Present Tenses: Present Simple vs. Present Continuous & Stative Verbs (copy)

Curriculum and Course Overview

• Institution: North City Academy (أكاديمية نورث سيتي) - CIS Member School

• Unit Title: Communication

• Lesson Topic: Grammar #1 - Present Tenses (Present Simple vs. Present Continuous)

• Coursebook Page References:

  • Student's Book: page 9 & Grammar Reference page 161

  • Workbook: page 6 & page 7 (Exercise 2)

  • Booklet: page 5

• Core Lesson Objectives:

  • Identify grammatical forms across affirmative, negative, and interrogative structures.

  • Master key time expressions associated with each tense.

  • Understand specific grammatical functions for Present Simple and Present Continuous.

  • Categorize stative verbs and differentiate verbs possessing dual meanings (stative vs. action).

Present Simple Tense

• Grammatical Structure and Forms:

  • Plural Subject ($I / You / We / They$):

  • Affirmative: Subject + Base Verb (e.g., $I / You / We / They\text{ eat.}$)

  • Negative: Subject + $do\text{ }not$ / $don't$ + Base Verb (e.g., $I / You / We / They\text{ do not eat.}$)

  • Interrogative: $Do$ + Subject + Base Verb? (e.g., $Do\text{ }I / you / we / they\text{ eat?}$)

  • Short Answers: $Yes, I / you / we / they\text{ do.}$ / $No, I / you / we / they\text{ don't.}$

  • Singular Subject ($He / She / It$):

  • Affirmative: Subject + Verb ending in $-s$ / $-es$ (e.g., $He / She / It\text{ eats.}$)

  • Negative: Subject + $does\text{ }not$ / $doesn't$ + Base Verb (e.g., $He / She / It\text{ doesn't eat.}$)

  • Interrogative: $Does$ + Subject + Base Verb? (e.g., $Does\text{ }he / she / it\text{ eat?}$)

  • Short Answers: $Yes, he / she / it\text{ does.}$ / $No, he / she / it\text{ doesn't.}$

• Functions and Contextual Uses:

  • General Truths and Permanent Situations: Long-term states or factual situations (e.g., $Young\text{ }children\text{ }rub\text{ }their\text{ }eyes\text{ }when\text{ }they're\text{ }tired.$, $My\text{ }dad\text{ }works\text{ }there.$, $My\text{ }mother\text{ }has\text{ }four\text{ }dogs.$).

  • Scientific Facts and Laws of Nature: Universally verified phenomena (e.g., $Water\text{ }freezes\text{ }at\text{ }100^\circ\text{C}.$, $Water\text{ }doesn't\text{ }boil\text{ }under\text{ }100^\circ\text{C}.$, $Do\text{ }the\text{ }planets\text{ }revolve\text{ }around\text{ }the\text{ }sun?$).

  • Habits and Routines: Repeated actions, usually accompanied by adverbs of frequency (e.g., $Dad\text{ }often\text{ }works\text{ }late.$, $The\text{ }farmer\text{ }ships\text{ }the\text{ }crops\text{ }to\text{ }the\text{ }shops\text{ }every\text{ }morning.$, $Laila\text{ }changes\text{ }her\text{ }room\text{ }decoration\text{ }annually.$, $My\text{ }friends\text{ }and\text{ }I\text{ }play\text{ }basketball\text{ }every\text{ }week.$).

  • Timetables and Programmed Events: Scheduled future occurrences governed by official itineraries (e.g., $The\text{ }meeting\text{ }starts\text{ }at\text{ }three\text{ }o'clock.$, $The\text{ }train\text{ }doesn't\text{ }leave\text{ }at\text{ }3:00\text{ }p.m.$, $The\text{ }lecture\text{ }on\text{ }communication\text{ }starts\text{ }at\text{ }two\text{ }o'clock.$).

  • Reviews, Stories, and Sports Commentaries: Dramatic narrative recount (e.g., $Todd\text{ }passes\text{ }the\text{ }ball\text{ }to\text{ }Gavin,\text{ }who\text{ }scores!$, $In\text{ }this\text{ }story,\text{ }the\text{ }evil\text{ }witch\text{ }laughs\text{ }at\text{ }the\text{ }little\text{ }boy\text{ }and\text{ }girl.$, $At\text{ }the\text{ }start\text{ }of\text{ }the\text{ }film,\text{ }the\text{ }woman\text{ }screams\text{ }and\text{ }runs\text{ }out\text{ }of\text{ }the\text{ }old\text{ }house.$).

  • Feelings and States: Non-action internal states or personal feelings (e.g., $Tina\text{ }doesn't\text{ }like\text{ }talking\text{ }to\text{ }strangers.$).

• Time Expressions and Key Words:

  • Adverbs of frequency: $always$, $usually$, $often$, $sometimes$, $rarely$, $never$

  • Periodic expressions: $every\text{ }day$, $every\text{ }week$, $every\text{ }morning$, $annually$, $once\text{ }a\text{ }week$, $twice\text{ }a\text{ }week$, $three\text{ }times\text{ }a\text{ }week$

  • Specific timeframes: $in\text{ }the\text{ }morning$, $in\text{ }the\text{ }afternoon$, $at\text{ }night$, $at\text{ }the\text{ }weekend$, $on\text{ }Monday$, $in\text{ }(the)\text{ }winter$, $in\text{ }August$

• Spelling Rules for Third Person Singular ($He / She / It$):

  • Most verbs: Add $-s$ (e.g., $like\rightarrow likes$).

  • Verbs ending in a consonant + $y$: Change $y\rightarrow i$ + $-es$ (e.g., $cry\rightarrow cries$).

  • Verbs ending in $o$, $s$, $x$, $ch$, $sh$, $z$: Add $-es$ (e.g., $go\rightarrow goes$, $miss\rightarrow misses$, $mix\rightarrow mixes$, $wash\rightarrow washes$, $watch\rightarrow watches$).

  • Irregular verbs: Root word changes completely (e.g., $have\rightarrow has$, $be\rightarrow am / is / are$).

• Conjugation of Key Irregular Verbs:

  • Verb "to be":

  • $I$ $\rightarrow$ $am$ (e.g., $I\text{ }am\text{ }a\text{ }pupil.$, $I\text{ }am\text{ }...\text{ }years\text{ }old.$, $I\text{ }am\text{ }a\text{ }good\text{ }kid.$, $I\text{ }am\text{ }happy!$)

  • $he / she / it$ $\rightarrow$ $is$ (e.g., $My\text{ }name\text{ }is\text{ }...$, $He\text{ }is\text{ }a\text{ }pupil\text{ }too.$, $She\text{ }is\text{ }a\text{ }teacher.$, $It\text{ }is\text{ }an\text{ }English\text{ }lesson!$, $It\text{ }is\text{ }interesting.$)

  • $you / we / they$ $\rightarrow$ $are$ (e.g., $You\text{ }are\text{ }my\text{ }friend.$, $We\text{ }are\text{ }classmates.$, $They\text{ }are\text{ }little\text{ }kids.$, $They\text{ }are\text{ }in\text{ }the\text{ }kindergarten.$)

• Verb "to have" (Main Verb):

  • Affirmative: $I\text{ }have$, $you\text{ }have$, $he\text{ }has$, $she\text{ }has$, $it\text{ }has$, $we\text{ }have$, $they\text{ }have$

  • Negative: $I\text{ }don't\text{ }have$, $you\text{ }don't\text{ }have$, $he\text{ }doesn't\text{ }have$, $she\text{ }doesn't\text{ }have$, $it\text{ }doesn't\text{ }have$, $we\text{ }don't\text{ }have$, $they\text{ }don't\text{ }have$

Present Continuous Tense

• Grammatical Structure and Forms:

  • First Person Singular ($I$):

  • Affirmative: $I\text{ }am$ + Verb$-ing$ (e.g., $I\text{ }am\text{ }eating.$)

  • Negative: $I\text{ }am\text{ }not$ + Verb$-ing$ (e.g., $I\text{ }am\text{ }not\text{ }eating.$)

  • Interrogative: $Am\text{ }I$ + Verb$-ing$? (e.g., $Am\text{ }I\text{ }eating?$)

  • Short Answers: $Yes, I\text{ }am.$ / $No, I'm\text{ }not.$

  • Plural Subject ($You / We / They$):

  • Affirmative: $You / We / They\text{ }are$ + Verb$-ing$ (e.g., $You / We / They\text{ }are\text{ }eating.$)

  • Negative: $You / We / They\text{ }are\text{ }not$ / $aren't$ + Verb$-ing$ (e.g., $You / We / They\text{ }are\text{ }not\text{ }eating.$)

  • Interrogative: $Are\text{ }you / we / they$ + Verb$-ing$? (e.g., $Are\text{ }you / we / they\text{ }eating?$)

  • Short Answers: $Yes, you / we / they\text{ }are.$ / $No, you / we / they\text{ }aren't.$

  • Singular Subject ($He / She / It$):

  • Affirmative: $He / She / It\text{ }is$ + Verb$-ing$ (e.g., $He / She / It\text{ }is\text{ }eating.$)

  • Negative: $He / She / It\text{ }is\text{ }not$ / $isn't$ + Verb$-ing$ (e.g., $He / She / It\text{ }is\text{ }not\text{ }eating.$)

  • Interrogative: $Is\text{ }he / she / it$ + Verb$-ing$? (e.g., $Is\text{ }he / she / it\text{ }eating?$)

  • Short Answers: $Yes, he / she / it\text{ }is.$ / $No, he / she / it\text{ }isn't.$

• Functions and Contextual Uses:

  • Actions Happening at the Time of Speaking: Real-time active events (e.g., $Caroline\text{ }is\text{ }biting\text{ }her\text{ }nails\text{ }because\text{ }she's\text{ }nervous.$, $They\text{ }are\text{ }doing\text{ }their\text{ }homework\text{ }right\text{ }now.$, $Listen!\text{ }Someone\text{ }is\text{ }knocking\text{ }on\text{ }the\text{ }door.$, $I\text{ }am\text{ }still\text{ }cleaning\text{ }the\text{ }house.$, $What\text{ }are\text{ }the\text{ }children\text{ }laughing\text{ }at\text{ }now?$).

  • Temporary Situations: Circumstances valid for a short, finite duration (e.g., $I\text{ }am\text{ }feeling\text{ }lonely\text{ }at\text{ }the\text{ }moment\text{ }as\text{ }my\text{ }wife's\text{ }away.$, $Anna\text{ }is\text{ }using\text{ }her\text{ }mother's\text{ }smart\text{ }phone\text{ }because\text{ }her\text{ }tablet\text{ }isn't\text{ }working.$, $I\text{ }am\text{ }staying\text{ }with\text{ }friends\text{ }for\text{ }the\text{ }time\text{ }being.$).

  • Changing Situations: Progressive developments or ongoing developments (e.g., $The\text{ }cost\text{ }of\text{ }travel\text{ }is\text{ }increasing.$, $Smart\text{ }devices\text{ }are\text{ }developing\text{ }the\text{ }student's\text{ }different\text{ }skills\text{ }quickly\text{ }these\text{ }days.$, $Jane\text{ }is\text{ }becoming\text{ }more\text{ }and\text{ }more\text{ }pessimistic.$).

  • Annoying Habits: Repetitive irritating habits expressed with adverbs like $always$, $forever$, or $continuously$ (e.g., $Grandad\text{ }is\text{ }always\text{ }grumbling\text{ }about\text{ }young\text{ }people.$, $My\text{ }friend\text{ }is\text{ }always\text{ }hurting\text{ }my\text{ }feelings.$, $Our\text{ }teachers\text{ }are\text{ }always\text{ }giving\text{ }us\text{ }exams.$, $My\text{ }colleagues\text{ }are\text{ }always\text{ }whispering\text{ }about\text{ }me.\text{ }It's\text{ }awful!$, $She's\text{ }always\text{ }gossiping\text{ }about\text{ }other\text{ }people.$).

  • Future Plans and Arrangements: Pre-arranged definite future events (e.g., $I\text{ }am\text{ }travelling\text{ }to\text{ }Devon\text{ }by\text{ }car\text{ }at\text{ }the\text{ }weekend.$, $Maya\text{ }is\text{ }staying\text{ }in\text{ }the\text{ }countryside\text{ }this\text{ }week;\text{ }she's\text{ }going\text{ }to\text{ }celebrate\text{ }her\text{ }birthday\text{ }there.$, $We\text{ }are\text{ }having\text{ }a\text{ }surprise\text{ }party\text{ }on\text{ }Friday\text{ }to\text{ }celebrate\text{ }Mum's\text{ }birthday.$, $Ken\text{ }and\text{ }Pen\text{ }aren't\text{ }getting\text{ }a\text{ }house\text{ }together\text{ }next\text{ }year.$, $We\text{ }aren't\text{ }meeting\text{ }Penny\text{ }at\text{ }the\text{ }station\text{ }tomorrow.$, $We\text{ }aren't\text{ }going\text{ }to\text{ }the\text{ }airport\text{ }to\text{ }greet\text{ }Joe\text{ }on\text{ }his\text{ }arrival.$).

• Time Expressions and Key Words:

  • Immediate present indicators: $now$, $right\text{ }now$, $at\text{ }the\text{ }moment$, $at\text{ }present$, $Look!$, $Listen!$

  • Temporary or ongoing period markers: $today$, $tonight$, $these\text{ }days$, $this\text{ }week$, $nowadays$, $for\text{ }now$, $for\text{ }the\text{ }time\text{ }being$

• Spelling Rules for Present Participles ($-ing$ Forms):

  • Most verbs: Add $-ing$ (e.g., $hold\rightarrow holding$, $read\rightarrow reading$, $drink\rightarrow drinking$).

  • Verbs ending in silent $e$: Drop $e$ and add $-ing$ (e.g., $take\rightarrow taking$, $leave\rightarrow leaving$, $drive\rightarrow driving$).

  • Verbs ending in $x$, $y$, or $w$: Retain letter and add $-ing$ (e.g., $enjoy\rightarrow enjoying$, $study\rightarrow studying$).

  • Verbs ending in Consonant-Vowel-Consonant (CVC) with a stressed final syllable: Double the final consonant and add $-ing$ (e.g., $swim\rightarrow swimming$, $run\rightarrow running$, $put\rightarrow putting$, $win\rightarrow winning$).

  • Non-stressed syllable exception: If the final syllable is unstressed, do not double the consonant (e.g., $happen\rightarrow happening$).

  • Verbs ending in $ie$: Change $ie\rightarrow y$ and add $-ing$ (e.g., $die\rightarrow dying$, $lie\rightarrow lying$).

Stative Verbs and Dual-Meaning Verbs

• Definition and Governing Principle:

  • Stative verbs describe static conditions, mental states, emotions, perception, possession, or existence rather than active processes.

  • Fundamental Rule: Stative verbs are never used in continuous tenses, even when describing a state active at the moment of speaking. They are expressed using simple tenses.

• Categories of Stative Verbs:

  • Mental State Verbs: $know$, $believe$, $understand$, $remember$

  • Example: "She knows the rules.", $I\text{ }understand\text{ }why\text{ }you're\text{ }upset.$

  • Emotion Verbs: $love$, $like$, $hate$, $dislike$, $prefer$, $enjoy$

  • Example: "I love this song.", $Kim\text{ }doesn't\text{ }like\text{ }this\text{ }song.$

  • Possession Verbs: $have$, $own$, $possess$, $belong$

  • Example: "She owns a car."

  • Sense Verbs: $see$, $hear$, $taste$, $smell$, $feel$, $look$

  • Example: "I hear music.", $Julia\text{ }looks\text{ }amazing\text{ }in\text{ }that\text{ }dress.$

  • Existence & Appearance Verbs: $seem$, $appear$, $exist$, $consist$, $be$, $need$, $weigh$

  • Example: "She seems tired.", $Sorry,\text{ }but\text{ }I\text{ }need\text{ }to\text{ }be\text{ }alone\text{ }for\text{ }a\text{ }few\text{ }minutes.$

• Verbs with Dual Meanings (Stative vs. Action Uses):

  • Some verbs can function as either stative or action verbs. When expressing dynamic actions, continuous forms are permitted.

• Comparative Meaning Breakdown:

  • Verb $appear$:

    • Stative (= give the impression): $Kelly\text{ }appears\text{ }to\text{ }be\text{ }pleased\text{ }with\text{ }her\text{ }result.$

    • Action (= take part in, perform): $Melanie\text{ }is\text{ }appearing\text{ }in\text{ }a\text{ }play!$

  • Verb $be$:

    • Stative (usual behavior or character): $Mrs\text{ }Moody\text{ }is\text{ }a\text{ }terrible\text{ }neighbour!$

    • Action (temporary behavior): $He\text{ }is\text{ }being\text{ }very\text{ }grumpy\text{ }today!$

  • Verb $have$:

    • Stative (= own, possess): $Do\text{ }you\text{ }have\text{ }an\text{ }answer\text{ }for\text{ }me?$

    • Action (part of an expression such as $have\text{ }a\text{ }party$, $have\text{ }a\text{ }meal$, $have\text{ }a\text{ }good\text{ }time$, $have\text{ }a\text{ }picnic$): $Is\text{ }she\text{ }having\text{ }a\text{ }party?$

  • Verb $look$:

    • Stative (= have the appearance): $Mum\text{ }and\text{ }Dad\text{ }look\text{ }delighted\text{ }with\text{ }the\text{ }garden.$

    • Action (action of watching / looking directly): $Why\text{ }is\text{ }he\text{ }looking\text{ }at\text{ }me\text{ }like\text{ }that?$

  • Verb $see$:

    • Stative (= notice something with eyes): $I\text{ }see\text{ }it\text{ }now\text{ }-\text{ }it's\text{ }under\text{ }the\text{ }table.$

    • Stative (= understand): $Oh,\text{ }now\text{ }I\text{ }see\text{ }what\text{ }you\text{ }mean.$

    • Action (= meet or consult): $William\text{ }is\text{ }seeing\text{ }a\text{ }doctor\text{ }tomorrow.$

  • Verb $taste$:

    • Stative (= have a particular flavor): $This\text{ }yoghurt\text{ }tastes\text{ }very\text{ }fruity.$

    • Action (physical act of tasting): $Andy\text{ }is\text{ }tasting\text{ }the\text{ }milk\text{ }to\text{ }see\text{ }if\text{ }it's\text{ }gone\text{ }off.$

  • Verb $think$:

    • Stative (= believe, hold an opinion): $Helen\text{ }thinks\text{ }Celia\text{ }was\text{ }crying.$

    • Action (action of using brain / active consideration): $We\text{ }are\text{ }thinking\text{ }of\text{ }moving\text{ }to\text{ }a\text{ }new\text{ }house.$

Exercise Solutions and Grammatical Explanations

• Present Simple Practice Items:

  • Item 1: $We\text{ }don't\text{ }visit\text{ }London,\text{ }but\text{ }my\text{ }dad\text{ }works\text{ }there.$ (Function: General truths and permanent situations)

  • Item 2: $The\text{ }farmer\text{ }ships\text{ }the\text{ }crops\text{ }to\text{ }the\text{ }shops\text{ }every\text{ }morning.$ (Keyword: $every\text{ }morning$ | Function: Habits & Routines)

  • Item 3: $Laila\text{ }changes\text{ }her\text{ }room\text{ }decoration\text{ }annually.$ (Keyword: $annually$ | Function: Habits & Routines)

  • Item 4: $The\text{ }train\text{ }doesn't\text{ }leave\text{ }at\text{ }3:00\text{ }p.m.$ (Keyword: $at\text{ }3:00\text{ }p.m.$ | Function: Scheduled or fixed events / Timetable)

  • Item 5: $My\text{ }friends\text{ }and\text{ }I\text{ }play\text{ }basketball\text{ }every\text{ }week.$ (Keyword: $every\text{ }week$ | Function: Habits & Routines)

  • Item 6: $Do\text{ }the\text{ }planets\text{ }revolve\text{ }around\text{ }the\text{ }sun?$ (Function: Facts)

  • Item 7: $My\text{ }mother\text{ }has\text{ }four\text{ }dogs,\text{ }but\text{ }my\text{ }aunt\text{ }doesn't\text{ }have\text{ }any.$ (Function: General truths and permanent situations)

  • Item 8: $My\text{ }friend\text{ }has\text{ }a\text{ }bird.\text{ }It\text{ }is\text{ }very\text{ }beautiful\text{ }and\text{ }colorful.$ (Function: General truths and permanent situations)

  • Item 9: $Water\text{ }doesn't\text{ }boil\text{ }under\text{ }100\text{ }Celsius\text{ }degrees.$ (Function: Facts)

• Present Continuous Practice Items:

  • Item 1: $Maya\text{ }is\text{ }staying\text{ }in\text{ }the\text{ }countryside\text{ }this\text{ }week,\text{ }she's\text{ }going\text{ }to\text{ }celebrate\text{ }her\text{ }birthday\text{ }there.$ (Keyword: $this\text{ }week$ | Function: Planned or arranged future event)

  • Item 2: $They\text{ }are\text{ }doing\text{ }their\text{ }homework\text{ }right\text{ }now.$ (Keyword: $right\text{ }now$ | Function: Action happening at moment of speaking)

  • Item 3: $Listen!\text{ }Someone\text{ }is\text{ }knocking\text{ }the\text{ }door.$ (Keyword: $Listen!$ | Function: Action happening at moment of speaking)

  • Item 4: $I\text{ }am\text{ }still\text{ }cleaning\text{ }the\text{ }house.$ (Keyword: $still$ | Function: Action happening at moment of speaking)

  • Item 5: $Smart\text{ }devices\text{ }are\text{ }developing\text{ }the\text{ }student's\text{ }different\text{ }skills\text{ }quickly\text{ }these\text{ }days.$ (Keyword: $these\text{ }days$ | Function: Changing situation)

  • Item 6: $Is\text{ }she\text{ }studying\text{ }mathematics\text{ }at\text{ }the\text{ }moment?$ (Keyword: $at\text{ }the\text{ }moment$ | Function: Action happening at moment of speaking)

  • Item 7: $Our\text{ }teachers\text{ }are\text{ }always\text{ }giving\text{ }us\text{ }exams.$ (Keyword: $always$ | Function: Annoying habit)

  • Item 8: $Anna\text{ }is\text{ }using\text{ }her\text{ }mother's\text{ }smart\text{ }phone.\text{ }Her\text{ }tablet\text{ }isn't\text{ }working.$ (Function: Temporary situation)

  • Item 9: $Look,\text{ }they\text{ }aren't\text{ }following\text{ }the\text{ }teacher's\text{ }instructions.$ (Keyword: $Look$ | Function: Action happening at moment of speaking)

• Student's Book Page 9 Exercise Solutions:

  • Exercise 2 (Adverbs of Frequency Contrast):

  • Sentence a: $My\text{ }friends\text{ }always\text{ }laugh\text{ }at\text{ }my\text{ }jokes.$

  • Sentence b: $My\text{ }friends\text{ }are\text{ }always\text{ }laughing\text{ }at\text{ }me.$

  • Annoying Habit Identification: Sentence 'b' expresses an annoying habit using Present Continuous with $always$.

  • Exercise 3 (Gap Fill Sentences):

  • 1: $Do\text{ }you\text{ }ask\text{ }(you / ask)\text{ }your\text{ }relatives\text{ }to\text{ }visit\text{ }every\text{ }weekend?$

  • 2: $Jan\text{ }hurt\text{ }Tom's\text{ }feelings,\text{ }so\text{ }now\text{ }he\text{ }isn't\text{ }speaking\text{ }(not speak)\text{ }to\text{ }her.$

  • 3: $Her\text{ }parents\text{ }don't\text{ }allow\text{ }(not allow)\text{ }her\text{ }to\text{ }go\text{ }out\text{ }on\text{ }school\text{ }nights.$

  • 4: $Does\text{ }ice\text{ }melt\text{ }(ice / melt)\text{ }at\text{ }10\text{ }degrees\text{ }Celsius?$

  • 5: $We\text{ }are\text{ }having\text{ }(have)\text{ }a\text{ }surprise\text{ }party\text{ }on\text{ }Friday\text{ }to\text{ }celebrate\text{ }Mum's\text{ }birthday.$

  • 6: $In\text{ }this\text{ }story,\text{ }the\text{ }evil\text{ }witch\text{ }laughs\text{ }(laugh)\text{ }at\text{ }the\text{ }little\text{ }boy\text{ }and\text{ }girl.$

  • 7: $Ken\text{ }and\text{ }Pen\text{ }aren't\text{ }getting\text{ }(not get)\text{ }a\text{ }house\text{ }together\text{ }next\text{ }year.$

  • 8: $Do\text{ }you\text{ }know\text{ }(you / know)\text{ }why\text{ }people\text{ }smile\text{ }in\text{ }different\text{ }ways?$

  • 9: $My\text{ }colleagues\text{ }are\text{ }always\text{ }whispering\text{ }(always whisper)\text{ }about\text{ }me.\text{ }It's\text{ }awful!$

  • 10: $Does\text{ }your\text{ }coach\text{ }often\text{ }grumble\text{ }(your coach / often grumble)\text{ }when\text{ }you\text{ }miss\text{ }a\text{ }goal?$

  • Exercise 4 ("It's all about communication") Key Answers:

  • 1: $Does\text{ }it\text{ }seem$ (stative verb of appearance)

  • 2: $is\text{ }becoming$ (changing situation)

  • 3: $isn't$ (fact/stative)

  • 4: $need$ (stative verb)

  • 5: $has$ (stative verb/fact)

  • 6: $are\text{ }always\text{ }asking\text{ }you$ (annoying habit)

  • 7: $ends$ (scheduled timetable)

  • 8: $are\text{ }learning$ (developing situation)

  • 9: $don't\text{ }have\text{ }to$ (general state)

  • 10: $want$ (stative verb of preference)

• Workbook Solutions:

  • Page 6 Practice (Sentence Formation):

  • 1: $My\text{ }cat\text{ }shows\text{ }his\text{ }happiness\text{ }by\text{ }purring\text{ }and\text{ }kneading.$

  • 2: $Do\text{ }you\text{ }often\text{ }argue\text{ }with\text{ }your\text{ }sister?$

  • 3: $We\text{ }are\text{ }celebrating\text{ }her\text{ }achievement\text{ }with\text{ }a\text{ }special\text{ }dinner.$

  • 4: $She's\text{ }always\text{ }gossiping\text{ }about\text{ }other\text{ }people.$

  • 5: $How\text{ }often\text{ }do\text{ }you\text{ }meet\text{ }up\text{ }with\text{ }your\text{ }friends?$

  • 6: $What\text{ }are\text{ }the\text{ }children\text{ }laughing\text{ }at\text{ }now?$

  • 7: $At\text{ }the\text{ }start\text{ }of\text{ }the\text{ }film,\text{ }the\text{ }woman\text{ }screams\text{ }and\text{ }runs\text{ }out\text{ }of\text{ }the\text{ }old\text{ }house.$

  • 8: $We\text{ }aren't\text{ }meeting\text{ }Penny\text{ }at\text{ }the\text{ }station\text{ }tomorrow.$

  • Page 7 Exercise 2 ("Smiling - real or fake?" One-Word Gap Fill):

  • Gap (1): $Do$ ($Do\text{ }you\text{ }know\text{ }how\text{ }to\text{ }'read'\text{ }somebody...$)

  • Gap (2): $does$ ($...does\text{ }he\text{ }really\text{ }mean\text{ }it...$)

  • Gap (3): $are$ ($...you\text{ }are\text{ }walking\text{ }along\text{ }the\text{ }road...$)

  • Gap (4): $believe$ / $trust$ ($...do\text{ }you\text{ }believe/trust\text{ }her?$)

  • Gap (5): $Is$ ($Is\text{ }she\text{ }telling\text{ }the\text{ }truth...$)

  • Gap (6): $are$ ($...when\text{ }they\text{ }are\text{ }genuinely\text{ }happy.$

  • Gap (7): $do$ ($...we\text{ }do\text{ }not\text{ }usually\text{ }show...$)

  • Gap (8): $is$ ($...then\text{ }she\text{ }is\text{ }probably\text{ }not...$)