Verb tense be + present or past particple
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This document discusses verb tenses using the verb "to be" followed by a present or past participle. It explains that "be + present participle" is used when the subject is performing the action of the verb, while "be + past participle" is used when the subject is not performing the action. Examples are provided of regular and irregular past participles. The conclusion reiterates that the key is determining whether the subject is actively doing or has completed the action to choose the correct participle.
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The document discusses active and passive voice in verbs. There are two types of voice: active voice and passive voice. Active voice shows that the subject performs the action, while passive voice shows that the subject receives the action. Active voice is more direct and concise, while passive voice is often wordier because it requires a helping verb and prepositional phrase. Passive voice can be identified by a helping verb and past participle, and may include a prepositional phrase beginning with "by" to indicate who performed the action. Passive voice is sometimes used to hide the subject or emphasize a different part of the message.
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The document discusses the differences between active and passive voice in writing. It defines active voice as having the subject perform the action of the sentence, while passive voice frames the subject as receiving the action. Some key points made include:
- Active voice is more direct and concise, while passive voice can be wordier.
- Passive voice is used when the doer of the action is unknown or less important than the receiver of the action.
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You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
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A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
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Source: https://ebookschoice.com/words-and-their-context/
Nouns.verbs.tenses
Vowels include A, E, I, O, U. Consonants include all other letters like M, P, N, L. Common punctuation includes the comma, question mark, apostrophe, full stop, and quotation marks.
Nouns name people, places, things or ideas. Common nouns refer to classes of objects, while proper nouns are specific names that begin with capital letters. Pronouns replace nouns, and collective nouns refer to groups.
Verbs describe actions or states of being. Regular verbs follow standard conjugation rules, while irregular verbs have unique forms. Adverbs modify verbs, adjectives or other adverbs and answer how, when, where
English Verbs
1) Verbs are words that indicate actions, states of being, or emotions. They may vary in form depending on factors like tense, voice, and whether they agree with the subject.
2) Verbs are divided into transitive verbs (which take a direct object) and intransitive verbs (which do not). Linking verbs connect the subject to a word that renames or describes it. Helping verbs convey additional information like time or possibility.
3) Irregular verbs have unpredictable past tense or past participle forms, while regular verbs follow predictable patterns. There are over 16 tenses in English depending on combinations of aspects like time, continuation, and completeness.
English verb system
To study the English verb system.
Useful material for free, please be sincere, don't eliminate my name of the PPT.
English grammar
This document provides an introduction and overview of English grammar. It begins with definitions of grammar and the 8 parts of speech. It then discusses what grammar is, explaining that grammar reflects the system and structure of a language at a given time rather than fixed rules. While studying grammar can help learn a foreign language more quickly, it is not necessary to study grammar to learn one's native language. The document encourages thinking of grammar as something positive that can help one understand and use a language.
What is verb form and verb tenses.pptx
The document discusses verb forms and verb tenses in English. It explains that there are five forms for each verb: root, third-person singular, present participle, past, and past participle. It also discusses the 12 verb tenses that exist in English formed from combining the past, present and future tenses with the simple, continuous, perfect and perfect continuous aspects. Regular verbs follow patterns to conjugate to different tenses while irregular verbs have unique conjugations.
Subject verb agreement
This document discusses subject-verb agreement in English grammar. It explains that singular subjects take singular verbs while plural subjects take plural verbs. There are some irregular verbs like "be", "have", and "do" that do not follow this pattern. Compound subjects joined by "and" are plural, while those joined by "or" can be either singular or plural depending on the closest subject. Prepositional phrases and questions can obscure the subject. The key to correct agreement is identifying the subject and matching its number with the verb.
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More from Melvin Duke
Other types of words make and do
This document provides examples to distinguish the uses of the words "make" and "do". It notes that "make" refers to creating, constructing, inventing or originating something. Examples given are making clothes, cakes, mistakes or responses. It states that "do" refers to completing, performing or engaging in some kind of act or activity, like doing dishes, assignments, work or laundry. The document advises TOEFL exam takers to carefully check uses of "make" and "do" in find the error questions.
Other types of words prepositions
This document discusses how TOEFL questions test the use of prepositions. It notes that prepositions can have literal or idiomatic meanings, and the TOEFL often tests the idiomatic use. It provides examples of incorrect prepositions, such as "called on" instead of "called off" and "count in" instead of "count on". It also gives examples of sentences missing prepositions, like "wait me" instead of "wait on me" and "plan attending" instead of "plan on attending". The document emphasizes being able to identify both incorrect prepositions and missing prepositions in sentences.
Adjective after linking verbs
This document discusses the difference between adverbs and adjectives when they follow linking verbs. It provides examples showing that linking verbs like "look", "seem", and "feel" are followed by adjectives, not adverbs, because they link the subject to a description. Common linking verbs are listed along with examples of their use with adjectives. An exception is noted that an adverb can precede an adjective following a linking verb.
Adjective and adverbs
Adjectives describe nouns and usually precede the nouns they modify. Adverbs modify verbs, adjectives, or other adverbs. When an adverb modifies a verb with an object, it should not be placed between the verb and object. Most adjectives precede the nouns they describe. The document provides examples of correct and incorrect placements of adverbs and adjectives in sentences.
Pronouns possessive pronouns and adjectives
This document discusses possessive adjectives and possessive pronouns, which are important to understand for the TOEFL exam. It notes that possessive adjectives, such as "my", "your", and "their", always come before the noun they describe. Possessive pronouns, such as "mine", "yours", and "theirs", do not accompany nouns and are used alone. The key difference is that possessive adjectives go before nouns while possessive pronouns do not require a noun.
Pronouns subject - object
This document provides an overview of subject and object pronouns in English. It explains that pronouns are used to replace nouns, and lists the subject and object pronouns. The key difference is that subject pronouns can only be subjects of verbs, usually appearing before the verb, while object pronouns can only be objects of verbs or prepositions. Examples are given to illustrate errors using the wrong pronoun type as the subject or object.
Nouns don't confuse persons with things
This document provides examples of errors that can occur on TOEFL exams related to confusing nouns that refer to persons versus things. Specifically, it notes that in some examples the noun used should refer to a thing or career instead of a person. The examples shown are meant to illustrate this type of error, where the noun "authoritarian" should be "authority" referring to Ralph Nader as a person, "accountant" should be "accounting" referring to a career or field, and "nurse" should be "nursing" again referring to a career rather than an individual person. The document emphasizes to always check that the correct noun form, whether referring to a person or thing, is used.
Nouns irregular plurals
This document provides examples of irregular noun plurals in English. It notes that while most nouns form their plural by adding "s" or "es", some have irregular plurals that do not follow this pattern. These include nouns that change vowels like "man" to "men" or add suffixes like "child" to "children". The document includes a chart listing common irregular plural nouns and their forms. It also gives an example sentence using the irregular plural "criteria" to demonstrate subject-verb agreement.
Nouns countable -uncountable
This document provides a review of countable and uncountable nouns, which is an important concept tested in the Find the Error section of the TOEFL test. It explains that countable nouns can be counted using words like "a, an, many, few" while uncountable nouns use words like "much, little, less, amount." Examples are given demonstrating errors using the wrong quantity words with countable and uncountable nouns. The document stresses the importance of familiarizing yourself with these words to distinguish between countable and uncountable nouns.
Nouns singular-plural
This document provides guidance on identifying errors related to singular and plural nouns on the TOEFL test. It lists words that indicate either a singular or plural noun is needed, such as "each" signaling a singular noun. Examples are given of sentences with errors where the number of the noun is incorrect, such as "each people" which should be "each person". The document aims to help students recognize singular and plural noun errors on the TOEFL exam.
Understanding passive active meanings
This document discusses the difference between active and passive voice in sentences. It notes that in active sentences, the subject performs the action of the verb, while in passive sentences, the subject receives the action of the verb. The verb in a passive sentence consists of a form of "to be" plus the past participle of the main verb. Examples are provided to illustrate active versus passive voice, including one incorrect sentence that should have used the passive voice. Readers are advised to check if the subject is performing or receiving the action of the verb to determine whether active or passive voice should be used.
The passive introduction -
The document discusses the difference between active and passive voice in English sentences. In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject receives the action instead of performing it. The passive voice uses a form of the verb "to be" along with the past participle of the main verb. It also typically includes the phrase "by somebody/something" to indicate who or what is performing the action on the subject. Examples are provided to illustrate these characteristics of active and passive voice constructions.
Parallel comparatives
This document discusses parallel comparatives and provides examples. It explains that when using comparative adjectives in the same sentence, each phrase must begin with "the + comparative" and be separated by a comma. This structure is used to show proportionate increase or decrease between the two things being compared. Four examples are given that follow this pattern of "the + comparative" separated by a comma, such as "The older we grow, the wiser we become."
Parallel comparatives
This document discusses parallel comparatives, which show proportionate increase or decrease between two things. Parallel comparatives follow the structure "the + comparative expression + subject + verb". They describe a cause-and-effect relationship where one action or quantity changes proportionally with another. Several examples are provided to illustrate this grammatical structure.
Parallel structure with comparisons
This document discusses parallel structures used when comparing two things. It notes that comparisons must use parallel structures like "-er than", "more than", "less than", "as...as", "the same...as", or "similar to". Examples are provided of sentences correctly using parallel structures to compare two things, such as comparing a school to another school or comparing the size of a car to a house. The document emphasizes that when finding things being compared in a sentence, their structures must be parallel.
Parallel structure with paired conjunctions
This document discusses parallel structures that must be used with paired conjunctions such as "both...and", "either...or", "neither...nor", and "not only...but also". When using these paired conjunctions, the structures immediately following each part of the pair must be equal grammatically. The document provides examples of sentences that do and do not maintain parallel structures after the paired conjunctions. It emphasizes that to determine whether parallel structure is used correctly, the structures after each word in the pair must be examined.
Parallel structure with coordinate conjunctions
This document discusses parallel structures when using coordinate conjunctions like "and", "but", and "or". It explains that expressions joined by these conjunctions must be of the same type, such as two nouns, two adjectives, two verbs in the same tense, two phrases, or two clauses. Examples are provided to illustrate parallel structures joining different parts of speech and phrases. The importance of ensuring parallelism is emphasized to avoid errors when using coordinate conjunctions.
Verb tense time expressions
This document provides guidance on using time expressions to determine the correct verb tense in a sentence. It explains that certain words or phrases that indicate when an action occurred, like "last week" or "by the time", are linked to specific verb tenses. The document then lists common time expressions and the verb tenses they correspond to, such as using the present tense with expressions like "every day" and the past tense with expressions like "yesterday". It concludes with examples that demonstrate how to match different verb tenses with time expressions.
Verb tense use have and had correctly
The document discusses the proper use of the present perfect and past perfect verb tenses. The present perfect tense uses "have" or "has" with a past participle to refer to an action that began in the past and continues to the present without a specific time. The past perfect tense uses "had" with a past participle to refer to an action that occurred before another past action. It provides examples of each tense and notes they must be used correctly with other verb tenses, with the past perfect combining with a simple past tense and the present perfect with a simple present tense.
Verb agreement after certain words
This document provides examples of words in English that always take a singular verb when functioning as the subject, such as anybody, everybody, nobody, somebody, each, anyone, everyone, no one, someone, anything, everything, nothing, and something. It notes that the verb must be in the singular form ending in "s" to agree with these singular subjects. Two examples are given demonstrating incorrect plural verbs and the corrections to singular verbs to show the proper subject-verb agreement. The document emphasizes to always check sentences with these words to ensure the connected verb is in the correct singular form.
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Verb tense be + present or past particple
- 1. Find the error TOEFL questions LEARNING SPACE TOPIC: Verb tense: “be + present or past participle” The verb “be” in any of its forms (am, is, are, was, were, be, been, being) can be followed by a present participle or past participle form. PRESENT PARTICIPLE FORM: ING form of verb – example: running, playing, studying. These are examples of the present participle forms of the verb. PAST PARTICPLE FORM: For REGULAR VERBS, it’s the verb ending with “ed.” Example: followed, fixed, painted, etc. For IRREGULAR VERBS, the past participle does not end with “ed.” If you are not sure what they are, you should check a verb list. Most verb lists in English are divided into three columns: BASE OF VERB, SIMPLE PAST, and PAST PARTICIPLE. So, on a typical IRREGULAR VERB LIST, the first column has a list of verbs. The second column has the past tense of these verbs, and the third column has the past participle of the verbs. Example: BASE FORM: take SIMPLE PAST: took PAST PARTICPLE: taken ________________________________________________________________________ NOTE THE FOLLOWING THE VERB “be + present participle” Examples of this: were talking, is listening, are reading, has been going, etc. Notice that these examples consist of the verb “to be” + a present participle (ing) This verb structure is correct if somebody or something is doing the action of the verb. The time of the action could be demonstrated by changing the is (present) to was (past), etc. So always check the sentence to find out if the subject is doing the action. Use the present participle for actions. THE VERB “be + past participle” Examples: were given, is opened, are changed, has been fixed, etc. Notice that these examples consist of the verb “to be” + a past participle (regular or irregular). This verb structure would be correct when the subject is not doing the action of the verb. _________ So, in conclusion, always ask yourself: Is the subject doing the action of the verb? If the answer is “yes,” use “be + present participle”; if it’s “no,” use “be + past participle.”