This document discusses prepositions and preposition phrases. It provides examples of different types of preposition complements including object NPs, NPs, predicative phrases, PPs, and clauses. It then asks the reader to identify the category of the complement in example sentences. Next, it discusses prepositional verbs and whether certain verb+preposition combinations are fossilized. It also discusses the differences between prepositions and adjectives. Finally, it asks the reader questions about preposition stranding, fronted prepositions, and restrictions on certain prepositions occurring with or without NP complements.
The document discusses the infinitive in English grammar. It defines the infinitive as the base form of a verb and notes there are to-infinitives and bare infinitives. It then examines the different functions of the infinitive in a sentence, such as subject, object, and adverbial uses. Finally, it explores the various forms of the infinitive including active/passive voices and perfect/continuous aspects.
Correlative conjunctions are connecting words used in pairs to link equivalent grammatical elements in a sentence. Some common correlative conjunctions are either/or, neither/nor, not only/but also, and both/and. They connect two equal grammatical items, such as two nouns, two verbs, or two phrases. For example, "Neither the potted ivy nor the dirty dishes have been watered" or "She will either start classes or join the Navy." The conjunctions follow specific rules depending on whether the sentence elements are singular or plural.
1) The document discusses the perfect and progressive aspects in English and how they add meaning about the completion or continuation of events.
2) The perfect aspect refers to past events with present relevance, while the progressive describes ongoing events. Both can be combined with present or past tense.
3) Certain verbs like "have", "be", and verbs indicating senses are very common in the present perfect and progressive aspects respectively. Aspect usage varies across registers and dialects.
An auxiliary verb is a helping verb that comes before the main verb in a sentence. Some examples of auxiliary verbs are: do, does, did, have, has, had, be, am, is, are, was, were, can, will, shall, could, would, should, may, might, and must. The document provides examples of how these auxiliary verbs are used in sentences, such as "I have eaten my food" or "I am going to the park." It explains that auxiliary verbs are followed by different forms of the main verb, such as the base form, past participle, or present/past participle.
The past perfect progressive tense describes an activity that was ongoing up until another point in the past. It is formed using "had" plus the present participle of the verb (ending in "-ing"). This tense emphasizes the duration of an activity leading up to another past event or time. Examples given were "The police had been looking for the criminal for two years before they caught him" and "We had been waiting for Nancy for over three hours before she finally arrived yesterday."
The document discusses the passive voice in English grammar. It explains that the passive voice rearranges the active sentence so that the subject receives the action of the verb. It provides examples of sentences in the active and passive voice in the present, past, future, perfect, and continuous tenses. The passive voice is formed using some form of the verb "to be" plus the past participle of the main verb.
The document compares and contrasts the present simple and present continuous tenses in English. It discusses their different uses, forms, and time expressions. The present simple is used for habits, routines, and general truths, while the present continuous is used for temporary situations and plans for the future or present. It also provides rules for forming the present simple and present continuous verb forms, including spelling changes needed for the third person singular and '-ing' forms.
This document contains summaries of Latin grammar concepts including:
1) Declension charts for the 4th and 5th declensions showing case endings for masculine, neuter, and feminine nouns.
2) Declension charts for the demonstrative pronouns is, ea, id; ille, illa, illud; hic, haec, hoc; and ipse, ipsa, ipsum showing their case endings.
3) Two example sentences with pronouns illa, eam and illi, ei filling in the blanks requested.
The document discusses the infinitive in English grammar. It defines the infinitive as the base form of a verb and notes there are to-infinitives and bare infinitives. It then examines the different functions of the infinitive in a sentence, such as subject, object, and adverbial uses. Finally, it explores the various forms of the infinitive including active/passive voices and perfect/continuous aspects.
Correlative conjunctions are connecting words used in pairs to link equivalent grammatical elements in a sentence. Some common correlative conjunctions are either/or, neither/nor, not only/but also, and both/and. They connect two equal grammatical items, such as two nouns, two verbs, or two phrases. For example, "Neither the potted ivy nor the dirty dishes have been watered" or "She will either start classes or join the Navy." The conjunctions follow specific rules depending on whether the sentence elements are singular or plural.
1) The document discusses the perfect and progressive aspects in English and how they add meaning about the completion or continuation of events.
2) The perfect aspect refers to past events with present relevance, while the progressive describes ongoing events. Both can be combined with present or past tense.
3) Certain verbs like "have", "be", and verbs indicating senses are very common in the present perfect and progressive aspects respectively. Aspect usage varies across registers and dialects.
An auxiliary verb is a helping verb that comes before the main verb in a sentence. Some examples of auxiliary verbs are: do, does, did, have, has, had, be, am, is, are, was, were, can, will, shall, could, would, should, may, might, and must. The document provides examples of how these auxiliary verbs are used in sentences, such as "I have eaten my food" or "I am going to the park." It explains that auxiliary verbs are followed by different forms of the main verb, such as the base form, past participle, or present/past participle.
The past perfect progressive tense describes an activity that was ongoing up until another point in the past. It is formed using "had" plus the present participle of the verb (ending in "-ing"). This tense emphasizes the duration of an activity leading up to another past event or time. Examples given were "The police had been looking for the criminal for two years before they caught him" and "We had been waiting for Nancy for over three hours before she finally arrived yesterday."
The document discusses the passive voice in English grammar. It explains that the passive voice rearranges the active sentence so that the subject receives the action of the verb. It provides examples of sentences in the active and passive voice in the present, past, future, perfect, and continuous tenses. The passive voice is formed using some form of the verb "to be" plus the past participle of the main verb.
The document compares and contrasts the present simple and present continuous tenses in English. It discusses their different uses, forms, and time expressions. The present simple is used for habits, routines, and general truths, while the present continuous is used for temporary situations and plans for the future or present. It also provides rules for forming the present simple and present continuous verb forms, including spelling changes needed for the third person singular and '-ing' forms.
This document contains summaries of Latin grammar concepts including:
1) Declension charts for the 4th and 5th declensions showing case endings for masculine, neuter, and feminine nouns.
2) Declension charts for the demonstrative pronouns is, ea, id; ille, illa, illud; hic, haec, hoc; and ipse, ipsa, ipsum showing their case endings.
3) Two example sentences with pronouns illa, eam and illi, ei filling in the blanks requested.
This document discusses how to summarize reported speech in English. It provides examples of direct quotes and how they would be reported, noting that the tense and pronouns change. When reporting statements, an introductory verb like "said" is used in the past tense. Commands and requests are reported using "tell" and "ask" respectively, and the verb changes to the infinitive without tense change. Pronouns, possessive adjectives, adverbs of time and place are also changed when converting direct to reported speech in English.
This document provides examples for changing verbs from present to past tense. It contains two practice sections, the first with sentences using the verbs "have", "do", "make", and "take" changed to past simple tense, and the second with sentences using the present continuous changed to past continuous tense. The document encourages practicing verb tense changes.
The document defines and provides examples of different types of clauses:
1. A clause is a group of words containing a subject and predicate that forms part of a sentence or can stand alone. Clauses can be main or subordinate.
2. Noun clauses function as nouns. Nominal clauses contain a subject and predicate and do the work of a noun.
3. Adjective clauses modify nouns and contain a subject and predicate. They are introduced by relative pronouns.
4. Adverb clauses modify verbs, adjectives or other adverbs and contain a subject and predicate. They are introduced by subordinating conjunctions and provide information about time, place, manner, reason etc
Clause is important part in English Grammar. to combine, relate and report sentence it is very very vital.
Clause Establish relationship.and ensure conditions as desired. Useful for students , executives, teachers and presentations
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
The sequence of_tenses and the reported speech - Natalija Stanković - Irena M...NašaŠkola.Net
Takmičenje na portalu www.nasaskola.net
"biramo najbolju lekciju"
februar 2012. godine,
The Sequence Of Tenses & The Reported Speech,
Engleski jezik,
Natalija Stanković,
Irena Matić-Todorović,
Gimnazija Aleksinac
This document discusses modal verbs related to obligation and prohibition. Modal verbs can express obligation, with verbs like "must" and "have to" indicating things that are required or necessary. Modal verbs can also express prohibition, with verbs like "must not" and "cannot" indicating things that are forbidden or not allowed.
This document discusses the passive voice and how it differs from the active voice. It notes that the passive voice focuses on the action rather than the subject performing the action. It provides examples of sentences in the active and passive voice. It also outlines the grammatical form of the passive voice, including using forms of "to be" plus the past participle and making the object of the active sentence the subject of the passive sentence.
This document is about sentence structure. How a sentence is formed? What are the proper ways to form a sentence. Different patterns to make a correct sentence form.
This document discusses comparisons using "as...as" and "not as...as". It explains that "as...as" is used to compare two things that are equal, while "not as...as" compares two things that are not equal. Some examples are provided for each. It also notes that "not quite as" and "not nearly as" can modify "not as...as" comparisons, and "not so...as" is another way to express unequal comparisons, but is less common than "not as...as".
This document discusses idioms related to parts of the body. It provides definitions and examples for 15 idioms including "to get it off your chest", "to hit the nail on the head", "to learn something by heart", and "to cost an arm and a leg". Readers are then asked to match definitions to idioms and choose the correct idiom for sample sentences. The document demonstrates how idioms add expression and figurative meaning beyond the literal definitions of words.
This document provides information about helping/auxiliary verbs in English. It discusses the primary helping verbs be, do, and have and their uses in questions, passive constructions, progressive forms, and tag questions. It also covers modal auxiliaries such as can, could, may, might, will, shall, would, must, should, and used to and their functions in expressing abilities, possibilities, requests, obligations, and past habits. The document is intended as part of an assignment asking students to read about and practice with helping verbs.
The document discusses the simple future tense in English. It explains that there are two forms - "will" and "be going to". While sometimes interchangeable, they often express different meanings. "Will" usually suggests a voluntary action or promise, while "be going to" expresses a plan or intention. Both can also be used to make predictions about events outside of one's control. The document provides examples to illustrate the appropriate uses and forms of each.
The document discusses different types of verbs and verb phrases, including:
1. Lexical verbs like "eat", "walk", and "write" versus auxiliary verbs like "be", "have", and "do".
2. Intransitive, transitive, and copula verbs. Transitive verbs are further divided into mono-, di-, and complex transitive verbs.
3. The differences between phrasal verbs like "turn on" and prepositional verbs like "call on", noting that prepositional verbs are inseparable while phrasal verbs can separate the verb and particle in certain cases.
The document discusses various types of verbs in English including finite verbs, non-finite verbs, gerunds, participles, and infinitives. It provides examples and explanations of each verb type and how they differ. Some key points made include that finite verbs change form based on tense and number while non-finite verbs do not, gerunds act as nouns, and infinitives can act as nouns, adjectives or adverbs depending on their use. Examples are given to illustrate the differences between gerunds, present participles, and infinitives.
1) The pharmacist asks Mrs. Webb if they can help her. Mrs. Webb requests something for a cough.
2) The pharmacist suggests cough drops and vitamin C for Mrs. Webb's cough and potential cold.
3) When Mrs. Webb asks about dry skin, the pharmacist suggests and lotion and says it is very good.
The document discusses the present continuous tense in English. It provides the forms for the positive, negative, and interrogative present continuous tense for the first person singular and plural, second person singular and plural, and third person singular. Examples are given to illustrate using the present continuous tense to describe actions happening now or temporarily.
This document discusses syntax, which is the study of sentence structure and grammatical rules in language. It defines key syntactic terms like phrases, clauses, subjects, verbs, and word order. It explains that the goal of syntax is to understand the rules common across languages. Common phrase types are defined like noun, verb, adjective, and prepositional phrases. Sentence structure and the relationships between subjects, verbs, and objects are also covered. The document concludes by defining additional syntactic concepts like constituents, construction, and immediate constituent analysis.
This document provides an overview of clause structure and the different types of dependents within a clause. It discusses subjects and predicates, and how to recognize subjects. It also covers the different types of dependents including complements like objects, predicative complements, and adjuncts. Specific examples are given to illustrate direct objects, indirect objects, predicative complements, and the five canonical clause structures. The document concludes by classifying adjuncts based on meaning and form.
Abridged version ap grammar and style by hanlon-nugentshuckabe
This is a presentation shared by Prof. Stephanie Hanlon-Nugent. I am going to share it in two presentations for a high school journalism course. It is an excellent, concise summary of key AP style and grammar points.
This document discusses how to summarize reported speech in English. It provides examples of direct quotes and how they would be reported, noting that the tense and pronouns change. When reporting statements, an introductory verb like "said" is used in the past tense. Commands and requests are reported using "tell" and "ask" respectively, and the verb changes to the infinitive without tense change. Pronouns, possessive adjectives, adverbs of time and place are also changed when converting direct to reported speech in English.
This document provides examples for changing verbs from present to past tense. It contains two practice sections, the first with sentences using the verbs "have", "do", "make", and "take" changed to past simple tense, and the second with sentences using the present continuous changed to past continuous tense. The document encourages practicing verb tense changes.
The document defines and provides examples of different types of clauses:
1. A clause is a group of words containing a subject and predicate that forms part of a sentence or can stand alone. Clauses can be main or subordinate.
2. Noun clauses function as nouns. Nominal clauses contain a subject and predicate and do the work of a noun.
3. Adjective clauses modify nouns and contain a subject and predicate. They are introduced by relative pronouns.
4. Adverb clauses modify verbs, adjectives or other adverbs and contain a subject and predicate. They are introduced by subordinating conjunctions and provide information about time, place, manner, reason etc
Clause is important part in English Grammar. to combine, relate and report sentence it is very very vital.
Clause Establish relationship.and ensure conditions as desired. Useful for students , executives, teachers and presentations
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
The sequence of_tenses and the reported speech - Natalija Stanković - Irena M...NašaŠkola.Net
Takmičenje na portalu www.nasaskola.net
"biramo najbolju lekciju"
februar 2012. godine,
The Sequence Of Tenses & The Reported Speech,
Engleski jezik,
Natalija Stanković,
Irena Matić-Todorović,
Gimnazija Aleksinac
This document discusses modal verbs related to obligation and prohibition. Modal verbs can express obligation, with verbs like "must" and "have to" indicating things that are required or necessary. Modal verbs can also express prohibition, with verbs like "must not" and "cannot" indicating things that are forbidden or not allowed.
This document discusses the passive voice and how it differs from the active voice. It notes that the passive voice focuses on the action rather than the subject performing the action. It provides examples of sentences in the active and passive voice. It also outlines the grammatical form of the passive voice, including using forms of "to be" plus the past participle and making the object of the active sentence the subject of the passive sentence.
This document is about sentence structure. How a sentence is formed? What are the proper ways to form a sentence. Different patterns to make a correct sentence form.
This document discusses comparisons using "as...as" and "not as...as". It explains that "as...as" is used to compare two things that are equal, while "not as...as" compares two things that are not equal. Some examples are provided for each. It also notes that "not quite as" and "not nearly as" can modify "not as...as" comparisons, and "not so...as" is another way to express unequal comparisons, but is less common than "not as...as".
This document discusses idioms related to parts of the body. It provides definitions and examples for 15 idioms including "to get it off your chest", "to hit the nail on the head", "to learn something by heart", and "to cost an arm and a leg". Readers are then asked to match definitions to idioms and choose the correct idiom for sample sentences. The document demonstrates how idioms add expression and figurative meaning beyond the literal definitions of words.
This document provides information about helping/auxiliary verbs in English. It discusses the primary helping verbs be, do, and have and their uses in questions, passive constructions, progressive forms, and tag questions. It also covers modal auxiliaries such as can, could, may, might, will, shall, would, must, should, and used to and their functions in expressing abilities, possibilities, requests, obligations, and past habits. The document is intended as part of an assignment asking students to read about and practice with helping verbs.
The document discusses the simple future tense in English. It explains that there are two forms - "will" and "be going to". While sometimes interchangeable, they often express different meanings. "Will" usually suggests a voluntary action or promise, while "be going to" expresses a plan or intention. Both can also be used to make predictions about events outside of one's control. The document provides examples to illustrate the appropriate uses and forms of each.
The document discusses different types of verbs and verb phrases, including:
1. Lexical verbs like "eat", "walk", and "write" versus auxiliary verbs like "be", "have", and "do".
2. Intransitive, transitive, and copula verbs. Transitive verbs are further divided into mono-, di-, and complex transitive verbs.
3. The differences between phrasal verbs like "turn on" and prepositional verbs like "call on", noting that prepositional verbs are inseparable while phrasal verbs can separate the verb and particle in certain cases.
The document discusses various types of verbs in English including finite verbs, non-finite verbs, gerunds, participles, and infinitives. It provides examples and explanations of each verb type and how they differ. Some key points made include that finite verbs change form based on tense and number while non-finite verbs do not, gerunds act as nouns, and infinitives can act as nouns, adjectives or adverbs depending on their use. Examples are given to illustrate the differences between gerunds, present participles, and infinitives.
1) The pharmacist asks Mrs. Webb if they can help her. Mrs. Webb requests something for a cough.
2) The pharmacist suggests cough drops and vitamin C for Mrs. Webb's cough and potential cold.
3) When Mrs. Webb asks about dry skin, the pharmacist suggests and lotion and says it is very good.
The document discusses the present continuous tense in English. It provides the forms for the positive, negative, and interrogative present continuous tense for the first person singular and plural, second person singular and plural, and third person singular. Examples are given to illustrate using the present continuous tense to describe actions happening now or temporarily.
This document discusses syntax, which is the study of sentence structure and grammatical rules in language. It defines key syntactic terms like phrases, clauses, subjects, verbs, and word order. It explains that the goal of syntax is to understand the rules common across languages. Common phrase types are defined like noun, verb, adjective, and prepositional phrases. Sentence structure and the relationships between subjects, verbs, and objects are also covered. The document concludes by defining additional syntactic concepts like constituents, construction, and immediate constituent analysis.
This document provides an overview of clause structure and the different types of dependents within a clause. It discusses subjects and predicates, and how to recognize subjects. It also covers the different types of dependents including complements like objects, predicative complements, and adjuncts. Specific examples are given to illustrate direct objects, indirect objects, predicative complements, and the five canonical clause structures. The document concludes by classifying adjuncts based on meaning and form.
Abridged version ap grammar and style by hanlon-nugentshuckabe
This is a presentation shared by Prof. Stephanie Hanlon-Nugent. I am going to share it in two presentations for a high school journalism course. It is an excellent, concise summary of key AP style and grammar points.
The document discusses the element of style in fiction writing. It defines style as a writer's technical handling of language, including their choice of words (diction), sentence structure (syntax), and organization of paragraphs. Style also encompasses rhythm, tone, imagery, and symbolism. The writer's full use of these elements constitutes their unique voice. Point of view and dialogue can further influence a writer's style by shaping the narrative voice.
This document discusses narrative perspective and point of view. It provides definitions for heterodiegetic and homodiegetic narration, which refer to whether the narrator is part of the story world or separate from it. It also discusses focalization and how utilizing an attenuated focalization technique, where the point of view character's perspective is limited, can build suspense by withholding full details initially. Questions are then posed about applying these concepts to the provided short story excerpt, such as how the narrative perspective might differ if more concrete language replaced the attenuated focalization in the beginning.
The document discusses several topics in generative grammar including phrase structure rules, transformational rules like passive and wh-movement, theta roles, and particle shift. It provides examples and definitions of concepts like deep structure, surface structure, subjects playing different semantic roles, and constraints on transformations like the passive requiring an object that is a patient.
This document discusses narrative discourse and its key elements. Narrative discourse involves retelling experiences through a connected sequence of language that matches events. It comprises temporally ordered clauses, and changing their order alters the interpreted chronology. A successful narrative requires contextualization, closure, and stylistic embellishment. It also needs essential structural elements like characters, setting, and plot development according to linguist William Labov. Narrative discourse encompasses how the plot is narrated through devices like flashbacks and involves both a realized text and interactive context. There is disagreement around analyzing narrative units and their interconnections in works like novels.
The document discusses different points of view in short stories including objective point of view where the narrator is detached, first person point of view where the narrator participates in the story, and third person point of view where the narrator knows the characters' thoughts and feelings. It also describes the differences between third person limited point of view focused on one character and third person omniscient point of view where the narrator knows everything about all characters.
Tổng hợp 1000 từ tiếng anh Word form thông dụng Jackson Linh
Nếu các bạn biết 1000 từ tiếng anh các bạn có thể nói đúng 1 câu ngữ pháp . Nhưng khi các bạn biết 1000 từ word form , các bạn có thể nói đúng hàng trăm câu nói đúng
The document discusses the basic elements of music rhythm and meter. It explains that music has a steady beat that notes are organized around, with different note durations like quarter notes, eighth notes, and sixteenth notes representing different lengths of time. Measures and time signatures organize the rhythmic pattern, with the top number of a time signature indicating how many beats are in a measure and the bottom number indicating the note value of each beat. Simple meters like 4/4 divide each beat into two parts while compound meters like 6/8 divide each beat into three parts. Conductors use hand patterns to visually represent the meter to musicians. The document provides examples of rhythmic notation, conducting patterns, and links to listening examples that demonstrate these fundamental
Approaches to foreign language syllabus designGlorie Fernando
This document discusses approaches to foreign language syllabus design. It describes six types of syllabi: structural, notional/functional, situational, skill-based, task-based, and content-based. These syllabi range from emphasizing language forms to emphasizing language use. In practice, syllabi often combine elements of different types. The document provides guidelines for choosing a syllabus, including defining desired learning outcomes, evaluating available resources, and selecting a primary syllabus type to organize instruction.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
This document provides an introduction to stylistics as a branch of linguistics. It defines key concepts such as style, defines stylistics as the scientific study of styles of language use, and outlines the main levels of linguistic description used in stylistic analysis such as phonology, lexis, syntax and semantics. It also discusses the scope of stylistics in literary versus general texts and its development over time.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, indefinite pronouns, interrogative pronouns, relative pronouns, reflexive pronouns, and demonstrative pronouns. It provides examples for each type and a practice exercise identifying correct pronoun usage.
This document provides information about pronoun case, pronoun reference, and free writing. It defines subjective, objective, and possessive cases for pronouns and provides examples. It also discusses keeping pronoun antecedents clear by avoiding vague references and placing pronouns close to their antecedents. The document includes a practice section testing understanding of these concepts and an eight-minute free writing prompt.
This document provides an overview of different infinitive constructions in English including:
1. Tense forms of infinitives such as active and passive forms.
2. Functions of infinitives such as subject, predicative, compound verbal predicate, object, attribute, and adverbial modifier.
3. Complex object and subject constructions involving a noun or pronoun followed by an infinitive.
4. The for-to infinitive construction involving a noun or pronoun followed by "for" and an infinitive. Various functions of this construction are described.
The document discusses different types of phrases including verb phrases, prepositional phrases, adjective phrases, adverb phrases, appositive phrases, gerund phrases, infinitive phrases, and participial phrases. It provides examples and exercises to identify each type of phrase in sentences. Key details are highlighted about the structure and function of each phrase.
This document discusses the proper use of gerunds and infinitives in English. It provides examples of how to use infinitives and gerunds to express purpose, with certain adjectives, in the passive and past forms, when modifying with possessives, after verbs of perception, with let and help, and in causative constructions using make, have, and get. Key rules covered include using "to" instead of "for" to express purpose with verbs, exceptions for when "for" can be used, common adjectives that take infinitives, forming passive and past infinitives and gerunds, and the different meanings implied by make, have, and get in causative contexts.
This document discusses the proper use of gerunds and infinitives in English. It provides examples of how to use infinitives and gerunds to express purpose, with certain adjectives, in the passive and past forms, when modifying with possessives, after verbs of perception, with let and help, and in causative constructions using make, have, and get. It clarifies the differences between these uses and provides exceptions to the rules.
This document provides a summary and examples of different English verb tenses including:
1. Simple Present, Present Continuous, Present Perfect, Simple Past, Past Continuous, Past Perfect, Would Like To, Future with Will, and Future: Be Going To.
2. Each tense is defined and examples are provided to illustrate their structure and usage. Key points about when each tense is used are highlighted such as to describe habitual actions, ongoing actions, completed actions, plans/predictions for the future.
3. Over 20 verb tense examples are given for each one to demonstrate them in full sentences. The document serves as a helpful reference guide for the different English verb tenses.
This document provides an overview of phrasal verbs in English. It defines phrasal verbs as verbs combined with particles, which are usually prepositions but function differently. Particles can change the meaning of the verb. Phrasal verbs are more common in everyday speech than one-word verbs. Transitive phrasal verbs take objects that can come before or between the verb and particle. Intransitive phrasal verbs do not take objects. Care must be taken with pronouns as objects of transitive phrasal verbs. Examples are provided to illustrate usage.
1. Personal Pronoun – Meaning & Definition
a. 1st , 2nd & 3rd person
b. Forms of pronoun
2. Cases
a. Nominative
b. Possessive
c. Accusative
d. Funda Set-1
e. Practice Set-1
3. Reflexive
4. Demonstrative
a. Funda Set-2
5. Indefinite
a. Funda set -3
6. Distributive
a. Funda Set-4
b. Practice Set-2
The document discusses active and passive voice in verbs. It explains that active voice shows the subject performing the action, while passive voice shows the subject receiving the action. It provides examples like "The dog chased the cat" in active versus "The cat was chased by the dog" in passive. The document also outlines rules for changing sentences from active to passive voice and vice versa. Finally, it gives more examples of changing sentences between active and passive voice in the present indefinite tense.
The document discusses different types of clauses that can be used to modify or add information to sentences, including adjective clauses, adverb clauses, and noun clauses. It provides examples of each type of clause and exercises for identifying and combining clauses in sentences.
This document outlines a lesson plan on active and passive voice for 4th year students. It includes objectives, subject matter, procedures, and an evaluation. The procedures section demonstrates active and passive voice examples, discusses how to identify and change between the two voices, and provides exercises for students to practice identifying and changing sentences from active to passive voice and vice versa.
The document provides a review of English verb tenses for the College Board exam, including the present progressive, past progressive, simple present, future, and simple past tenses. It defines each tense and provides examples of formation, questions, and negatives for each tense. A list of irregular verbs is also included at the end.
This document discusses phrasal verbs, which are verbs combined with particles that change the verb's meaning. Phrasal verbs can be transitive or intransitive. Transitive phrasal verbs take objects, and the object can come after the verb or between the verb and particle. Intransitive phrasal verbs do not take objects. Care must be taken with pronoun objects, which must come between the verb and particle. Examples are provided of common phrasal verbs and exercises for practicing forming sentences with transitive and intransitive phrasal verbs.
Benok is a Fil-Am boy who needs help with his English lessons. His father promised him a vacation to Vigan, Ilocos Sur in the Philippines if he gets a high score. Benok meets Gizmo, who will help him complete tasks to learn about verbals like gerunds, infinitives and participles. Benok correctly answers questions identifying verbals in sentences. As rewards, he earns a map of Vigan, beach shorts, a polo outfit and backpack. In the final task, Benok must identify verbals in a paragraph to convince his father to go on vacation.
This document provides a detailed lesson plan on teaching active and passive voice to students. The objectives are to differentiate between active and passive voice, identify the voice in sentences, rewrite sentences by changing the voice, and ensure student participation. The lesson plan outlines introductory activities, motivation, presentation of the topic, application through exercises, and evaluation. Key points are distinguishing active voice where the subject performs the action from passive voice where the subject receives the action.
English Communication Arts and Skills Through Afro-Asian literature
Passive and Active Voice
Sentence transform
Interrogative or Question Transform
Imperative Sentence Transform
The Exclamatory Sentence Transform
The Prepositional Transform
The Derived Transform or Passive Voice
This document discusses the components of simple sentences in Chinese. It states that a simple sentence contains a subject and a predicate. It then provides examples of different types of subjects and predicates. The document also briefly introduces compound sentences and complex sentences.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
The document discusses phrasal verbs, which are verb phrases consisting of a verb and a preposition and/or adverb that together have a meaning different from the individual words. It provides examples of different types of phrasal verbs including verb + preposition, verb + particle, and verb + particle + preposition. It also lists some of the most common phrasal verbs used in English and provides examples of how to use each one.
This document contains notes from several seminar topics on English grammar concepts. It discusses parts of speech, verbs, clauses, noun phrases, adjectives, adverbs, prepositions, coordination, subordination, and other grammatical terms. Examples are provided to illustrate different grammar concepts.
This document provides a summary of key information about adjectives and adverbs in 3 paragraphs or less:
[1] Adjectives denote properties like size, shape, color, and quality. They can function attributively or predicatively and have comparative and superlative forms. Adjectives are modified by adverbs.
[2] Adverbs are derived from adjectives with the -ly suffix and modify categories other than nouns. They have comparative and superlative forms and are modified by other adverbs.
[3] The document discusses distinguishing adjectives from nouns and verbs, and describes functions of adjectives and adverbs like complements, modifiers, and restrictions
There are two types of implicatures:
1. Conventional implicatures - Implicatures that are directly associated with the use of certain words or expressions. For example, the word "but" conventionally implicates contrast.
2. Conversational implicatures - Implicatures that are generated based on the Cooperative Principle and Grice's Maxims of Conversation. For example, if someone says "I'm out of gas" in response to being asked for a ride, they conversationally implicate that they cannot give you a ride.
The key difference is that conventional implicatures are directly linked to the meaning of words/expressions, while conversational implicatures are inferred based on the context and Grice's max
Non finite clauses and clauses without verbs chapter 13云珍 邓
This document discusses non-finite clauses and verbless clauses. It covers four main topics: 1) The four kinds of non-finite clauses including to-infinitival, bare infinitival, gerund-participial, and past participial clauses. 2) The form and functions of non-finite clauses. 3) The catenative construction where non-finite clauses are complements of verbs. 4) Verbless clauses which can function as complements of prepositions or directly as adjuncts.
The document discusses morphological processes in English including inflectional and lexical morphology. It covers topics such as:
- Inflectional morphology deals with changes in word forms to express concepts like number, case, and tense, while lexical morphology focuses on word formation through processes like compounding, affixation, and conversion.
- In inflectional morphology, nouns inflect for number and case, verbs for tense and person/number, and adjectives have comparative and superlative forms.
- Lexical morphology examines processes like compounding, affixation, conversion and others to understand how new words are formed from existing word elements or bases.
- Productivity refers to whether a word
This document discusses different ways of packaging information in clauses, specifically passive constructions. It outlines 3 main types of passive constructions - canonical passive constructions, prepositional passives, and get-passives. These constructions package information differently than their active counterparts but have the same core meaning. Passive constructions allow rearranging syntactic functions to emphasize different information.
The document discusses comparative and superlative forms of adjectives and adverbs in English grammar. It covers:
1) The plain, comparative, and superlative forms of adjectives like "tall" and adverbs like "soon".
2) Set comparisons using the superlative form to indicate the highest degree, such as "Max was the tallest boy."
3) Term comparisons using the comparative form to compare two items, like "Max is taller than Tom."
4) Non-inflectional ways of indicating comparative and superlative forms using words like "more" and "most".
This document discusses different types of relative clauses in English grammar. It begins by providing examples of relative clauses that modify nouns. It then distinguishes between relative clauses and content clauses based on whether they contain an anaphoric element linked to an antecedent noun. The document goes on to classify relative clauses based on the presence or absence of a relative pronoun, and identifies the types of elements that can be relativized. It also discusses integrated versus supplementary relative clauses.
1. Coordination involves joining two or more equal elements using coordinators like "and", "or", and "but".
2. Coordination is different from other constructions in that it has no head. The elements joined are called coordinates.
3. There are some distinctive properties of coordination including that there is no limit to the number of coordinates, the coordinates must be syntactically similar, and an expanded coordinate can never be preposed.
The document discusses the key elements of clause structure including subjects, predicates, and complements/adjuncts. It notes that every clause has a verb phrase as its head and the verb determines the structure of the rest of the clause. The major elements are the subject and predicate, with the predicator selecting the key content. Complements and adjuncts are dependents of the predicator in the verb phrase, with complements being obligatory or optional and adjuncts being optional additions. Predicative complements are another type of dependent that commonly has the form of a noun phrase or adjective phrase.
This document discusses English verb tenses, aspects, moods and forms. It covers:
1. The three main tenses in English - past, present, and future.
2. Verb inflection in English is not as complex as in other languages. There are a few inflected forms like the third person singular present.
3. Verbs have different forms - base, past participle, present participle. The base form serves multiple functions. Irregular verbs have variations in forms.
4. Aspects include simple, progressive, and perfect which combine tenses with views of an action as ongoing or completed. Modal auxiliaries and the
2. Complements of prepositions
i. Object NP I was talking [to a friend].
ii. NP We left [before the last act].
iii. Predicative I regard her [as a friend].
iv. PP I stayed [until after lunch].
v. AdvP I won’t last [for long].
vi. Clause I left [because I was tired].
3. 1. For each of the following sentences, underline the complement of the
doubly underlined preposition – all the words that make up the
complement, but no other words. In each case give the category of the
complement.
i. What may not be expected in a country of eternal light?
What may not be expected in a country of eternal light? Noun phrase
ii. Six years have passed since I resolved on my present undertaking.
Six years have passed since I resolved on my present undertaking. Clause
iii. I commenced by inuring my body to hardship.
I commenced by inuring my body to hardship. Object NP
iv. My life might have been passed in ease and luxury.
My life might have been passed in ease and luxury. Noun phrase
v. They fly quickly over the snow in their sledges.
They fly quickly over the snow in their sledges. Noun phrase
4. Prepositional verbs
Prepositional verbs are verbs that take PP
complements.
He asked for water.
We came across some errors.
He’ll treat me to lunch.
I served as secretary.
He took me for a fool.
5. Fossilisation
Some verb + preposition combinations are
fossilised, in the sense that they don’t permit any
variation in their relative position.
NON-FOSSILISED FOSSILISED
i a. I asked for some information. b. I came across some letters.
ii a. the information which I asked for. b. the letters which I came across
iii a. the information for which I asked b* the letters across which I
came
6. 3. Determine which of the verbs below belong to the class of
prepositional verbs. For those that do, identify the prepositions(s)
they select and provide relevant examples. For each verb + preposition
sequence say wheather or not it is fossilised, and provide evidence
that your claim about fossilitation is correct.
i. bank - it’s not a prepositional verb
ii. believe
prepositional verb – believe in He believes in God.
fossilised *God in who he believes.
iii. convince
prepositional verb - convince sb of sth You convinced the judge of your innocence.
non-fossilised The innocence of which you convinced judge.
iv. fall
prepositional verb – fall in He fell in love with a young girl.
non-fossilised A young girl with whom he fell in love.
v. feel
prepositional verb - feel strongly about sth I feel strongly about this issue.
non-fossilised The issue which I feel strongly about.
The issue about which I feel strongly.
7. vi. hope
prepositional verb – hope for We are hoping for good weather.
fossilised *Good weather for which we are hoping.
vii. see
prepositional verb – see after He sees after his younger brother.
fossilised *His younger brother after who he sees.
viii. stand
prepositional verb – stand for She always stands for animal rights.
non-fossilised Animal rights for which she always stands.
ix.treat
prepositional verb – treat sb to sth He treated me to lunch.
non-fossilised Lunch to which he treated me.
Lunch which he treated me
to.
x. wait
prepositional verb – wait for He is waiting for his mother.
fossilised His mother who he is waiting for.
*His mother for who he is
waiting.
8. 4. The word up is a particle in We folded up the map but not in We
climbed up the mountain. What syntactic differences can you find
between the two constructions? Use these differences to say for each
of the following which of the two kinds of construction it belongs to.
We folded the map up. *We climbed the mountain up.
i. I looked over my shoulder.
non-particle *I looked my shoulder over.
ii. We must bring in the washing.
particle We must bring the washing in.
iii. We’d better run off some more copies.
non-particle *We’d better run some more copies off.
iv. I knocked over the vase.
particle I knocked the vase over.
v. He never got over his disappointment.
non-particle *He never got his disappointment over.
9. Preposition vs adjectives
1) NP complement
Prototypical members of the preposition class license NP
complements. Adjectives do not.
2) Inflection and gradability
Adjectives are gradable and inflected. Prepositions are normally non-
gradable. There are not inflected forms.
3) The predicand requirement for adjectives
Adjectives are related to a predicand and this applies not only with
predicative complements but also with predicative adjuncts.
Preposition can head adjuncts that are unassociated with any
predicand.
4) Complement of become
Adjectives can normally head complements of become, whereas
preposition without modifiers normally cannot.
10. 5. For each of the following words, decide whether it is a preposition
or an adjective, and give arguments to support your view
i. about - preposition It allows an NP complement: We were
speaking about the film. It is non-gradable. It cannot normally head
the complement of become.
ii. ahead - adjective It doesn't allow an NP complement. It is gradable
and inflects for grade: Today technology is /become more ahead.
It occurs as complement to become: Today technology becomes
ahead very fast.
iii. aloof - adjective It doesn't allow an NP complement. It is gradable
and inflects for grade: He is the most aloof boy in our class. It
occurs as complement to become: He becomes quite aloof.
iv. aloft – adjective/preposition It allows an NP complement: Birds
perching aloft telephone wires. It is non-gradable. It cannot
normally head the complement of become.
v. around - preposition It allows an NP complement: The people were
seated around the table. It is non-gradable. It cannot normally
head the complement of become.
11. 6. Construct an example, complete with as much context as necessary,
to show that context is right a pronoun can follow the particle in a
verb + particle construction like rip you off or call him out or
turn them down, if it is contrastively stressed.
ask someone out
Brian asked Judy out to dinner and a movie.
back someone up
My wife backed me up over my decision to quit my job.
break something in
I need to break these shoes in before we run next week.
put through
I'll put you through to Mr. Brown.
12. 7. Which of the following prepositions can occur in declarative main
clauses either with or without an NP complement? Give examples to
illustrate both uses, noting those which occur without an NP
complement only in a restricted subset of their uses/meanings
i. against
Occurs with an NP complement: He turned up his collar against the
wind.
but not on its own: * He turned up his collar against.
ii. between
Occurs with an NP complement: Gatwick is about halfway between
London and Brighton.
And on its own: Two periods of study with a short break between.
iii. despite
Occurs with an NP complement: He remains a great leader despite his
age.
but not on its own: *He remains a great leader despite.
13. iv. opposite
Occurs with an NP complement: The school is opposite the park.
And on its own: Mark and Betty live opposite.
v. throughout
Occurs with an NP complement: She has traveled throughout the world.
And on its own: The hotel was redecorated throughout.
vi. to
Occurs with an NP complement: It was my first visit to Africa
but not on its own: *It was my first visit to
vii. underneath
Occurs with an NP complement: He took a gun and hid it underneath the sofa.
And on its own: She left the buttons open to show silk underneath.
Underneath he is a pleasant man.
ix. until
Occurs with an NP complement: We played until it got dark.
but not on its own: * We played until.
x. within
Occurs with an NP complement: He entered the house, and within seconds, he was
surrounded by
children.
And on its own: As she approached the door she heard a telephone ringing within.
14. Preposition stranding
Stranded prepositions – located before a site from which its
understood complement is missing.
i. Who did they vote for? interrogative
ii. I can’t find a book which she was reffering to. relative
Fronted prepositions – prepositions at the beginning of the
clause so it accompanies the NP that is understood as
its complement.
i. For whom did they vote? interrogative
ii. I can’t find the book to which she was reffering. relative
15. 8.The following examples have stranded prepositions. Construct
corresponding examples with a fronted preposition. If you find any
of your examples ungrammatical, mark them with * in the usual
way.
i They couldn 't agree on who it referred to.
ii What am I supposed to cut this thing with?
iii He 's the man I showed the photo to.
iv The place we 're going to is so informal they
don 't have table cloths.
v It was the only proposal which every department
member agreed with.
16. i They couldn 't agree on who it referred to.
*They couldn 't agree on to whom it referred. ( the clause who it
referred to containing the preposition is a subordinate interrogative
clause functioning as complement to a preposition (on);here
stranding is obligatory. )
ii What am I supposed to cut this thing with ?
With what am I supposed to cut this thing?
iii He 's the man I showed the photo to.
He is the man to whom I showed the photo.
iv The place we 're going to is so informal they don 't have table cloths.
*To the place we are going is so informal they don 't have table cloths.
(We have the idiom going to meaning "plan" , it is a tense, to is
never fronted.)
v It was the only proposal which every department member agreed with.
It was the only proposal with which every department member agreed.
17. 9. The following examples have fronted prepositions. Construct
corresponding examples with a stranded preposition.If the example
turns out to be ungrammatical,mark it with *.
i Under what circumstances would you agree ?
ii In what year was she born ?
iii He came to the bed in which Goldilocks had
been sleeping.
iv It appealed to everyone with whom he
discussed it.
v It was a situation in which it would have been
hard for anyone to form a judgement
concerning what to do.
18. i Under what circumstances would you agree ?
*What circumstances would you agree under?(the fronted preposition
occurs in front of a NP, that is ungrammatical .)
ii In what year was she born ?
*What year was she born in?(The PP is in adjunct rather than
complement function.The manner adjunct in what year, can never
be split up.)
iii He came to the bed in which Goldilocks had been sleeping.
He came to the bed which Goldilocks had been sleeping in.
iv It appealed to everyone with whom he discussed it.
*It appealed to everyone whom he discussed it with.(the PP is in
adjunct rather than complement function, specifically an adjunct of
time. The manner adjunct in with whom can never be split up.)
v It was a situation in which it would have been hard for anyone to form
a judgement concerning what to do.
*It was a situation which it would have been hard for anyone to form a
judgement concerning what to do in.(the PP is in adjunct rather than
complement function, specifically an adjunct of time. The manner
adjunct in what to do can never be split up.)
19. Preposition vs adverb
Traditionally prepositions have complements with the form
of the NPs but when they are adverbs they have no
complement:
Traditional preposition: She went aboard the liner.
Traditional adverb: She went aboard.
20. 10. Classify the following words as adverbs or prepositions, basing
your answers on the criteria discussed in Ch. 7 and citing the relevant
evidence.
[i] ahead adv&prep
adv.
(doesn’t require NP
complements)
I could see the end of
[ii] always adv the tunnel ahead.
[iii] indoors adv
[iv] often adv
[v] overseas Adv, adj
A large number of overseas visitors. (adj.)
The company plans moving production
overseas. (adv.)