The document discusses do-support in English grammar. [1] Do-support is required in sentences that do not contain an auxiliary verb like "be", "have", or a modal in order to form negatives and questions. [2] It inserts a "dummy do" that carries tense but no meaning. [3] Do-support arose over time in English and became obligatory by the 18th century to resolve issues with tense affixes becoming stranded when forming negatives and questions.
This document discusses the differences between prepositions, particles, and adverbs. It provides examples to demonstrate how to determine if an ambiguous word is being used as a preposition or a particle based on rearranging the sentence. It also gives examples of how a word can function as either a preposition or an adverb depending on whether it takes an object. A short quiz is included to test the reader's understanding.
This document outlines 5 skills for identifying subjects and verbs in sentences with one clause:
1. Ensure the sentence has at least one subject and one verb.
2. Be careful of objects of prepositions, which are not subjects.
3. Be careful of appositives, which can come before or after the subject.
4. Present participles can be verbs when accompanied by a form of "to be" or adjectives otherwise.
5. Past participles appear with "have" or "be" and can be verbs or adjectives, and their form is sometimes the same as the simple past tense.
This document discusses the present subjunctive tense in Spanish. It begins by explaining that the subjunctive is another way of expressing verbs in Spanish and is used in similar contexts as in English, such as in adverbial clauses expressing the future. It then provides a step-by-step process for forming the present subjunctive in Spanish verbs, noting there are 10 different forms. Finally, it discusses the use of indirect object pronouns in Spanish and another use of "se" to express accidental or unplanned occurrences.
The document provides information on forming and using passive sentences in English. It discusses how passive sentences are formed by moving the subject to the end of the sentence and using a form of "be" plus the past participle of the main verb. It outlines constraints on forming passive sentences and different types of passive constructions, including get passives. Problems that English language learners face with passive sentences are also addressed.
The document discusses the passive voice and the verb "to be" in English. It provides examples of how "to be" is used in different tenses and with nouns, adjectives, and prepositional phrases. It then explains the formula for passive voice sentences, where the subject receives rather than performs the action of the verb. It highlights how to identify active and passive voice and provides challenges to write passive voice sentences based on pictures.
This document provides instruction on how to use reduced adjective and adverb clauses in sentences. It explains that in a reduced adjective clause, the adjective connector and any following be-verb are omitted. If there is no be-verb, the connector is omitted and the verb is changed to the -ing form. For reduced adverb clauses, the connector remains but the subject and any be-verb are omitted. If there is no be-verb, the subject is omitted and the main verb is changed to the -ing form. Examples are given to illustrate proper use of reduced clauses.
The document describes a survey with 5 response options regarding possession and registration of a clicker:
A) The respondent has a registered clicker.
B) The respondent has an unregistered clicker.
C) The respondent does not have a clicker but will get one tomorrow.
D) The respondent does not have a clicker and does not know when they will get one.
E) Another response is required with an explanation.
This document discusses different types of modifier errors:
1. Misplaced modifiers, which are words, phrases, or clauses that are improperly separated from the words they modify, causing sentences to sound awkward or illogical. Examples and corrections are provided.
2. Dangling modifiers, which cannot be logically connected to any word in the sentence. They must be rewritten by changing the beginning of the sentence or making the modifier into a subordinate clause.
3. Squinting modifiers, where an adverb's meaning is ambiguous due to its placement in the sentence. The adverb should be relocated for clarity.
This document discusses the differences between prepositions, particles, and adverbs. It provides examples to demonstrate how to determine if an ambiguous word is being used as a preposition or a particle based on rearranging the sentence. It also gives examples of how a word can function as either a preposition or an adverb depending on whether it takes an object. A short quiz is included to test the reader's understanding.
This document outlines 5 skills for identifying subjects and verbs in sentences with one clause:
1. Ensure the sentence has at least one subject and one verb.
2. Be careful of objects of prepositions, which are not subjects.
3. Be careful of appositives, which can come before or after the subject.
4. Present participles can be verbs when accompanied by a form of "to be" or adjectives otherwise.
5. Past participles appear with "have" or "be" and can be verbs or adjectives, and their form is sometimes the same as the simple past tense.
This document discusses the present subjunctive tense in Spanish. It begins by explaining that the subjunctive is another way of expressing verbs in Spanish and is used in similar contexts as in English, such as in adverbial clauses expressing the future. It then provides a step-by-step process for forming the present subjunctive in Spanish verbs, noting there are 10 different forms. Finally, it discusses the use of indirect object pronouns in Spanish and another use of "se" to express accidental or unplanned occurrences.
The document provides information on forming and using passive sentences in English. It discusses how passive sentences are formed by moving the subject to the end of the sentence and using a form of "be" plus the past participle of the main verb. It outlines constraints on forming passive sentences and different types of passive constructions, including get passives. Problems that English language learners face with passive sentences are also addressed.
The document discusses the passive voice and the verb "to be" in English. It provides examples of how "to be" is used in different tenses and with nouns, adjectives, and prepositional phrases. It then explains the formula for passive voice sentences, where the subject receives rather than performs the action of the verb. It highlights how to identify active and passive voice and provides challenges to write passive voice sentences based on pictures.
This document provides instruction on how to use reduced adjective and adverb clauses in sentences. It explains that in a reduced adjective clause, the adjective connector and any following be-verb are omitted. If there is no be-verb, the connector is omitted and the verb is changed to the -ing form. For reduced adverb clauses, the connector remains but the subject and any be-verb are omitted. If there is no be-verb, the subject is omitted and the main verb is changed to the -ing form. Examples are given to illustrate proper use of reduced clauses.
The document describes a survey with 5 response options regarding possession and registration of a clicker:
A) The respondent has a registered clicker.
B) The respondent has an unregistered clicker.
C) The respondent does not have a clicker but will get one tomorrow.
D) The respondent does not have a clicker and does not know when they will get one.
E) Another response is required with an explanation.
This document discusses different types of modifier errors:
1. Misplaced modifiers, which are words, phrases, or clauses that are improperly separated from the words they modify, causing sentences to sound awkward or illogical. Examples and corrections are provided.
2. Dangling modifiers, which cannot be logically connected to any word in the sentence. They must be rewritten by changing the beginning of the sentence or making the modifier into a subordinate clause.
3. Squinting modifiers, where an adverb's meaning is ambiguous due to its placement in the sentence. The adverb should be relocated for clarity.
The document discusses different types of clauses - noun clauses and adjective clauses - and how to correctly use connectors and subjects within these clauses. It provides examples of noun clauses functioning as objects of verbs, objects of prepositions, and subjects of sentences. It also discusses when noun clause connectors can serve as both the connector and subject. Similarly, it discusses adjective clauses and how connectors like "that", "which", and "who/whom" can be used, as well as cases where they serve as both the connector and subject.
This document provides information on the auxiliary verbs can, could, must, shall, and will in English. It discusses their structure, uses, and differences. The key points are:
- Can is used to talk about possibility, ability, requests and permission. Could is used similarly but for past tense.
- Must is used to express necessity or obligation from the speaker's perspective. Must not and mustn't express prohibition.
- Shall and will have different uses - shall for more objective statements and will for more subjective opinions. Shall is also used for promises or commands.
This document provides an introduction to and list of 100 common English usage problems. It begins by noting that English has become a global language, but its unique characteristics make it difficult for non-native speakers to master. It then presents a list of 100 common errors in English writing and speaking, organized by topic and providing examples to demonstrate proper usage. The purpose is to help non-native English speakers overcome common problems and develop a strong command of the language.
This document discusses indirect object pronouns in Spanish. It provides examples of sentences with indirect objects and explains how to replace those indirect objects with indirect object pronouns. The indirect object pronouns are me, te, le, nos, and les. The document gives steps for identifying the indirect object and determining which pronoun to use, then rewriting the sentence with the pronoun replacing the indirect object. It includes practice examples of rewriting sentences with indirect object pronouns.
Passive and active voice. Introduction. Interactive and easy lesson done to teach EFL teenagers.
This presentation shows step by step a whole 2 hour-class to teach passive voice. It is very interactive and gives all clues of what to show and when, links and attachements. It worked!!! (even with very "active" students :) !). I have made an extract of lots of ppts and info uploaded before by other colleagues (thank you for the support). This is an introduction.
The document is a table of contents for a Spanish 3 grammar book. It lists and briefly describes various grammar topics that will be covered in the book, including conditional verbs, perfect tenses (present, past, irregulars), subjunctive, impersonal "se", commands (formal, informal, irregulars), pronoun placement, nosotros commands, mono verbs, subjunctive triggers and irregulars.
The document provides a grammar lesson on passive voice. It defines active and passive voice, and notes that passive voice involves using a form of "to be" as an auxiliary verb and changing the main verb to the past participle. Examples are given of changing sentences from active to passive voice. Exercises then assess whether sentences are in the active or passive voice.
This document provides information about and examples of direct object pronouns in Spanish. It explains that direct object pronouns replace direct objects in sentences. It lists the direct object pronouns in English and Spanish and notes that in Spanish, the pronoun usually comes before the conjugated verb. The document provides multiple examples of replacing direct objects with pronouns in sentences. It also includes exercises for learners to practice replacing direct objects with pronouns and answering questions using pronouns.
This document provides information about pronouns and their proper usage. It discusses the different cases that pronouns can be in (subjective, objective, possessive), and how pronouns must agree in number with their antecedents. The document includes links to lessons, practice exercises, and review games to help students learn about proper pronoun usage according to the 6th grade English language arts standard.
The document provides an overview of grammar concepts for effective writing, including building blocks like nouns, verbs, adjectives; direct and indirect speech; subject-verb agreement; commonly confused words; and punctuation. It discusses topics like parallelism errors, misplaced and dangling modifiers, and conditionals. The document also covers Indian English expressions to avoid and recommends using concrete language for effective writing.
The document discusses the confusion caused by the words do, does, and did in English and explains how they can function as both action verbs and auxiliary verbs. It provides examples of how to use do, does, did, and done as action verbs in different tenses. It also explains how to use don't, doesn't, and didn't to form negative sentences and how do, does, and did can be used for emphasis in positive sentences.
This document provides information about using imperative verbs (orders, suggestions, invitations) in Spanish. It discusses three main cases: (1) using the basic verb form without "to" for commands/orders, (2) asking for and giving directions, and (3) a sample dialogue for asking and giving directions. It also includes word lists for directions terms.
The document discusses direct object pronouns in Spanish. It explains that direct object pronouns replace direct object nouns to avoid repetition. It lists the Spanish direct object pronouns and provides examples of replacing direct object nouns with pronouns. It also discusses placement of direct object pronouns and includes practice exercises for readers to replace nouns with pronouns.
This document provides instructions for teaching the passive voice to students through active engagement and examples. It recommends that teachers drop objects like pens on the floor and have students describe what happened in active and passive voice sentences. More examples are given of carrying out actions for students to practice forming sentences in the passive voice with different tenses and structures. Key aspects of passive voice like the use of auxiliary verbs and past participles are explained.
This document discusses the passive voice in English. It defines the passive voice as emphasizing the recipient of the action rather than who performs the action. It then provides examples of forming the passive voice for simple present, past, future, perfect, and modal verbs. It also discusses forming the passive voice for continuous tenses using the appropriate form of "be" plus "being" plus the past participle. Special verbs that are often used in the passive voice like "know", "believe", and "think" are also discussed. The document concludes by noting that the passive voice is commonly used in newspapers, magazines, and television news to emphasize important information.
This presentation provides an overview of direct and indirect speech. It defines direct speech as using exact quotations and indirect speech as reporting someone's words without using quotations. The key differences are that indirect speech involves changing pronouns and verb tenses, as well as expressions of time. Rules for these changes are explained in detail, including examples to illustrate backshifting tenses, changing pronouns, and cases where backshifting does not apply. A review section summarizes the main points and includes practice examples to check understanding.
The document discusses the English passive voice. It defines active and passive sentences, noting that passive sentences have the object of the active sentence as the subject. It provides examples of when to use the passive voice, such as when the actor is unknown or unimportant. It also discusses using the preposition "by" to indicate the actor, and provides many examples comparing active and passive sentence structures in different tenses. Finally, it discusses impersonal passive constructions and the use of "have" and "get" with passive verbs.
This document provides instructions for teaching the passive voice to students through engaging activities. It recommends that teachers:
1. Demonstrate actions in the classroom and have students describe what happened in both active and passive voice, such as "Ms. Rodriguez dropped a pen" and "The pen was dropped."
2. Compare how the subject and verb change between active and passive sentences.
3. Provide additional examples using different tenses and sentence structures like questions.
4. Discuss real-world contexts where the passive voice is commonly used, like describing actions of the government. The goal is to actively involve students in using the passive voice, rather than just explaining grammar rules.
This document provides instructions for teaching the passive voice to students through engaging activities. It recommends that teachers:
1. Demonstrate actions in the classroom and have students describe what happened in both active and passive voice, such as "Ms. Rodriguez dropped a pen" and "The pen was dropped."
2. Compare how the subject and verb change between active and passive sentences.
3. Provide additional examples using different tenses and sentence structures like questions.
4. Discuss real-world contexts where the passive voice is commonly used, like describing actions of the government. The goal is to actively involve students in using the passive voice, rather than just explaining grammar rules.
This document contains summaries and examples of English grammar concepts such as the present perfect of "there is/are", future tense of "have to", introduction to the passive voice, past perfect tense with "yet/already", quantifiers, "must/might", past simple of "can", reported speech, modal verbs like "can", "mustn't", and "have to". Each concept includes a brief definition or explanation followed by examples to illustrate usage. Websites for further reading on English grammar are also provided.
The document discusses different types of subject clauses such as that clauses, infinitive clauses, gerund clauses, and interrogative clauses. It also examines structures related to subject clauses like extraposition patterns, subject raising sentences, and tough movement sentences. Finally, it notes some challenges that EFL/ESL students face with subject clauses and related structures.
This document defines verbs and discusses how to identify and use them. It explains that a verb describes an action, state or occurrence. Verbs can be identified by using tricks like "I ran" or "You said." There are different types of verbs including action, transitive, intransitive, helping and linking verbs. Action verbs express an action, transitive verbs have a direct object, and intransitive verbs do not. Helping verbs provide more information about the subject and linking verbs connect the subject to a description.
The document discusses different types of clauses - noun clauses and adjective clauses - and how to correctly use connectors and subjects within these clauses. It provides examples of noun clauses functioning as objects of verbs, objects of prepositions, and subjects of sentences. It also discusses when noun clause connectors can serve as both the connector and subject. Similarly, it discusses adjective clauses and how connectors like "that", "which", and "who/whom" can be used, as well as cases where they serve as both the connector and subject.
This document provides information on the auxiliary verbs can, could, must, shall, and will in English. It discusses their structure, uses, and differences. The key points are:
- Can is used to talk about possibility, ability, requests and permission. Could is used similarly but for past tense.
- Must is used to express necessity or obligation from the speaker's perspective. Must not and mustn't express prohibition.
- Shall and will have different uses - shall for more objective statements and will for more subjective opinions. Shall is also used for promises or commands.
This document provides an introduction to and list of 100 common English usage problems. It begins by noting that English has become a global language, but its unique characteristics make it difficult for non-native speakers to master. It then presents a list of 100 common errors in English writing and speaking, organized by topic and providing examples to demonstrate proper usage. The purpose is to help non-native English speakers overcome common problems and develop a strong command of the language.
This document discusses indirect object pronouns in Spanish. It provides examples of sentences with indirect objects and explains how to replace those indirect objects with indirect object pronouns. The indirect object pronouns are me, te, le, nos, and les. The document gives steps for identifying the indirect object and determining which pronoun to use, then rewriting the sentence with the pronoun replacing the indirect object. It includes practice examples of rewriting sentences with indirect object pronouns.
Passive and active voice. Introduction. Interactive and easy lesson done to teach EFL teenagers.
This presentation shows step by step a whole 2 hour-class to teach passive voice. It is very interactive and gives all clues of what to show and when, links and attachements. It worked!!! (even with very "active" students :) !). I have made an extract of lots of ppts and info uploaded before by other colleagues (thank you for the support). This is an introduction.
The document is a table of contents for a Spanish 3 grammar book. It lists and briefly describes various grammar topics that will be covered in the book, including conditional verbs, perfect tenses (present, past, irregulars), subjunctive, impersonal "se", commands (formal, informal, irregulars), pronoun placement, nosotros commands, mono verbs, subjunctive triggers and irregulars.
The document provides a grammar lesson on passive voice. It defines active and passive voice, and notes that passive voice involves using a form of "to be" as an auxiliary verb and changing the main verb to the past participle. Examples are given of changing sentences from active to passive voice. Exercises then assess whether sentences are in the active or passive voice.
This document provides information about and examples of direct object pronouns in Spanish. It explains that direct object pronouns replace direct objects in sentences. It lists the direct object pronouns in English and Spanish and notes that in Spanish, the pronoun usually comes before the conjugated verb. The document provides multiple examples of replacing direct objects with pronouns in sentences. It also includes exercises for learners to practice replacing direct objects with pronouns and answering questions using pronouns.
This document provides information about pronouns and their proper usage. It discusses the different cases that pronouns can be in (subjective, objective, possessive), and how pronouns must agree in number with their antecedents. The document includes links to lessons, practice exercises, and review games to help students learn about proper pronoun usage according to the 6th grade English language arts standard.
The document provides an overview of grammar concepts for effective writing, including building blocks like nouns, verbs, adjectives; direct and indirect speech; subject-verb agreement; commonly confused words; and punctuation. It discusses topics like parallelism errors, misplaced and dangling modifiers, and conditionals. The document also covers Indian English expressions to avoid and recommends using concrete language for effective writing.
The document discusses the confusion caused by the words do, does, and did in English and explains how they can function as both action verbs and auxiliary verbs. It provides examples of how to use do, does, did, and done as action verbs in different tenses. It also explains how to use don't, doesn't, and didn't to form negative sentences and how do, does, and did can be used for emphasis in positive sentences.
This document provides information about using imperative verbs (orders, suggestions, invitations) in Spanish. It discusses three main cases: (1) using the basic verb form without "to" for commands/orders, (2) asking for and giving directions, and (3) a sample dialogue for asking and giving directions. It also includes word lists for directions terms.
The document discusses direct object pronouns in Spanish. It explains that direct object pronouns replace direct object nouns to avoid repetition. It lists the Spanish direct object pronouns and provides examples of replacing direct object nouns with pronouns. It also discusses placement of direct object pronouns and includes practice exercises for readers to replace nouns with pronouns.
This document provides instructions for teaching the passive voice to students through active engagement and examples. It recommends that teachers drop objects like pens on the floor and have students describe what happened in active and passive voice sentences. More examples are given of carrying out actions for students to practice forming sentences in the passive voice with different tenses and structures. Key aspects of passive voice like the use of auxiliary verbs and past participles are explained.
This document discusses the passive voice in English. It defines the passive voice as emphasizing the recipient of the action rather than who performs the action. It then provides examples of forming the passive voice for simple present, past, future, perfect, and modal verbs. It also discusses forming the passive voice for continuous tenses using the appropriate form of "be" plus "being" plus the past participle. Special verbs that are often used in the passive voice like "know", "believe", and "think" are also discussed. The document concludes by noting that the passive voice is commonly used in newspapers, magazines, and television news to emphasize important information.
This presentation provides an overview of direct and indirect speech. It defines direct speech as using exact quotations and indirect speech as reporting someone's words without using quotations. The key differences are that indirect speech involves changing pronouns and verb tenses, as well as expressions of time. Rules for these changes are explained in detail, including examples to illustrate backshifting tenses, changing pronouns, and cases where backshifting does not apply. A review section summarizes the main points and includes practice examples to check understanding.
The document discusses the English passive voice. It defines active and passive sentences, noting that passive sentences have the object of the active sentence as the subject. It provides examples of when to use the passive voice, such as when the actor is unknown or unimportant. It also discusses using the preposition "by" to indicate the actor, and provides many examples comparing active and passive sentence structures in different tenses. Finally, it discusses impersonal passive constructions and the use of "have" and "get" with passive verbs.
This document provides instructions for teaching the passive voice to students through engaging activities. It recommends that teachers:
1. Demonstrate actions in the classroom and have students describe what happened in both active and passive voice, such as "Ms. Rodriguez dropped a pen" and "The pen was dropped."
2. Compare how the subject and verb change between active and passive sentences.
3. Provide additional examples using different tenses and sentence structures like questions.
4. Discuss real-world contexts where the passive voice is commonly used, like describing actions of the government. The goal is to actively involve students in using the passive voice, rather than just explaining grammar rules.
This document provides instructions for teaching the passive voice to students through engaging activities. It recommends that teachers:
1. Demonstrate actions in the classroom and have students describe what happened in both active and passive voice, such as "Ms. Rodriguez dropped a pen" and "The pen was dropped."
2. Compare how the subject and verb change between active and passive sentences.
3. Provide additional examples using different tenses and sentence structures like questions.
4. Discuss real-world contexts where the passive voice is commonly used, like describing actions of the government. The goal is to actively involve students in using the passive voice, rather than just explaining grammar rules.
This document contains summaries and examples of English grammar concepts such as the present perfect of "there is/are", future tense of "have to", introduction to the passive voice, past perfect tense with "yet/already", quantifiers, "must/might", past simple of "can", reported speech, modal verbs like "can", "mustn't", and "have to". Each concept includes a brief definition or explanation followed by examples to illustrate usage. Websites for further reading on English grammar are also provided.
The document discusses different types of subject clauses such as that clauses, infinitive clauses, gerund clauses, and interrogative clauses. It also examines structures related to subject clauses like extraposition patterns, subject raising sentences, and tough movement sentences. Finally, it notes some challenges that EFL/ESL students face with subject clauses and related structures.
This document defines verbs and discusses how to identify and use them. It explains that a verb describes an action, state or occurrence. Verbs can be identified by using tricks like "I ran" or "You said." There are different types of verbs including action, transitive, intransitive, helping and linking verbs. Action verbs express an action, transitive verbs have a direct object, and intransitive verbs do not. Helping verbs provide more information about the subject and linking verbs connect the subject to a description.
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.
This document discusses verbs and their different forms and functions. It begins by defining what a verb is and provides examples of action verbs, linking verbs, and helping verbs. It then explains how verbs are used to indicate tense, including the present, past, future, progressive, and perfect tenses. Examples are given for regular and irregular verb conjugations. The document serves to teach students about the key components and usages of verbs in the English language.
Modal verbs are special verbs that behave differently than regular verbs. Some key differences are that modal verbs do not take "-s" in the third person and use "not" to form negatives. Common modal verbs include can, could, may, might, must, ought to, shall, should, will, and would. Modal verbs are used to express attitudes like obligation, permission, possibility, and logical deduction. Their meaning depends on the context, and one modal verb can have multiple meanings.
The document discusses the differences between active and passive voice in sentences. In active voice, the subject performs the action stated by the verb. In passive voice, the subject is the recipient of the action and what was the subject in active voice becomes the agent in passive voice, introduced by "by". The passive voice is formed by using a form of the verb "to be" plus the past participle of the main verb.
5 simple present interrogative and negative formsCarlos Marte
The document discusses using auxiliary verbs to form interrogative and negative sentences in the simple present tense in English. It notes that the auxiliary verb "do" is used and that only the auxiliary verb is conjugated for third person singular subjects, not the main verb. Some examples are provided of affirmative, interrogative, and negative sentences. Then, true/false questions are presented about using auxiliary verbs in the simple present tense based on what was covered.
This document defines and describes auxiliary verbs in English. It notes that auxiliary verbs, also called helping verbs, have no meaning on their own and are used grammatically with main verbs. There are about 15 primary helping verbs in English, including be, do, and have. These can function as either helping verbs or main verbs. The document then outlines the specific uses of each primary helping verb - be, do, and have - as well as modal auxiliary verbs like can, may, will, shall, would, must, should, and used to. It provides examples for how each auxiliary verb is used grammatically.
This document discusses the six basic sentence patterns in English:
1. Subject + verb (intransitive verb)
2. Subject + verb + direct object
3. Subject + verb + indirect object + direct object
4. Subject + verb + direct object + objective complement
5. Subject + linking verb + subjective complement
6. Subject + linking verb + adjective complement
It provides examples for each pattern and explains the key elements - subjects, verbs, objects, and complements. Learning these basic patterns is essential for writing well-structured sentences in English.
This document provides instruction on verb tenses and forms in English, including:
- The present simple tense and its use to describe present habitual or repeated actions. Examples of affirmative, negative, and interrogative forms are given.
- The simple past tense and its use to describe past completed actions. Examples of regular and irregular verb forms, exceptions in spelling, and uses are described.
- The future simple tense, expressed using the modal will. Examples of affirmative, negative, and interrogative forms are provided, as well as uses with will, shall, be going to, and be about to.
- The differences between will and shall are outlined.
The document discusses different types of verbs in the English language. It defines verbs as words that describe actions or states of being. It outlines several classifications of verbs, including: action verbs, transitive/intransitive verbs, dynamic/stative verbs, linking verbs, finite/non-finite verbs, irregular/regular verbs, and auxiliary verbs like be, have, will and do. Examples are provided for each verb type to illustrate how verbs are used in sentences and how their form may change based on tense, voice or other grammatical rules.
The document discusses transitive and intransitive verbs. It provides definitions and examples of transitive verbs, which require a direct object, and intransitive verbs, which do not. Exceptions to transitive and intransitive verbs are outlined. Modal verbs are also defined and examples of different types of modal verbs like ability, permission, possibility and necessity are given. Rules for using modal verbs and examples of modal verbs in various tenses and in negative form are presented.
This document discusses several sentence-level phenomena in performance grammar and psycholinguistics. It describes how nonstandard dialects regularly omit final -s on verbs and use invariant forms of "be". It also explains how comprehending language is influenced by syntactic structures like relative clauses, negative sentences, passive voice, clause order, and heavy noun phrases. While some nonstandard constructions differ from standard English, they often reflect rule-governed, systematic treatments of language.
Verbs are the energy of sentences and are often found at their center. There are three main types of verbs: action verbs, linking verbs, and helping verbs. A verb phrase consists of a main verb and one or more helping verbs, which help express the action or state of being. Linking verbs connect the subject to a subject complement that identifies or describes the subject. Verbs can also be transitive or intransitive, with transitive verbs expressing an action directed at an object and intransitive verbs not requiring an object.
The document discusses adjective phrases. It begins by explaining that an adjective phrase is a group of words that serves to describe a noun or pronoun in a sentence, rather than just having an adjective. It then provides ways to identify an adjective phrase, noting that if the first word is a preposition or adverb, it likely modifies a noun. The document also defines an adjective phrase as a group of words that describe a noun and can be placed before or after the noun. It provides some examples of translating English sentences with adjective phrases to Arabic.
The document discusses the difference between transitive and intransitive verbs. Transitive verbs take a direct object that receives the action of the verb, like "broke the window." Intransitive verbs do not take a direct object and the subject performs the action without anything receiving it, like "cried." It is important to understand whether a verb is transitive or intransitive in grammar. The document provides examples of common transitive and intransitive verbs and advises being careful not to mistake prepositional phrases or adverbs after a verb as making it transitive.
This document provides rules and examples for identifying subjects and verbs in sentences. It begins with definitions of verbs and subjects, and provides 15 rules for determining the subject and verb in different situations. Examples are given for each rule to illustrate how to apply it. The document also covers pronouns, subject-verb agreement, who vs. whom, whoever vs. whomever, that vs. which, adjectives, and adverbs. Overall, it serves as a grammar guide for correctly identifying subjects and verbs in sentences.
The document discusses various grammar concepts including active and passive voice, parallelism, dangling modifiers, and misplaced modifiers. It provides examples and explanations of each concept. For active and passive voice, it explains that the active voice focuses on the subject performing the action while the passive voice focuses on the object receiving the action. It also discusses uses of the passive voice and how to form passive sentences.
1. The document discusses different types of verbals including infinitives, participles, and gerunds.
2. It provides examples of each verbal and explains how to identify them based on their use in sentences.
3. Key points include that verbals are verb forms used as other parts of speech, and each type has specific grammatical functions.
The document discusses the debate around analyzing phonological phenomena segmentally vs. suprasegmentally. It focuses on theories of the syllable as a suprasegmental unit. Key points include:
- The syllable can be analyzed phonologically or phonetically, with disagreement on how to define it and determine boundaries.
- Phonological approaches view the syllable as relating to word structure, with principles like maximal open syllables and preferences for certain consonant sequences.
- There is not always agreement between phonological and phonetic syllable boundaries, and rules may apply recursively to change syllabification.
1. The document defines various linguistic terms related to syntax, semantics, morphology, and other areas of linguistics. It provides definitions and examples for terms like generative grammar, language acquisition, morphology, phonology, and others.
2. The document also defines terms specifically related to syntax and morphology, such as adjunct, adverb, affix, aspect, auxiliary verb, bound morpheme, clause, coordination, derivation, and others. Examples are provided for each term.
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1. The Role of Do-Support in
English
Presented to: Sir Saleemi
1/26/2012
Prepared by: Hina Javaid
University of management and
technology
2. Introduction:
i. She takes meal at night.
ii. *She not take meal at night.
iii. She does not take meal at night.
The contrastive grammatical analysis of the sentence containing negative element (ii) sentence
of the affirmative sentence (i) clearly indicates that it is purely ungrammatical. There is a
striking syntactic perception of some missing part. This analysis evidently indicates the
existence of a tense-lowering aspect in English grammar which means that all sentences
without overt Auxiliary must involve movement. The sentences which do not involve an overt
auxiliary need support in negative and interrogative sentences with ‘not’ and this ‘not’
obligatorily triggers DO-SUPPORT.
i. Do-support is used in the sentences that do not comprise on a modal auxiliary or a form
of have or be because be itself does the shifting. Such sentences need a mechanism
which is called `do-support' for negated sentences and for inverted yes-no questions
without auxiliaries or in the sentences where emphasis is required.
ii. This auxiliary contains no meaning itself but makes the sentence meaningful.
iii. This do-support or dummy do is exceptional in the sense that it is required in negative
or interrogative sentences that do not have an auxiliary.
iv. Dummy do or do-support ‘do’ may be inflected for person, number and tense and may
carry the negative clitic n’t.
v. This dummy do plays the function of tense-bearer in the sentences without auxiliaries.
vi. When this dummy do is applied to a verb in the past tense, the do will carry past-marker
I.e. passed, did pass. Here its role is that of stand-in auxiliary that never affects the
meaning rather acts as an operator that enables to add emphasis or to make negative or
interrogative sentences merely.
1
3. Why is “do-support” called “dummy do”
Dummy do is a certain form of the auxiliary do whose main function is to support the tense
morpheme when it cannot appear on the main verb. In questions and negatives the auxiliary
‘do’ carries meaning in itself, so it is sometimes called a dummy auxiliary. The terminology ‘do-
support’ is used syntactically whereas we use the term ‘dummy do’ in the semantic notion. This
differentiation gives a crystal clear notion of the function of the ‘do’ as meaningless in its nature
but giving and supporting the meaningful ‘idea’ of action in the sentence.
The emergence and rise of do support/dummy do
In early modern English, the use of ‘do’ was variable but increased over time.
Ellegard designed the relative frequency of do forms in affirmative and negative
declaratives, affirmative and negative questions, and negative imperatives, based on a
sample of more than 10,000 tokens.
After the middle of the 16th century, the frequency of do in (non-emphatic) affirmative
declaratives declined.
Beginning of 1700, the use of do in negative declaratives, affirmative and negative
questions rose continuously.
18th century, do became obligatory.
Do-support in Present-day English
It is essential in questions (except for subject wh questions) and negative declaratives,
but forbidden for be and auxiliary verbs.
It is proscribed in (non-emphatic) affirmative declaratives.
2
4. Process/reason/rationale of the do-support
I would like to illustrate the reason behind adopting do-support or dummy do with this
example:
Do you know that Ali deceived his friend again?
Does she like him still?
Did he propose her this time?
Here we can see that each question starts with inflected form of do instead of a modal or
perfective or progressive auxiliary. Each sentence does not have any auxiliary element even
after the subject. To analyze the reason, I would like to state here the declarative sentences
from which these are derived.
You know that Ali deceived his friend again.
She likes him still.
He proposed her this time.
It is noticeable from these two illustrations that tense affix has hopped onto the main verb as
there was no other auxiliary element on which it might have to hop onto. To illustrate it more
deeply, I would like to mention here D-structure of these sentences.
You –es know that Ali deceive-ed his friend again
She –es like him still.
He –ed propose her this time.
Here I have considered the terminal string only to avoid ambiguousness. Now I will derive yes-
no questions from this D-structure by applying subject-auxiliary inversion process. According to
this rule, the specific auxiliary element is to be moved left to the subject and here we have only
tense affix as the auxiliary element so I will move it to the subject initial position. This
intermediate structure will look like this:
-es do you know that Ali deceive-ed his friend again.
-es do she like him still.
-ed do he propose her this time.
Here all the sentences have got one tense affix and this tense affix will go through the process
of affix hopping in order to get a subject to cling to. But affix hopping cannot be applied to the
subject initial position because it would prevent the subject auxiliary inversion in that case and
we will just get simple declarative as a response. In simple way, the constraint is that affix
hopping cannot be applied across a following subject NP otherwise affixes will go ‘stranded’. As
3
5. by definition, affixes are bound forms and they can occur only as a part of lexical verb or
another word. To solve this problem, a transformational rule, DO-SUPPORT, or dummy DO is
inserted immediately after the tense affix to support the affix which acts as a host for the affix
to hop to and prevent it from being stranded.
-es do you know that Ali –ed deceive his friend again?
-es do she like him still?
-ed do he propose her this time?
In such a way, dummy do or do-support has a constrained function that is of a LAST RESORT or
as a RESCUER of the sentence from being stranded.
Do you know that Ali deceived his friend again?
Does she like him still?
Did he propose her this time?
Constraint:
It is to be noted here that if the tense affix is already followed by an auxiliary or verbal element,
and still if affix hopping is applied forcefully, application of Do-support would result in
ungrammaticality.
Ali would talk to his friend again.
*Ali did will talk to his friend again.
She is talking to him.
She do be talking to him.
But application of dummy do is grammatical if we insert do between tense and main verb.
You do know that Ali deceived his friend again?
She does like him still?
He did propose to her this time?
So, by analyzing the whole process it can be said that affix hopping can be applied to sentences
without auxiliaries by inserting dummy do.
Rule:
Do support is obligatory and affix hopping too whereas SAI is optional.
The order is SAI > Do-support > Affix-hopping
But in yes-no questions Affix-hopping > SAI , SAI > Affixhopping
4
6. Properties of dummy do/ do-support
NICE properties: The do-support properties entail for an acronym NICE for negation,
inversion, code and emphatic.
N: negation
In forming negative sentences, English affixes the negator/ negative adverb ‘not’ after the
auxiliary do if there is no other auxiliary. i.e.
1. She doesn't like to play.
2. Ali does not ride a bicycle every day.
I: inversion
In structuring interrogative sentences, English puts a form of do in front of the subject if there is
no other auxiliary in the sentence i.e.
1. Affirmative: Ali rides a bicycle every day.
2. Ali does ride a bicycle every day.
3. Does Ali ride a bicycle every day?
In cases of subject-auxiliary inversion when there is no other auxiliary, first DO is inserted
before the main verb and then this verb is inverted with the subject. This inversion process is
called subject-auxiliary inversion. The rule for inverted dummy do is that it is moved from its
real place i.e. before the main verb and then adjoined before the subject to the leftmost
periphery of the sentence.
Same pattern is followed in structuring Wh-questions which contain an interrogative word such
as who, what, when, where, why, how, just like in yes-no questions, and use similar do-support.
1. Why did Ali ride a bicycle every day?
2. How did Ali ride a bicycle every day?
3. When did Ali ride a bicycle every day?
5
7. C: code
The phenomenon of code is in contexts where auxiliaries get stranded. This type of code or tag
questions are formed with a copy of the first auxiliary and a pronoun version of the sentence's
subject at the end of the sentence.
1. Sara loved Ali. Didn’t she?
2. Does Ali ride a bicycle every day? He does.
3. Ali rides a bicycle every day and so does Saleem.
Here the string ‘He does and so does’ occurs without its main verb and this property of it,
coming without main verb, is called the code.
E: emphatic
Do –insertion (do, does, and did) also occurs in positive declarative sentences to mark special
emphasis in which the verb otherwise contains only one word: "I do like this shirt!", "He does
like this shirt", "I did like that shirt".
1. Ali DOES ride a bicycle every day!
2. Ali DOES write him a letter.
3. They DO support Pakistani team.
Nature of dummy do and auxiliaries
Resemblance between dummy and modals:
Dummy do like modals auxiliaries
Are always finite
Are followed by a verb in the base form
Do also perform the role of modal auxiliaries for sentences referring to the completed actions i.e.
simple/affirmative sentences but "Do" is not used in affirmative statements because unlike in
perfect or continuous, in the simple sentences, the action actually does happen. Do is used in
6
8. interrogative and negative sentences where there is no real action, but rather only the "idea" of
the action.
Statement: He does write a letter. (There is an action)
Question: Does he write a letter? (No action)
Negation: He does not write a letter. (No action)
Difference between dummy and modals
Dummy Do resembles non-modal auxiliaries in that it can take a third-person ending (does).
1. He does not pass the exam.
2. He has passed the exam.
Difference between dummy do and aspectual auxiliary
The dummy do is different from the aspectual auxiliary (have, be) in the sense that ‘have’ and
‘be’ requires and necessitates the presence of –en and –ing morphemes whereas dummy do is
exceptional as it cannot be used in the presence of any other auxiliary.
1. He did not pass the exam.
2. He had not passed the exam
3. *he did not have passed the exam.
The affirmative form of this sentence he passed the exam has the base-form of verb and the
negative version will block the inflection with the base-form of the verb (pass) because the
insertion of dummy do (did) cannot support the inflected verb-form “passed’ as we can see in
the example (ii) where aspectual perfective ‘had’ supports the inflection on verb ‘passed’. Third
example conforms to the above given statement that it cannot be used in the presence of
another auxiliary and it is totally ungrammatical.
7
9. Function:Since main verbs cannot move, it cannot pick up the tense feature, and do-support
is required if there is no auxiliary verb to perform the role. So, the meaningless ‘do’ solely
function as TENSE-BEARER in interrogative, negative and emphatic sentences.
As a ‘lone auxiliary’
Dummy do cannot be preceded or followed by any other auxiliary verb that’s why it is called
‘lone auxiliary’. Being a tense-bearer, it cannot support other auxiliaries to function along with
it in a single sentence that is why this ‘lone auxiliary’ functions exclusively.
As ‘hybrid’
1. Being a main verb
Sometimes, unlike auxiliary do, it can occur on its own. Here, it has the importance of the ‘main
verb’ in the sentence and is positioned in “I”.
As in “He did his breakfast this morning.”
2. Being an auxiliary verb
Here, do take the position of dummy do.
“He did not do his breakfast this morning.”
It resembles modal auxiliary in two respects and aspectual auxiliaries in one that is why its
nature is hybrid.
8
10. Movements of dummy do:
Being hybrid in nature, dummy do, when present, is positioned in ‘I’ like modal auxiliaries and
like non-modals it can take third person ending. Dummy do moves after subject-auxiliary
inversion, twice.
a. To acquire Tense
b. For subject-verb agreement
The position of dummy do in an interrogative sentence after subject-auxiliary inversion is tht
the inserted auxiliary verb ‘do’ is adjoined to sentence at the leftmost periphery.
Constraints on do-support/dummy do
There is no non-finite version of dummy do.
It cannot be used in the presence of another auxiliary.
It does not indicate any real action
It is purely meaningless semantically.
9