Professional Documents
Culture Documents
This module is intended for the first semester students of IKIP PGRI Pontianak in
Mathematics Program. It helps students in understanding and using basic grammatical
structure in sentence. The students are expected to master the available materials in this
module, so they can continue their study to higher level. Besides, the students have ability
to use English grammar properly in all language skills, reading, writing, listening, and
speaking. The materials include parts of speech, kinds of sentences, and some tenses. Parts
of speech which will be given are nouns, verbs, adjectives, adverbs, pronouns, conjunction,
prepositions, and interjection.
After having known the concept of parts of speech, the students will be trained to
make some simple sentence forms, affirmative or positive sentence, negative sentence,
interrogative sentence, and imperative sentence. In addition, the students will be introduced
the usages of several tenses, for instances, simple present tense, present continuous tense,
simple past tense, present perfect tense, pluperfect tense, past continuous tense, and
perfect continuous tense. The last is about mathamatics terms. Its functions are to help
students to operate mathetimatics whether in spoken or written English (e.g. how to say 3 2
+ 225 = ...., etc). Those materials aim to present the concepts of basic grammars in which
the students will enable to use English in everyday communication.
I must thank the people to whom I receive some supports to accomplish this module,
my beloved family. I also thank the Rector of IKIP PGRI Pontianak for allowing me to write
this module, and my colleagues in IKIP PGRI Pontianak for the constructive criticism.
Dayat
Pontianak
April 2015
CONTENTS
COVER ...................................................................................... i
PREFACE .................................................................................. ii
CONTENT ................................................................................. iii
Part 1
Parts of Speech ........................................................................ 1
Nouns ......................................................................................................................... 1
Pronouns .................................................................................................................... 7
Verbs .......................................................................................................................... 15
Adjectives ................................................................................................................... 19
Adverbs ...................................................................................................................... 22
Conjunction ................................................................................................................. 25
Preposition .................................................................................................................. 26
Interjection .................................................................................................................. 27
Part 2
Forms of sentence .................................................................... 28
Simple sentence ......................................................................................................... 28
Affirmative sentence ................................................................................................... 25
Negative sentence ...................................................................................................... 28
Interrogative sentence ................................................................................................ 29
Imperative sentence ................................................................................................... 31
Part 3
Tenses ...................................................................................... 32
Simple present ............................................................................................................ 32
Present continuous ..................................................................................................... 36
Past tense ................................................................................................................... 40
Present perfect tense .................................................................................................. 43
Past perfect tense ....................................................................................................... 46
Past continuous tense ................................................................................................ 47
Perfect continuous tense ............................................................................................ 48
BIBLIOGRAPHY ......................................................................................................... 50
Part 1
Parts of Speech
The first part introduces parts of speech. In this part, the students have ability in
defining each part of speech.
A. Nouns
1. Definition
Dykes (2007: 22) and Pearson Education Australia (2011: 8) states that the
word noun comes from Latin nomen meaning name. According to Dykes (2007:
22) a noun is the name of a thing. Everything that exists has a name, whether you
can see it or not. While, Pearson Education Australia (2011: 8) considers nouns
name things, persons, places and abstractions (qualities, feeling, passions,
attributes and ideas).
Things: mandau, bag, vegetables, animals, mountain, etc.
Person: Ali, students, teacher, singer, accountant, dentist, etc.
Place: Pontianak, Korem, living room, Rumah Adat, etc.
Qualities, feeling, attributes: redness, tenderness, superiority
Ideas: civilization, cynicism, post-Modernism, idealism, infinity (Pearson
Education Australia, 2011: 8).
2. Kinds of nouns
A dyke (2007: 22) proposes four kinds of nouns. They are:
a. Common Nouns
These are names of everyday things that we can see, hear or touch.
For example:
city, mango, volcano, song, etc.
We can put the word the in front of them and make sense, as in: the rope, the
poison.
If it does not make sense, the word cannot be a noun.
b. Proper Nouns
Definition: The word proper comes from the French word propre meaning ones
own, i.e. belonging to a particular person or thing.
Proper nouns are the special names that we give to people, places and
particular things like the days of the week, months of the year, or even the titles
of books or TV shows.
For example:
Jason, Town Hall, China, French, The Wishing Chair
Because they are special and individual names, they start with a capital letter
and, apart from people, most of these things have only one proper name.
Students Activities:
c. Collective Nouns
Definition: These are names for groups of things, animals or people, which go
together, or have something in common.
For example:
A number of people in a group singing are a choir.
A number of cows in a group are a herd.
Note here that if the group word is singular then the verb following must also be
singular.
For example:
Correct The choir was rehearsing in the chapel.
Incorrect The choir were rehearsing in the chapel.
There may, of course, be more than one group. In which case the verb will be
plural.
The choirs were competing in the final.
d. Abstract Nouns
Definition: Abstract nouns form what can be the most difficult group to
understand, as they represent ideas, and have no physical substance that you
cannot see or touch.
The idea may be of quality,
For example: beauty, greed, intelligence
plural
book
books
potato
potatoes
tooth
teeth
medium
media
criterion
criteria
two hats
One fire
five fires
2) For some words it is difficult to add s alone try saying box with just s on
the end. For such words, we insert the vowel sound e for ease of pronunciation.
For example:
One box
two boxes
One lunch
two lunches
3) Although our language has been simplified in many ways over time, some
old forms have stayed, largely due to earlier pronunciation. Among these are a
number of words in which the inside vowel changes between singular and plural.
These just have to be learnt.
For example:
One man
two men
One mouse
three mice
ten chickens
one ox
a team of oxen
children
die
dice
leaf
leaves
sheep
sheep
woman
women
foot
feet
goose
geese
The students need to learn these especially, as they may not be familiar with
hearing them spoken.
Gender is a grammatical term for classifying nouns according to masculine,
feminine or neuter. The classification is largely irrelevant in English, which does
not attribute gender to inanimate objects. Many languages do, however, for no
obvious reason.
For example:
in French we have la chaise (feminine) meaning chair
b. Non-count Nouns
Some nouns have only one form. These are called non-count nouns. For
example:
information, equipment, technology, furniture, applause, leisure, clothing,
homework, luggage
In some cases, non-count nouns can be referred to in the plural
(technologies, knowledges). This varies from discipline to discipline.
B. Pronouns
Definition: The word pronoun comes from the Latin pronomen meaning for a
noun. As the word implies, pronouns are the words that we use in place of nouns. It will
become clear later when we discuss the difference between possessive and
demonstrative pronouns and possessive and demonstrative adjectives, why this
definition is so important. Pearson Education Australia (2011: 9) says that personal
pronouns are used to identify persons or things without using their names.
We use pronouns to make clear whom or what we are talking about, while
avoiding confusing or clumsy repetition. It is wise to teach just personal pronouns initially
and bring in the other kinds later. Recognition is important while fuller explanation and
exercises can follow later.
Before learning about pronouns, students should:
understand the term noun
recognise both common and proper nouns
1. Personal Pronouns
Share this story with your friends. This (true) story could sound something like the
following:
Marjorie lost her false teeth. The dog had found Marjories false
teeth and buried Marjories false teeth. Marjorie could not find
Marjories false teeth anywhere, but Marjorie dug up Marjories
false teeth two years later, while Marjorie was digging in the
garden.
With the use of pronouns this would read much more smoothly, in spite of the
repetition of the pronouns. Although equally important to the sense, they are less
prominent.
Marjorie lost her false teeth. The dog had found them and buried
them. Marjorie could not find them anywhere, but she dug them
up two years later, while she was digging in the garden.
Without the words I and you (personal pronouns) we could become very confused.
Instead of:
These forms are called subjective forms because they can act as subjects (Pearson
Education Australia 2011: 9).
And when the action is done to the person, for example:
Remember, as the pronoun takes the place of a noun, the noun is not mentioned.
A pronoun This is scrumptious.
Not a pronoun This clair is scrumptious.
In the second sentence thisis an adjective qualifying (telling more about) the noun
clair.
Note: the words one and such can also be used as pronouns taking the place of
nouns.
For example:
One can search for gemstones.
Such is life.
I found one.
He told me such
3. Possessive Pronouns
Possessive pronouns indicate possession or ownership.
These pronouns may stand alone, but they must refer to a noun. His is the best. is
fairly meaningless unless the reader knows what his refers to. In formal writing,
mine, yours and ours should be avoided.
4. Indefinite Pronouns
Indefinite pronouns always refer to the quantity of people or things, without
identifying any specific person or thing.
Depending on the usage, mixed indefinite pronouns can be used to suggest singular
or plural quantities.
C. Verbs
Care should be taken by the teacher to proceed to each new section or concept only
when the previous one has been fully grasped. The order of the segments has been
chosen carefully to provide a sound structure of understanding. For example, the
section on finite and non-finite verbs comes naturally at the end of the first section.
However, teachers may judge the timing of teaching this, depending on students
level of understanding. It should not be left too long. A simple way of expressing it
would be that a verb must have a doer i.e. a subject) for it to make sense.
2. Kinds of Verbs
a. Finite and Non-finite Verbs
A verb needs a noun (or a pronoun) in front of it for it to make sense.
For example:
John waves.
The load slipped.
Verbs are of two kinds, non-finite or finite. Non-finite means not complete. Nonfinite verbs are not complete, because they do not have a subject, that is, the person
or thing that does the action, or that the sentence is about. Non-finite verbs also
do not show a sense of time, i.e. tense. Finite verbs have both a subject and a
tense.
For example:
I hope (present)
John hoped (past)
The most common and recognizable form of non-finite verb is the to-infinitive.
For example:
to drink, to be, to laugh, etc.
b. Auxiliary (helper) verbs
Definition: The word auxiliary is formed from the Latin auxilium
meaning help, and in grammar it refers to certain verbs that are used to form
tenses. The main helpers are taken from forms of the verbs to be and to have.
Most native English speakers have little difficulty with using these forms
according to the language that they hear round about them. They do need
explanation, however, and the students will need more practice.
c. Linking verbs
If a verb requires a subject complement (C) to complete the sentence,
the verb is a linking verb. The subject complement (underlined in the examples
that follow) typically identifies or characterizes the person or thing denoted by
the subject.
For example:
[1] Sandra is my mothers name.
[2] Your room must be the one next to mine.
[3] The upstairs tenant seemed a reliable person.
[4] A university is a community of scholars.
[5] The receptionist seemed very tired.
[6] You should be more careful.
[7] The distinction became quite clear.
[8] The corridor is too narrow.
The most common linking verb is be. Other common linking verbs (with
examples of subject complements in parentheses) include appear (the best
plan), become (my neighbour), seem (obvious), feel (foolish), get (ready), look
(cheerful), sound (strange). Subject complements are typically noun phrases
(cf. 4.2), as in [1][4] above, or adjective phrases (cf. 4.21), as in [5][8] above.
We have now looked at two basic sentence structures:
SVO: subject + (transitive) verb + (direct) object
SVC: subject + (linking) verb + (subject) complement
d. Intransitive verbs and adverbials
If a main verb does not require another element to complete it, the verb
is intransitive: SV: subject +(intransitive) verb
For example:
[1] I (S) agree (V).
[2] No cure (S) exists (V).
[3] They (S) are lying (V).
All regular verbs take an ed ending, e.g. walked, laughed, called, etc.
While, Irregular verbs follow different patterns, e.g. drink, drank; sleep, slept,
etc.
D. Adjectives
Colour your world!
1. Definition
The word adjective is from Latin ad jacere meaning throw to or add. In
the grammatical sense, this means to add the characteristics of something, i.e. to
qualify it. Before studying adjectives, students should:
know the definition of a noun
recognize nouns, both common and proper
be able to give examples of nouns
Adjectives tell us more about nouns.
For example:
a red rose
a distinguished scholar
Remember: this, that, these and those, which are pronouns standing on
their own, are adjectives if the noun is specified. We call these possessive
adjectives.
For example:
This is tasty. [pronoun]
But This cake is tasty. [adjective]
Explained clearly, this is a lesson in logic.
The terms limit and modify are sometimes used with adjectives, but these
are also applied to adverbs, and it is helpful for the student to use different terms, to
better distinguish one from another. For young children, the word describe for
adjectives is preferable as they will be familiar with the word and readily understand
its meaning and application.
2. Forms of Adjectives
Some of the words that we find hard to categorize are, on further examination,
clearly adjectives, as they tell more about nouns. Students do need to realize
this so that they can fit them into the scheme of things. They should be
explained, although the terms need not be memorized at this stage.
3. Adjective order
Although changes in normal adjective order do not interfere with sentence
meaning or comprehension, such changes do lead to awkward and/or strangesounding sentences. Note that this chart provides only general guidance and not
hard-and-fast rules of word order.
E. Adverbs
The way its done!
1. Definition
Remembering that the word verb is derived from Latin verbum meaning
word we see that adverb must mean some-thing added to a word. Before learning
about adverbs, students should:
understand the term verb
be able to describe the function of a verb What is a verb?
be able to form simple sentences using a noun or pronoun together with a verb
An adverb is a word that adds meaning to any other word, except a noun or
pronoun (that being the job of an adjective). Adverbs are best understood as being
of two kinds, those that add to the meaning of a verb and those that add to the
meaning of other parts of speech and other adverbs.
The English language includes an immense range of adverbs, and while
flowery writing can result from an over-lavish use of either adjectives or adverbs;
they do enable us to be wonderfully imaginative and subtly descriptive. Henry James
remarked in one of his letters, Im glad you like adverbs I adore them; they are the
only qualifications I really much respect.
F. Conjunction
Come and join us!
1. Definition
This word is from the Latin con meaning together and jungere meaning to join. A
conjunction joins two or more parts of speech of a similar kind or two or more parts
of a sentence.
2. Kinds of conjunctions
a. Coordinating conjunctions
Coordinating conjunctions such as and, but, or, for and yet are used to join two
or more different things.
For example:
Bread and butter, tea or coffee.
I went to the bowling alley but (and) my brother stayed at home.
b. Subordinating conjunctions
the box
Preposition
object
before
during
over
until
above
behind
for
past
up
across
below
from
since
with
after
beside
in
than
without
against
between
inside
through
underneath
among(st)
but
into
till
around
by
off
to
as
despite
on
toward(s)
at
down
out
under
Many of the words listed here may also be used as adverbs or conjunctions.
Some prepositions consist of more than one word; for example, because of, in, spite
of, in addition to
H. Interjection
Wow!
1. Definition
This is another word from the Latin, inter, meaning between or among and
jacereto throw. In other words, an interjection is something thrown in. An
interjection is an exclamation of one or two words that stands alone and is usually a
response to surprise, shock or disgust, such as Goodness! or Yuk!
Umsattater (2010: 20) adds that the interjection, the eighth part of speech,
expresses strong emotions or feelings. Often found at the beginning of a sentence,
an interjection is usually followed by either an exclamation mark (for strong
emotions) or a comma (for mild emotions). An interjection can also be used to
protest or command. Though interjections can stand alone, they are often contained
within larger groups of words.
Oh, we didnt expect to see you so soon
Part 2
Simple Sentence
In this part, the students will be introduced to the simple sentence and some of its
component parts including subjects, verbs, nouns, pronouns, articles and adjectives.
A. Simple Sentence
1. Definition
A simple sentence must have a subject and a verb, and it must make complete
sense; that is, the reader or listener is not left wondering Who?, What? or How? A
sentence must begin with a capital letter and end with a full stop.
For example:
[1] Mr. Yon slept.
[2] Mr. Yon read a book.
[3] A heavy rain has drowned some houses.
2. Sentence Forms
a. Affirmative Sentence or Positive Sentence
These are sentences in which something is stated or told. Speech and writing
consists mainly of statements. They end with a full stop.
For example:
Roger fell into the river.
b. Negative sentence
In the most basic kind of negative statement, not or n't comes after the (first)
auxiliary verb or modal auxiliary. We can usually change a positive sentence into a
negative sentence by inserting not or nt after the auxiliary verb. Here are the auxiliaries
and modal auxiliaries are:
Principal auxiliaries
to be
to have
to do
Modal auxiliaries
can could
may might
must had to
ought
shall should
will would
Semi-modals
to need
to dare
used
These are the second most common form of sentence. They ask something
which they expect to be answered and they end with a question mark. There are some
types of questions: Yes-No Questions and Wh/1H Question.
1) Yes-No Question
Yes-No question is one of questions which with auxiliary and with the expected
answer yes or no.
For example:
Do you speak English?
Yes, I do.
No, I do not (dont).
Note: when or is added for choice, it will not be answered with yes or no.
For example:
Do you like coffee or tea?
Coffee
2) Wh/1H Question
Question words are also called wh questions because they include the letters
'W' and 'H'. The formulas are almost similar as Yes-No Question but wh/1H must be at
the beginning of the sentence:
Wh/1H + Aux. Verb + Subject + P /+ O?
To answer the question, you have to give complete or clear information. For
example:
A : Why do you study English at IKIP PGRI Pontianak?
B : Because I want to learn more about English and to get Sarjana Degree.
Be careful with question Who and What for asking Subject in the sentence. The
formula:
Who + P /+ O ? Who opened the door?
What + P /+ O ? What happened on the way?
For more details, you can read some question words and their functions in the
sentences:
Table . 2.1 Question Words and Their Functions in the Sentences
Question Word
Function
Example
what...for
When
Where
Which
Who
Whom
Whose
Why
why don't
making a suggestion
how + adj/adv
how far
Distance
how long
how many
quantity (countable)
how much
quantity (uncountable)
how old
Age
What
How
Part 3
Tenses
Before explaining more details about the tense, this module will give some
definitions of time, tense, and aspect. After giving the definition, the module will describe
about some tenses based on the level of the students (for the first semester). They are simple
present, present continuous, simple past tense, present perfect tense, past perfect tense,
past continuous tense, and perfect continuous tense. Other tenses will be clarified in the next
semester.
A. Time, tense, and aspect
Time relates with past, present, and future. Tense is a grammatical category
referring to the time of the situation; the tense is indicated by the form of the verb. There are
two tense forms: present and past (Greenbaum and Nelson, 2002: 55). One important
structure that functions together with tense is aspect. Aspect is a grammatical category that
indicates temporal features such as duration, frequency, and completion. Aspect is indicated
by complex tenses that are composed of an auxiliary verb + a main verb. There are two
different aspects in English: the progressive and the perfect (DeCapua, 2008: 166)
B. Simple Present Tense
1. Definition
Simple present tense is that this refers to something taking place now. Present time
generally does not refer to events taking place now. Instead, the label present time refers
to general habits, customs, characteristics, or truths (DeCapua, 2008: 168). The simple
present is frequently explained as describing timeless time, i.e. time reference that has no
terminal points, time that can include the past, present, and future. Often frequency adverbs,
such as always, generally, usually, frequently, often, sometimes, occasionally, hardly, ever,
rarely, seldom, never.
2. The Sentence Pattern of Simple Present tense
The sentence pattern is S + V1 (s/es) /+ O. for more pattern can been seen in the
table 3.1.
subject
Ali
Auxiliary + not
verb
Walks
Sentence Forms
Affirmative
WE
Ali
We
Ali
we
Does
Do
walk
does not
do not
Walk
walk
Walk?
Walk?
negative
question
example
or habits
1. Gina is thin.
2. The sky looks gray.
3. Good
teachers
understand
their
students needs.
senses
by
the
researchers
are
erroneous.
Source: DeCapua, 2008: 169.
Exercise 1
Fill in these sentences using the correct form of the verb to be and the words in the
brackets. Then write the words in the blanks.
1. I_____________ happy.(not)
2. He _________ sad.
3.
4. We __________ Chinese.
You
_____________
Japanese.(not)
6.
Tigers
_________big
cats.
Kowloon.(not)
9. We _______ good friends.
old.
14. They ______ good
football players.(not)
Exercise 2
Say these sentences using the correct form of the verbs in brackets. Then write the
words in the blanks.
(1) Susie ______________ shopping in Causeway Bay.(love)
(2) Causeway Bay ____________ very busy.(be)
(3) Betty _______________________ early.(not get up)
(4) I ______________________ fruit.(not like)
(5) School always _____________ at eight oclock in the morning.(start)
(6) We usually _________________ at school at half past seven.(arrive)
(7) The dog ________________ me. (like)
(8) Henry ___________ a nice school bag.(have)
(9) She ________________ television every night. (not watch)
(10) I ____________________ that dress.(not like)
Exercise 3
Say these sentences using the correct form of the verbs in brackets. Then write the
words in the blanks.
1. Sam __________(wash)his face every day.
2. Susie ___________(kiss)Mum every night.
3. Dad often _____________(carry)Susies books.
4. Nick ___________(cook) dinner for his family every evening.
Exercise 4
Say these questions and answers using the correct form of the verb to do. Then
write the words in the blanks.
1. ________ you like English?
Yes, I do/we do.
2. _________Bobby like noodles?
No, he doesnt.
Yes, he does.
7.___________you understand?
Yes, I do.
Is
subject
Auxiliary
Jenny
Is
Jenny
Is
Jenny
+ not
not
Present participle
Sentence forms
Leaving.
Affirmative
Leaving.
Negative
Leaving?
Question
mental states
attitudes
perceptions
emotions
existence
These verbs are used in the present tense, even when describing something taking
place now. The following chart lists some of the more common stative verbs.
Table 3.4. Stative Verbs
Believe
Hear
Know
Please
See
think
Feel
(dis)like
Love
Prefer
Smell
Understand
Hate
Guess
Mean
Recognize
Suppose
Want
Have
Imagine
need
remember
taste
wish
Exercise 1
Fill in the blanks with the verbs in the present continuous tense
1. John and I ...................................... (stay) in a beautiful hotel.
2. Kevin .......................................... (work) at home today.
3. I ...................................... (wait) for a very important letter.
4. You ...................................... (walk) too fast.
5. We ........................................... (plan) our next holiday.
6. The girls ............................................ (visit) their grandmother today.
Subject
auxiliary + not
Sue
Sue
Did
verb
walked
did not
Sue
sentence forms
affirmative
walk.
negative
walk?
question
Pronunciation ofed
If all regular past tense verbs take the same ed inflection, why does the ending sound
different? We say walked with a t sound but called with a d sound.
Although there is only one past tense inflection for regular verbs, there is a difference
in pronunciation when the ed inflection is added. The change in pronunciation depends on
what sound the verb ends in. The different pronunciations of ed are not reflected in written
English. The chart shows the different pronunciations of the ed inflection.
Table 3.6 pronunciation of -ed
Word ending sounds
pronouncing
example
t sound
f, s, sh, ch
wanted, needed
Sounds d or t
All other verbsound
d sound
j, m, n, ng, l, r,oravowel
sound)
The Simple Past can also be used to describe a habit which stopped in the
past. It can have the same meaning as "used to." To make it clear that we are
talking about a habit, we often add expressions such as: always, often, usually,
never, when I was a child, when I was younger, etc.
Has
Subject
auxiliary
Sue
has
Sue
has
Sue
+ not
not
past participle
sentence forms
walked.
affirmative
walked.
negative
walked?
question
Because the present perfect is also used to express repeated time, that is, an event
or action that occurs more than once, that is repeated. Frequency or time expressions often
co-occur with this use of the present perfect.
Andy has always lived in New York.
Thats my favorite movie. I have seen it at least 20 times.
Florida has had numerous hurricanes.
Variable Time
The present perfect is also used for what is commonly called indefinite time. Here
the present perfect is used to describe events or actions that ended in the recent past but
without a specific time marker to indicate when they ended or occurred. The time is
unspecified. Because native speakers alternate between using simple past and present
perfect to describe such events with little or no change in meaning, this use of the present
perfect is variable. Choice of one tense over another when referring to one event or action
occurring in the recent past is dependent on context, the region of the United States, and
the individual.
Cleo just took her exams.
Cleo has just taken her exams.
Ethan already took his exams.
Ethan has already taken his exams.
Exercise 1
Fill in Since or For
1. He has been back ___________ two hours / __________ 3 oclock.
2. I havent seen him _________ over two months / ________ Christmas.
3. Youve been watching TV __________ you came home from school / _____ most
of the evening.
4. Carol has been looking after the baby _________ this morning / ______ over four
hours.
5. The Healers have had Dusty ________ their old dog died / ________ nearly two
years.
6. Weve been standing here ________ twenty-five minutes / _________ half past
six.
7. Kate has been learning French ________ she was eleven / _________ four years.
8. Grandfather has been living with us ____________ Granny died / ________ quite
some time.
Exercise 2
Complete these sentences using the Present Perfect Tense of the following verbs: to be
to clean to eat to have to rain to see
1. Chris ___________________ all the biscuits. (They are gone now.)
2. The boys ___________________ the car. (It looks beautiful now.)
3. Mrs Wood _______________ a busy day. (She is tired now.)
4. It _________ not _________ for weeks. (The garden is very dry.)
5. I _________________ the film. (I know it.)
6. My sister _______________ to Paris several times. (She knows it.)
Exercise 3
Complete these sentences using the Present Perfect Tense or the Past Tense
1. We (not meet) _____________________ his mother so far. We _________ his
mother then.
2. Greg (be) _____________________ a good student last year. Greg ___________
a good student up to now.
3. They (live) ___________________ in our street since 1982. They _____________
in our street some years ago.
4. Bob and Chris (not quarrel) _________________________ all week. Bob and Chris
____________________ yesterday.
5. You (ask) __________________ me this question before. You _______________
me this question last lesson.
The past perfect consists of the past form of the auxiliary verb had, and the past
participle of the main verb. Since had is an auxiliary verb, it follows our first auxiliary rule in
forming negative statements and questions.
Table 3.8 The Sentence Pattern of Past Perfect Tense
auxiliary
Had
Subject
auxiliary
Sue
had
Sue
had
+ not
not
Sue
past participle
sentence forms
walked.
affirmative
walked.
negative
walked?
question
subject
auxiliary
Sue
+ not
present participant
sentence forms
was
walking
affirmative
We
were
walking
Sue
was
We
were
not
walking
negative
walking
Was
Sue
walking?
Were
we
walking?
question
When both the past progressive and simple past occur in a sentence, the order in
which the two verb phrases occurs can vary. When and while are used in such sentences.
When is used with the simple past and while is used with the past progressive (DeCapua
2008: 178).
Example:
Past continuous
Simple past
We were eating
While
when
Joyce called.
We were eating
Joyce called.
Past continuous
Simple past
Joyce called,
We were eating.
Or:
When
Joyce called
while
We were eating
singular
plural
First person
Second person
Third person
conjunction with the present perfect also applies to the present perfect progressive.
Furthermore, Vince (2008: 21) adds the present perfect progressive is used for:
recent continuing activities, continuing up to the present.
e.g. I have been waiting here for a half an hour.
explaining a present situation
e.g. I have been washing the cow thats why my clothes are wet.
emphasizing the length of a continuing activity
e.g. I have been working on my project all morning.
a repeated activity, to emphasizing the repetition of the activity
e.g. he has been phoning me every day since the party.
how long question
e.g. how long have you been having disturbing dreams?
meaning, thinking, considering
e.g. I have been thinking of changing my job.
BIBLIOGRAPHY
DeCapua, Andrea. 2008. Grammar for Teachers: A Guide to American Elnglish
and Non-Native Speakers. New York: Springer Science+Business Media.
Dykes, Barbara. 2007. Grammar for Everybody; Practical Tool for Learning and
Teaching Grammar. Victoria: ACER Press.