Would Rather Is Used To Express A Preference in English PDF
Would Rather Is Used To Express A Preference in English PDF
he future, like the past and present, has four different forms: Simple Future, Future
Continuous, Future Perfect, and Future Perfect Continuous. To this comes the use of 'going
to' as a future form. The following article takes a look at each of these forms, as well as
some variations in future tense usage with clear examples to help explain the use of each.
Listed below are examples, uses and formation of Future Forms followed by a quiz.
Will Verb (base form)
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English Grammar Help
English Grammar Structures and Forms Explained for ESL EFL
Tenses - Present, Past and Future
Future Forms
By Kenneth Beare
English as 2nd Language Expert
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English as 2nd Language Categories
Examples:
Will you marry me?
I'll help you with your homework after class
Used for promises
Will Verb (base form)
Examples:
I'll make you a sandwich.
They'll help you if you want.
Used for offers
Will Verb (base form)
Examples:
He will telephone as soon as he arrives.
Will you visit me when you come next week?
Used in combination with time clauses (as soon as, when, before, after)
Be going to Verb (base form)
Examples:
Frank is going to study Medicine.
Where are they going to stay when they come?
She isn't going to buy the new house afterall.
The future with 'going to' is used to express planned events or intentions. These events or
intentions are decided on before the moment of speaking.
NOTE
'Going to' or '-ing' are often both correct for planed events. 'Going to' should be used for
distant future intentions (example: He's going to study Law)
Be going to Verb (base form)
Examples:
Present Simple
The present simple is used to express daily routines and habits. Adverbs of frequency such
as 'usually', 'sometimes', 'rarely', etc. are often used with the present simple.
This tense is often used with the following time expressions:
always, usually, sometimes, etc.
... every day
... on Sundays, Tuesdays, etc.
Basic Construction
Positive
Subject + Present Tense + object(s) + time Expression
Frank usually takes a bus to work.
Negative
Subject + do / does + not (don't / doesn't) + verb + object(s) + time Expression
They don't often go to Chicago.
Question
Teaching the present simple tense is one of the first, and most important tasks when
teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin
with, and introduce simple adjectives to help students expand their understanding of the
verb 'to be'. After English learners are comfortable with the present and past forms of the
verb 'to be', teaching the present simple and past simple will be much easier.
Introducing the Present Simple
Start by Modeling the Present Simple
Most English learners are false beginners. In other words, they have already studied
English at some point. Begin teaching the present simple by stating some of your routines:
I get up at six thirty in the morning.
I teach at the Portland English School.
I have lunch at one o'clock.
etc.
Students will recognize most of these verbs. Model some questions for the students as well.
At this point, it's a good idea to ask yourself a question and provide the answer.
When do you have dinner? - I have dinner at six o'clock.
When do you come to school? - I come to school at two o'clock.
Where do you live? - I live in Portland.
etc.
Continue by asking students the same questions. Students will be able to follow your lead
and answer appropriately.
Introduce Third Person - S
Once the students are comfortable speaking about their own basic daily activities, introduce
the third person singular for 'he' and 'she' which will prove the most difficult for students.
Again, model the present simple third person 's' for the students.
When does Mary have dinner? - She has dinner at six o'clock.
When does John come to school? - He comes to school at two o'clock.
Where does she live? - He lives in Portland.
etc.
Ask each student a question and ask another for a reply, creating a chain of questions and
answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial
difference.
Where do you live? - (Student) I live in Portland.
Where does he live? - (Student) He lives in Portland.
etc.
Finally, introduce the negative form of the present simple in the same manner as above.
Remember to continually model the form to the students and immediately encourage a
similar answer.
Does Anne live in Seattle? - No, she doesn't live in Seattle. She lives in Portland.
Do you study French? - No, you don't study French. You study English.
etc.
Practicing the Present Simple
Explaining the Present Simple on the Board
Students will now recognize the present simple tense and be able to respond to simple
questions. It's time to introduce the grammar. Use a present simple tense timeline on the
board to stress the fact that this tense is used to express routines. I also like to use simple
charts showing the underlying structure of this tense.
Comprehension Activities
Once you have introduced the tense, and used the whiteboard to explain forms, continue
teaching the present simple tense through activities which use the present simple in context.
I suggest this reading comprehension about daily routines, or this interview listening
comprehension.
Continued Activity Practice
Students have learned to recognize the present simple, as well as understand the form in
comprehension activities. It's time to continue by having students use the present simple to
describe their own lives in both spoken and written form. This detailed lesson on daily
routines will help you continue the practice.
Expected Problems
Here are most common challenges for students when using the present simple:
Confusing with the present continuous for actions occurring at the moment of
speaking.
Use of 's' in the third person.
Auxiliary verb usage in the question and negative form, but NOT in the positive
form.
Placement of adverbs of frequency.
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The present simple is used to express daily routines and habits. Adverbs of
frequency such as 'usually', 'sometimes', 'rarely', etc. are often used with the present simple.
This tense is often used with the following time expressions:
always, usually, sometimes, etc.
... every day
... on Sundays, Tuesdays, etc.
Basic Construction
Positive
Subject + Present Tense + object(s) + time Expression
Frank usually takes a bus to work.
Negative
Subject + do / does + not (don't / doesn't) + verb + object(s) + time Expression
They don't often go to Chicago.
Question
(Question Word) + do / does + subject + verb + object(s) + time Expression
How often do you play golf?
Test your understanding with this short quiz.
If you are a teacher, here is a guide on how to teach the present simple.
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Teaching the present simple tense is one of the first, and most important tasks when
teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin
with, and introduce simple adjectives to help students expand their understanding of the
verb 'to be'. After English learners are comfortable with the present and past forms of the
verb 'to be', teaching the present simple and past simple will be much easier.
Introducing the Present Simple
Start by Modeling the Present Simple
Most English learners are false beginners. In other words, they have already studied
English at some point. Begin teaching the present simple by stating some of your routines:
I get up at six thirty in the morning.
I teach at the Portland English School.
I have lunch at one o'clock.
etc.
Students will recognize most of these verbs. Model some questions for the students as well.
At this point, it's a good idea to ask yourself a question and provide the answer.
When do you have dinner? - I have dinner at six o'clock.
When do you come to school? - I come to school at two o'clock.
Where do you live? - I live in Portland.
etc.
Continue by asking students the same questions. Students will be able to follow your lead
and answer appropriately.
Introduce Third Person - S
Once the students are comfortable speaking about their own basic daily activities, introduce
the third person singular for 'he' and 'she' which will prove the most difficult for students.
Again, model the present simple third person 's' for the students.
When does Mary have dinner? - She has dinner at six o'clock.
When does John come to school? - He comes to school at two o'clock.
Where does she live? - He lives in Portland.
etc.
Ask each student a question and ask another for a reply, creating a chain of questions and
answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial
difference.
Where do you live? - (Student) I live in Portland.
Where does he live? - (Student) He lives in Portland.
etc.
Finally, introduce the negative form of the present simple in the same manner as above.
Remember to continually model the form to the students and immediately encourage a
similar answer.
Does Anne live in Seattle? - No, she doesn't live in Seattle. She lives in Portland.
Do you study French? - No, you don't study French. You study English.
etc.
Practicing the Present Simple
Explaining the Present Simple on the Board
Students will now recognize the present simple tense and be able to respond to simple
questions. It's time to introduce the grammar. Use a present simple tense timeline on the
board to stress the fact that this tense is used to express routines. I also like to use simple
charts showing the underlying structure of this tense.
Comprehension Activities
Once you have introduced the tense, and used the whiteboard to explain forms, continue
teaching the present simple tense through activities which use the present simple in context.
I suggest this reading comprehension about daily routines, or this interview listening
comprehension.
Confusing with the present continuous for actions occurring at the moment of
speaking.
Use of 's' in the third person.
Auxiliary verb usage in the question and negative form, but NOT in the positive
form.
Placement of adverbs of frequency.
Definition:
A negative verb construction that ends in -'nt.
These are the negative contractions commonly used in speech and in informal writing:
Shan't (the contraction of shall not ) is extremely rare in American English , but it can still be heard
in British English . Contractions for
may not ( mayn't ) and might not ( mightn't ) occur infrequently in contemporary English. Except in
Hiberno-English (which uses amn't ), there is no negative contraction for am , though the
nonstandard form ain't is sometimes used in casual speech. See Examples and Observations
(below).
See also:
Contraction
Double Negative
Negation
Negative Particle
Notes on Contractions in English
Polarity
Sentence Negation
"'If you shouldn't be defendin' him, then why are you doin' it?'
"'For a number of reasons,' said Atticus. 'The main one is, if I didn't I couldn't hold up my
head in town, I couldn't represent this county in the legislature, I couldn't even tell you or
Jem not to do something again.'
"'You mean if you didn't defend that man, Jem and me wouldn't have to mind you any
more?'
"'That's about right.'"
(Harper Lee, To Kill a Mockingbird. J.B. Lippincott, 1960)
Stella: Oh, you can't describe someone you're in love with! Here's a picture of him
Blanche: An officer?
Stella: A Master Sergeant in the Engineers' Corps. Those are decorations!
Blanche: He had those on when you met him?
Stella: I assure you I wasn't just blinded by all the brass.
(Tennessee Williams, A Streetcar Named Desire, 1947)
"I'll say, 'It was an accident Mom . . . a mistake . . . it won't happen again.'
"And Ralph will say, 'If you hadn't been thinking about that girl this never would have
happened.'"
(Judy Blume, Then Again, Maybe I Won't. Bradbury Press, 1971)
"I'm getting very deaf. I suppose I don't hear people. Emily's got a bad toe. We shan't be
able to start for Wales till the end of the month."
(John Galsworthy, The Forsyte Saga, 1922)
with a contracted negative, whereas auxiliary contraction is only possible for a smaller
number of verbs. For this reason, speakers have a choice between negative vs auxiliary
contraction for the following verb forms only: is, are; have, has, had; will, would; shall,
should. Some of the auxiliary contracted forms are ambiguous: he's not is the contracted
form of both he is not and he has not (although this use is relatively rare); I'd not can be
derived from either I had not, I would not or I should not; and you'll not can--at least in
principle--be the contracted form of you will not or you shall not.
"In addition, however, one has to consider different syntactic environments. The
distinction between auxiliary and negative contraction is only relevant for declarative
sentences. Only here and for those verbs listed above do speakers have a choice between
negative contraction, auxiliary contraction and completely uncontracted forms."
(Lieselotte Anderwald, Negation in Non-Standard British English: Gaps, Regularizations
and Asymmetries. Routledge, 2002)
statements. Standard English replaces I ain't with I'm not and the interrogative ain't I
(which is often added to statements, e.g., I'm safe, ain't I?) with a choice of somewhat
clumsy locutions: am I not? aren't I? or an even more roundabout Isn't that so? . . . The
firm rejection of ain't in Standard use is hard to explain, but clearly Americans have come
down hardest on it, and they have made the rejection stick in Standard American English.
Consciously jocular uses are acceptable, but using ain't in circumstances that do not
suggest deliberate choice may brand you as a speaker of Vulgar English."
(Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia
University Press, 1993)
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Use the present perfect to express a state or repeated action that began in the past and
continues into the moment of speaking. The present perfect or the present perfect
continuous can often be interchanged. The main difference between these two forms is that
the present perfect continuous is generally used to express the length of the current activity
up to the present moment in time.
This tense is often used with the following time expressions:
Here are the rules for using would rather, would prefer and prefer correctly. The first table
looks at how we can express specific preference; the second shows us how to express
general preference.
Would prefer, would rather:
expressing specific preference
We went to the theatre yesterday. Today I
When we speak about a specific preference,
would rather go to the cinema.
would rather and would prefer have the
We went to the theatre yesterday. Today I
same meaning and are interchangeable.
would prefer to go to the cinema.
Would rather can be abbreviated to 'd
rather.
I'd rather go to the cinema.
Would prefer can be abbreviated to 'd
I'd prefer to go to the cinema.
prefer.
Would rather is followed by the bare
I'd rather have fruit juice.
infinitive.
I'd prefer to have fruit juice.
We say: prefer . . . to . . .
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I am
you are
he is, etc.
I was
you were
he was, etc.
I have been
you have been
he has been, etc.
past simple
present perfect
Been or gone?
Been, gone: difference
gone = She went there and she is still there.
Liz has gone to the bank.
(She's at the bank now.)
been = She went there but now she's back.
Liz has been to the bank.
(She's back at home now.)
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Used to
Used to + verb infinitive refers to a habit or state in the past. It is used only in the past
simple tense.
Past habits
We used to live there when I was a child.
If you used to do something, you did it for a
I used to walk to school every day when I
period of time in the past, but you don't do it
was a child.
any more.
I used to like The Beatles, but now I never
Past states
We also say used to to express a state that
listen to them.
existed in the past but doesn't exist now.
He used to have long hair, but now its very
States are NOT actions. We express states
short.
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We often use short forms (called contractions) in spoken English. For instance, instead of
saying I am here, we often say Im here. Instead of he is late, we say hes late.
When we write a short form, we replace the missing letter with (called an apostrophe).
Short forms (contractions):
Im, hes, were, etc.
I
am = m
he, she, it
Im
is = s
are = re
have = ve
has = s
would = d
I'd
will = ll
I'll
dont (= do not)
cant (= cannot)
See a further explanation and more examples: Its = it is or it has. How to tell the
difference.
Id = I would or I had
Youd = you would or you had
Hed = he would or he had
Shed = she would or she had
Itd = it would or it had
Wed = we would or we had
Theyd = they would or they had
Lets = let us
whos = who is
who
who
what
whats = what is
what
Whatll happen if . . . ?
how
hows = how is
where
wheres = where is
when
whens = when is
heres = here is
there
theres = there is
there
there
that
thats = that is
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Few / a few, little / a little are quantifiers. Here is how to use them correctly:
Few, a few
A few is more than few.
We use a few and few + a plural
countable noun.
little.
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d = had or would
Home > English resources > Grammar rules > Other grammar rules >
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Here are the rules for using would rather, would prefer and prefer correctly. The first table
looks at how we can express specific preference; the second shows us how to express
general preference.
Would prefer, would rather:
expressing specific preference
We went to the theatre yesterday. Today I
When we speak about a specific preference,
would rather go to the cinema.
would rather and would prefer have the
We went to the theatre yesterday. Today I
same meaning and are interchangeable.
would prefer to go to the cinema.
Would rather can be abbreviated to 'd
rather.
I'd rather go to the cinema.
Would prefer can be abbreviated to 'd
I'd prefer to go to the cinema.
prefer.
We say: prefer . . . to . . .
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In this post well look at so and such, two more words that often cause problems for
students of English.
Well see a simple rule that tells us whether we need so or such in a sentence. You can then
test yourself with the quick exercise below.
Meaning
So and such both show an extreme state:
Hes so tall.
Its so cold today.
Its such a big country.
Shes such a nice lady.
Rule
Heres the simple rule:
We use so if we follow with just an adjective or adverb.
We use such if we follow with a noun.
Here are some examples to illustrate the rule:
so + adjective + that
so + adverb + that
such + adjective + noun + that
Here are some examples:
Its such a big country that it takes the train three days to cross it.
[The consequence of the extreme distance is that the journey takes a long time.]
Now try this quick quiz to see how well you can use so and such':
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English learners often have a problem with theyre, their and there because these words
have the same pronunciation despite having different spellings and meanings.
We call words like this homophones.
Here are some typical mistakes with theyre, their and there:
The children were ill last week but their fine now.
Theyre fine now.
Example sentences
Jack and Jill are quite wealthy. Their kids go to a private school.
Pete and Liz have two kids; theyre eleven and nine.
Can you see that sign over there?
Tigers are carnivores. Their food includes deer and antelope.
Want to test yourself? You can see a theyre, their, there exercise here.
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Used to
Used to + verb infinitive refers to a habit or state in the past. It is used only in the past
simple tense.
Past habits
We used to live there when I was a child.
If you used to do something, you did it for a
I used to walk to school every day when I
period of time in the past, but you don't do it
was a child.
any more.
I used to like The Beatles, but now I never
Past states
We also say used to to express a state that
listen to them.
existed in the past but doesn't exist now.
He used to have long hair, but now its very
States are NOT actions. We express states
short.
with stative verbs such as have, believe,
I used to believe in magic when I was a
know and like.
child.
Structure of questions:
Did(n't) he use to work in your office?
did(n't) + subject + use to be
Structure of negative:
I didn't use to like wine, but now I love it.
subject + didn't + use to be.
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Question words
Question word
What?
information, type
When?
Why?
reason
Which?
choice
Who?
How?
a person, a name
method, quality,
Example
Whats your name?
What is an oak a tree or a plant?
When were you born?
When are you coming today or tomorrow?
Why are you so tired?
Why dont you go to bed?
We have fruit tea and green tea which
would you like?
Who wrote War and Peace was it Tolstoy?
How do you travel to work by car?
condition
Whose?
possession, owner
Whom? (formal)
a person, name
Whom is very formal and is not often used in spoken English. Most native speakers use
who:
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http://speakspeak.com/resources/english-grammar-rules/various-grammar-rules
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The following grammar notes show the difference uses (and word order) of Very, Too and
Enough.
Enough + noun
Adjective + Enough
Enough + infinitive
When she lost her dog, it was enough to make her cry.
He was sick enough to stay home from work today.
I arrived at the airport early enough to make my flight to New York.
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Startseite
Confusing Words
Grammar
Vocabulary
Look at the sentence above, it uses enough in two different ways. Can you see them? What
is different about the way we use enough?
There are two examples in the sentence. Lets look at them separately:
1. "I dont have enough money."
Money is a noun, so it comes after enough.
2. "I will never be rich enough."
Rich is an adjective so it comes before enough.
Lets look at the two rules:
1. Enough + noun e.g. "There is not enough food for everybody, go and buy some more."
2. Adjective + enough e.g. "He is not tall enough to play basketball."
Remember! Adjective before, noun after.
Complete the sentences with enough/not enough or not ___ enough and words from
the box.
fast
big
time
hot
beds
water
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Suggestions for teaching the modals 'ought to', 'should', 'must' and 'have to' when talking
about suggestion or advice.
I have recently started teaching English in the sultanate of Oman. Please give me some
ideas on how to teach the modal verbs ought to, should, must and have to. I dont
find these easy and am having great difficulty in planning a teaching lesson.
How do I teach should and shouldnt to indicate suggestion/advice?
Joanna West
Modal verbs present specific problems for both teachers and learners. Quite apart from the
numerous difficulties associated with meaning, their use also differs from other verbs in a
number of ways, notably:
1. Forming the interrogative through inversion rather than the use of the auxiliary verb
do (so Can I? rather than *Do I can?)
2. Forming the negative by adding not to the modal verb rather than using the
auxiliary verb do (You mustnt and not *You dont must)
3. No s ending in the third person singular
4. No consistent past forms in some cases.
5. Have to, however, is different, forming interrogatives and negatives using do and
having a normal past form.
In terms of teaching the modal verbs, the list of verbs in the first question suggests that the
distinction between ought to and should and must and have to respectively is the key
point, which also suggests that the learners in question have reached a fair degree of
proficiency in English.
need or obligation. It is probably true to say, however, that must can generally be replaced
by have to but have to often cannot be replaced by must so in terms of teaching, it is
probably a good idea to teach have to for obligation because it is nearly always correct
whereas must is often inappropriate. Must and must not are useful for official notices
and instructions, e.g. You must carry your passport at all times and You must not smoke
in the toilets.
2. You should have been studying hard the whole term. Now it is difficult for you to catch up
with the group.
3. Jack should have come to see us but he didnt come. He was at the cinema.
4. Jack ought to have telephoned, but he didnt call up.
5. Jack ought to have warned us about his decision. We didnt know anything.
Had Better
'Had better' expresses advice and means 'would find it wiser or more suitable'.
E.g.: You had better go now (=it would be good, wise or suitable for you to go now).
Synonyms: ought to do something / should do something.
In negative structures, better comes before not.
E.g.: You had better not go now.
Patterns. Read and memorize!
1.
2.
3.
4.
5.
Would Rather
'Would rather' expresses choice and means 'would prefer to do something'.
E.g.: I would rather you didn't help them (=I would prefer it if you didn't help them).
Patterns. Read and memorize!
5. Jack ought to have warned us about his decision. We didnt know anything.
(the present perfect tense of the verb to be + the present participle of the main verb.)
Affirmative
Interrogative
Negative
(Verb Contractions: I have = Ive; he has = hes; she has = shes; it has = its; we have = weve; you
have = youve; they have = theyve; have not = haven't; has not = hasn't)
The Present Perfect Continuous denotes an action which began in the past, has been going on up
to the present and may be still going on.
Note: - The Present Perfect denote a complete action while with the Present Perfect Continuous
there is no implication of completeness.
Key examples:
I have been living here for three years.
The members of Parachute (rock band from Charlottesville, Virginia) graduated from college in
May 2008 and since then have been touring and promoting their debut album Losing Sleep and
sophomore album The Way It Was full-time. For study:
1. I have been studying English for 5 years.
I have studied English. I know it.
2. I have been reading English books all these years.
I have read David Copperfield. I can speak about it.
3. We have been practising at the language laboratory for 3 years.
I have practised this sound thoroughly.
4. We have been working all the time.
I have worked hard on my composition. I like it.
(the past perfect tense of the verb to be + the present participle of the main verb.)
Affirmative
Interrogative
Negative
The Past Perfect Continuous expresses an action which began before a given past moment and
continued into it or up to it. Also the Past Perfect Continuous denotes an action which was in
progress just before a given past moment and its effect tells on the past situation in some way.
Key example:
He said that he had been studying English for three years.
For study:
1. They had been sailing for ten days when at last they saw land.
2. They said that they had been working in this laboratory since they graduated from the
University.
(the future perfect tense of the verb to be + the present participle of the main verb.)
Affirmative
Interrogative
Negative
studying.
(Verb Contractions: I shall = Ill; he will = hell)
This construction is used for an event that will still be in progress at a certain point in the future.
Key example:
By the 1-st of June he will have been working here for 10 years.
He will have been working in the garden for an hour before you come to help him.
Modal Phrases (Had Better and Would Rather)
Semi-modal multi-word constructions 'had better' and 'would rather' are followed by the
infinitive without to.
Examples:
Had Better
'Had better' expresses advice and means 'would find it wiser or more suitable'.
E.g.: You had better go now (=it would be good, wise or suitable for you to go now).
Synonyms: ought to do something / should do something.
In negative structures, better comes before not.
E.g.: You had better not go now.
Patterns. Read and memorize!
1.
2.
3.
4.
5.
6.
Would Rather
'Would rather' expresses choice and means 'would prefer to do something'.
E.g.: I would rather you didn't help them (=I would prefer it if you didn't help them).
Patterns. Read and memorize!
5.
6.
7.
8.
9.
10.
2. Comment on the use of the Subjunctive Mood forms in the following quotations and funny
rhymes complex sentences with subordinate clauses of condition.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
If I could always read, I should never feel the want of society. (J. Byron)
If If all the year were playing holidays, To sport would be as tedious as to work. (W.
Shakespeare)
If I hadnt been a writer, I think I should have been a gardener. (A. Ckekhov)
We could never have loved the earth so well, if we had had no childhood in it. (G. Eliot)
I have loved the principle of beauty in all things, and if I had had time I would made
myself remembered. (J. Keats)
Most people would succeed in small things if they were not troubled with great
ambitions. (H. Longfellow)
If all the world were just, there would be no need of valour. (Plutarch)
If there had been a censorship of the press in Rome we should have had today neither
Horace nor Juvenal, nor the philosophical writings of Cicero. (F. Voltaire)
If dogs could talk, perhaps wed find it just as hard to get along with them as we do with
people. (K. apek)
If there were no bad people, there would be no good lawyers. (Ch. Dickens)
If Cleopatras nose had been shorter the whole history of the world would have been
different. (B. Pascal)
If I were not Alexander I would wish to be Diogenes. (Alexander of Macedon)
If the butterfly
courted the bee,
And the owl
the porcupine;
If churches were
built in the sea,
And three times
one was nine;
If the pony rode
his master,
If the buttercups
ate the cows,
If the cats had the
dire disaster
To be worried, sir,
by the mouse;
If mamma, sir,
sold the baby
To a gypsy
for half a crown;
If a gentleman, sir,
was a lady,
The world would
be Upside-down!
If any or all
these wonders
Should ever come about,
I should not consider
them blunders,
For I should be
Inside-out!
(William Brighty Rands)
Gerund - Grammar Exercises
Grammar exercises and activities for teaching the Gerund to English language learners. Some
exercises include answer keys.
Answer: 1. Skiing Indefinite Active; 2. telling - Indefinite Active; 3. having seen - Perfect Active;
4. taking up Indefinite Active; playing Indefinite Active; 5. having pushed Perfect Active; 6.
being praised Indefinite Passive; 7. rooting for Indefinite Active; 8. having been told Perfect
Passive.
II. State the forms and functions of the gerund .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Seeing is believing.
In copying this text he made a few mistakes.
After finishing the experiment the discussed the results.
After having read the letter, she put it into her bag.
We enrich our knowledge by reading books.
Asking him about it was useless.
It is good fishing in troubled water.
There is nothing doing.
Her greatest pleasure is reading such books.
He began reading this book yesterday.
We insisted on the meeting being put off.
I dont like his manner of reading.
I had the pleasure of knowing him personally.
Answer: 1. Seeing Indefinite Active, Subject; believing - Active Indefinite, part of a compound
predicate; 2. In copying Indefinite Active; adverbial modifier of time; 3. after finishing Indefinite Active; adverbial modifier of time; 4. after having read Perfect Active; adverbial
modifier of time; 5. by reading books - Indefinite Active; adverbial modifier of manner; 6. asking
Indefinite Active; subject; 7. fishing - Indefinite Active; subject; 8. doing Indefinite Active;
subject; 9. reading Indefinite Active; part of a compound predicate; 10. reading Indefinite
Active; part of a compound predicate; 11. being put off Indefinite Passive; object; 12. of reading
Indefinite Active; attribute; 13. of knowing - Indefinite Active; attribute.
III. Complete the proverbs and sayings by adding gerunds. Employ the suitable gerunds in brackets.
Consult this list of proverbs.
1. Learn to swim by ...
2.
3.
4.
5.
6.
7.
8.
9.
10.
(speaking; swimming; believing; saying; eating; boiling; paying; washing; crying over the split milk;
breaking eggs)
Answer: 1. Learn to swim by swimming. 2. Think twice before speaking. 3. Doing is better than
saying. 4. Seeing is believing. 5. Appetite comes with eating. 6. You cant make an omelet without
breaking eggs. 7. A watched pot is long in boiling. 8. Clean hands want no washing. 9. It is no use
crying over the split milk. 10. He who likes borrowing dislikes paying.
IV. Practise the following table. Make changes whatever necessary using the Gerund.
Model
To read English papers helps you to learn English better. Reading English papers helps you to
learn English better.
1.
To listen to the radio
To do grammar exercises
To speak English
2.
To travel
first class
by coach
by express
by plane
is more expensive.
will be more quicker.
may be more convenient.
Model
A: Rafael has given up (to smoke).
B: Rafael has given up smoking.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Model 2:
A: You are late.
B: Excuse my being late. (Excuse me for being late.)
1.
2.
3.
4.
Model 3:
You can make a living by (to write, to paint, to teach, etc.)
You can make a living by writing (by painting, by teaching, etc.)
1. you can keep healthy and fit (to walk much, to consult the doctor regularly, to diet, to go
in for sports, etc.);
2. a person can enjoy (to read, to visit museums, etc.);
3. you are good at (to play tennis, to learn foreign languages, to swim, etc.);
4. you are no good at (to play chess, to paint, to recite poetry, etc.)
3. Comment on the use of the participles in the following short dialogues and text.
Dialogues
At the Station
1
A.: I say, what about our bags?
B.: We must get them packed as quickly as possible.
A.: No need to make haste, I think. Let me finish this letter first.
B.: You can do that at the station waiting for the train. I like to go in good time.
2
A.: Have you long way to go?
B.: Yes, two nights.
A.: I saw many people waving to you from the platform.
B.: Oh, they are all my friends. They gave me such a send off. I almost missed the train. I was quite
out of breath having jumped in.
3
Lady: Porter, I want to have my bags taken out to the platform.
Porter: Ill surely Take care of them. But wed better wait till your train pulls in.
Lady: Oh, look at all those passengers getting excited, isnt it time we moved on?
Porter: Dont worry, madam. Its not your train. You have another 15 minutes to wait.
Text
Having examined the tickets the conductor of a slow train said pointing to a tall boy? Madam,
your boy cant pass as a half fare, hes too large. Being very angry at the slowness of their
progress the lady replied: He may be too large now, but he was small enough when we started.
2. Note the use of the gerund as subject in the following proverbs and sayings.
a.
1.
2.
3.
4.
5.
b.
1. 1. There is no accounting for tastes.
2. 2. There is nothing doing.
3. 3. There is no saying.
Quotations
1. Comment on the tense and voice forms of the gerund in the following quotations.
1. Journalists say a thing that they know isnt true, in the hope that if they keep on saying it
long enough it will be true. (A. Bennett)
2. One does not love a place the less for having suffered in it unless it has all been suffering,
nothing but suffering. (J. Austen)
3. One does not blame an epoch; one congratulates oneself on not having belonged to it. (J.
Cocteau)
4. The mirror reflects all objects without being sullied. (Confucius)
5. No one abhors violence more than I do. Still theres no use crying over spilt milk. (S. Lewis)
6. He who begins by loving Christianity better than Truth will proceed by loving his own sect
or church better than Christianity, and end by loving himself better than all. (S. T.
Coleridge)
7. Greatness consists in bringing all manner of mischief on mankind, and goodness in
removing it from them. (H. Fielding)
8. If a book is worth reading, it is worth buying. (J. Ruskin)
9. Riches are for spending. (F. Bacon)
10. The art of pleasing consists in being pleased. (W. Hazlitt)
11. He seemed to indulge in all the usual pleasures without being enslaved by any of them. (A.
Camus)
12. In baiting a mouse-trap with cheese, always leave room for the mouse. (Saki)
2. Point out the quotations in which the gerund is used in the syntactic function of an attribute,
object, predicate and subject.
1. Lord, how ashamed I should be of not being married before three and twenty! (J. Austen)
2. An annuity is a very serious business; it comes over and over every year, and there is no
getting rid of it. (J. Austen)
3. Life is one long process of getting tired. (S. Butler)
4. The world is a fine place and worth fighting for. (E. Hemingway)
5. It is happy for you that you possess the talent of flattering with delicacy. (J. Austen)
6. Theres only one corner of the universe you can be certain of improving, and thats your
own self. (A. Huxley)
7. Its no use crying over spilt milk, because all the forces of the universe were bent on
spilling it. (W. S. Maugham)
8. Well, Ill tell you, Miss Grange, you cant make an omelet without breaking eggs. I dont
ever believe anything till I see it in the papers. (W.S. Maugham)
9. This is adding insult to injuries. (E. Moore)
10. There is no duty we so much underrate as the duty of being happy. (R. L. Stevenson)
11. Borrowing is not much better than begging. (G. Lessing)
12. We judge ourselves by what we feel capable of doing, while others judge us by what we
have already done. (H. W. Longfellow)
13. No man was ever a great poet, without being at the same time a profound philosopher. (S.
T. Coleridge)
14. Its wiser being good than bad;
Its safer being meek than fierce;
Its fitter being sane then mad. (R. Browning)
Text
Read the extract, memorize the sentences with gerunds, and retell the text using those sentences.
"Now", said Wardle, after finishing lunch, "What do you say to an hour on the ice? You skate,
of course, Winkle?"
"Ye-yes, oh, yes," replied Mr. Winkle. "I-Iam rather out of practice but I shall enjoy skating."
Old Wardle led the way to a pretty large sheet of ice. After adjusting their skates all the guests
began describing circles with their legs, and cutting figures of eight.
All that time Mr. Winkle stood watching the others, with his face and hands blue with cold.
How he wished that something prevented him from showing his skill!
"Now, Winkle," cried Mr. Pickwick, very much surprised at his friends being so slow, "Come,
the ladies are all anxiety."
The unfortunate gentleman started moving to the centre of the reel and in so doing he struck
against Mr. Sawyer and with a loud crash they both fell heavily down.
(After 'The Posthumous Papers of the Pickwick Club' by Ch. Dickens)
them
a bricklayer
my friend
a boy
the landlady
hear(s)
heard
my friend
them
a guest
the hostess
our teacher
want(s)
wanted
you
him
our house
us
this work
go to bed.
turn off the light.
water the flowers.
mend the bookshelf.
I
She
They
let(s)
let
her son
expect(s)
expected
you
should like
you
him
George
to help me.
to have a good time.
to arrange everything by the time I come
back.
Exercise 2
Change the complex sentences into simple ones using complex objects.
Model:
A: I think that the flat is very cosy.
B: I think the flat to be very cosy.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Answer key:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Exercise 3
Combine the following sentences using either Complex Object or that-clause (pay attention to
Sequence of tenses).
1.
2.
3.
4.
They havent seen. The railway accident occurred near the station.
I heard. They argued about different tastes in art.
I see. Your tastes differ greatly.
We heard. He made a report on his new discovery.
Answer key:
1. They havent seen the railway accident have occurred near the station. - They havent seen
that the railway accident had occurred near the station.
2. I heard them argue about different tastes in art. / I heard them arguing about different tastes
in art. - I heard that they argued about different tastes in art.
3. I see your tastes differ greatly. - I see that your tastes differ greatly.
4. We heard him make a report on his new discovery. / We heard him making a report on his
new discovery. - We heard that he made a report on his new discovery.
Exercise 4
Practise in using Comlpex Object after 'make'. Change the sentences according to the model.
Model:
A: His mother advised him to write a story.
B: His mother made him write a story.
1.
2.
3.
4.
Exercise 5
Practise sentences with Complex Object after the verb 'want'. Say that you (he, she, they, etc.)
want somebody to do the following.
Model:
A: I want to be introduced to Mr Laurie. (the host)
B: I want the host to introduce me to Mr Laurie.
1.
2.
3.
4.
Answer key: 1. The patient wanted the doctor to examine him. 2. The man wants Doctor House to
treat him for rheumatism. 3. He wished the specialist to cure him of his illness. 4. Usually English
people dont like strangers to ask personal questions.
Exercise 6
Combine sentences using Complex Subject.
Model:
A: I heard him. He answered the door-bell.
B: I heard him answer the door-bell.
1.
2.
3.
4.
5.
Answer: 1. He saw her burst into tears. 2. I havent heard him call my name. 3. The nurse watched
the boy cry. 4. I felt his hand shake. 5. We saw the man pull the door open.
Exercise 7
Practise in using Complex Object.
a. Say what you (he, she) would (should) like me (him, her) to do.
Model:
to fix an appointment for someone for Monday
A: I would like you to fix an appointment for me for Monday.
1.
2.
3.
4.
Exercise 8
Read the extract from the poem pointing out complex objects. Learn the extract by heart.
The Wind
(by R. L. Stevenson)
I saw you toss the kites on high
And blow the birds about the sky.
And all round I heard you pass
Like ladies skirts across the grass.
Oh, wind, a-blowing all day long,
Oh, wind, that sings so loud a song!
I saw the different things you did.
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all.
O wind, a-blowing all day long!
O wind, that sings so loud a song !
Infinitive Worksheet
The forms and functions of the Infinitive: free exercises and answers to check your
result.
Exercise 1
Define the forms of the Infinitive (Passive or Active; Indefinite, Continuous, Perfect or Perfect
Continuous) in the following sentences.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
To say is to act.
To err is human, to forgive is divine.
To travel hopefully is the better thing.
The problem was to get there in time.
Our duty is to help this man.
He began to read this story yesterday.
He cant utter a word.
He wanted to read this book.
He prefers to read books in the original.
She was the first to come.
We shall have no possibility to go there.
The road to connect these two towns is being built.
Here is the letter to be sent at once.
There was only one house to live in.
There is no chance to get tickets for this concert.
He stopped there (in order) to rest a little.
He has come to see you.
You must work hard to master English.
He is well enough to continue this way.
Answers:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Exercise 3
Replace the subordinate clauses by infinitives in various functions.
Model
A: The child is very proud that he pressed the button in the lift.
B: The child is very proud to press the button in the lift.
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Exercise 4
Begin these sentences with it and put the infinitive to the end.
Model:
A: To make mistakes is easy.
Answers:
1.
2.
3.
4.
Exercise 5
Insert an active or a passive infinitive from the list below.
1.
2.
3.
4.
5.
6.
7.
8.
Exercise 6
Retell the following extract using infinitives in various functions.
Text
Paul offered to accompany his mother and they soon found a little gate, and soon were in a broad
green alley of the wood. In front was a cluster of low red farm buildings. It was very still. They
were already near enough to see a pond under overhanging oak-trees and some cows in the
shade. Mother and son went into the small garden. By the open door were some floury loaves, put
out to cool. A hen was just coming to peck them. In a minute a small frail woman appeared. "Oh!"
she exclaimed. "I am glad to see you. Its so lost up here, we have no one to talk to."
They were taken into the parlour a long, low room, with a great bunch of roses in the fire place.
There the women talked while Paul went out to survey the land. The world around was flooded
and bluebells, while tiny forget-me-nots were in the paths. The hills were golden with evening. It
was perfectly still, save for the rustling of leaves and birds.
(After 'Sons and Lovers' by D.H. Lawrence)
II
Explain the use of the verb 'may' and might and the forms of the infinitive in the following
proverbs and sayings.
1.
2.
3.
4.
5.
6.
The evil wound may be cured, but not the evil name.
Never put off till tomorrow what may be done today.
What may be done at any time is done at no time.
A bird may be known by its song.
Nothing is so bad but it might have been worse.
Nothing is so good but it might have been better.
Quotations
III
Comment on the use of the verb may in the following quotations. Explain them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
4.
A: Your bag is so heavy! What is there in it?
B: There are a few books and a big dictionary.
5.
1: Hello, Anne, are there any students in the classroom?
2: Yes, there are five of them.
6.
A: Is there anything else to do?
B: Yes, you can help Mother lay the table.
7
A: Were there many guests at the party last night?
B: Yes, quite a lot
A: Were there the Greenbergs there?
B: No, there werent. They are in Madrid.
8.
A: Excuse me, is there a bus-stop near here?
B: Yes, there is one, just round the corner.
A. Thank you.
9.
A: Is there a swimming pool in your area?
B: Yes, there is. I go there with my friends.
10.
A: Is there a pet shop near your house?
B: Yes, there is. I buy food for my cat there.
11.
A: Is there caf near there?
B: Yes, there is. On the corner of the street. You can see it.
12.
A: Is there a supermarket near your house?
B: Yes, there is. Its in front of the caf.
13.
A: What is there in the middle of the park?
B: There is an old church. Its a very beautiful.
14.
1: Excuse me. Is there a bus from here to National Gallery?
2: No, there isnt. Take bus 60 to Pennsylvania Avenue and then transfer to R2.
15.
1: Excuse me. Does this bus go to the Library of Congress?
2: No, this bus wont take you there. Youll have to change at Dupon Circle. By the way, you can
get there by subway. There is a subway station over there.
16.
(Booking Theatre Tickets)
1: Can I get tickets for tonights show?
2: The front row of the dress circle is fairly free.
1: Are there any boxes?
2: No, Im afraid not.
17.
(Booking Theatre Tickets)
1: Are there any seats left for Saturday tonight?
2: B-13 and B-14 are all that is left.
Proverbs
1. There is no fight without smoke.
2. For every thing there is a season (From the Bible, Ecclesiastes III (King James Version); 3:1
'To every thing there is a season, and a time to every purpose under the heaven').
3. There is no such thing as bad publicity.
4. If there were no clouds we should not enjoy the sun,
5. There is one born every minute (Meaning: There are many fools and dupes in the world).
This page contains free 'there is/are' grammar exercises with answer keys when necessary.
Exercise I
Write the interrogative and negative form of the following sentences according to the models:
Model 1:
There
is
Is
there
There is no pen on the desk.
a
a
pen
pen
on
on
the
the
desk.
desk?
the
the
glass.
glass?
Model 2:
There
is
Is
there
There is no tea in the glass.
some
any
tea
tea
in
in
Model 3:
There
are
some
Are
there
any
There are no dogs in the park.
dogs
dogs
in
in
the
the
park.
park?
Exercise II
Read and answer according to the model.
Model:
A.:
There
are
B.:
And
C.: There is one book on the shelf.
two
on
books
the
on
the
shelf?
table.
(one)
Exercise III
Read the following questions and answer them according to the model.
Model 1:
A.:
Is
there
a
B.: No, there isnt. There is no book on the desk.
book
on
the
desk?
are
there
in
the
room?
(four)
Exercise IV
Fill in the spaces with 'is' or 'are'. Practise in using 'There is/are' with plural and singular subjects.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Answers: 1. are; 2. is; 3. are; 4. are; 5. are; 6. is; 7. is; 8. are; 9. are 10. is; 11. are; 12. are; 13. is
Exercise V
Fill in the spaces with 'there is' or 'there are', 'are there' or 'is there'.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Answer key: 1. There is; 2. There are; 3. Is there; 4. There is; 5. is there; 6. is there; 7. there is; 8.
there are; 9. Are there; 10. Is there; 11. There is; 12.There is; 13. There is; 14. There is
Exercise VI
Note that 'there' can be used with all tenses of 'be'. Practise 'there + be' in various tenses.
1. Open the brackets and put the verb 'to be' in the Present Indefinite.
a. There (to be) a fine view from here (J. Galsworthy).
b. There (to be) no knowing when he will come.
c. There (to be) no going against bad blood.
d. (to be) there anybody there?
2. Open the brackets and put the verb 'to be' in the Future Indefinite.
a. There (to be) snow on high ground.
b. There (to be) enough for everybody, wont there?
3. Open the brackets and put the verb 'to be' in the Past Indefinite.
a. There (to be) a child with her.
b. There (to be) nothing to say.
c. There (to be) not any flowers on the balconies.
d. There (to be) no sign of him in the hall.
e. There (to be) no talking that evening.
f. There (to be) all of them on the bank.
g. There (to be) nothing to do.
Answers:
1.
a. There is a fine view from here (J. Galsworthy).
b. There is no knowing when he will come.
c. Theres no going against bad blood.
d. Is there anybody there?
2.
a. There will be snow on high ground.
b. Therell be enough for everybody, wont there?
3.
a. There was a child with her.
b. There was nothing to say.
c. There werent (were not) any flowers on the balconies.
d. There was no sign of him in the hall.
e. There was no talking that evening.
f. There were all of them on the bank.
g. There was nothing to do.
h. There was something wrong about the whole situation.
i. Once upon a time there were three wicked brothers.
j. There were circles under her eyes as though she had not slept (J. Galsworthy).
4.
a. There has never been anybody like you.
b. There has been a meeting at our plant this week.
Exercise VI
Answer the following questions.
1.
2.
3.
4.
Exercise VII
Solve the problems:
1. There twelve months in a year and thirty-six months in three years. How many months are there
in nine years?
Answer: There are one hundred eight (108) months in nine years.
2. What is there more on the earth land or water?
Answer: There is more water on Earth than land (surface area). (Water covers nearly 3/4 of the
planet.)
Going To Usage and Illustrative Examples
Another way of expressing a future action is the construction "to be going to + infinitive". It is
mainly found with dynamic verbs; it is characterized by the following additional modal meanings:
a) premeditated intention (see the illustrative example below):
1. Father and son are watching the stars.
Father: I wonder if theyre what we think they are? Stars! Stars like this! People think we know
about them. I wonder if we do. I wonder if we can. I wonder if we they are what we think they are.
Son: Lets find out. Im going to find out.
Father: Well.
Son: Im going to find out all about them.
Father: Perhaps you will. A lot of people have tried, you know. Sir Isaac Newton and Sir Robert
Ball and Sir William Herschell --
(G. P. Snow. The Search)
b) the action is imminent, unavoidable in the near future (see the passage quoted below):
2. The children eagerly tell their teacher of their holiday adventures.
Anne: Miss, we went to Southsea last week, and Ive brought you back a piece of rock.
Eric (producing a long piece of seaweed): Its for us to tell the weather by. You hang it up out in
the lobby and if its wet its going to rain, and if its dry, it aint going to rain.
The teacher: Isnt.
(Miss Read. Village School)
To Be Going to + Infinitive
Contents To Be Going to + Infinitive
To Be Going To + Infinitive form for a future action
I am
He is
She is
It is
We are
You are
They are
going to do something.
We often use the present form am/are/is/ going to + infinitive to talk about the future.
It is going to snow.
Meanings:
Generally speaking, the "going to +infinitive" construction often used to talk about future events
that have already been
decided 1)
or predicted 2).
1)
It expresses an intention or plan:
2)
We use this construction when we predict:
Sometimes we use "going to" when we say that something is going to happen because we can see
it coming (we have "present evidence for the future").
Had Better
We use had better plus the infinitive without to to give advice. Although had is the
past form of have, we use had better to give advice about the present or future.
We use had better to give advice about specific situations, not general ones. If you want
to talk about general situations, you must use should.
When we give advice about specific situations, it is also possible to use should.
However, when we use had better there is a suggestion that if the advice is not followed,
that something bad will happen.
You'd better do what I say or else you will get into trouble.
I'd better get back to work or my boss will be angry with me.
We'd better get to the airport by five or else we may miss the flight.
exercise 2
exercise 3
exercise 4
Had Better
We use had better when we give advice to others. The meaning of had better is similar to should.
Had better expresses advice and warning.
You had better watch your steps.
She had better listen to you.
It's getting late. I had better go.
More Examples
I would rather drive than go by bus.
I would rather drink water than soda.
I would rather quit smoking. (than pay for it)
I'd better leave before it gets dark.
He had better quit smoking.
You'd better tell me what happened. Now!
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Should have
We can use 'should have' to talk about past events that did not happen.
I should have let her know what was happening but I forgot.
He should have sent everybody a reminder by email.
They should have remembered that their guests don't eat pork.
We can also use 'should have' to speculate about events that may or may not have
happened.
She should have got the letter this morning. I expect she'll give us a call about it
later.
He should have arrived at his office by now. Let's try ringing him.
They should have all read that first email by this stage. It's time to send the next
one.
We can use ' should not have' to speculate negatively about what may or may not have
happened.
She shouldn't have left work yet. I'll call her office.
He shouldn't have boarded his plane yet. We can probably still get hold of him.
They shouldn't have sent the report off for printing yet. There is still time to make
changes.
my paintings and drawings are made with different materials and tools ..
for example this painting is done with oil pastel, acrylic paint, oil,
these others are made with pencils diferents types ..
This drawing is done with the technique of light and shadow
hey that's my talent ..... thanks for listening to me