Grammatical category of tense in English verb - pf.jcu.cz · voice, and aspect. Dušková stresses...

Jihočeská univerzita v Českých Budějovicích

Pedagogická fakulta

Katedra anglistiky

Závěrečná práce

Grammatical category of tense in English verb

Gramatická kategorie času u anglických sloves

Program: DVPP - Učitelství anglického jazyka pro 2. stupeň ZŠ

Vypracoval: Mgr. Petr Menčík

Vedoucí práce: Mgr. Ludmila Zemková, Ph.D.

České Budějovice 2018

Prohlášení

Prohlašuji, že svoji závěrečnou práci jsem vypracoval samostatně pouze s použitím pramenů a literatury uvedených v seznamu citované literatury.

Prohlašuji, že v souladu s § 47b zákona č. 111/1998 Sb. v platném znění souhlasím se zveřejněním své závěrečné práce, a to v nezkrácené podobě elektronickou cestou ve veřejně přístupné části databáze STAG provozované Jihočeskou univerzitou v Českých Budějovicích na jejích internetových stránkách, a to se zachováním mého autorského práva k odevzdanému textu této kvalifikační práce. Souhlasím dále s tím, aby toutéž elektronickou cestou byly v souladu s uvedeným ustanovením zákona č. 111/1998 Sb. zveřejněny posudky školitele a oponentů práce i záznam o průběhu a výsledku obhajoby kvalifikační práce. Rovněž souhlasím s porovnáním textu mé kvalifikační práce s databází kvalifikačních prací Theses.cz provozovanou Národním registrem vysokoškolských kvalifikačních prací a systémem na odhalování plagiátů.

V Českých Budějovicích 27. 4. 2018

…………………………………………………

Anotace:

Práce se zaměří na slovesnou kategorii času. V úvodní části bude vysvětlen rozdíl mezi časem

jako slovesnou kategorií a časem mimojazykovým, vyjadřujícím časové zařazení děje z

hlediska mluvčího či časové vztahy mezi různými ději. Bude též vysvětlen rozdíl v anglickém

označení pojmu “čas”. Dále bude osvětlen koncept času jako deiktické kategorie a bude

popsán celý systém časů z hlediska mluvčího, včetně časových forem anglického slovesa.

Samotný závěr práce bude tvořit analýza praktického užití gramatických časů na základě

testování žáků 2. stupně základních škol.

Klíčová slova: druhý stupeň, základní škola, vzdělávání, slovesa, čas, slovesný čas

Abstract:

The final work will focus on the category of verb tenses. The introductory part will explain

the difference between the grammatical category of the tense and the concept of time without

using tenses. The work will also comment on the possible meanings of the term "time".

Furthermore, the concept of time as a deictic category will be under the study as well as the

system of grammatical tenses. The conclusion, based on testing pupils of the 2nd grade of

elementary schools, will be devoted to an analysis of the practical use of grammatical tenses.

Key words: second grade, elementary school, education, verbs, time, tense

4

The content

The introduction ...................................................................................................................................... 5

1. Theoretical part ................................................................................................................................ 6

1.1. Verb classes ................................................................................................................................. 6

1.2. Grammatical Categories of Verbs ............................................................................................... 7

1.3. Tense ........................................................................................................................................... 8

1.5. The present simple ..................................................................................................................... 10

1.6. The present progressive / continuous ........................................................................................ 11

1.7. The present perfect simple......................................................................................................... 11

1.8. The present perfect progressive ................................................................................................. 12

1.9. The past simple .......................................................................................................................... 12

1.10. The past progressive .............................................................................................................. 13

1.11. The future simple - will ......................................................................................................... 13

1.12. The future simple – going to ................................................................................................. 14

2. Practical part .................................................................................................................................. 15

2.1. The research .............................................................................................................................. 15

2.2. The results ................................................................................................................................. 18

Conclusion ............................................................................................................................................. 27

Appendices ............................................................................................................................................ 28

The online sources: ................................................................................................................................ 32

List of figures: ....................................................................................................................................... 33

5

The introduction The aim of the final work is to summarize the concept of English verb tenses. The work is

divided into theoretical part describing the system of grammatical tenses and practical part

exploring verb tenses in particular examples. The initial part defines the verb as the part of

speech and summarizes its categories. It also explains the difference between the terms tense

and time. The core of the theoretical part is devoted to the system of tenses. The practical part

investigates on the basis of a specially formed test, how pupils of a second grade of

elementary school are able to use and understand English tenses.

6

1. Theoretical part A verb is a word that denotes action or being. According to Burton, the verb is the

essential word in the predicate, because it plays very important role in telling us something

about the subject of the sentence. Burton (1984:26) shows several examples:

Subject Predicate

1 The detective found three witnesses.

2 My sister emptied the bag of sweets.

3 A rescue team reached the stranded climbers.

If the italicised word is omitted from each of these sentences, the words that remain no

longer form a sentence, for they do not express a complete thought:

1 The detective - three witnesses

2 My sister - the bag of sweets

3 A rescue team - the stranded climbers

The verb may consist of one word, but they often consist of more words. Burton (1984:27)

shows several examples:

1 The guests were told the news after dinner.

2 We must leave next week.

3 That road has been dangerous for years.

Sometimes, words that are not part of the verb come between the words that make up the

verb. (Burton 1984:27)

Examples

1 The weather has often been cold in May.

2 The scientists could not repeat the experiment.

3 All the bargains have now vanished from the shops.

As Burton claims, the word (or group of words) that performs the essential 'telling'

function in the predicate is called the verb.

1.1. Verb classes There are two main classes of the verbs in English, the auxiliary verbs, the semi-

auxiliary verbs and the lexical verbs. They can be further divided into several subclasses, as

shown in the scheme below. According to this scheme (Quirk 1991:69), auxiliary verbs can

be divided into primary auxiliary verbs and modal auxiliary. The second group is formed by

full lexical verbs. The group of verbs in between is called semi-auxiliary verbs.

7

Figure 1: Verb classes (Quirk 1991:69)

1.2. Grammatical Categories of Verbs The grammatical categories of the verbs in English are person, number, tense, mood,

voice, and aspect. Dušková stresses primary verbal features (tense, aspect, mood, voice) and

secondary nominal features (subject-verb agreement in person and number)

The person can be 1st, 2nd and 3rd.

The number is singular or plural for each person.

The tense can be past, present and future. Each of them can be simple, perfect or

progressive / continuous.

The voice is active or passive.

There are four moods– the indicative, the imperative, the infinitive, the subjunctive.

The aspect expresses how an action, event, or state, denoted by a verb, extends over

time.

8

1.3. Tense The tense describes when the activity is happening. This term means the time whether the

action takes place. The lexical verbs can exist in the present (speak), in the past (spoke) and in

the future (will speak)

The simple tenses denotes present, past or future in a direct way. The continuous

tenses indicating that an action is, was or will be continuing. The perfect tenses indicating that

an action is, was or will be completed. The future in the past tense denotes an action that, at a

point in past time, still lay in the future.

Time is a concept which is related to our perception of reality. There are three times:

past, present and future. Tense is a grammatical category which is marked by verb inflection

and expresses when an event or action happens in the flow of time.

Strictly speaking, only two English tenses are marked by the inflection of the verb:

past (talked), present (talks)

Other tenses are marked by auxiliaries (be, have):

past continuous (was/were talking), past perfect (had talked)

past perfect continuous (had been talking), present continuous (am/are/is talking)

present perfect (have/has talked), present perfect continuous (have/has been talking)

As future time is expressed with the modal will + infinitive and not with inflection, the

forms with will (will talk, will be talking, will have talked, will have been talking) are not

considered to be tenses.

Therefore, the twelve basic tenses in English are:

Figure 2. (Grammaring, The English grammar, p. 118)

Note that certain tenses in English may refer to a different time than that expressed by

their names. For example, the present continuous tense may refer to either present or future

time:

"What are you doing?" "I'm reading." (present reference)

Simple Continuous Perfect Perfect continuous

Past Past simple Past continuous Past perfect Past perfect continuous

Present Present simple Present continuous Present perfect Present perfect continuous

Future Future simple Future continuous Future perfect Future perfect continuous

9

"What are you doing on Wednesday evening?" "I'm visiting my grandma." (future reference)

1.4. Tense and Time

It is very important not to confuse the name of a verb tense with the way we use it to

talk about time.

A present tense does not always refer to present time:

I hope it rains tomorrow.

"rains" is present simple, but it refers here to future time (tomorrow)

A past tense does not always refer to past time:

If I had some money now, I could buy it.

"had" is past simple but it refers here to present time (now)

The following table shows how different tenses can be used to talk about different times:

10

Figure 3. Tense and time. www.englishclub.com

1.5. The present simple This tense is used when we are speaking about facts, actions in the present taking place

regularly, never or several times. There are some signal words (always, every …, never,

normally, often, seldom, sometimes, usually). These words are probably followed with the

simple present tense.

Depending on the person, the declarative sentence in the simple present tense is formed by

using the root form of the verb or by adding ‑s or ‑es to the end (3rd person singular).

11

The formula for making a simple present verb negative is do/does + not + [root form of

verb]. You can also use the contraction don’t or doesn’t instead of do not or does not.

The formula for asking a question in the simple present is do/does + [subject] + [root

form of verb].

There are some examples of the sentences in the simple present tense here.

He speaks very well. He does not speak German regularly Does he often speak Italy?

1.6. The present progressive / continuous The present progressive puts emphasis on the course or duration of an action. The present

progressive is used for actions going on in the moment of speaking and for actions taking

place only for a short period of time. It is also used to express development and actions that

are arranged for the near future. There are some signal words and phrases here (at the

moment, just, just now, Listen!, Look!, now, right now).

Depending on the person, the declarative sentence in the present progressive is formed by

using the correct form of the verb to be and adding the suffix –ing to the lexical verb.

The formula for making a present progressive in negative sentences is only a negation of

the verb to be. You can also use the contraction isn’t, aren’t, instead of is not or are not.

The formula for asking a question in the interrogative sentences is only swop the places of

subject and the form of be.

There are some examples of the sentences in the present progressive tense here.

He is speaking about his mother. He is not speaking about his father. Is he speaking his

grandmother?

1.7. The present perfect simple The present perfect simple expresses an action that is still going on or that stopped

recently, but has an influence on the present. It puts emphasis on the result.

We use the present perfect simple when we are talking about:

- the emphasis on the result She has written five letters.

- action that is still going on School has not started yet.

- action that stopped recently She has cooked dinner.

- finished action that has an influence on the present I have lost my key.

- action that has taken place once, never or several times before the moment of speaking

I have never been to Australia.

12

There are some signal words and phrases here (already, ever, just, never, not yet, so far,

till now, up to now).

For making the present perfect declarative sentences we have to use the auxiliary verb “to

have ” in correct form and the lexical verb is in the 3rd form (irregular verbs) or it has the

suffix “-ed” added.

The formula for making the present perfect negative sentences is only a negation of the

verb to have. You can also use the contraction haven’t, hasn’t, instead of have not or has not.

The formula for asking a question in the interrogative sentences is only swop the places of

subject and the form of the auxiliary verb to have.

There are three examples of the sentences in the present perfect simple.

He has spoken about her. He has not spoken about him. Has he spoken about his family?

1.8. The present perfect progressive

The present perfect progressive expresses an action that recently stopped or is still going

on. It puts emphasis on the duration or course of the action. We also use it when we are

talking about actions that recently stopped or are still going on, finished actions that

influenced the present.

There are some signal words and phrases here (all day, for 4 years, since 1993, how long?,

the whole week).

The creation of all sentences is very similar to the present perfect simple. The difference is

that the form of the auxiliary verb to have is followed with 3rd form of the verb to be “been”

and the lexical verb is in progressive form – with the suffix “-ing”. The formula for negative

sentences and questions is only in changes with the verb to have as in the present perfect

tense.

There are three examples of the sentences in the present perfect progressive here.

He has been speaking all day. He has not been speaking for five years. Has he been speaking

with her about him?

1.9. The past simple The simple past expresses an action in the past taking place once, never, several times. It

can also be used for actions taking place one after another or in the middle of another action,

action taking place in the middle of another action.

13

There are some signal words and phrases here (yesterday, 2 minutes ago, in 1990, the

other day, last Friday).

The irregular verbs have special form in the declarative sentences. Other verbs (regular)

have the suffix “-ed”. But there are some special verbs. They have both variations (burn,

dream, lean, learn, smell, spell, spoil) The question is created with the auxiliary verb “did”,

the lexical verbs is in the present form. The negation is also created with the auxiliary verb,

form “didn’t” and the lexical verb is in the present form too.

There are some examples of the past simple sentences.

He spoke about her yesterday. He did not speak five minutes ago. Did he speak with her in

2017? When he came home (past simple), she was cooking a dinner (past progressive

1.10. The past progressive We use the past progressive when we want to puts emphasis on the course of an action in

the past (He was playing football when he was young boy), when two actions happen at the

same time in the past (While she was preparing a dinner, he was watching TV). We also use

this tense when some action is going on at certain time in the past (When I was having a

breakfast, the phone suddenly rang).

For creating declarative sentences in the past progressive tense we use the auxiliary verb

“to be” in the past form “was/were” and the lexical verb is in the progressive form – added

with suffix “-ing”.

The interrogative sentences are created only with swopping the subject and the auxiliary

verb (form “was/were”).

The negative sentences are created with the negative form of the auxiliary verb (“was not”

of “were not”). The forms can be shorten too.

There are some conjunctions here (when, while, as long as) that can be used for creating

the compounds.

He was speaking with her mother when her sister came home.

While she was preparing the breakfast he was having a shower.

As long as he came home here parents were swimming in the pool.

1.11. The future simple - will Will future expresses a spontaneous decision, an assumption with regard to the future or

an action in the future that cannot be influenced. It is also used if we want to express

- an opinion, hope, uncertainty or assumption regarding the future

14

He will probably come back tomorrow.

- a promise I will not watch TV tonight.

- an action in the future that cannot be influenced It will rain tomorrow.

- conditional clauses type I If I arrive late, I will call you.

The questions we create only with swopping the subject and the auxiliary verbs (will).

The negative sentences is created with the negation of the auxiliary verb will not = won’t.

There are these typical signal words (in a year …, next …, tomorrow) in this type of future

tense.

1.12. The future simple – going to Going to future expresses a conclusion regarding the immediate future or an action in the

near future that has already been planned or prepared (I am going to study harder next year), a

conclusion regarding the immediate future (The sky is absolutely dark. It is going to rain).

The formula is very simple. The subject follows suitable form of the verb “to be”, the term

“going to” and the infinitive of the lexical verb. The question and the negative sentences are

created very simple. Only the form of the verb “to be” is changing. The rest of the sentence

stay unchanged.

There are some single words (in one year, next week, tomorrow) that follow this tense.

15

2. Practical part

2.1. The research

In the research part I deal with the testing of knowledge of grammar tenses in pupils of the

second grade of elementary schools. I have chosen four elementary schools. Two of them are

in two different villages. The rest of them are in two smaller towns. The rural schools are very

similar. The number of pupils is about one hundred. The urban schools are very similar too.

The number of pupils is about four hundred. I want to show the differences between the

knowledge of both types of described schools. I think that it is very difficult to have

experienced teacher in rural schools. Urban schools can pay more money for the teachers and

there are a lot of schools which have unqualified teachers. The number of them is decreasing,

but they still exist.

I try to comment on the questionnaire for the pupils. It is divided into seven exercises. The

teachers provided the pupils the whole lesson to finish the test. The instructions are in Czech

to make it less difficult for pupils:

Dotazník / test k závěrečné práci – učitelství Anglického jazyka pro 2. stupeň ZŠ

1. Přelož věty, použij přítomný čas prostý nebo průběhový

- Znám vynikající italskou restauraci.

- Maminka se právě koupe.

- Ale já nikdy do kostela nechodím.

- Ona má hodně volného času.

- Proč jíš ten starý chleba?

- Co děláváte v úterý večer?

- Co děláš? (právě teď)

- Co to kreslíš, Bene?

2. Podtrhněte správnou variantu.

- What isn’t Annie liking? x What doesn’t Annie like?

- Are you understanding why? x Do you understand why?

- Is he believing you? x Does he believe you?

- Bob, are you remembering Ciara White? x Bob, do you remember Clara White?

- I’m preferring tennis to football. x I prefer tennis to football.

- When is it usually starting? x When does it usually start?

16

- Is he knowing about you? x Does he know about you?

- I’m hoping not. x I hope not.

3. Doplňte uvedená slovesa v prostém minulém čase.

catch eat get meet spend speak

a) They all their money on food and drink.

b) Edith the last train home.

c) My grandmother four languages perfectly.

d) George was already asleep when Gloria home.

e) She the whole box of chocolates in one evening.

f) Peter Elaine on holiday in Italy.

4. Přeložte věty popisující minulou zkušenost.

Nikdy nepřišel pozdě.

Neviděli jsme všechny jeho filmy.

Byli jste někdy ve Španělsku?

Mluvil jsi někdy s jejím bratrem?

5. Sestavte z nabízených slov věty.

smoke /shlouldn’t / you .

small kids / threaten / you / mustn’t .

help / can / your mum / lunch / with / you ?

the window / may / open / I ?

6. Při překladu užijte správný čas v trpném rodě.

a) Most byl zbořen.

b) Domy jsou postaveny známou stavební firmou.

c) Fotografie bude vidět u ředitele.

d) Mohlo by být položeno hodně otázek.

e) Ten dopis je poslán dnes.

f) Tulipány jsou v Holandsku pěstovány po staletí.

7. Přeložte souvětí obsahující minulý čas prostý i průběhový.

a) Šel jsem domů ze školy, když jsem potkal její rodiče.

17

b) Když se probudil, už snídala.

c) Když přijel, už jsme na něj čekali.

d) Šli jsme lesem, když jsme se ztratili.

e) Právě jsem se oblékala, když někdo zazvonil u dveří.

The questionnaire analysis:

Exercise Nr.1 contains a clear task. The pupils have to create entire sentences, using the

present simple or the present progressive. The sentences are in Czech and the pupils have to

translate them to English.

Exercise Nr.2 is a little bit easier. There are two sentences in each line. The pupils have to

select the correct form of the present tense (simple or progressive/continuous). The offered

sentences are in English. Half of them are the questions and the rest are the declarative

sentences.

In exercise Nr.3 the pupils have to fill in the verbs into the sentences. The form of the

verbs is the past simple. On the first line, there are the forms of the verbs in the present

simple. So the task is that the pupils have to create the past simple form of the verbs and

complete the sentences.

Exercise Nr.4 is testing past experience. The tense needed is the present perfect simple.

The sentences are in Czech, the pupils have to translate them to English.

In exercise Nr.5 the pupils have to complete the sentences in present tense. They have to

make the correct sentence of the jumbled words. There are modal verbs in each sentence.

There are declarative and interrogative sentences. The offered text is in English.

The exercise Nr.6 is focused on the passive form of the sentences. There are used three

basic types of this form. It is the passive in the present, past and future simple form. They

have to translate the set of sentences to English.

In the last exercise, Nr.7, the pupils have to translate the sentences from Czech to English.

This exercise focusses on past simple and past continuous. Each of the sentences describes the

action going on at a certain time in the past and one action that happened during the previous

one.

18

2.2. The results After receiving the tests I’ve admired one fact. The results from the School Nr.3 are much

better than the other schools tested. The school has two 9th grade classes, but only one of

them was tested. They have two 9th classes separated. The first one has better learning

outcomes and 2nd has worse ones. And the director gave me only the better results. That is

the reason why that school has even better results than the others.

19

0

20

6

15

Mor. Budějovice, Havlíčkova

5 4 3 2 1

8

3

6

8

8

Jaroměřice n/R, O. Březiny

5 4 3 2 1

Figure 4. Results: Exercise Nr.1

School Nr. of pupils / The marks 5 4 3 2 1

Budkov 15 4 0 2 8 1

Domamil 11 3 1 5 1 1

Havlíčkova 23 0 2 0 6 15

Březinova 33 8 3 6 8 8

The results of exercise Nr.1 are very different. The schools from the village show

similar results. The school Havlíčkova, that has selective class, has the best. The results of the

school Březinova are equal in each mark.

4

0

28

1

Budkov

5 4 3 2 1

3

1

5

8

1

Domamil

5 4 3 2 1

20



Budkov 15 0 0 3 12 0

Domamil 11 0 0 2 3 6


Březinova 33 0 3 5 9 16

Although the exercise Nr.3 has tested the same tenses – the present simple or

progressive, the results are much better. The possible reason might be only one option, the

students could choose from. They could only guess or predict the right answer. According to

Czech 5-point grade system, the rating 2 (commendable) fits most of the pupils under study.

0 0

3

12

1

Budkov

5 4 3 2 1

0 0

2

3

1

Domamil

5 4 3 2 1

1

0

2

3

15


5 4 3 2 1

0

3

5

9

16


5 4 3 2 1

21



Budkov 15 4 1 2 4 4

Domamil 11 3 1 1 2 4


Březinova 33 10 4 8 7 4

Both rural schools have similar results. The pupils are able to use the right form of the

past simple (the irregular verbs). The results of the school Havlíčkova are excellent. The

results of the last school Březinova are very similar to School Domamil and Budkov. The

most frequent mistake was the suffix –ed instead of the correct form of the irregular verb.

4

1

24

4

Budkov

5 4 3 2 1

3

1

12

4

Domamil

5 4 3 2 1

1

3

3

115


5 4 3 2 1

10

4

8

7

4


5 4 3 2 1

22



Budkov 15 4 5 3 2 1

Domamil 11 7 1 0 2 1


Březinova 33 24 1 6 0 2

The analysis of this exercise shows many differences. Most pupils haven’t recognized

that they had to use present perfect simple. They mostly used past simple tense. The results of

pupils from the school Havlíčkova are excellent again. Almost three quarters of them have

used the correct form of present perfect tense in all sentences or have made one mistake only.

4

5

3

2

1

Budkov

5 4 3 2 1

71

0

2

1

Domamil

5 4 3 2 1

5

1

1

3

13


5 4 3 2 1

24

1

6

0

2


5 4 3 2 1

23



Budkov 15 3 3 2 2 5

Domamil 11 0 1 0 3 7


Březinova 33 4 4 5 9 11

I considered this exercise to be a simple one. The pupils had to create the sentences

from the words offered. The best results are reported by schools Domamil and Havlíčkova.

The pupils could only guess the right sentence through their reading experience.

3

3

22

5

Budkov

5

4

3

2

1

0

10

3

7

Domamil

5

4

3

2

1

0 0

2

3

11


5 4 3 2 1

4

4

5

9

11


5 4 3 2 1

24



Budkov 15 11 1 2 0 1

Domamil 11 0 3 5 1 2


Březinova 33 20 2 5 3 3

The results show poor knowledge of the grammatical structures under study. They

had to use the correct tense with the passive form. At two schools are very bad results. At

least half of all pupils had no correct translation.

11

1

2

0

1

Budkov

5 4 3 2 1

0

3

5

1

2

Domamil

5 4 3 2 1

9

4

3

2

5


5 4 3 2 1

20

2

5

3

3


5 4 3 2 1

25



Budkov 15 9 3 0 0 3

Domamil 11 7 2 1 0 1


Březinova 33 28 1 2 2 0

The results of the last exercise are very bad. It could be caused by students' fatigue.

The next reason could be the fact, that this grammatical feature belongs to more difficult part

and causes a great mistake rate. A lot of pupils were not able to choose the correct option.

8

1

31

10


5 4 3 2 1

93

0

0

3

Budkov

5 4 3 2 1

7

2

1

01

Domamil

5 4 3 2 1

28

1 22

0


5 4 3 2 1

26

The research shows different results. In some cases the results are similar in both rural

and urban schools. A lot of tested pupils are not able to form simple sentences in present

simple progressive although I think it is a basic part of the language.

The stumbling block of the testing was the difference between past simple and present

perfect simple. Most pupils jumbled them. Almost all pupils have not known the difference

between past simple and past progressive. Some of them can make the form of these tenses,

but they have used them incorrectly or they have them jumbled them too.

The exercises, in which the pupils had to choose the correct form or sort the words in

the correct order, the success rate is better.

27

Conclusion The aim of the thesis was to discover the knowledge of the verbs tenses. The pupils of

the second grade of elementary school were under the study. The research showed the

differences in results between Havlíčkova School and the other ones. The results of that

school were better because the pupils under the study achieved better learning outcomes. The

class was separated and the tests came from the better class in 9th grade.

This final work gave me the feedback. I have been teaching English for 12 year at the

second grade of elementary school. I know the students under the study. More than 50 % of

pupils can create the sentence in the present simple or progressive. If they have the choice of

more options, they are able to choose the correct one and the results are better. Most of all

pupils know the irregular verbs and they know the correct form in the past simple tense. A lot

of them use the past simple instead of the present perfect simple. If they have the words to

make the sentences, almost all of them are successful. The most difficult parts of the test are

the passive form and the past simple / progressive. The results of that type of exercises are

very bad.

28

Appendices Appendix 1: The best test

29

30

Appendix 2: The worst test

31

32

The sources:

BURTON, S.H. Mastering English Grammar. London: Macmillan press, 1984. ISBN 0-333-

36368-X

DUŠKOVÁ, Libuše. Mluvnice současné angličtiny na pozadí češtiny. 4. vyd. Praha:

Academia, 2012. ISBN 978-80-200-2211-0.

MURPHY, Raymond. English grammar in use: a reference and practice book for intermediate

learners of English : without answers. 4th ed. New York: Cambridge University Press, 2012.

ISBN 978-0-521-18908-8.

QUIRK, Randolph. A Grammar of contemporary English. London: Longman, 1972. ISBN

978-0582524446.

SWAN, Michael. Practical English usage. Fourth edition. Oxford: Oxford University Press,

2017. ISBN 9780194202435.

The online sources: VÍT, Marek. Help for English: Angličtina na internetu zdarma [online]. [cit. 2018-04-04].

Dostupné z: https://www.helpforenglish.cz

SIMON, Péter. Gramming: A guide to English grammar [online]. [cit. 2018-04-04]. Dostupné

z: http://www.grammaring.com/the-difference-between-times-and-tenses

http://www.englishclub.com/

33

List of figures:

Figure 1: Verb classes……………………………………………………………………...7

Figure 2: Twelve basic tenses in English………………………………………………….8

Figure 3. Tense and time………………………………………………………………….10

Figure 4. Results: Exercise Nr.1………………………………………………………….19






Figure 10. Results: Exercise Nr.7………………………………………………………..25

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