Іі. Stative Verbs

1. These sentences from the article contain ‘stative verbs’. These are either not normally used in the continuous form or change their meaning when used in the continuous.

1. Gardner believed that his book “Frames of Mind” would be of interest to developmental psychologists.

2. The theory of Multiple intelligences seems to harbour a number of educational implications that are worthy of consideration.

3. Each person possesses all eight intelligences.

4. Musical intelligences is the ability to sense rhythm, pitch, and melody.

Look through the list of common stative verbs below and classify them into these groups.

1. verbs related to the senses

2. verbs related to thinking

3. verbs related to possession

4. verbs related to emotional states

5. verbs related to appearance

6. others

appear admire be believe belong to concern

consist contain depend on doubt dislike exist

fit forget guess ate have (meaning possess)

hear imagine include involve know like

look love mean mind own possess

prefer realize regard remember resemble see

seem smell sound suppose surprise understand

think (meaning believe) taste visit want wish

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

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

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

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

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

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

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

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

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

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

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

Continuous Aspect

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

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

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

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

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

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

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

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

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

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

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

2. to indicate temporary states

3. to indicate incomplete actions

4. to indicate a repeated (but temporary) series of actions

5. to emphasise that a repeated action is rather irritating

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

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

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

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

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

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

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

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

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

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

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

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