The current learning method of tenses is based on my personal experience and approach. It is a try to give new shape to the old learning materials. The notes are written and developed for the purpose to make learning of tenses easy
Teaching pronunciation and word stress is a challenging tak for teachers. It can only be achieved through interactive and game based teaching. This student presentation is an attempt at presenting techniques for teaching word stress.
Teaching pronunciation and word stress is a challenging tak for teachers. It can only be achieved through interactive and game based teaching. This student presentation is an attempt at presenting techniques for teaching word stress.
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Models of Parsing: Two-Stage Models
Models of Parsing: Constraint-Based Models
Story context effects
Subcategory frequency effects
Cross-linguistic frequency data
Semantic effects
Prosody
Visual context effects
Interim Summary
Argument Structure Hypothesis
Limitations, Criticisms, and Some Alternative Parsing Theories
Construal
Race-based parsing
Good-enough parsing
Parsing Long-Distance
Dependencies
Summary and Conclusions
Test Yourself
When people speak, they produce sequences of words. When people listen or read, they also deal with sequences of words. Speakers systematically organize those sequences of words into phrases, clauses, and sentences.
The study of syntax involves discovering the cues that languages provide that show how words in sentences relate to one another.
The study of syntactic parsing involves discovering how comprehenders use those cues to determine how words in sentences relate to one another during the process of interpreting sentence.
Parsing means to breaking down a sentence into its component parts so that the meaning of the sentence can be understood.
This can either be the category of words (Nouns, Pronouns, verbs, adjectives. Etc.)
Or other elements such as verbs tense (present, past, future)
In a phrase structure tree, the labels, like NP, VP, and S, are called nodes and the connections between the different nodes form branches.
The patterns of nodes and branches show how the words in the sentence are grouped together to form phrases and clauses.
The term "ecolinguistics" gained prominence through the works of Michael Halliday, who in the 1990s underscored the necessity of applying linguistic analysis to environmental issues (Halliday, 1990). The field further evolved with contributions from scholars like Arran Stibbe, who emphasized the integration of ecological philosophy into linguistic analysis (Stibbe, 2015). The interdisciplinary nature of ecolinguistics has also been enriched by the works of researchers like Peter Mühlhäusler, who explored linguistic diversity's role in ecological understanding (Mühlhäusler, 1995).
Naess's ecosophy, often summarized by the phrase "Self-realization for all beings". This approach challenges anthropocentric views and calls for a radical restructuring of human societies based on principles of diversity, ecological compatibility, and decentralization (Naess & Rothenberg, 1989).
Anthropocentrism is a philosophy that emphasizes humankind as the central or most important element.
Ecocentrism emphasizes the intrinsic value of all living things, including humans but also animals, plants, water, soil, etc.
Norton and Hulme's (2019) analysis of climate change narratives in UK media indicates various stories that drive public discourse on climate change. The analysis emphasizes the diversity of climate change perspectives, as well as the shift in editorial focus toward a consensus on the need for technological solutions and adaptation measures, revealing the complex interplay between language, ideology, and environmental discourses.
Ecolinguistic analysis has been applied to various discourses, including animals (Glenn, 2004; Goatly, 2006; Stibbe, 2012a), advertising (Hogben, 2008; Slater, 2007), the concept of ‘nature’ (Hansen, 2006; Knight, 2010), natural resources (Kurz, Donaghue, & Rapley, 2005; Meisner, 2007), economics (Halliday, 2001; Stibbe, 2005), ecotourism (Milstein, 2008, 2011), environmentalism (Alexander, 2010; Benton & Short, 1999; Harre´, Brockmeier, & Muhlhausler, 1999), climate change (Doulton & Brown, 2009; Ihlen, 2009), energy (Russell et al., 2011), and sustainability (Kowalski, 2013). Ecolinguistic studies differ in complexity, scope, depth of investigation, and purpose.
phenomenological approach
a qualitative research framework that aims to explore and understand the essence of human experiences.
it originated from the philosophical works of Edmund Husserl, a German philosopher, in the late 19th and early 20th centuries.
we can look at a clean copy of the text with analytic eyes
First task with text will be to look generally at five points:
audience
theme & intention
methods of development
tone
emotion
To explore the perception of madrassas’ teacher regarding the learning of English language.
To analyse the attitudes of madrassas’ teachers towards English language.
To investigate the learning of English language in a social environment
Apply specific social learning theory to the language context in order to know its application.
To know the understanding level of learners under the social learning theory
1. Introduction
2. Rationale of the study
3.Theoretical Framework
4. Frame work of the study
5. Discussion
6. Conceptual dimensions in the text
7. Recommendations
8.Conclusion
9. Questions & Answer Session
Types of Identity
Individual Identity
Social Identity
Multiple Identities
Collective Identity (representing a class)
Stigmatized Identity (dislike by the people)
Write a one-sentence research question relevant to your work or interests.
What data would be required?
What disciplines? Types of knowledge?
What research approach would be appropriate? What specific methods?
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 2
TENSES
The current learning method of tenses is based on my personal experience and approach. It is a
try to give new shape to the old learning materials. The notes are written and developed for the
purpose to make learning of tenses easy. It is presented with the help of sentence structure. The
concept of subject, helping verb, verb and object are elaborated. The learner will be able to
memories and practice tense with practical approach. Further, general and basic rules are
mentioned through which a learner can get guidance.
The word tense comes from the Latin word, tempus, which means "time." The tense of a verb
shows the time when an action or condition occurred.
SENTENCE
The sentence is generally defined as a word or a group of words that expresses a thorough idea
by giving a statement/order, or asking a question, or exclaiming.
OR
Sentence is combination of dependent clause and independent clause. (Independent clause is a
simple sentence)
OR
Sentence is made of subject and predicate.
OR
Sentence is constructed from Noun phrase and verb phrase. i.e. S=NP+VP
STRUCTURE OF SENTENCE
V+O------------Verb Object
Forgive him.
Call her.
Try it.
SV--------------Subject + Verb
They go.
I write.
We enjoyed.
SVA------------Subject + Verb + Adverb
The car arrived late.
Manha writes slowly.
He goes to school.
SVO------------Subject + Verb + Object
They finished homework.
Wajeeha wrote a letter.
SVIODO-------Subject + Verb + Indirect Object + Direct Object
3. 3
Mahad gives his mother a watch.
The English teacher has shown him result.
He offered me a gift.
SVC------------Subject + Verb + Complement
They are teachers.
Manha and Wajeeha are students.
You are an engineer.
She is a doctor.
A+S+V--------Adverbial+ Subject+ Verb
Tomorrow we leave.
Soon I start.
Nicely Wajeeha answered.
Yesterday they reached.
SVOC----------Subject + Verb + Object + Complement
Teacher made her monitor.
We named her Manha.
Mahad made her sad.
TWELVE TENSES NAMES
Present Simple
Present Continuous/Progressive
Present Perfect
Present Perfect Continuous/Progressive
Past Simple
Past Continuous/Progressive
Past Perfect
Past Perfect Continuous/Progressive
Future Simple
Future Perfect
Future Continuous/Progressive
Future Perfect Continuous/Progressive
USES OF TENSES
Past Tense–verbs indicate the event has occurred in the past.
Present Tense—verbs indicate an ongoing event or an event that is currently occurring in
the present.
Future Tense—verbs indicate an event that is likely to occur in the future.
Past Present Future
4. 4
Tense Function Example
Present simple used for facts, generalizations, and
truths that are not affected by the
passage of time
Manha writes a creative
paragraph.
Past simple used for events completed in the past Manha wrote a creative
paragraph yesterday.
Future simple used for events to be completed in the
future
Manha will write a
creative paragraph
tomorrow.
Present
continuous
used to describe currently ongoing
(usually temporary) actions
Manha is writing a
creative paragraph.
Past continuous used to describe ongoing past events,
often in relation to the occurrence of
another event
Manha was writing a
creative paragraph.
Future continuous used to describe future events that are
expected to continue over a period of
time
Manha will be writing a
creative paragraph
tomorrow.
Present perfect used to describe events that began in the
past and are expected to continue, or to
emphasize the relevance of past events
to the present moment
Manha has written a
creative paragraph.
Past perfect used to describe events that happened
prior to other events in the past
Manha had written a
creative paragraph before a
month.
Future perfect used to describe events that will be
completed between now and a specific
point in the future
Manha will have written a
creative paragraph by the
end of the week.
Present perfect
continuous
used to describe events that started in
the past and continue into the present or
were recently completed, emphasizing
their relevance to the present moment
Manha has been writing a
creative paragraph since
last night.
Past perfect
continuous
used to describe events that began,
continued, and ended in the past,
emphasizing their relevance to a past
moment
Manha had been writing a
creative paragraph since
2002.
Future perfect
continuous
used to describe events that will
continue up until a point in the future,
emphasizing their expected duration
Manha will have
been writing a creative
paragraph for two days.
5. 5
ALL SUBJECTS
He
She
It
Singular noun (i.e. Mahad)
I
We
You
They
Plural noun (i.e. Khizar,
Mahad & Wajeeha)
ALL HELPING VERBS
Helping verbs are used to help the main verb and to make up the structure of a sentence. There
are two types of verbs in English auxiliary and modal are used as helping verbs.
1. Auxiliary verb
Auxiliary verbs are helping verbs which add meaning to the clause, to emphasis and to express
tense. Helping verb and auxiliary verb are often interchangeable. The three common auxiliary
verbs have multiple forms:
To be: am, is, are, was, were, be, been
To have: have, has, had
To do: do, does, did
2. Modal Verbs
Modal verbs are helping verbs which illustrate to further modify the action or meaning of the
main verb. Modal verbs help to show obligation, possibility or necessity in a sentence. Modal
verbs do not change form.
can
could
may
might
will
would
shall
should
must
ought to
SUBJECT WITH HELPING VERB
He
She Does/is/has/did/was/had/will
It
Singular noun
I
We
You Do/are/have/did/were/had/will
They
Plural noun
“had & did” are used with all subjects.
“shall” is used only with I & We.
“am” is used only with I.
6. 6
FORMS OF VERB
1. Present Continuous/Progressive Tense
2. Present Perfect Continuous/Progressive Tense
3. Past Continuous/Progressive Tense 1st
v+ing
4. Past Perfect Continuous/Progressive Tense (going, writing etc)
5. Future Continuous/Progressive Tense
6. Future Perfect Continuous/Progressive Tense
1. Present Perfect Tense
2. Past Perfect Tense 3rd
form of verb (gone, written, recited etc)
3. Future Perfect Tense
1. Present Simple/Indefinite Tense 1st
form of verb
2. Future Simple/Indefinite Tense (go, write, play etc)
Addition of s/es with 1st
form of verb in Present Indefinite tense.
Words ends in ‑s, ‑sh, ‑ch, ‑x, ‑z, o, y, we add ‑es. And with other nouns, we
add -s. Examples:
Ending sound Addition of ‘es’
S Classes
Sh Washes
Ch Attaches
X Mixes
Z Buzzes
O Goes
Y Ties
Addition of “s”
One or more consonants Wants, eats, works
Word ends with –ie Lies, ties
One or more consonants + e Writes,
1. Past Simple/Indefinite Tense-----2nd
form of verb (went, wrote etc)
OBJECT
An object is an action receiver. It is a noun, pronoun, or noun phrase on which is governed by a
verb or a preposition.
There are three types of object:
1. Direct Object
A direct object in a sentence is directly acted upon by a subject such as,
Students have done their homework.
2. Indirect Object
An indirect object in a sentence is the recipient of the action performed by the subject such as,
Mahad has gifted his mother a watch.
7. 7
3. Object of Preposition
The object of preposition is a noun or pronoun managed by a preposition such as,
Manha gets in her house when Muma is sleeping.
RECOGNITION OF TENSE
You can recognize a tense through knowing the used helping verb. Like
Present Tense-----H.V-----does, do, is, am, are, have, has
Past Tense---------H.V------Did, was, were, had
Future Tense------H.V------Shall, will
ONE SENTENCE AND ALL TENSES
Mahad goes to office. Present Simple/Indefinite
Wajeeha is going to office. Present Continuous/Progressive
Mahad has gone to office. Present Perfect
Mahad has been going to office since 2019. Present Perfect Continuous/Progressive
Mahad went to office yesterday. Past Simple/ Indefinite
Mahad was going to office. Past Continuous/Progressive
Mahad had gone to office. Past Perfect
Mahad had been going to office for two years. Past Perfect Continuous/Progressive
Mahad will go to office tomorrow. Future Simple/ Indefinite
Mahad will be going to office. Future Continuous/Progressive
Mahad will have gone to office. Future Perfect
Mahad will have been going to office for three years. Future Perfect Continuous/Progressive
FORMS OF VERBS (A-Z)
Present Tense Past Tense Past Participle Present Participle
Abuse Abused Abused Abusing
Act Acted Acted Acting
Add Added Added Adding
Admire Admired Admired Admiring
Advise Advised Advised Advising
Allow Allowed Allowed Allowing
Answer Answered Answered Answering
Appear Appeared Appeared Appearing
Appoint Appointed Appointed Appointing
Arise Arose Arisen Arising
Arrest Arrested Arrested Arresting
Arrive Arrived Arrived Arriving
8. 8
Ask Asked Asked Asking
Attack Attacked Attacked Attacking
Awake Awoke Awoke Awaking
Bake Baked Baked Baking
Bark Barked Barked Barking
Bathe Bathed Bathed Bathing
Be "Was, Were" Been Being
Bear Bore Born Bearing
Become Became Become Becoming
Beg Begged Begged Begging
Begin Began Begun Beginning
Behave Behaved Behaved Behaving
Behold Beheld Beheld Beholding
Believe Believed Believed Believing
Bend Bent Bent Bending
Bet Bet Bet Betting
Bid Bade Bidden Bidding
Bind Bound Bound Binding
Bite Bit Bitten Biting
Bleed Bled Bled Bleeding
Bless Blessed Blessed Blessing
Blow Blew Blown Blowing
Boast Boasted Boasted Boasting
Boil Boiled Boiled Boiling
Borrow Borrowed Borrowed Borrowing
Break Broke Broken Breaking
Bring Brought Brought Bringing
Build Built Built Building
Burn Burnt Burnt Burning
Burst Burst Burst Bursting
Buy Bought Bought Buying
Call Called Called Calling
Carry Carried Carried Carrying
Cast Cast Cast Casting
Catch Caught Caught Catching
Change Changed Changed Changing
Check Checked Checked Checking
Choose Chose Chosen Choosing
Clap Clapped Clapped Clapping
10. 10
Enter Entered Entered Entering
Explain Explained Explained Explaining
Face Faced Faced Facing
Fail Failed Failed Failing
Fall Fell Fallen Falling
Fear Feared Feared Fearing
Feed Fed Fed Feeding
Feel Felt Felt Feeling
Fight Fought Fought Fighting
Find Found Found Finding
Fine Fined Fined Fining
Finish Finished Finished Finishing
Flee Fled Fled Fleeing
Float Floated Floated Floating
Fly Flew Flown Flying
Forbid Forbade Forbidden Forbidding
Forget Forgot Forgotten Forgetting
Freeze Froze Frozen Freezing
Gather Gathered Gathered Gathering
Get Got Got Getting
Give Gave Given Giving
Graze Grazed Grazed Grazing
Grind Ground Ground Grinding
Grow Grew Grown Growing
Hang Hung Hung Hanging
Hate Hated Hated Hating
Have Had Had Having
Hear Heard Heard Hearing
Help Helped Helped Helping
Hide Hid Hidden Hiding
Hold Held Held Holding
Hurt Hurt Hurt Hurting
Improve Improved Improved Improving
Invite Invited Invited Inviting
Join Joined Joined Joining
Jump Jumped Jumped Jumping
Keep Kept Kept Keeping
Kill Killed Killed Killing
Kneel Knelt Knelt Kneeling
11. 11
Knit Knitted Knitted Knitting
Know Knew Known Knowing
Laugh Laughed Laughed Laughing
Lay Laid Laid Laying
Learn Learned Learned Learning
Leave Left Left Leaving
Lend Lent Lent Lending
Let Let Let Letting
Lie Lay Lain Lying
Light Lighted Lit Lighting
Like Liked Liked Liking
Listen Listened Listened Listening
Live Lived Lived Living
Look Looked Looked Looking
Lose Lost Lost Listening
Love Loved Loved Loving
Make Made Made Making
Marry Married Married Marrying
Mean Meant Meant Meaning
Meet Met Met Meeting
Melt Melted Melted Melting
Mend Mended Mended Mending
Mix Mixed Mixed Mixing
Move Moved Moved Moving
Name Named Named Naming
Need Needed Needed Needing
Nip Nipped Nipped Nipping
Obey Obeyed Obeyed Obeying
Open Opened Opened Opening
Oppose Opposed Opposed Opposing
Order Ordered Ordered Ordering
Pay Paid Paid Paying
Peep Peeped Peeped Peeping
Plant Planted Planted Planting
Play Played Played Playing
Plough Ploughed Ploughed Ploughing
Pluck Plucked Plucked Plucking
Praise Praised Praised Praising
Pray Prayed Prayed Praying
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Preach Preached Preached Preaching
Prepare Prepared Prepared Preparing
Prevent Prevented Prevented Preventing
Promise Promised Promised Promising
Prove Proved Proved Proving
Pull Pulled Pulled Pulling
Punish Punished Punished Punishing
Push Pushed Pushed Pushing
Put Put Put Putting
Quit Quit Quit Quitting
Quarrel Quarreled Quarreled Quarrelling
Rain Rained Rained Raining
Reach Reached Reached Reaching
Read Read Read Reading
Refuse Refused Refused Refused
Remember Remembered Remembered Remembering
Repair Repaired Repaired Repairing
Reply Replied Replied Replying
Resign Resigned Resigned Resigning
Rest Rested Rested Resting
Return Returned Returned Returning
Ride Rode Ridden Riding
Ring Rang Rung Ringing
Rise Rose Risen Rising
Roar Roared Roared Roaring
Save Saved Saved Saving
Saw Sawed Sawed Sawing
Say Said Said Saying
See Saw Seen Seeing
Seek Sought Sought Seeking
Select Selected Selected Selecting
Sell Sold Sold Selling
Send Sent Sent Sending
Set Set Set Setting
Shake Shook Shaken Shaking
Shed Shed Shed Shedding
Shine Shone Shone Shining
Shoot Shot Shot Shooting
Shrink Shrank Shrunk Shrinking
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Shut Shut Shut Shutting
Sing Sang Sung Singing
Sink Sank Sunk Sinking
Sit Sat Sat Sitting
Slay Slew Slain Slaying
Sleep Slept Slept Sleeping
Slip Slipped Slipped Slipping
Speak Spoke Spoken Speaking
Spend Spent Spent Spending
Spit Spat Spat Spitting
Spread Spread Spread Spreading
Stand Stood Stood Standing
Stay Stayed Stayed Staying
Steal Stole Stolen Stealing
Stick Stuck Stuck Sticking
Stop Stopped Stopped Stopping
Strike Struck Struck Striking
Study Studied Studied Studying
Swear Swore Sworn Swearing
Sweep Swept Swept Sweeping
Swim Swam Swum Swimming
Swing Swung Swung Swinging
Take Took Taken Taking
Talk Talked Talked Talking
Teach Taught Taught Teaching
Tear Tore Torn Tearing
Tell Told Told Telling
Think Thought Thought Thinking
Thrust Thrust Thrust Thrusting
Tie Tied Tied Tying
Touch Touched Touched Touching
Trust Trusted Trusted Trusting
Try Tried Tried Trying
Understand Understood Understood Understanding
Use Used Used Using
Wait Waited Waited Waiting
Walk Walked Walked Walking
Wander Wandered Wandered Wandering
Wash Washed Washed Washing
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Waste Wasted Wasted Wasting
Watch Watched Watched Watching
Wear Wore Worn Wearing
Weave wove Woven Weaving
Wed Wedded Wedded Wedding
Weep Wept Wept Weeping
Win Won Won Winning
Wind Wound Wound Winding
Wish Wished Wished Wishing
Wonder Wondered Wondered Wondering
Work Worked Worked Working
Worship Worshipped Worshipped Worshipping
Wound Wounded Wounded Wounding
Wrap Wrapped Wrapped Wrapping
Wring Wrung Wrung Wringing
Write Wrote Written Writing
yap yapped Yapped Yapping
yawn yawned yawned Yawning
yearn yearned yearned Yearning
yell yelled Yelled Yelling
yellow yellowed yellowed Yellowing
yelp yelped Yelped Yelping
yield yielded Yielded Yielding
yap yapped Yapped Yapping
yawn yawned yawned yawning
yearn yearned yearned Yearning
zero zeroed Zeroed zeroing
zigzag zigzagged zigzagged zigzagging
zip zipped Zipped zipping
zoom zoomed zoomed zooming
zero zeroed Zeroed zeroing
zigzag zigzagged zigzagged zigzagging
QUESTION
Sentences that ask a question are called interrogative sentences. They end with a question mark
(?). All interrogative sentences are not the same. There are four types of Interrogative sentences.
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1. YES/NO INTERROGATIVES (CLOSE ENDED)
Questions that need either a yes or a no answer are called yes-no questions:
Do you like green tea? (answer: yes or no)
Has Wajeeha seen Islamia College? (answer: yes or no)
FORMING YES/NO QUESTIONS (With an auxiliary verb)
We form yes-no questions with an auxiliary verb (be, do or have) + subject + main verb or with a
modal verb + subject + main verb:
Structure: H.V/Modal verb +Sub+V+O
Examples: Is Mahad going to office?
Can you bring a glass of water?
1. WH-INTERROGATIVES (OPEN ENDED)
WH-questions are questions starting with WH-words including: what, when, where, who, whom,
which, whose, why and how. Question words are used to ask about specific qualities, times,
places, people and so on.
Structure: W/H+HV+Sub+V+O
Examples: What is he writing?
Where does she go?
2. TAG QUESTIONS
Question tags are more common in speaking than writing. We often use question tags when we
expect the listener to agree with our statement. In this case, when the statement is positive, we
use a negative question tag.
Manha is a doctor, isn't she?
Mus’ab was happy, wasn't he?
If the statement is negative, we use a positive question tag.
Wajeeha isn’t a doctor, is she?
Question Usages
What asks about things
When asks about time
Where asks about places
Who asks about people
Whom asks about people (object of verb)
Which asks about choices
Whose asks about possession
Why asks about reasons/ causes
How asks about manner/ process
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3. ALTERNATIVE INTERROGATIVES.
An alternative question offers the listener a choice of two or more alternatives.
Would you like juice, water, or green tea?
NEGATIVE SENTENCE
Negative sentence is formed by adding ‘not’ after the helping/auxiliary verb. Like, is not, are not,
am not, has not, have not, had not, shall not, will not, do not, does not, did not, was not, were not.
And by putting ‘not’ in between like, will not be, shall not be, has not been, have not been, had
not been.
Examples: He is not receiving my call.
They were not eating the meal.
Mahad does not go to academy.
Note: For suggestions and guidance, kindly communicate.
Email: saleemsafi5@gmail.com
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