GRAMMAR-SPEECH PRACTICE

Complete the Report by choosing the correct answer from the options given below:

1) Sanyukta Mane-30, delivers conjoined twins-Indapur

Conjoined twins-----------------------------------------by Sanyukta Mane,aged 30, in Indapur.
a) were delivered                         b) have been delivered                         c) will be delivered                 d) have to be delivered

2) The birth of healthy twins- Pune poses a challenge-the medical profession

A challenge----------------------------------------to the medical profession by the birth of healthy
twins in Pune.
a) was posed                b) is posed                  c) is being posed             d) has been posed

3) The twins-2day old-share one liver

One liver-----------------------------------------------shared by the two - day old twins.
a) was being                 b)was                         c)is                                   d)is being

4) the scientists bring –twins- Indapur to a pune hospital-under medical
supervision
The twins________________under medical supervision from Indapur to a Pune hospital by the
scientists.
a) are brought                b)are being brought   c)were brought                 d)were being brought

Q. 2. Below you can see a set of instructions for using a pipette to measure a required amount of water. Imagine that you have completed this procedure. Complete the following paragraph
reporting what you did by choosing the correct options.

Take a pipette and dip the nozzle into water in a vessel.
Suck out the air through the other end.
When the water rises to the mark on the pipette, cover its upper end and take the pipette out.
Then empty the water in the pipette into a beaker.

A pipette was taken and the nozzle was dipped into water in a vessel. a) …...................…………… through the other end. When b) ……………… .........……. on the pipette, its upper end was covered and c) …………...............……. Then d) …………................…… into a beaker.

(a) (i) the air is being sucked out                    (ii) the air has been sucked out
(iii) the air will be sucked out                        (iv) the air was sucked out

(b) (i) the water was raised to the mark          (ii) the water rose to the mark
(iii) the water will rise to the mark                   (iv) the water is rising to the mark

(c) (i) the pipette was taken out                      (ii) the pipette is to be taken out
(iii) the pipette has been taken out                  (iv) the pipette will be taken out

(d) (i) the water of a pipette was emptied         (ii) the water in the pipette was emptied
(iii) the water of the pipette is emptied            (iv) the water in the pipette is to be emptied

SPEECH PRACTICE

Q1. Read the following conversation carefully and complete the following passage by
choosing the most appropriate option.

Ranbir: Where is my car? I remember parking it here.
Policeman: The car has been towed away as you parked it in the ‘no parking area’
Ranbir: Sir, can I be excused this time?
Policeman: I hope you’ll remember the lesson you learnt today
Ranbir asked the policeman standing there (a)_________. The policeman replied
(b)_________ Ranbir requested the policeman (c)___________________. The policeman then
reminded him____ (d)____________.

1)
a) where was his car? He remembered parking it here.
b) that where his car was? He remembered parking it there.
c) where his car was. He remembered parking it there.
d) that where was my car? He remembered it was parked here.

2)
a) that the car had been towed away because he had parked it in the ‘no parking’ zone.
b) that the car was towed away because he had parked it in the ‘no parking’ zone.
c) the car had been towed away because it had been parked in the ‘no parking’ zone.
d) that the car had been towed away because it had been parked in the ‘no parking’
zone.

3)
a) to be excused that time.
b) whether he could be excused that time.
c) that he should be excused.
d) whether he could be excused this time.

4)
a) that he hoped he will have to remember the lesson he had learnt that day.
b) That he hoped he should be able to remember the lesson he had learnt that day.
c) that he has to remember the lesson he had learnt that day
d) that he hoped he would remember the lesson he had learnt that day.

GRAMMAR PRACTICE SHEET

GRAMMAR

1.Choose the most appropriate option from the ones given below to complete the
following passage. Write the answers in your answer sheet against the correct blank
number. (½ x8=4 Marks)
Three years ago, fresh (a)__________ of school, I (b) _________ the intimidating task of choosing
a career (c) __________ college started. My uncle, (d) __________ of the elders of the
family, suggested (e) _________ I do a summer job (f) __________ a multinational company
followed by a month of social service with an NGO. He said that (g) __________ that I could
(h)___________ which carrer to choose.
a) (i) from (ii) out (iii) in (iv) when

b) (i) in (ii) was (iii) have (iv) had

c) (i) for (ii) after (iii) before (iv) as

d) (i) are (ii) was (iii) one (iv) who

e) (i) when (ii) that (iii) which (iv) as

f) (i) in (ii) on (iii) for (iv) at

g) (i) before (ii) then (iii) after (iv) in

h) (i) made (ii) decision (iii) make (iv) decide

2.Rearrange the following words/phrases to form meaningful sentences. The first one
has been done for you.

is familiar \ properties \ most \ the neem \ medicinal \ to \ people \ for its
The neem is familiar to most people for its medicinal properties.

a) \ it is \ distinctive curled \ star-shaped \ recognized \ leaves \ by its \ flowers \ and

b) are pale \ tinge of rust \ the young \ and green \ with a \ leaves15

c) New Year’s day \ to ward off \ are eaten \ leaves \ the \ on \ sickness

d) cupboards \ are dried \ and cockroaches \ they \ put in \ and moths \ to keep out

3.Read the following conversation between a mother and daughter while watching a
cricket match. Complete the passage given below.

Mother : Who do you think will win the match?
Daughter : Who is wearing blue?
Mother : India
Daughter : Who are the men in yellow?
Mother : They are the Australians
Daughter : They will surely win the match.
Mother : Oh! Why do you feel so?
Daughter : There are 11 of them against just two Indians.

The mother asked her daughter who a)…………………………… The daughter enquired who
the ones in blue were. The mother replied that they were Indians. The girl then wanted b)
…………………………… When the mother said that they were Australians, the daughter emphatically
c) ……………………………. The mother d) ……………………. . The daughter replied
that there were 11 of them against just two Indians.

4.Complete the following news reports accompanying the following headlines by filling
in the blanks.

a) Drinking and Driving Banned
Drinking and driving ____________________.
b) Two killed in Accident
Two_________________________ between a car and a truck due to the fog on the roads
c) Drive against Illegal Constructions launched.
The police_________________________ illegally constructed houses in Mumbai
d) Cold wave claims 125 lives in country
The cold wave in North India ____________________ 125 people.

The Story of My Life Ch 3 & 4

1.Why did Helen make frantic efforts to free herself? Why were her parents

perplexed? What served as a ray of hope to Helen’s mother?

Helen made frantic efforts to communicate, which became very difficult

as she felt her signs for communicating become less and less adequate.

As she grew older, the need for expressing her emotions and

communicating with others became stronger. Her numerous attempts to

do so failed and she grew frustrated. She expressed that frustration in

physical outbursts and these happened frequently. This made her parents

worried and anxious. They knew that something had to be done to keep

her occupied. They thought of her education but they lived in Tuscumbia

which was far away from all the schools for the deaf and the blind. Helen’s

mother’s only hope was Dicken’s ‘American Notes’ in which she had read

about Laura Bridgman, a deaf and blind person who had been educated.


2. The narrator thoroughly enjoyed the train journey to Baltimore. Elucidate.

The narrator made friends with the fellow passengers. One lady gave her a

box of shells. Her father made holes in those shells so that she could string

them and for long time they kept her happy and contented. The conductor

on the train was also very kind and friendly. She clung to his coat tails as

he went on his rounds. He also allowed her to play with his punch. Helen

curled herself on a seat and amused herself punching holes in bits of

cardboard. During the whole trip she did not have any fit of temper as

there were so many things that kept her mind and fingers busy.


3. Though the narrator could not see she could feel the imperfections in the

doll made for her by her aunt. Describe how the narrator described the

doll, its defects and how she corrected them. What does this show about

her character?

The narrator was given a big doll by her aunt and it was made out of

towels. It was the most comical shapeless thing; it had no nose, mouth,

 ears or eyes-nothing that even the imagination of a child could convert

into a face. Curiously enough the absence of eyes struck her more than all

the defects put together. She pointed that out to everybody persistently

but no one seemed equal to the task of providing the doll with eyes. She

had a bright idea and the problem was solved. She tumbled off the seat

and searched under it until she found her aunt’s cap which was trimmed

with large beads. She pulled off two beads and indicated to her aunt that

she wanted them sewn on her doll. Her aunt raised her hand to her eyes in

a questioning way and the narrator nodded energetically. The beads were

sewn in the right place and the narrator could not contain her joy. This

showed how she felt about the lack of eyes or sight whether in objects or in

human beings. She felt that the doll was incomplete if it had no eyes.

Moreover it also showed how persistent and determined she was to restore

the eyes to the doll in order to give it a semblance of sight. She also felt

that the absence of eyes was the biggest of all defects put together.

4. When did Anne Sullivan, the teacher come to teach Helen? What did

Anne begin to do as soon as she arrived at Helen’s home?

Miss Anne Sullivan came to Helen’s home on March 3, 1887. It was the

most important day of Helen Keller’s life.

Miss Sullivan began to teach Helen to fingerspell using the manual

Alphabet. At the time of Sullivan’s arrival, Helen was sunk in deep thoughts.

She felt trapped in a never-to-abate darkness and her soul kept screaming

for Light. The moment she was embraced by Miss Sullivan she felt the light

of love shining on her.

Miss Sullivan gave her a doll and slowly spelled into her hand the word ‘d- o-l-l’ After Helen imitated these letters she learned from Miss Sullivan how

to spell a great many words on her hand

5. Describe the nature of the narrator before Miss Sullivan came into her life.

What changes took place in her nature after she spent a few days with

Miss Sullivan?

Before Miss Sullivan entered the narrator’s life the narrator was in a state of

despair because she did not know what the future held for her. Anger and

bitterness had preyed upon her continually for weeks. She felt like she was

ship stuck in a fog, trying to find its way to the shore; the ship was without a

compass or sounding-line and had no way to knowing how near the

harbour was. Her soul cried for light wordlessly.

After she spent a few days with Miss Sullivan, she learned to spell in an

uncomprehending ways a great many words and a few verbs like: sit,

stand and walk. After several weeks she understood that everything had a

name. The word ‘water’ awakened her soul, gave it light, hope, joy and set

it free. She now knew that everything with the strange, new sight that had

come to her. She remembered many words like mother, father, sister,

teacher that had come to her. She said that it would have been difficult to

find a happier child than she was as she lay in her crib and lived over the

joys that had brought her and for the first time she longed for a new day to

come.

6. What incident led the narrator to dash her doll to the floor that resulted in

its breaking up into pieces? What were her feelings then?

One day, while the narrator was playing with her new doll, Miss Sullivan put

her big doll into her lap, spelled‘d-o-l-l‘ and tired to make her understand

that ‘d-o-l-l’ applied to both. Earlier in that day she had a tussle over the

words ‘m-u-g’ and ‘w-a-t-e-r’. Miss Sullivan tired to impress upon her that

‘m-u-g’ is mug and ‘w-a-t-e-r’ is water but she persisted in confounding

the two. In despair, Miss Sullivan stopped teaching for sometime hoping to

resume later. By then the narrator had become frustrated at Miss sullivan’s

attempts at teaching her and seized her new doll and dashed it upon the

floor. The doll broke into fragments. Neither sorrow nor regret followed her

passionate outburst. She had no sensitivity towards others. In the dark

world in which she lived there was no sentiment of tenderness. She felt her

teacher sweep the doll’s fragments and she was content that the cause of

her discomfort had been removed.

Not Marble, nor the Gilded Monuments

1.What according to the poet transcends time in the poem?

The poet in ‘Not Marble, nor the Gilded Monuments’ states that

literary art or ‘powerful rhyme shall transcend time’. Time spoils or

destroys everything sooner or later. But it has no effect on powerful

rhyme or literary art. That is why we see old monuments and

buildings in ruins but literary art is not affected by time.

2. How will the ‘living record’ of the poet’s beloved and his memory

be more powerful than wasteful years?

The living record of the poet’s beloved and his memory of her are

in good shape and form in literary art. Time can’t affect this art

though it spoils or destroys physical things such as monuments or

statues.

3. What is the fate of the monuments and effigies? Answer with

reference to Shakespeare’s poem.

The fate of monuments and effigies is defined by time. Time is the

most powerful spoiler of all things. It spoils, ruins or destroys

everything in the form of monuments and statues. Time, therefore

wastes these slowly but surely, but not anything that has been

immortalized as literary art.

4. How will the poet’s beloved sustain herself/himself against death?

The powerful rhyme written to praise the beloved will hold forth

against death and all oblivious enmity or forms of destruction like

war. It is forgetful of everything and seeks to destroy everything.

His/her praise shall be there in all posterity.

5. Why does the poet refer to Time as sluttish?

The poet refers to time as sluttish because time spoils everything

sooner or later. Sluttish here means something that spoils anything.

6. What effect do time and war have on the monuments built by the

princes?

Time and war affect the monuments built by the princes. Wars

bring in instant ruin to these things, though time takes much longer

to ruin or spoil anything. We see old monuments eroding or

collapsing with the passage of time. Time brings everything to a

state of ruin.

Long Answers

a. What is the theme of the poem?

The poet describes his beloved or friend in this poem beautifully he

says that princes, kings etc, build marbled or gilded monuments to

perpetuate their memories. But wars, fights and time destroy them.

But his beloved has been immortalized in this sonnet these

monuments shall not outlive this ‘powerful rhyme’. On the other

hand this verse written in praise of his beloved will shine more

brightly than these monuments spoiled by sluttish time. Wasteful

wars and the sword of Mars or its quick fire shall not destroy her

living memory in this sonnet. His beloved through his sonnet shall

pace forth against death and enmity. She will live in the eyes of all

posterity and wear tout this world to the ending doom. This ways

she will always live in this sonnet and swell in her lover’s eyes.

As a reader of ‘Not Marble, nor the Gilded Monuments’ write out

what you learn about the poet’s beloved.

After reading Not.....monuments’ I learn that the poet has

immortalized his beloved or friend through this poem. He says that

his beloved or fiend lies immortalized in ‘this powerful rhyme’. She

has become a living memory in this form of literary art. Marbled or

gilded monuments of princes shall not outlive her. Nor will these

and sluttish time affect her immortality. Wars and fights destroy

even the most beautiful works of masonry. But these will not affect

her. The sword of Mars or war’s quick fire will not burn this living

record in this sonnet. On the other hand his beloved shall walk

against death and enmity. Her praise shall find a place in the eyes

of all posterity. Thus his beloved shall arise even after judgement

day. She shall ever live in this sonnet and consequently in her

lover’s eyes.

Non-finites

Join the following pairs of sentences by making the first in each

case an – ing phrase.

1. The woman held her child tightly. The woman boarded the train.

2. The athlete stretched his leg muscles. He got into position for the

race.

3. The boy took the aim. He hit the target.

4. The clown entered the arena. He rode a stilt bicycle.

5. The woman wore her shawl. She went out for a walk.

6. She opened the box. She found some coins missing.

7. They found the door of the house unlocked. They checked for an

intruder inside the house.

8. Mother sifted the flour. She added the flour to the beaten eggs.

9. The policeman walked down the street. He found a bundle of

notes on the sidewalk.

10. Jane switched on the geyser. She got ready to take a shower.

Join the following sentences by using enough followed by an

infinitive.

1. Vishwanath is a very strong boy. He can carry a piano on his back.

2. Nisha was very cautious. She did not make any mistakes.

3. The old lady couldn’t hear very well. She did not know that a car

was coming up behind her.

4. Inam is very honest. He owned up to his mistake at once.

C. Join the following sentences by using ‘having’. Change the first

sentence into a phrase.

1. She completed her homework. She went to play.

2. They finished the assignment. They went to have some coffee.

3. The bees made a hive outside my window. They went to gather

nectar from the roses.

4. Reshma cooked all evening. Then she laid the table for dinner.

5. We cleaned the classroom. We sat down to rest.

D. Join the following sentences using en/ed phrases.

1. The shop is situated in a busy market of Mumbai. It is one-stop shop

for all household goods.

2. They were beaten by the host team. They decided to practice

harder for the next championship.

3. The thief was chased by the police. He decided to hide under the

bridge.

4. The traitor was exiled by the king. He led a life of disgrace and

shame.

5. The herd of wildebeests were terrified by the pride of lions. They

charged through the forest at breakneck speed.

E. Change each of the following pairs of sentences by replacing the

underlined verb with its gerundial form. Do use the preposition for a

gerund that is used as the object of a preposition.

1. May I borrow your bicycle? Do you mind?

2. Vijay fought with his neighbour. He was ridiculed by many. (for)

3. She made a brilliant movie. She was hailed by the critics. (for)

4. Miss Nair teaches Bharat Natyam to her students. She is excellent

at it.

5. She became a private investigator. Her family objected to it.

F. Complete the following sentences with either the –ing form or the

to +verb form of the verbs given in the brackets.

Rakesh was hell bent on ______________ (study) the various species

of butterflies found around his house. ______________ (take) a net

he set off on foot ______________ (head) for the hill nearby. ______________(catch)

 butterflies is not an easy task especially on

a hot summer day. He saw a young boy ______________ (sit) on a

rock holding a jar with two butterflies in it. ______________ (walk) up

to the boy he questioned him about the butterflies. The boy spoke

to him about his hobbies. He said that he was fond of ______________, (trek) and ______________(swim) . He loved

______________ (go) to Mahableshwar for his treks. He was ready

______________ (share) some information about ______________

(trek) with Rakesh.

G. Complete the following paragraph using the right form of the verbs

given in brackets.

It ___________ (be) Monday morning, Rudra was reluctant to open

his eyes. ___________ (consider) Monday especially unpleasant in

the calendar he was ___________ (determine) to stay in bed all

morning. After an ___________ (excite) Sunday spent in ___________

(fly) kites from Raksha’s terrace he had no intention of ___________

(get) up to draw water from the well for the family. ______________

(see) him ______________ (lie) in bed and ______________ (stare) at

the ceiling his mother flew into a rage. She ______________ (stride)

into the bedroom and pulled the blanket off his ______________

(sleep) form. ______________ (know) that he could not win her

empathy, he walked with a ______________ (measure) stride to the

well outside the compound. ______________ (throw) the blue plastic

pot into its cool depths he drew out water to wash his face.

Subject-Verb Agreement-Practice sheet

Fill in the blanks with the correct from of the verb from the brackets.

1. Dr. Shetty is one of those professors who ___________

distracted most of the time. (seem/seems)

2. ___________ either Rohit or his parents written to

Ankit? (have/has)

3. Everybody on this team ___________ really hard to please the

new coach. (try/tries)

4. Because there ___________ so many students in that class, I

can sometimes sleep in the back row. (are/is)

5. Neither traffic light--neither the one on North Avenue nor the

one on M. G Road-- ___________ working after the

storm. (was/were)

6. Mr. Puri, along with his mother, ___________ lived in this town

for thirty years. (has/have)

7. There ___________ no reasons for this mistake that I can

see. (are/is)

8. Some of the flour already ___________ gone bad. (has/have)

9. One of these students ___________ obviously cheated on the

exam. (has/have)

10.Either the University Women's Team or the University Men's

Team ___________ going to be the national champion this

year. (are/is)

11.Carlos and his brother Raoul ___________ moving to Singapore

the next summer. (are/is)

12.Several of the students ___________ decided to join the

rally. (has/have)

B. Choose the correct form of the verb that agrees with the subject.

1. Annie and her brothers (is, are) at school.

2. Either my mother or my father (is, are) coming to the meeting.

3. The dog or the cats (is, are) outside.

4. Either my shoes or your coat (is, are) always on the floor.

5. George and Tamara (doesn't, don't) want to see that movie.

6. Benito (doesn't, don't) know the answer.

7. One of my sisters (is, are) going on a trip to France.

8. The man with all the birds (live, lives) on my street.

9. The movie, including all the previews, (take, takes) about two

hours to watch.

10. The players, as well as the captain, (want, wants) to win.

11. Either answer (is, are) acceptable.

12. Every one of those books (is, are) fiction.

13. Nobody (know, knows) the trouble I've seen.

14. (Is, Are) the news on at five or six?

15. Mathematics (is, are) John's favorite subject, while Civics (is, are)

Andrea's favorite subject.

16. Eight dollars (is, are) the price of a movie these days.

17. (Is, Are) the tweezers in this drawer?

18. Your pants (is, are) at the cleaner's.

19. There (was, were) fifteen candies in that bag. Now there (is, are)

only one left!

20. The committee (debates, debate) these questions carefully.

21. The committee (leads, lead) very different lives in private.

22. The Prime Minister, together with his wife, (greets, greet) the

press cordially.

23. All of the CDs, even the scratched one, (is, are) in this case.

C. Rewrite these sentences, correcting the forms of the verbs wherever

necessary.

1. The players of this team has done a good job.

2. My friend along with her sister are coming over for dinner tomorrow.

3. The list of the participants have been given to the judges.

4. Thirty percent of the women is in favour of building a school in the

village.

5. The minister, as well as his aides are coming for the meeting.

6. The drama class have several students ranging from eight to fifteen

years old.

7. Either my mother or my brother are coming for my graduation

ceremony.

8. Nothing have changed in this town in the last twenty years.

9. When a new government takes over things is bound to change.

10. The oldest of my cousins have to teach the others the right way to

recite the ‘shlokas’.

11. The old lady with the basket on her head and the little kitten

following her make a pretty picture.

The Formulas of English Tenses ,used in VOICE

The Formulas of English Tenses

It is necessary to learn tense forms by heart. The best way is to memorize them in the following formula: Personal pronoun + tense form (I write, he writes, we write, you write, etc.) Memorizing tense forms in such constructions will also help you to memorize basic subject-verb agreement in person and number.

The formulas of the tenses in the active

Two verbs are given below, one regular (work – worked – worked), the other irregular (write – wrote – written), in the tenses in the active voice. The most common tenses are marked with the plus sign (+).

+ Simple present

I / we / you / they work, write

he / she / it works, writes

+ Present continuous

I am working, am writing

he / she / it is working, is writing

we / you / they are working, are writing

+ Present perfect

I / we / you / they have worked, have written

he / she / it has worked, has written

+ Present perfect continuous

I / we / you / they have been working, have been writing

he / she / it has been working, has been writing

+ Simple past

I / he / she / it / we / you / they worked, wrote

+ Past continuous

I / he / she / it was working, was writing

we / you / they were working, were writing

Past perfect

I / he / she / it / we / you / they had worked, had written

Past perfect continuous

I / he / she / it / we / you / they had been working, had been writing

+ Simple future

I / he / she / it / we / you / they will work, will write

Future continuous

I / he / she / it / we / you / they will be working, will be writing

Future perfect

I / he / she / it / we / you / they will have worked, will have written

Future perfect continuous

I / he / she / it / we / you / they will have been working, will have been writing

The formulas of the tenses in the passive

Two verbs are given below, one regular (call – called – called), the other irregular (choose – chose – chosen), in the tenses in the passive voice. The most common tenses are marked with the plus sign (+). The perfect continuous tenses and the future continuous are generally not used in the passive.

+ Simple present

I am called, am chosen

he / she / it is called, is chosen

we / you / they are called, are chosen

Present continuous

I am being called, am being chosen

he / she / it is being called, is being chosen

we / you / they are being called, are being chosen

+ Present perfect

I / we / you / they have been called, have been chosen

he / she / it has been called, has been chosen

+ Simple past

I / he / she / it was called, was chosen

we / you / they were called, were chosen

Past continuous

I / he / she / it was being called, was being chosen

we / you / they were being called, were being chosen

Past perfect

I / he / she / it / we / you / they had been called, had been chosen

+ Simple future

I / he / she / it / we / you / they will be called, will be chosen

Future perfect

I / he / she / it / we / you / they will have been called, will have been chosen

Active voice

	Simple	Continuous	Perfect	Perfect continuous
Present	I, we, you, they take he, she, it takes	I am taking he, she, it is taking we, you, they are taking	I, we, you, they have taken he, she it has taken	I, we, you, they have been taking he, she it has been taking
Past	took	I, he, she, it was taking we, you, they were taking	had taken	had been taking
Future	will take	will be taking	will have taken	will have been taking

Passive voice

	Simple	Continuous	Perfect	Perfect continuous
Present	I am taken he, she, it is taken we, you, they are taken	I am being taken he, she, it is being taken we, you, they are being taken	I, we, you, they have been taken he, she it has been taken	–
Past	I, he, she, it was taken we, you, they were taken	I, he, she, it was being taken we, you, they were being taken	had been taken	–
Future	will be taken	–	will have been taken	–

Tense

Tense	Affirmative/Negative/ Question	Use	Signal Words
Simple Present	A: He speaks. N: He does not speak. Q: Does he speak?	§  action in the present taking place once, never or several times §  facts §  actions taking place one after another §  action set by a timetable or schedule	always, every …, never, normally, often, seldom, sometimes, usually if sentences type I (If Italk, …)
Present Progressive	A: He is speaking. N: He is not speaking. Q: Is he speaking?	§  action taking place in the moment of speaking §  action taking place only for a limited period of time §  action arranged for the future	at the moment, just, just now, Listen!, Look!, now, right now
Simple Past	A: He spoke. N: He did not speak. Q: Did he speak?	§  action in the past taking place once, never or several times §  actions taking place one after another §  action taking place in the middle of another action	yesterday, 2 minutes ago, in 1990, the other day, last Friday if sentence type II (If Italked, …)
Past Progressive	A: He was speaking. N: He was not speaking. Q: Was he speaking?	§  action going on at a certain time in the past §  actions taking place at the same time §  action in the past that is interrupted by another action	when, while, as long as
Present Perfect Simple	A: He has spoken. N: He has not spoken. Q: Has he spoken?	§  putting emphasis on the result §  action that is still going on §  action that stopped recently §  finished action that has an influence on the present §  action that has taken place once, never or several times before the moment of speaking	already, ever, just, never, not yet, so far, till now, up to now
Present Perfect Progressive	A: He has been speaking. N: He has not been speaking. Q: Has he been speaking?	§  putting emphasis on the course or duration (not the result) §  action that recently stopped or is still going on §  finished action that influenced the present	all day, for 4 years, since 1993, how long?, the whole week
Past Perfect Simple	A: He had spoken. N: He had not spoken. Q: Had he spoken?	§  action taking place before a certain time in the past §  sometimes interchangeable with past perfect progressive §  putting emphasis only on the fact (not the duration)	already, just, never, not yet, once, until that day if sentence type III (If I had talked, …)
Past Perfect Progressive	A: He had been speaking. N: He had not been speaking. Q: Had he been speaking?	§  action taking place before a certain time in the past §  sometimes interchangeable with past perfect simple §  putting emphasis on the duration or course of an action	for, since, the whole day, all day
Future I Simple	A: He will speak. N: He will not speak.  Q: Will he speak?	§  action in the future that cannot be influenced §  spontaneousdecision §  assumption with regard to the future	in a year, next …, tomorrow If-Satz Typ I (If you ask her, shewill help you.) assumption: I think, probably, perhaps
Future I Simple (going to)	A: He is going to speak. N: He is not going to speak. Q: Is he going to speak?	§  decision made for the future §  conclusion with regard to the future	in one year, next week, tomorrow
Future I Progressive	A: He will be speaking. N: He will not be speaking. Q: Will he be speaking?	§  action that is going on at a certain time in the future §  action that is sure to happen in the near future	in one year, next week, tomorrow
Future II Simple	A: He will have spoken. N: He will not have spoken. Q: Will he have spoken?	§  action that will befinished at a certain time in the future	by Monday, in a week
Future II Progressive	A: He will have been speaking. N: He will not have been speaking. Q: Will he have been speaking?	§  action taking place before a certain time in the future §  putting emphasis on the course of an action	for …, the last couple of hours, all day long
Conditional I Simple	A: He would speak. N: He would not speak. Q: Would he speak?	§  action that mighttake place	if sentences type II (If I were you, Iwould gohome.)
Conditional I Progressive	A: He would be speaking. N: He would not be speaking. Q: Would he be speaking?	§  action that might take place §  putting emphasis on the course /duration of the action
Conditional II Simple	A: He would have spoken. N: He would not have spoken. Q: Would he have spoken?	§  action that mighthave taken place in the past	if sentences type III (If I had seen that, I would have helped.)
Conditional II Progressive	A: He would have been speaking. N: He would not have been speaking. Q: Would he have been speaking?	§  action that might have taken place in the past §  puts emphasis on thecourse / duration of the action