Continuous Aspect

Think (meaning believe) taste visit want wish

Seem smell sound suppose surprise understand

Prefer realize regard remember resemble see

Look love mean mind own possess

Hear imagine include involve know like

Fit forget guess ate have (meaning possess)

Consist contain depend on doubt dislike exist

Appear admire be believe belong to concern

B. In each sentence, write the correct form of the verb. Explain the differences in meaning between the simple and continuous forms of the verbs.

1. a Planning a lesson, I____________(to think) it is important for teachers to be able to identify the activities they would normally use in their lessons and identify the intelligences the activities represent.

b I___________(to think) about applying multiple intelligences theory in my own classroom.

2. a The notion of intelligence____________(to have) a profound effect on one’s social status, educational opportunities, and career choices.

b At the moment the students__________(to have) a seminar on learning styles and classroom interaction.

3. a For the general public a definition of intelligence___________(to be) synonymous with a score on the traditional intelligence test.

b It seems to me that you_____________(to be) unnecessarily hard on your students and that you ought to make a compromise.

4. a When we hear the name of Mozart we___________(to imagine) a great unsurpassed musician and composer of unique talent who became a symbol of the whole epoch.

b You can tell the supervisor about the difficulties with planning a lesson, and I_________ (to imagine) she will be helpful with her advice.

5. a At the moment she has given up TV works and _____________ (to appear) as Cleopatra at Stratford Theatre.

b As the author states there ______________(to appear) a question about the relationship between learning styles and multiple intelligences.

C. What are the differences in meaning between the simple and continuous forms below?

1. a Howard Gardner identified seven intelligences and has since added an eighth one.

b The teachers were identifying interactive classroom activities when they got an e-mail message from their colleagues.

2. a Young teachers apply MI theory in their lessons.

b A young teacher is applying MI theory in her lessons.

3. a The teacher has created new opportunities for interaction among students,-it is exciting.

b The teacher has been creating new opportunities for interaction among students,-it is exciting.

4.a The junior learners enjoyed their English classes as their teacher sang Jazz Chants and played word games with them.

b The junior learners were enjoying their English class as their teacher was singing Jazz Chants and playing word games with them.

D. Match the reasons for using the continuous aspect (a-e) with sentences 1-12.

a) to indicate an action that is in progress at a particular moment

b) to indicate temporary states

c) to indicate incomplete actions

d) to indicate a repeated (but temporary) series of actions

e) to emphasise that a repeated action is rather irritating

1. I have been applying MI theory in my teaching practice since 1995.

2. She’s always speaking to me in a conspicuously cool and languid voice.

3. Mark Jones and Judy Watson have been conducting research into the ability of pupils to hear and listen in the class.

4. They will be giving lectures on hearing ability all over the States.

5. You’re always copying from your fellow-student’s essays.

6. He told us he’d been improving his listening ability for a few weeks.

7. I’m phoning to say I can’t come, I’m reading Gardener’s “Frames of Mind”. Tomorrow I’m presenting my report on it at the conference.

8. Professor N. is viewing his teaching practice as an unwelcome interruption to academic work

9. It was inevitable that the lecture would be well-attended as it was being given by the renowned professor, Kurt Reimann.

10. When I entered the room Ann was flicking through the condensed notes of the lecture, she had attended the day before.

11. Jack is always plagiarizing and doesn’t care for its moral aspects.

12. I’m reading shortcuts until I find original texts.

ІІ. Modal Verbs

A. Read the passage and find out the importance of motivation in the teaching - learning process. Pay attention to the modal verbs.

At the University I was taught how important motivation was for most fields of learners. It might be extremely essential to our success: we have to want to do something to succeed at it. As H. Douglas Brown pointed out, a cognitive view of motivation included factors such as the need for exploration, activity stimulation, new knowledge, and ego enhancement. Without such motivation we would almost certainly fail to make the necessary effort. I got to realize if motivation was so important, therefore, it made sense to try and develop our understanding of it. I considered if all the students could have been motivated in the same way, the teaching-learning process would have been quite different.

From the lectures I learnt there was made an accepted distinction between extrinsic and intrinsic motivation, that came from outside and from inside. Most researchers and methodologists came to the view that intrinsic motivation was especially important for encouraging success. Even where the original reason for taking up a language course might be extrinsic, the chances of success would be greatly enhanced if the students came to love the learning process.

I tried to imagine how exciting learning could have been in case motivation (extrinsic and intrinsic) had been sustained by the teacher. A learner might have been motivated by the enjoyment of the learning process itself or by a desire to make himself feel better.

B. Which of these modal verbs can be used to express the meanings in 1-6?

May might can can’t could couldn’t must should ought need

1 necessity_________

2 obligation_________

3 possibility_________

4 ability__________

5 permission__________

6 deduction__________

C. Read the passage above again and underline all the past modal forms. Which of the past modals are used to express these meanings in the text?

1 speculation 4 probability

2 deduction 5 obligation

3 possibility

D. Read the following sentences, paraphrase them filling in the gaps with an appropriate phrase and using modal verbs could, might or may.

1. Perhaps it was the most controversial article I ever read.

It ____________ the most controversial article I ever read.

2. Perhaps that student was motivated by the enjoyment of the learning process itself.

That student _____________ by the enjoyment of the learning process itself.

3. Maybe his long-term goals included the mastery of English and passing his finals with flying colours.

His long-term goals _____________ the mastery of English and passing his finals with flying colours.

4. Perhaps the in-service teacher’s rapport with her students was critical to creating the right conditions for motivated learning.

The in-service teacher’s rapport with her students _______________ to creating the right conditions for motivated learning.

5. Maybe she failed to set clearly defined and well-grounded goals.

She _______________ clearly defined and well-grounded goals.

6 Maybe the reason for taking up a language course was extrinsic.

The reason for taking up a language course ____________ extrinsic.

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