The Advanced Grammar Book - Jocelyn Steer, Karen Carlisi 1998

Chapter 4 Making It!

• Progressive Verbs

Tо Make It: To achieve fame or financial success through hard work or talent

DISCUSSION QUESTIONS

1. How is success measured in your community or in your family (for example, through wealth, fame, intelligence, achievement, etc.)? Do you personally agree with this standard of success? Why or why not?

2. Describe a person whom you consider to be successful. What is his or her “secret to success”?

3. Discuss the importance of the following elements in achieving success—hard work, intelligence, luck, personality, connections, ambition, education, and honesty.

Objectives

In this chapter you will learn:

1. To form the progressive in all tenses.

2. To know when to use the progressive form.

3. To recognize verbs that cannot be used in a progressive form.

4. To use time expressions with progressive verbs.

Success

To laugh often and love much,

to win the respect of intelligent people and the affection of children.

to earn the-appreciation of honest critics and endure the betrayal of false friends,

to appreciate beauty,

to find the best in others,

to give of one’s self,

to leave the world a little better, whether by a healthy child,

a garden patch,

or a redeemed social condition,

to have played and laughed with enthusiasm and sung with exultation,

to know even one life has breathed easier,

this is to have succeeded.

Ralph Waldo Emerson

Preview

DIRECTIONS: Read the following letters that Mitsy wrote to Randall. Then answer the questions that follow.

This letter was written in 1985, when many of the so-called “Baby Boom” generation were consumed with their work and making money. Randall and Mitsy were living in San Diego, California at the time. Mitsy was in New York City interviewing for an important marketing position with a very large company.

June 14,1985

Dear. Randall,

В I really miss you! This afternoon while you were probably basking in the San Diego sun, I was having my interview with the Vice-President of Marketing of Smith Corporation. Wow, is he ever a hard nut to crack! I’ve met with him three times so far and I’m having a hard time convincing him that I’m the top-notch candidate, for the job. He’s forever reminding me that I’m too young and inexperienced for this high-stress position. I’ll be seeing him tomorrow at 7:00 a.m. to go over my portfolio. (They sure do start their days earlier here on the East Coast.) Keep your fingers crossed.

2 That’s enough about my situation out here. What about you? Have you. been feeding the dog? Have you been getting my mail for me? I hope, you haven’t been working too hard.

3 Randall, I’ve been thinking pretty seriously about your marriage proposal. Don’t you think that twenty-four is a bit young to go to the altar? Besides, neither of us has a decent job yet and we should really be off to a good start professionally and financially before we tie the knot. I’m not saying no, but I guess we just need a little more time.

4 See you on Friday. Let’s hope that I’m the new International Marketing Director for Smith Corporation by then.

Love and kisses,

Mitsy

VOCABULARY

basking: lying

hard nut to crack: a person who is difficult to convince of something (informal)

top notch: of superior quality

to go over: to review

portfolio: a sampling of a person’s artistic or professional work

to keep your fingers crossed: to hope for a good outcome (informal)

to go to the altar: to get married (figurative)

to tie the knot: to get married (informal; slang)

Now read an e-mail message that Mitsy wrote to Randall several years later. Mitsy got the job as International Marketing Director, but she was fired four years later when the recession hit the country and the company decided to streamline and cut positions. As you can see, Mitsy and Randall did get married. You be the judge of whether they will live happily forever after.

To: Rand527@ 527EOL.COM

FROM: Mitsyll4@UNI.COM

DATE:July 2, 1997

RE: Happy Birthday

Randall, I just wanted to send you a special note on your birthday. I know that we’ve been having some tough times lately and you’ve been experiencing a lot of anxiety about our future, but remember that above all else, I love you. All the money in the world couldn’t buy me the happiness I have when I’m with you. I think we’re lucky that at least one of us has a job, even though yours is only temporary. And I don’t mind being a one-car family. I can’t wait until you get home tonight. I’m working on a special dinner for us. Happy Birthday, Sweetheart. Love, Mitsy.

CULTURAL МОТЕ/DISCUSSION

The term yuppie was a popular one during the 1980s. It came from the abbreviation for Young Urban Professional and referred to the stereotyped young successful professional, living in an urban setting. Yuppies placed a great deal of value on material wealth. The archetypal yuppie earned a high salary, drove an expensive imported car, and preferred the finer (expensive) things in life.

What evidence do you have from the 1985 letter that Mitsy was or wanted to become a yuppie? What happened to that in 1997? Do you notice any changes in Mitsy? What do you predict for Randall and Mitsy?

Focus ON GRAMMAR

The following questions are based on the preview text and are designed to help you find out what you already know about the structures in this chapter. Some of the questions may be hard and some of them may be easy. Answer as many of the questions as you can. Work with a partner if your teacher tells you to do so.

1. Find one sentence in the 1985 letter and another one in the 1995 message in which Mitsy uses the present progressive tense (is/are + verb-ing) to describe her present, ongoing activities.

2. Find the sentence in the 1985 letter in which Mitsy uses the present progressive to express her frustration with the vice-president who is interviewing her.

3. Write down the sentence in the 1985 letter in which Mitsy uses the past progressive (was/were + verb-ing) to relate ongoing activities that she and Randall were doing at the same time in the past.

4. Mitsy uses the present perfect progressive (have/has been + verb-ing) in her 1985 letter to talk about a repetitive activity that Randall (she hopes) did and will continue to do until she returns home. Write that sentence here.

5. In her 1985 letter, Mitsy uses the future progressive (will be + verb-ing) to talk about a continuous activity in the future. Write that sentence here.

Grammatical Patterns Part One

I. Simple Progressives

A. Forms

To form the simple past, present, or future progressive, use an appropriate form of the auxiliary be and a verb-ing as follows:

4.1 Written Drill: Forming Progressive Verbs

DIRECTIONS: Provide a present, past or future progressive tense as indicated by the context of the sentence.

В. Uses of Simple vs. Simple Progressive: A Comparison

Note how the simple progressive tenses differ in use from the simple tenses.

4.2 Written Drill: Simple Present or Progressive?

DIRECTIONS: Fill in the blanks with either a simple present or present progressive form, as appropriate. (Be especially careful with the adverb always, which, when not used to express annoyance, must be followed by the simple present tense.)

4.3 Oral Drill: Present or Present Progressive?

DIRECTIONS: Add a response to the following statements to demonstrate the difference between using always to express habitual activity and annoyance. Add your own statements and responses for 9 and 10, and indicate if the response should be a statement of annoyance or habit.

Example

CUE: He always goes to church on Sunday morning, (habitual activity)

ANSWER: SO he can’t take you to the airport then.

CUE: He’s always going out with his friends on Sundays, (annoyance)

ANSWER: And I wish he would spend time with me instead.

1. He always buys me chocolates.

2. He’s always buying me chocolates.

3. My mother always calls me.

4. My mother’s always calling me.

5. The teacher always reviews the important information.

6. The teacher is always repeating boring information.

7. My boss always talks to me in the morning.

8. My boss is always asking me to get him coffee in the morning.

9. ...

10. ...

4.4 Written Drill: Simple Past or Past Progressive?

DIRECTIONS: Fill in the blanks with the simple past or past progressive tense of the verb in parentheses, as appropriate. Then select one of the stories and complete it in your own words. Be ready to tell your story in front of the class.

3. Describe one of your own dreams using the simple past and past progressive tenses. If you can’t remember a dream, write about a strange or funny experience that you have had.

II. Perfect Progressives

A. Forms

To form the perfect progressive, use an appropriate tense of the auxiliary be and verb-ing as follows.

4.5 Written Activity: Forming Perfect Progressive Verbs

DIRECTIONS: Write about your academic achievements. Complete the following sentences using a present perfect, past perfect or future perfect progressive form, as indicated.

Example (future perfect progressive) By the time I graduate, I will have been studying for fourteen years.

1. (future perfect progressive) By the time I get the degree I want ...

2. (present perfect progressive) For the past year, ...

3. (past perfect progressive) Before I started this school, ...

Now compare your answers with those of a classmate and write his or her achievements in the space below.

В. Uses

Use the perfect progressive (present, past or future) in the following two cases.

4.6 Recognition Drill: Uses of Perfect Progressives

DIRECTIONS: Read the following sentences and identify the use of the perfect progressive as PCA (previous continuous action), RA (repetitive action) or ТЕ (temporary effects). Then identify the time frame as past, present or future.

1. Before 1995, the University of California had been admitting 40% of their students on factors other than pure academic merit, including race and ethnicity.

USE: ... TIME FRAME: ...

2. In 1995, the University of California decided to change its admissions policy. They decided to eliminate the race and ethnicity factors. Since that decision, many minority students have been protesting.

USE: ... TIME FRAME: ...

3. Many white men had been putting pressure on the University of California to eliminate the race and ethnic factors because they believed it was reverse discrimination.

USE: ... TIME FRAME: ...

4. Opponents of the new decision believe it is necessary to give underprivileged minorities special preference. This will give them a chance to catch up so that by the time they finish college, they will have been learning and experiencing the same things as the more privileged students.

USE: ... TIME FRAME: ...

5. The Governor of California was smiling the day of the decision—you could tell that he had been hoping for this change.

USE: ... TIME FRAME: ...

4.7 Oral Drill: Temporary Effects

DIRECTIONS: Using the cue provided by your partner or your teacher, form a sentence using a perfect progressive form to indicate the recent activities of the person. Pay attention to the verb tense of the cue sentence; this will indicate whether a present perfect or past perfect progressive form of the verb is required in your answer.

Example

STUDENT A: Her eyes are red.

STUDENT B: She’s been crying. (The effects are still present, so use the present perfect progressive.)

STUDENT A: His eyes were red.

STUDENT B: He had been crying. (The effects were present in the past, so use the past perfect progressive form of the verb.)

Jeff and Joan work for a very successful computer software company. Identify these employees’ recent activities using the cues provided.

1. Jeff has dark circles under his eyes.

2. Joan has a huge smile on her face.

3. Jeff’s desk is full of computer disks.

4. Joan has 25 e-mail messages in her mailbox.

5. Jeff’s belt is on the last notch.

6. Joan’s appointment book was completely blank last Friday.

7. Jeff’s office plants shriveled up and died.

8. Joan’s boss gave her a substantial salary increase.

9. Jeff’s desk was clean yesterday.

10. Joan was limping yesterday.

C. Uses of Present Perfect vs. Present Perfect Progressive: A Comparison

The following chart summarizes the differences in use between the present perfect and the present perfect progressive tenses.

4.8 Oral Drill: Present Perfect or Present Perfect Progressive?

DIRECTIONS: Complete these statements to justify the verb tense used. In many cases, an expression of quantity or length of time can be added.

Example

CUE: I’ve written . . .

ANSWER: I’VE written six letters to my parents.

CUE: I’ve been writing ...

ANSWER: I’ve been writing for three hours and my hand is tired.

1. My friend has been talking ...

2. My friend has talked to me about her problems with her boyfriend ...

3. Our teacher has taught us ...

4. Our teacher has been teaching us ...

5. My government has been working on ...

6. The news has covered ...

7. I have talked ...

8. You have been talking ...

9. I’ve never written ...

10. He’s been watching ...

11. The president has been talking about...

12. My father (mother) has beep working ...

13. Elizabeth Taylor has been married ...

14. In the past year, I’ve read ...

15. We’ve been learning about verb tenses . . .

4.9 Written Drill: Present Perfect vs. Present Perfect Progressive

DIRECTIONS: Use a present perfect or present perfect progressive tense. Be ready to explain your choices. In some cases, both tenses might be correct.

1. I (read) ... the book you lent me, but I’m not finished yet.

2. I (read) ... the book you lent me. In fact, I stayed up until 3 A.M. last night to finish it!

3. Who (take) ... money out of my purse? This is the second time this week that this (happen)

4. The professor (explain) ... this math problem five times and the class still can’t understand it.

5. The professor (explain) ... this math problem for one hour and the students still can’t understand it.

6. I’m really very sorry I’m late, (wait) ... you ... long? I got stuck in traffic.

7. Where have you been?!! I (wait) ... for two hours. I already finished lunch.

8. The FBI (investigate) ... many financial brokers recently for trading violations. I wonder if they (arrest) ... my stockbroker.

9. My sister (live) ... in Iowa, Ohio, and Wisconsin. Recently her family (live) ... in Dublin, Ireland.

10. Lately, some big companies (test) ... their employees for drugs. My roommate said they (test) ... her twice so far this year.

4.10 Written Activity: Present Perfect and Present Perfect Progressive

DIRECTIONS: Read the following biographies and decide which individual has achieved the greatest success in his or her life, according to your own values. Then, write a brief paragraph in which you defend your choice and describe the person’s accomplishments. Use the following verb tenses in your paragraphs: present, past, present perfect and present perfect progressives. Be ready to discuss your choices in class.

Joan Campbell

Age: 33

Education: B.A. Harvard University; Ph.D. Stanford University (Mathematics)

Employment: Currently at University of California, Los Angeles; Associate Professor

in Math (tenured position)

Publications: 14 articles in major math journal, 2 textbooks for college students

Family situation: Single, no children

Jose Rodrigues

Age: 54

Education: B.A. State College

Employment: Works with gang members for social service department

Publications: None

Awards: Citizen of the Year Award, 1997; YMCA Recognition of Social Contribution

Award, 1993

Family Situation: Married, four children

James Caldwell

Age: 58

Education: B.A., Yale University; Law Degree, University of Virginia

Employment: Partner in Law Firm; State Senator, 4 years

Publications: 1992, “How to Improve Health Care”

Future: Plans to run for governor next year

Family Situation: Divorced, two children, who live with their mother

Marsalis Washington

Age: 24

Education: B.A. State College

Employment: Star Basketball Player, NBA team

Awards: Player of the Year, 1990, State College; Best Rookie Player, 1994

Earnings: Over $1 million a year

Family Situation: Married, one child

D. Future Perfect Progressive vs. Future Perfect: A Comparison

4.11 Written Drill: Future Perfect vs. Future Perfect Progressive

DIRECTIONS: Use a future, future perfect, or future perfect progressive. Note when more thar one tense is possible.

1. A: How much longer (you—be) ... at this school?

B: About another year.

A: By the time you leave, how long (you—study) ... English altogether.

B: Eighteen months. I hope I (master) ... the English language by then

2. A: Is your sister older or younger?

B: She’s 12 years older. It’s hard to believe this, but by the time I graduate next year, she (work) ... as an X-ray technician for 10 years.

A: That’s like me. By the time I graduate from high school, my brother (work) ... as a roofer for our uncle for 10 years.

3. A: Have you finished painting your house yet?

B: Not yet. It’s taking me a long time. I’m afraid that by the time 1 finish the back of the house, I (have to begin) ... painting the front again!

A: I know what you mean. It’s taking me forever to finish refurbishing our bathroom. Probably by the time I finish, I (remodel) ... for four years and the wallpaper and colors will be outdated!

4. A: Has your son finished high school yet?

B: No, he (graduate) ... next spring. How about your daughter?

A: Oh, gosh, yes. By the time your son graduates, she (spend) ... two years at college.

B: It’s hard to believe, isn’t it? They grow up so fast. Before we know it we (retire) ... .

4.12 Oral Activity: Future Progressive, Future Perfect, and Future Perfect Progressive

DIRECTIONS: Discuss the following in pairs or small groups, using a future progressive, future perfect, or future perfect progressive verb tense. Remember that a future progressive tense expresses a continuous activity at a specific point of time in the future, (e.g., I’ll be working on the project at 2:00 tomorrow), but future perfect (progressive) describes a future event which is completed before another event in the future (I will have been working on the project for two hours by then).

1. Imagine yourself on this date next year. Describe your activities, your feelings, your friends, and so on.

2. Imagine it is ten years from now. Describe the lives of your classmates and teacher at that time. Describe what they will have accomplished during this time period. Describe what they will have done by then.

3. Imagine it is fifty years from now. Describe life in this country or another; describe the changes in politics, social programs, and so on.

III. Time Expressions

The following chart presents the most common time expressions used with the progressive tenses.

*See also Chanter 8 for a detailed discussion of “by that time.”

4.13 Written Drill: Time Expressions

DIRECTIONS: Do you think how you dress at work can affect your success? How do people “dress for success” in your country? Fill in the blanks in the following sentences using one of the time expressions listed below.

right now    in the 1960s

always    currently

in the next century  at that time/moment

this (+ time word)    today

recently    for (+ time period)

1. In 1975, John T. Molloy wrote his famous book, Dress for Success, about the importance of attire and a person’s success in the working world. Dark suits and ties have ... been the uniform of male executives.

2. Although the majority of corporate presidents and vice-presidents are still not female, ... we are seeing more and more women assuming middle management positions.

3. Women’s office fashion has changed since the 1960s. ... many women were sporting mini-skirts, high heels, and bright jewelry.

4. However, ... women are wearing conservative suits with discreet accessories.

5. Are women copying men? Or are they simply aware that a more serious approach to fashion results in being taken more seriously? What will the future bring? What will women be wearing ...?

6. On the other hand, many newer companies, and especially those companies with younger employees, are encouraging their employees to “dress down.” ... you

sometimes see employees wearing jeans and T-shirts to work on Fridays.

4.14 Written Activity: Changes

DIRECTIONS: Write about one aspect of life at the workplace or in school that is changing in your community. Use time expressions as appropriate.

4.15 Written Activity: Milestones

DIRECTIONS: Write about the milestones, or important events, in your life. Use at least one time expression from each of the progressive tenses listed on page 72.

QUESTIONS:

1. What did the form letter really want to know?

2. What did she think the letter wanted to know?

Grammatical Patterns Part Two

Preview

DIRECTIONS: Read the following interview between a wealthy American businessman and a newspaper journalist. Then answer the questions that follow.

INTERVIEWER: Mr. McDougall, what do you consider to be your secret to success?

MCDOUGALL: That’s not an easy question to answer since each person perceives success in a different way. For me, I believe that my success was a result of hard work.

INTERVIEWER: I see. Didn’t luck enter into the picture?

MCDOUGALL: Well, yes, I’d have to say that it did. You know, after I made , my first million, I thought my luck had run out. But it hadn’t. My fortune is growing every day, and I’m having a great time watching that happen.

INTERVIEWER: Did you always want to be rich?

MCDOUGALL: I guess I’d have to say that as long as I could remember, I wanted to strike it rich. I have a strong drive. I’ve always had it. I had been wanting to be a millionaire long before I even opened my first fast food restaurant, and I never lost sight of my goal. And for me success means money. Who ever heard of a successful businessman who

INTERVIEWER: One last question, Mr. McDougall. Is money all there is? I mean, don’t you ever think about the people around you, the homeless, the environment?

MCDOUGALL: Look here. I’m doing my share. I’m providing jobs for people. I’m paying for their health care. If somebody wants a job and is willing to work, send them to me. They don’t need to be on the street.

To answer your question more directly—no, money can’t buy everything, as the saying goes. There’s your health, your family, your friends. I’ve got all three and I can say I’m happy and I’m loving my life.

VOCABULARY

to enter into the picture: to have something to do with it

to run out: to end, to disappear

a strong drive: a strong motivation to pursue and achieve a specific goal

to lose sight of: to forget

my share: my part

as the saying goes: according to the common statement or proverb

DISCUSSION

How do this businessman’s values compare with yours? Is he really “doing his share”? How does his viewpoint compare with the idea of success expressed in the poem on page 57.

Focus ON GRAMMAR

DIRECTIONS: The following questions are based on the preview text and are designed to help you find out what you already know about the structures in this section. Some of the questions may be hard and some of them may be easy. Answer as many of the questions as you can. Work with a partner if your teacher tells you to do so.

1. Compare the use of have in the following sentences. Is there any difference in meaning?

a. I’m having a great time watching that happen.

b. I have a strong drive.

Can you explain why (n) uses a progressive form and (b) does not?

2. There are several verbs in the interview which describe mental processes (for example, think).

Write those verbs here.

What tense is used with each?

3. Love is not usually used in the progressive. For example, we say “I love you.” Can you guess why the businessman says “I’m loving my life”?

I. Verbs Not Used in the Progressive

Some verbs cannot be used in a progressive form. The following chart lists these by category.

A. Voluntary and Involuntary Verbs

Verbs of sensory perception can be divided into two groups. Note the differences below.

4.16 Written Drill: Voluntary and Involuntary Verbs

DIRECTIONS: Read the following sentences and fill in the blanks with an appropriate form of the verb in parentheses. In several cases you will need to choose between an involuntary or voluntary verb, depending on the context of the sentence.

Example

What kind of music (listen to/hear) are you listening to right now? (voluntary verb)

1. Shh! Could you please turn down that music? I (listen to/hear) ... the President’s State of the Union address and I can’t (listen to/hear) ... a word of what he’s saying.

2. Mrs. Jones criticized her daughter because her grandchildren always (watch/see) ... T.V. programs of little educational value.

3. After the seance yesterday evening, Mary and Bob (feel) ... the presence of an unfriendly ghost in their living room.

4. The blind man (feel) ... the cat’s soft fur when she suddenly scratched his arm.

5. Quick! Call the fire department! I (smell) ... something burning.

4.17 Written Activity: Voluntary and Involuntary Verbs

DIRECTIONS: Note Dennis’ use of both a voluntary (listen) and involuntary (hear) verb in the above comic. Demonstrate your understanding of the difference between the voluntary and involuntary use of sensory verbs. Write one sentence for each verb listed below.

1. a. listen to

b. hear

2. a. watch

b see

3. a. touch

b. feel

4. a. smell (voluntary)

b. smell (involuntary)

5. a. taste (voluntary)

b. taste (involuntary)

В. Other Verbs Not Used in the Progressive

Other verbs also do not have a progressive form, and there are exceptions to these as well. The verbs in the left column are nonaction verbs and do not have a progressive form. Some of these nonaction verbs have an action meaning as well; in this case, a progressive form may be used. These exceptions are listed in the column on the right.

4.18 Recognition Drill: Verbs not in the Progressive

DIRECTIONS: Reread the preview interview. Circle and identify the verbs in the speech that belong to any of the following categories: Possession and Relation (P&R), Sensory Perception (SP), Emotion and Attitude (E&A), Mental Activity and Perception (MA&P), and Stative verbs (S). If any of these verbs are progressive, be ready to explain why.

4.19 Written Drill: All Progressive Verbs

DIRECTIONS: Fill in the blanks below with any appropriate progressive form of the verb in parentheses. Be ready to compare your answers with a partner and discuss your choices.

1. Women’s presence in the workforce (increase) ... steadily since the so-called women’s movement in the 1970s.

2. More women than ever are now (work) ... outside the home.

3. Yet while women (contribute) ... more and more to the workplace, the workplace (not/reward) ... women with the same kinds of promotions and salaries that men enjoy.

4. Today women (barely/earn) ... more than what they (earn) ... twenty years ago when the women’s movement started—about 62 cents for every dollar earned by a man.

5. Further, companies today (not/promote) ... women to senior management positions. Researchers call this the “glass ceiling.” It looks as if they can rise above it, but in reality, they are held at the middle level.

6. For example, a man and a woman will start at a company at the same time. Both will move up the ladder in the company, but the woman will stay as a middle manager and the man (get) … regular promotions. By the time she realizes that a promotion is unlikely, the woman (put) ... in long hours and hard work for little return.

7. Recently, more women (open) ... their own businesses, many of which they operate from their home.

8. In this way, women who (raise) ... a family can earn a living and be available to their children.

9. Janice, a former employee of an insurance company, (get) ... tired of commuting two hours a day to work for someone else, so she quit her job and started her own medical insurance billing operation.

10. Before, while she (work) ... 60 miles away from her family, the babysitter (play) ... with her kids. Now she can do both at the same time. But she cautions it’s not for everyone. “You have to be disciplined, or you won’t get any work done!”

4.20 Paired Activity: A Small Success

DIRECTIONS: Think about an experience you had that represents a small success for you (for example, performing well on a job interview, performing in a school play, etc.) Describe this experience to your partner, explaining what happened, what you were feeling and thinking at the time. Be ready to describe the experience in written form, if your teacher asks you to do so.

II. Special Problems With the Progressive

4.21 Error Analysis: The Progressive

DIRECTIONS: Some of the following sentences have errors in verb form. Make the necessary changes clearly. Do not change anything that is already correct. Be ready to explain the mistakes and your corrections.

1. I wonder what that exotic spice in this sauce is. I am tasting turmeric and coriander, but there is another spice that I can’t identify.

2. By the time her husband was awakened by the smoke, she had already been smelling the fire downstairs and called the fire department.

3. I touched the expensive vase when it suddenly fell to the floor and smashed into many pieces.

I felt very embarrassed when I told my grandmother about it.

4. Lisa, did you forget everything I taught you about setting a table? You put the fork on the wrong side of the plate!

5. Jim studied in his room when his sister arrived, so he didn’t hear the door open.

6. As the elderly man crossed Main Street last night, he was assaulted and robbed by two armed boys.

7. My sister and I take the same classes this semester.

8. During the entire party, I wasn’t recognizing the girl in the red dress until she began to laugh.

9. This year, the university works hard to recruit students from Malaysia.

10. Go call the fire department. I am smelling smoke.

11. In spite of many arguments against the idea, John is still believing that men are superior to women.

12. I’m not understanding what you are trying to say right now.

13. My baby sister is being a real brat today, so I am going to the beach.

14. Have you cried? Your face is red and blotchy.

15. These days, American parents are having fewer children than ever before.

16. I’m not agreeing with any of my professor’s theories this semester.

17. Lorenzo told Maria that he was thinking that they were seeing too much of each other.

18. I crossed Skyline Drive when 1 suddenly heard the loud screech of tires. I turned around and there was a huge moving van just a few feet from me. I’m lucky 1 didn’t get run over.

19. Have you drunk whiskey tonight? I am smelling it on your breath.

Focus on Writing

Using the Present Progressive for Contemporary Issues

The present progressive tense is often used when writing about current topics, especially when those contemporary issues are unresolved and in progress. For example, note how the following author emphasizes the ongoing issue of homelessness by using a progressive tense in the following paragraph.

It is becoming increasingly difficult for the “average middle class” person to ignore the issue of homelessness. Homeless people are now moving into neighborhoods and commercial districts that were immune to this problem ten years ago. Smaller cities are seeing the same kinds of problems that the larger cities began to experience a decade ago. Homeless folks are camping out in vacant lots, city parks, and street corners, a vivid reminder that all is not well in our fair cities.

4.22 Written Activity: Using the Progressive for Contemporary issues

DIRECTIONS: Write a 100-150 word paragraph about one of the following topics. Use the present progressive tense whenever possible to emphasize the ongoing impact of the issue.

1. Unemployment in your city (country)

2. Obstacles facing women or minorities in achieving success in a field (e.g., technology, engineering, etc.)

3. The high cost of funding an education

4. The lack of job stability in corporations

Composition Topics

1. Compare your personal idea of success with the philosophy expressed in the poem at the beginning of the chapter.

2. Describe a successful person you know. Explain what he or she is presently doing and how he or she managed to achieve success.

3. “Time is money.” “Money talks.” “A penny saved is a penny earned.” These are some very popular expressions that many Americans use to express their attitude about the value of money. Many Americans believe that money will bring them a certain amount of happiness, and the typical American would like to earn enough money to live comfortably. Buying on credit has become popular in the United States as more consumers wish to have their material possessions now and pay for them later. In a well-written composition, discuss your own attitudes, emotions, and perceptions of money, indicating how they might be similar to or different from those conveyed by the expressions above.

Verb Integration Exercises

DIRECTIONS: The exercises in this section will provide practice using all the verb tenses and forms—simple, progressive, and perfect. They require you to compare and contrast the use of verbs in many different contexts.

1. The following is the passage from the introduction to this unit without the verb tenses. See i; you can complete the passage correctly. All twelve verb forms are included. Then compare youi answers with the original version on page 23.

...

People (always/tell) ... me that I (be) ... an adaptable person. However, when I (come) ... to the United States to study, I (find) ... out that I (be) ... not as adaptable as I (seem) ... . I (already/study) ... six years of English before I (leave) ... my country of Indonesia. I (study) ... conversational English with an American teacher for about a year before I (leave)... . So I really (not/expect) ... to have any problems communicating with Americans. I (think) ______ ... to myself, “I (just/go) ... to my classes and learn everything I can. Then by the time the TOEFL test (arrive)…, I (learn) ... everything I need to get 550 on the TOEFL. I (enter) ... the local university for my M.B.A.”

Well, I really wasn’t ready for my first months there. At the first orientation meeting at the English school, the Americans (talk) ... to me so fast that all I did was smile and nod. I still (not/know) ... what they (say) ... to me! I (have) ... more surprises— my accent (be) ... hard to understand, I (not/like) ... the American food at the cafeteria, the pace in the city (be) ... too fast. But the biggest surprise (be) ... my progress in English. I (not/get) ... into that university right away.

I’m still studying English. In fact, I’ve been studying for two semesters now. If all goes as planned, I (enter) ... the M.B.A. program next semester. I (live) ... in the United States for an entire year by then. I can understand just about everything, and most people can understand me. But guess what? I’m still not used to American food!

2. Write your own story about going to a foreign country or new city based on the above text. Try to use all twelve verb forms if at all possible. Underline all the verbs.

3. The following chart appeared on page 24. Note that these sentences have little meaning without additional information such as time expressions, additional clauses, or explanation. Complete these sentences to justify the verb tense used.

4. Storytelling is often difficult in a foreign language because of the many verb tenses required to describe the action in the story. Choose a fairy tale or bedtime story that you learned as a child. Recreate that story in English, in writing. Use as many verb tenses as is naturally possible and underline them. Be ready to share your story with the class orally.

5. Below are three brief biographies of well-known people. Choose one and write a summary of his life in well-composed complete sentences. If you prefer, you can go to the library to research a different individual not represented here. Use the most appropriate verb tenses to express time relationships. Add time expressions.

Thomas Paine

• Born in 1737 in England

• emigrated to American in 1774

• published his pamphlet Common Sense in 1776, urging American colonists to declare independence

• writer and radical

• wrote The Crisis during the war

• returned to England in 1791

• wrote The Rights of Man in 1791-92, defending the French Revolution

• as a result, he left England for France

• returned to United States in 1802 and died there

Pele

• full name is Edson Arantes do Nascimento

• born in 1940 in Brazil

• considered the best soccer player of all time

• led the Brazilian national soccer team to victory in 1958, 1962, and 1970

• joined the New York Cosmos in 1975

• played with them until 1977

• North American Soccer League gained credibility

• scored 1,281 goals during his career as a soccer player

Malcolm X

• born Malcolm Little in 1925

• U.S. African-American radical

• in prison 1946—52

• converted to Black Muslims during this time

• became their leader in 1963

• founded Organization of Afro-American Unity (OAAU) in 1964

• OAAU supported “brotherhood,” not separation

• assassinated in 1965 at an OAAU meeting

6. Compare the following sets of sentences. Decide if the sentences have the same meaning. If not, indicate the difference in the space provided.

1. a. My son eats my leftovers every day.

b. My son is always eating the leftovers in the fridge.

... Same meaning

... Different meaning: …

2. a. Just a few people in this class have been doing all the talking.

b. Just a few people have talked so far. Does anyone want to add anything?

... Same meaning

... Different meaning: ...

3. a. I’ll be 60 on Friday.

b. I will have turned 60 by Friday.

... Same meaning

... Different meaning: ...

4. a. I'm in a pretty good mood.

b. I’ve been in a pretty good mood.

... Same meaning

... Different meaning: ...

5. a. I’ve been living in this old house for six years.

b. I’ve lived in this old house for six years.

... Same meaning

... Different meaning: ...

6. a. Elliot has never seen snow.

b. Elliot never saw snow.

... Same meaning

... Different meaning: ...

7. a. Jack left when Judy arrived.

b. Jack had left when Judy arrived.

... Same meaning

... Different meaning: ...

8. a. Cynthia cleaned the house before her mother came to visit.

b. Cynthia had cleaned the house before her mother came to visit.

... Same meaning

... Different meaning: ...

9. a. I’ve been meaning to do it.

b. I meant to do it.

... Same meaning

... Different meaning: ...

10. a. He’s being a difficult child.

b. He is a difficult child.

... Same meaning

... Different meaning: ...

11. Work in pairs. Choose three of the pairs of sentences above. Incorporate each sentence into a three to four line conversation between two people to make the exact meaning of the sentence clear. (You will have six conversations.) Write these down and be ready to present them to the class.

Example

cue: I read few books.

A: What do you do in your spare time?

В: I like to ride my bicycle and do stuff outdoors.

A: Don’t you like to read?

B: No, I’m not that type. I read few books in my spare time.