In my grammar book, The Ideas of English Grammar, I argue that there are four key perspectives our learners should keep in mind when thinking about verbs.
These perspectives are how we think about and how we present actions and states.
The four perspectives are:
Facts.
On-going processes.
Retrospective: before now/then, where then is a past or future time point.
Prospective: looking forward from now or then into the future. These can be prospective + fact or prospective + retrospective or prospective + on going processes.
We can construct sentence sets which illustrate these perspectives as part of one situation.
Present Focus Time
Text
I have a new job. At the moment I am writing a report about pandas. I have never written such a report before. I have to finish it on Friday.
Analysis
I have (fact) a new job. At the moment I am writing (on-going process) a report about pandas. I have never written (retrospective: before now) such a report before. I have to finish (prospective + fact) it on Friday.
Past Focus Time
Text
Last week I went shopping. As I was walking around the shop I realised that I hadn't checked the car tyres for a long time and I had to do it as soon as possible.
Analysis
Last week I went (fact) shopping. As I was walking (on-going process) around the shop I realised (fact) that I hadn't checked (retrospective: before then) the car tyres for a long time and I had to do (prospective + fact) it as soon as possible.
The perspectives in the present and past are relatively straightforward but when it comes to the future things are more complicated. In English there are no exclusively future forms as the future is always seen from now, often with the help of modals like, but not exclusively, will, which tell us the speakers current (that is now) understanding of the future event. There are also a variety of forms which we can use, so it all boils down to a case of user choice.
Future Focus Time 1
Text
Next week I am flying to Bali. It is a direct flight. This will be my first trip there. By the end of the trip, I will have seen all the main sights. Afterwards I will have to fly back via Singapore.
Analysis
Next week I am flying (ongoing process) to Bali. It is (fact) a direct flight. This will (certainty) be (fact) my first trip there. By the end of the trip, I will (certainty) have seen (retrospective) all the main sights. Afterwards I will (certainty) have to fly (prospective + fact) back via Singapore.
Future Focus Time 2
Text
Next week I am in London and I am meeting the Prime Minister. Before the meeting I will have to go through a lot of security. During the meeting I have to brief him on the security situation. By the end of the meeting, I hope to have convinced him of the seriousness of the situation.
Analysis
Next week I am (fact) in London and I am meeting (arrangement: ongoing process) the Prime Minister. Before the meeting I will (certainly) have to go (prospective + fact) through a lot of security. During the meeting I have to brief (prospective + fact) him on the security situation. By the end of the meeting, I hope to have convinced (prospective + retrospective) him of the seriousness of the situation.
These perspectives are, I think, the key to proper understanding and use of English verbs. While they are not the only key meanings our learners need to know, an understanding of these perspectives is essential.
Learners shouldn't be trying to think about whether to use the present simple, for example.
They should be asking themselves:
Do I want to present this verb idea as a fact?
Or an ongoing process?
Or as a retrospective/before now(then) idea?
Or as a prospective idea?
And similarly, when listening or reading:
Is the speaker/writer presenting this verb as a fact, and an on-going process, as something before, or something ahead?
In this way we should get learners thinking about verb use and the meaning being communicated.
© Robert A. Buckmaster 2024
Thank you, Rob. Very useful information.