Table of contents

1. Introduction.........................................................................................................................3

2. Auxiliary verbs....................................................................................................................4

3. Naming tenses......................................................................................................................6

4. Questions and negatives and short answers.........................................................................7

4.1. Questions..........................................................................................................................7

4.2. Negatives..........................................................................................................................7

4.3. Short answers...................................................................................................................8

5. Sound and spelling...............................................................................................................8

6. Social expressions................................................................................................................8

6.1. Never mind...................................................................................................................8

6.2. It is my round...............................................................................................................8

6.3. You must be joking......................................................................................................8

7. Correcting language mistakes in informal letter, symbol for correction.............................9

8. Present time.......................................................................................................................10

8.1. Present simple............................................................................................................10

8.2. Present continuous......................................................................................................10

9. Present passive...................................................................................................................11

10. Action and state verbs....................................................................................................11

11. Numbers.........................................................................................................................12

11.1. Reading fractions....................................................................................................12

11.2. Reading sums of money.........................................................................................12

11.3. How to say 0...........................................................................................................13

12. How to describe a person...............................................................................................14

13. Adverbs of degree..........................................................................................................16

14. Conclusion.....................................................................................................................17

15. Reference.......................................................................................................................17
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1. Introduction

This present work will provide with clear information about how to use auxiliary verbs such
as do, be and have. The same topic will deal with meaning the tenses, questions, negatives
and short answers followed by vowel sounds and spelling of words: meat and great. At the
same time it will focus on two subheadings that will show how to use social expressions like
never mind, it is my round and you must be joking! Then correcting language mistakes in an
informal letter, symbols for correction.

Secondly, present time: present simple and continuous, present passive action and state verbs.
Every day English is a subtopic that deal with numbers where is included money, fraction,
dates, phone numbers. And finally writing which will be centralized on descriptive writing:
describing a person as well as adverbs of degree as the last issue to be focused.

The authors of the work hope that the whole work will be helpful to overcome day to day
problems in English.
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2. Auxiliary verbs

According to SIMMONS,(www.chompchomp.com) Auxiliary, or helping verbs, are used to

add a different meaning, to form tenses and to show forms such as questions and negatives

Examples:

Ellen smacked her lips as raspberry jelly dripped from the donut onto her white shirt.

Ellen is always dripping something.

Since Ellen is such a klutz, she should have been eating a cake donut, which would not have
stained her shirt.

In the first sentence, smacked and dripped, single-word verbs, describe the quick actions of
both Ellen and the raspberry jelly.

Since Ellen has a pattern of messiness, is dripping communicates the frequency of her
clumsiness. The auxiliary verbs that comprise should have been eating and would have
stained express not only time relationships but also evaluation of Sherylee's actions. Below
are the auxiliary verbs. You can conjugate be, do, and have;

Be Do Have
am Does Has/ have
is Do had
are did having
was/were
being
been

According to OXENDEN Clive & LATHAM-KOENING, Christina, (1996: 132) they are
used in the following cases:

1. In short answers, instead of answering just yes or no.

2. To avoid repeating the main verb or verb phrase, e.g. I like dogs but my husband doesn’t
(like dogs).
3. With so and neither to say that something is the same. Use so + auxiliary + subject after a
positive verb, and neither (or nor) + auxiliary + subject after a negative verb.
 5

4. To make ‘echo questions’, to show interest.

5. To show emphasis in a positive sentence. With the present/ past simple, add do/ does/ did
before the main verb. With other auxiliaries stress the auxiliary verb.
6. To make question tags. Use a positive question tag with a negative verb and a negative
question tag with a positive verb.
Auxiliary verbs as SOARS, L & John (2014:139) can also be used in a particular way.
Be
Be is used with verb + -ing to make continuous form
You’re lying. (Present)
They were reading. (Past)
I’ve been swimming. (Present perfect)
We’ll be having dinner at eight o’clock (future)
Be is used with the past participle to make the passive
These books are printed in China (present)
Where were you born? (Past)
My phone’s been stolen. (Present perfect)
The city had been destroyed. (Past perfect)
This work should be done soon. (Infinitive)
Do
Do/ does/ did are used in the present simple and the past simple.
Do you smoke? (Question)
She doesn’t understand. (Negative)
When did they arrive? (Question)
Do/does/did are used to express emphasis when there is no other auxiliary.
I’m not interested in sport, but I do like tenis.
‘If only she had a car!’ ‘She does have a car’
‘Why didn’t you tell me?’ ‘I did tell you’
Have
Have is used with the past participle to make perfect verbs forms.
Have you ever tried sushi? (Present)
My car had broken down before. (Past)
I’ll have finished soon. (Future)
I’d like to have met Napoleon. (Infinitive)
Having had lunch, we tried up. (Participle)
 6

3. Naming tenses

PETE (www.englishpage.net) says that the best way to think of the tenses in English is to
think separately about (pure) tense and aspect. The (pure) tense is one of past, present,
and future. The tense most usually places the action of the verb in time (but there are other
uses as well). You do have to memorize those three tense names. There are 4 different
possible aspects of a verb: simple, continuous (also called progressive), perfect, and perfect
continuous. The aspect of a verb describes the internal structure of the action, at whatever
time the action takes place. You have to memorize the 4 different aspects. Now every general
tense (as opposed to a pure tense) is a combination of a pure tense and an aspect (where the
simple aspect leaves the pure tense unchanged.) If you multiply 3 pure tenses by 4 aspects,
you get 12 general tenses.

1. Past
a. Past simple
Walked
b. Past continuous
Was walking / were walking
c. Past perfect
Had walked
d. Past perfect continuous
Had been walking

2. Present
a. Present simple
Walk / walks
b. Present continuous
Is walking / are walking
c. Present perfect
Has walked / have walked
d. Present perfect continuous
Has been walking / have been walkng

3. Future
 7

a. Future simple
Will walk
b. Future continuous
Will be walking
c. Future perfect
Will have walked
d. Future perfect continuous
Will have been walking

4. Questions and negatives and short answers

4.1. Questions
SOARS, L. & J (2012: 113) support that to make a question we invert the subject and the
auxiliary verb. If there is no auxiliary verb, we use do/ does/ did.
Examples:
She is wearing jeans. What is she wearing?
You were born in Paris. Where were you born?
Peter’s been to China. Has peter been to China?
I know you. Do I know you?
He wants ice cream. What does he wants?
4.2. Negatives
SOARS, L. & J (2012: 113) say that to make a negative, add –n’t to the auxiliary verb. If
there is no auxiliary verb, use don’t, doesn’t and didn’t.
Example:
He’s working . He isn’t working
I was thinking. I wasn’t thinking
We’ve seen the play. We haven’t seen the play
She works in a bank. She doesn’t work in a bank
They like skiing. They don’t like skiing
He went on holiday. He didn’t go on holiday
It is possible to contact the auxiliary be and have and use the uncontracted not.
He’s not playing today. (= he isn’t playing today)
We are not going to Italy after all (= we aren’t going to Italy after all)
I’ve read that book yet (= i haven’t read that book yet)
BUT I’m not working (not I amn’t working)
 8

4.3. Short answers

Short answers are very common in spoken English. If you just say yes or no, it can sound
rude. SOARS, L. & J (2012: 113) say that to make a short answer, repeat the auxiliary verb.
In the present and past simple, we use do/ does/ did.
Examples:
Are you coming with us? Yes, I am.
Have you had breakfast? No, haven’t.
Does she like walking? No, she doesn’t.
Did Mary phone? Yes, she did.
5. Sound and spelling
Sound and spelling: meat /i:/ and great /ei/
As SIMONTON, cathy (www.englishhints.com) says the vowel sounds in discussion have the
same spelling but different pronunciation simply because:
The word meat is long in E (ē), pronounced /i:/ as in eat, easy, team.
The word great is long in A (ā), pronounced /ei/ as in break.
6. Social expressions
6.1. Never mind
Never mind is used to tell someone not to be concerned or worried. (HARCOURT: 2011)
Example:
 Don’t bother: I was hoping for some help, but never mind, I’ll do it alone
 Not to mention; and certainly not: I can’t tread water, never mind swim.
6.2. It is my round
GEORGE, (www.ldoceonline.com) says that it is used when we want to express to do the
round of something. Example:
 If you buy a round of a drink in a bar, you buy drinks for all the people in your group. It
is my/your, etc round(= used to say whose turn it is to buy drinks for all the people in your
group)
6.3. You must be joking

A Cambridge idiom dictionary (2006) says that you must be joking is used when it is not
likely to be true or to happen. Example:

Did Alex get you a present, then? You must be joking! He didn’t even remember it was my
birthday.
 9

7. Correcting language mistakes in informal letter, symbol for correction.

SOARS (2014: 103) Supposes the following symbols and example.
T -Tense WW -Wrong word Prep -Preposition P –Punctuation

Gr -Grammar Sp –Spelling WO -Word order ʎ -Word missing

23 St. Mary’s Road,

Dublin 4, Ireland
Tuesday, 10 May
Dear Stephanie
How are you? I’m very well. I came inprep Dublin two weeks ago for toGr study at a
language school. I wantʎ learn English becauseʎ is a very important language. I’m stayGr
with aGr Irish
family. They’ve got two sonGr and a dauhgterSp. Mr Kendall isʎ teacher and Mrs Kendall
workGr in a hospital. The Irish isGr very kind, but they speak very quickly!
I study in the morning. My teachersP name is Ann. She SaidWW me that my English is OK,
but I doWW a lot of mistakes. Ann don’tGr give us too much homework, so in the afternoons
I go alwaysWo sightseeing. Dublin is much more bigGr than my town. I like very much
paintingWo and I’m ver y interestingGr forPrep modern art, so I visit galleries and museums.
I’ve met a girl named Martina. She cameT from Spain and goGr to Trinity College. Last
night we goT to the cinema, but the film wasn’t ver y exitingSp.
DoWw you like to visit me? Why don’t you come for a weekend?
I’d love to see you.
Write to me soon.
Love, Kati
P.S. Here’s my new email address:
 10

8. Present time
8.1. Present simple
For SEONAD (www.perfect-english-grammar.com) Present simple is used for the following
situations:
1. Things which are always true:
 Water boils at 100 degrees.
 The earth goes around the Sun
2. Permanent situations (or nearly permanent; true for a few years at least):
 Julie lives in London.
 John and Ann study at Samora Moisés Machel secondary school.
3. Habits or things we do regularly:
 I drink coffee every morning.
 They spend two hours in the field every day.
4. Future events which are part of a timetable:
 My plane leaves at eight tonight.
 The match starts at 09:00 AM
5. To talk about the future after certain words ('when' 'until' 'after' 'before' 'as soon as'):
 I'll call you when I get home.
 I’ll leave home as soon as I feel better.
8.2. Present continuous
For SEONAD (www.perfect-english-grammar.com) Present continuous is used in the
following situations
1. Things which are happening at the moment of speaking:
 The water is boiling now.
 It is not raining now.
2. Temporary situations:
 Julie is living in Paris for a few months (usually she lives in London).
 John is studying in Malawi (when he finishes he’ll come back to Mozambique )
6. Situations which are slowly changing:
 I'm getting better and better in speaking English.
 The population is growing gradually.
7. Annoying habits (usually with 'always'):
 11

 My flatmate is always leaving the kitchen in a mess!

 Tom is always getting to school late.
8. Definite future plans:
 I'm meeting John after class today.
 He’s arriving at 10:00
9. To talk about people in pictures and photos:
 In this photo, my mother is walking beside a lake.
 In this photo, the baby is eating a mango.
9. Present passive
Forming Simple Present Passive
Affirmative Form: Object + am / is / are + verb3 (past participle)
Question Form: Am / is / Are + Object + verb3 (past participle)?
BEUCKERS (Www.GrammarBank.com) says that present simple passive something is done
by someone regularly / everyday / as expected...
Examples:
 Active: The gardener waters the flowers every evening.
Passive: The flowers are watered by the gardener every evening.
 Active: Helen doesn't drink anything in parties.
Passive: Nothing is drunk by Helen in parties.
 Active: Who sells umbrellas?
Passive: Who are umbrellas sold by?
 Active: My mother doesn't paint the walls.
Passive: The walls aren't painted by my mother.

10. Action and state verbs

Action verbs
Action verbs (also called dynamic verbs) express activities, processes, momentary actions or
physical conditions, (TIMOTY www.grammaring.com):
Examples of action verbs: ache, arrive, ask, call, change, cook, eat, fall, feel, go, sing, speak,
talk, throw, travel, watch, knock, leave, melt, read, say, have, dance, help, hit, hurt, itch, kick,
grow, shrink.
They may be used in continuous forms:
 12

Who was he dancing with?

Someone's knocking at the door.
I've been reading this book for weeks.
State verbs
State verbs express states or conditions which are relatively static. They include verbs of
perception, cognition, the senses, emotion and state of being (TIMOTY
www.grammaring.com):
Examples of state verbs:
Appear, believe, belong, consider, consist, contain, cost, doubt, exist, fit, hate, hear, have,
know, like, love, matter, mean, need, owe, own, prefer, remember, resemble, seem, suppose,
suspect, understand, want, and wish.
State verbs are not normally used in continuous forms:
I am needing a new phone. I need a new phone.
Who is this bag belonging to? Who does this bag belong to?
They are seeming tired. They seem tired.
11. Numbers

11.1. Reading fractions

Read fractions using the cardinal number for the numerator and the ordinal number for the
denominator, making the ordinal number plural if the numerator is larger than 1. This applies
to all numbers except for the number 2, which is read "half" when it is the denominator, and
"halves" if there is more than one. (ETTAL www.ef.com)

Written Said

1/3 one third

3/4 three fourths

5/6 five sixths

1/2 one half

3/2 three halves

11.2. Reading sums of money

 13

To read a sum of money, first read the whole number, and then add the currency name. If
there is a decimal, follow with the decimal pronounced as a whole number, and if coinage has
a name in the currency, add that word at the end. Note that normal decimals are not read in
this way. These rules only apply to currency. (ETTAL www.ef.com)

Written Spoken

25$ twenty-five dollars

52€ fifty-two euros

140₤ one hundred and forty pounds

€12.66 twelve euros sixty-six

25Mt twenty-five meticais

50Mt fifty meticais

₤10.50 ten pounds fifty

11.3. How to say 0

According to ETTAL (www.ef.com) there are several ways to pronounce the number 0, used
in different contexts. Unfortunately, usage varies between different English-speaking
countries. These pronunciations apply to American English.

Pronunciation Usage

Zero Used to read the number by itself, in reading decimals, percentages, and
phone numbers, and in some fixed expressions.

O (the letter name) Used to read years, addresses, times and temperatures

Nil Used to report sports scores

Nought Not used in the USA

Examples:
Written Said
3.04+2.02=5.06 Three point zero four plus two point zero two makes five point
zero six.
 14

There is a 0% chance of rain. There is a zero percent chance of rain.

The temperature is -20⁰C. The temperature is twenty degrees below zero.
You can reach me at 0171 390 1062.You can reach me at zero one seven one, three nine zero,
one zero six two
I live at 4604 Smith Street. I live at forty-six o four Smith Street
He became king in 1409. He became king in fourteen o nine.
I waited until 4:05. I waited until four o five.
The score was 4-0. The score was four nil.
12. How to describe a person
It is important to describe a person using the following elements of descriptive words which
are adjectives according to KAUTZER, KIM (www.writershop.com)
Face Shape
Square, Oval, Round, Triangular, Heart-shaped, Thin, Wide, Chiselled
Skin and Complexion
Complexion is the natural appearance and colour of the skin, especially of the face. For
example, “Mary has a soft, creamy complexion.”
Wrinkled: covered with lines or loose folds of skin; often associated with age.
Freckled: sprinkled or covered with light brown spots.
Ruddy: skin that has a reddish tint; may have the appearance of sunburn
Sallow: skin that has a yellowish tint; may be associated with illness
Tanned: skin with a warm, golden-brown tint
Rosy or fresh-faced: pink-cheeked, fair complexion that glows with a hint of pink
Other skin-related adjectives: pale, fair, spotless, silky, smooth, creamy, dewy, baby-
soft, peaches-and-cream, glowing, paper-thin or translucent (as with a very old person),
sunburned, peeling, rough, callused, weathered, weather-beaten, craggy, leathery, mottled,
dry, brown, dark.
Eyes
TIP: Pay attention to the eyes, as they often reveal much about a person.
Shape, size, and appearance: large, small, almond-shaped, round, squinty, crinkly, bulging,
heavy-lidded, hooded, deep-set, close-set, hollow, tear-filled.
Eye colour: black, brown, hazel, green, blue, violet, gray, amber.
Eye expressions: piercing, mesmerizing, sad, sorrowful, haunted, gentle, sympathetic, warm,
compassionate, expressive, bright, twinkling, lively, dancing, laughing, shifty, sly, distrusting,
sleepy.
 15

Other: brown-eyed boy, bright-eyed sister, wide-eyed child, gold-flecked eyes.

Mouth and Lips
Lip shape and size: thin, full, pouting, rosebud (baby’s lips, often), pursed (puckered up, as
when concentrating).
Mouth expressions: laugh, smile, beam, grin, frown, grimace, scowl, sneer, curl, pout
Adjectives describing the mouth or mouth expressions: toothy, toothless, gap-toothed, kind,
sweet, dimpled, relaxed, firm, serious, cruel, snarling.
Hair
Hair colour: black, brunette, brown, chestnut-brown, blond, honey-blond, golden-blond, ash-
blond, fair, corn silk, auburn, red, strawberry-blond, gray, silver, white, salt-and-pepper.
Texture or appearance: wispy, fuzzy, wavy, curly, kinky, frizzy, wild, untamed,
unmanageable, straight, spiky, stiff, buzzed, shaved, parted, neatly-combed, tamed, cascading,
long, short, cropped, dull, shiny.
Hair styles: braids, ponytail, pigtails, bun, messy bun, twist, bob, ringlets, flip, cornrows,
extensions, bangs, buzz, layered, feathered, chopped, gelled, spiked, slicked down.
Lots of hair: thick, full, lustrous, bushy, coarse, wiry, stiff.
Little hair: thin, scraggly, fine, baby-fine, downy, wispy, limp, flat, balding, bald, bald spot,
receding (gradual loss of hair at the front of the head).
Treated hair: premed, dyed, bleached, highlighted, weaved, streaked, coloured.
Facial Hair
Hair: beard, goatee, must ache, soul patch, sideburns.
Beard growth: stubble, fuzz, peach fuzz, bristles; five o’clock shadow (describes new beard
growth that’s shadowy in appearance. It’s usually more noticeable late in the day on the jaw,
chin, or cheek area, but some men purposely grow five o’clock shadows).
Adjectives: bearded, bushy, stubbly, bristly, scratchy, unshaven, shaggy, whiskered,
beardless, clean-shaven, smooth, trimmed, neatly-trimmed, and pencil-thin.
Body
TIP: Choose strong verbs and adjectives.
Build: small, slim, slight, thin, lean, willowy, skinny, angular, bony, fine-boned, chunky,
chubby, large, portly, and plump, round, stout, pudgy, full-figured, ample, broad-shouldered,
burly, solid, and muscular.
Posture: stand, sit, slouch, flop, lean, recline, rest, stretch, sprawl, curl up, roost, squirm, arch,
slump, stoop, bend, hunch, scoot, walk, run, race, jog.
Clothing
 16

Fabric: denim, twill, wool, cashmere, cotton, linen, seersucker, gingham, lace, chiffon, tulle,
velvet, velveteen, fleece, flannel, tweed, polyester, jersey, corduroy, spandex, leather
Bottoms: jeans, skinny jeans, cargo pants, flat-front pants, pleated pants, slacks, trousers,
overalls, sweatpants, crop pants, caprice, skirt, shorts, board shorts.
Tops: sport shirt, dress shirt, polo shirt, button-down shirt, tank top, blouse, tunic, long-
sleeve, short-sleeve, sleeveless, collared, T-shirt, V-neck, scoop-neck, turtleneck, sweatshirt,
hoodie, pullover, sweater, cardigan, sweater set.
Other clothing: dress, gown, frock, uniform, coveralls, costume, pyjamas, bathrobe, robe,
vest, jacket, blazer, coat, apron.
Footwear: socks, stockings, shoes, slippers, sandals, flip-flops, loafers, heels, pumps, boots,
ankle boots, riding boots, slouch boots, athletic shoes, sneakers, tennis shoes, gym shoes,
runners.
Accessories: mittens, gloves, hat, cap, head wrap, bandana, scarf, muffler, necklace, choker,
bracelet, ring, earrings, cuffs, cufflinks, purse, clutch, bag, tote, sunglasses, eyeglasses,
glasses.
13. Adverbs of degree
ETTAL (www.ef.com) says that adverbs of degree tell us the strength or intensity of something that
happens. Many adverbs are gradable, that is, we can intensify them. Basically they answer the sort of
question that asks how much...? Or how little...?

Adverbs of degree include; adequately, almost, entirely, extremely, greatly, highly, hugely,
immensely, moderately, partially, perfectly, practically, profoundly, strongly, totally,
tremendously, very, virtually etc.
For example:-
The man drove badly. = The man drove really badly. - In this sentence really shows us just
how badly he drove.
They enjoyed the film. = They enjoyed the film immensely. - In this
sentence immensely shows us how much they enjoyed the film.
These intensifiers are not gradable though, you cannot say the man drove extremely very
badly.
 17

14. Conclusion

Going back again to the work it can be found that they were focused many aspects but they
are some main points which are the following, auxiliary verbs that are used to help the main
verbs to make questions, negatives and short answers. Going deep in the same work are
included the words meat and great which have the same spelling of vowels and different
sound of the vowels that debts in fact that in meat the sound is concerned on the vowel ‘e’ and
for the word great the sound is concerned on ‘a’. Going feather the social expressions were
focused in the in different ways. Not only there were given the symbols of correcting an
informal letter and it’s example that made it clear.

The present simple was also discussed and it included the present simple, present continuous,
present passive, action and state verbs.

Before it came within reach of the end it was given explanation about the numbers where
money, fraction, dates and phone number were detailed and at the end of the work it is found
describing a person and adverbs of degree.
 18

15. Reference

A Cambridge idioms dictionary (2006), second edition, Cambridge university press

BEUCKERS, T Www.GrammarBank.com “present passive” accessed on 22/09/2016 at 15:00

ETTAL, S www.ef.com “adverb of degree” accessed on 22/09/1016 at 18:00

ETTAL, S www.ef.com “numbers in English” accessed on 22/09/1016 at 17:00

GEORGE, R www.ldoceonline.com “dictionary of contemporary English online” accessed on

21/09/16 at 22:45

HARCOURT, L (2011), “American heritage dictionary of English language pocket”, (5

edition), Houghton Mifflin.

KAUTZER, KIM www.writershop.com “describing a person” accessed on 22/09/2016 at

15:24

OXENDEN Clive & LATHAM-KOENING, Christina, (1996) “new English file”, (1st
edition), oxford, oxford university press, 132
PETE, www.englishpage.net ‘names of the tenses’ accessed on 21/09/2016 at 12:00

SEONAD, T www.perfect-english-grammar.com “present simple and continuous” accessed

on 22/09/2016 at 15:00

SIMMONS, Robin L, WWW.chompchomp.com ‘auxiliary verbs’ accessed on 21/09/2016 at

12: 54

SIMONTON, cathy www.englishhints.com “long and short English vowels” accessed on

21/09/16 at 21:29

SOARS, L. & J (2012) “new headway intermediate students book” (fourth edition), Oxford,
Oxford University press, 113

SOARS, L. & J (2014) “new headway upper-intermediate students book” (fourth edition),
Oxford, Oxford University press, 139, 103

TIMOTY, L www.grammaring.com “action and state verbs” accessed on 22/09/2016 16:00