BUCUR EMANUELA WORKSHEET UNIT 4

Task 1 Complete the chart below with the present simple tense, using the verb go: PERSON I you he/she/it we you they POSITIVE Go Go Goes Go QUESTION Do I go? Do you go? Does he go? Do you go? NEGATIVE I do not go. You do not go. She does not go. We do not go.

Task 2 Identify the following tenses, and give reasons for the identification: a) I have never met anybody famous. Present perfect because of the structure auxiliary verb have + past participle verb and the adverb never. b) John is having a shower at the moment. Present continuous because of subject + to be + ing-verb and the adverb at the moment. c) I go shopping at least twice a week. Present simple because of the structure subject+ verb and the adverb twice a week. d) I have been working here for 10 years. Present perfect continuous because of the structure subject+ have been + ingverb and for.

Task 3 State as many usages as possible of the present tenses with an example sentence for each (not a sentence from the unit!). One of the usages for the present simple, with an example sentence, has been done for you. Bear in mind that there are more: a) Present simple
1. 2. 3. 4. 5. 6. 7. 8. Facts The sun sets in the west. Habits- I work every morning. Characteristics of the subject- He is a kind man. Permanent activity- I live in the countryside. Official plans in the future-we sail at five tomorrow. Instructions:Unplug the TV before leaving the house. Commentaries: Becham scores! Verbs of emotion: I hope you to be happy

b) Present continuous
1. Action at the moment of speaking-She is writing now. 2. Uncharacteristic behavior of the subject-He is being so kind these days. 3. Temporary activity-We are working together this week. Personal arrangement in the near future-I am leaving tonight. 4. repeated action expressing annoyance:-He is always inviting his friends here! 5. Changing or developing situation: He is getting smarter. 6. Voluntary actions for verbs of perception: They are tasting my cake.

c) Present perfect
1. Recently completed action:I have just opened my letter. 2. Activity began in the past and continuing over a period of time: He has been a teacher for 20 years 3. Activity that started and was completed in the past but has consequences in the present: I have broken my leg (I cannot walk now). 4. When the time of the action is not mentioned: They have been here. 5. To express indignation or reproach: What have you done? 6. In giving news: There has been a fire.

d) Present perfect continuous

1. Activity began in the past and continuing over a period of time, but is going on at present too: I have been teaching here for 20 years. 2. Emphasis on duration and annoyance: I have been cleaning all day. 3. Temporary situation: She has been living with her parents this month. 4. action continuing over a period of time with effect in the present :My eyes are red because I have been crying all day.

Task 4 State how the tenses below are formed grammatically. Explain positive, negative and question forms: a) Present simple Positive: Subject+ verb; he, she, it receive s or es at the end of the verb Negative: Sb+ do or does+not+ verb Question: do or does+ sb + verb

b) Present continuous Affirmative: sb+ aux to be+v-ing Negative: sb+negative of aux to be +v-ing Question: aux to be + sb +v-ing

c) Present perfect Affirmative: sb+ have or has+past participle of the verb Negative: sb +have not or has not+ past participle of the verb Question: have or has + sb + past participle of the verb

d) Present perfect continuous Affirmative: sb+ have been or has been+ ing-verb

Negative: sb +have not been or has not been+ ing-verb Question: have or has + sb +been+ ing-verb

Task 5 Consider the following student errors. After each error, state: i) What the mistake is. ii) Why you think it has been made. iii) How you would explain and correct the mistake with a student.
a) I am a secretary for five years. i) I have been a secretary for five years. ii)The mistake has been made because of the permanence of the situation and the fact that the student ignored the use of the for adverb. iii)I would draw attention on the period of time for which for is a clue and re-explain the use of present perfect.

b) I have eat breakfast. i) I have eaten breakfast. ii) The student didnt follow the structure of the tense, with past participle of the verb. iii) I would read the sentence and draw attention on the verb with my intonation, then I would ask the student to recall the grammatical structure of present perfect.

c) Shes liked him since six months. i) Shes liked him for six months. ii) The student didnt understand the difference between since and for. iii) I would give 2 sentences using present perfect with since and for and then I would ask the student to correct his sentence himself and produce several other examples.

d) When you start work? i) When do you start work? ii) The student didnt follow the structure of the interrogative and probably in his native language the use of the auxiliary is not necessary in the interrogative form. iii) I would write and then read the sentence aloud and then ask the students to remember the interrogative structure, pointing to each word in the sentence and drawing attention on the missing word do.

e) Ive been knowing her for three months. i) Ive known her for three months. ii) The students is preoccupied with using present perfect continuous to show continuing action over a period of time and ignored the presence of the non-progressive verb to know. iii) I would underline the verb and remind the student that there are several verbs which do not take continuous aspect, then ask another student to name some of these verbs. Finally I would ask the first student to produce the correct sentence.

Task 6 Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below and give examples of sentences that you would expect your students to produce: a) Present simple Teacher makes sentences about the students habits without mentioning names and the students are supposed to discover who he is talking about. Later students take over. e.g. T: He chews his pencil all the time. St: Its Pete,etc Teacher tells students to imagine they are in a certain place, e.g. at

the restaurant. Each student has to say one action he/she usually does, so that actions follow one another in a real-life situation. e.g. T: I arrive at the restaurant. St. 1: I meet my friends. St .2: We choose a table,etc.

b) Present continuous Mime: one student mimes doing something and the rest have to guess it. e.g. He is washing his face. Teacher brings several picture cards of people doing different things, shows them to his students who name the actions and displays them on the board. Students are invited to a memory game: Which is missing. Students close their eyes and teacher eliminates one card at a turn and students make a sentence about the action that is missing. e.g. St: He is digging.

c) Present perfect Teacher brings several picture cards and asks the students: What has just happened? Students answer. e.g.: He has just made the bed. Teacher names personalities that the students know and they make sentences about these ones. e.g.: T: Justin Timberlake. St1: He has broken up with his girlfriend. St2: He has won an Emmy.

d) Present perfect continuous Teacher writes several sentences on the board. The students have to name the reason why the situation is so in the sentence. T: Jim is wet.

St: He has been walking in the rain. Split sentences: teacher displays two posters on which there are halves of sentences. Students have to match them to make correct sentences. e.g. She has been working here They have been traveling. We have been writing.. .for two hours. .poems for ten years. .since they hired her.