Unit 4

WORKSHEET – UNIT 4


Task 1 – Complete the chart below with the present simple tense, using the verb ‘go’:

PERSON POSITIVE QUESTION NEGATIVE
I
you
he/she/it go
go
goes I don’t go
You don’t go
he doesn’t go Do I go
Do you go
Does he go
we
you
they We go
You go
They go We don’t go
You don’t go
They don’t go Do we go
Do you go
Do they go

Task 2 – Identify the following tenses, and give reasons for the identification:

a) I have never met anybody famous.
Present simple, (Subject + base form verb + complement)

b) John is having a shower at the moment.
Present continuous, action that is happening NOW. (Subject + verb with the termination ING + complement)

c) I go shopping at least twice a week.
Present simple: habit, routine, or repeated action (Subject + base form verb + complement)

d) I have been working here for 10 years.
Present perfect continuous, relates past activities to the present (Subject + aux verb “have”+ been + with the termination ING + complement)


Task 3 – State as many usages as possible of the present tenses with an example sentence for each (not a sentence from the unit!). One of the usages for the present simple, with an example sentence, has been done for you. Bear in mind that there are more:

a) Present simple

1. Facts – “The sun sets in the west.”
2. Routine: I eat lunch every day at 1:00 PM sharp.
3. Commentaries: Daisy Duke is one fine girl.
4. Instructions: Charlie take route 90 to Worcester.

b) Present continuous
1. Action in progress – Jeff Gordon in the number 24 car is passing Earnheart to take the lead
2. Action in no necessary in progress: I am trying to work.
3. Frequent actions: I running every day.
4. Background events: Charlie is driving when he got a call.
5. Developing situation: He is going right passed the red light.

c) Present perfect

1. Finished action with indefinite time: I have been drunk a couple of times.
2. Completed passed action in an unfinished time period: she has cried all morning.
3. Something that has been in the past and that is still true: I have been very responsible.
4. Past actions with present results: I have called the police.

d) Present perfect continuous
1. Communicate an ongoing action with a definite time: I have been sitting in from of my PC for the last 3 hours a couple of times.
2. I am depressed because I have been losing money all day.

Task 4 – State how the tenses below are formed grammatically. Explain positive, negative and question forms:

a) Present simple
Affirmative: {sub + base form (+s/ es)}
I work for Bank of America.
Negative :{ sub + aux. verb” do” +not + base form}
I don’t like tofu in my soup.
Question: {aux. verb + Do +sub+ base form}
Do you like some wine?

b) Present continuous
Affirmative: (Sub + aux. verb + main verb +verb+ ing)
I am sitting in from of my PC.
Negative: (Sub + aux. verb +be + subject +verb +ing)
I am not having fun anymore.
Question: (Aux. verb +is + sub + verb +ing)
Are you stopping in the bank on the way back?

c) Present perfect
Affirmative :(sub+ aux. verb + have + past participle)
I have eaten all my food
Negative: (sub+ aux. verb +have +not+ past participle)
I have never owned a Ferrari.
Question: (Aux. verb ’have’+ sub + past participle.)
Have you ever been in Paris

d) Present perfect continuous
Affirmative: (sub+ aux. verb ‘have ‘+ been+ verb + ing)
Tom has been in bed for two days.
Negative: (sub +aux. verb “have”+ not + been + verb + ing)
I have not been in the mood for drinks.
Question: (aux. verb ‘have’+ sub + been +verb +ing)
Has he been going to work?

Task 5 – Consider the following student errors. After each error, state:
i) What the mistake is.
ii) Why you think it has been made.
iii) How you would explain and correct the mistake with a student.

a) I am a secretary for five years.

i) The sentence indicates the action has ended.
ii) The sentence indicates the action has ended but the action probably is still going on.
iii) Tell the student to clarify if the action stopped or is it still going on.

b) I have eat breakfast.

i) The verb in not in past participle.
ii) The student doesn’t know well the correct for of the present perfect.
iii) Explain to him the correct form of the sentence in this tense (sub+ aux. verb + have + past participle) and give him examples.

c) She’s liked him since six months.

i) Incorrect form, it should be “for” instead of “since”. “for” is used for periods of time, “since” indicates a more or less exact beginning point.
ii) Confusion by the part of the student on how to link the proper word usage to the correct expression of time.
iii) Explain the simple “for” and “since” rule. (“for” is used for periods of time, “since” indicates a more or less exact beginning point) and give examples.

d) When you start work?
i) The sentence is missing the Verb. In this case “to be”.
ii) The student has trouble in the structure of sentence formation.
iii) In the case of this “wh” question. He has to learn the structure and not omit any single part of it since it would affect the meaning of the sentence.

e) I’ve been knowing her for three months.
i) the sentence indicates that the action is still taking place. Since you only know somebody once it distorts the meaning of the sentence.
ii) the student is confused the present perfect and the present perfect continuous, their structure and their usage.
iii) Explain to him again both tenses, their structure, their usage, give him examples and compare both examples side by side to see the differences.

Task 6 – Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below and give examples of sentences that you would expect your students to produce:

a) Present simple
1. Make students interview each other.
2. Make students report on the activity of other fellow students.

b) Present continuous
1. Describe orally action portrayed in film or pictures.
2. Dive the class in teams, create a theme, for example movies, make the teams act the activities portrayed in the picture and then have the other students guess the name the activity an then the picture.

c) Present perfect
1. Tell the student about past things you have done, the student then will tell if he/she has also done this activity, he will then say an activity of his own, the student next to him will tell if he/she has also done this activity, an so on and so on until somebody says NO, in that case he will get a penalty.
2. Divide the class in two teams; give each team a group of elements from their current vocabulary turn them around so they can’t see each other. Make both teams arrange their elements the way they see fit. Then have the opposite team asked questions to see how they arranged the elements.

d) Present perfect continuous
1. Students write down a bunch of activities and other students have to guess the future consequence of those activities.
2. Students can write bunch different activities in pieces of paper, mixed them all up and the match the correct activity to it consequence.