I CONTENTS

--

2-1 Simple present 2-8 Troublesome verbs: rcziselrise, setlsit,

2-2 Present progressive lay/lie
2-3 Stative verbs 2-9 Simple past
2-4 Am/islarebeing+adjective 2- 10 Past progressive
2-5 Regular and irregular verbs 2- 1 1 Using progressive verbs with always
2-6 Regular verbs: pronunciation to complain
of -ed endings 2-12 Using expressions of place with
2-7 Irregular verbs: an alphabetical list progressive verbs

EXERCISE 1 . Preview: present and past verbs. (Chapter 2; Appendix Charts B-1,B-2,
and D-1)
Directions: Correct the errors.
A0
1. I as not agree with your opinion.
2. I'm not knowing Sam's wife.

3. A: What you are talking about?

B: I talking about the political situation in my country.

4. My roommate usually watch television, listen to music, or going out in the evening.

5. When I turned the ignition key, the car was starting.

6. This class is consisting of students who are wanting to learn English.

7. The children drawed some pictures in school this morning.

8. While Tom's reading in bed last night, his phone ring. When he was answering it,

the caller hanged up.

9. Right now Sally in the kitchen eating breakfast.

10. When the sun raises, it is appearing from below the horizon.
 (a) Water co~lsi.stsof hydrogen and The simple present says that something
oxygen. was true in the past, is true in the
(b) The average person breathes present, and will be true in the future.
2 1,600 times a day. It expresses general statements of fact
(c) The world is round. and timeless ~ruths.

(d) I study for two hours every night. The simple present is used to express
(e) I get up at seven every morning. habitual or everyday activities.
(f) He always eats a sandwich for
lunch.

(g) John is sleepirlg right now. The present progressive expresses an

(h) I need an umbrella because it is activity that is in progress at the moment
rain inn. of speaking. It is a temporary activity
( i ) The students are sitting at their that began in the past, is continuing
desks right now. at present, and will probably end at
some point in the future.

( j ) I a m taking five courses this Often the activity is of a general

semester. nature: something generally in progress
(k) John is tMng to improve his this week, this month, this year.
work habits. Note (1): The sentence means that
(1) Susan is writing another book writing a book is a general activity
this year. Susan is engaged in at present, but it
does not mean that at the moment of
speaking she is sitting at her desk
with pen in hand.

Cl EXERCISE 2. Simple present vs. present progressive. (Charts 2-1 and 2-2)
Directions: Practice using present verbs.
1. Give some examples of your daily habits. Use the simple present.
2. Give some examples of "general statements of fact or timeless truths."
3. Describe activities that are in progress in this classroom right now.
4. Describe activities that are in progress in the world right now.
5. Thumb through this text. Stop when you see an illustration. Are there any activities
in progress in the illustration? Describe them.

EXERCISE 3. Activity: using the present progressive. (Chart 2-2)

Directions: On a piece of paper, write an action that a classmate can demonstrate (e.g.,
stand up, smile, open the door, sneeze, write on the chalkboard). Give your paper to the
teacher, who will redistribute the papers at random to the class. Then everyone will take
turns performing these actions for the entire class to guess and describe, using the present
progressive.

Present and Past, Simple and Progressive 13

 EXERCISE 4. Simple present vs. present progressive. (Charts 2-1 and 2-2)
Directions: Use either the simple present or the present progressive of the verbs in
parentheses.
1. Diane can't come to the phone because she (wash) is ~ f l ~ h i h y her hair.
2 . Diane (wash) her hair every other day or so.

3 . Kathy (sit, usually) in the Eront row during class,

but today she (sit) in the last row.

4. Please be quiet. I (try) to concentrate.

5 . (you, lock, always) the door to your apartment
when you leave?
6 . I wrote to my friend last week. She hasn't answered my letter yet. I (wait, still)
for a reply.
7 . After six days of rain, I'm glad that the sun (shine)
again today.

8. Every morning, the sun (shine) in my bedroom window and

(wake) me up.
9. A: Look! It (snow)
B: It's beautiful! This is the first time I've ever seen snow. It (snow, not)
in my country.
10. A: Close your eyes. Now listen carefully. What (I, do) ?
B: You (rub) the top of your desk with your hand.
A: Close, but not exactly right. Try again.
B: Aha! You (rub) your hands together.
A: Right!

EXERCISE 5. Activity: using present verbs. (Charts 2-1 and 2-2)

Directions: Work in pairs. Follow the directions in each item. Switch roles in each item.
1. Speaker A: Close your eyes.
Speaker B: Make a sound.
Speaker A: Describe what your partner is doing without opening your eyes. Use the
present progressive.
2. Speaker A: Watch Speaker B carefully.
Speaker B: Make a subtle movement, that is, a very small, slight, barely noticeable
movement (e.g., blink faster, move your little finger).
Speaker A: Describe what your partner is doing. Use the present progressive.
3. Speaker A: Describe a classmate, but do not name him or her.
Speaker B: Identify who Speaker A is describing.
Speaker A: Describe several other classmates for Speaker B to identify.

14 CHAPTER 2
 (a) Yum! This food tastes good. Some English verbs have stative meanings. They
I like it very much. describe states: conditions or situations that exist. When
(b) INCORRECT: This food is tasting good. verbs have stative meanings, they are usually not used
I a m liking it very much. in progressive tenses.
In (a): tastes and like have stative meanings. Each
describes a state that exists.

(c) The chef is in his kitchen. A verb such as taste has a stative meaning, but also a
He is tasting the sauce. progressive meaning. In (c): tasting describes the
(d) It tastes too salty. action of the chef putting something in his mouth and
(e) He doesn't like it. actively testing its flavor (progressive). In (d): tastes
describes the person's awareness of the quality o f the
food (stative).
A verb such as like has a stative meaning. It is rarely,
if ever, used in progressive tenses.
In (e): It is incorrect to say He isn'z liking it.

The chef is tasting t h e s a u c e . It tastes too

s a l t y . H e doesn't like it.

1 COMMON VERBS THAT HAVE STATIVE MEANINGS

Note: Verbs with an asterisk (*) are like the verb taste: they can have both stative and progressive meanings
and uses.

(1) MENTAL STATE know believe imagine* want*

realize feel doztbt* need
understand suppose remember* desire
recognize think* forget* mean*
(2) EMOTIONAL STATE love hate mind astonish
like dislike care amaze
appreciate fear surprise
please envy
prefer
1 (3) POSSESSION possess have* ow?z
--
belong I
(4) SENSE PERCEPTIONS taste* hear see*
smell* feel*
(5) OTHER EXISTING STATES seem cost* be* consist of
look* owe exist contain
appear* weigh* marter include*
sotind equal
resemble
look like

Present and Past, Simple and Progressive 15

 EXERCISE 6. Verbs that have bofh stative and progressive meanings. (Chart 2-3)
Directions: Discuss the differences in meaning of the italicized verbs in each group of
sentences.
1. a. These flowers smell good.
b. Hiroki is smelling the flowers.
2. a. I think Roberto is a kind man.
b. I a m thinking about this grammar.

3. a. I see a butterfly. Do you see it too?

b. Jane is seeing a doctor about her headaches.
c. Jack and Ann are seeing each other. They go
out together every weekend.

4. a. Kathy looks cold. I'll lend her my coat.

b. Tina is looking out the window. She sees a butterfly.

5. a. Sam appears to be asleep. Let's not disturb him.

b. My favorite actor is currently appearing at the Paramount.

6. a. Sue is feeling the cat's fur.

b. The cat's fur feels soft.
c. I'm not feeling well today.
d. I feel that it is important to respect other people's opinions.

7. a. Ann has a car.

b. I a m having a hard time, but Olga is having a good time.

8. a. I remember my first teacher. Do you remember yours?

b. Aunt Sara is looking through an old picture album. She is remembering the wonderful
days of her childhood.

9. a. This piano is too heavy for me to lift. It weighs too much.

b. The grocer is weighing the bananas.

16 CHAPTER 2
(a) Ann i s sick today. Be + un adjective usually expresses a stative
Alex is nervozcs about the exam. meaning, as in the examples in (a). (See Appendix
Tom is tall and handsome. Chart A-3, p. A4, for ~nformationabout adjectives.)

(b) Jack doesn't feel well, but he refuses to see a Sometimes main verb be + an adjective is used in the
doctor. He is being foolish. progressive. It is used in the progressive when it
(c) Sue is being very quiet today. I wonder if describes temporary, in-progress behavior.
anything is wrong. In (b): Jack's foolishness is temporary and probably
uncharacteristic of him.
(d) INCORRECT: h4r.Smith is being old. In (d): Age does not describe a temporary behavior.
CORRECT: Mr. Smith is old. Be + old cannot be used in the progressive.
Examples of other adjectives that cannot be used with
analislare being: angry, beautiful, handsome, happy,
healthy, hungry, lucky, nervous, sick, tall, thirsty, young.

ADJECTIVES THAT CAN BE USED WITH AM/IS/ARE BEING

bad (ill-behaved) good (well-behaved) loud responsible
careful illogical nice rude
cruel impolite noisy serious
fair irresponsible patient silly
foolish kind pleasant unfair
funny &Y polite unkind
generous logical quiet unpleaanr

EXERCISE 7. AM / IS / ARE BEING + adjective. (Chart 2-4)

Directions: Mark the adjectives that can be used to complete each sentence.
1. Don't pay any attention to Johnny. He's just being .
M Hhnny
foolish d silly

2. A: You shouldn't act like that, Tommy. You're not being - .

B: Okay, Dad. I'm sorry.
car$ul kind
headhy responsible
3. A: There's something different about Tom today.
B: What do you mean?
A: He's being so -today.
handsome quiet
polite tall

4. I don't approve of Ann's behavior. She is being -.

angry unfair
cruel unpleasant

5. The children are being awfully -today.

good noisy
hungry sick

Present and Past, Simple and Progressive 17

0 EXERCISE 8. Simple present vs. present progressive. (Charts 2-1 -F 2-4)
Directions: Use either the simple present or the present progressive of the verbs in parentheses.
1. I can't afford that ring. It (cost) C O S ~ too much.
2. Look. It (begin) to rain. Unfortunately, I (have, not*)
my umbrella with me. Tom is lucky. He (wear)
a raincoat.
3. I (own, not) an umbrella. I (wear) a
waterproof hat on rainy days.
4. As a rule, I (sleep) until 6 o'clock in the morning, and then I
(get) up and (study) for my classes.
5. Shhh. Grandpa (take) a nap in the living room. We (want, not)
to wake him up. He (need) his rest.
6. Rght now I (look) at Janet. She (look)
angry. I wonder what's the matter. She (have) a frown on her
face. She certainly (have, not) any fun right now.
7. Right now I (look) around the classroom. Yoko (write)
in her book. Carlos (bite)
his pencil. Wan-Ning (scratch) his head. Ahmed (stare)
out the window. He (seem) to be
daydreaming, but perhaps he (think) hard about verb
tenses. What (you, think) Ahmed (do)

* A form of do is usually used in the negative when the main verb is have (especially in American English but also
commonly in British English): I don't have a car. Using have without a form of do is also possible but less common:
I havm'r a car.

18 CHAPTER 2
 8 . I (want) to figure out the meaning of this saying: "The pen is
mightier than the sword." I (know) that "mightier" (mean)
"more powedul," but what's a "sword"? What ("sword," mean)
3

Right now Martha is in the science building.

The chemistry experiment she (do)
is dangerous, so she
(be) very careful.
She (want, not)
to spill any of the acid. She (be, always)
careful
when she does a chemistry experiment.

C3 EXERCISE 9. Activity: using present verbs in writing. (Charts 2-1 -> 2-4)
Directions: Go to a place where there are many people (such as a zoo, a hotel lobby, a
street corner) or imagine yourself to be there. Describe what you see. Let your reader
"see" what you see by drawing a picture in words. Use present tenses. Begin with a
description of what you are doing: I am sitting on a bench at the zoo.

REGUM VERBS: T h e simple past and past participle end in - e d . English verbs have four
principal parts:
SIMPLE SIMPLE PAST PRESENT
FORM PAST PARTlCIPLE PARTICIPLE (1) simple form
(2) simple past
hope hoped hoped hoping (3) past participle
stop stopped stopped stopping (4) present participle
listen listened listened listening
study
start
studied
started
studied
started
studying
starting i
IRREGULAR VERBS: T h e simple past and past participle do not Some verbs have irregular
end in -ed. past forms.
SIMPLE SIMPLE PAST PRESENT Most of the irregular verbs in
FORM PAST PARTICIPLE PARTICIPLE English are given in the
alphabetical list in Chart 2-7,
break broke broken breaking
p. 22.
come came come coming
find found fozcnd finding
hit hit hi: hitting
swim swam swum swimming

Present and Past, Simple and Progressive 19

 Final -ed has three different pronunciations: v , ci/, and *>dl.

(a) looked -+ looklo' Final -ed is pronounced Id after voiceless sounds.

clapped clapid-+
Voiceless sounds are made by pushing air through your mouth; no sound comes
missed + misslo' from your throat. Examples of voiceless sounds: "k," "p," "s," "ch," "sh," "f."
watched -+ watchltl
finished -,finishltl
laughed -, laughltl
I (b) smell smell'dl
-+ I Final -ed is pronounced /dl after voiced sounds. I
saved + saveldl Voiced sounds come from your throat. If you touch your neck when you make a
cleaned -> cleanldf voiced sound, you can feel your voice box vibrate. Examples of voiced sounds: "1,"
robbed robidl
-)
"v,)' "n," "b," and all vowel sounds.
played + playid
(c) decided -r decideladl Final -ed is pronounced /ad/ after "t" and "d" sounds. The sound /ad/ adds a whole
needed -, needlad / syllable to a word.
wanted -+ wantladl COMPARE: looked = one syllable -+ IooWtl
invited -+ invileladl smelled = one syllable -+ smellld
needed = two syllables + needad1
wanted = two syllables -, wantlad

EXERCISE 10. Pronunciation of -ED endings. (Chart 2-6)

Directions: Practice pronouncing the words. Write the pronunciation of the -ed ending after
each word.
1. talked talk/+/ 13. roamed
2. sobbed 14. kissed
3. graded 15. halted

4. asked 16. laughed

5. helped 17. dried

6. watched 18. believed

7. filled 19. judged

8. defended 20. counted

9. poured 21. added

10. waited 22. boxed

11. enjoyed 23. rested

12. loaded 24. pushed

20 CHAPTER 2
EXERCISE 1 1 . Pronunciation of -ED endings. (Chart 2-6)
Directirms: Practice the sentences aloud. Write the pronunciation of the -ed endings.
/+/ /A/
1. Jane blinked and yawned.

2. We hoped for the best.

3. She mopped the kitchen floor, vacuumed the carpet, and dusted the furniture.

4. The concert lasted for two hours.

5. She tapped the top of her desk.

6. He described his house.

7. They demanded to know the answer.

8. Alice pushed and I pulled.

9. He handed me his dictionary.

10. Jack tooted his horn.

1 I. They asked us to help them.

12. With the coming of spring, the river flooded.

13. The airplane departed at six and landed at eight.

14. My friend jumped up and down and shouted when she got the news.

EXERCISE 12. Activity: pronunciation of -ED endings. (Chart 2-6)

Directions: On a separate sheet of paper draw three vertical columns. At the top of the
columns, write /t/, /dl, and /ad/. Using words of their own choosing, your classmates in
turn will say a word that has a final -ed. Write that word in the appropriate column
according to how the ending is pronounced.
Example:
SPEAKER A: Number one. wanted
/v' /d/ ladl
SPEAKER B: Number two. reached
SPEAKER C: Number three. licked 1. wazteA
SPEAKER D: Number four. spilled
Etc. 2. veached

3. licked

4. spilled

5.

Etc.

Present and Past, Simple and Progressive 21

Note: Verbs followed by a bullet (0) are defined at the end of the list.
~
SIMPLE
FORM
SIMPLE
PAST
PAST
PARTICIPLE 1 SIMPLE
FORM
SIMPLE
PAST
PAST
PARTICIPLE
arise
be
bear
arose
was,were
bore
arisen
been
bornelborn
1 forbid
forecast*
forget
forbade
forecast
forgot
forbidden
forecast
forgotten
beat beat beatenheat forgive forgave forgiven
become became become forsake- forsook forsaken
begin began begun freeze froze frozen
bend bent bent get got gottenlgot*
bet- bet bet give gave given
bid- bid bid go went gone
bind* bound bound grind- ground ground
bite bit bitten grow grew grown
bleed bled bled hang** hung hung
blow blew blown have had had
break broke broken hear heard heard
breed- bred bred hide hid hidden
bring brought brought hit hit hit
broadcast* broadcast broadcast hold held held
build built built hurt hurt hurt
burn burnedlburnt burnedtburnt keep kept kept
burst* burst burst kneel kneeledknelt kneeledknelt
buy bought bought know knew known
cast* cast cast lay laid laid
catch caught caught lead led led
choose chose chosen lean IeanedAeant 1eanedAeant
cling* clung clung leap leapedfleapt leapedleapt
come came come learn learned learned
cost cost cost learnt learnt
creep* crept crept leave left left
cut cut cut lend lent lent
deal* dealt dealt let let let
dig dug dug lie lay lain
do did done light lightedlit lightedlit
draw drew drawn lose lost lost
dream dreamed1 dreamed 1 make made made
dreamt dreamt mean meant meant
eat ate eaten meet met met
fall fell fallen mislay mislaid mislaid
feed fed fed mistake mistook mistaken
feel felt felt Pay paid paid
fight fought fought Put Put Put
find found found quit*** quit quit
fit fitfitted fit/fitted read read read
flee- fled fled rid rid rid
fling. flung flung ride rode ridden
fly flew flown ring rang rung
I
*In British English: get-got-got. In American English: get-got-gotmlgot.
**Hang is a regular verb when it means to kill someone with a rope around hisiher neck. COMPARE: I hung my cloches in the
closer. They hanged the murderer by the neck until he was dead.
***Also possible in British English: quit-quitted-quined.

22 CHAPTER 2
 SIMPLE SIMPLE PAST SIMPLE SIMPLE PAST
FORM PAST PARTICIPLE FORM PAST PARTICIPLE
rise rose risen spring* spranglsprung sprung
run ran run stand stood stood
say said said steal stole stolen
see saw seen stick stuck stuck
seek* sought sought sting- stung stung
sell sold sold stink* stanWstunk s g k
send sent sent strike* struck strucWstricken
set set set strive- strovelstrived strivedsqived
shake shook shaken string strung strung
shed* shed shed swear swore sworn
shine shonelshined shonelshined sweep swept swept
shoot shot shot swim swam swum
show showed swing* swung s-g
shrink* shranMshrunk shrunk take took taken
shut shut shut teach taught taught
sing sang sung tear tore torn
sink* sank sunk tell told told
1 sit sat sat thiik thought thought
sleep slept slept throw threw thrown
slide* slid slid thrust* thrust thrust
slit* slit slit understand understood understood
smell smelledsmelt smelledsmelt undertake undertook undertaken
speak spoke spoken upset upset upset
speed spedspeeded spedspeeded wake wokelwaked wokedwaked
spell spelledspelt spelledspelt wear wore worn
spend spent spent weave* wove woven
spill spilledspilt spilledspilt weep* wept wept
spin- spun win won won
spit spitlspat spitlspat wind* wound wound
split* split split withdraw withdrew withdrawn
spoil spoiledspoilt spoiledspoilt write wrote written
spread* spread spread
-Definitions of some of the less frequently used irregular verbs:
bet . . . . . . wager; offer to pay money fwecast . . . predict a future occurrence spring . . jump or rise suddenly from
if one loses forsake. . . abandon or desert a still position
b i d . . . . . . make an offer of money, grind.. . . crush, reduce to small sting . . . cause pain with a sharp
usually at a public sale pieces object (e.g., pin) or bite
bind. . . . . fasten or secure seek. . . . . look for (e.g., by an insect)
breed. . . . . bring animals together to shed. . . . . drop off or get rid of stink . . . have a bad or foul smell
produce young shrink.. . . become smaller smmke . . hit something with force
broadcast . . send information by radio sink . . . . . move downward, often strive.. try hard to achieve a goal
waves; announce under water swing. . move back and forth
b u m . . . . . explode; break suddenly slide . . . . . glide smoothly; slip or skid thrust.. push forcibly; shove
c a s t . . . . . . throw s l i t . . . . . . cut a narrow opening weave . . form by passing pieces of
cling. . . . . hold on tightly spin . . . . . turn rapidly around a material over and under
creep . . . . . crawl close to the ground; central point each other (as in making
move slowly and quietly split. . . . . divide into two or more baskets, cloth)
deal. . . . . . distribute playing cards to parts weep . . . cry
each person; give spread. . . push out in all directions w i n d . . . (sounds like find) turn
attention to (deal with) (e.g., butter on bread, around and around
flee . . . . . . escape; run away news)
fling. . . . . throw with force

Present and Past,Simple and Progressive 23

 EXERCISE 13. Oral review of irregular verbs. (Chart 2-7)
NOTE: Exercises 13 through 16 are quick oral reviews of the simple past of irregular verbs.
Although a short answer is usually given to a yeslno question (Didyou sit down? Yes, I did.),
in this exercise, answer with "yes" and a complete sentence. Which irregular verbs come
easily for you? Which ones are a little more troublesome? Which ones don't you know?
Directions: Work in pairs.
Speaker A: Your book is open. Ask the questions in the text.
Speaker B: Your book is closed. Begin each answer with "Yes . . . ."
Example:
SPEAKER A (book open): Did you sit down?
SPEAKER B (book closed): Yes, I sat down. OR Yes, I did. I sat down.

Switch roles.
1. Did you drink some coffee before class? 13. Did you fall on the ice?
2. Did you bring your books to class? 14. Did you hurt yourself when you fell?
3. Did you forget your briefcase? 15. Did you fly to (this city)?
4. Did you shake your head? 16. Did you wear a coat to class?
5. Did you catch the bus this morning? 17. Did you hang your bookbag on a hook?
6. Did you drive to school? 18. Did you eat lunch?
7. Did you lose your book? 19. Did you take chemistry in high school?
8. Did you mislay your book? 20. Did you ride the bus to school?
9. Did you find your book? 2 1. Did you swear to tell the truth?
10. Did you understand what I said? 22. I made a mistake. Did you forgive me?
11. Did you tell your friend the news? 23. Did you write a letter to your family?
12. Did you spread the news? 24. Did you bite the dog???

EXERCISE 14. Oral review of irregular verbs. (Chart 2-7)

Directions: Work in pairs.
Speaker A: Your book is open. Ask the questions in the text.
Speaker B: Your book is closed. Begin each answer with "No, someone else . . . ."
Example:
SPEAKER A (book open): Did you shut the door?
SPEAKER B (book closed): No, someone else shut it.

Switch roles.
1. Did you make that cake? 9. Did you feed the cat?
2. Did you break that window? 10. Did you hide my book from me?
3. Did you steal my wallet? 11. Did you blow that whistle?
4. Did you take my piece of paper? 12. Did you throw a piece of chalk out
5. Did you draw that picture? the window?
6. Did you sweep the floor this morning? 13. Did you tear that piece of paper?
7. Did you teach class yesterday? 14. Did you build that house?
8. Did you dig that hole in the garden? 15. Did you speak to ( . . . )?
16. Did you weave that cloth?

24 CHAPTER 2
EXERCISE 15. Oral review of irregular verbs. (Chart 2-7)
Directions: Work in pairs.
Speaker A: Your book is open. Ask the questions in the text.
Speaker B: Your book is closed. Begin your answer with "yes."
Example:
SPEAKER A (book open): Did you sit down?
SPEAKER B (book closed): Yes, I sat down.

Switch roles.
1. Did you give me some money? 11. Did you bend over to pick up a pencil?
2. Did you stand at the bus stop? 12. Did you send a letter?
3. Did you choose the blue pen? 13. Did you sing a song?
4. Did you run to class this (morning)? 14. Did you stick your hand in your
5. Did you sleep well last night? pocket?
6. Did you hear that noise outside the 15. Did you grind the pepper?
window? 16. Did you strike the desk with your
7. Did you withdraw some money from hand?
the bank? 17. Did you light a match?
8. Did you wake up at seven this morning? 18. Did you mean what you said?
9. Did you swim in the ocean? 19. Did you hold your hand up?
10. Did you go home after class yesterday? 20. Did you speak to ( . . . )?

EXERCISE 16. Oral review of irregular verbs. (Chart 2-7)

Directions: Work in pairs.
Speaker A: Your book is open. Ask the questions in the text.
Speaker B: Your book is closed. Begin your answer with "yes."
Example:
SPEAKER A (book open): Did the students come to class?
SPEAKER B (book closed): Yes, they came to class.

Switch roles.
1. Did class begin at (nine)? 11. Did the thief creep into the room?
2. Did the sun rise at six this 12. Did the policeman shoot at the thief?
morning? 13. Did the thief flee?
3. Did you cut your finger? 14. Did your team win the game yesterday?
4. Did it bleed when you cut it? 15. Did your car slide on the ice?
5. Did the grass grow after the rain? 16. Did the door swing open?
6. Did a bee sting you? 17. Did the children blow up some balloons?
7. Did the telephone ring? 18. Did the balloons burst?
8. Did the water freeze? 19. Did the radio station broadcast the news?
9. Did your friend quit school? 20. Did you know all of the irregular verbs?
10. Did the soldiers fight?

Present and Past, Simple and Progressive 25

 TRANSITIVE INTRANSITIVE Raise, set, and lay are transitive
verbs; they are followed by an
(a) raise, raised, raised (b) rise, rose, risen object. Rise, sit, and lie are
Tom raised his hand. The sun rises in the east. intrcfnsitive; i.e., they are NOT
followed by an object."
(c) set, set, set (d) sit, sat, sat
In (a): raised is followed by the
I will set the book on the desk. I sit in the front row. object hand.
(e) lay, laid, laid ( f) lie,** lay, lain In (b): rises is not followed by an
I a m laying the book on the desk. He is lying on his bed. object.
Note: Lay and lie are troublesome
for native speakers too and are
frequently misused.
*See Appendix Chart A-1, p. ~ 1for
, information about transitive and intransitive verbs.
**Lie is a regular verb (lie, lied) when it means "not tell the truth": He lied to me about his age.

EXERCISE 17. Troublesome verbs. (Chart 2-8)

Directions: Choose the correct word in parentheses.

1. The student (raised, rose) his hand in class.

2. Hot air (raises, rises).
3. Ann (set, sat) in a chair because she was tired.
4. I (set, sat) your dictionary on the table a few minutes ago.
5. Hens (lay, lie) eggs.
6. Sara is (laying, lying) on the grass in the park right now.
7. Jan (laid, lay) the comb on top of the dresser a few minutes ago.
8. If you are tired, you should (lay, lie) down and take a nap.
9. San Francisco (lay, lies) to the north of Los Angeles.
10. Mr. Faust (razkes, rises) many different kinds of flowers in his garden.
11. The student (raised, rose) from her seat and walked to the front of the auditorium to
receive her diploma.
12. Hiroki is a very methodical person. Every night before going to bed, he (lays, lies) his
clothes for the next day on his chair.
13. Where are my keys? I (lay, laid) them here on the desk five minutes ago.
14. Fred (set, sat) the table for dinner.
15. Fred (set, sat) at the table for dinner.
16. The fulfillment of all your dreams (lies, lays) within you-if you just believe in yourself.

26 CHAPTER 2
EXERCISE 18. Troublesome verbs. (Chart 2-8)
Directions: Follow the directions.
1. Name things that rise.
2. Lift something above your head. Use raised or rose in a sentence to describe that action.
3. Put something on your desktop. Use set or sat in a sentence to describe this action.
Then use laid or lay to describe this action.
4. Look at the object on your desktop. What is it doing? Describe its "activity in
progress" by using setting or sitting in a sentence. Then use laying or lying in a similar
sentence to describe this object.
5. Describe the geographical location of your country by naming at least two countries
or bodies of water that border it on the north, south, east, or west. Use lies or lays.
For example, Canada (liesllays?) to the north of the United States.

(a) I w a l k e d to school yesterday. The simple past indicates that an

(b) John lived in Paris for ten years, activity or situation began and en&d
but now he lives in Rome. at a particular time in the past.
(c) I bmght a new car three days ago.

(d) Rita stood under a tree when it If a sentence contains when and has
began to rain. the simple past in both clauses, the
(e) When Mrs. Chu heard a strange action in the when clause happens
noise, she got up to investigate. first. In (d): 1st: T h e rain began.
(f) When I dropped my cup, the 2nd: She stood under a tree.
coffee spilled on my lap.

Rita stood under a tree when it began to rain.

Present and Past, Simple and Progressive 27

 when it began to rain. , street.
(h) While I was walking down the 2nd: It began to rain.
street, it began to rain. Both,actions occurred at the same
( i ) Rita was standing under a tree time, but one action began earlier and
when it began to rain. was in progress when the other action
( j ) At eight o'clock last night, I was occurred.
In (j): My studying began before
(k) Last year at this time, I was 8:00, was in progress at that time, and
attending school. probably continued.

(1) While I was studying in one Sometimes the past progressive is used
room of our apartment, my in both parts of a sentence when two
roommate was having a party in actions are in progress simultaneously.
the other room.

Rita was standing under a tree when It began to rain.

EXERCISE 19. Simple past vs. past progressive. (Charts 2-9 and 2-10)
Directiuns: Use the simple past or the past progressive of the verbs in parentheses.
1. I am sitting in class right now. I (sit) WO\S sittihq in class at this
exact same time yesterday.

2. I don't want to go to the zoo today because it is raining. The same thing happened
yesterday. I (want, not) to go to the zoo because it
(rain)

3. I (call) Roger at nine last night, but he (be, not)

at home. He (study) at the library.

4. I (hear, not) the thunder during the storm last night

because I (sleep)

28 CHAPTER 2
 5. It was beautiful yesterday when we went for a walk in the park. The sun (shine)
. A cool breeze (blow)
The birds (sing)

6. My brother and sister (argue) about something when I

(walk) into the room.

7. I got a package in the mail. When I (open) it, I find)

a surprise.

8. While Mrs. Emerson (read) the little boy a story, he

&ll) asleep, so she (close) the book and quietly
(tiptoe) out of the room.

9. A: Why weren't you at the meeting?

B: I (wait) for an overseas call from my family.

10. A: (you, hear) what she just said?

B: No, I (listen, not) . I (think)
about something else.

1 1 . A: How (you, break)

your arm?
B: I (slip) on the ice
while I (cross)
the street in front of the dorm.

12. A: I'm sure you met Carol Jones at the party last night.
B: I don't remember her. What (she, wear)
?

13. It was my first day of class. I @nd,finally) the right

room. The room (be, already) full of students. On one
side of the room, students (talk, busily) to each other
in Spanish. Other students (speak) Japanese, and
some (converse) in Arabic. It sounded like the United
Nations. Some of the students, however, (sit, just)
quietly by themselves. I (choose) an empty seat in the last row
and (sit) down. In a few minutes, the teacher (walk)
into the room and all the multilingual conversation

Present and Past, Simple and Progressive 29

 14. I really enjoyed my vacation last January. While it (snow) in
Toronto, the sun (shine) in Florida. While you
(shovel) snow in Iowa, I (lie)
on the beach in Florida.

EXERCISE 20. Activity: using past verbs in speaking. (Charts 2-9 and 2-10)
Directions: Come to class prepared to do a pantomime. While you are doing your
pantomime, your classmates will try to determine what you are doing and then, when you
are finished, will describe what you did, step by step.
Examples of subjects for a pantomime:
1. threading a needle and sewing on a button
2. washing dishes, and perhaps breaking one
3. bowling
4. reading a newspaper while eating breakfast

EXERCISE 21. Activity: using past verbs in writing. (Charts 2-9 and 2-10)
Directions: In writing, describe one or more of the pantomimes that were performed by
your classmates. Give a title to the pantomime and identify the pantomimist. Use a few
"time words" to show the order in which the actions were performed:first, next, then, after
that, before, when, while, etc.

EXERCISE 22. Activity: using present and past verbs in writing. (Chapter 2)
Directions: Describe your first day or two in this country or city. What did you do? What
did you think? What did you see? Who did you meet? Did you have any interesting
experiences? How did you feel about this place?
Then write about how you feel about this place now. In what ways are your present
experiences here different from your earlier experiences?

(a) Mary always leaves for school at 7:45. In sentences referring to present time, usually the
simple present is used with always to describe
habitual or everyday activities, as in (a).
(b) Mary is always leaving her dirty socks on the In special circumstances, a speaker may use the
floor for me to pick up! Who does she think I am? present progressive with always to complain, i.e., to
Her maid? express annoyance or anger, as in (b).*

(c) I a m always1forever1 constantly picking up In addition to always, the words forever and
Mary's dirty socks! constantly are also used with the present progressive
to express annoyance.
(d) I didn't like having Sam for my roommate last year. Always, forever, and constantly can also be used with
He was always leaving his dirty clothes on the floor. the past progressive to express annoyance or anger.
*COMPARE:
(1) "Mary is always leaving her dirty socks on thejloor" expresses annoyance.
( 2 ) "Mary always leaves her dirty socks on thefloor" is a statement of fact in which the speaker is not necessarily
expressing an attitude of annoyance. Annoyance may, however, be shown by the speaker's tone of voice.

30 CHAPTER 2
 EXERCISE 23. Using progressive verbs with ALWAYS. (Chart 2-1 1)
Directions: Your roommate, Jack, has many bad habits. These bad habits annoy you! Pretend
you are speaking to a friend and complaining about Jack. Use the present progressive of a
verb in Column A and complete the sentence with a phrase from Column B. Use always,
constantly, orforever in each sentence. Say your sentence aloud with annoyance,
impatience, or anger in your voice.
Example: He's always messing up the kitchen!
COLUMN A COLUMN B
1. mess up a. about himself
2. leave / b. the kitchen
3. borrow c. my clothes without asking me
4. brag d. to give me my phone messages
5. try e. his dirty dishes on the table
6. crack f. to show me he's smarter than me*
7. forget g. his knuckles while I'm trying to study

8. Complete the following with your own words.

A: I really don't know if I can stand to have Sue for a roommate one more day.
She's driving me crazy.

B: Oh? What's wrong?

A: Well, for one thing she's always !
B: Really?
A: And not only that. She's forever !
B: That must be very inconvenient for you.
A: It is. And what's more, she's constantly I

Can you believe that? And she's always !

B: I think you're right. You need to find a new roommate.

(a) -What is Kay doing? I An expression of place can sometimes come between
- She's studying in her room. the auxiliary be and the -ing verb in a progressive
(b) -Where's Kay? tense, as in (b) and (d):
- She's in her room studying. is + in her room + studying
was + in bed + reading
(c) -What was Jack doing when you arrived? In (a): The focus of both the question and the answer is
- He was reading a book in bed. on Kay's activity in progress, i.e., on what she is doing.
(d) -Where was Jack when you arrived? In (b): The focus of both the question and the answer
- He was in bed reading a book. is on Kay's location, i.e., on where Kay is.

*In formal English, a subject pronoun follows than: He's older than I (am). In everyday informal English, an
object pronoun is frequently used after than: He's ofder than me.

Present and Past, Simple and Progressive 31

 EXERCISE 24. Using expressions of place with progressive verbs. (Chart 2-1 2)
PART I. Use the given verbs and expressions of place to complete the dialogues. Use usual
word order if the focus is on an activity in progress. Use inverted word order if the focus
is on the person's location.
1. listen to music \ in her room
A: Where's Sally?
B: She's ih hev voow Iistehihq t o wksic.

2. listen to music \ in the living room

A: What's Surasuk doing?
B: Heys Iistehihq t o wksic ih t h e Iivihg voow.

3. watch TV \ in his bedroom

A: Where was Jack when you got home?
B: He was

4. watch TV \ in his bedroom

A: What was Jack doing when you got home?
B: He was

5. take a nap \ on the couch in the living room

A: What's Roy doing?
B: He's

6. take a nap \ on the couch in the living room

A: Where's Roy?
B: He's

7 . attend a conference \ in Singapore

A: Where's Ms. Chang this week?
B: She's

PART II. Answer the questions, using the present progressive or the past progressive. Use
the expression of place in parentheses and add your own words.
8. A: Where's Joan? (at the library)
B: she's o\t t h e libvotvy stkAyihq Fov a test.

9. A: Is Mark here? (upstairs)

B: Yes.

10. A: Have you seen Professor Marx? (in her office)

B: Yes.

32 CHAPTER 2
 11. A: Where's your mother, Jimmy? (in the kitchen)
B:
12. A: Ahmed was absent yesterday. Where was he? (at home)
B:
13. A: Was Mr. Rivera out of town last week? (in New Brk)
B: Yes.

PART III. Add expressions of place between be and the -ing verb.
14. My sister is visiting some relatives.
-* My sister is in Chicago visiting some relatives.

15. I'm back to work now, but a month ago I was lying in the sun.

16. We are studying English grammar.

17. No one could see the thief because he was hiding from the police.

18. When I saw Diana, she was uying to find out what she was supposed to do.

EXERCISE 25. Error analysis: present and past verbs. (Chapter 2)

Directions: Correct the errors.
1. Breakfast is an important meal. I'm always eating breakfast.

2. During I was working in my office yesterday, my cousin stops by to visit me.

3. Portugal lays to the west of Spain.

4. Yuki staied home because she catched a bad cold.

5. My brother is looking like our father, but I am resembling my mother.

6 . As a verb, "sink" is meaning "move downward." What it means as a noun?

7. Sang-Joon, are you listen to me? I am talk to you!

8. I rewinded the rented video before I return it to the store yesterday.

9. Abdallah is want a snack. He's being hungry.

10. Anna rose her eyebrows in surprise.

11. Yesterday I was working at my computer when Shelley was coming to the door of my

office. I wasn't knowing she was there. I was concentrate hard on my work. When

she suddenly speak, I am jump. She startle me.

12. While I was surfing the net yesterday, I was finding a really interesting Web site.

Present and Past, Simple and Progressive 33

 CONTENTS
4-1 Simple future: will and be going to 4-5 Future progressive
4-2 Will vs. be going to 4-6 Future perfect
4-3 Expressing the future in time clauses 4-7 Future perfect progressive
4-4 Using the present progressive and the simple
present to express future time

(a) Jack willfinish his work tomorrow. Will or be going to is used to express
(b) Jack is going to finish his work future time.* In speech, going to is
tomorrow. often pronounced "gonna."
(c) Anna will not be here tomorrow. In (d): The contracted form of + not
(d) Anna won't be here tomorrow. is won't.
*The use of shall with I or we to express future time is possible but uncommon in American English. Shall is used more
frequently in British English than in American English.

EXERCISE 1. Simple future. (Chart 4-1)

Directions: Will is usually contracted with personal pronouns in both speaking and informal
writing. Will is often contracted with nouns and with other words in speaking, but not in
writing. Practice pronouncing contracted will in these sentences.

1. I'll come. He'll come. You'll come. 9. The children will be home at 3:OO.
2. She'll help us. They'll help us too. 10. Who will be at the meeting?
3. I'm sure we'll do well on the test. 11. Where will you be around five?
4. It'll probably rain tomorrow. 12. How long will Tom be here?
5. Bob will ("Bob'll") be here soon. 13. Nobody will recognize you in that wig.
6. The weather will be hot in August. 14. That will be a lot of fun.
7. Mary will come tomorrow. 15. What will you do?
8. Bill will be here too.
I To express a PRUIICTION: Use either WILL or BE GOING TO.
I
(a) According to the weather report, it will be cloudy When the speaker is making a prediction (a statement
tomorrow. about something s h e $inks will be true or will occur in
(b) According to the weather report, it is going to be the future), either will or be going to is possible.
cloudy tomorrow. There is no difference in meaning between (a) and (b).
(c) Be carefkl!You'll h u r t yourself! There is no difference in meaning between (c) and (d).
(d) Watch out! You're going to h u r t yourself!

(e) A: Why did you buy this paint? When the speaker is expressing a prior plan (something
B: I'm going to p a i n t my bedroom tomorrow. the speaker intends to do in the future because in the
( f ) I talked to Bob yesterday. He is tired of taking the past sthe has made a plan or decision to do it), only be
bus to work. He's going t o buy a car. That's going to is used.*
what he told me. In (e): Speaker B has made a prior plan. Last week she
decided to paint her bedroom. She intends to paint it
tomorrow.
In (0: The speaker knows Bob intends to buy a car.
Bob made the decision in the past, and he plans to act
on this decision in the future.
Will is not appropriate in (e) and (f).

I To express WILLINGNESS: Use only WLL 1

(g) A: The phone's ringing. In (g): Speaker B is saying "I am willing; I am happy to
B: I'U get it. get the phone." He is not making a prediction. He has
(h) A: I don't understand this problem. made no prior plan to answer the phone. He is, instead,
B: Ask your teacher about it. She'll help you. volunteering to answer the phone and uses wiU to show
his willingness.
In (h): Speaker B feels sure about the teacher's
willingness to help. Be g o i n g to is not appropriate in
(g) and (h).
*COMPARE:
Situation 1: A: Are you busy this evening?
B: Yes. I'm going to m e t Jack ar the library ar seven. We're going to study together.
In Situation 1, only be going to is possible. The speaker has a prior plan, so he uses be going to.
Situation 2: A: Are you busy this evening?
B: Well, I really h ' c made any plans. I'll eat OR I'm going to eat dinner, o j course. And then I'll
probably watch OR I'm probably going to watch TVjm a liitle while.
In Situation 2, either will or be going to is possible. Speaker B has not planned his evening. He is "predicting" his
evening (rather than stating any prior plans), so he may use either will or be going to.

EXERCISE 2. WILL vs. BE GOING TO. ( C h a r t 4-2)

PART I. EXPRESSING PREDICTIONS
Use will and/or be going to with the verb in parentheses.
1. Sue (graduate) will g v n A k n t e / is goihg vqvo\Ako\te in June. After that, she
(begin) will b e g i h / is goih_q l-o bevqih work at an electronics firm.

2. Fred (be) at the meeting tomorrow. I think Jane (come)

too.

52 CHAPTER 4
3. A: Can you give Ed a message for me?
B: Sure. I (see, probably) him at the meeting
this evening.

4. A: Mr. Swan (be, not) here next term. He has resigned.

w h o (be) the new teacher? Do you know?
B: Yes. Ms. Mary Jefferson. Ms. Jefferson (teach) the
same courses Mr. Swan taught: English, algebra, and geometry. I (be)
in her algebra class.

5. In what ways (the damage we do to our environment today, affect)

the quality
of life for future generations?

PART II. EXPRESSING PRIOR PLAN VS. WILLINGNESS

Use be going to if you think the speaker is expressing a prior plan. If you think shelhe
has no prior plan, use will.
6. A: This letter is in French, and I don't speak French. Can you help me?
B: Sure. I (translate) bill hdhflo\te it for you.

7. A: Do you want to go shopping with me? I (go) d w _qoih_qt 0 YO to the

shopping mall downtown.
B: Sure. What time do you want to leave?
8. A: Who wants to erase the board?
Are there any volunteers?
B: I (do) it!
C : I (do) it!

9. A: Why does he have an eraser

in his hand?
B: H e (erase)
the board.

Future Time 53
 10. A: How about getting together for dinner after work?
B: Sounds good. Where?
A: How about Alice's Restaurant or the Gateway Cafe? You decide.
B: Alice's Restaurant. I (meet) you there around six.
A: Great.
11. A: Do you have plans for dinner?
B: Yes. I (meet*) a co-worker for dinner at Alice's Restaurant.
Want to join us?
12. A: This light doesn't work. The bulb is probably burned out. Do we have any new
light bulbs?
B: I (get) one for you.
A: Thanks.
13. A: I (enroll) in the community college next spring.
B: Oh? I didn't know you wanted to go back to school.
A: I need to sharpen my skills so I can get a better job. I (take)
a course in word processing.
14. A: Uh, oh! I've spilled coffee on my shirt!
B: Just a minute. I (get) a damp cloth for you.
15. A: Janice, do you want to come with us?
B: I can't. I have to study.
A: Oh, c'mon! You can't study all day and all night.
B: All right, I (go) with you. I guess I can finish this stuff
tomorrow.
16. A: I (sell) my bicycle. I have to.
B: What? Why? You need your bicycle to get to work.
A: I know. But I need money right now to pay for my baby's doctor and medicine.
I can walk to work.
17. A: How do you spell "accustomed"?
B: I'm not sure. I (look) it up for you.
A: Thanks.
B: Here it is. It has two "c"s but only one "m."

*When be going w expresses a prior plan, it is often also possible to use the present progressive with no change
in meaning. See Chart 4-4, p. 57. There is no difference in meaning between these sentences:
I am going to m e t Larry at Alice's Restaurant at six.
I am meeting Larry at Alice's Restaurant at six.

54 CHAPTER 4
(a) Bob will come soon. When Bob comes, we will see In (a): When Bob comes is a time clause.*
him. when + subject + verb = a time clause
(b) Linda is going to leave soon. Before she leaves, she Will or be going to is NOT used in a time clause. The
is going to finish her work. meaning of the clquse is future, but the simple
(c) I will get home at 5:30. Ajter Iget home, I will eat present tense is used.
dinner.
(d) The taxi will arrive soon. As soon as it arrives, A time clause begins with such words as when,
we'll be able to leave for the airport. before, aJter, as soon as, until, while and includes
(e) They are going to come soon. I'll wait here until a subject and a verb. The time clause can come either
they come. at the beginning of the sentence or in the second part
of the sentence:
When he comes, we'll see him. OR
We'll see him when he comes.

(f) While I am traveling in Europe next year, I'm Sometimes the present progressive is used in a time
going to save money by staying in youth hostels. clause to express an activity that will be in progress in
the future, as in (0.

(g) I will go to bed after Zfinish my work. Occasionally, the present perfect is used in a time
(h) I will go to bed after Z have finished my work. clause, as in (h). Examples (g) and (h) have the same
meaning. The present perfect in the time clause
emphasizes the completion of the act before the other
act occurs in the future.
*A "rime clause" is an adverb clause. See Charts 5-1 (p. 70),5-2 @. 72), and 17-1 (p. 359) for more information.

EXERCISE 3. Expressing the future in time clauses. (Chart 4-3)

Directions: Find the time clause in each sentence. Draw brackets [ . . . ] around it and
underline the verb in the time clause. Identify and discuss the use of verb tenses.
1. We'll be here [when you arrive tomorrow.]
2. After the rain stops, I'm going to sweep the front porch.

3. I'm going to start making dinner before my wife gets home from work today.

4. I'm going to wait right here until Jessica comes.

5. As soon as the war is over, there will be great joy throughout the land.

6 . Right now the tide is low, but when the tide comes in, the ship will leave the harbor.

7. While I'm driving to work tomorrow, I'm going to listen to my Greek language tapes.

EXERCISE 4. Expressing the future in time clauses. (Chart 4-3)

Directions: Use will / be going to or the simple present. (In this exercise, both will and
be going to are possible when a future tense is necessary, with little or no difference in
meaning.)
1 . Peter is going to leave in half an hour. He finish) will h i s h / is 40ihq to hish
all of his work before he (leave) leaves
2. I'm going to eat lunch at 12:30. After I (eat) ,I (take, probably)
a nap.
Future Time 55
3. I'll get home around six. When I (get) home, I (call)
Sharon.

4. I'm going to watch a T V program at nine, but before I (watch)

the program, I (write) a letter to my parents.

5. Gary will come soon. I (wait) here until he (come)

6 . I'm sure it will stop raining soon. As soon as the rain (stop) ,I
(walk) to the store to get some film.

7. I'm a junior in college this year. After I (graduare) with a B.A.

next year, I (intend) to enter graduate school and
work for an M.A. Perhaps I (go) on for a Ph.D. after I (get)
my Master's degree.

8 . I (listen) to
English language tapes while I (sleep)
tonight.
Do you think it will help me learn English
faster?

9. A: How long (you, stay)

in this country?
B: I (plan) to be here
for about one more year. I (hope)
to graduate a year from this June.
A: What (you, do) after you (leave) ?
B: I (return) home and (get)
a job. How about you?
A: I (be) here for at least two more years before I
(return) home and (get) a job.
 EXERCISE 5. Expressing the future in time clauses. (Chart 4-3)
Directions: Complete the sentences with your own words.
1. When I . . . later this afternoon, I . . . .
-+When I go downtown later this afternoon, I'm going to go to the bank and the post ofice.
2. After I . . . tomorrow morning, I . . . .
3. Tomorrow, I . . . before I . . . .
4. I . . . when . . . next year.
5. As soon as class . . . ,I'm going to . . . .
6. I'm not going to . . . until my friend . . . .
7. When I . . . tomorrow, I . . . .
8. While I'm visiting . . . next week, I . . . .

PRESENT PROGRESSIVE The present progressive may be used to express future

(a) My wife has an appointment with a doctor. She is time when the idea of the sentence concerns a planned
seeing Dr. North next Tuesday. event or definite intention.
(b) Sam has already made his plans. He is leaving at A verb such as rain is used in the
noon MmO?rOW. present progressive to indicate future time because
(c) A: What are you going to do this afternoon? rain is not a planned event.)
B: A&r lunch 1a m a friend of mine. We A future meaning for the present progressive tense is
are going shopping. would you like to come indicated either by future time words in the sentence
along? or by the context.

SIMPLE PRESENT The simple present can also be used to express future
(d) The museum opens at u n tomorrow morning. time in a sentence concerning events that are on a
(e) Classes begin next week. definite schedule or timetable. These sentences
(f) John's plane arrives at 6:05 P.M. next Monday. usually contain future time words. Only a few verbs
are used in this way: e.g., open, close, begin, end, start,
finish, arrive, leave, come, return.

EXERCISE 6. Using the present progressive and the simple present to express
future time. (Chart 4-4)
Directions: Indicate the meaning expressed by the italicized verbs by writing in thefiture,
now, or habitually in the blanks.
1. I am taking four courses next semester. ih the Fktkve
2. I am taking four courses this semester. NOW

3. Students usually take four courses every semester. hmbitkally

4. I'll mail this letter at the corner when I take Susan home.

5. My brother's birthday is next week. I am giving him a

sweater.

6. Shhh. The broadcaster is giving the latest news about the

crisis in England. I want to hear what she's saying.

Future Time 57
 7. When I graduate, I'm going to return home.

8. When students graduate, they receive diplomas.

9. I'm tired. I am going to bed early tonight.

10. When I am in New York, I'm going to visit the Museum

of Modern Art.

11. When I am home alone in the evening, I like to read or

watch television.

12. A: Are you busy?

B: Not really.
A: What are you doing?
B: 1'm writing a letter to my folks. B:

A: When youfinish your letter, do you want to play A:

a game of chess?

13. A: What are you doing after work today? A:

B: I'm playing tennis with Brown at the health club. B:
And you?
A: I'm meeting Smith for a round of golf. A:

14. Tony will arrive at eight tomorrow evening.

15. Tony rci going to arrive at eight tomorrow night.
16. Tony is arriving at eight tomorrow evening.
17. Tony arrives at eight tomorrow evening.
18. When Tony arrives, we'll have a party.

58 CHAPTER 4
EXERCISE 7. Using the present progressive to express future time. (Chart 4-4)
Directions: Use the present progressive to complete the sentences. Use any verb that makes
sense.
1. A: How about going across the street for a cup of coffee?
B: I can't. I a w weetihcl Jennifer at the library at 5:OO.

2. A: Why are you in such a hurry?

B: I have to be at the airport in an hour. I the 4 o'clock
plane to NewYork. I have an important meeting there tomorrow.

3. A: We got an invitation in the mail from Ron and Maureen. They

a dinner party next Saturday evening. D o you want to go? I'd like to.
B: Sure. I always enjoy spending time with them. Let's call and tell them we

4. A: Your cough sounds terrible! You should see a doctor.

B: I know. It just won't go away. I Dr. Murray later
this afternoon.

5. A: Have you seen Jackie?

B: She just left. She has some shopping to do, and then she
to the health club for her yoga class. She should be back around 4:30.

6. A: Where are you and your family going for your vacation this summer?
B: Ontario.
A: Are you planning to fly?
B: No, we so we can take our time and enjoy the scenery.

7. A: We're going to a soccer match next week.

B: Who ?*
A: A team from Brazil and a team from Argentina. It ought to be a really exciting
game.

8. A: I see you're smoking. I thought you stopped last month.

B: I did. I don't know why I started again. I again
tomorrow, and this time I mean it.

*When who is used as the subject of a question, the verb is singular. See Appendix Chart B-2, p. ~ 9 .

Future Time 59
 EXERCISE 8. Using the present progressive to express future time. (Chart 4-4)
Directions: Answer the questions. Practice using the present progressive to express future time.
1. What are your plans for the rest of today?
2. What are your plans for tomorrow?
3. Do you have any travel plans? What are they?
4. Think of someone you know. Does this person have any plans that you are aware of?

El EXERCISE 9. Using the present progressive and the simple present to express
future time. (Chart 4-4)
Directions: Pretend that you are going to take your ideal vacation next week. All of your
plans are made, and your itinerary is in front of you. Write your travel plans. Use present
tenses where appropriate.
Example: This coming Saturday I am beginning my "vacation of a lifetime." The first
place I'm going to is Bali. My plane leaves at six-thirty Saturday morning. I
arrive in Bali late that afternoon. I'm staying at the Nusa Dua Beach Hotel. I
leave Bali on the fifteenth and travel to the Philippines. While I'm there, I'm
staying with some friends. Etc.

(a) I will begin to study at seven.You The future progressive expresses an

will come at eight. I will be activity that will be in progress at a rime in
studying when you come. the future.
(b) Right now I am sitting in class. At
this same time tomorrow, I will be
&tting in class.

(c) Don't call me at nine because I The progressive form of be going to:
won't be home. I am going to be be going to + be + -ing
studying at the library.

(d) Don't get impatient. She will be Sometimes there is little or no difference
coming soon. between the future progressive and the
(e) Don't get impatient. She will simple future, especially when the future
come soon. event will occur at an indefinite time in
the future, as in (d) and (e).

EXERCISE 10. Using the future progressive. (Chart 4-5)

Directions: Use the future progressive or the simple present.
1. Right now I am attending class. Yesterday at this time, I was attending class.
Tomorrow at this time, I (attend) class.

2. Tomorrow I'm going to leave for home. When I (arrive)

at the airport, my whole family (wait) for me.

60 CHAPTER 4
 3. When I (get) up tomorrow morning, the sun (shine)
,the birds (sing) ,and my
roommate (lie, still) in bed fast asleep.

4. A: When do you leave for Florida?

Tomorrow. Just think! Two days from now
I (lie)
beach in the sun.
Sounds great! I (think)
about you.

How can I get in touch with you

you're out of town?
B: I (stay) at the Pilgrim Hotel. You can reach
me there.

6. Next year at this time, I (do) exactly what I am doing

now. I (attend) school and (study)
hard next year.

7. Look at those dark clouds. When class (be) over, it

(rain, probably)

8. A: Are you going to be in town next Saturday?

B: No. I (visit, in Chicago)" my aunt.

9. A: Where are you going to be this evening?

B: I (work, at the library)
on my research paper.

10. A: Do you think life will be very different 100 years from now?
B: Of course. I can picture it in my mind. People (live)
in modular mobile residential units that they can take with them if they have to
move, and they (drive) air cars that can go at
tremendous speeds.
A: That sounds pretty far-fetched to me. Why would people want to take their houses
with them when they move?

*Expressions of place can often be used between the helping verb and the main verb in progressive tenses.
See Chart 2-12, p. 31.

Future Time 61
 (a) I will graduate in June. I will see The future perfect expresses an
you in July. By the time I see activity that will be completed before
you, I will have graduated. another time or event in the future.
(b) I will havefinished my (Note: by the time introduces a time
homework by the time I go out clause; the simple present is used in a
on a date tonight. time clause.)

(c) I will go to bed at ten P.IM. Ed The future perfect progressive

will get home at midnight. At emphasizes the duration of an activity
midnight I will be sleeping. I that will be in progress before another
will have been sleeping for time or event in the future.
two hours by the time Ed gets
home.

(d) When Professor Jones retires next Sometimes the future perfect and the
month, he will have taught for future perfect progressive have the
45 years. same meaning, as in (d) and (e). Also,
(e) When Professor Jones retires next notice that the activity expressed by
month, he will have been either of these two tenses may begin
teaching for 45 years. in the past.

EXERCISE 11. Perfect and perfect progressive tenses. (Chapter 3; Charts 4-6 and 4-7)
Directions: Use any appropriate tense.
1. Ann and Andy got married on June 1st.
Today is June 14th. They (be) married for two weeks.
By June 7thJ they (be) married for one week.
By June 28thJ they (be) married for four weeks.

2. This traffic is terrible. We're going to be late. By the time we (get) to

the airport, Bob's plane (arrive, already *) J

and he'll be wondering where we are.

3. The traffic was very heavy. By the time we (get) to the airport, Bob's
plane (arrive, already)

*With the future perfect, already has two possible midsentence positions:
I will already have finished.
I will have already finished.

62 CHAPTER 4
 4. This morning I came to class at 9:OO. Right now it is 10:00, and I am still in class.
I (sit) at this desk for an hour. By 9:30, I
(sit) here for a half an hour. By 11:00, I (sit)
here for two hours.

5. I'm getting tired of sitting in the car. Do you realize that by the time we arrive in
Phoenix, we (drive) for twenty straight hours?

6. Margaret was born in 1975. By 1995, she (live) on

this earth for 20 years. By the year 2025, she (Zive)
on this earth for 50 years.

7. Go ahead and leave on your vacation. Don't worry about this work. By the time you
(get) back, we (take) care of everything.

8. I don't understand how those marathon runners do it! The race began more than an
hour ago. By the time they reach the finish line, they (run)
steadily for more than two hours. I don't think I can run more than two minutes!

9. What? He got married again? At this rate, he (have)

a dozen wives by the time he (die)

10. We have been married for a long time. By our next anniversary, we (be)
married for 43 years.

EXERCISE 12. Review: future time. (Charts 4-1 - 4-7)

Directions: These sentences describe typical events in a day in the life of a man named Bill.
The sentences are in the past, but all of these things will happen in Bill's life tomorrow.
Change all of the sentences to the future.
1. When Bill got up yesterday morning,
the sun was shining. And tomorrow?
+ When Bill gets up tomorrow morning,
the sun will be shining.
2. He shaved and showered, and then made
a light breakfast. And tomorrow?
3. After he ate breakfast yesterday, he got
ready to go to work. And tomorrow?
4. By the time he got to work yesterday, he had
drunk three cups of coffee. And tomorrow?
5. Between 8:00 and 9:00, Bill answered his e-mail and planned his day. And tomorrow?
6. By 10:OO yesterday, he had called new clients. And tomorrow?
7. At 11:OO yesterday, he was attending a staff meeting. And tomorrow?
8. He went to lunch at noon and had a sandwich and a bowl of soup. And tomorrow?
9. After he finished eating, he took a short walk in the park before he returned to the
office. And tomorrow?

Future Time 63
 10. He worked at his desk until he went to another meeting in the middle of the
afternoon. And tomorrow?
11. By the time he left the office, he had attended three meetings. And tomorrow?
12. When Bill got home, his children were playing in the yard. And tomorrow?
13. They had been playing since 3:00 in the afternoon. And tomorrow?
14. As soon as he finished dinner, he took the children for a walk to a nearby playground.
And tomorrow?
15. Afterward, the whole family sat in the living room and discussed their day. And
tomorrow?
16. They watched television for a while, and then he and his wife put the kids to bed. And
tomorrow?
17. By the time Bill went to bed
yesterday, he had had a full day
and was ready for sleep. And
tomorrow?

EXERCISE 13. Review: future time. (Chapter 4)

Directions: What do you think the world will be like a hundred years from now? What changes
will have occurred between then and now? Use your imagination and make some predictions.
Possible topl'cs:
1. means of transportation 9. space exploration; contact with beings
2. sources of energy from outer space
3. population growth 10. weapon technology
4. food sources 11. role of computers in daily life
5. extinction of animal species 12. long-term solutions to today's political
6. architecture crises
7. clothing styles 13. international language
8. exploration of the oceans; of the 14. international world government
earth's interior

NOTE: YOUmay wish to make comparisons among the past, the present, and the future.
For example:
A hundred years ago, the automobile hadn't been invented. Today it is one of the
most common means of transportation and has greatly changed the way people
lead their lives. By the year , t h e automobile will have become obsolete, A
hundred years from now, people will use small, jet-propelled, wingless flying machines
in place of cars.
 CONTENTS
9- 1 Introduction 9-7 Advisability: should, o u g h t to,
9-2 Polite requests with I as the subject h a d better
9-3 Polite requests with y o u as the subject 9-8 The past form of should
9-4 Polite requests with w o u l d y o u m i n d 9-9 Expectations: b e s u p p o s e d t o
9-5 Expressing necessity: must, h a v e to, 9-10 Making suggestions: let's, w h y
h a v e g o t to don't, shall Ilwe
9-6 Lack of necessity and prohibition: 9-1 1 Making suggestions: could vs.
h a v e t o and must in the negative should

The modal auxiliaries in English are can, could, had better, may, might, must, ought (to), shall,
should, will, would.
Modal auxiliaries generally express speakers' attitudes. For example, modals can express that a speaker
feels something is necessary, advisable, permissible, possible, or probable; and, in addition, they can convey
the strength of those attitudes.
Each modal has more than one meaning or use. See Chart 10-10, p. 199, for a summary overview of modals.

(a) BASIC MODALS Modals do not take a final -s, even when the subject is she, he, or it.
can do it. CORRECT: She can do it.
could do it. INCORRECT: She cans do it.

I+(
I
had better do it.
may do it. Modals are followed immediately by the simple form of a verb.
might do it. CORRECT: She can do it.
INCORRECT: She can w do it. /She can does it. /She can did i t
must do it.
ought to do it. The only exception is ought, which is followed by an infinitive (to + the
We simple form of a verb).
You shall do it.
should do it. CORRECT: He ought to go to the meeting.
They will do it.
would do it.
(b) PHRASAL MODALS Phrasal modals are common expressions whose meanings are similar to those
be able to do it of some of the modal auxiliaries. For example: be able to is similar to can;
be going to do it be going to is similar to will.
be supposed to do it
have to do it An infinitive (to + the simple fmof a verb) is used in these similar
have got to do it expressions.
used to do it
17 EXERCISE 1. Forms of modals. (Chart 9-1)
Directions: All of these contain errors in the forms of modals. Correct the errors.
1. She can to see it. 5. Can you please to pass the rice?
2. She cans see it. 6. Do you can see it?*
3. She can sees it. 7. They don't can go there.**
4. She can saw it.

MAY I (a) iMay I (please) borrow your May I and could I are used to request permission. They are
COULD I pen? equally po1ite.t
(b) Could I borrow your pen Note in (b): In a polite request, could has a present or future
(please)? meaning, not a past meaning.

CAN I (c) Can I borrow your pen? Can I is used informally to request permission, especially if the
speaker is talking to someone slhe knows fairly well. Can I is
usually considered a little less polite than may I or could I.

TYPICAL RESPONSES Often the response to a polite request is an action, such as a

Certainly. Yes, certainly. nod or shake of the head, or a simple "uh-huh."
Of course. Yes, of course.
Sure. (informal)
+Might is also possible: Might I borrow yourpen? Might I is quite formal and polite; it is used much less frequently than
m y I or could I.

WOULD YOU (a) Would you pass the salt (please)? The meaning of wouldyou and wiU you in a polite
WILLYOU (b) Will you (please) pass the salt? request is the same. Wouldyou is more common and is
often considered more polite. The degree of politeness,
however, is often determined by the speaker's tone of voice.

COULD YOU (c) Could you pass the salt (please)? Basically, could you and would you have the same
meaning. The difference is slight:
Would you = Do you want w do this please?
Could you = Do you want w do this please, and is it
possible for you to do this?
Could you and would you are equally polite.
1
CANYOU (d) Can you (please) pass the salt? Can you is often used informally. It usually sounds less
polite than could you or would you.

TYPICAL RESPONSES A person usually responds in the affirmative to a polite

Yes, I P(1~would) be happy to/be glad to. request. If a negative response is necessary, a person
Certainly. might begin by saying "I'd like to, but . . . " (e.g., "I'd
Sure. (informal) like to pass the salt, but I can't reach it").

I I (e) INCORRECT: May you pass the salt? I May is used only with I or zue in polite requests. 1
*See Appendix Chart B-1, p. ~ 8for
, question forms with modals.
**See Appendix Chart D-1, p. ~ 1 8for
, negative forms with modals.

152 CHAPTER 9
 EXERCISE 2. Polite requests. (Charts 9-2 and 9-3)
Directions: Ask and answer polite requests.
Speaker A: Your book is open. Present the situation to Speaker B.
Speaker B: Your book is closed. Make a polite request for the situation.
Speaker A: Give a typical response.
Example:
SPEAKER A (book open): You and I are co-workers. We don't know each other well. We're
at a lunch table in a cafeteria. You want the pepper.
SPEAKER B (book closed): WouldlCould you please pass me the pepper? (Note: Will is also
possible because the speaker uses please, but can is probably not
appropriate in this situation.)
SPEAKER A: Certainly. I'd be glad to. Here you are.
1. You and I are good friends. We're in my apartment. You want to use the phone.
2. I'm your instructor. You want to leave class early.
3. You call your friend. Her name is ( . . . ). I answer the phone. You and I don't know
each other.
4. I'm your supervisor at work. You knock on my half-open office door. I'm sitting at
my desk. You want to come in.
5. I'm Dr. North's secretary. You want to make an appointment to see Dr. North.
6. We're roommates. You want me to tape (a particular program) on the VCR tonight
while you're away at a meeting.
7. I'm a stranger next to you at an airport check-in line. You want me to save your place
in line and keep an eye on your luggage while you get a drink of water.

ASKING PERMISSION Notice in (a): Would you mind if1 is followed by the simple
(a) Would you mind if I closed the window? past.* The meaning in (a): M a y I close the win&? Is it all
(b) Would you mind $1 used the phone? right if I close the w i h ? Will it cause you any trouble or
discomfort if1 close the window?

TYPICAL RESPONSES Another typical response might be "unh-unh," meaning "no."

No, not at alUof course not.
No, that would be fine.
ASKING SOMEONE TO DO SOMETHING Notice in (c): Would you mind is followed by -ing (a
(c) Would you mind closing the window? gerund). The meaning in (c): I don't want to cause you any
(d) E~~~~~me. would you mind ,.epeating that? trouble, but would you please close the window? Would that cause
you any inconvenience?

TYPICAL RESPONSES The informal responses of "Sure" and "Okay" are common,
No. I'd be happy to. but are not logical: the speaker means "No, I wouldn't mind"
Not at all. I'd be glad to. but seems to be saying "Yes, I would mind." Native speakers
Sure.lOkay. (informal) understand that the response "Sure" or "Okay" in this
situation means that the speaker agrees to the request.
*Sometimes, in informal spoken English, the simple present is used: W l d y o u mind if I close the urindow?
(NOTE: The simple past does not refer to past time after wouMyou mind; it refers to present or future time. See Chart 20-3,
p. 41 5, for more information.)

Modals, Part 1 153

 EXERCISE 3. Polite requests with WOULD YOU MIND. (Chart 9-4)
Directions: Using the verb in parentheses, fill in the blank either with if I + the past tense or
with the -ing form of the verb. In some of the sentences, either response is possible but the
meaning is different.
1. I'm getting tired. I'd like to go home and go.to bed. Would you mind (leave)
if I lef+ early?

2. I'm sorry. I didn't understand what you said. Would you mind (repeat)
ve~efitihs that?
3. A: Are you going to the post office?
B: Yes.
A: Would you mind (mail) this letter for me?
B: Not at all.
4. A: Are you coming with us?
B: I know I promised to go with you, but I'm not feeling very good. Would you mind
(stay) home?
A: Of course not.
5. A: It's getting hot in here. Would you mind (open) the
window?
B: No.
This is probably none of my business, but would you mind (ask)
you a personal question?
It depends.
Would you mind (smoke)
?
I'd really rather you didn't.
Excuse me. Would you mind
(speak) a
little more slowly? I didn't
catch what you said.
Oh, of course. I'm sorry.
9. A: I don't like this TV program. Would you mind
(change) the channel?
B: Unh-unh.
10. A: You have an atlas, don't you? Would you mind (borrow)
it for a minute? I need to settle an argument. My friend says Timbuktu is in Asia,
and I say it's in Australia.
B: You're both wrong. It's in M i c a . Here's the atlas. Look it up for yourself.

154 CHAPTER 9
EXERCISE 4. Polite requests with WOULD YOU MIND. (Chart 9-4)
Directions: Pair up and make dialogues. J
Speaker A: Make a polite request using would you mind.
Speaker B: Give a typical response.
Example: You have a library book. You want the other person to take it back to the library
for you.
SPEAKER A: Are you going to the library?
SPEAKER B: Yes.
SPEAKER A: This book is due. Would you mind taking it back to the library for me?
SPEAKER B: Not at all. I'd be glad to.

1. You've finished dinner. You're about to wash the dinner dishes. You want the other
person to dry them.
2. You're watchingTV together. One of you has the remote control and wants to turn up
the volume.
3. One of you says that you're going to a particular store. The other one wants
something from that store, too, but doesn't have time to go there.
4. One of you wants to ask the other a personal question.
5. You're in a compyter lab at a language school. One of you knows how to run the
computers, and the other doesn't. The one who doesn't wants to see a CD-ROM
program.

EXERCISE 5. Polite requests. (Charts 9-2 + 9-4)

Directwns: Complete the polite requests with your own words. Try to imagine what the
speaker might say in the given situation.

1. JACK: What's the trouble, Officer?

OFFICER: YOUmade an illegal U-turn.
JACK: I did?
OFFICER: Yes. May a?
JACK: Certainly. It's in my wallet.
OFFICER: Would YO^ please ve~ovei t &OW YOW wa1)et ?
2. WAITER: Good evening. Are you ready to order?
CUSTOMER: NO, we're not. Could ?
WAITER: Certainly. And if you have any questions, I'd be happy to tell you about
anything on the menu.
3. SALLY: Are you driving to the meeting tonight?
MIKE: uh-huh, 1 am.
SALLY: Could ?
MIKE: Sure. 1'11 pick you up at 7:OO.

4. MR. PENN: Something's come up, and I can't meet with you Tuesday. Would you
mind ?
MS. GRAY: Let me check my calendar.

Modals, Part 1 155

 5. MECHANIC:
What seems to be the trouble with your c a 3
CUSTOMER:
Something's wrong with the brakes, I think. Could ?

MECHANIC: Sure. Just pull the car into the garage.

6. CLERK:May ?
CUSTOMER:
Yes, please. Could ?
CLERK:Surely. Do you have a particular color in mind?
7. SHELLEY: Are you enjoying the movie?
MIKE: Yeah, you? '

SHELLEY: Yes, but I can't see over the man in front of me. Would you mind
?
MIKE: Not at all. I see two empty seats across the aisle.
8. CARLO:I have to leave now, but I'd like to continue this conversation later. May
?
ANNE: Of course. My phone number is 555-1716. I'll look forward to hearing
from you.'

EXERCISE 6. Polite requests. (Charts 9-2 + 9-4)

Directions: For each situation, make up a short dialogue between two speakers. The
dialogue should contain a polite request and a response to that request.
Example: Names of the speakers: Janet and Sara
Janet doesn't have enough money to go to a movie tonight. She wants to
borrow some from Sara, who is her roommate and good friend.
Possible dialogue:
JANET: There's a movie I really want to see tonight, but I'm running a little low on money
right now. Could I borrow a few dollars? I'll pay you back Friday.
SARA: Sure. No problem. How much do you need?

1. Names of the speakers: Mike and Elena

Mike is walking down the hall of his office building. He needs to know what time it
is. He asks Elena, a co-worker he's seen before but has never met.

2. Names of the speakers: Larry and Matt

Larry is trying to study. His roommate, Matt, is playing a C D very loudly, and this is
bothering Larry, who is trying to be polite even though he feels frustrated and a little
angry.

3. Names of the speakers: Kate and Jason

Kate is phoning her friendTom. Jason answers and tells her that Tom is out. Kate
wants to leave a message.

4. Names of the speakers: Ms. Jackson and a friendly stranger

Ms. Jackson is in the middle of the city. She's lost. She's trying to find the bus
station. She stops someone on the street to ask for directions.

156 CHAPTER 9
 5. Names of the speakers: Paul and Jack
Paul just arrived at work and remembered that he left his stove on back in his
apartment. His neighbor Jack has a key to the front door, and Paul knows that Jack
hasn't left for work yet. Anxiously, he telephones Jack for help.

6. Names of the speakers: your name and your partner's name

One of you has a minor problem that requires the other's help.
6

EXERCISE 7. Polite requests. (Charts 9-2 - 9-4)

Directions: What are some polite requests you have heard or have said in the following
places? Create typical dialogues.
1. in this classroom
2. at a service station '
3. at a restaurant
4. at a clothing store
5. at an airport
6. on the telephone

(a) All applicants must take an entrance exam. Must and have to both express necessity.
(b) All applicants have to take an entrance exam. In (a) and (b): It is necessary for every applicant to
take an entrance exam. There is no other choice. The
exam is required.

(c) I'm looking for Sue. I have to talk to her about In everyday statements of necessity, have to is used
our lunch date tomorrow. I can't meet her for more commonly than must. Must is usually stronger
lunch because I have to go to a business meeting than have to and can indicate urgency or stress
at 1:OO. importance. In (c): The speaker is simply saying, "I
(d) Where's Sue? I must talk to her right away. I have need to do this, and I need to do that." In (d): The
an urgent message for her.

(e) I have to ("hafta") be home by eight. Note: have to is usually pronounced "hafta"; has to is
( f ) He has to ("basta") go to a meeting tonight. usually pronounced "hasta."

( g ) I have got to go now. I have a class in ten Have got to also expresses the idea of necessity: (g)
minutes. and (h) have the same meaning. Have got to is
(h) I have to go now. I have a class in ten minutes. informal and is used primarily in spoken English.
Have to is used in both formal and informal English.

( i ) I have got to go ("I've gotta go11 gotta go") now. Usual pronunciation of got to is "gotta." Sometimes
have is dropped in speech: "I gotta do it."
(j ) PRESENT or FUTURE The idea of past necessity is expressed by had to.
I have to lhave got to /must study tonight. There is no other past form for must (when it means
(k) PAST
necessity) or have got to.
I had to study last night.

Modals, Part 1 157

 EXERCISE 8. MUST, HAVE TO, HAVE GOT TO. (Chart 9-5)
Directions: Answer the questions. Practice pronouncing the usual spoken forms of have to
and have got to.
1. What are some of the things you have to do today or tomorrow?
2. What does ( . . . ) have to do today?
3. What have you got to do after class?
4. What has ( . . . ) got to do after class?
5. Can you think of something very important that you must do today or tomorrow?
6. What is something that you had to do yesterday?
7. Ask a classmate a question using.have to and what timelwherelhow oftenlwhy.*

LACK OF NECESSITY When used in the negative, must and have to have
(a) Tomorrow is a holiday. We don't have to go to different meanings.
class.
(b) I can hear you. You don't have to shoutt do not have to = lack of necessity
In (a): It is not necessary for us to go to class tomorrow
because it is a holiday.

PROHIBITION must not = prohibition (DO NOT DO THIS!)

(c) You must not look in the closet. Your birthday In (c): Do not look in the closet. I forbid it. Looking in
present is hidden there. the closet is prohibited.
(d) You must not tell anyone my secret. Do you Negative contraction: mustn't. (The first "t" is silent:
promise? "muss-ant.")
tLack of necessity may also be expressed by need not + the simpleform o f a verb: You needn't shout. The use of needn't
as an auxiliary is chiefly British except in certain common expressions such as "You needn't worry."

EXERCISE 9. HAVE TO and MUST in the negative. (Chart 9-6)

Directions: Use must not or do not have to in the following.
1. I've already finished all my work, so I doh1+have to study tonight. I think
I'll read for a while.

2. I wkst hot forget to take my key with me.

3. You introduce me to Dr. Gray. We've already met.

4. In order to be a good salesclerk, you be rude to a customer.

5. A person become rich and famous in order to live a

successful life.

*A form of do is used with have to in questions: e.g., W h e n does he have to leave?

158 CHAPTER 9
 7. I go to the doctor. I'm feeling much better.

8. We go to the concert if you don't want to, but it might be

good.

9. Robin! What are you doing? No, no, no. You put your
vitamin pill in your nose!

10. Bats see in order to avoid obstacles. They can navigate in

complete darkness.

11. If you encounter a growling dog, you show any signs of

fear. If a dog senses fear, it is more likely to attack a person.

12. A person get married in order to lead a happy and fulfilling

life.

EXERCISE 10. HAVE TO and MUST in the negative. (Chart 9-6)

Directions: Complete the sentences with your own words.
Example: Students don't have to . . . .
Possible response: Students in elementary school don't have to pay tuition.
Example: Students must not . . . .
Possible response: Students must not cheat during tests.

1. Children must not . . . . 7. .

(. .) doesn't have to . .. .
2. Children don't have to . . . . 8. .
(. .) must not . . . .
3. Drivers must not . . . . 9. Waiters must not . . . .
4. Drivers don't have to . . . . 10. Waiters don't have to . . . .
5. We don't have to . . . . 11. I don't have t o . . . .
6. We must not . . . . 12. Imustnot.. . .

Modals, Part 1 159

 (a) You should study harder. Should and ought to have the same meaning: they
You ought to study harder. express advisability. The meaning ranges in strength
(b) Drivers should obey the speed limit. from a suggestion ("This is a good idea") to a
Drivers ought to obey the speed limit. statement about responsibility or duty ("This is a very
important thing to do"). In (a): "This is a good idea.
This is my advice." In (b): "This is an important
responsibility."

1 (c) YOUshouldn't leaue your keys in the car. I Negative contraction: shouldn't.* I
(d) I ought to ("otta") study tonight, but I think I'll
watch TV instead.

(e) The gas tank is almost empty. We had bftter stop

I'Ought to is often pronounced "otta" in informal
speaking.

In meaning, had better is close to shouldlought to,

at the next service station. I but had better is usually stronger. Often had better
(f) You had better take care of that cut on your hand implies a warning or a threat of possible bad
soon, or it will get infected. consequences. In (e): If we don't stop at a service
station, there will be a bad result. We will run out of
gas.
Notes on the use of had better:
It has a present or future meaning.
It is followed by the simple form of a verb.
It is more common in speaking than writing.

(g) You'd better take care of it. Contraction: 'd better, as in (g).
(h) You better take care of it. Sometimes in speaking, had is dropped, as in (h).

1 ( i ) You'd better not be late. 1 Negative form: had better + not. I

*Ought to is not commonly used in the negative. If it is used in the negative, the to is sometimes dropped: You oughtn't
(to) leave your keys in ch car.

EXERCISE 1 1. SHOULD, OUGHT TO, HAD BETTER. (Chart 9-7)

Directions: Work in pairs, in groups, or as a class.
Speaker A: Your book is open. Present the problem as given in the text.
Speaker B: Your book is closed. Give advice by using should, ought to, or had better.
Example:
SPEAKER A (book open): I have a test tomorrow.
SPEAKER B (book closed): You should (ought to, had better) study tonight.

1. I'm writing a composition, and there is a word I don't know how to spell.
2. I don't feel well. I think I'm catching a cold.
3. I can't see the chalkboard when I sit in the back row.
4. I'm cold.
5. My foot is asleep.
6. My roommate snores, and I can't get to sleep.
7. My friend is arriving at the airport this evening. I'm supposed to pick him up, but I've
forgotten what time his plane gets in.
8. My apartment is a mess, and my mother is coming to visit tomorrow!

160 CHAPTER 9
 9. There's no food in the house, and some guests
are coming to dinner tonight.
10. I can't stop yawning.
11. I have a toothache.
12. I need to improve my English.
13. I have the hiccups.
14. When William gets out of college, his parents
expect him to manage the family business, a
shoe store, but he wants to be an architect.
15. Pam's younger brother, who is 18, is using
illegal drugs. How can she help him?
16. The Taylors' daughter is very excited about going to Denmark to study for four
months. You've been an international student, haven't you? Could you give her some
advice?

EXERCISE 12. SHOLILD, OUGHT'TO,HAD BETTER. (Chart 9-7)

Directions: Complete the dialogues with your dwn words.
1. A: Ooos! I spilled c o w e e o h MY shivt.
B: You'd better v k h it khAev h o t hod-ev b e F o v e +he s t a i h s e h .
2. A: The shoes I bought last week
B: Oh? You ought to

3. A: Jimmy, you'd better

or I'm going to 1
B: Okay, Mom. I'll do it right now.

4. A: I'd better
B: I agree. It'll be winter soon.

5. A: I've been studying for three days straight.

B: I know. You should
A: I know, but

6. A: Kids, your dad and I work hard all day long. Don't you think you should

7. A: My doctor said I should ,but I

B: Well, I think you'd better

8. A: You should if you
B: Thanks for reminding me. I'd better

Modals, Part 1 161

 9. A: Have you
B: No, not yet.
A: You really ought to

10. A: Mary's always wanted to learn how to

B: Isn't your brother
You should

1 1 . A: Do you think I ought to or

B: I think you'd better . If you don't,

12. A: Lately I can't seem to concentrate on anything, and I feel

B: Maybe you should

Or have you thought about

EXERCISE 13. Necessity, advisability, and prohibition. (Charts 9-5 - 9-7)

Directions: Which sentence in the following pairs is stronger? Discuss situations in which a
speaker might say these sentences.

1. a. You should go to a doctor. 4. a. I have to go to the post office.

b. You'd better go to a doctor. b. I should go to the post ofice.
2. a. Mary should go to work today. 5. a. We shouldn't go into that room.
b. Mary must go to-work today. b. We must not go into that room.
3. a. We've got to go to chss. 6. a. You'd better not go there alone.
b. We ought to go to class. b. You shouldn't go there alone.

EXERCISE 14. SHOULD vs. MIUSTIHAVE TO. (Charts 9-5 + 9-7)

Directwns: Use either should or must lhave to in the following. In some sentences either
is possible, but the meaning is different. Discuss the meanings of the completions.
1 . A person w k ~ t / h 4 \t~o eat in order to live.

2. A person shodA eat a balanced diet.

3. If you want to become a doctor, you go to medical school for

many years.

4. I don't have enough money to take the bus, so I walk home.

5. Walking is good exercise. You say you want to get more exercise. You
walk to and from work instead of taking the bus.

6. We go to Colorado for our-vacation.

7. According to my advisor, I take another English course.

162 CHAPTER 9
 8. Rice have water in order to grow.

9. This pie is very good. You try a piece.

10. This pie is excellent! You try a piece.*

(a) I had a test this morning. I didn't do well on the Past form: should have + past participle.*
test because I didn't study for it last night. I
should have studied last night. In (a): I should have studied means that studying was a
(b) You were supposed to be here at 10 P.M., but you good idea, but I didn't do it. I made a mistake.
didn't come until midnight. We were worried
about you. You should have called us. (You did Usual pronunciation of should have: "should-av" or
not call.) "should-a."

(c) My back hurts. I should not have carried that - In (c): I should not have carried means that I carried
heavy box up two flights of stairs. (I ca'rried the something, but it turned out to be a bad idea. I made
box, and now I'm sorry.) a mistake.
(d) We went to a movie, but it was a waste of time and Usual pronunciation of should not have: "should~t-avV
money. Weshould not have gone to the movie. or "shouldn't-a,"
*The past form of ought to is ought to have + past participle. (I ought w have sttrdied.) It has the same meaning as the
past form of should. In the past, should is used more commonly than ought to. Had better is used only rarely in a
past form (e.g., He had better have taken care of it) and usually only in speaking, not writing.

EXERCISE 15. The past form of SHOULD. (Chart 9-8)

Directions: Work in pairs, in groups, or as a class.
Speaker A: Your book is open. Present the situation given in the book.
Speaker B: Your book is closed. Comment on the situation using should have + past
participle.
Example: I didn't invite ( . . . ) to my party. That made hirnlher feel bad. I'm sorry I
didn't invite hirnlher.
SPEAKER A (book open): I didn't invite Sonya to my party. That made her feel bad. I'm
sorry I didn't invite her.
SPEAKER B (book closed): You should have invited Sonya to your party.

1. ( . . . ) made a mistake yesterday. HeIShe left the door to hisher house open, and a
bird flew in. HeIShe had a terrible time catching the bird.
2. There was an important meeting yesterday afternoon, but you decided not to go. That
was a mistake. Now your boss is angry.
3. ( . . . ) didn't feel good a couple of days ago. I told hirnlher to see a doctor, but helshe
didn't. That was a mistake. Now helshe is very sick.
4. ( . . . ) sold herhis car. That was a mistake because now shelhe can't take trips to see
herhis friends and relatives.
5. ( . . . ) signed a contract to buy some furniture without reading it thoroughly. Now
shelhe has discovered that shelhe is paying a higher interest rate than shelhe expected.
Shehe made a mistake.

*Sometimes in speaking, must has the meaning of a very enthusiastic should.

Modals. Part 1 163

 EXERCISE 16. 'The past form of SHOULD. (Chart 9-8)
Directions: Work in pairs.
Speaker A: Your book is open. Present the situation.
Speaker B: Your book is closed. Use should have + past participle in your response.
Example:
SPEAKER A (book open): You failed the test because you didn't-study.
SPEAKER B (book closed): I should have studied.
1. You are cold because you didn't wear a coat.
2. You misspelled a word because you didn't look it up in the dictionary.
3. Your friend is upset because you didn't write him a letter.
4. You are broke now because you spent all your money foolishly.
5. The room is full of flies because you opened the window.
6. You don't have any food for dinner because you didn't go to the grocery store.
7. You overslept this morning because you didn't set your alarm clock.
8. Your friends went to (New Orleans) over vacation. They had a good time. You didn't
go with them, and now you ar,e sorry. '

Switch roles.
9. You djdn't have a cup of coffee. Now you are sleepy.
10. John loved Mary, but he didn't marry her. Now he is unhappy.
11. John loved Mary, and he married her. But now he is unhappy.
12. You were sick yesterday, but you went to class anyway. Today you feel worse.
13. The weather was beautiful yesterday, but you stayed inside all day.
14. You bought your girlfriendboyfriend a box of candy for herhis birthday, but s h e h e
doesn't like candy.
15. T h e little girl told a lie. She got into a lot of trouble.
..
16. You lent your car to ( . ), but slhe had an accident because s h e was driving on the
wrong side of the road.

EXERCISE 17. The past form of SHOULD. (Chart 9-8)

Directions: Discuss or write what you think the people in the following situations should
have done and should not have done.
Example:
Tom didn't study for the test. During the exam he panicked and started looking at other
students' test papers. He didn't think the teacher saw him, but she did. She warned him once
to stop cheating, but he continued. As a result, the teacher tookTomYstest paper, told him to
leave the room, and failed him on the exam.
+ Tom should have studied for the test.
-* He shouldn't have panicked during the test.
-, He shouldn't have started cheating.
-, He should have known the teacher would see him cheating.
-) He should have stopped cheating after the first warning.
-t The teacher should have ripped up Tom 3 paper and sent him out of the room the first time

she saw him cheating.

164 CHAPTER 9
1. John and his wife, Julie, had good jobs as professionals in NewYork City. John was
offered a high-paying job in Chicago, which he immediately accepted. Julie was
shocked when he came home that evening and told her the news. She liked her job
and the people she worked with, and did not want to move away and look for another
job.

2. Ann agreed to meet her friend Carl at the library to help him with his chemistry
homework. On the way, she stopped at a cafe where her boyfriend worked. Her
boyfriend told her he could get off work early that night, so the two of them decided to
go to a movie. Ann didn't cancel her plans with Carl. Carl waited for three hours at
the library.

3. For three years, Donna had been saving her money for a trip to Europe. Her brother,
Larry, had a good job, but spent all of his money on expensive cars, clothes, and
entertainment. Suddenly, Larry was fired from his job and had no money to support
himself while he looked for another one. Donna lent him nearly all of her savings, and
within three weeks he spent it all on his car, more clothes, and expensive restaurants.

4. Sarah often exaggerated and once told a co-worker that she was fluent in French even
though she had studied only a little and could not really communicate in the language.
A few days later, her boss asked her to come to his office to interpret a meeting with a
French businessman who had just arrived from Paris to negotiate a major contract
with the company. After an embarrassed silence, Sarah told her boss that she was
feeling ill and had to go home immediately.

Modals, Part 1 165

(a) The game is supposed to begin at 10:OO. Be supposed to expresses the idea that someone (I,
(b) The committee is supposed to vote by secret we, they, the teacher, lots of people, my father, etc.)
ballot. expects something to happen. Be supposed to often
expresses expectations about scheduled events, as in
(a), or correct proceduies, as in (b).

(c) I a m supposed to go to the meeting. My boss Be supposed to also expresses expectations about
told me that he wants me to attend. behavior.
(d) The children are supposed to put away their toys In (c) and (d): be supposed to gives the idea that
before they go to bed. someone else expects (requests or requires) certain
behavior.

(e) Jack was supposed to call me last night. I wonder Be supposed to in the past (waslwere supposed m)
why he didn't. expresses unfulfilled expectations. In (e): The speaker
expected Jack to call, but he didn't.

EXERCISE 18. Error analysis: BE SUPPOSED TO. ( C h a r t 9-9)

Directions: Correct the errors.

1. The building custodian supposed to unlock the classrooms every morning.

2. We're not suppose to open that door.

3. Where are we suppose to meet?

4. I have a meeting at seven tonight. I suppose to be there a little early to discuss the

agenda.

5. When we go to the store, Annie, you not suppose to handle the glassware. It might

break, and then you'd have to pay for it out of your allowance.

6 . I'm suppose to be at the meeting. I suppose* I'd better go.

7. Where have you been? You suppose be here an hour ago!

8. A: I can't remember what the boss said. Should I supposed to work in the mail order

room tomorrow morning and then the shipping department tomorrow afternoon?

Or the other way around?

B: How am I supposing to remember what you suppose to do? I have enough trouble
remembering what I supposed doing.

I suppose = I guess, I think, I b e h e .

*COMPARE:
I'm supposed to = I am expected to.

166 CHAPTER 9
EXERCISE 19. BE SUPPOSED TO. (Chart 9-9)
Directions: Answer the questions in complete sentences, using be supposed to. Switch
roles after Item 6 if you work in pairs.
Example:
SPEAKER A (book open): If you're driving and a traffic light turns red, what are you
supposed to do?
SPEAKER B (book closed): You're supposed to come to a complete stop."

1. What are you supposed to do if you're involved in a traffic accident?

2. What are you supposed to do prior to take-off in an airplane?
3. What are some things athletes in training are supposed to do, and some things they're
not supposed to do?
4. What are you supposed to do later today or this week?
5. If you're driving and an ambulance with flashing lights and blaring sirens comes up
behind you, what are you supposed to do?
6. Can you think of something you were supposed to do yesterday (or sometime in the
past) but didn't do?
7. What are we supposed to be doing right now?
8. Tell me about any job you've had. What were you supposed to do on a typical day?
9. Where are you supposed to be at o'clock tomorrow?
10. What were you supposed to do sometime last week that you didn't do?
11. If someone tells you a secret, what are you not supposed to do?
12. In the place you live or work, who is supposed to do what? In other words, what are
the duties or responsibilities of the people who live or work with you?

EXERCISE 20. Necessity, advisability, and expectations. (Charts 9-5 + 9-9j

Directions: Which sentence in each pair is stronger?
1. a. You have got to wear your seatbelt.
b. You should wear your seatbelt.
2. a. You had better wear your seatbelt.
b. You ought to wear your seatbelt.
3. a. You must wear your seatbelt.
b. You had better wear your seatbelt.
4. a. You have to wear your seatbelt.
b. You are supposed to wear your seatbelt.
5. a. We are supposed to bring our own pencils.
b. We have to bring our own pencils.
6. a. We ought to bring our own pencils.
b. We have got to bring our own pencils.
7. a. We had better bring our own pencils.
b. We should bring our own pencils.

*Note the use of impersonal you. See Chart 8-5, p. 140.

Modals, Part 1 167

 EXERCISE 21. Necessity, advisability,and expectations. (Charts 9-5+ 9-9)
Directions: Complete the following and discuss the meaning you wish to express by giving
reasons for your statement.
Example: I'd better . . . .
+ I'd better write my mother a letter. (Reasun: If I don't, there will be a bad
result: she'll be angry or start worrying about me-or feel hurt.)

1 . I should.. . . 7. Imust.. ..
2. I'm supposed to .... 8. I shouldn't . . . .
3. I ought to . . . . 9. I'm not supposed to ..
4. I'd better . . . . 10. I'd better not . . . .
5. Ihave t o . . . . . 11. I don't have t o . . . .
6. I've got t o . . . . 12. Imustnot.. ..

EXERCISE 22. Necessity, advisability,and expectations. (Charts 9-5 9-9)

Directions: Choose one (or more) of the following topics for writing, group discussion, or
role-playing. Include these words and expressions.
a. should ' g. must
b. have to h. ought to
c. be supposed to i. must not
d. shouldn't j. do not have to
e. be not supposed to k. have got to
f. had better
Topics:
1. Pretend that you are the supervisor of a roomful of young children. The children
are in your care for the next six hours. What would you say to them to make sure
they understand your expectations and your rules so that they will be safe and
cooperative?
a. You should pick up your toys when you are finished playing with them.
b. You have to stay in this room. Do not go outside without my permission.
c. You're supposed to take a short nap at one o'clock.
d. Etc.
2. Pretend that you are teaching your younger sisterlbrother how to drive a car. This
is herlhis first time behind the wheel, and shelhe knows little about driving
regulations and the operation of an automobile.
3. Pretend that you are a 'travel agent and you are helping two students who are
traveling abroad for a vacation. You want them to understand the travel
arrangements you have made, and you want to explain some of the local customs of
the countries they will be visiting.
4. Pretend that you are-the supervisor of salesclerks in a large department store and
that you are talking to two new employees. You want to acquaint them with their
job and your expectations.

168 CHAPTER 9
 5. Pretend that you are instructing the babysitter who will watch your three young
children while you are out for the evening. They haven't had dinner, and they don't
like to go to bed when they're told to.

(a) Let'sgo to a movie. Let's = let us. Let's is followed by the simple form of a verb.
(b) Let's not go to a movie. Negative form: let's + not + simple verb
Let's stay home instead. The meaning of let's: "I have a suggestion for us."

(c) Why don't we go to a movie? Why don't is used primarily in spoken English to make a friendly
(d) Why don't you come around seven? suggestion.
(e) Why don't I give Mary a call? In (c): Why don't we go = let's go.
In (d): I suggest that you come around seven.
In (e): Should I give Mary a call? Do you agree with my suggestion?

(f) Shall I open the window? Is that When shall is used with I or w e in a question, the speaker is usually
okay with you? making a suggestion and asking another person if slhe agrees with
(g) Shall we leave at two? Is that okay? this suggestion. This use of shall is relatively formal and infrequent.
(h) Let's go, shall we? Sometimes "shall we?" is used as a tag question after let's, as in (h).
(i) Let's go, okay? More informally, "okay?" is used as a tag question, as in (i).

Modals. Part 1 169

 EXERCISE 23. LET'S, WHY DON'T,SHALL I/WE. ( C h a r t 9-10)
Directions: Complete the dialogues with your own words.
1. A: A new Japanese restaurant just opened downtown.
Let's en+ theve toqight.
B: Great idea! I'd like some good sushi.
A: Why don't Y O cnll
~ ahA make fi vesewatioh?
Make it for about 7:30.
B: No, let's ~ f l k eit $ 8:00.
0 ~ I'll be working until 7:30 tonight.

2. A: I don't feel like staying home today.

B: Neither do I. Why don't
A: Hey, that's a great idea! What time shall
B: How about in an hour?
A: Good.

3. A: Shall or first?
B: Let's first, then we can take our time over
dinner.
A: Why don't
B: Yes. Then we'll be sure

4. A: Let's over the weekend.

The fresh air would do us both good.
B: I agree. Why don't
A: No. Sleeping in a tent is too uncomfortable. Let's
It won't be that expensive, and we'll have hot water and a T V in the room. All
the comforts of home.

5. A: How are we ever going to prepare for tomorrow's exam? There's so much to know!
B: Why don't
A: All right. And then let's
B: Okay, but after that we should

170 CHAPTER 9
 -What should we do tomorrow? Could can be used to make suggestions. (a) and (b)
(a) Why don't we go on a picnic? are similar in meaning: the speaker is suggesting a
(b) We could go on a picnic. picnic.

-I'm having trouble in math class. Should gives definite advice. In (c), the speaker is
(c) You should talk to your teacher. saying: "I believe it is important for you to d o this.
(d) Maybe you should talk to your teacher. This is what I recommend." In (d), the use of maybe
softens the strength of the advice.
--I'm having trouble in math c h s . Could offers suggestions or possibilities. In (e), the
(e) You could talk to your teacher. Or you could ask speaker is saying: "I have some possible suggestions for
Ann to help you with your math lessons. Or I you. It is possible to do this. Or it is possible to do
could try to help you. that."*
-I failed my math class. Should have gives "hindsight advice."** In (f), the
(f) You should have talked to your teacher and speaker is saying: "It was important for you to talk to
gotten some help from her during the term. the teacher, but you didn't do it. You made a mistake."
-I failed my math class. Could have offers "hindsight possibilities."** In (g),
(g) You could have talked to your teacher. Or you the speaker is saying: "You had the chance to do this
could have askedAnn to help you with your or that. It was possible for this or that to happen. You
math. Or I could have tried to help you. missed some good opportunities."
*Might (but not may) can also be used to make suggestions (Ymmight talk w your teacher), but the use of could is more
common.
**"Hindsight" refers to looking at something after it happens.

EXERCISE 24. Making suggestions. (Chart 9-1 1)

Directions: Discuss Speaker B's use of should and could in the dialogues. In your own
words, what is Speaker B saying?
1 . A: Ted doesn't feel good. He has a bad stomachache.
B: He should see a doctor.
2. A: Ted doesn't feel good. He has a bad stomachache. What do you think he should
do?
B: Well, I don't know. He could call a doctor. He could call Dr. Smith. Or he could
call Dr. Jones. Or he could simply stay in bed for a day and hope he feels better
tomorrow.

3. A: I need to get to the airport.

B: You should take the airport bus. It's cheaper than a taxi.

4. A: I need to get to the airport.

B: Well, you could take the airport bus. Or you could take a taxi. Maybe Matt could
take you. He has a car.

5. A: I took a taxi to the airport, and it cost me a fortune.

B: You should have taken the airport bus.
6. A: I took a taxi to the airport, and it cost me a fortune.
B: You could have taken the airport bus. Or maybe Matt could have taken you.

Modals. Part 1 171

 EXERCISE 25. Activity: making suggestions. (Charts 9-7 + 9-1 1)
Directions: Form a group of four.
Speaker A: Your book is open. Present the given situation.
Speakers B, C, and D: Your books are closed. Make suggestions or give advice. Use
could to suggest possibilities. Use should only if you want to
give strong, definite advice.
Speaker A: When the other students are finished, pass the open book to the next student.
Example:
SPEAKER A (book open): I need to get to the airport. Any suggestions?
SPEAKER B (book closed): You could take a taxi or the airport bus.
SPEAKER c (book closed): I could take you if I can borrow my brother's car.
SPEAKER D (book closed): In my opinion, you should take the airport bus.
1. I don't have any plans for this weekend. I need some suggestions.
2. ( . . . ) and I want to go to a nice restaurant for dinner tonight. Any suggestions?
3. I need to get from here to (name of a place in this cityltown). Any suggestions?
4. I need to buy an umbrella, but I don't know where to go. I need some suggestions.
5. I'm hungry. I'd like to eat an egg, but I've never cooked an egg before. What should I
do?
6. I need to get a car, but it can't be very expensive because I don't have a lot of money
to spend on it. Any suggestions?
7. I bought a (name of a car), but I'm unhappy with it. In hindsight, can you suggest
other possibilities for a kind of car I could have bought?
8. I went to (name of a place) for my vacation last summer, but I didn't enjoy it. In
hindsight, can you suggest some other possibilities that I didn't think of? (I had only
five days and a limited amount of money.)
9. ( . . . ) went to (name of a restaurant) for dinner last night, but the food was terrible.
Do you have any hindsight suggestions?

0 EXERCISE 26. Activity: making suggestions. (Charts 9-7 -,9-1 1)

Directions: With another student, make up a short dialogue.
Speaker A: Begin the dialogue with "What's the matter?" or "Is something the matter?"
Speaker B: Present a problem. Suggestions of words to include in the dialogue are given
in the numbered list.
Speaker A: Offer suggestions by using why don't you, (maybe) y o u should, andlor you
could.
Speaker B: Reject the first two or three suggestions and give your reasons. Then finally
accept a suggestion.
Present your dialogue to the class.
Example: I don't feel very good.
SPEAKER A: IS something the matter, Carlos? You don't look good.
SPEAKER B: That's because I don't feel very good.
SPEAKER A: Oh? What's wrong?
SPEAKER B: My stomach feels a little upset.
SPEAKER A: Maybe it's something you ate. W h y don't you go home and rest for a while?
SPEAKER B: I can't. I have an important meeting in fifteen minutes.
SPEAKER A: Maybe you should drink a carbonated beverage. That sometimes helps me
when my stomach feels funny.

172 CHAPTER 9
 SPEAKER B: A carbonated beverage? I don't think so. I don't like carbonated drinks.
SPEAKER A: Well, you could take an antacid. I have some antacids in my office. Want me to
get them for you?
SPEAKER B: Please. I think I'll try that. Maybe it'll help. Thanks.

Suggestions of words for Speaker B to include in the dialogue:

1. . . . but I really don't want to go. 6. M y . . . i s broken.
2. . . . but I can't afford it. 7. I lost . . . .
3. . . . is angry with me. 8. I don't like my . . . .
4. I don't have enough . . . . 9 . (Use your own words.)
5. I don't know what. . . .

EXERCISE 27. Activity: writing. (Chapter 9)

Directions: Write a letter to an advice columnist in a newspaper. Make up a personal
problem for the columnist to solve. Then give your letter to a classmate, who will write an
answer.
Example letter:
Dear Abby,
My husband and my sister had an argument over a year ago, and they haven't
spoken to each other since. My husband accused my sister of insulting him about his
baldness. Then he told my sister that her hair looked like straw, He said he'd rather be
bald than have that kind of hair. My sister insists on an apology. My husband refuses
until she apologizes to him first.
'The problem is that I'm planning a graduation party for my daughter. My husband
insists that I not invite my sister. I tell him I have to invite her. He says he'll leave the
party if my sister walks in the door. My daughter is very close to my sister and very
much wants her to come to the celebration.
What should I do? I feel I must include my sister in the graduation party, but I don't
want to anger my husband.
Yours truly,
Confused and Torn

Example response:
Dear Confused and Torn,
Tell your husband that this party is your daughter's time to have her whole family
around her and that you're going to invite your sister to the family celebration. This is
certainly and clearly a time he has to put his daughter's needs first.
And you should tell both your husband and your sister that it's time to get past their
silly argument and act like grownups instead of ten-year-olds. You could offer to serve
as an intermediary to get them together to apologize to each other. If you present a
reasonable, adult way of handling the problem, they may start behaving like adults.
Good luck.

Modals,Part 1 173