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Grannnar FOURTH EDITION

Betty S. Azar
Stacy A. Hagen
MP3-CD

Copyright® 2011 by Pearson Education, Inc.

All rights reserved.
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SIMPLE SIMPLE PAST SIMPLE SIMPLE PAST

FORM PAST PARTICIPLE FORM PAST PARTICIPLE

awake awoke awoken fall fell fallen

be was, were been feed fed fed
beat beat beaten feel felt felt
become became become fight fought fought
begin began begun find found found
bend bent bent fit fit fit
bite bit bitten fly flew flown
blow blew blown forget forgot forgotten
break broke broken forgive forgave forgiven
bring brought brought freeze froze frozen
broadcast broadcast broadcast get got got/gotten
build built built give gave given
burn burned/burnt burned/burnt go went gone
buy bought bought grow grew grown
catch caught caught hang hung hung
choose chose chosen have had had
come came come hear heard heard
cost cost cost hide hid hidden
cut cut cut hit hit hit
dig dug dug hold held held
dive dived/dove dived hurt hurt hurt
do did done keep kept kept
draw drew drawn know knew known
dream dreamed/dreamt dreamed/dreamt lay laid laid
drink drank drunk lead led led
drive drove driven leave left left
eat ate eaten lend lent lent

(continued on the inside back cover)

 •
FUNDAMENTALS OF

FOURTH EDITION
"!'.'
with ANSWER KEY
��'

•••�

•
•••
11111111119'
Betty S. Azar
Stacy A. Hagen
 To my siste� Jo
B.S.A.

For D. P. and H. B.
with appreciation
S.H.
Preface to the Fourth Edition ................................................. x
Acknowledgments ........................................................ xiii

Chapter l PRESENT TIME ................................................... l

1-1 Simple present and present progressive .............................3
1-2 Forms of the simple present and the present progressive ................4
1-3 Frequency adverbs .............. . ............................10
1-4 Singular/plural ..............................................13
1-5 Spelling of final -sf-es ........................................ 14
1-6 Non-action verbs ............................................17
1-7 Present verbs: short answers to yes/no questions .....................20

Chapter 2 PAST TIME ..................................................... 26

2-1 Expressing past time: the simple past .............................26
2-2 Spelling of -ing and -ed forms ..................................29
2-3 The principal parts of a verb .............................. ......31
2-4 Common irregular verbs: a reference list ...........................32
2-5 Regular verbs: pronunciation of -ed endings ........................39
2-6 Simple past and past progressive .................................42
2-7 Expressing past time: using time clauses ...........................48
2-8 Expressing past habit: used to ..................................52

Chapter 3 FUTURE TIME ................................................... 55

3-1 Expressing future time: be going to and will .......................55
3-2 Forms with be going to .......................................56
3-3 Forms with will .............................................60
3-4 Certainty about the future .....................................62
3-5 Be going to vs.will ..........................................65
3-6 Expressing the future in time clauses and if-clauses ..................68
3-7 Using the present progressive to express future time ..................72
3-8 Using the simple present to express future time .....................74
3-9 Immediate future: using be about to .............................75
3-10 Parallel verbs ...............................................77

Chapter 4 PRESENT PERFECT AND PAST PERFECT ........................ , ...... 81

4-1 Past participle ...............................................81
4-2 Present perfect with since and/or ...............................83

CONTENTS V
 4-3 Negative, question, and short-answer forms ........................87
4-4 Present perfect with unspecified time .............................90
4-5 Simple past vs.present perfect ..................................94
4-6 Present perfect progressive .....................................98
4-7 Present perfect progressive vs.present perfect ..................... .101
4-8 Past perfect ... . ......... ...................................108

Chapter 5 ASKING QUESTIONS ............................................ 111

5-1 Yes/no questions and short answers ..................... .. .......111
5-2 Yes/no and information questions ...............................114
5-3 Where, why, when, what time, how come, what ... for ...........117
5-4 Questions with who, who(m), and what .........................119
5-5 Using what+ a form of do ...................................121
5-6 Using which and what kind of ................................123
5-7 Using whose ..............................................125
5-8 Using how ................................................127
5-9 Using how often ...........................................129
5-10 Using how far .............................................131
5-11 Length of time: it + take and how long .........................132
5-12 Spoken and written contractions with question words ...... ..........134
5-13 More questions with how .....................................137
5-14 Using how about and what about .............................138
5-15 Tag questions ................. ............................ .140

Chapter 6 NOUNS AND PRONOUNS .......................................146

6-1 Plural forms of nouns .................. ......................147
6-2 Pronunciation of final -sf-es ...................................149
6-3 Subjects, verbs, and objects ....................................151
6-4 Objects of prepositions .......................................153
6-5 Prepositions of time .........................................156
6-6 Word order: place and time ....................................157
6-7 Subject-verb agreement ......................................158
6-8 Using adjectives to describe nouns ..............................160
6-9 Using nouns as adjectives .....................................162
6-10 Personal pronouns: subjects and objects ..........................164
6-11 Possessive nouns ............................................166
6-12 Possessive pronouns and adjectives ..............................168
6-13 Reflexive pronouns ................... .......................169
6-14 Singular forms of other: another vs. the other ....................1 71
6-15 Plural forms of other: other(s) vs. the other(s) ....................173
6-16 Summary of forms of other ................. : .................176

Chapter 7 MODAL AUXILIARIES ............................................ 178

7-1 The form ofmodal auxiliaries ..................................178
7-2 Expressing ability: can and could ......... ......................180
7-3 Expressing possibility: may, might, and maybe;
Expressing permission: may and can ................... .........182
7-4 Using could to express possibility ...............................184
7-5 Polite questions: may I, could I, can I ..........................187

YI CONTENTS
 7-6 Polite questions: would you, could you, will you, can you ..........189
7-7 Expressing advice: should and ought to .........................190
7-8 Expressing advice: had better ...... ................... ........191
7-9 Expressing necessity: have to, have got to, must ..................193
7-10 Expressing lack of necessity: do not have to;
Expressing prohibition: must not . ..............................195
7-11 Making logical conclusions: must ..............................197
7-12 Tag questions with modal auxiliaries .............................199
7-13 Giving instructions: imperative sentences .........................200
7-14 Making suggestions: let's and why don't .........................203
7-15 Stating preferences: prefer, like ... better, would rather ............204

Chapter 8 CONNECTING IDEAS ........................................... 208

8-1 Connecting ideas with and ....................................208
8-2 Connecting ideas with but and or ..............................210
8-3 Connecting ideas with so .....................................212
8-4 Using auxiliary verbs after but .................................214
8-5 Using and+ too, so, either, neither ...........................216
8-6 Connecting ideas with because ................................221
8-7 Connecting ideas with even though/although ....................223

Chapter 9 COMPARISONS ............................................... 229

9-1 Making comparisons with as ... as .............................229
9-2 Comparative and superlative ...................................233
9-3 Comparative and superlative forms of adjectives and adverbs ..........235
9-4 Completing a comparative ....................................239
9-5 Modifying comparatives ......................................240
9-6 Comparisons with less ... than and not as ... as ..................241
9-7 Using more with nouns ......................................242
9-8 Repeating a comparative ......................................244
9-9 Using double comparatives ....................................245
9-10 Using superlatives ...........................................246
9-11 Using the same, similar, different, like, alike ...................252

Chapter 10 THE PASSIVE ..................,................................ 258

10-1 Active sentences and passive sentences ...........................258
10-2 Form of the passive .........................................259
10-3 Transitive and intransitive verbs ................................263
10-4 Using the by-phrase .........................................265
10-5 Passive modal auxiliaries ......................................269
10-6 Using past participles as adjectives (non-progressive passive) ..........271
10-7 Participial adjectives: -ed vs. -ing ...............................276
10-8 Get + adjective; get + past participle ............................278
10-9 Using be used/accustomed to and
get used/accustomed to .....................................282
10-10 Used to vs. be used to .......................................284
10-11 Using be supposed to .......................................285

CONTENTS vii
Chapter 11 COUNT/NONCOUNT NOUNS AND ARTICLES ........................ 290
11-1 A vs. an .................................................. 290
11-2 Count and noncount nouns ................................... 292
11-3 Noncount nouns ........................................... 293
11-4 More noncount nouns ....................................... 295
11-5 Using several, a lot of, many/much, and afewla little ............. 297
11-6 Nouns that can be count or noncount ............................ 300
11-7 Using units of measure with noncount nouns ...................... 302
11-8 Guidelines for article usage .................................... 306
11-9 Using the or 0 with names .................................... 315
11-10 Capitalization .............................................. 317

Chapter 12 ADJECTIVE CLAUSES ........................................... 321

12-1 Adjective clauses: introduction ................................. 321
12-2 Using who and that in adjective clauses to describe people ........... 322
12-3 Using object pronouns in adjective clauses to describe people .......... 324
12-4 Using pronouns in adjective clauses to describe things ............... 327
12-5 Singular and plural verbs in adjective clauses ...................... 3 31
12-6 Using prepositions in adjective clauses ........................... 332
12-7 Using whose in adjective clauses ............................... 336

Chapter 13 GERUNDS AND INFINITIVES ...................................... 342

13-1 Verb + gerund ............................................. 342
13-2 Go+ -ing ............................................... , 344
13-3 Verb+ infinitive ............................................ 346
13-4 Verb + gerund or infinitive .................................... 347
13-5 Preposition+ gerund ........................................ 352
13-6 Using by and with to express how something is done ................ 355
13-7 Using gerunds as subjects; using it+ infinitive ..................... 357
13-8 It+ infinitive: using/or (someone) ............................. 358
13-9 Expressing purpose with in order to and/or ...................... 361
13-10 Using infinitives with too and enough ........................... 364

Chapter 14 NOUN CLAUSES ............................................... 370

14-1 Noun clauses: introduction .................................... 370
14-2 Noun clauses that begin with a question word ......................371
14-3 Noun clauses that begin with ifor whether ....................... 376
14-4 Noun clauses that begin with that ..............................379
14-5 Other uses of that-clauses .................................... 380
14-6 Substituting so for a that-clause in conversational responses .......... 382
14-7 Quoted speech .....................................·........ 384
14-8 Quoted speech vs.reported speech .............................. 387
14-9 Verb forms in reported speech ................................. 388
14-10 Common reporting verbs: tell, ask, answer/reply .................. 389

VIII CONTENTS
Appendix SUPPLEMENTARY GRAMMAR CHARTS · ............................. 395
Unit A: A-1 The present perfect vs.the past perfect ............................ 395
A-2 The past progressive vs.the past perfect .......................... 396
A-3 Still vs. anymore ...........................................396
A-4 Additional verbs followed by that-clauses ......................... 397
A-5 Additional expressions with be + that-clauses ..................... 397
Unit B: B-1 Phrasal verbs ................................................ 398
B-2 Phrasal verbs: a reference list .................................. 399
Unit C: C-1 Preposition combinations: introduction ........................... 402
C-2 Preposition combinations: a reference list ......................... 402

Listening Script ....................................................... 405

Trivia Answers . ......... � ............................................. 421
Answer Key .......................................................... 423
Index ............................................................... 463
Audio CD Tracking List ................................................. 474

CONTENTS Ix
 Fundamentals ofEnglish Grammar is a developmental skills text for lower-intermediate and
intermediate English language learners. It uses a grammar-based approach integrated with
communicative methodologies to promote the development of all language skills in a variety of
ways. Starting from a foundation of understanding form and meaning, students engage in
meaningful communication about real actions, real things, and their real lives in the classroom
context. Fundamentals of English Grammar functions principally as a classroom teaching text
but also serves as a comprehensive reference text for students and teachers.

The eclectic approach and abundant variety of exercise material remain the same as in the
earlier editions, but this fourth edition incorporates new ways and means. In particular:
• WARM-UP EXERCISES FOR THE GRAMMAR CHARTS
Newly created for the fourth edition, these innovative exercises precede the grammar charts
and introduce the point(s) to be taught. They have been carefully crafted to help students
discover the target grammar as they progress through each warm-up exercise.

• LISTENING PRACTICE
Numerous listening exercises help students interact with the spoken language in a variety
of settings that range from the relaxed, casual speech of everyday conversation to more
academic content. An audio CD accompanies the student text, and a full listening script
can be found in the back of the book.
• READINGS
Students can read and respond to a wide selection of readings that focus on the target
grammar structure(s).
• WRITING TASKS
New writing activities that practice target structures have been created for every chapter. A
writing sample precedes each task so students have a model to follow.
• EXPANDED SPEAKING ACTIVITIES
Students have even more opportunities to share their experiences, express their opinions,
and relate the target grammar to their personal lives. The text often uses the students' own
life experiences as context and regularly introduces topics of interest to stimulate the free
expression of ideas in structured as well as open discussions.
• CORPUS-INFORMED CONTENT
Based on our corpus research, grammar content has been added, deleted, or modified to
reflect the discourse patterns of spoken and written English.

X
TIPS FOR USINGTHE NEW FEATURES INTHISTEXT

• WARM-UPS
The Warm-Up exercises are a brief pre-teaching tool for the charts. They highlight the key
point(s) that will be introduced in the chart that follows the Warm-Up exercise. Before
beginning the task, teachers will want to familiarize themselves with the material in the
chart. Then, with the teacher's guidance, students can discover many or sometimes all of
the new patterns as they complete the Warm-Up activity. After students finish the exercise,
teachers may find that no further explanation is necessary, and the charts can serve as a
useful reference.

• LISTENING
The Listening exercises have been designed to help students understand American English
as it is actually spoken. As such, it includes reductions and other phenomena that are part
of the natural, relaxed speech of everyday English. Because the audio uses English that
may be spoken at a rate faster than what students are used to, they may need to hear
sentences two or three times while completing a task.
The Listening exercises do not encourage immediate pronunciation (unless they are
linked to a specific pronunciation task). Receptive skills precede productive ones, and it is
essential that students be able to hear the speech patterns before they begin using them in
their own speech.
Students are encouraged to listen to longer passages the first time through without
looking at their text. Teachers can then explain any vocabulary that has not already been
clarified. During the second listening, students complete the assigned task. Teachers will
want to pause the audio appropriately. Depending on the level of the class, pauses may be
needed after every sentence, or even within a sentence.
It is inevitable that sound representations in the text will at times differ from the
instructor's speech, whether it be due to register or regional variation. As a general rule, if
the instructor expects that students will hear a variation, or if students themselves raise the
questions, alternate representations can be presented.
A listening script with all the listening exercises can be found at the back of the book.

• READINGS
The Readings give students an opportunity to work with the grammar structures in extended
contexts. One approach is to have students read the passage alone the first time through.
Then they work in small groups or as a class to clarify vocabulary questions. A second reading
may be necessary. Varied reading tasks then allow students to check their comprehension, to
use the target structures, and to expand upon the topic in speaking or writing.

• WRITING TASKS
As students gain confidence in using the target structures, they are encouraged to express
their ideas in complete paragraphs. A model paragraph accompanies each assignment and
question-prompts help students develop their ideas.
Peer editing can be used for correction. A useful technique is to pair students, have
them exchange papers, and then have the partner read the paragraph aloud. The writer can
hear if the content is what he or she intended. This also keeps the writer from
automatically self-correcting while reading aloud. (�elf-correcting can be a problem if
writers are unaware that they are making corrections as they read.)
For classes that have not had much experience with writing, the teacher may want to
assign students to small groups. Each group composes a paragraph together. The teacher
collects the paragraph and adds comments, and then makes a copy for each group
member. Students correct the paragraph individually.

PREFACE Xi
 When correcting student writing, teachers may want to focus primarily on the structures
taught in the chapter.

• LET'STALK
Each Let's Talk activity is set up as one of the following: pairwork, small group, class
activity, interview, or game. Successful language learning requires social interaction,
and these tasks encourage students to speak with others about their ideas, their everyday
lives, and the world around them. Students tend to speak more easily and freely when they
can connect language to their own knowledge and experiences.

• CHECK YOUR KNOWLEDGE

Toward the end of the chapter, students can practice sentence-level editing skills by
correcting errors common to this level. The sentences can be done as homework or in
small groups.
This task can easily be set up as a game. The teacher calls out an item number at
random. Students work in teams to correct the sentence, and the first team to edit it
correctly wins a point.
See the Fundamentals of English Grammar Teacher's Guide for detailed information about
teaching from this book, including expansion activities and step-by-step instructions.

Fundamentals of English Grammar is accompanied by

• A comprehensive Workbook, consisting of self-study exercises for independent work.
• An all-new Teacher's Guide, with step-by-step teaching suggestions for each chart, notes
to the teacher on key grammar structures, vocabulary lists, and expansion activities and
PowerPoint presentations for key chapters.
• An expanded Test Bank, with additional quizzes, chapter tests, and mid-term and final
exams.
• Test-Generator software that allows teachers to customize their own tests using quizzes
and tests from the Test Bank.
• Azar Interactive, a computer-based program keyed to the text, provides easily understood
content, all-new exercises, readings, listening and speaking activities, and comprehensive
tests.
• PowerPoint presentations for key chapters. Based on real-world readings, these lessons
are designed for use in the classroom as "beyond-the-book" activities. They can be found
in the new Teacher's Guide or downloaded from AzarGrammar.com.
• A Charlbook, a reference book consisting only of the grammar charts.
• AzarGrammar.com, a website that provides a variety of supplementary classroom
materials and a place where teachers can support each other by sharing their knowledge
and experience.
• Fun with Grammar, a teacher resource text by Suzanne Woodward with communicative
activities correlated with the Azar-Hagen Grammar Series. It is available as a text or as a
download on AzarGrammar. com.

The Azar-Hagen Grammar Series consists of

• Understanding and Using English Grammar (blue cover), for upper-level students.
• Fundamentals of English Grammar (black), for mid-level students.
• Basic English Grammar (red); for lower or beginning levels.

xii PREFACE
We couldn't have done this fourth edition without the many talented professionals who assisted
us. We began our revision with the insights and suggestions from these reviewers: Michael
Berman, Montgomery College; Jeff Bette, Westchester Community College; Mary Goodman,
Everest University; Linda Gossard, DPT Business School, Denver; Roberta Hodges, Sonoma
State American Language Institute; Suzanne Kelso, Boise State University; Steven Lasswell,
Santa Barbara City College; Diane Mahin, University of Miami; Maria Mitchell, DPT Business
School, Philadelphia; Monica Oliva, Miami Sunset Adult Center; Amy Parker, University of
Michigan; Casey Peltier, Northern Virginia Community College.
We are fortunate to have an outstanding editorial staff who oversaw this book from planning
to production. We'd like to thank Shelley Hartle, managing editor extraordinaire, whose
meticulous and perceptive editing shaped every page; Amy McCormick, editorial director,
whose vision, attentiveness, and care for the series guided our writing; Ruth Voetmann,
development editor, for her keen eye, valuable advice, and unfailing patience; Janice Baillie, our
outstanding copy-editor who scrutinized and honed every page; Sue Van Etten, our
accomplished and very talented business and web-site manager; Robert Ruvo, our skilled and
responsive production manager at Pearson Education.
We'd also like to express our appreciation to the writers of the supplementary texts: Rachel
Spack Koch, Workbook; Kelly Roberts Weibel, Test Bank; and Martha Hall, Teacher's Guide. They
have greatly enriched the series with their innovative ideas and creativity.
Finally, we'd like to thank the dedicated leadership team at Pearson Education that guided
this project: Pietro Alongi, Rhea Banker, and Paula Van Ells.
The colorful artwork is due to the inspired talents of Don Martinetti and Chris Pavely.
Finally, we would like to thank our families, who supported and encouraged us every step of
the way. They are a continual source of inspiration.
Betty S. Azar
Stacy A. Hagen

xiii

-------- -----
0 Exercise 1. Ustening and reading.
0COi
Part I. Listen to the conversation between Sam and Lisa. They are college students in
California. They are beginning a weeklong training to be resident assistants* for their dorm.
Track 2 They are interviewing each other. Later they will introduce each other to the group.

SAM: Hi. My name is Sam.

LISA: Hi. I'm Lisa. It's nice to meet you.
SAM: Nice to meet you too. Where are you from?
LISA: I'm from Boston. How about you?
SAM: I'm from Quebec. So, how long have you been here?
LISA: Just one day. I still have a little jet lag.
SAM: Me too. I got in yesterday morning. So-we need to ask each other about a hobby.
What do you like to do in your free time?
LISA: I spend a lot of time outdoors. I love to hike. When I'm indoors, I like to surf the
Internet.
SAM: Me too. I'm studying Italian right now. There are a lot of good websites for learning
languages on the Internet.
LISA: I know. I found a good one for Japanese. I'm trying to learn a little.
Now, when I introduce you to the group, I have to write your full name on the board.
What's your last name, and how do you spell it?
SAM: It's Sanchez. S-A-N-C-H-E-Z.
LISA: My last name is Paterson-with one "t": P-A-T-E-R-S-0-N.
SAM: It looks like our time is up. Thanks. It's been nice talking to you.
LisA: I enjoyed it too.

*resident assistant = a student who lives in a dormitory and helps other students with everyday life in the dorm; also called an "RA."

1
 Part II. Read the conversation in Part I. Use the information in the conversation to complete
Sam's introduction of Lisa to the class.

SAM: I would like to introduce Lisa Paterson. Lisa is from Boston . She has been here

-----------· In her free time, she ---------------

Part III. Now it is Lisa's turn to introduce Sam to the class. What is she going to say? Create
an introduction. Begin with I would like to introduce Sam.

o Exercise 2. Let's talk: interview.

Interview a partner. Then introduce your partner to the class. As your classmates are
introduced to the class, write their names on a sheet of paper.
Find out your partner's:
name
native country or hometown
free-time activities or hobbies
favorite food
reason for being here
length of time here

o Exercise 3. Let's write.

Write answers to the questions. Then, with your teacher, decide what to do with your writing.
See the list of suggestions at the end of the exercise.
1. What is your name?
2. Where are you from?
3. Where are you living?
4. Why are you here (in this city)?
a. Are you a student? If so, what are you studying?
b. Do you work? If so, what is your job?
c. Do you have another reason for being here?
5. What do you like to do in your free time?
6. What is your favorite season of the year? Why?
7. What are your three favorite 1V programs or movies? Why do you like them?
8. Describe your first day in this class.
Suggestions for your writing:
a. Give it to a classmate to read. Your classmate can then summarize the information in a
spoken report to a small group.
b. Work with a partner and correct errors in each other's writing.
c. Read your composition aloud in a small group and answer any questions about it.
d. Hand it in to your teacher, who will correct the errors and return it to you.
e. Hand it in to your teacher, who will return it at the end of the term when your English has
progressed, so you can correct your own errors.

2 CHAPTER l
o Exercise 4. Warm- up. (Charts 1- 1 and 1- 2)
Read the statements and circle yes or rw. Choose responses that are true for you. Share your
answers with a partner (e.g., I use a computer every day. OR I don't use a computer every day.).
Your partner will report your information to the class (e.g., Eric doesn't use a computer every day.).
1. I use a computer every day. yes no
2. I am sitting in front of a computer right now. yes no
3. I check emails every day. yes no
4. I send text messages several times a day. yes no
5. I am sending a text message now. yes no

-!
... '
• ,_...
�'i'... �
..,., ..

1 • 1 Simp�e Present and Present J>rogres,sJ':'e '. .

• .> '.;'"'� ',. � �!....

-;.f '•. : •• , ,,;�

Simple Present (a) Ann takes a shower every day. The SIMPLE PRESENT expresses daily
habits or usual activities, as in (a )
(b) I usually read the newspaper in
...
<U
the morning . and (b).
"' �0 B
OS
0. C � The simple present expresses general
' '" .,
(c) Babies cry. Birds fly.
/\/\/\/\ /\ '/\/\ /\ /\ /\ statements of fact, as in (c).
(d } NEGATIVE:
In general, the simple present is used
It doesn't snow in Bangkok. for events or situations that exist
(e) QUESTION: always, usually, or habitually in the
Does the teacher speak slowly? past, present, and future.

Present Progressive ( f ) Ann can't come to the phone The PRESENT PROGRESSIVE expresses an
right now because she is taking activity that is in progress (is occurring,

_ ,
a shower. is happening) right now.

's
"-·
..,... �0
..c:
(g) I am reading my grammar book The event is in progress at the time the
"' ·at;: speaker is saying the sentence. The
'/
C right now.
event began in the past, is in progress
:, I (h) Jimmy and Susie are babies.
They are crying. I can hear now, and will probably continue into the
��

them right now. Maybe they are future.

hungry. FORM: am, is, are + -ing

(i ) NEGATIVE:
It isn't snowing right now.
(j) QUESTION:
ts the teacher speaking right
now?

Present Time 3
 1-2 Forms of the Simple Present and the Present Progr�ssiye _ -=: -
Simple Present Present Progressive
STAfEMENT I work_ I am working.
You work_ You are working_
He, She, It works_ He, She, It is working .
We work_ We are working .
They work_ They are working_

NEGATIVE I do not work. I am not working.

You do not work. You are not working.
He, She, It does not work. He, She, It is not working_
We do not work. We are not working _
They do not work_ They are not working,

QUESTION Do I work? Am I working?

Do you work? Are you working?
Does he, she, it work? Is he, she, it working?
Do we work? Are we working?
Do they work? Are they working?

Contractions

pronoun+ be I + am = I'm working.

you, we, they + are = You're, We're, They're working_
he. she, it + is = He's, She's, It's working_

do+ not does + not = doesn't She doesn't work.

do + not = don't I don't work.

be+ not is + not = isn't He isn't working.

are + not = aren't They aren't working.
(am+ not = am not* I am not working.)
*NoTE: am and not are not contracted.

o Exercise 5. Ustening and· grammar. (Charts 1- 1 and 1- 2)

&I
if» Listen to the passage on the next page. Discuss the verbs in italics. Is the activity of the verb a
CD I
usual actiyity or happening right now (an activity in progress)?
Track 3

4 CHAPTER 1
 Lunch at the Fire Station

It's 12:30, and the firefighters are waiting for their next call. They are taking their lunch
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break. Ben, Rita, and Jada are sitting at a table in the fire station. Their co-worker Bruno
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is making lunch for them. He is an excellent cook. He often makes lunch. He is fixing spicy
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chicken and rice. Their captain isn't eating. He is doing paperwork. He skips lunch on busy
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days. He works in his office and finishes his paperwork.
JO JI

o Exercise 6. Listening. (Charts 1-1 and 1-2)

I"'!) Listen to the statements about Irene and her job. Decide if the activity of each verb is a usual
<'5.1 activity or happening right now. Choose the correct answer.
CDI
Tnack 4
Example: You will hear: Irene works for a video game company.
You will choose: � happening right now
1. usual activity happening right now
2. usual activity happening right now
3. usual activity happening right now
4. usual activity happening right now
5. usual activity happening right now

0 Exercise 7. Looking at grammar. (Charts 1-1 and 1-2)

Complete the sentences. Use the simple present or the present progressive form of the verbs
in parentheses.
1. Shhh. The baby (sleep) is sleee2.in@
' . The baby (sleep) �leev�
' for ten
hours every night.

2. Right now I'm in class. I (sit) at my desk. I usually (sit)

at the same desk in class every day.

3. Ali (speak) ___________ Arabic. Arabic is his native language, but right
now he (speak) English.

4. A: (it, rain) ___________ a lot in southern Spain?

B: No. The weather (be) usually warm and sunny.

5. A: Look out the window. (it, rain) ___________ ?

B: It (start) ___________ to sprinkle.

Present Time 5