Morfossintaxe - e - Semantica - Da - Ligua - Inglesa - (40h) - Unidade I

Morfossintaxe e Semântica
da Língua Inglesa
Autora: Profa. Teresa Helena Buscato Martins
Colaboradoras: Profa. Cielo Festino
Profa. Joana Ormundo
Professora conteudista: Teresa Helena Buscato Martins
Sou doutoranda na Faculdade de Educação da Universidade de São Paulo – USP, área de Linguagens e Sociedade,
mestra em Linguística Aplicada pela Universidade Estadual de Campinas – UNICAMP, área de Ensino/Aprendizagem de
Segunda Língua e Língua Estrangeira, especialista em Tradução pela PUC Campinas e graduada em Letras Português/
Inglês. Leciono tanto na graduação quanto na pós-graduação da Universidade Paulista – UNIP. Sou professora
associada na Faculdade de Tecnologia de Jundiaí e Itu – FATEC. Tenho experiência na área de Letras, com ênfase em
Língua Inglesa e Língua Portuguesa, e atuo principalmente nos seguintes temas: produção de material didático para
cursos presenciais e EAD, competência comunicativa, avaliação de proficiência e formação de professores.
Dados Internacionais de Catalogação na Publicação (CIP)
M386m Martins, Teresa Helena Buscato
Morfossintaxe e semântica da língua inglesa. / Teresa Helena

Buscato Martins – São Paulo: Editora Sol, 2012.
144 p., il.
1. Língua inglesa. 2. Morfossintaxe. 3. Semântica. I. Título.
CDU 811.11
© Todos os direitos reservados. Nenhuma parte desta obra pode ser reproduzida ou transmitida por qualquer forma e/ou
quaisquer meios (eletrônico, incluindo fotocópia e gravação) ou arquivada em qualquer sistema ou banco de dados sem
permissão escrita da Universidade Paulista.
Prof. Dr. João Carlos Di Genio
Reitor
Prof. Fábio Romeu de Carvalho

Vice-Reitor de Planejamento, Administração e Finanças
Profa. Melânia Dalla Torre

Vice-Reitora de Unidades Universitárias
Prof. Dr. Yugo Okida

Vice-Reitor de Pós-Graduação e Pesquisa
Profa. Dra. Marília Ancona-Lopez

Vice-Reitora de Graduação
Unip Interativa – EaD
Profa. Elisabete Brihy

Prof. Marcelo Souza
Profa. Melissa Larrabure
Material Didático – EaD
Comissão editorial:
Dra. Angélica L. Carlini (UNIP)
Dr. Cid Santos Gesteira (UFBA)
Dra. Divane Alves da Silva (UNIP)
Dr. Ivan Dias da Motta (CESUMAR)
Dra. Kátia Mosorov Alonso (UFMT)
Dra. Valéria de Carvalho (UNIP)
Apoio:
Profa. Cláudia Regina Baptista – EaD
Profa. Betisa Malaman – Comissão de Qualificação e Avaliação de Cursos
Projeto gráfico:
Prof. Alexandre Ponzetto
Revisão:
Geraldo Teixeira Jr.
Amanda Casale
Sumário
Morfossintaxe e Semântica da Língua Inglesa
Presentation.........................................................................................................................................................7
Introduction........................................................................................................................................................7
Unit I
1 Verbs and Verb Tenses............................................................................................................................ 10
1.1 Action verbs..............................................................................................................................................11
1.2 Linking verbs........................................................................................................................................... 12
1.3 Auxiliary verbs........................................................................................................................................ 12
1.4 Transitive and intransitive verbs..................................................................................................... 13
1.5 Verb tenses............................................................................................................................................... 14
2 Verb Tenses...................................................................................................................................................... 17
2.1 Present simple........................................................................................................................................ 17
2.1.1 Use................................................................................................................................................................. 19
2.1.2 Forming the simple present tense.................................................................................................... 19
2.1.3 Adverbs of frequency............................................................................................................................. 20
2.2 Imperative................................................................................................................................................ 22
2.3 The present progressive...................................................................................................................... 23
2.3.1 Spelling rules – verb+ing...................................................................................................................... 24
2.3.2 Verbs which are not used in progressive/continuous forms (state verbs)........................ 26
2.4 The simple past....................................................................................................................................... 27
2.4.1 Spelling of verbs ending in -ed.......................................................................................................... 33
2.4.2 How to pronounce -ed at the end of a verb................................................................................ 34
2.5 Past progressive..................................................................................................................................... 36
2.5.1 Past progressive / continuous – form.............................................................................................. 37
3 Present Perfect............................................................................................................................................ 41
3.1 Present perfect – uses......................................................................................................................... 42
3.2 Present perfect – time marker......................................................................................................... 44
3.2.1 Present perfect + for, since................................................................................................................. 44
3.2.2 Present perfect + adverbs (ever, never, already, yet, still)....................................................... 44
3.2.3 Present perfect – been or gone?....................................................................................................... 46
3.3 Present perfect continuous tense.................................................................................................. 47
3.3.1 Present perfect progressive - use...................................................................................................... 48
4 THE FUTURE........................................................................................................................................................ 48
4.1 Will / shall................................................................................................................................................. 50
4.2 To be + going + to................................................................................................................................ 52
4.3 Present simple........................................................................................................................................ 53
4.4 Present progressive............................................................................................................................... 53
4.5 Other ways of expressing future..................................................................................................... 53
4.6 Future perfect [will have done]....................................................................................................... 54
4.7 Future progressive / continuous [will be doing]....................................................................... 55
4.8 Time clauses............................................................................................................................................. 55
4.9 Adverb clauses with time................................................................................................................... 56
4.10 Reading strategies.............................................................................................................................. 57
Unit II
5 Past Perfect Tense...................................................................................................................................... 77
5.1 Using the past perfect......................................................................................................................... 78
5.2 Past perfect continuous tense......................................................................................................... 80
6 IF-CLAUSES OR CONDITIONAL CLAUSES................................................................................................ 81
6.1 Factual conditions................................................................................................................................. 82
6.2 1th type - possible conditions or factual conditions............................................................... 83
6.3 2nd type – improbable conditions or unreal conditions......................................................... 84
6.4 3rd type – impossible conditions or unreal conditions........................................................... 85
6.5 Wish............................................................................................................................................................ 86
7 Passive Voice.................................................................................................................................................. 87
7.1 Passive verb formation........................................................................................................................ 88
7.2 Passive sentences with by.................................................................................................................. 89
7.3 Active sentences with two objects in passive........................................................................... 89
7.4 Personal passive..................................................................................................................................... 90
7.5 Verbs with prepositions in passive................................................................................................. 91
7.6 Impersonal passive - it is said ......................................................................................................... 91
7.7 The passive causative........................................................................................................................... 92
7.8 Reported speech.................................................................................................................................... 94
7.9 Reported requests...............................................................................................................................101
7.10 Reported orders.................................................................................................................................102
7.11 Writing...................................................................................................................................................102
8 LINKING WORDS / CONJUNCTIONS........................................................................................................105
8.1 Phrasal verbs......................................................................................................................................... 112
8.2 Phrasal verbs – some lists................................................................................................................ 113
Presentation
The course presents the study of morph syntactic structures and their semantic functions in the
text. It is intended for students who have acquired the basics of grammar, and it intends to sharpen the
skills of the students in recognizing and using grammatical structures further more since grammar is
the backbone of any language. Grammatical categories, phrases, and sentences are discussed in terms of
forms and functions. There is also emphasis on applying rules of grammar and syntax to improve writing
effectiveness, power, and flow.
At the end of the course the student will know how to apply principles of grammar in order to
achieve power in sentence construction, to identify phrasal verbs, recognize and use connectors,
identify and use the passive voice, adverbial clauses, conditional sentences, reported speech and to read
more effectively in English by using a variety of reading skills and strategies which include skimming,
scanning, finding the main idea of the text, discovering word meanings (general as well as specific
vocabulary words) through context clues.
Introduction
Nowadays English is a varied language, which have absorbed material from many other languages.
The English language is spoken by 750 million people in the world as either the official language of
a nation, a second language, or in a mixture with other languages. It is the official language of air
transport and shipping; the leading language of science, technology, computers, and commerce; and a
major medium of education, publishing, and international negotiation.
Undoubtedly, present-day, English is the most important language in the world, and, as a matter
of fact, as you are studying to be an English teacher, you need to know the language and about the
language you are going to teach,your challenge is to develop language study in such a way that it
supports both language learning and decision-making in language teaching. By learning and improving
your English language skills you will not only become a better educator, equipping students to face the
demands of the emerging global market where English is seen as a tool of progress and success.
We invite you to join us on this challenge. Would you like to take part?
Let’s join us!
7
Unit I
Welcome to Unit I.
Learning English (or any language for that matter) is a process. You are continually improving your
English and there are some learning strategies that will help you to make sure that you continue to
improve effectively.
Let’s see what you should do.
Learning strategies or study skills determine the approach for achieving the leaning objectives. The
strategies are usually tied to your needs and interests to enhance learning and are based on many types
of learning styles.
Here are some strategies that can help you be successful in your studies.
Set small, achievable goals
Start with small steps to reach higher targets.
1. For example, try to learn 5 new English vocabulary items every day.
2. Set a 30 minutes study session every day.
3. Learn the lyrics of an English song every now and then.
4. Read a short English text every day.
Setting small targets is much better than setting huge goals that you cannot achieve. Remember
that “small drops of water make the mighty ocean.”
Plan your studies
Planning your studies gives meaning to your work. If you know all the steps necessary to achieve a
goal and these steps are written down on a piece of paper, it will be eay for you, then, to see the whole
picture.
Be motivaded
The secret to success is that you should be motivated to learn. Try to avoid boredom by having fun
in what you do. Try to find a positive aspect to studying English.
9
Unit I
1.Read about what you are interested (hobbies, fields of interest…) in English.
2. Watch your favorite films in English.
3. Listen to your favourite English songs and learn the lyrics.
4. Write your diary in English.
Remember, we learn better and fast things we really want to learn.
Manage your time1
In order to manage your time successfully, having an awareness of what your goals are will assist
you in prioritizing your activities. Time management provides you with the opportunity to create a
schedule that works for you, not for the others. This personal attention gives you the flexibility to
include the things that are most important to you.
1 Verbs and Verb Tenses
Bienvenue! Benvenuti! Bienvenidos! Bem-vindo!

Welcome! Willkommen! Welkom! Välkommen! Velkommen!
A history of English
We speak English but do we know where it comes from? Does it come from Latin or Greek? Let’s see
the history related to the origins and development of the English language.
The English language is spoken by 750 million people in the world as either the official language of
a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English
is the (or an) official language in England, Canada, Australia and New Zealand; however, the United
States has no official language.
But, do you know that English is a member of a language family that includes ancient languages like
Ancient Greek and Latin, Asian languages such as Urdu and Persian, Slavonic languages such as Russian
and Polish and as most European languages including French, Spanish, Swedish and German?
It is called a ‘family’ of languages because all of the languages in that group have the same original
roots. The family that English belongs to is the Indo-European family, and English began to develop in
about A.D. 450, when Anglo-Saxon invaders came from Germany. Before this invasion, the language
spoken in England was a form of Celtic, similar to modern Welsh or Gaelic (the language spoken in
Ireland). By about A.D. 700, the Anglo-Saxon tribes had occupied almost all of England as far as the
borders of Wales, Scotland and Cornwall, and their language dominated. Thus Old English is sometimes
called Anglo-Saxon, and the word England means “land of the Angles”.
1
Source available at: <http://www.myenglishpages.com/site_php_files/study-skills.php>. Retrieved April 25, 2011.
10
Old English was clearly a Germanic language – it was more like modern German and Dutch
than modern English. It was affected by the languages of other invaders such as the Vikings,
who came from Scandinavia in the ninth century and the Normans who came from France in
1066. The Normans used Latin for official business, but spoke French in daily life, so at this time
there were three languages used in England. Because the rulers used French and Latin, many
specialized words, especially those connected with government, law, learning or the army, have
come into English from French or Latin, while words for more everyday things are from Old
English (NOLASCO, 1996).
Note
Can you match these Old English words to the modern words?
ciese fisc cu sceap

fish cow sheep cheese
Answer: ciese = cheese; fisc = fish; cu = cow; sceap = sheep.
The text above tells us a brief history of the English language. Do you know all the words that appear
on the text? How about the verbs? And the verb tenses?
Do you know what a verb is?
A verb is, perhaps, the most important part of a sentence.
A verb is a word that expresses action or a state of being.
As you can see from the above definition, we can divide the verbs into three categories:
• verbs that express action;

• verbs that express a state of being, also called linking verbs.
And they can also be
• auxiliary verbs.
1.1 Action verbs
• These verbs show action.
Pay attention that action doesn’t necessary means movement.
11
Unit I
Examples:
• John works hard.

• John is washing his car.
• Elisabeth stopped smoking last year.
• He thought about going to the theater with Mary.
In this example, the verb thought doesn’t show movement, but it is a mental action.
1.2 Linking verbs
• These verbs link the subject of a sentence with a noun or an adjective.
Examples:
• This film is fantastic.

• This story seems absurd to me.
• Joanna became a famous actress.
Forms of be: be, am, is, are, was, were, been, being
Verbs of sensation: feel, look, smell, sound, taste
Verbs of sensation: act, appear, become, continue, grow, prove, remain, stay, turn.
1.3 Auxiliary verbs
• They are verbs that are used to help other verbs.

• Auxiliary verbs are used to make sentences negative and interrogative.
• The auxiliary verbs are:
— Be: am, is, are, was, were, been, being;

— Do, does, did;
— Have, has, had, having;
— Can, could, shall, should, will, would, may, might, must.
Examples:
• They are studying a lot for the final test.

12
• He doesn’t work on Saturdays.

• Will she arrive tomorrow?
1.4 Transitive and intransitive verbs
Verbs may be transitive and intransitive depending on the kind of object they take.
The meaning of a transitive verb is incomplete without a direct object, as in the following examples:
Incomplete
The man lost
Complete
The man lost his documents.
Incomplete
The lady broke
Complete
The lady broke the vase.
On the other hand an intransitive verb, on the other hand, cannot take a direct object:
He works.
He works hard.
He works from Monday to Friday.
For more information
If you want more information about this subject, please read:
CELCE-MURCIA, M.; LARSEN-FREEMAN, D. The grammar book. USA:

Heinle & Heinle, 1999.
13
Unit I
CRYSTAL, D. English as a global language. Cambridge, UK: Cambridge

University Press, 1997.
___. The cambridge encyclopedia of the english language. Cambridge,

UK: Cambridge University Press, 1999.
GRADDOLL, D. English next. Source available at: <http://www.

britishcouncil.org/br/brasil-education-elt-english-next.htm>. Retrieved:
April 15, 2011.
___. The future of English. Available. Source available at: <http://www.

britishcouncil.org/learning-elt-future.pdf>. Retrieved: April 15, 2011.
1.5 Verb tenses
Tense shows the time at which an action happens. In fact, its origin is from Latin and it means
“tempus”, which means “time”.
There are 12 verb tenses in English, and the verb action can take place in the past the present or the
future. There are usually word clues that give a guide as to when the verb action occurs.
Simple tenses
Simple tenses occur at a point in time, or on a repeated or habitual basis.
Now
Past Future
Picture 1 – Past Simple – Present Simple – Future Simple
Continuous tenses
Continuous tenses are used whenever we are talking about a length of time.
Now
eating
Past Future
Brother 9:00 9:30
arrives
Picture 2 – Past Continuous – Present Continuous – Future Continuous
14
Verb tense chart
Perfect tenses
Perfect tenses are used when we are talking about a point in time before another point in time.
Now
Past Future
Breakfast Brother Breakfast Now Breakfast Brother
arrives arrives
Picture 3 – Past Perfect – Present Perfect – Future Perfect
Perfect continuous tenses
Perfect continuous tenses are used we are talking about a length of time up to a point in time.
Now
eating eating eating
Past Future
Brother Now Brother
arrives arrives
Picture 4 – Past Perfect Continuous – Present Perfect Continuous – Future Perfect Continuous
Look at the chart below that can provide a quick and easy reference of all the verb tenses. Meanwhile, a chart
like the one given here, can provide a quick and easy reference of the various verb tenses.
We will see all of them in details during our lessons.
Chart 1
Verb Tense Chart

Past Present Future
Simple Past Simple Present Simple Future
Past Progressive Present Progressive Future Progressive
Past Perfect Present Perfect Future Perfect
Past Perfect Progressive Present Perfect Progressive Future Perfect Progressive

If you want more information, please, read:
FUCHS, M.; BONNER, M. Grammar express. New York: Longman, 2000.
HEWINGS, M. Advanced grammar in use. 7. ed. Cambridge: Cambridge
15
Unit I
SINGLETON, K. Front line english grammar series – english tenses. São

Paulo: SBS, 2004.
Let’s start our study on the English Tenses.
We are starting by the Simple Present Tense.
The simple present tense is one of the most common tenses in English.
Exercise
1. Identify in the sentence below what the italicized verb is used as:
The chocolate cake tastes delicious.
a) This is a linking verb.

b) This is not a linking verb.
c) This is an action verb.
d) This is an intransitive verb.
e) This is a transitive verb.
Answer: A.
Justification:
a) Correct. In this sentence, the verb “tastes” is used as a linking verb. The adjective “delicious” is a
subject complement that identifies the subject of the sentence, “the chocolate cake”.
b) Wrong. In this sentence, the verb “tastes” is used as a linking verb. The adjective “delicious” is a
c) Wrong. In this sentence, the verb “tastes” is used as a linking verb. The adjective “delicious” is a
d) Wrong. In this sentence, the verb “tastes” is used as a linking verb. The adjective “delicious” is a
e) Wrong. In this sentence, the verb “tastes” is used as a linking verb. The adjective “delicious” is a
2 Verb Tenses
16
2.1 Present simple
The present simple or simple present tense is one of the most common and used tenses in English.
Let’s see when this tense is used.
Exercice
Listen to the dialogue2 which you can access by the link below between a husband and a wife and
answer the questions.
Picture 5
Comprehension questions
1. How many days do James (Jim) and Joey work?

2. What time do they usually get up in the morning?
3. What do they do after breakfast?
4. When does Jim get to work?
5. Why does Joey get to work at 9:20 a.m.?
6. What does Joey do at 10:00 o’clock?
7. What does Jim do at 9:05 a.m.?
8. What time does he write business reports?
9. Where do they meet for lunch?
10. What time do they get back to their offices?
11. What do they do at 4:00 p.m.?
12. What do they do after school?
2
Dialogue available at: <http://www.detailenglish.com/inde.xphp?page=articles&op=readArticle&id=297&title=
Daily-Routines-Listening-Exercise>. Retrieved: April 19, 2011.
17
Unit I
13. What do they do at home?

14. When do they go to bed?
Answers:
1. Five days a week.

2. Early in the morning around 8:30 a.m.
3. They drive to work.
4. At 9:00 a.m.
5. Because she is a slow driver.
6. Turns on the computer and reads emails.
7. Checks his mail box and fax machine.
8. At 10:00 a.m.
9. At the Japanese restaurant.
10. They get back at 2:00 o’clock in the afternoon.
11. They study English at school.
12. They go out for dinner.
13. They watch TV and play mahjong.
14. At 11:45 p.m.
Husband and wife’s routine.
Audio script
James and his wife, Joey are a happy couple. They have a daughter. Their daughter is very young. She
is one year old. James and Joey work from Monday to Friday. They usually get up early in the morning.
At 8:35 a.m, Joey makes breakfast.
They eat breakfast and drive to work. At 9:00 a.m., James gets to work. He drives fast. Joey gets to
work at 9:20. She is a slow driver. At 10:00 o’clock she turns on the computer and reads her emails. Then
she sends emails to her customers.
At 9:05 a.m. Jim checks his mail box and fax machine. He reads his fax and sends a fax. He also reads
his emails and sends replies.
At 10:00 a.m. he sits down and writes business reports
18
At 12:00 o’clock James and Joey meet at the Japanese restaurant.
James eats noodles and drinks soup. Joey eats Chinese dumplings and tofu. Sometimes they have
rice and Chinese soup
At 2:00 o’clock in the afternoon, they get back to their offices and work. At 4:00 p.m., they get to
school and study English. After school, they go out for dinner. After dinner they go home. At home they
watch TV and play mahjong. They go to sleep at 11:45 p.m.
2.1.1 Use
Simple present is mainly used to:
• refer to factual information;

• refer to present habits;
• express senses and feelings;
• refer to scheduled or timetabled future events [official events];
2.1.2 Forming the simple present tense
There are only two basic forms for the simple present tense; one ends with -s and the other doesn’t.
Here are the rules, using the example verb “work”:
Chart 2
Short answer
Affirmative Negative Interrogative Short answer positive negative
I work. I don’t work. Do I work? Yes, I do. No, I don’t.
He works. He doesn’t work. Does he work? Yes, he does. No, he doesn’t.
She works. She doesn’t work. Does she work? Yes, she does. No, she doesn’t.
It works. It doesn’t work. Does it work? Yes, it does. No, it doesn’t.
You work. You don’t work. Do you work? Yes, you do. No, you don’t.
We work. We don’t work. Do we work? Yes, we do. No, we don’t.
They work. They don’t work. Do they work? Yes, they do. No, they don’t.
Pay attention to these exceptions:
1. For affirmative sentences, we do not normally use the auxiliary.
2. Notes about formation of the 3rd person singular (he, she, it):
19
Unit I
If the verb ends in -ss, -sh, -ch, -x or -o, add -es to the base form:
kiss - kisses, finish - finishes, watch - watches, mix - mixes, go - goes
If the verb ends in consonant + y change y to i and add -es:
study - studies, copy - copies, try - tries, carry – carries
3. For the interrogative and the negative use the auxiliary do or does before the subject.
I don’t speak Chinese.
I don’t want a cup of coffee, thanks.
Does he walk to work?
She doesn’t understand me.
Note
Get sure that you understand the lesson. After that we can continue
with the exercises.
2.1.3 Adverbs of frequency
Have you ever thought how many times you comb your hair, brush your teeth, go to work, go to
school every year?
When we talk about things we do in our everyday life we use words like always, sometimes, often.
These words are called adverbs of frequency.
There is a whole set of adverbials typically used in the Present Simple, mainly the ones referring
to routine and to frequency - repetition of events:
• Always, usually, generally, often, frequently;
• Sometimes, once a week, twice a week, etc.;
• In the morning, in the afternoon, in the evening, at night;
• Seldom, rarely, hardly ever, never;
• ‘Tomorrow’, next week etc. [when referring to official schedules events].
20
Here is a chart of frequency adverbs. The percentages show approximately how often something
happens.
These are called adverbs of frequency and include:
Chart 3
Frequency Adverb of Frequency Example Sentence

100% always I always go to bed before 11p.m.
90% usually I usually walk to work.
80% normally / generally I normally go to the gym.
70% often* / frequently I often surf the internet.
50% sometimes I sometimes forget my wife’s birthday.
30% occasionally I occasionally eat junk food.
10% seldom / rarely I seldom read the newspaper.
5% hardly ever I hardly ever drink alcohol.
0% never I never swim in the sea.
Let´s examine some examples:
I go to the cinema with my friends once a month. [routine]
We study at night. [routine]
They seldom go to school by car. They usually go by bus. [routine]
Tomorrow is a holiday! [timetabled future event]
The university tests start next July. [scheduled future event]
The President announces new economic plans tomorrow. [scheduled future event]
I love you! [senses]
If you heat ice it melts. [factual condition]
If you study hard, you will pass your examinations. [first-possible condition]
I always go to work on foot but sometimes I go by bus.
Use of the adverbs:
21
Unit I
1. Adverbs of frequency come before the main verb if the main verb is not “to be.”
Examples:
a) Tom usually eats breakfast at 7:30 a.m.

b) I never never get off work before 8:00.
c) They sometimes wear a tie to work.
2. Adverbs of frequency come after the verb “to be.” (am, is, are, was, were).
Examples:
a) We are always glad to see you.

b) He is never ready for school on time!
c) They are rarely late for work.
2.2 Imperative
We use the Imperative in many different ways:
• Suggestions Enjoy yourself! Relax! Have fun!

• Offers Have a cigarette.
• Requets Wait a moment (Please, wait a moment = more polite)
Turn off the television (Turn off the television, please = more polite).
• Warnings Look out! Becareful! Watch your steps. Mind your head.
• Orders Come here! Stop!
• To make people do things Tell your boss you can’t work late tonight.
• Directions Turn left at the traffic lights and then go straight on.
• Commands Open your books to page 15. Sit down!
• Instructions Take two tablets with a glass of water.
• Invitations Come in and sit down!
To make a request a little more polite add please at the beginning or end of the sentence.
To make an imperative negative, add don’t before the verb.
22
Don’t come home too late!
Don’t worry! Everything is fine.
Don’t make such a noise!
To give emphasis to imperative put do before the verb. It can have a friendly effect.
Do be quiet, please!
Do sit down and get on with your homework.
Do come!
We add will you? / won’t you? as tags after imperatives and it sound more like a piece of advice
or if we feel angry.
Don’t miss the bus, will you? [a piece of advice]
Look after your money, won’t you! [a piece of advice]
Be quiet, will you? [feels angry]
2.3 The present progressive
The Present Progressive or Present Continuous is mainly used to refer to:
• temporary activities;
• activities happening at the moment, now;
• temporary habits.
Now
Past Presente Future
Picture 6
We make the Present Progressive with the present tense of be and the –ing form of a verb.
Chart 4
23
Unit I
I am/’m
You/we/they are/’re working.
He/she/it is/’s
Examples
1. In these examples, the action is taking place at the time of speaking.
It is raining.
Who are you talking to on the phone?
Look! Somebody is trying to steal that man’s wallet.
2. In these examples, the action is true at the present time but we don’t think it will be true in the
long term.
I am looking for a new house.

She’s thinking about leaving her job.
Are you getting enough sleep?
3. In these examples, the action is at a definite point in the future and it has already been arranged.
I’m leaving at 7:00.

Aren’t they coming to the dinner?
We are having a special lunch.
2.3.1 Spelling rules – verb+ing
For many verbs we make the ING form by simply adding -ING to end of the verb.
• eat – eating
• speak – speaking
• cook – cooking
• start – starting
• do – doing
• stay – staying
• fix – fixing
24
• try – trying
Verbs ending with -e - Drop the -e and add -ING
• hope – hoping
• ride – riding
• make – making
• write – writing
Verbs ending with -ee - Just add -ING
• agree – agreeing
• flee – fleeing
• see – seeing
Verbs ending with -ie - Change the -ie to -y and add –ING
• die – dying
• tie – tying
• lie – lying
Verbs ending with one vowel and one consonant (with the exception of w, x, and y)
For one syllable verbs - double the consonant and add -ING
• jog – jogging
• sit – sitting
• run – running
• stop – stopping
For two syllable verbs - Words ending with a Consonant-Vowel-Consonant - If the 1st syllable is
stressed, just add -ING
• answer – answering
• offer – offering
• listen – listening
25
Unit I
• visit – visiting
For two syllable verbs - Words ending with a Consonant-Vowel-Consonant - If the 2nd syllable
is stressed , double the consonant and add ING
• admit – admitting
• prefer – preferring
• begin – beginning
The letter l as final consonant after a vowel is always doubled before ing.
example: travel – travelling
I am travelling around the world.
Pay attention: This applies only for British English; in American English there is usually only one l.
2.3.2 Verbs which are not used in progressive/continuous forms (state verbs)
Not every verb can be used in progressive form. We do not use verbs which express situations there.
But we often use verbs which express actions (dynamic verbs) in progressive forms.
The following verbs are not normally used in the progressive forms:
agree, be, like, hate, hear, imagine, know, need, prefer, promise, realize, remember, see.
The following verbs are usually only used in Simple Present (not in the progressive form).
• state: be, cost, fit, mean, suit

Example: We are on holiday.
• possession: belong, have

Example: Jenny has a BMW.
• senses: feel, hear, see, smell, taste, touch

Example: He feels the cold.
• feelings: hate, hope, like, love, prefer, regret, want, wish

Example: John loves Chinese food.
• brain work: believe, know, think, understand
26
Example: I believe you. He understands her ideas.
• Introductory clauses for direct speech: answer, ask, reply, say

Example: “I am watching TV,“ he says.
Pay attention
Sometimes verbs can be used in progressive forms when they have

certain meanings. In another meaning it is not possible to use them in
progressive forms. Watch the following examples.
Chart 5
Verb Simple Forms Progressive Forms

feel (to have an opinion) I feel I should watch that film. ---
How do you feel when you are not
feel (to feel sth.) How are you feeling today?
working?
have (to possess) I have a new car. ---
have (to eat) I always have a sandwich for lunch. I am having lunch at the moment.
see (to understand) Oh, I see. ---
see (to meet someone) I often see Jane at the mall. I am seeing Jane tonight.
think (to believe) I think you should see a doctor. ---
think (to think about) I have to think about it. I am thinking about my studies now.
Don’t forget: The present continuous is used to talk about present situations which we see as
short-term or temporary. We use the present simple to talk about present situations which we see as long-term
or permanent.
2.4 The simple past
Who is J. K. Rowling?3
J.K. Rowling is the author of the Harry Potter books. J. K.’s name is Joanne Kathleen. She
was born in 1965 in a small town near Bristol, England.Joanne lived with her parents and
her sister. The Rowling family was not rich. Joanne didn’t go to special schools. She was a
quiet child.She loved to read and write stories. Joanne went to Exeter University,and she
finished in 1987.
She worked in different offices. In her free time, she wrote stories.
3
Source: available at: <http://www.englishexercises.org/makeagame/viewgame.asp?id=2316>.Retrieved: May 2, 2011.
27
Unit I
In 1990, Joanne’s mother died. Joanne was sad, and she wanted to leave England. She
saw a job in the newspaper for an English teacher.The job was in Portugal. She had an
interview, and she got the job.In PortugalJoanne married a Portuguese man. The next year,
Joanne had a daughter, but she wasn’t happy in her marriage. She left Portugal with her
daughter and went to live to Edinburgh, Scotland, near her sister.
Life was difficult for Joanne. She took care of her daughter. She was alone,and nobody
helped her. She had no money and no job. She lived in a small apartment and began to write
stories again. Joanne first thought about the Harry Potter story many years ago on a train.
Joanne liked to go a coffee shop to write. She sat there for many hours. She drank coffee
and wrote. Her daughter slept beside her.
After five years, Joanne finished writing the first Harry Potter book. She sent it to many
publishers. They all said that they didn’t like it. Finally,a publisher liked it, but the publisher
said,” This is a children’s book. Adults won’t read.You won’t make a lot of money.” Harry
Potter and the Sorcerer’Stone was in the bookstores. J.K.Rowling was very happy. Her dream
to publish her book came true. The book was famous all over the world.
Now Harry Potter book is in forty-two languages. The publisher was wrong about one
thing: Everyone loves Harry Potter- children and adults. Over 100 million books were sold in
1999.Then two Harry Potter books became) movies.
J.K.Rowling wrote three more Harry Potter books after that. People all over the world
want more Harry Potter.And what is J.K.Rowling doing now? She is writing another book!
1. Words and meanings/ Choose the correct word.
Chart 6
• quiet • interview
• author • dreams
• adults • all over the world
• alone
a) Good things happened to Joanne. All her ______came true.

b) J.K.Rowling is an ______. She writes books.
c) Joanne was not a noisy child. She was ___________.
d) Joanne lived _________. She didn’t live with another person.
e) Joanne had a meeting about a new job. She had an _________.
f) People of all ages like Harry Potter: children and __________.
g) Harry Potter is famous in every country. It is famous _____________.
28
2. Opposites/ Find the words in the text that are opposite in meaning to:
Chart 7
a) sad b) poor c) large d) together e) hate f) begin

g) easy h) same i) noisy j) in the beginning
Chart 8
a) f)
b) g)
c) h)
d) i)
e) j)
3. Synonyms/ Find the words in the text that are synonyms in meaning to:
Chart 9
a) flat b) kids c) writer d) shop e) occupation f) glad g) no one
Chart 10
a) f)
b) g)
c)
d)
e)
4. Comprehension/ True or False?
a) Joanne was an English teacher in Portugal.

b) Joanne married an English man in Portugal.
c) Joanne left her daughter in Portugal.
d) Joanne finished writing the first Harry Potter book after five years.
e) Every publisher liked the book.
f) Harry Potter is in twenty-four languages.
Source: Available at: <http://www.englishexercises.org/makeagame/viewgame.asp?id=2316>.Retrieved May 2, 2011.
Did you notice that story of J.K.Rowling was told in the past tense.
29
Unit I
So, let’s study it.
Simple Past is generally used to:
• express definite past actions;

• narratives;
• biographies;
• past habits;
• special meaning in the second condition;
• polite usage;
• news report.
Use 1
Completed action in the past
Picture 7
Use the Simple Past to express the idea that an action started and finished at a specific time in the past.
Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.
I went to the movies yesterday.
Last month I went to San Francisco.
Use 2
A series of completed actions

1 2 3
Picture 8
We use the Simple Past to list a series of completed actions in the past. These actions happen 1st,
2nd, 3rd, 4th, and so on.
• He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00.
30
Use 3
Duration in Past
Picture 9
The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer
action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.
Examples:
• I lived in Brazil for two years.
Use 4
Habits in the past
Picture 10
The Simple Past can also be used to describe a habit which stopped in the past. It can have the same
meaning as “used to.” To make it clear that we are talking about a habit, we often add expressions such
as: always, often, usually, never, when I was a child, when I was younger, etc.
Examples:
• I studied French when I was a child.
Use 5
Past facts or generalizations
Picture 11
The Simple Past can also be used to describe past facts or generalizations which are no longer true.
As in USE 4 above, this use of the Simple Past is quite similar to the expression “used to.”
31
Unit I
Examples:
• She was shy as a child, but now she is very outgoing.

• He didn’t like tomatoes before.
The typical time words – markers- used in the simple Past are:
• Yesterday
• Last week
• In ‘1999’
• Two days ago
Let´s see some more examples:
• I woke up early last Sunday. [definite past]

• Once upon a time there was a beautiful princess who lived in a castle. [narrative]
• I always had bread and milk for breakfast when I was a child. [past routine]
• Shakespeare was born in 1616. He was England´s greatest poet. [biography]
• I would pass the exams if I studied hard. [second conditional]
• Did you want to see me? [polite usage]
• More than 2 million died in China last month. [news report]
Most verbs conjugate by adding -ed like the verb “work” below.
Chart 11
Positive Negative Interrogative

• I worked. • I did not work. • Did I work?
• You worked. • You did not work. • Did you work?
• He worked. • He did not work. • Did he work?
• She worked. • She did not work. • Did she work?
• It worked. • It did not work. • Did it work?
• We worked. • We did not work. • Did we work?
• They worked. • They did not work. • Did they work?
• did not = didn’t
32
Irregular Verbs4
Many verbs, such as “,” take irregular forms in the Simple Past. Pay attention that you only use the
irregular verbs in statements. In negative forms and questions, “did” is the auxiliary verb and indicates
Simple Past.
Chart 12

I saw a bird. • I did not see a bird. Did I see a bird?
You saw a bird. • You did not see a bird. Did you see a bird?
He saw a bird. • He did not see a bird. Did he see a bird?
She saw a bird. • She did not see a bird. Did she see a bird?
It saw a bird. • It did not see a bird. Did it see a bird?
We saw a bird. • We did not see a bird. Did we see a bird?
They saw a bird. • They did not see a bird. Did they see a bird?
did not = didn’t
2.4.1 Spelling of verbs ending in -ed
These spelling rules are for adding -ed to verbs:
To form the simple past of most regular verbs, add -ed to the simple form:
work − worked
play − played
If the simple form of a one-syllable verb ends with a consonant + single vowel + consonant =
double the final consonant and add -ed:
plan − planned
stop − stopped
If the simple form of a verb with two or more syllables ends in a consonant + single vowel
+ consonant, double the final consonant and add -ed only when the stress is on the final
syllable.
Do not double the final consonant if the stress is not on the final syllable:
enter – entered
4
For a list of irregular verbs, see Appendix 1.
33
Unit I
The letter l as final consonant after a vowel is always doubled in British English, but not in American
English.
travel – travelled
Do not double the final consonants x, w, and y.
snow – snowed
stay – stayed
2.4.2 How to pronounce -ed at the end of a verb
It’s pronounced in three different ways. It depends on the letter before;
The three ways are:
1. ‘id’ (like in painted ‘paint-id’)

2. ‘d’ (like in ‘played’)
3. ‘t’ (like in ‘hoped’)
The most important thing to remember is this:
If the verb has a ‘d’ or a ‘t’ sound before ‘ed’ you need to pronounce ‘id’. If it doesn’t, don’t pronounce
an extra syllable.
Be careful! It’s the sound, not the letter: ‘decide’ is pronounced ‘decide-id’ even though ends in ‘e’,
because we don’t say the ‘e’, so the last sound is ‘d’.
Example:
wanted – (want-id)
ended - (end-id)
decided - (decide-id)
admitted - (admit-id)
suggested - (suggest-id)
recommended - (recommend-id)
hated - (hate-id)
intended - (intend-id)
34
started - (start-id)
For the other two sounds it doesn’t matter so much. Just make sure you don’t say ‘-id’!
Example:
‘stopped’ is pronounced ‘stopt’ and never ‘stop-id’
If the word before ‘ed’ ends in the sounds ‘p’, ‘f’, ‘s’, ‘ch’, ‘sh’, ‘k’, then ‘ed’ is pronounced ‘t’.
So:
‘p’ stopped
‘f’ laughed
‘s’ promised
‘ch’ watched
‘sh’ finished
‘k’ walked
For all other words, ‘ed’ is pronounced ‘d’:
allowed
cried
enjoyed
cleaned
imagined
If you want more information, please read:
CELCE-MURCIA, M.; LARSEN-FREEMAN, D. The grammar book. USA:

Heinle & Heinle, 1999.
SWAN, M. Practical English usage . Oxford University Press, 2005.
35
Unit I
2.5 Past progressive
Read the dialogue below.
What Were You Doing?5
Betsy: I telephoned you yesterday afternoon but you didn’t answer? Where were you?
Brian: I was in another room when you called. I didn’t hear the phone ringing until it was too late.
Betsy: What were you working on?
Brian: I was photocopying a report that I needed to send to a client. What were you doing when you telephoned?
Betsy: I was looking for Tom and couldn’t find him. Do you know where he was?
Brian: Tom was driving to a meeting.
Betsy: Oh, I see. What did you do yesterday?
Brian: I met the representatives from Driver’s in the morning. In the afternoon, I worked on the
report and was just finishing when you telephoned. What did you do?
Betsy: Well, at 9 I had a meeting with Ms Anderson. After that, I did some research.
Brian: Sounds like a boring day!
Betsy: Yes, I don’t really like doing research. But it needs to be done.
Brian: I agree with you on that, no research - no business!
Betsy: Tell me about the report. What do you think of it?
Brian: I think the report is a good. Tom believes it’s good, too.
Betsy: I know that every report you write is excellent.
Brian: Thank you Betsy, you are always a good friend!
Multiple choice quiz
1. What was Brian doing when Betsy telephoned?
a) He was photocopying a report.
5
Source available at: <http://esl.about.com/od/beginningreadingskills/a/d_wered.htm>. Retrieved: May 2, 2011.
36
b) He was having a coffee-break.

c) He was at a meeting.
2. What was Betsy doing when she telephoned Brian?
a) She was writing a report.

b) She was looking for Tom.
c) She was planning a meeting.
3. What did Brian do yesterday morning?
a) He worked on the report.

b) He drove to a meeting.
c) He met representatives from Driver’s.
4. When did Betsy have a meeting with Ms Anderson?
a) This afternoon.
b)Yesterday afternoon.
c)Yesterday morning.
5. Betsy thinks Brian does excellent work.
a) true
b) false
c) doesn’t say
On the dialogue above it was used the Past Progressive Tense.
Let’s see when we apply this tense.
2.5.1 Past progressive / continuous – form
Forming the past continuous tense
This tense was formed using two components: the verb be (in the past tense), and the -ING form of
a verb. Here are the rules, using the example verb “study”:
• to be [was, were] + infinitive + -ing
37
Unit I
Chart 13
Subject BE -ING Form

I was studying
You were studying
He was studying
She was studying
It was studying
We were studying
They were studying
Uses
Use 1
• Actions in progress in the past:
Picture 12
Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption
is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an
interruption in time.
• I was sleeping when you called.
Use 2
• Two actions happening at the same time:
Picture 13
When you use the Past Continuous with two actions in the same sentence, it expresses the idea that
both actions were happening at the same time. The actions are parallel.
Mary was cooking while her kids were playing in the garden.
38
• Past Progressive simultaneously with the Simple Past:
While vs. When
Clauses are groups of words which have meaning, but are often not complete sentences. Some
clauses begin with the word “when”, other clauses begin with “while”. When you talk about things in the
past, “when” is most often followed by the verb tense Simple Past, whereas “while” is usually followed
by Past Continuous. “While” expresses the idea of “during that time.”
Examples:
• I was having a bath when the telephone rang.

• While I was studying, she called.
Note
Don’t forget the spelling rules for –ing and the verbs that are not used
in the progressive tense.
If you want more information, please read:
MURPHY, R. English grammar in use. 16. ed. Cambridge: Cambridge

2.6 Used to
Picture 14
39
Unit I
Picture 15 – “I used to smoke when I was 20.”
Check:
The man is thinking about
A habit he has now.
A habit he had in the past.
Answer: a habit he had in the past. Look at his appearance now and in the past.
Use used to + base form to say about past habits or past situations that no longer exist in the
present.
Now
Past ………X.X.X.X………..………………………….. Future
used to wear
Picture 16
Form questions with did + use to.
Did they use to wear tight jeans?
Form the negative with didn’t + use to
They didn’t use to wear tight jeans, only the baggy ones.
Be careful: Used to always has a past meaning. There is no present form.
40
The way we were
Robert Scott was a teenager in the 1960s. Read his story about that time.
I was a teenager in the 1960s and at that time I lived in London. My classmates, friends and I used to
do a lot of things which shocked our parents. We used to do things our parents never did. We didn’t cut
our hair, we grew beard and moustache, we wore very bright clothes, we smoked and went dancing with
the music of the Beatles and Rolling Stones. My father had a van and we used to go fishing together
and I also used to go to the beach with all my friends. There we used to do some picnics, and we used
to light a fire and stay there watching the stars. We also used to go to the movies and watch films with
Elizabeth Taylor and Richard Burton.
Right or wrong
Read and answer what Robert Scott used to do when he was a teenager.
Robert Scott
1. …used to do a lot of things which shocked her parents. ______
2. …used to cut hair. _______
3. …used to wear freak clothes. _______
4. …used to sing Elvis Presley songs. _______
5. …went to a Beatles’ concert once. _______
6. …used to go fishing with his father. ______
7. …used to go for picnics on the beach. ______
8. …used to drive to London with his friends. ______
9. …used to meet lots of stars. ______
10. …used to watch films with Marlon Brando and Elizabeth Taylor. ______
3 Present Perfect
The present perfect tense is common in English and it is used for many different functions.
The Present Perfect is used to express actions that happened at an indefinite time or that began
in the past and continue in the present. This tense is also used when an activity has an effect on the
present moment.
41
Unit I
It is formed using two components: the verb HAVE (in the present tense), and the past participle
form of a verb. With a regular verb the past participle ends with -ED (just like the simple past). Irregular
verbs have a special past participle form (see Appendix). Here are the rules, using the regular verb
“arrive” and the irregular verb “eat”:
Chart 14
Subject Have Past Participle
I have arrived
eaten
You have arrived

eaten
He has arrived
eaten
She has arrived

eaten
It has arrived
eaten
We have arrived
eaten
They have arrived

eaten
The present perfect is used for many different functions. Let’s see the most important uses of the
present perfect tense.
3.1 Present perfect – uses
1. Actions which started in the past and are still continuing till the present.
We use the present perfect for an action that started at some time in the past and is still continuing
now. Normally, the words for (with a length of time) and since (with a starting time) are used along with
the present perfect.
She has lived in Brazil for ten years.

(She started living in Brazil ten years ago, and she’s still living in Brazil now.)
He has studied at the University since 2008.

(He started studying at the University in 2008, and he’s still studying there now.)
2. Actions which happened at some unknown time in the past - Unspecified time before now.
Picture 17
42
In this case it’s important to say that something happened (or didn’t happen), but it’s not important
(or not known) when it happened.
We often use the words already, yet, ever or never along with the present perfect. These words
usually go before the past participle in the sentence.
I have already seen that film and it’s isn’t good.
(It doesn’t matter when I saw it.)
Have you ever been to Disneyworld?
(It doesn’t matter when you went – I just want to know whether you have been there or not.)
Pay attention
You cannot use the Present Perfect with specific time expressions such
as: yesterday, one year ago, last week, when I was a child, when I lived in
Japan, at that moment, that day, one day, etc.
We can use the Present Perfect with unspecific expressions such as:
ever, never, once, many times, several times, before, so far, already, yet, etc.
3. Actions which happened in the past, but have an effect in the present.
In this case, the action happened at some time in the past, but the effect of the action is still
important now.
Let’s try to compare present perfect sentences with simple past sentences.
Chart 15
Tense Sentence Meaning

Present Perfect I’ve lost my cell I don’t have the
phone. cell phone. It’s still
missing.
Simple Past I lost my cell phone I didn’t have it, but
last week. maybe today I found
it.
Present Perfect He’s broken his leg. The leg is still broken.
Simple Past He broke his leg. He broke the leg
sometime in the
past but the leg is
probably ok now.
43
Unit I
3.2 Present perfect – time marker
• since
• for
• yet
• already
• just
• never
• ever
• still
3.2.1 Present perfect + for, since
We use the present perfect with for + a period of time when talking about the length of time
(duration).
For + a period of time: for six years, for a week, for a month, for hours, for two hours.
I have worked in São Paulo for five years.
She has studied here for twenty years.
They have been married for two months.
We use the present perfect with since when talking about a starting point.
since + a point in time.
since this morning, since last week, since yesterday, since I was a teenager, since Friday, since 8
o’clock.
I have worked in São Paulo since 2010.
She has studied here since she was 12 years old.
They have been married since last year.
3.2.2 Present perfect + adverbs (ever, never, already, yet, still)
‘Ever’ and ‘never’ are always placed before the past participle.
44
‘Ever’ = sometime before now, is used:
a. in questions
Have you ever been to England?
Has she ever met a famous singer?
b. in negative questions
Haven’t they ever been to Australia?
Haven’t you ever eaten Chinese food?
c. and in negative statements using the pattern nothing…….ever, nobody…….ever
Nobody has ever shown that to me before.
Nothing like that has ever been told to me.
d. ‘Ever’ is also used with ‘The first time….
It’s the first time I’ve ever eaten Chinese food.
This is the first time I’ve ever been to Australia.
‘Never’ = not ever. Never is used after have/has.
I have never visited the United States.
I’ve never eaten Chinese food.
Already, yet and still. It can be placed before the main verb (past participle) or at the end of the sentence.
Already = sooner than expected, is used:
a. I’ve already heard the story five times.

b. Most people have already finished the test.
It is also used in questions:
a. Have you already finished the test?

b. Has he arrived already?
45
Unit I
Yet is used in negative statements and questions when we are expecting something to happen and
goes at the end of the sentence.
a. Have you bought a ticket yet?

b. I haven’t met her yet.
c. Has your course started yet?
d. They haven’t arrived yet.
Still = continuing longer than expected. Still is stronger than yet and often expresses surprise that a
situation has continued for so long.
a. She isn’t home yet. She’s still at school.

b. I still haven’t found what I’m looking for.
c. I’m still looking for the keys.
Just = is used to express a recently completed action; it must be placed between the auxiliary and
the main verb.
I have just gone out.
3.2.3 Present perfect – been or gone?
has/have gone to ... refers to someone who has gone to a place but has not yet returned.
Where has Betty gone?
She’s gone to the supermarket. She will be back soon.
Picture 18 Picture 19 Picture 20
... has/have been to ... refers to a place which someone has visited sometime in his life and has
come back again. In other words, “has been to” refers to an experience.
46
He’s been to New York many times.
We’ve been to Disneyland three times.
Betty has been to Paris. She came home yesterday.
Picture 21 Picture 22 Picture 23
If you want some more information, please, read:
MARCELLO, N. Perfect tenses – como entender e empregar perfect

tenses. São Paulo: Disal, 2005.
3.3 Present perfect continuous tense
We use the present perfect continuous for an action over a period of time leading up to the present.
We are interested in the action as well as the result, and this process may still be going on, or may
have just finished.
Example: to work, present perfect continuous.
Chart 16

I have been working. I haven’t been working. Have I been working?
You have been working. You haven’t been working. Have you been working?
He, she, it has been living working. He hasn’t been working. Has she been working?
We have been living working. We haven’t been working. Have we been working?
You have been working. You haven’t been working. Have you been working?
They have been working. They haven’t been working. Have they been working?
47
Unit I
3.3.1 Present perfect progressive - use
1. Actions that started in the past and continue in the present
a. We have been waiting for you all day.

b. She is tired. She has been studying all day.
c. They have been working since 7 o’clock.
2. Actions that have just finished, but we are interested in the results
a. It’s been raining and my clothes are still wet.

b. I’ve been reading all afternoon. I’ve just finished the book.
c. Who’s been sleeping in my bed?
4 THE FUTURE
The Oregon Weather Forecast6
Weather Forecaster: Good afternoon and welcome to the weather forecast. Let’s take a look
at the weather outside now. What’s it like? Well, it’s currently raining and cloudy in southern
Oregon while northern Oregon is cold and clear. The sun is shining, but it’s rather cold up here in
the North! The temperature is currently 45 degrees in the southern Oregon and only 30 degrees
in the North.
Shall we see what the weather will be like tomorrow? Well, it will be rainy in the morning in southern
Oregon and windy in northern Oregon. In the afternoon, The South will see cloudy weather with some
rain later in the day. Northern Oregon will also see rain turning to snow and quite windy, with winds
coming from the North-East.
That’s the weather forecast for this afternoon. Have a good day!
Check your understanding with this multiple choice comprehension quiz.
1.What time of day is it?
a) morning
b) afternoon
c) evening
6
Source available at: <http://esl.about.com/od/beginningreadingskills/a/d_weatherf.htm>. Retrieved: June 25, 2011.
48
2. What’s the weather like in southern Oregon at the moment?
a) rainy and cloudy

b) sunny and windy
c) sunny and cold
3. What’s the weather like in northern Oregon at the moment?
a) rainy and cloudy

b) sunny and windy
c) sunny and cold
4. What is the temperature in southern Oregon at the moment?
a) 30 degrees
b) 45 degrees
c) 13 degrees
5. What is the temperature in northern Oregon at the moment?
a) 30 degrees
b) 45 degrees
c) 13 degrees
6. What will the weather be like in southern Oregon tomorrow morning?
a) rainy
b) sunny
c) windy
7. What will the weather be like in northern Oregon tomorrow morning?
a) snowy
b) sunny
c) windy
49
Unit I
8. What will it do later in the day in southern Oregon?
a) rain
b) snow
c) be clear
9. Where will it be windy tomorrow?
a) southern Oregon
b) northern Oregon
c) Seattle
10. What direction will the wind come from?
a) North-East
b) North-West
c) South-East
We can refer to future time in English by using different verbal forms. They do not have the same
meaning and we have to choose the most suitable one depending on the situation!
We have to bear in mind that we cannot talk about the future with as much certainty as we can
about the present and the past.
We are usually talking about what we think might happen or what we intend to happen. This is why
we often use modal verbs for such expressions.
Although most modals can be used with future reference we most often use will to talk about
the future.
4.1 Will / shall
• Formation – both are used with the infinitive of the main verb without to. Shall is used in more
formal situations, and preferable with the 1st persons (I/we).
• The negative is formed with the particle not that comes after will/shall.
• The interrogative is formed by placing will/shall before the subject.
• Will is usually shortened in speech and informal writing to ´ll.
• We can used adverbs such as perhaps, possibly, probably when we are uncertain and definitely
if we are more certain.
50
Examples
Corinthians will definitely win tonight.
Perhaps it will rain tomorrow.
In the next century, most people will probably live in big cities.
Will / Shall
They refer to predictions about the future in some contexts such as:
• weather forecast;
• politics;
• economy;
• medicine.
Examples
The weather tomorrow will be warm and sunny.
The government will announce new measures for the crisis.
Dollar will fall because of the economy crisis.
Soon doctors and researchers will find a cure for Aids.
• Shall is often used for religious and fatalistic predictions:
Example
The Earth shall be covered by atomic dust.
Let´s revise the other common uses of will and shall:
Chart 17
Will Shall
Promises Invitations
Offers Offers
Opinions or attitudes Threats [used with second person/you]
In conditional sentences [1 type]
st
Rules
51
Unit I
Immediate future [´ll] Regulations

Willingness Asking for advice [generally in questions]
Refusal [negative = won´t]
In formal styles = arrangements of events
What we think will happen
Expressing hopes
Expressing expectations
4.2 To be + going + to
To be going to – is generally used for future reference to express:
• Intentions / plans
Examples
I am going to be a teacher when I graduate.
Figura 24
We are going to spend our summer holidays in Bahia next year.
• Present evidence – when we are using facts/events in the present time as evidence for a
“prediction”
— Look! It is going to rain! [present evidence = I can see black clouds in the sky]
— Oh no! I am going to be late! [present evidence = *I have missed my bus!]
— Pronunciation note
In informal English, going to is often pronounced “gonna”. Do not write gonna.
52
4.3 Present simple
Used for future reference when we talk about an official timetable or the calendar, things like
scheduled events: this is considered the most ‘certain’ of the future forms, the one which carries
factual overtones!
Examples
Tomorrow is a holiday.
Banks open at 11 a.m. next week.
Christmas falls on Friday next year.
4.4 Present progressive
Used for future reference when we talk about personal arrangements.
Examples
I´m meeting Bill next week.
They are getting married next June.
4.5 Other ways of expressing future
We can talk about future using the present forms of verbs such as hope, expect, intend, want +
an infinitive clause, especially when we want to indicate our uncertainty about what will actually
happen.
Examples
I hope you enjoy your holiday.
Bill expects to be back after work.
In subordinate clauses, the relationship between tense and time are different.
In “if-clauses” and “time clauses”, you normally use the present simple for future reference.
Examples
If he comes, I will let you know.
53
Unit I
If you study hard, you will pass your exams.
Please start when you are ready.
Lock the door after you finally leave.
We won´t start until everyone arrives.
Note
Remember that in time clauses there are some specific time markers
that require the use of the Present Simple after them: after, before, when,
as, as soon as, until, etc.
In defining relative clauses, you normally use the Present Simple, not will to refer to a future.
Example
Give my love to any friends you meet.
There is a golden cup for the runner who finishes first.
If you want to show that a condition has to be the cause before an action can be carried out, you
use the present perfect for future the future event.
Example
We won´t start until everyone has arrived.
I will let you know when I have arranged everything.
4.6 Future perfect [will have done]
Used to refer to future situations seen from a present point of view, projected into future time and
considered as complete.
Examples
By this time next term we will have finished Advanced 3.
By December we will have graduated.
54
4.7 Future progressive / continuous [will be doing]
Used to refer to situations which will be in ´progress in a short period of time and not completed:
Examples
I´ll be faxing you the document in a minute.
This time tomorrow I´ll be lying on the beach…
4.8 Time clauses
• When we talked about the future and we use one of these words when, before, after, as soon
as and until, the verb is in the Present Simple tense.
Always formed by two sentences which carry a future meaning but just one takes will and the other
takes the Present Simple.
I will see you after I leave the office.
Before I finish the report I will send a draft copy.
The wedding will begin as soon as the bride arrives.
• We use when + Present Perfect when we want to show clearly that the first action will finish
before the second action takes place.
They will send the email after they have decided about the next deadline for the documents record.
After I have passed the exam, I’ll look for a job.
As soon as the result has been published, I’ll sent it to you.
• We often use while or as with the Present Continuous. The action in the while/as part of the
sentence is a long continuous action.
While you are studying, you will meet interesting students.
• We often use an imperative verb in this type of sentence:
When you see Mary, give her my regards.
As soon as you are ready, tell me.
55
Unit I
4.9 Adverb clauses with time
Chart 187
When He was talking on the phone when I arrived. ‘When’ means ‘at that moment, at that time, etc’.
Notice the different tenses used in relationship
When she called, he had already eaten lunch. to the clause beginning with when. It is
important to remember that ‘when’ takes either
I washed the dishes when my daughter fell asleep. the simple past or the present - the dependent
clause changes tense in relation to the ‘when’
We’ll go to lunch when you come to visit. clause.
Before We will finish before he arrives. ‘Before’ means ‘before that moment’. It is
important to remember that ‘before’ takes either
She (had) left before I telephoned. the simple past or the present.
After We will finish after he comes. ‘After’ means ‘after that moment’. It is important
to remember that ‘after’ takes the present for
She ate after I (had) left. future events and the past or past perfect for
past events.
While, as She began cooking while I was finishing my homework. ‘While’ and ‘as’ mean ‘during that time’. ‘While’
and ‘as’ are both usually used with the past
As I was finishing my homework, she began cooking. continuous because the meaning of ‘during that
time’ which indicates an action in progress.
By the time By the time he finished, I had cooked dinner. ‘By the time’ expresses the idea that one
event has been completed before another. It is
We will have finished our homework by the time they important to notice the use of the past perfect
arrive. for past events and future perfect for future
events in the main clause. This is because of
the idea of something happening up to another
point in time.
Until, till We waited until he finished his homework. ‘Until’ and ‘till’ express ‘up to that time’. We use
either the simple present or simple past with
I’ll wait till you finish. ‘until’ and ‘till’. ‘Till’ is usually only used in spoken
English.
Since I have played tennis since I was a young boy. ‘Since’ means ‘from that time’. We use the
present perfect (continuous) with ‘since’. ‘Since’
can also be used with a specific point in time.
As soon as He will let us know as soon as he decides (or as soon ‘As soon as’ means ‘when something happens
as he has decided). - immediately afterwards’. ‘As soon as’ is very
similar to ‘when’ it emphasizes that the event
will occur immediately after the other. We
usually use the simple present for future events,
although present perfect can also be used.
Whenever, every time Whenever he comes, we go to have lunch at “Dick’s”. ‘Whenever’ and ‘every time’ mean ‘each
time something happens’. We use the simple
We take a hike every time he visits. present (or the simple past in the past) because
‘whenever’ and ‘every time’ express habitual
action.
The first, second, The first time I went to New York, I was intimidated The first, second, third, fourth etc., next, last
third, fourth etc., by the city. time means ‘that specific time’. We can use these
next, last time forms to be more specific about which time of a
I saw Jack the last time I went to San Francisco. number of times something happened.
The second time I played tennis, I began to have fun.
This is a compilation of the most useful adverbial clauses of time. They were adapted from: <http://esl.about.
7
com/od/grammaradvanced/a/adverb_clauses.htm>. Retrieved em: May 12, 2011.

56
4.10 Reading strategies
What Do Good Readers Do?
What Can You Do to Become a Better Reader?8
Before reading
Set a Purpose for Reading
Think if you will you be reading to find out what happens in a story or to learn specific information.
Preview the Text
Look at the title, pictures, captions under pictures, headings, bold-faced print and other graphics.
Activate Background Knowledge
Think about what you already know about the content of what you will read.
Predict
Think what might happen in the story, what words may be used, or what information the text might
contain.
During Reading
Cross-check
Check one cue with another. Ask yourself, “Does this word look right, sound right, and make sense?”
Reread
When problems occur, return to the beginning of a sentence or paragraph and read it again.
Predict and Confirm
Ask yourself, “What word do I expect to see?”, “What do I think will happen next?”, “Did that make
sense?”, or “Am I finding the answers to my questions about this topic?”
Skip, Read On, and Go Back
8
Source available at: <http://www.paec.org/david/reading/general.pdf>. Accessed on: July 5, 2011.
57
Unit I
Sometimes you can skip an unfamiliar word and read to the end of the sentence or paragraph,
thinking about what would make sense. Then, using the context, go back and reread to try to determine
the word.
Connect Background Knowledge to the Information in the Text
Think about what you already know about the subject and the kind of material you are reading.
Think about how the information is similar to what you already know about the topic, event, or
person. If you have many questions about the topic or the kind of book, you may need to ask someone
for help.
Think About Explicit and Implicit Information
Think about what information is given directly. Also think about what you know from reading that
is not directly stated in words such as how a character’s actions show feelings or why things may have
happened based on the clues the author gave.
Stop and Review
If you are reading a longer text, stop and think about what has happened in the story so far or what
information has been given.
After Reading
Retell and Summarize
Tell someone or write what happened in the story, including characters, plot, and important events.
If you read a nonfiction piece, review what information was presented.
Use a Graphic Organizer
Use a story map, biography wheel, or other way to show what was included in what you read.
Draw Conclusions
Think about what predictions you made before and during reading. Look back and think about what
you have read. Consider how the information read relates to what you already knew about the topic.
Were your questions answered? Do you have more questions about the subject?
Reread
Reread the text or a section of the text to help you understand it better.
58
Discuss and Respond
Talk with someone about what you have read. Ask each other questions. Look back at the book to
defend your opinions.
Write to Support Understanding
Write about what you have read, telling what it made you think of or what you learned.
Let’s apply what we have learned.
Read the text below ans answer ther questions.
Vacations
As summer comes near, many children are really happy to forget about school for a few months.
However, they might be taking that goal too seriously. Studies have found that children typically forget
between one and three months’ worth of school learning during the summer months. Spelling and math
abilities suffer the most, while reading is not really influenced by the time off. The most probable reason
for this is that most children read at least occasionally outside of the classroom, whether newspapers,
magazines, books, or video game guides. However, their math and spelling skills only get exercised in
the school setting.
The original purpose of summer vacations was to let farm children have time off to help work in
the fields in the high growing season, but this reason is no longer valid since fewer kids actually work
on farms today. Some cities in the United States, such as Los Angeles, have moved to a year-round
school calendar, which may help reduce the academic decline that occurs during the long summer
vacation. Most cities maintain the normal nine and a half-month calendars. To improve skills and to
maintain a good level of preparation, superintendents recommend trips to museums, summer camps,
vacations with educational components, and visits to libraries to keep kids mentally alert and interested
throughout the summer.
There are other educational systems that provide vacations while still keeping students’ skills sharp.
For example, in Japan students attend class for seven weeks consecutively, followed by two weeks of
vacation. This continues throughout the year. In Italy, students attend class six days per week, but finish
at 1:30 p.m. each day, so that school does not dominate their life the way that it does in America, where
students attend high school from 7:45 a.m. until 3:00 p.m. each week day. In areas where there are
not enough classrooms—in Afghanistan or Somalia, for example—older students attend classes in the
morning while the younger kids go to school in the afternoon.
School administrators and educational specialists fear that the three-month summer vacation
halts the continuity of learning. Just as students become accustomed to new math equations or new
concepts in reading, writing, or critical thinking skills, they “shut down” for an extended period. When
they go back to school after the long summer vacation, they take up to two months to return to their
59
Unit I
previous level of proficiency. And so the debate continues: whether to continue the status-quo in terms
of vacations or to seek changes based on the Los Angeles or the Japanese models.
Part I. Answer the questions.
1. Which skills suffer the most over the summer vacation?
a. math and reading.

b. math and spelling.
c. reading and writing.
d. history and math.
2. Why is reading not so much of a problem?
a. Students read in the summer.

b. Their parents read to them.
c. They visit libraries often.
d. They receive reading homework in the summer.
3. In Japan
a. there is a long summer vacation.

b. there is a short summer vacation.
c. the school vacations are constant throughout the year.
d. there is no vacation at all.
4. In Italy
a. students attend classes in the late afternoon.

b. students attend classes on Saturday.
c. students have no summer vacation.
d. students do not attend classes on Saturday.
5. The original reason for summer vacation
a. is still valid.
b. is no longer valid.
60
c. was an urban phenomenon.

d. was more for teachers than for students.
6. The term shut down in the last paragraph means.
a. stop learning.
b. get sick.
c. go on vacation.
d. concentrate on their studies.
7. According to the reading, countries without enough school facilities have
a. given longer vacations to students.

b. divided the school day between older and younger students.
c. built many new buildings.
d. stopped some students from attending school.
Part II. Answer the questions in one or two complete sentences.
8. What is the meaning of the second sentence of the passage: “However, they might be taking that
goal too seriously.”
9. According to the passage, how can students keep up their skills during summer vacation?
10. Describe two alternatives to the traditional nine-month school year with a long summer.
Abstract
Simple Present Tense
Use
1. repeated actions
I go to school every day.
2. things in general
The sun rises in the East.
61
Unit I
3. fixed arrangements, scheduled events
The plane flies to Rio three times a day.
4. actions in the present - one follows after the other
First I get up, after I have breakfast, then I go to work.
Signal words
every day, often, always, sometimes, never
Other phrases of time can occur, like:
every day
every week
every year
on Mondays
after school
Form
infinitive (3rd person singular he, she, it: infinitive + -s)
Examples
Affirmative sentences:
Chart 19
I write books. My brother writes books.

We sing pop songs. She sings.
I play soccer. John plays soccer.
Negative sentences:
You must not negate a full verb in English. Always use the auxiliary do
for negations.
62
Chart 20
I like jazz.
I don’t like Chinese food.
Chart 21
My friend likes jazz.

My mum doesn’t like Chinese food.
Questions
Use the auxiliary do.
Do you play soccer?
Does he play soccer?
Adverbs of frequency
always, usually, regularly, normally, often, sometimes, occasionally,

rarely, seldom, never
The position of these adverbs is:
before the main verb
Chart 22
Adverb of frequency Verb

I always get up at 6.45.
Peter can usually play football on Sundays.
Mandy has sometimes got lots of homework.
after a form of to be am, are, is (was, were)
Chart 23
Verb Adverb of frequency

Susan is never late.
The adverbs often, usually, sometimes and occasionally can go at

the beginning of a sentence.
63
Unit I
Sometimes I go swimming.
Often we surf the internet.
Sometimes these adverbs are put at the end of the sentence.
We read books occasionally.
Present Progressive - Use
1. Actions happening at the moment of speaking
Peter is writing a book now.
2. Fixed plan in the near future
She is going to New York on Sunday.
3. Temporary actions
He is studying in California this semester.
4. Actions happening around the moment of speaking (longer actions)
My brother is studying for his exams.
5. trends
More and more people are buying Ipads.
6. Repeated actions which are irritating to the speaker (with always,

constantly, forever)
Jill is always arriving late.
Signal words
now, at the moment, Look! Listen!
Form
to be (am, are, is) + infinitive + -ing
64
Chart 24
Affirmative Negative Interrogative

I I am studying. I am not studying. Am I studying?
he, she, it He is studying. He is not studying. Is he studying?
you, we, they You are studying. You are not studying. Are you studying.?
Simple Past Tense
The simple past expresses an action in the past taking place once, never,
several times. It can also be used for actions taking place one after another
or in the middle of another action. Form of Simple Past:
Chart 25

no differences I studied. I did not study. Did I study?
He saw the film. He didn’t see the film. Did he see the film?
Use of Simple Past
1. Action in the past taking place once, never or several times
Example: He met his classmates every weekend.
2. Actions in the past taking place one after the other
Example: He arrived, sat down and didn’t say anything.
3. Action in the past taking place in the middle of another action
Example: When I was having bath, the phone rang.
4. If sentences type II (If I talked, …)
Example: If I had a lot of money, I would travel all over the world.
Signal Words of Simple Past
yesterday, 2 minutes ago, in 1990, the other day, last Friday
65
Unit I
The Present Perfect Progressive
The present perfect progressive expresses an action that recently stopped

or is still going on. It puts emphasis on the duration or course of the action.
Chart 26 – Form of Present Perfect Progressive

I / you / we / they I have been studying. I have not been studying. Have I been studying?
he / she / it He has been studying. He has not been studying. Has he been studying?
Use of Present Perfect Progressive
1. Puts emphasis on the duration or course of an action (not the result)
Example: She has been studying for two hours.
2. Action that recently stopped or is still going on
Example: I have been living here since 2009.
3. Finished action that influenced the present
Example: I have been working all afternoon.
Signal Words of Present Perfect Progressive
all day, for 4 years, since 1993, how long?, the whole week
Future Tenses
Chart 27 – Use
Present Progressive going to-future will-future Future Progressive Simple Present

planned action in the planned action in the future; prediction, action will definitely future action
near future logical consequence (sth. is assumption; happen (it usually is fixed (e.g.
going to happen) spontaneous action happens) timetable)
Chart 28 – Form
Present Progressive going to-future will-future Future Progressive Simple Present

to be (am, are, is) + to be (am, are, is) + will + infinitive will + be + infinitive infinitive
infinitive + -ing going to + infinitive + -ing 3rd person singular (he,
she, it) infinitive + -s
66
Chart 29 – Examples
going to- Future Simple

Present Progressive will-future
future Progressive Present
4-1 Affirmative sentences
They will
We are going He will carry be playing
I am going to a party tonight. to fly to Leeds this bag for The train
football leaves at 6.45.
in summer. you. on Sunday
afternoon.
going to- Future Simple
Present Progressive will-future Progressive
future Present
4-2 Negative sentences
They will not
We are not He will not be playing The train does
I am not going to a party going to fly carry this bag football not leave at
tonight. to Leeds in for you. on Sunday 6.45.
summer. afternoon.
going to- will-future Future Simple
Present Progressive future Progressive Present
Interrogative
Will they
Are we going Will he carry be playing
Am I going to a party Does the train
to fly to Leeds this bag for football
tonight? leave at 6.45?
in summer? you? on Sunday
afternoon.
Exercises
Question 1. Choose the best answer:
I. Paul and I _____ have lunch together. (40%)
a) never b) occasionally c) usually d) rarely e) often
Answer: B
Explanation
a) Wrong answer:
Never means 0%
b) Right answer:
Occasionally means 40%
c) Wrong answer
Usually means normally = 60%
67
Unit I
d) Wrong answer
Rarely means seldom = 10%
e) Wrong answer
Often means = frequently = 75%
Question 2. Complete the sentence with the correct option.
I usually ____________ Time magazine, but today I______________ The Economist.
a) read - am reading
b) am reading – am reading
c) reads – is reading
d) is reading – are reading
e) read – reads
Answer: A
a) Right answer:
Usually is an adverb used for present actions, so we use Simple Present and today is used for an
action that is happening at the moment, so we use Present Progressive.
b) Wrong answer:
We use present continuous for actions that are happening at the moment and Simple Present for
routine actions.
c) Wrong answer:
We use “s” for third person (He, She, It) in the Simple Present Form. With I the verb we that
completes the sentence with Present Progressive is “am”.
d) Wrong answer:
Today is used for an action that is happening at the moment, so we use Present Progressive. With
I the verb we that completes the sentence with Present Progressive is “am”.
e) Wrong answer:
The verb “read” is correct, but “reads” is used for third person (He, She, It) in the Simple Present Form.
68
Question 3. Choose the right form that completes the sentence.
Yesterday I ____________(go) to a restaurant with one of my clients.
a) go
b) goes
c) gone
d) went
e) goed
Answer: D
Explanation:
a) Wrong answer.
Verb in the Present Tense. Yesterday shows a past action.
b) Wrong answer:
Verb in the Present Tense – third person singular.- Yesterday shows a past action.
c) Wrong answer:
Verb in the Past Participle.
d) Correct answer:
Verb in the Past Tense.
e) Wrong answer:
This verb doesn’t exist.
Question 4. Choose the right form that completes the sentence.
Last night I _____________ (lose)my keys, so I had to call the janitor to open my apartment.
a) have lost
b) lost
c) will lose
69
Unit I
d) loses
e) am losing
Answer: B
Explanation:
a) Wrong answer:
The sentence is in the Past Tense (last night) a finished action and have lost is Present Perfect.
b) Correct answer:
Finished events in the past with a finished time word (last night).
c) Wrong answer:
Will lose is Future and the sentence is in the Past (last night).
d) Wrong answer:
Loses is Present Tense and the sentence is in the Past (last night).
e) Wrong answer:
Am losing indicates a continues action and the sentence is in the Past (last night).
Question 5. Choose the verbs that complete the sentence.
How long ________________(you / know) about William?
a) will you know

b) do you know
c) did you know
d) have you known
e) is she going to know
Answer: D
70
Explanation:
a) Wrong answer:
Will you know is Future Tense. We use Present Perfect when we want to talk about unfinished
actions that started in the past and continue to the present.
b) Wrong answer:
Do you know is Present Tense. We use Present Perfect when we want to talk about unfinished
c) Wrong answer:
Did you know is Past Tense. We use Present Perfect when we want to talk about unfinished
d) Correct answer:
We use Present Perfect when we want to talk about unfinished actions that started in the past
and continue to the present.
e) Wrong answer:
Is she going to know is Future Tense. We use Present Perfect when we want to talk about unfinished
Question 6. Complete the sentence:
I have known Susan ________ many years.
a) since
b) for
c) yet
d) yesterday
e) ago
Answer: B
71
Unit I
Explanation:
a) Wrong answer:
Sentences with a verb in the Present Perfect tense is used when we want to talk about unfinished
actions that started in the past and continue to the present. We use since with fixed time in the
past.
b) Correct answer:
actions that started in the past and continue to the present. We use for with a period of time.
c) Wrong answer:
actions that started in the past and continue to the present. Yet is used at the end of interrogative
or negative sentences.
d) Wrong answer:
Yesterday is used with Past Tense. Sentences with a verb in the Present Perfect tense is used when
we want to talk about unfinished actions that started in the past and continue to the present.
e) Wrong answer:
Ago is used with Past Tense. Sentences with a verb in the Present Perfect tense is used when we
want to talk about unfinished actions that started in the past and continue to the present.
Question 7. Read the dialogue below.
What Were You Doing?9
Betsy: I telephoned you yesterday afternoon but you didn’t answer? Where were you?
Brian: I was in another room when you called. I didn’t hear the phone ringing until it was too late.
Brian: I was photocopying a report that I needed to send to a client. What were you doing when
you telephoned?
9
Available at: <http://esl.about.com/od/beginningreadingskills/a/d_wered.htm>. Retrieved May 2, 2011.
72
Betsy: I was looking for Tom and couldn’t find him. Do you know where he was?
Brian: Tom was driving to a meeting.
Betsy: Oh, I see. What did you do yesterday?
Brian: I met the representatives from Driver’s in the morning. In the afternoon, I worked on the
report and was just finishing when you telephoned. What did you do?
Betsy: Well, at 9 I had a meeting with Ms Anderson. After that, I did some research.
Brian: Sounds like a boring day!
Betsy: Yes, I don’t really like doing research. But it needs to be done.
Brian: I agree with you on that, no research - no business!
Betsy: Tell me about the report. What do you think of it?
Brian: I think the report is a good. Tom believes it’s good, too.
Betsy: I know that every report you write is excellent.
Brian: Thank you Betsy, you are always a good friend!
I) What was Brian doing when Betsy telephoned?
a) He was photocopying a report.

b) He was having a coffee-break.
c) He was at a meeting.
d) He was doing a research.
e) He was looking for Tom.
Answer: A
Explanation:
a) Correct answer:
Brian: I was photocopying a report that I needed to send to a client.

73
Unit I
b) Wrong answer:
He was photocopying a report.
c) Wrong answer:
d) Wrong answer:
e) Wrong answer:
II) What was Betsy doing when she telephoned Brian?
a) She was writing a report.
b) She was looking for Tom.
c) She was planning a meeting.
d) She was having a coffee-break.
e) She was doing some research.
Answer: B
Explanation:
Wrong answer:
I was looking for Tom and couldn’t find him.
Correct answer:
Wrong answer:
74
Wrong answer:
Wrong answer:
Question 8. Read the text below and choose the sentence that best completes it10.
Tea is a popular drink in many countries. In Russia, the people use a special pot to make tea. It is
called a samovar. This pot is very important to Russian families. Even the poorest family ____________
a) has a samovar.
b) drinks milk.
c) does not drink milk.
d) makes tea
e) hates tea.
Answer: A
Explanation
a) Correct answer:
The text is saying about tea and the special pot samovar. All the families in Russia have one,
because it is very important. Even the poor families.
b) Wrong answer:
The text doesn’t mention the word milk.
c) Wrong answer:
The text doesn’t mention the word milk.
d) Wrong answer:
It is said in the text that tea is very popular, so it is obvious that everybody makes tea, but the
sentence that completes the idea of the text is has a samovar.
10
Source: MIKULECKY, B. S. Reading power. Addison-Wesley Publishing Company, 1996.
75
Unit I
e) Wrong answer:
It is said in the text that tea is very popular, so it is obvious that everybody makes tea, so we can
infer that they like tea.
Question 9. Choose an answer to complete the text.
I’m only 12 and I’m very tall for my age. My mum is 35 but she is really pretty and looks really
young. Last week we went to a restaurant. The waiter thought that _________!! He couldn’t believe
we weren’t.
a) we were mother and daughter

b) I was the mother
c) my mum was older
d) we were sisters
e) I was older
Correct answer: D
Explanation:
a) Wrong answer:
The girl who is 12 can’t be the mother.
b) Wrong answer:
The girl who is 12 can’t be the mother.
c) Wrong answer:
It doesn’t match to the sentence, because it is written: He couldn’t believe we weren’t.
d) Correct answer:
It matches with the sentence. He couldn’t believe we weren’t.
e) Wrong answer:
The girl is 12, she can’t be older.
76

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Morfossintaxe e Semântica

Dados Internacionais de Catalogação na Publicação (CIP)

M386m Martins, Teresa Helena Buscato

Morfossintaxe e semântica da língua inglesa. / Teresa Helena

144 p., il.

1. Língua inglesa. 2. Morfossintaxe. 3. Semântica. I. Título.

Prof. Fábio Romeu de Carvalho

Profa. Melânia Dalla Torre

Prof. Dr. Yugo Okida

Profa. Dra. Marília Ancona-Lopez

Unip Interativa – EaD

Profa. Elisabete Brihy

Material Didático – EaD

Let’s join us!

Let’s see what you should do.

Set small, achievable goals

Start with small steps to reach higher targets.

Plan your studies

Remember, we learn better and fast things we really want to learn.

Manage your time1

1 Verbs and Verb Tenses

Bienvenue! Benvenuti! Bienvenidos! Bem-vindo!

ciese fisc cu sceap

Answer: ciese = cheese; fisc = fish; cu = cow; sceap = sheep.

Do you know what a verb is?

A verb is, perhaps, the most important part of a sentence.

A verb is a word that expresses action or a state of being.

• verbs that express action;

And they can also be

1.1 Action verbs

• These verbs show action.

Pay attention that action doesn’t necessary means movement.

• John works hard.

1.2 Linking verbs

• These verbs link the subject of a sentence with a noun or an adjective.

• This film is fantastic.

Verbs of sensation: feel, look, smell, sound, taste

1.3 Auxiliary verbs

• They are verbs that are used to help other verbs.

— Be: am, is, are, was, were, been, being;

• They are studying a lot for the final test.

• He doesn’t work on Saturdays.

1.4 Transitive and intransitive verbs

The man lost

The man lost his documents.

The lady broke

The lady broke the vase.

He works from Monday to Friday.

For more information

If you want more information about this subject, please read:

CELCE-MURCIA, M.; LARSEN-FREEMAN, D. The grammar book. USA:

CRYSTAL, D. English as a global language. Cambridge, UK: Cambridge

___. The cambridge encyclopedia of the english language. Cambridge,

GRADDOLL, D. English next. Source available at: <http://www.

___. The future of English. Available. Source available at: <http://www.

1.5 Verb tenses

Simple tenses occur at a point in time, or on a repeated or habitual basis.

Picture 1 – Past Simple – Present Simple – Future Simple

Picture 2 – Past Continuous – Present Continuous – Future Continuous

Verb tense chart

Picture 3 – Past Perfect – Present Perfect – Future Perfect

Perfect continuous tenses

We will see all of them in details during our lessons.

Verb Tense Chart

For more information