English Language Terminology - Phrases, Clauses and SentencesCool
This clear and concise presentation explains phrases, clauses and sentences as well as covering word structure and words and meanings.
The topics covered are: phrases, noun phrases, adjectival phrases, verb phrases, prepositional phrases, clauses, adverbials, clause types, simple sentences, compound sentences, complex sentences, sentence moods, morphemes, inflection, derivational affixes, denotations, connotations, lexical fields, hyponyms, hypernyms, synonyms and antonyms.
The simple explanations will clarify any misunderstandings, with the help of clear bullet points, concise definitions, and examples.
The presentation is perfect for English Language A Level at both AS and A2.
English Language Terminology - Phrases, Clauses and SentencesCool
This clear and concise presentation explains phrases, clauses and sentences as well as covering word structure and words and meanings.
The topics covered are: phrases, noun phrases, adjectival phrases, verb phrases, prepositional phrases, clauses, adverbials, clause types, simple sentences, compound sentences, complex sentences, sentence moods, morphemes, inflection, derivational affixes, denotations, connotations, lexical fields, hyponyms, hypernyms, synonyms and antonyms.
The simple explanations will clarify any misunderstandings, with the help of clear bullet points, concise definitions, and examples.
The presentation is perfect for English Language A Level at both AS and A2.
English Syntax - Basic Sentence StructuretheLecturette
This presentation provides the basics of English syntax and sentence structure.
For more English tutorials, please visit:
https://www.thelecturette.com
English Syntax - Basic Sentence StructuretheLecturette
This presentation provides the basics of English syntax and sentence structure.
For more English tutorials, please visit:
https://www.thelecturette.com
parts of speech - structure classes.pptxAliQadoury
Structure class is a part of speech class . It has the following characteristics : structure class is recognized in position , structure classes are small in members , and Structure classes are closed classes and rarely admits new members.
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. SUBYEK
• Subyek adalah pelaku dalam kalimat yang
diikuti oleh kata kerja.
• Bentuk Subyek yang umum dipakai adalah
• Noun (kata benda) : Cars
• Noun phrase (frasa benda) : The bank.....
• Pseudo Subject : There / It
3. Berikut ini adalah beberapa
contoh Subyek
Noun
Your lateness
Pronoun
It
makes the teacher upset.
Gerund
Your coming late
Infinitive
To come late
Noun Clause
That you came late
makes the teacher upset.
4. VERB
• Verb adalah kata kerja yang melakukan
tindakan dalam kalimat.
• Bentuk Kata kerja yang umum dipakai adalah:
• - Single word (satu kata) : walks
• - Verb phrase (frasa kata kerja) : is walking
5. COMPLEMENT
Complement adalah kata yang melengkap
kalimat. Bentuknya mirip dengan Subyek yaitu
berbentuk Noun atau noun phrase. Tidak
semua kalimat memiliki complement dan
biasanya hanya ada di kalimat transitive.
7. Phoneme :
- the smallest unit of language
- has NO meaning
- only sounds
Phoneme + phoneme = morpheme
Morpheme :
- has meaning
- bound : preffix, suffix
- free : word (root)
morpheme + morpheme = word
12. Adverb and Adjective
Adverbs tell us in what way someone
does something. Adverbs can modify
verbs, adjectives or other adverbs.
Adjectives tell us something about a
person or a thing Adjectives can modify
nouns or pronouns.
13. Examples:
•
•
•
•
Mandy is a careful girl.
Mandy drives carefully.
Mandy is very careful.
Mandy is a careful driver. This sentence is
about Mandy, the driver, so use the adjective.
• Mandy drives carefully. This sentence is about
her way of driving, so use the adverb.
14. Types of adverbs
1) Adverbs of manner
quickly
kindly
2) Adverbs of degree
very
rather
3) Adverbs of frequency
often
sometimes
4) Adverbs of time
now
today
5) Adverbs of place
here
nowhere
15. The position of adverbs
in sentences
• We can put adverbs in different positions in
sentences. There are three main positions
but also a lot of exceptions.
• In English we never put an adverb between
the verb and the object.
We often play handball. - CORRECT
We play often handball. - WRONG
16. The three main positions of adverbs
in English sentences
1) Adverb at the beginning of a sentence
Unfortunately, we could not see Mount
Snowdon.
2) Adverb in the middle of a sentence
The children often ride their bikes.
3) Adverb at the end of a sentence
Andy reads a comic every afternoon.
17. • If there are more adverbs at the end of a
sentence, the word order is normally:
• Manner - Place - Time
Peter sang the song happily in the bathroom
yesterday evening.
18. Word : - has meaning
- has components : preffix, root, suffix
- classified as : noun, verb, adjective, adverb
Examples of NOUN :
mother
competitor
endeavor
inferiority
achievement
father
moviegoer
behavior
identity
development
theorist
teenager
producer
capacity
eminence
attention
situation
difficulty
ability
intelligence
Quiz :
“Can you count how many morphemes there are in each word?”
Hints :
Morphemes (preffix or suffix) to form nouns are :
--y, --tion, --er/--or, --ity, --ment, --ance/--ence, --ist, --ess, etc.
20. EXERCISE : Name the forms of the underlined verbs below!
1.
2.
3.
4.
The first child begins life as an only child.
Alfred Adler is the first theorist to include .....
The child may battle for the lost position.
Birth order is understood in the context of individual’s special
circumstances.
5. They dreamed of constant running without getting anywhere.
6. Even if the weather cooperates.....
7. The origin of the term has been traced .....
8. They are usually afraid of having a ......
9. Couples started their new life living together .....
10. Phobias stem from an unconscious ......
22. Phrase : -- has meaning
-- has roles as noun (noun phrase) and as verb (verb phrase)
-- has components : head and Modifier
NOUN Phrase :
1. Noun + Noun (head)
ex: birth order
children problem
anxiety care
nerve system
family man
identity formation
2. Adjective + Noun (head)
ex: early influence
strong reaction
flexible character
special personality
sensitive response
etc.
3. V.ing + Noun (head)
ex: abusing parents
growing moments
living quarters
4. V.3 + Noun (head)
ex: pampered child
developed process
hidden character
23. Continued:
5. Noun (head) + preposition + Noun
Ex: risk of sickness
children with autism
children from preschool needs for dependency
6. Noun (head) + V.o + Noun
Ex: attempts to explain motives
ability to fing balance
teraphy to treat patients with insomnia
7. Noun (head) + V.3 + Noun
Ex: types categorized by action
skill resulted by special methods
test known as intelligence quotient
8. Noun (head) + V.ing + Noun
Ex: programs resulting in creative skills
tendency having a negative persistence
24. VERB Phrase
The forms of verb in English:
Infinitive (V.o) :
(to) go, (to) have, (to) be, (to) study, (to) understand, etc.
Present (V.1) / (V.1 + s/es) :
goes, has, studies, understands, cries, treats, etc.
Past (V.2) :
went, had, studied, understood, did, treated, etc.
Past Participle (V.3) :
gone, had, been, understood, studied, done, etc.
Present Participle (V.ing) :
going, having, understanding, studying, treating, etc.
25. Usually, the Infinitive form (V.o) is preceded by the words of:
Noun
Verb
: ability, attempt, change, desire, need, opportunity, readiness,
willingness, way, etc.
: afford, agree, appear, ask, attempt, choose, arrange, decide,
demand, forget, etc.
Whereas, the Present Participle (V.ing) is preceded by the words :
Admit, appreciate, celebrate,avoid, consider, deny, delay, dislike, enjoy,
explain finish, go, imagine, keep, mention, mind, miss, practice, recall,
report, resist, risk, stop, suggest.
26. Basic construction of Verb Phrase
1) Modals (can, may, must, shall, will) + V.o
It has meaning as: dapat, kemungkinan, keharusan, nasehat, spekulasi,
waktu yang akan datang, etc.
Example:
They will notice the children’s attitude.
2) To have (have, has, had) +V.3
It has meaning as : sudah / belum
Example:
She has treated the pasient with the therapy.
3). To be (is, am, are, was, were) + V.ing
It has meaning as: sedang (berlangsung)
Example:
The psychologist is watching the changing.....
4). To be (is, am,are,was, were) + V.3
It has meaning as : di--- / ter---- (passive)
Example:
Rudi was interviewed in the test.
27. The basic constructions can be developed into combinations of :
(1) + (2) = modals + V.o/have + V.3
(1) + (3) = modals + V.o + to be + V.ing
(1) + (4) = modals + V.o + to be + V.3
(2) + (3) = have + V.3 / to be + V.ing
(2) + (4) = have + V.3/to be + V.3
(3) + (4) = to be + V.ing + to be + V.3
(1) + (2) + (3)
(1) + (2) + (4)
(2) + (3) + (4)
(1) + (2) + (3) + (4)
29. CLAUSE
~ a group of words forming part of a sentence but has a Subject and a Predicate.
~ can occupy the position as a Noun, Adjective, or Adverb
Noun Position:
Do you notice the beauty? (noun)
Do you notice the beauty of the scenery? (noun phrase)
Do you notice that it is a beautiful scenery? (noun clause)
Adverb Position:
He speaks English well. (adverb)
He speaks English pretty well. (adjective phrase)
He speaks English so well that I can understand his speech.
(adjective clause)
Adjective Position:
It is a beautiful thing. (adjective)
It is a thing of a great beauty. (adjective phrase)
It is a thing that is full of beauty. (adjective clause)
30. NOUN CLAUSE
~ a clause as a noun in a sentence ( Subject or Object)
SUBJECT
It was interesting. (noun/pronoun)
His story was interesting. (noun phrase)
What he said was interesting. (noun clause)
OBJECT
I heard that. (noun/pronoun)
I heard their story. (non phrase)
I heard what they said yesterday. (noun clause)
Words to begin a noun clause are:
~ question words ( when, what, where, why, who, which, etc.)
~ whether / if
~ that
Mind this !!
The clauses from questions (both “yes-no” and “wh-question”)
change the sentence arrangement into “Subject + Predicate”
32. Examples with Question Words:
What did she say?
What she said surprised me.
Who is the girl?
Please tell me who the girl is.
Where does Amir live?
The teacher asks me where Amir lives.
What can I do for you?
He asked what he could do for me.
Which one is Ben’s house?
We don’t know which one is Ben’s house.
Examples with “whether/if”:
Will she attend the party?
She doesn’t tell whether she will attend the party.
Did you have a good time?
He asked me if I had a good time.
Are you hungry?
They are not sure if I am hungry.
Does Mary teach English?
John is curious whether Mary teaches English.
Examples with “that”
My father is a good doctor.
The world is round.
Romeo loves Julie.
He thinks that his father is a good doctor.
That the world is round is a fact.
It is a fact that the worls is round.
Everybody knows that Romeo loves Julie.
33. Exercises
:
Change the questions and statements below into noun clause
of your own sentences!
1. Where is the library?
2. Did he borrow your dictionary?
3. Is Drew having a big problem now?
4. Who is doing the temporary job?
5. How far is Tenggarong from Balikpapan?
6. Should we wait for the boys?
7. Are there any hotels in the town?
8. Jack was late to class.
9. It is about 60km away from Yogya to Solo.
10.Mary lives with her grandmother in that small house.
11.Drugs can damage one’s health.
12.Irene failed her final exam.
13.Everybody must speak English in the class.
14.When will the show be started?
15.Whose shoes are left on the stairs last niight?
35. ADJECTIVE CLAUSE
~ a clause to modify a noun (describes, identifies, or gives further
information about the noun.) It is also called : “Relative Clause”.
Words to begin adjective clause are :
that, who, whom, whose, which, where, when
The book is mine.It is on the table
The book which is on the table is mine.
The book that is on the table is mine.
I thanked the woman.
She helped me.
I thanked the woman who helped me.
I thanked the woman that helped me.
The movie was good.
We saw it last night.
The movie which we saw last night was good.
The movie that we saw last night was good.
The man was Mr. Jones. I met him in the meeting.
The man whom I met in the meeting was Mr.Jones.
The man that I met in the meeting wasMr.Jones.
36. EXERCISES
Combine the sentence-pairs below!
1. The girl is happy.
She won the competition.
6. January is the first month.
I was born then
2. We are studying sentences.
They contain adjective clauses.
7. The building is very hot.
They have to stay there for two months.
3. The man called the police.
His wallet has lost.
8. People in Solo are nice.
Visitors like them very much.
4. Boyolali is a small town.
Joko grew up there.
9. I know the woman.
Her daughter has just killed in the robbery.
5. I’ll never forget the day.
I met you for the fisrt time then.
10.The picture was beautiful.
Enny painted it in her teenage.
38. ADVERB CLAUSE
~ functions as an adverb of a sentence: modifying the predicate or the sentence.
~ can be placed in the front, middle, or at the end of the sentence.
Words to begin adverb clause are devided into:
Time:
Cause/Effect:
Opposition:
Condition:
After
Before
When
While
As
Since
Until
As soon as
Once
Whenever
because
since
now that
as
inasmuch as
so....that
in order that
eventhough
although
though
whereas
while
if
unless
only if
even if
39. EXAMPLES
When we were in New York, we saw many plays.
We saw many plays when we were in new York.
Because Adam was sleepy, he went to bed soon.
Adam went to bed soon because he was sleepy.
If it rains now, I will take umbrella.
I will take umbrella if it rains now.
Some people are fat, whereas others are thin.
Whereas some people are fat, others are thin.
As long as they’re not busy, they can help me with this work.
They can help me with this work as long as they’re not busy.
41. SENTENCE
>> is a construction consisting of at least a subject and a predicate.
Elements of a sentence:
Subject : Noun, Pronoun, Infinitive, Gerund, Noun Phrase, Noun Clause
Predicate : Verb, To be, Auxiliary, Modal, Verb Phrase.
Complement : Noun, Adjective, Adverb, Pronoun, Prepositional Phrase
Object : Noun, Pronoun, Infinitive, Gerund, Phrase, Caluse
Basic sentence arrangements:
Subject + Predicate
Babies cry.
The clients have waited.
Subject + Predicate + Complement
She talks very slowly.
The patients with cancer are treated in a special room.
Subject + Predicate + Object
Mary likes poems.
The white skinned girl didn’t understand the clear instructions.
42. Subject + Predicate + Indirect Object + Direct Object
Adam gives me red roses.
The lecturer introduces the students new theory.
She bought her children many electrical toys.
Subject + Predicate + Direct Object + Preposition + Indirect Object
My friends tag some photos to me.
The faculty provides new computer for each lecturer.
Mr.Jones shares his brilliant ideas to his followers.
Subject + Predicate + Object + Complement
People votes Obama the next president.
They didn’t consider her their step-sister.
The sweet Italian ice cream makes me fat.
43. TYPES of SENTENCE
1) Simple Sentence
contains one full subject and predicate. Such as:
- statement : He lives in New York.
- question : How old are you?
- request : Please close the door.
- exclamation : What a terrible temper he has!
2) Compound Sentence
contains two or more sentences joined into one by :
- punctuation :
The weather was bad; all classes were canceled.
- punctuation and conjunctive adverb :
The weather was bad; therefore all classes were canceled.
- and, or, so, but, yet, for:
The weather was bad, so all classes were canceled.
44. 3) Complex Sentence
contains one or more dependent clause, such as:
- adverb clause :
All classes were canceled because the weather was bad.
- adjective clause:
Children who are under 12 years must be accompanied by parents.
- noun clause :
I can’t understand why you did such a thing.
4) Compound Complex Sentence
contains two or more independent clause and one or more dependent clause.
All classes were canceled because the weather was bad, and students
were told to stand by with their email to find out when classes would
begin again.
53. CAN
Ex: I can swim
TO BE (IS, AM, ARE)
I’d like to be able to
swim
COULD
I could swim when I
was 6 years old
TO BE
(WAS, WERE, ABLE TO)
Even though I’d hurt
my leg, I was able to
swim back to the boat.
(I managed to swim
back to the boat)
PRESENT
MODAL:
ABILITY
PAST
54. Can I smoke
here?
CAN
(informal)
Asking for
permission
COULD
Could I smoke
here?
(polite)
May I smoke
here?
MAY
(formal)
MAY
MODAL:
PERMISSION
CAN
You can’t smoke
here
BE ALLOWED TO
Refusing
permission
You may not
smoke
You are not
allowed to smoke
here
A:
Giving permission
CAN/MAY
Can/Could/May I
Borrow your
laptop?
B:
Of course you
can/may
55. COULD
It could be a pen
MIGHT
It might be a pen
MAY
It may be a pen
MUST
It must be a lipstick
CAN’T
It can’t be a lipstick
POSSIBILITY
It’s possible < 50%
certain
MODAL:
POSSIBILITY
PROBABILITY
It’s probable 90%
certain
56. SHOULD/OUGHT TO
MODAL:
ADVISABILITY
You should / ought to stop
making
HAD BETTER + Vo
You’d better stop smoking
Put that cigarette out!!
TO BE SUPPOSED TO
You’re not supposed to smoke
here
57. I must leave for school at 6:15.
+
(I think it is necessary)
I have to start teaching at 8:00.
(it’s my teaching schedule)
MODAL:
OBLIGATION
MUST NOT
DON’T HAVE TO
I must leave for school at 6:15.
(I think it is necessary)
She doesn’t have to get up
early today. (It is not
necessary to get up early
today)
58. I must leave for school at
6:15.
MUST
MODAL:
HABIT
(I think it is necessary)
+
HAVE TO
I have to start teaching at
8:00.
(It’s my teaching
schedule)
59. MUST
+
I must leave for
school at 6:15
I have to start teaching at
8:00
MODAL:
OBLIGATION
MUST NOT
I must leave for school at
6:15
( I think it is necessary
_
She doesn’t have to get up early
today
DON’T HAVE TO
(it is necessary to get up early
today (it is necessary to get up
early today)
60. Ann loves painting.
WILL
She will paint for hours.
(typical behavior)
WOULD
When we were children we
would play soccer together
(typical behavior in the past
MODAL:
HABIT
USED TO
+
VO
TO BE + USED TO
+ V-ING
He used to smoke.(but he
doesn’t now)
he is used to smoking
(he is accustomed to
smoking)
63. PAST TENSES
Started and finished
in the past
---- She typed a letter last night.
Something happened
after another
----
Simple Past
Interrupted past
When I came, she typed the letter.
---- When I came, she was typing a letter.
Continuous
Past
2 actions in progress
at the same time in
the past
----
When I was swimming, she was
typing a letter.
64. An event happened
Earlier than a past event
Perfect Past
Ex: When I came, she had typed a letter.
Perfect
Continuous Past
Recently stopped
before a past event
Ex: She had been typing for two hours when I came
65. PRESENT TENSES
Habit
Ex: She types letter.
(She may not typing now)
Simple Present
Fact
Temporary
Ex: Water boils at 100 degrees.
Ex: He is typing letters this week
because the secretary is on leave.
Continuous
Present
In progress
Ex: The water is boiling.
Can you turn the stove off?
66. Perfect
Present
Result
Ex: He has typed 3 letters this morning.
In progress
Perfect
Continuous
Present
Ex: She has been typing letters all morning.
Recently stopped
Ex: He has been typing letters all morning.
(so he is very tired now)
67. FUTURE TENSES
Prediction/Plan :
Spontaneity :
A: The phone rings!
B: I’ll get it.
Evidence :
Simple
Future
It will rain tomorrow.
I will meet John next week.
It is going to rain.
(because it’s cloudy now)
Decision :He is going to paint his house.
(because he’s bringing a can of
paint)
Definite
Arrangement :
A: What are you doing here?
B: I’m meeting John.
(in a waiting room)
Fixed schedule/
Program :The plane leaves at 10:00 tomorrow
68. Continuous
Future
Action in progress
at a time in the future
I will be studying at 7:00 tonight.
Perfect
Future
Action completed
by a certain time
in the future
I’ll have studied for three hours by
8:00 tonight.
Perfect
Continuous
Future
Action completed by a certain time in
the future and stays in progress
I’ll have been studying in UMS
in 2012.
71. Examples
John wrote the report.
John is writing the report.
The report was written by John.
The report is being written by John.
John was writing the report.
The report was being written by John.
John has written the report.
The report has been written by John.
John has been writing the report.
Not Logical
John had written the report.
The report had been written by John.
John had been writing the report.
Not Logical
72. SOURCES
1) English Sentence Structure
Robert Krohn. University of Michigan 1971
2) A Practical English Grammar
A.J. Thomson & A.V. Martinet. Oxford Univ. Press. 1986
3) Modern English, A Practical Reference Guide
Marcella Frank. Prentice –Hall Inc. 1972
4) Modern English Part II, Sentences and Complex Structures
Marcella Frank. Prentice-Hall Inc. 1984
5) English Grammar In Use
Murphy Brown. Cambridge Univ. Press 1992
6) Understanding and Using English Grammar
Betty S. Azar. Prentice-Hall Inc. 1989