers during the 1950s, 1960s, and even 1970s, were
generally taught how to do household chores. Years of babysitting and helping out
in the kitchen prepared them for managing a home. Men, raised by those same
mothers, often dont know how to do such tasks as laundry and food preparation.
They never saw their fathers prepare a casserole or iron a shirt. They werent
gradually taught to assume responsibility for such tasks while they were growing
up. Often enough, even the most enlightened and willing adult male experiences a
gnawing belief that he really shouldnt have to do these things. He may even feel
less of a man when he does.
Numerous studies have been done since the 1960s about the distribution of
labour and leisure time at home and the good news is that things are, in fact,
changing. Over the years, men have taken on increasing amounts of child-oriented

work at home: reading to the kids, giving little ones a bath, monitoring schoolwork,
and leading family outings. These fathers enjoy being closer to their children than
their fathers were to them. Childcare truly is more rewarding (and, for many men,
more acceptable) than laundry care.
But it is the laundry care (and the food shopping, meal preparation,
vacuuming, toilet cleaning, etc.) that is still an unsettled issue in many families
where both adults have careers. If the family can afford it, the solution often is to
buy these services. Although this reduces the fighting, it doesnt necessarily reduce
the womans resentment. Women may feel angry that family money is going for
housecleaning instead of a vacation just because their husbands wont do what the
women see as their fair share.
By the same token, men who are trying hard to balance the labour at home
get equally upset with their wives who wont take responsibility for getting an oil
change for the car or for doing outdoor work they see as mens work. My wife
has a fit if I dont help with the dishes but I dont see her going out in sub-zero
weather to shovel the snow.

From Chore War: Household Tasks and the Two-Paycheck Couple

by Marie Hartwell-Walker
6.

Exercise 1: Comprehension questions. Choose the most suitable

option:
1. The ideas about how to share housework between men and women have:
a) not changed a bit since the Stone Age
b) been reviewed and reconsidered
c) become the 21st centurys biggest fraud

2. Men raised during the 1950s, 1960s and 1970s

a) sure know how to babysit their kids
b) have mastered the art of ironing
c) were not taught how to do housework

3. Studies show that when it comes to labour distribution, men generally prefer

a) doing the washing up

b) taking care of children
c) the unspeakable rewards of doing the laundry

4. The most common solution to housework sharing for a family were both adults
have careers is:
d) to hire someone to do the housework
e) not to worry too much, the man will do it all eventually
f) to sit around and wait for women coming back to their senses

5. When required to balance the housework, men complain about:

a) women laying down and reading fashion magazines
b) women not taking any responsibility for what it is considered to be mens
work
c) newspapers not talking about them

KEY: 1.b 2.c 3.b 4.d 5.b

7.
8.

Exercise 2: Vocabulary. Choose the right word to substitute those in

bold in these sentences from the text. The meaning of the sentence must
remain the same.
1.

A certain amount of maintenance work has to go on every day to get a

family fed and clothed with some semblance of order.

a)

rear

b)

form

c)

analogy

2.

Even the most enlightened and willing adult male experiences a gnawing

belief that he really shouldnt have to do these things.

a) open-minded
b) misled
c) informed

3.

Over the years, men have taken on increasing amounts of child-oriented

work at home: reading to the kids, giving little ones a bath, monitoring
schoolwork
a) consulting
b) supervising
c) auditing

4.

Childcare truly is more rewarding (and, for many men, more acceptable)

than laundry care.

a) gratifying
b) profitable
c) advantageous

5.

Although this reduces the fighting, it doesnt necessarily reduce the

womans resentment.
a) moderates
b) diminishes
c) amplifies

KEY: 1.b 2.a 3.b 4.a 5.b

9.

Exercise 3: Match the following words to the right definition.

1. Household

a) regular work done in housekeeping, especially cleaning and

tidying

2. Housework

b) a persons father or mother

3. Family

c) a house and its occupants regarded as a unit

4. Parent

d) schoolwork that a pupil is required to do at home

5. Homework

e) a group consisting of two parents and their children living

together as a unit

KEY: 1.c 2.a 3.e 4.b 5.d

2.2 Comparison of adjectives

Comparing the quality of two items
1) To form a comparative phrase with a one-syllable adjective or and adjective
ending in y or ly, we add the suffix, -er and we use the particle than:
EX: This motorcycle is faster than your car (fast)
This film is longer than the one we watched yesterday (long)
The weather is hotter in Spain. (hot)
Peter is friendlier than Thomas. (friendly)

Note that when there is only one vowel before a final consonant, the final
consonant is doubled

Hot hotter

Fat fatter

Big bigger

Also, when the final letter is y it changes to i

Friendly friendlier

Happy happier

Easy - easier

If the one-syllable adjective ends with an e, just add r

Large larger

Wise wiser

Angry angrier

2) To form a comparative phrase with an adjective of more than one syllable, we

use more with than:
Ex: This flower is more beautiful than that other one
This girl is more intelligent than your daughter

Describing the similarity of two items (Equivalence comparative)

To say two things are the same and compare equivalent aspects of quality of two
items, we use asas
As + adjective + as
EX: The table is as heavy as the armchair.
Her eyes are as blue as the sky.

Not-so-much comparison
To say that one thing is less than another we use not so/asas and lessthan:
EX: This child is less cheerful than his brother
This paint is not so exceptional as the one hanging on my wall

Indicating the unique quality of an item in a group (Superlative)

1) To form a superlative phrase, we use the and we add the suffix est to a onesyllable adjective or an adjective ending in y or ly.
Ex: This cake is the tastiest Ive ever eaten.

2) To form a superlative phrase with more than one syllable adjectives we use
most:
Ex: This is the most popular kind of music around here
Eric is the most handsome guy Ive ever seen

Adjectives with irregular comparative forms

Adjective

Comparative

Superlative

good

better

best

bad

worse

worst

far

farther

farther

little

less

least

many

more

most

old

elder

eldest

10.

Exercise 1: Fill the gaps with the right form of the comparative (-

er/more).
1. The custards are ___ the cheesecakes. (expensive)
2. I want a lemon sorbet. It tastes ___ lemon juice. (good)
3. This restaurant is ___ that one. (old)
4. They think that people from Manchester is ___ people from London.
(nice)
5. His house is ___ mine. (big)
11.
12.

KEY: 1.more expensive than 2.better than 3.older than 4.nicer than 5.bigger

than
13.

Exercise 2: Write the superlative form of the adjectives given:

Dry long cold deep salty small high large

1. The Dead Sea is ___ sea in the world.

2. The Nile is ___ river in the world.
3. Australia is ___ continent in the world.
4. The Kalahari Desert is ___ desert in the world
5. Mount Everest is ___ mountain in the world.
6. The Vatican City is ___ city in the world.
7. The Mariana Trench is ___ part of the worlds oceans.
8. The Antarctica is ___ place on Earth.

KEY:1.the saltiest 2.the longest 3.the largest 4. the driest 5. the highest 6.the
smallest 7.the deepest 8. the coldest
14.

Exercise 3: Fill the gaps with the right comparative structure

according to the table below.

USA

Spain

UK

Population

316,668,567

47,370,542

63,395,574

Life expectancy

78.620 years

81.370 years

80.290 years

9,826,675 km sq

505,370 km sq

243,610 km sq

Area

1. Spains area is ___ than UKs, but ___ than USAs area. (extensive)
2. The population in UK is ___ than in the USA, but ___ than in Spain. (numerous)
3. Life expectancy in Spain is ___. (high)
4. Life expectancy in USA is ___. (low)
5. Life expectancy in UK is not ___ in Spain. (high)

KEY: 1.more extensive, less extensive 2.less numerous, more numerous 3.the
highest 4.the lowest 5.as high as

2.3 Comparison of adverbs

1) We use the er and est endings to form a comparative phrase with a onesyllable adverb that does not take the ly ending (loud, fast, hard etc.):
Ex: I cant hear you with all this noise, you have to talk louder!

2) We use more and most with two syllable adverbs including those ending in -ly
Ex: Rumours spread more quickly than bad news.

3) To say two things are the same and compare equivalent aspects of quality of two
items, we use asas
Ex: Gina did the exercise as well as Peter.

4) To say that we do one thing differently from another we use not so/as + adverb
+ as:
Ex: I dont speak English as fast as Spanish.

5) Irregular forms:
w
ell

etter
b

adly

orse

est
w

orst

Exercise: Fill in the correct adverb form (comparative or superlative) of the

adverbs in brackets.

1. A cheetah can run ___ a tiger. (fast)

2. The children went ___ to the school that day because there was a party. (happy)
3. I cant read your note. Why dont you write ___? (clearly)
4. Tom speaks Spanish ___ after his stay in Madrid. (fluently)
5. She spoke ___ in front of the jury. (honest)

KEY: 1.faster than 2.happier 3.more clearly 4.more fluently 5. more honestly

3. Grammar : Present tenses

3.1 Present simple and present continuous
The present simple is used to describe:

A permanent state or situation: I live in Brighton.

A fact or something which is always true: Water freezes at 0 degrees Celsius.

A activity which happens regularly or occasionally: She goes to the gym once a
week.

The present continuous is used to describe:

A temporary situation: Im going to work by bus because my car is in the

garage.

An activity happening at the present moment: I cant help you with that, Im
making dinner.

An activity in progress but not exactly at the present moment: Im studying

psychology in University.

A situation which is changing or developing: The temperature of the sea is

rising.

Things the speaker finds strange or irritating, with always. (Its a way of
complaining): I cant understand why youre always making that noise!

Something which happens frequently, with always: Shes such a generous

person! Shes always helping everyone else.

Future plans: Im going out this evening.

3.2 Stative verbs

A stative verb is one that describes a state of being, in contrast to a dynamic
verb which describes an action. Verbs which describe states, not actions, are not
usually used in the continuous tenses even when we are talking about temporary
situations or states. These verbs describe:

Thoughts and opinions: believe, doubt, guess, imagine, know, remember, think
(meaning believe), feel (meaning relieve), suppose, etc.

Feelings and emotions: dislike, wish, love, like, hate, want, prefer, etc.

Senses: Smell, hear, taste, see, feel

Possession: have, belong, own, etc.

The verb to be.

Some verbs can act as stative or dynamic depending on the meaning. For
example:
- I have a car
- Im having a cup of tea
In the first case, have means own so Its a stative verb and can not be
used in continuous tenses.
In the second sentence, have means drink, its an action so is a dynamic
verb and can be used in continuous tenses.

3.3 Present perfect simple and present perfect

continuous
The present perfect is used to express an action which happened at an
unspecified time before now. It does not specify when the action happened.
Both the present perfect simple and present perfect continuous talk about
something which started in the past and:

Either has a result in the present: Ive been studying the whole weekend, so Im
feeling quite tired now.

Or is still happening now: Weve been building a swimming pool in our backyard
(Its not finished yet)
Often they are interchangeable. However:

The present perfect simple:

Emphasises the result: Ive called everybody and they are all coming to help us
with the cleaning.

Says how much you have done: Ive made five birthday cakes today!

May give the idea that something is more permanent (and may be accompanied
by a time expression which shows this): Ive known my husband all my life.
Hes always lived with his parents.

Is used when we want to say how many times something has been repeated:
Ive seen this film at least ten times, I know it by heart.

The present perfect continuous:

Emphasises the activity: Ive been calling everyone so I couldnt finish my

homework.

Says how long youve been doing something: Ive been making cakes all
afternoon!
May give the idea that something is temporary (and may be accompanied by

a time expression which shows this): Ive been living with my parents for the
summer, but now Im moving to the city

15.

Exercise 1: Choose the right option

1. Can you go downtown with me right now? No, I'm waiting for a phone call.
a) activity happening at this moment
b) a situation changing or developing
c) activity which irritates the speaker

2. How often do you drive to school? I drive to school every morning.

a) activity happening at this moment
b) an activity which happens regularly
c) activity which irritates the speaker

3. He's learning how to drive this month.

a) activity happening at this moment
b) an activity which happens regularly
c) activity in progress but not exactly at the present moment

4. My mum is a great cook, shes always baking delicious cakes.

a) something which happens frequently, with always
b) an activity which happens regularly
c) in progress but not exactly at the present moment

5. I never watch TV at night.

a) something which happens frequently, with always
b) a situation which is permanent
c) in progress but not exactly at the present moment

KEY: 1.a 2.b 3.c 4.a 5.b

16.

Exercise 2: Choose the right tense

1. My children never ___ to what I say.
a) listen
b) are listening

2. They ___ to that deafening music!

a) always listen
b) are always listening

2. Look! It ___ again.

a) is raining
b) rains

3. I cant talk to you. I __ my car.

a) drive
b) am driving

4. The days ___ cooler.

a) are getting
b) get

5. I think winter ___

a) is coming
b) comes

KEY: 1.a 2.b 3.b 4.a 5.a

17.

18.

Exercise 3: Fill the gaps with the right form of the verbs given
1. Actually, that ___ wonderful. (sound)
2. I ___ Ill study more next time. (promise)
3. He ___ several luxury cars at this moment. (own)
4. He said he would come, but I ___ it now. (doubt)
5. I ___ we should be more understanding. (think)

KEY: 1.sounds 2.promise 3.owns 4.doubt 5.think

19.

Exercise 4: Say if the following verbs are stative or dynamic

1. Im tasting the soup to check if it needs more salt.
a) stative
b) dynamic

2. This fish tastes great!

a) stative
b) dynamic

3. I think we should change the furniture

a) stative
b) dynamic

4. Im thinking about buying a new sofa.

a) stative
b) dynamic

5. You are being stubborn!

a) stative
b) dynamic

6. Thomas is so stubborn!
a) stative
b) dynamic

7. Now I can see your point.

a) stative
b) dynamic

8. Im seeing David tomorrow night.

a) stative
b) dynamic

9. The milk smells funny

a) stative
b) dynamic

10. Hes smelling the milk to check if it-s ok

a) stative
b) dynamic

KEY: 1.b 2.a 3.a 4.b 5.b 6.a 7.a 8.b 9.a 10.b

Exercise 5: Choose the best option. What do these sentences refer to?
1. The train to Oxford leaves at 3.30 p.m.
a) past
b) present
c) future

2. Are you coming to the party tonight?

a) past
b) present
c) future

3. Hes having problems at work again.

a) past
b) present
c) future

4. Pitt plays rich man who loses all his fortune.

a) past
b) present
c) future

5. Id like to see his face when he opens the box.

a) past
b) present
c) future

KEY: 1.c 2.c 3.b 4.a 5.c

Exercise 6: Choose the most suitable form

1. ___ my purse? I cant find it.
a) have you been seeing
b) have you seen

2. Since the boy woke up, he ___ his mother.

a) has called
b) has been calling

3. Sorry, could you repeat that? I ___ to you

a) havent been listening
b) havent listened

4. ___ her my message?

a) have you given
b) have you been giving

5. I ___ my friends so I couldnt study

a) have visited
b) have been visiting

KEY: 1.b 2.b 3.a 4.a 5.b

Exercise 7: Write the verb in the present perfect simple or continuous

1. Someone ___ all the milk. Ill have to buy more. (drink)
2. What ___ for Christmas? (buy)
3. Im so tired! I ___ all night. (dance)
4. Gina ___ English an now shes really fluent! (studying)
5. How many cakes___ ? You should have shared them! (eat)
6. I ___ my homework all afternoonCan I go out now? (do)
7. It ___ all day, this a really white Christmas. (snow)
8. I ___ all my chores, what do I have to do now? (finished)

9. Explain to the board what we ___ so far this month. (do)

10. As the weather ___ bad we have stayed at home. (be)

KEY: 1.has drunk 2.have you bought 3.have been dancing 4.has been studying
5.have you eaten 6.have been doing 7.has been snowing 8.have finished 9.have
done 10.has been

RECUERDA

Most of the adjectives from verbs adding ed are the same than the past
participle of those verbs. Also there are adjectives formed by adding ed
to certain nouns.

Theres a number of adjectives which come from verbs and they are
formed by adding ing.

To form a comparative phrase with a one-syllable adjective or and

adjective ending in y or ly, we add the suffix, -er and we use the
particle than.

To form a comparative phrase with an adjective of more than one syllable,

we use more with than

To say two things are the same we use asas

To say that one thing is less than another we use not so/asas and
lessthan

To form a superlative phrase, we use the and we add the suffix est to a
one-syllable adjective or an adjective ending in y or ly.

To form a superlative phrase with more than one syllable adjectives we

use most.

To say we do one thing differently use not so/as + adverb + as

The present simple is used to describe a permanent state or situation, a

fact or something which is always true and something which happens
regularly or occasionally.

The present continuous is used to describe a temporary situation, an

activity happening at the present moment, in progress but not exactly at
the present moment, a situation which is changing, things the speaker
finds irritating or something which happens frequently.

A stative verb describes a state of being, while a dynamic verb describes

an action. Stative verbs are not usually used in the continuous tenses

The present perfect is used to express an action which happened at an

unspecified time before now.

The present perfect simple emphasises the result, how much you have
done, the idea that something is permanent and how many times
something has been repeated.

The present perfect continuous emphasises the activity, how long youve
been doing something and the idea that something is temporary.