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Teacher’s Guide

EVEEnglish Verb Exercises

For DOS ®

Pedagogical DesignLydia Froio

Based on exercises byMildred Brocklehurst

ProgrammingJean Lamontagne

Collège de Maisonneuve

Eve (English Verb Exercises), an application of GEMM (Générateur d’exercices multiples et multilingues)is a production of Collège de Maisonneuve, produced with the technical assistance of the Centre collégialde développement de matériel didactique (CCDMD) and financial support from the Ministère del’Éducation du Québec.

Pedagogical designLydia Froio

Based on exercises byMildred Brocklehurst

ProgrammingJean Lamontagne (F1 Informatique Inc.)

Project SupervisorsRégis Fournier and Cyr-Marc Debien (CCDMD)Réjean Jobin (Collège de Maisonneuve)

Software revisionSylvain Gagnon

Text revisionClaudia De Fulviis

LayoutChristine Blais

This manual and software may not be copied in whole or in part without the written consent of theCCDMD. Consent is given only to Quebec teaching establishments who have obtained a copy of thismaterial from the DGEC or one of its authorized agents. These establishments cannot supply a copy of thismaterial to another organization nor to an individual. Upon consent, this notice as well as the title pagesmust appear on each copy.

EVETeacher’s Guide, all rights reserved in Canada© Centre collégial de développement de matériel didactique (CCDMD), 1997Legal deposit : Bibliothèque nationale du Québec, 1997ISBN 2-89470-039-3

Rights of reproduction

Table of Contents

Introductory Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Installation Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

1 An Overview of EVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

1.1 Description of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61.2 Solving the Problem with CALL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81.3 General Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81.4 Specific Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2 The Clientele for EVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

2.1 The Principal Clientele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92.2 The Secondary Clientele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

3 Incorporating EVE into the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . .10

4 The Content of EVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

4.1 Three levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124.2 Five Subject Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

4.2.1 Beginners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124.2.2 Intermediate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124.2.3 Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

4.3 On-line Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134.4 Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134.5 Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134.6 Error Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134.7 Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134.8 Exercise Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

5 Advantages of EVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

6 Working with EVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

7 Tracking Students' Progress with PROF . . . . . . . . . . . . . . . . . . . . . . . . .17

8 Working with PROF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Appendix GrammarLevel 1 (Beginners) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Level 2 (Intermediate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Level 3 (Advanced) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

INTRODUCTORY NOTE - EVE TEACHER GUIDE 4

I n t ro d u c t o ry NoteThe Teacher's Guide provides the information required to use EVE softwareeffectively. It gives an overview of what EVE offers, why it was created, what itcan and cannot do and suggests contexts in which it can be used.It also describesthe working of the software in detail,and gives a step-by-step presentation ofhow to use it.

Getting StartedThis package contains the following elements:

• GEMM software

• a teacher's guide in PDF Files

• EVE application

• a teacher's guide in PDF Files

• a student's guide in PDF Files

• Acrobat™ Reader software

Please check your program CD-Rom. If they are defective or damaged in anyway, they will be replaced. Always make backup copies of your programs.Themethod for doing this is described in the installation procedures. EVE requiresthe following minimum equipment configuration:

• an IBM PC or compatible computer• 640K RAM• 2.5 megabytes available on the hard drive• a printer• a mouse (optional).

INSTALLATION PROCEDURE - EVE TEACHER GUIDE 5

Installation Procedure

From the CD-Rom, copy the directory EVE to your hard disk. This directorycontains two sub-directories: Software and Guide. The sub-directory Softwarecontains the EVE.EXE program and the sub-directory Guide contains theelectronic documentation for the software EVE, in PDF format.

If you want to make copies of EVE for students working on a stand-alonecomputer, first erase the PROF.EXE file to prevent any access to the utilityprogram, PROF, which exists solely to permit you to chart student progress.

AN OVERVIEW OF EVE - EVE TEACHER GUIDE 6

An Overview of EVE

1.1 Description of the Problem EVE is a drill-and-practice software designed to enable students to master thecomplexities of English verbs. It is not a verb tense teacher but rather a series ofexercises comprising three levels of difficulty whose objective is to developstudents’ ability to choose the appropriate verb forms in a variety of contexts.Drill-and-practice formats not only provide opportunities for students to developcorrect response mechanisms with ease and fluency but also for the inclusion ofsuch elements as irregular verbs for repeated passive reinforcement. Teachingmaterial such as EVE is required because students often have problems withEnglish verb structures for two reasons:

1. The high frequency of irregular verbs

2. The high frequency of compound verb structures

Both of these areas of the language require intensive drill, which is difficult todo adequately in today’s classroom where the emphasis is on communicativeskills. The irony in this is that students frequently feel that their ability todevelop satisfactory levels of competence in oral expression is hindered by theirlack of mastery of the verb forms. All too often they cite difficulty with verbs asthe major stumbling block in their communicative ability. As this is a problemwhich can be resolved through drill and practice, software such as EVE can beintroduced into a language studies course to supply this very necessaryingredient. In order to understand why this is so, a closer look at the two mainproblem areas regarding English verbs may clarify the situation.

The stock of irregular verbs in English comes from the Anglo-Saxon core of thelanguage, which accounts for their high frequency. When high frequency iscombined with the second area of difficulty compound verb forms particularlythe interrogative and negative patterns of the simple present and simple pasttenses, we have a source of recurring errors such as “Did she went?” “Hedidn’t told me” and so on.

It is primarily because students have not done enough repeated drills withirregular verbs in real language contexts, and also because they have not beenexposed to the fundamentals governing the formation of compound verb unitsthat such errors are made. Students often make mistakes in combining diverseverb components because they have not had enough drill in putting togethercompound verb phrases. Being able to do this quickly and easily is an importantand essential step forward in mastering English verbs given the fact that thereare very few occasions when the complete verb form is a only single unit:

imperative mood (affirmative)

indicative mood: simple present and simple past tense, affirmative of all verbs

simple present and simple past tense, affirmative, negative and interrogative of BE

simple present and simple past tense, affirmative, negative andinterrogative of HAVE (optional)

subjunctive mood: simple present and simple past

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Except for these, all other verb units in English consist of some combination ofan auxiliary or auxiliaries, or a modal auxiliary and one of the following formsof the main verb:

the verb stem(the same as the infinitive without the infinitive marker TO)

the present participle(the STEM + -ING)

the past participle(the STEM + -D or -ED for regular verbs,and variable forirregular verbs)

These three forms of the main verb are used with the following auxiliary andmodal verbs:

DO, DOES, DID (auxiliary verbs)

CAN, COULD, MAY, MIGHT, MUST, SHALL, SHOULD,WILL, WOULD (modal auxiliaries)

AM, IS, ARE, WAS, WERE (auxiliary verbs)

HAS, HAVE, HAD (auxiliary verbs)

DO, DOES, DID and the modal auxiliary verbs combine with the the STEM ofa main verb.

BE used as an auxiliary verb combines with present participles of main verbs toform the continuous tenses or with the past participles to form the passive voice.

HAVE used as an auxiliary verb combines with the past participles of mainverbs to form the perfect tenses.

The problem for students is knowing when and how to construct the correctcombinations and practicing them often enough so that they become automaticresponses. Data on children’s acquisition of their first language provides ampleevidence that drill and practice is an integral and natural part of the process. Dr.Ruth Weir’s definitive study of this phenomenon (“Language in the Crib”)provides significant data to prove this point. However, current teachingmethodologies flinch from drill-and-practice approaches, leading to a reductionof successful outcomes in the teaching of English as a second or foreignlanguage.

Computer-assisted language learning, CALL, offers a way of reintroducing suchmethodologies, and furthermore, does so more effectively than traditionalmethods.


1.2 Solving the Problem with CALLThe current teaching methodologies for verb structures focus primarily on thesemantic value of various tenses and not on the formal properties of the verbphrases themselves. The result is often counter-productive, with students wastingtime and energy in frustrating attempts to construct these forms without therequisite practice which would permit them to do so swiftly, automatically andcorrectly. Computer-assisted language applications can fill the gap that is createdby emphasis on communicative performance and classroom time limitations.Using software as a personal tutor, students can assess their individual strengthsand weaknesses. With on-line help, explanations of their errors andreinforcement of basic structures in a variety of formats, they can work toeliminate the problems they have.

1.3 General Objective The chief goal of EVE is to enable students, through the medium of rigorousdrill and practice, to use English verb forms correctly.

1.4 Specific Objectives The specific objectives of this software are to assist students to attainperformance mastery in the following areas:

At the beginner’s level

Question formation with BE and modal auxiliary verbsThe 100 most frequent irregular verbs Contracted forms Questions with DO, DOES, DID Conjugations

At the intermediate level

Modal auxiliary verbs Irregular verbs Conditional structures Questions with DO, DOES, DID Conjugations

At the advanced level

Modal auxiliary verbs Irregular verbs Past conditional structures Obligatory use of gerunds Present subjunctive

THE CLIENTELE FOR EVE - EVE TEACHER GUIDE 9

The Clientele for EVE 2.1 The Principal Clientele Anyone enrolled in an English second language course at the college level is aprospective user of this software. In other words, all those courses bearing the604 code could include EVE in their course plans.

2.2 The Secondary Clientele Anyone studying English as a second language is a potential user of thissoftware whether the studies are undertaken on an individual basis or in aclassroom setting. This includes students at the secondary school and universitylevels and also those in adult education courses.

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INCORPORATING EVE INTO THE CURRICULUM - EVE TEACHER GUIDE 10

Incorporating EVE into the Curriculum There are a variety of options available for incorporating EVE into thecurriculum. The software can be the principal methodology for teaching verbstructures. It can be used as a diagnostic or testing tool, or as a self-help,remedial or review program. EVE can be used in conjunction with existingtextbooks or on its own. It can be assigned to a class or an individual. Thepossibilities are as varied as the courses given, the objectives of the teachersgiving them and the motivation of the students taking them. Whatever the reasonfor integrating EVE into existing course frameworks, it will be necessary toconsider the following factors as part of the process.

A Resources

Personnel Teachers and students will comprise the personnel resources. Students will work as individuals in groups or pairs when using EVE.Teachers will direct the students on how they are to work with EVE and they will do so in terms of their course objectives.

Course Material Possible areas of correspondence between EVEand the material covered in the assigned textbooks and course notes will have to be researched with a view to integrating sessions with EVE into the general course plan.

Hardware Refer to Getting Started. EVE can be run on individual stations or local networks.

B Sequencing

The steps to follow when incorporating EVE into the curriculum will be, first, to present the content of the software package. This will be followed by a demonstration of how to use the microcomputer. A thorough reading of the EVE Student Guide can then be followed by work sessions with the software.

C Methodology

In order for work sessions with EVE to be productive, some initial classroom instruction on the subject matter should be given. After this has been done, pairs or groups of students can work together with EVE;remedial or tutorial sessions or demonstrations of the material comprising EVE can also be integrated into course work. All of these are possible methodologies to consider.

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INCORPORATING EVE INTO THE CURRICULUM - EVE TEACHER GUIDE 11

D Tasks Teacher The teacher’s part in incorporating EVE into the

curriculum will include a preliminary presentation of the course material. This will be followed by defining the ways in which EVEwill figure in the overall plan. Then the studentswill be initiated into using EVE. After students have worked with EVE, the teacher will be ableto analyse their results and provide the necessary feedback on their progress.

Students For their part, students should study the course material, learn how to use EVE, do the EVEexercises assigned and give their results to their teacher for analysis.

THE CONTENT OF EVE - EVE TEACHER GUIDE 12

The Content of EVEThe first session with EVE begins with a test. The test questions are chosenfrom the data base for EVE exercises. Just as there are three exercise levels, sotoo there are three test levels to choose from.

EVE contains exercises at three levels of difficulty. For each of these levelsthere are five subject areas. There is also a grammar section for every one of thelevels and for each of the five subject areas it covers. In addition, there is arepertory of hints designed to assist students in formulating correct answers.Should student answers be incorrect, error messages explaining why they are notcorrect are provided. The error messages appear whenever student errors fallinto the category of predictable mistakes.

Other on-line aids include F1 messages, which tell you how to navigatethroughout EVE, explanations of how to create answers for the five differentexercise formats, and how tests and exercises are scored.

4.1 Three Levels The three levels of difficulty correspond to the generally accepted division oflanguage learners into Beginning, Intermediate and Advanced students.

4.2 Five Subject Areas The five subject areas for each level correspond to the material selected forinclusion in the curricula of language courses.

4.2.1 Beginners

Question formation with modal auxiliaries and the verb BE Irregular verbs (the 100 most frequent) Contracted forms of verbs Question formation with DO, DOES and DID Conjugations

4.2.2 Intermediate

Modal auxiliary verbs Irregular verbs (expanded list) Conditional structures Question formation with DO, DOES and DID (using irregular verbs for the past tense) Conjugations

4.2.3 Advanced

Modal auxiliary verbs Irregular verbs (definitive list) Past conditional structures Obligatory use of gerunds Present subjunctive

4


4.3 On-line Help On-line help is accessible in EVE’s Exercise mode. It consists of a Grammar,Hints, Error messages and Explanations of various components of thesoftware itself.

Access to On-line help is only in Exercise mode, which is one of the twooperational modes - test and exercise - EVE offers. The differences between theTest and Exercise modes are explained in detail in Section 6, Working withEVE.

4.4 Grammar There is a grammar section available for each of the three levels of EVE and foreach of the topics at those levels. Titles listed in the Grammar sectioncorrespond to the exercise titles.

4.5 Hints Hints are accessible to help the student obtain correct answers when working inEve’s Exercise mode. The hints offer suggestions or reminders of relevantinformation that could assist the student in formulating the right answer.

4.6 Error Messages Errors are treated in two different ways when the student is working in Exercisemode. If an error which EVE has entered into the repertory of predictablemistakes is made, an explanation is displayed of why the answer is incorrect. If,however, the mistake made does not fall into this category, a message isdisplayed saying that the user does not have the right answer and suggesting thathe/she try again.

4.7 Explanations The menu bar consists of: File/Explanations/Grammar/Exercises.Explanations, like Grammar, Hints and Error messages, is another exampleof an available on-line aid. By selecting any one of the seven titles in the menuExplanations, you can access the following information:

About ... Test Selection Score Card Menu Explanations Exercise Explanations Scoring Explanations Score Card Explanations


4.8 Exercise Types In order to ensure variety, EVE has five types of exercises:

Compose Fill in the blanks Jumbles Multiple Choice Transformation

The type of exercise is identified for each item when working in both Test andExercise modes. This identification appears in the upper left-hand corner of thescreen underneath the identification of the level.

ADVANTAGES OF EVE - EVE TEACHER GUIDE 15

Advantages of EVE Using drill-and-practice software has advantages which can be summarized asfollows:

1 The initial test demonstrates areas of both strength and weakness, permittingstudents to concentrate on the latter.

2 The software as a whole allows for individualized learning in a way notoffered by traditional classroom dynamics.

3 This individualization creates an environment which compensates for thefact that:

a. students have different rates of assimilating knowledge b. in any given classroom, students have differing levels of competence

and performance c. time limitations in the classroom militate against adequate drill and

practice, which are an integral part of successful language acquisition.

4 Because the software provides the possibility of self-study, classroom timeallotted to communicative activities can be used more productively.

5 Autonomous study habits can be fostered in students by introducing them toa methodology permitting them to select the areas of study they wish tocover.

6 Access to the various on-line resources - hints, error feedback messages andGrammar - encourage students to use discovery procedures, an asset in allaspects of learning.

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WORKING WITH EVE - EVE TEACHER GUIDE 16

Working with EVE Once EVE is installed on your PC, you can start to work by following thisprocedure:

(EVE can also be installed and worked on from a local network. Your technicianwill advise you how to gain access to EVE if this is the case.)

At the DOS prompt, type:

1. CD\

2. CD EVE

3. EVE C S 2

C S 2 in step 3 gives the default parameters for EVE.

C refers to Colour.If your computer does not have a colour card, type any letter other than C here.

S refers to saving students’ responses. If you are not interested in saving students’ responses, type any letter other than S.

The number defines where the responses will be saved. There are two options: 1 or 2. Choosing 1 saves responses on a diskette while selecting 2 saves them on the hard drive.

If you are working on a network, simply select EVE from the network menu.

EVE offers two methods of navigation. You can use the up, down, and sidewayskeyboard arrows or a mouse. These two ways of moving about EVE are notmutually exclusive. Another helpful feature of EVE is accessed using the F1key. It gives you information about the features of any screen you are workingon as well as instructions about navigating, throughout your working sessionwith EVE. Examples of typical F1 messages are illustrated in the Step-by-stepwith EVE section of the Student’s Guide. You should refer to this guide as wellfor a complete tour of EVE.

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TRACKING STUDENT PROGRESS WITH PROF - EVE TEACHER GUIDE 17

Tracking Student Progress with PROF EVE offers options which allow for error analysis and for keeping track ofstudents’ work. This is done by executing the PROF feature. At the DOSprompt, type:

1. CD\

2. CD EVE

3. PROF EVE

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WORKING WITH PROF - EVE TEACHER GUIDE 18

Working with PROF The first screen you see is the DGEC logo, followed by a request to name theapplication at wich point you will type in EVE and press enter.

The next screens to appear describe the objectives of EVE and give youinformation about the authorship of PROF. To leave theses screens, press enter.You will then have access to the PROF menu bar.

The menu options offered are: File, Answer, Questions, Score Card.

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Figure 2PROF menu bar

Figure 1Name the application


Selecting File gives you access to these possibilities: Read diskette answers +results, Read diskette results, Read diskette answers, Close.

If you want to study your students’ results, you will first have to insert a studentdiskette into either drive A: or B:. PROF will ask you to indicate which driveyou are using. After choosing a drive, you can then opt for Read disketteanswers and results; Read diskette results or Read diskette answers. You canexercise your choice either with the arrow keys or by clicking with a mouse. TheRead commands destroy students’ answers but not the results.

Finally you can exit from PROF by using Close. If you choose this option, youwill receive a message asking you if you want to quit PROF, and if you selectYES, you will exit from PROF.

Answers permits you to view students’s answers, print them, delete them or savethem as text. Thsi screen appears if you select View and the F1 message you cancall yp tells you how to navigate in the screen.

Print will show you the number of the question and the student’s answer. The F1message tells you to type in the name and then use TAB to confirm that this iswhat you want.

If delete is your choice, the students’s responses will be deleted and if youchoose Save as text, they will be saved for analysis.

Figure 3File

Figure 4Answers


Both of these options in Answers have identical screens.

The menu heading Questions offers two options: printing the questions andsaving them as text.

Choosing Print calls up this screen:

The F1 message tells you that you move from item to item with TAB and to typethe number of the level you want to print.

To exit from this screen, press Esc.

Figure 6Questions

Figure 7Questions Print

Figure 5AnswersView & Print


The second possibility, Save as text, brings up this screen. You navigate in thisscreen in the same way as you would in the Print screen.

Score Card on the menu bar offers three choices: View, Print and Delete.

Figure 8Questions Save as text

Figure 9Score Card


Selecting View brings up this screen where the F1 message tells you that there ismore to the screen than meets the eye which means that by using the arrow keysor Enter you can gain access to the students’ actuel score card(s) for all teststaken and exercises completed. These score cards can be printed and/or deletedby choosing these options available under the Score Card heading.

Always remember that whenever you choose Delete, PROF sends you a messageasking you to confirm that this is wath you really want to do this completes thedescription of a working session with PROF.

Figure 10Score Card View

APPENDIX - EVE TEACHER GUIDE 23

AppendixGrammar - Level 1 General information:

The following three terms which describe basic verb forms, are used in thisgrammar section as well as in the error messages.

1. STEM = the infinitive without “to”

2. PRESENT PARTICIPLE = STEM + “-ing”

3. PAST PARTICIPLE = STEM + “-d” or “-ed”. for regular verbs.

Other terms used in EVE are: primary auxiliary verbs, modal auxiliariesand main verbs.

The repertory of primary auxiliary verbs in ENGLISH includes forms of BE(am, is, are, was, were), forms of DO (do, does, did), forms of HAVE (have,has, had).

The repertory of modal auxiliary verbs includes can, could, may, might, shall,should, will, and would.

Any verb except a modal auxiliary verb can function as a main verb in English.

The STEM combines with modal auxiliary verbs and with forms of DO (do,does, did).

The PRESENT PARTICIPLE combines with forms of BE (am, is, are, was,were) to give the continuous (sometimes called progressive) tenses.

The PAST PARTICIPLE combines with forms of HAVE (have, has, had) togive the perfect tenses.

The PAST PARTICIPLE also combines with forms of BE (am, is, are, was,were) to give the passive voice.

Please do not use contractions when doing EVE exercises except in the level 1.3section - CONTRACTIONS.


Level 1 - TABLE OF CONTENTS1.1 QUESTIONS with CAN/BE, etc .

1.2 IRREGULAR VERBS

1.3 CONTRACTIONS

1.4 QUESTIONS with DO/DOES/DID

1.5 CONJUGATIONS

1.1 QUESTIONS with CAN/BE, etc.

Here are the points to remember about making questions with CAN, BE, etc.

A. Making questions with BE as the main verb:

Forms of BE: am, is, are, was, were

To make a question, the verb changes places with the subject and becomes the first word in the sentence.

Example: AFFIRMATIVE INTERROGATIVE

He is here. Is he here?

B. Making questions with BE as an auxiliary verb:

To make a question, the auxiliary verb, BE, changes places with the subject and becomes the first word in the sentence.

Example: AFFIRMATIVE INTERROGATIVE

They are working. Are they working?

C. Making questions with the modal auxiliary verbs: CAN, COULD,SHOULD, WILL, WOULD, etc.:

To make a question, the modal auxiliary verb changes places with thesubject and becomes the first word in the sentence.

Examples: AFFIRMATIVE INTERROGATIVE

You can ski. Can you ski?She could go. Could she go?They should study. Should they study?He will tell you. Will he tell you?She would know. Would she know?


1.2 IRREGULAR VERBS

The verb stems, past forms and past participles of the one hundred mostfrequent irregular verbs are included in the following list. Additional irregularverbs are found in the Level 2 list under the same heading. In Level 3, lesscommon verbs are included.

PRESENT PAST PAST PARTICIPLE

be was been bear bore bornbeat beat beatenbecome became becomebegin began begunbend bent bentbind bound boundbite bit bittenbleed bled bledblow blew blownbreak broke brokenbring brought broughtbuild built builtbuy bought bought

catch caught caught choose chose chosencome came comecost cost costcut cut cut

do did donedraw drew drawndrink drank drunkdrive drove driven

eat ate eaten

fall fell fallenfeed fed fedfeel felt feltfight fought foughtfind found foundfly flew flownforget forgot forgottenforgive forgave forgivenfreeze froze frozen

get got gotten/gotgive gave givengo went gonegrind ground groundgrow grew grown

hang hung hunghave had hadhear heard heardhide hid hiddenhit hit hithold held heldhurt hurt hurtkeep kept kept


know knew known

lead led ledleave left leftlend lent lentlet let letlose lost lost

make made mademean meant meantmeet met metmisunderstand misunderstood misunderstood

pay paid paidput put put

read read readride rode riddenring rang rungrise rose risenrun ran run

say said saidsee saw seensell sold soldsend sent sentset set setshake shook shakenshine (intrans.) shone shoneshoot shot shotshrink shrank or shrunk shrunkshut shut shutsing sang sungsit sat satsleep slept sleptspeak spoke spokenspend spent spentspin spun spunspread spread spreadstand stood stoodsteal stole stolenstick stuck stucksting stung stungstrike struck struckswear swore swornsweep swept sweptswim swam swumswing swung swung

take took takenteach taught taughttear tore torntell told toldthink thought thoughtthrow threw thrown

understand understood understoodundo undid undone

wear wore wornwin won wonwrite wrote written


1.3 CONTRACTIONS

Below is a list of the categories of words which combine with verbs incontractions. Remember that contractions are used only in speech (includingdialogue) and informal writing.

A. Subject forms of personal pronouns:

Iyouhe, she, itwethey

Examples: (with the present tense of BE)

I + am = I’myou + are = you’rehe, she, it + is = he’s, she’s, it’swe + are = we’rehey + are = they’re

B. Other pronoun types in subject position:

thatwho

Examples: (with the present tense of BE)

that + is = that’swho + is = who’s

C. Singular noun subjects:

Examples:

FULL FORM CONTRACTED FORMJohn is here. John’s here.Joanne is tall. Joanne’s tall.The dog is obedient. The dog’s obedient.Mary has left. Mary’s left.Martin will do it. Martin’ll do it.Suzanne would go. Suzanne’d go.

D. The subject-equivalent word, “there”:

Examples:

FULL FORM CONTRACTED FORMThere is my friend. There’s my friend.There will be rain. There’ll be rain.


E. Question words:

howwhatwhenwherewhowhy

Examples: (with forms of BE, WILL and WOULD)

how + is = how’swhat + will = what’llwhen + will = when’llwhere + is = where’swho + would = who’dwhy + is = why’s

The subject forms of personal pronouns, as well as singular nouns, questionwords, other subject pronoun types as well as the subject-equivalent word“there” can combine with these verbs to make subject + verb contractions:

Examples:

am I’m a student.is John’s a student.are They’re here.has Who’s taken the key?have What’ve you done with my book?had He’d left before you arrived.shall We’ll overcome.will There’ll be another concert soon.would She’d help you if she could.

It is important to remember that the only word which can be contracted with“am” is the first person singular personal pronoun, “I”. Only third personsingular personal pronouns, singular nouns, the pronouns “that” and “who” andthe subject equivalent word “there” as subjects can combine with “is” and “has”when used as subjects.

“There”, the subject-equivalent word, can also combine with the followingverbs to make contractions:

Examples:

is there + is = there’shas there + has = there’shave there + have = there’vehad there + had = there’dwill there + will = there’llwould there + would = there’d


The question words, “how”, “what”, “when”, “where”, “why”, “who” cancombine with these verbs:

Examples:

are how + are = how’reis what + is = what’shad what + had = what’dhas when + has = when’shave where + have = where’vewill why + will = why’llwould who + wo+uld = who’d

The following verbs can combine with “not”:

are + not = aren’t is + not = isn’tcan + not = can’tcould + not = couldn’tdid + not = didn’tdo + not = don’tdoes + not = doesn’t had + not = hadn’thas + not = hasn’thave + not = haven’t must + not = mustn’twas + not = wasn’twere + not = weren’twill + not = won’twould + not = wouldn’t

The imperative form of “let” can combine with the object form of the firstperson plural pronoun, “us”, to form a contraction:

let + us = let’s

1.4 QUESTIONS with DO/DOES/DID

If the verb contains any of the following as the only or the first element, formthe question simply by reversing the position of the subject and the verb:

Examples:am Am I right?is Is Mary shy? are Are cats intelligent?was Was the baby good?were Were the children happy?has Has the mail arrived?have Have they told anyone?had Had the students gone there before?can Can you speak Spanish?could Could they help you?may May we leave early?might Might we make a suggestion?must Must you leave now?shall Shall we open the windows?should Should they go too?will Will you let us know?would Would you help us if you could?


If this is not the case, add the auxiliaries, `do’, `does’ or `did’ to the sentencebefore the subject and change the form of the main verb to the stem form.

Use the auxiliary “Do” for a simple present question involving the firstperson singular and plural, second person singular and plural and thirdperson plural. “Does” is the auxiliary to use for a simple present questioninvolving the third person singular.

Use the auxiliary “Did” for a simple past question.

Remember that these three auxiliaries combine with the stem form of the mainverb.

Examples:

AFFIRMATIVE (PRESENT) INTERROGATIVE (PRESENT)

They go to school. Do they go to school?Mary goes to school. Does Mary go to school?

AFFIRMATIVE (PAST) INTERROGATIVE (PAST)

They went to school. Did they go to school?Mary went to school. Did Mary go to school?

1.5 CONJUGATIONS

The following are the points to remember about verb forms when doingconjugation exercises:

A. There are only two changes in verb tense forms of regular verbs:

- “-s” is added to the third person singular in the present tense

- “-d” or “-ed” is added to the verb stem to form the simple past tense.

B. There is never an “-s” on the third person singular of modal auxiliaries.

C. There is no “-s” on the main verb when you add the auxiliary verb“does” to make a third person singular, simple present tense question.

D. If you use the auxiliary verbs, do, does, or did, they combine with thestem form of the verb.


E. The verb “BE” has the following forms in the simple present andsimple past tenses.

Simple present Simple past

First person singular: am wasThird person singular: is wasSecond person singular and plural;First person plural andThird person plural: are were

F. The verb “HAVE” has the following forms in the simple present tense:

Simple present Simple past

First person singular and pluralSecond person singular and plural,Third person plural haveThird person singular hasAll persons had


Level 2 - TABLE OF CONTENTSPlease refer to the GENERAL INFORMATION note at the beginning of Level1 grammar section before consulting the specific details at this level.

2.1 MODAL AUXILIARIES

2.2 IRREGULAR VERBS

2.3 CONDITIONAL/PRESENT/FUTURE

2.4 QUESTIONS with DO/etc. (INTERROGATIVE TRANSFORMATIONS WITH IRREGULAR VERBS IN THE PAST TENSE)

2.5 CONJUGATIONS (WITH IRREGULAR VERBS)


Modal auxiliaries have the following meanings in EVE exercises:

A. Can

1. ability (to be able to do something)2. informal request for permission

Examples:

1.He can cook. (ability)2. Can we use the computer now? (informal request for permission)

B. Could

1. ability in the past2. informal request for permission

Examples:

1. We c o u l d do all of these exercises faster last year. (ability in the past)2. Could we use the computer now? (informal request for permission)

C. May

1. uncertainty 2. formal request for permission

Examples:

1. We may go away tomorrow but we haven’t decided yet.(uncertainty)2. May we present our plan to you? (formal request for permission)


D. Might The same meanings as “may”

1. uncertainty 2. formal request for permission

Examples:

1. We m i g h t go away tomorrow but we haven’t decided yet.(u n c e rt a i n t y)2. Might we present our plan to you? (rarely used) (formal request for permission)

E. Must

1. obligation (When “must” has this meaning, it has only one form: the present affirmative.)

Example:

We must pay income tax on earned income. (obligation)

Other auxiliaries are used to convey past obligation, future obligation,the absence of obligation in the present, past and future. These arelisted here with examples.

Other auxiliaries or modals used for “must” meaning obligation:

Had to + stem = past obligation (He had to work late last night.)

Will have to + stem = future obligation (He will have to work late tomorrow.)

Does not (doesn’t) and do not (don’t) have to + stem = absence of obligation in the present(He does not have to work late tonight. They do not have to work late tonight.)

Did not (didn’t) have to + stem = absence of obligation in the past (He did not have to work late last night.)

Will not (won’t) have to + stem = absence of obligation in the future(They will not have to work late tomorrow.)

Must

2. conclusion (arriving at a conclusion based on information or logic)

Example:

There are ashtrays here; this must be the smoking section.

Must + not

3. prohibition or absence of permission

Example:

There is a sign on the door that says you must not smoke here.

F. ShallIn current English, this verb is only used regularly in first-person questions.(Examples: Shall I, Shall we)


G. Should

1. advisability (It is a good idea to do something but not a true obligation.)

Example:

We should study more.

2. supposition ( You assume or suppose that something will happen or is true.)

Example:

The telephone number should be in the directory.

H. Will Used to indicate intention in the future.

Example:

They will give you the order tomorrow.

I. Would Conditional

Example:

They would help you if they could.

MODAL AUXILIARIES - COMPLEX STRUCTURES:

Active Voice:

Present continuous forms = modal auxiliary + be + present participleExample: We must be going.

Past forms = modal auxiliary + have + past participleExample: They could have gone with you.

Past continuous forms = modal auxiliary + have + been + present participleExample: We could have been studying instead of wasting time.

Passive Voice:

Present = modal auxiliary + be + past participleExample: It certainly can be done.

Past = modal auxiliary + have + been + past participleExample: The documents might have been hidden .


2.2 IRREGULAR VERBS

The verbs listed here supplement the one hundred verbs given in Section 1.2 ofthe Grammar.


arise arose arisenawake awoke awakened

bet bet betbid bid bidbreed bred bredburst burst burstbroadcast broadcast broadcast

cast cast castcling clung clungcreep crept crept

deal dealt dealtdig dug dug

flee fled fledfling flung flungknit knit knitkneel knelt (kneeled) knelt (kneeled)

lay laid laidlie lay lain

outrun outran outrunovercome overcame overcomeoverdo overdid overdoneoverdraw overdrew overdrawnovertake overtook overtaken

quit quit quit

seek sought soughtslide slid slidsling slung slungspit spat or spit spat or spitsplit split splitsprings prang or sprung sprungstink stank or stunk stunkstring strung strung

upset upset upset

wake woke wokenwaylay waylaid waylaidweave wove wovenwind wound woundwring wrung wrung


2.3 CONDITIONAL/PRESENT/FUTURE

Active Voice:

1.1 Present conditional sentences refer to the present.However, they make statements about the present which are hypothetical or contrary to fact, which is why the present conditionalis also sometimes referred to as the present unreal.

Example:

If Mary had more time,(but in fact she doesn’t have more time now inthe present) she would* take a scuba diving course.

*Could or might can replace would = could take or might take. Using would indicates definite intention, could means to be able to do something and might means it is possible but not certain.

1.2 This type of sentence has two parts.

Example:

If Mary had more time, (the first part states the condition) she would take a scuba diving course (the second part states what the resultwould be if the condition were met).

1.3 Each part of the sentence has a complete verb.

Example:

If Mary had more time,(“had” is the complete verb in this part of the sentence) she would take a scuba diving course (“would take” is thecomplete verb in this part of the sentence).

1.4 The verb form is different in each part of the sentence.

Example:

If Mary had more time,(“had”, the complete verb in this part of the sentence is different from “would take,” the verb in the other part of thesentence) she would take a scuba diving course.

1.5 One part of the sentence begins with “if” and states the condition.

Example:

If Mary had more time,...

1.6 The other part explains what w o u l d happen if the condition b e c a m e ar e a l i t y.

Example:... she would take a scuba diving course.


1.7 The verb in the “if” part, the condition, is always in the past(in fact, the past subjunctive).

Example:

If Mary had more time, ...

1.8. The verb in the other part will consist of would + the stem form of themain verb.

Example:... she would take a scuba diving course.

Passive Voice:

In the condition or “if” part of the sentence, use were + past participle.

Example:If the news were received in time ...(were + received)

In the other part of the sentence, use would + be + past participle.

E x a m p l e :... it w o u l d* be sent out to all our branches.(would + be + sent)

*Refer to the note in 1.1.

Active Voice:

2.1 Future conditional sentences refer to the future.They make statements about the future which are predictably possibleor even probable which is why the future conditional is also sometimesreferred to as the future possible.

Example:

If Mary has more time, she will* take a scuba diving course.

*can, could, may or might can replace will, i.e. can take, couldtake, may take, might take. Using will indicates definite intention,canand could mean to be able to do something and may and might meanit is possible but not certain.

2.2 These types of sentences have two parts.

Example:

If Mary has more time, (the first part states the condition) she willtake a scuba diving course (the second part states what the result will be if the condition is met).


2.3 Each part has a complete verb.

Example:

If Mary has more time, (“has” is the complete verb in this part of thesentence) she will take a scuba diving course (“will take” is thecomplete verb in this part of the sentence).

2.4 The verb form is different in each part of the sentence.

Example:

If Mary has more time, (“has”, the complete verb in this part of thesentence is different from “will take” the verb in the other part of thesentence) she will take a scuba diving course.

2.5 One part of the sentence begins with “if” and states the condition.

Example:

If Mary has more time, ...

2.6 The other part explains what will happen if the condition becomesreality.

Example:

... she will take a scuba diving course.

2.7 The verb in the “if” part, the condition, is nearly always in the present

Example:

If Mary has more time, ...

2.8 The verb in the other part will consist of will* + the stem form of themain verb.

Example:

... she will take a scuba diving course.


Passive Voice:

In the condition or “if” part of the sentence, use the present tense of BE + pastparticiple.

Example:

If the news is received in time ... (is + received)

In the other part of the sentence, use will* + be + past participle.

Example:

... it will be sent out to all our branches. (will + be + sent)



2.4 QUESTIONS with DID (INTERROGATIVE TRANSFORMATIONS WITH IRREGULAR VERBS IN THE PAST TENSE)

Combine DID with the stem form.

Example:

He went. Did he go?

2.5 CONJUGATIONS (WITH IRREGULAR VERBS)

Refer to the Level 1 Grammar section, part 1.5.


Level 3 - TABLE OF CONTENTSPlease refer to the GENERAL INFORMATION note at the beginning ofLevel 1 grammar before consulting the specific details at this level.


3.2 IRREGULAR VERBS

3.3 CONDITIONAL/PAST

3.4 GERUNDS

3.5 SUBJUNCTIVE


Refer to the Level 2 grammar section, part 2.1.

3.2 IRREGULAR VERBS

These verbs, together with those in the levels 1 and 2 sections give you arelatively complete list of the irregular verbs in current use in English.


bear bore borne

forecast forecast forecastforesee foresaw foreseenforetell foretold foretold

miscast miscast miscastmistake mistook mistaken

sink sank sunkspeed sped spedstrive strove striven

wed wed wedweep wept weptwithhold withheld withheld

3.3 CONDITIONAL/PAST

In this type of conditional sentence, the time is past and the condition has nothappened. It is also referred to as an “impossible” condition.

Past conditional sentences:

1. Refer to the past

Example:

If Mary had had more time last year, she would have taken a scuba diving course.


2. Have two parts with a complete verb form in each part

Example:

If Mary had had more time last year, (this part of the sentence has thecomplete verb form “had had”) she would have taken a scuba divingcourse (this part of the sentence has the complete verb form “wouldhave taken”).

3. Have verb forms in each part of the conditional sentence which ared i ff e re n t.

Example:

If Mary had had more time last year, (the verb in this part of the sentence is in the past perfect tense) she would have taken a scuba diving course (the verb in this part of the sentence consists of a modalauxiliary, would, + have + the past participle of the principal verb,taken).

Active Voice:

In the condition or the “if” part of the sentence, use had + past participle.

Example:

If Mary had had (had + had, the past participle of “have”) the time lastyear, ...

In the other part of the sentence, use would* + have + past participle.

Example:

... she would have taken (would + have + taken)

*Could or might can replace would = could have taken or might have taken.Using would indicates definite intention, could means to be able to dosomething and might means it is possible but not certain.

Passive Voice:

In the c o n d i t i o n or the “i f” part of the sentence, use had + been + past part i c i p l e.

Example:

If the news had been received earlier ... (had + been + received)

In the other part of the sentence, use would + have + been + past participle.

Example:

... it would have been sent to everyone. (would + have + been + sent)


3.4 GERUNDS

Gerunds are verb forms composed of the verb stem + -ing. Although gerundsare verb forms, they function like nouns. They can be the subjects and objects ofverbs and also the objects of prepositions.

Examples:

Gerunds as subjects of verbs - Singing can be fun.Gerunds as objects of verbs - She hates cooking.Gerunds as objects of prepositions - They were prevented fromentering the building.

Preposition = fromGerund = entering

Many verbs such as want, hope and promise, for example, have an infinitive astheir object. There are certain verbs, however, which never have an infinitive asa verbal object. These are the verbs:

acknowledge dread practiceadmit enjoy recall advocate finish recommendanticipate imagine remember appreciate involve report avoid justify resentconsider keep risk contemplate mention stopdelay mind suggestdeny miss detest postpone

Examples:

We acknowledge receiving your letter.She suggests buying the larger size.

Gerunds are also objects after these expressions:

can’t/couldn’t helpto be accustomed toto be used toto be worthto look forward to

Examples:

People with allergies can’t help coughing and sneezing.If it is worth doing, it’s worth doing well.We look forward to meeting your family.People in Québec are used to driving on ice and snow.

Note that if the expression contains the preposition “to”, it still needs a gerund.


3.5 SUBJUNCTIVE

The present subjunctive is obligatory:

1. After the following verbs:

advise proposeagree recommendask requestdemand requireinsist stipulatemove (meaning propose) suggestprefer urge

Examples:

They insist that a supervisor be present at all times.We urged* that they accept the conditions.

2. After certain combinations of It is, It was* or It will be* + an adjective+ that, such as:

It is (was or will be) better that.....It is (was or will be) essential that.....It is (was or will be) important that.....It is (was or will be) inevitable that.....It is (was or will be) necessary that.....

Examples:

It is better that he change the schedule immediately.It was* important that she explain her position.It will be* necessary that she tell everyone involved.

*The “introducing” verb may be present, past or future.

FORMS OF THE PRESENT SUBJUNCTIVE

Active Voice:

The verb stem without any change, e.g. I, you, he, she, it, we, they talk

Passive Voice:

BE + past participle

Examples:

It is inevitable that the plan be adopted.We urged that the documents be kept intact.

- EVE TEACHER GUIDE 44

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