...Lecture 6 DEVELOPMENT OF ENGLISH GRAMMAR Verbal Parts Outline: I. Indo-European verb-system II.. OE Verb: 1) grammatical categories: a) Person & Number; b) Mood; c) Tense; d) Aspect; e) Voice; 2) morphological classification of OE Verbs: a) strong verbs; b) weak verbs; c) preterite-present; d) irregular; III. Verb in Middle and Early New English: 1) strong verbs 2) weak verbs 3) other classes 4) development of analytical constructions 5) categories IV. Adverb. Degrees of comparison. I. Indo-European verb-system. The verb in IE is one of the oldest parts of speech. Therefore the development of the verb in any IE languages can be understood only if the old IE verb-system and its peculiarities are taken into account. The IE verb-stem had the following structure: consonant-vowel-consonant. The sounding of the vowel in the root was dependent on the conditions of the stress falling upon it. This vowel-variation, termed Ablaut, was primarily a phonetic process in IE. In Germanic languages it was widely employed as a grammatical means. The root-vowel could either change its quality (qualitative Ablaut), or its quantity/length (quantitative Ablaut). Indo-European Ablaut: possible changes of sounding Qualitative gradation: Quantitative gradation: o – fully stressed vowel (full grade) ō – prolonged...
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...|Subject-verb agreement|1a. Did you know a famous animal-rights activist has criticized horseracing because of the dangers involved?| | |1b. Did you know a famous animal-rights activist have criticized horseracing because of the dangers | | |involved? | |Subject-verb agreement|2a. Peer editing academic papers require critical-thinking skills and diplomacy. | | |2b. Peer editing academic papers requires critical-thinking skills and diplomacy. | |Subject-verb agreement|3a. Vitamins that are sold in a health-food store are not regulated by the Food and Drug Administration. | | |3b. Vitamins that are sold in a health-food store is not regulated by the Food and Drug Administration. | |Using regular and |4a. John has become a rather good actor. | |irregular verbs |4b John has became a rather good actor. | |Using regular and |5a. Some athletes have taken drug tests to prove they are not on steroids. | |irregular verbs |5b. Some athletes have took drug tests to prove they are not on steroids. | |Using regular and ...
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...expressions are used. Think it this way, you use it when you want to express a desire for something to occur but only someone else can make it happen. This acronym can help you understand in which cases the subjunctive should be used. W - wish/will E - Emotion/opinion I - Impersonal expressions (es importante que..., es necesario que...) R - Request D - Doubt/Denial O - Ojalá The structure of sentences using the subjunctive is usually the following. Noun + WEIRDO expression + que + the someone else who could make your desire happen + the subjunctive verb conjugated according to the someone else person + the end of the sentence. Note: The Noun and the “someone else” who make the action do not need to be written since the conjugation of the verb can tell us who we are talking about. (Yo) quisiera que (tú) juegues conmigo. Yo and tú could be interpreted because of the conjugation of the verbs. Quisiera is conjugated in the first person for the present tense, and juegues in the second person for the subjunctive tense. The action juegues conmigo does not depend on yo, only tú can make it happen. In this sentence we know that we have to use the subjunctive because quisiera expresses a wish, and our WEIRDO list tells us that wishes use the subjunctive....
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...how to pronounce and say lexis. We can predict by reading through the transcript that Ruby has taken what Lou has reinforced on board. Ruby later on says “yes”, when Lou asks her if she wants apple juice, Lou again repeats after Ruby “yes”, she does this in order to emphasise the reinforcement that you pronounce “yeh” like “yes”, she has done this more than once as it is more likely to stay in Ruby’s head. This is acting as a kind of ‘role play’ in order to make Ruby learn a fun and effective way. Vivian Pauley emphasises on the importance of play in order to help children develop. In the transcript Ruby says “bitted”; she has simply added ‘ed’ to the irregular verb ‘bit’, as she believes like regular verbs adding an ‘ed’ will highlight its tense, in this case past tense. However, in order to make it a past participle irregular...
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...1. El Alfabeto A B C CH D E F G H I J K L LL M N Ñ O P Q R RR S T U V W X Y Z a a e i o u (Vocales/vowels) be ce che a= a as in father de e= ay as in say e i= ee as in see efe o=o as in go ge u=u as in tulip hache i CH, LL, Ñ, RR --4 letters that are different jota ka K , W---2 borrowed letters ele elle Special Pronounciation eme “c” with “a,o,u” sounds like “k” ene “c” with “e,i” sounds like “s” eñe “g” with “a,o,u” sounds like “g” o “g” with “e,i” sounds like “h” pe “h” is always silent cu “j” is always “h” ere “ll” is always “y” erre “ñ” is always “en-yay” ese “q” always uses a “u” like English te “qua, quo” sounds like “kwa” u “que, qui” sounds like “kay and key” respectively ve “rr” is a rolled r sound doble ve “v” is softly spoken (“b” is sometimos the same) equis “x” in the middle of a word sometimes “h” i griega “z” is never harsh but almost the same as “s” zeta Rules of Stress: 1. If a word ends in a vowel, n, or s the stress is placed on the next to the last syllable. 2. If a word does not ends in a vowel, n, or s the stress is placed on the last syllable. 3. Exception: a written accent will put stress on the accented syllable. Ga- to (ga is stressed) Can- tar (tar is stressed) A-yú-da-me (yu is stressed because of accent) ...
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...English grammar will not only help create your own sentences correctly but will also make it easier to improve your communication skill in both spoken and written English. GENERAL OBJECTIVES:After having completed the grammar course student will; • Be able to underststand all tenses. • Be able to understand the general rules. • Be able to recognize the past,present and future tenses of regular and irregular verbs. • Be understand of the verb changes. • Be able to understand what it is meaning of the sentences. • Be able to identify the subjects ending verbs. • Be able to write verbs all tenses correctly. • Be able to understand how helping verbs function in verb phrases. • Be able to motivated to use their own intution and their mental abilities. • Be able to analyze and comprehend the lesson and doing the exercises. SPECIFIC OBJECTIVES: • Given the all tenses grammar rule;the student will be able to use grammar rule in the sentences correctly. • Given the some verbs,the student will be able to change the verbs in all sentences. • Given the lots of examples,the student will be able to use all tenses grammar rule correctly. • Given a set of question,the student will be able to answer the question at least...
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...Unidad 6, Lección 2 Unidad 6, Lección 1 GRAMÁTICA GRAMÁTICA Preterite of Regular –ar Verbs The Verb jugar To form the preterite of a regular –ar verb, add the appropriate preterite ending to the verb’s stem. Jugar is a stem-changing verb in which the u changes to ue in all forms except nosotros(as) and vosotros(as). jugar to play nadar to swim nadé nadaste nadó juego juegas juega nadamos nadasteis nadaron jugamos jugáis juegan Unidad 6, Lección 1 GRAMÁTICA When you use jugar with the name of a sport, use jugar a + sport. Preterite of -car, -gar, -zar Verbs Regular verbs that end in -car, -gar, or -zar have a spelling change in the yo form of the preterite. buscar jugar almorzar c g z becomes —› qu becomes — › gu becomes — › c (yo) busqué (yo) jugué (yo) almorcé Nota gramatical: To express what hurts, use doler (ue) followed by a definite article and a part of the body. Me duele la cabeza. My head hurts. The Verbs saber and conocer Both saber and conocer mean to know and have irregular yo forms in the present tense. saber to know sé sabes sabe sabemos sabéis saben conocer to know conozco conoces conoce conocemos conocéis conocen • Use saber to talk about factual information you know. You can also use saber + infinitive to say that you know how to do something. • Use conocer when you want to say that you are familiar with a person or place. You also use conocer to talk about...
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...PAREF Springdale School J. Solon St. Lahug, Cebu City |English 6 Scope and Sequence | | | | |Year Level: Grade Six |Prepared by: Michael C. Yap | | | | |Subject/Topic Areas: English |Academic Year : 2015 – 2016 | |FIRST QUARTER | |UNIT TOPICS IN ORDER TO BE TAUGHT |RESOURCES ...
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...FUTURE TENSE In Dutch, the future tense is expressed by using the construction gaan (to go) + infinitive for actions which will take place in the near (or immediate) future, and zullen (to shall, will) + infinitive for actions which will take place in the not so near future or when the time of the future action is unknown. In such constructions, the verbs gaan and zullen are used in the simple present tense. The conjugations for the two irregular verbs are shown below. | gaan (to go) | zullen (shall, will) | | | Dutch | | English | Ik ga. | | I am going. | Jij/U gaat. | | You are going. | Hij/Zij/Het gaat. | | He/She/It is going. | Wij gaan. | | We are going. | Jullie gaan. | | You are going. | Zij gaan. | | They are going. | | Dutch | | English | Ik zal. | | I will. | Jij/U zult/zal. | | You will | Hij/Zij/Het zal. | | He/She/It will. | Wij zullen. | | We will. | Jullie zullen. | | You will. | Zij zullen. | | They will. | | In the second person singular of the verb zullen, there are two alternatives which might be used. There is no specific rule as to which form should be used. It largely depends on personal preference. Some examples of the future tense: Future tense with 'gaan': Ik ga koken. = I am going to cook. Hij gaat een beetje lezen. = He is going to read a littlebit. Wij gaan studeren. = We are going to study. Jullie gaan sluiten. = You are going to close. We gaan morgen vroeg vertrekken. = We are going to leave...
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...Easy French STEP-BY-STEP Master High-Frequency Grammar for French Proficiency—FAST! Myrna Bell Rochester New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-164221-7 MHID: 0-07-164221-8 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-145387-5, MHID: 0-07-145387-3. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of...
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...Rakhmankulova Anna 311(1) Before we had (regular verb, Past Simple Tense, Active Voice, transitive) books to tell us how to bring up (particle or prepositional adverb) our babies, we were (linking verb, Past Simple Tense) afraid of them, and Understandably (adverb of manner) so. Babies are bizarre creatures with gigantic heads who feed on our very bodies and poop (irregular verb, Present Simple Tense, Active Voice, transitive) utter chaos, whose screams and rattling chains haunt our (possessive adjective) nights like ghosts, reminding us of the horrible frailty that bookends (third-person singular simple present verb, transitive) our short lives (noun, plural, common, abstract, countable, nom-human, inanimate) . It’s no surprise that (subordinating conjunction) we would attempt to swaddle them ever so (qualifier) safely in a blanket of folklore and familiar (adjective, attributive, gradable)) superstitions such as these (demonstrative pronoun, proximal, plural): • A baby who is born with teeth will be a financial success, even while (subordinating conjunction) he is still a baby. • A (determiner, indefinite article) )baby born with a fever will ( auxiliary verb, Future Simple Tense) become a blacksmith. • A baby who smiles at (simple preposition) himself in the mirror will become a movie (attributive adjective) actor. If (subordinating conjunction) he was also born with teeth, whoah! (interjection) you can go ahead and retire. • A baby who (pronominal...
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...1. Nouns Nouns name people, places, things, or ideas. Kinds noun: Proper Proper nouns name specific people, places, things, or ideas. Examples: Britney, Paris, Rover, Nike Common Common nouns are the opposite of proper nouns. They are your run of the mill, generic nouns. They name people, places, things or ideas that are not specific. Examples: woman, city, dog, shoe Collective Nouns Collective nouns refer to groups of people, animals, or things. Examples: audience, band, class, club, crowd, collection, committee family, flock, group, herd, team Example sentences: Our class went to the museum today. The audience clapped wildly at the end of the play Concrete noun A concrete noun is anything that can be perceived with our senses. We can see it, hear it, smell it, taste it or touch it. Abstract Nouns An abstract noun is a state, a quality or feeling that can not be perceived by the senses. We cannot use our five senses to perceive happiness, jealousy, beauty, trust, loyalty, Countable Nouns: To linguists, these count nouns can occur in both single and plural forms, can be modified by numerals, and can co-occur with quantificational determiners like many, most, more, several, etc. Examples: There were so many bikes on sale. Material Nouns : This is used to tell the substance by which the things are made. Examples: The chair is made of bamboo. 2. Pronouns Demonstrative Pronouns These pronouns are used to demonstrate (or indicate). This...
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...be able to: a.) define the exact meaning of verb, b.) identify the verb with the help of cut out pictures, and c.) determine the kinds of verbs. II- Subject Matter: Topic: Recognizing Verbs Reference: Smart English Book Author: Josefina G. San Miguel pages: 78-79 . Materials: cut out pictures Manila paper marker or chalk III- Procedure: A. Routinely Matters 1. Prayer 2. Attendance B. Motivation I will pick a couple of students to go infront of the class to identify the action done on those pictures I posted on the board. C . Presentation Our lesson for this day is about verb and its kinds and its functions. D. Explanation As you can see, these pictures on the board shows an action. Therefore class, we can say that Verb refers to an action word. There are two kinds of Verbs according to its use. The first one is Transitive verb and the second one is Intransitive verb. E. Generalization Ok, who among the class can give summary from our lesson for today? F. Application I will pick a couple of students to go infront of the class to determine if each underlined verb is transitive or intransitive. Write your answer on the blank after...
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...|LIST OF IRREGULAR VERBS | |Infinitive |Past |Past Participle |Translation | | |Simple | | | |Be |Was/Were |Been |Ser,Estar | |Beat |Beat |Beaten |Batir,Vencer | |Become |Became |Become |Llegar a ser | |Begin |Began |Begun |Empezar | |Bend |Bent |Bent |Doblar | |Bet |Bet |Bet |Apostar | |Bite |Bit |Bitten |Morder | |Blow |Blew |Blown |Soplar | |Break |Broke |Broken |Romper | |Bring |Brought |Brought |Traer | |Build |Built |Built |Construir | |Burst |Burst |Burst |Explotar | |Buy |Bought |Bought |Comprar | |Catch |Caught |Caught |Coger | |Choose |Chose |Chosen |Elegir | |Come |Came |Come |Venir | |Cost |Cost |Cost |Costar | |Cut |Cut...
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...Modern English What are the distinguishing characteristics (grammar, vocabulary and writing system of this period?) Student : Dardan Palucaj Modern English is the form of the English language spoken since the Great Vowel Shift in England, which began in the late 15th century and was completed in roughly 1550. With some differences in vocabulary, texts from the early 17th century, such as the works of William Shakespeare and the King James Bible, are considered to be in Modern English, or more specifically, are referred to as using Early Modern English or Elizabethan English. English was adopted in regions around the world, such as North America, the Indian subcontinent, Africa, Australia and New Zealand through colonization by the British Empire. Modern English has a large number of dialects spoken in diverse countries throughout the world. This includes American English, Australian English, British English, Canadian English, Caribbean English, Hiberno-English, Indo-Pakistani English, Nigerian English, Philippine English, Singaporean English, and South African English. compounds formed from Greek & Latin elements: The same method may be employed in forming words elements derived from Greek and Latin. Eugenics is formed with 2 Greek roots, eu-meaning well, and yes-meaning to born. The world therefore means well born and is applied to the efforts to bring about well born offspring...
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