![The Present Perfect Tense](http://sb.studyres.com/store/data/002417734_1-d29ff4f5bd6ec76020810b6a66e661d2-300x300.png)
The Present Perfect Tense
... • Jean has been to the Ukraine three times this year. • I haven’t done my homework yet. • Have you ever ridden an elephant? • I have been waiting for help since 1 p.m.! • She has never seen snow. • How many times have you eaten at Ming’s? ...
... • Jean has been to the Ukraine three times this year. • I haven’t done my homework yet. • Have you ever ridden an elephant? • I have been waiting for help since 1 p.m.! • She has never seen snow. • How many times have you eaten at Ming’s? ...
Passive and Active Voices
... of this accusation), who use the passive voice to avoid responsibility for actions taken. Thus "Cigarette ads were designed to appeal especially to children" places the burden on the ads — as opposed to "We designed the cigarette ads to appeal especially to children," in which "we" accepts responsib ...
... of this accusation), who use the passive voice to avoid responsibility for actions taken. Thus "Cigarette ads were designed to appeal especially to children" places the burden on the ads — as opposed to "We designed the cigarette ads to appeal especially to children," in which "we" accepts responsib ...
Correct Agreement
... 20. Neither the proposals of the mayor's special task force nor the recommendation of the Planning Council have been put ...
... 20. Neither the proposals of the mayor's special task force nor the recommendation of the Planning Council have been put ...
headlines
... present-tense verbs. As with any good writing, good headlines are driven by good verbs. A “capital” idea: The first word in the head should be capitalized as should all proper nouns. Most headline words appear in lower-case letters. Do not capitalize every word. Number, please: Numbers often go agai ...
... present-tense verbs. As with any good writing, good headlines are driven by good verbs. A “capital” idea: The first word in the head should be capitalized as should all proper nouns. Most headline words appear in lower-case letters. Do not capitalize every word. Number, please: Numbers often go agai ...
Phrases - Anderson School District 5
... I took the cookies from the cabinet. Ms. Billings, our writing teacher, helps us. I will go to the zoo tomorrow. I want to go to the zoo tomorrow. I gave my mom a present wrapped in pretty gold paper. The fireman chased the dog running up the tree. Eating lunch is the best part of my day! When I gro ...
... I took the cookies from the cabinet. Ms. Billings, our writing teacher, helps us. I will go to the zoo tomorrow. I want to go to the zoo tomorrow. I gave my mom a present wrapped in pretty gold paper. The fireman chased the dog running up the tree. Eating lunch is the best part of my day! When I gro ...
AB358-1-text - Historical Papers
... In the f'irst c olumn I and III practically f'orm but one class. The plurals are f'ormed in the SDme way and they take the same concords. Foth h Ave a n ob jective prpf'ix but not the other Classes. VI cannot properl y be reckoned a s a separate Class be_ cause each Class ma~¢ be made diminutive by ...
... In the f'irst c olumn I and III practically f'orm but one class. The plurals are f'ormed in the SDme way and they take the same concords. Foth h Ave a n ob jective prpf'ix but not the other Classes. VI cannot properl y be reckoned a s a separate Class be_ cause each Class ma~¢ be made diminutive by ...
Athens conference proceedings
... 24) The story gave comfort TO the grieving child 24a) The story comforted Ø the grieving child 25) Teachers may give advice TO their students 26) Teachers may advice Ø their students This phenomenon seems to occur naturally for the SVCs in English and French. However, our data in Ewe does not seem t ...
... 24) The story gave comfort TO the grieving child 24a) The story comforted Ø the grieving child 25) Teachers may give advice TO their students 26) Teachers may advice Ø their students This phenomenon seems to occur naturally for the SVCs in English and French. However, our data in Ewe does not seem t ...
Поскольку отрицание выражается финитным глаголом, оно
... I stayed not eaten by the bear. 11. kazvati-i-n ...
... I stayed not eaten by the bear. 11. kazvati-i-n ...
Cree notes 2014 - U of L Class Index
... As air flows from the lungs to the mouth and nose, it passes through the larynx ("voice box") where the glottis ("vocal chords") may be nearly closed and tensed so that the cartilages at the opening vibrate, imposing an audio signal on the air stream. Sounds made without this glottal vibration are s ...
... As air flows from the lungs to the mouth and nose, it passes through the larynx ("voice box") where the glottis ("vocal chords") may be nearly closed and tensed so that the cartilages at the opening vibrate, imposing an audio signal on the air stream. Sounds made without this glottal vibration are s ...
Interpreting state-change: Learning the meaning
... information in verbs and verb-related constructions. How should we interpret these findings in a broader cross-linguistic perspective? Is there a universal preference for interpreting the meanings of state-change verbs in a certain way? In Germanic languages like English and German, state-change mea ...
... information in verbs and verb-related constructions. How should we interpret these findings in a broader cross-linguistic perspective? Is there a universal preference for interpreting the meanings of state-change verbs in a certain way? In Germanic languages like English and German, state-change mea ...
Participles: Form, Use and Meaning (PartFUM)
... How many classes of participles do we need to distinguish? Is there strong independent evidence that we need more than one class of, for instance, passive participles as suggested in Parsons (1990), Embick (2004), Kratzer (2000)? Why, though, do those different participles still fall under the same ...
... How many classes of participles do we need to distinguish? Is there strong independent evidence that we need more than one class of, for instance, passive participles as suggested in Parsons (1990), Embick (2004), Kratzer (2000)? Why, though, do those different participles still fall under the same ...
THE PASSIVE
... What is meant by the active and the passive voice? The terms active voice and passive voice are used to describe the relationship between the verb and the subject. A sentence is in the active voice when the subject is the performer of the action. e.g. The woman reads the novel ...
... What is meant by the active and the passive voice? The terms active voice and passive voice are used to describe the relationship between the verb and the subject. A sentence is in the active voice when the subject is the performer of the action. e.g. The woman reads the novel ...
CONVERSIONS: Participles and Participial Phrases
... You may not know what participles are, but you have used them often. They’re just verb forms used to describe the action or condition of a noun. Most end in -ing, -en, or -ed. Here’s what they look like: He put ice on his throbbing leg. He put ice on his broken leg. He put ice on his fractured leg. ...
... You may not know what participles are, but you have used them often. They’re just verb forms used to describe the action or condition of a noun. Most end in -ing, -en, or -ed. Here’s what they look like: He put ice on his throbbing leg. He put ice on his broken leg. He put ice on his fractured leg. ...
Gerunds
... WHAT IS A GERUND PHRASE? A gerund phrase is a phrase that begins with a gerund (the –ing form of a verb) and includes objects or modifiers. It also functions as a noun. Walking around the block is her daily exercise. In this sentence, “walking around the block” is the gerund phrase functioning as th ...
... WHAT IS A GERUND PHRASE? A gerund phrase is a phrase that begins with a gerund (the –ing form of a verb) and includes objects or modifiers. It also functions as a noun. Walking around the block is her daily exercise. In this sentence, “walking around the block” is the gerund phrase functioning as th ...
Symbol-Nouns
... Symbol-Nouns can be used to assess the student’s knowledge and understanding of nouns and plurals. The app can be used in a variety of ways to provide assessment evidence for practitioners and parents. Baseline assessment is an essential evaluation process for any practitioner to understand the stud ...
... Symbol-Nouns can be used to assess the student’s knowledge and understanding of nouns and plurals. The app can be used in a variety of ways to provide assessment evidence for practitioners and parents. Baseline assessment is an essential evaluation process for any practitioner to understand the stud ...
Greek Grammar - The Christian Evangelistic Mission
... John 13:35 "By this all men will know that you are My disciples, !f you have love for one another." Here the apodosis comes first. The use of the third class condition implies that some believers may not have love for one another and thus not have a life that provides this unique evidence ofbeing a ...
... John 13:35 "By this all men will know that you are My disciples, !f you have love for one another." Here the apodosis comes first. The use of the third class condition implies that some believers may not have love for one another and thus not have a life that provides this unique evidence ofbeing a ...
DEFINITE REFERENTIAL NULL OBJECTS IN ANCIENT GREEK
... that have two different predicate frames, a bivalent (transitive) and a monovalent (intransitive) one. In the terminology of Mittwoch (1982), they can denote either an achievement (‘to see/hear something’), or an activity (‘to see/hear’). In traditional grammars, monovalent use of transitive verbs i ...
... that have two different predicate frames, a bivalent (transitive) and a monovalent (intransitive) one. In the terminology of Mittwoch (1982), they can denote either an achievement (‘to see/hear something’), or an activity (‘to see/hear’). In traditional grammars, monovalent use of transitive verbs i ...
учебно-методический комплекс
... A word that describes or gives more information (when, how, where, etc.) about a verb (e.g. He ran quickly), adjective (e.g. an extremely expensive car), another adverb (e.g. She's doing very well), or phrase (e.g. They live just across the road.). Types of adverb include: adverbs of manner which we ...
... A word that describes or gives more information (when, how, where, etc.) about a verb (e.g. He ran quickly), adjective (e.g. an extremely expensive car), another adverb (e.g. She's doing very well), or phrase (e.g. They live just across the road.). Types of adverb include: adverbs of manner which we ...
The Lexical Basis of Sentence Processing
... their lexical structures.They argue that reduced relatives with participles based on unergative verbs are uniformly difficult to process,regardless of factors such as frequency and plausibility, that is, "structural compiexity alone can cause failure to interpret a sentence,evenwhen all other factor ...
... their lexical structures.They argue that reduced relatives with participles based on unergative verbs are uniformly difficult to process,regardless of factors such as frequency and plausibility, that is, "structural compiexity alone can cause failure to interpret a sentence,evenwhen all other factor ...
Latin 1 - Plumsted Township School District
... using words they have never seen before, into English. They are given one derivative as a clue to figure out the question. After they have successfully translated the questions, they must ask various students the question in Latin and write down the other student’s name and response. “Around the wor ...
... using words they have never seen before, into English. They are given one derivative as a clue to figure out the question. After they have successfully translated the questions, they must ask various students the question in Latin and write down the other student’s name and response. “Around the wor ...
rhetorical grammar
... Generally, writing that uses active verbs will be stronger and clearer. However, sometimes writers use the passive intentionally. Below are three reasons for using passive verbs. 1. Use the passive when the agent or “doer” of the action is not known, not important, is obvious, or it is not necessar ...
... Generally, writing that uses active verbs will be stronger and clearer. However, sometimes writers use the passive intentionally. Below are three reasons for using passive verbs. 1. Use the passive when the agent or “doer” of the action is not known, not important, is obvious, or it is not necessar ...
Proposition Bank: a resource of predicate
... Apparent counter-examples to θ-criterion (Jackendoff 1987). Encoding semantic features (Cruse 1973) may not be relevant to syntax. ...
... Apparent counter-examples to θ-criterion (Jackendoff 1987). Encoding semantic features (Cruse 1973) may not be relevant to syntax. ...
An FST grammar for verb chain transfer in a
... There are several well known papers about FST approaches to parsing. Approaches from Abney [1], Roche [13] and Oflazer [12] have been main references ...
... There are several well known papers about FST approaches to parsing. Approaches from Abney [1], Roche [13] and Oflazer [12] have been main references ...
Document
... Underline the nouns in the following sentences and above each noun write “Nom” if it is the subject of the sentence, “Acc” if it is the direct object, “Dat.” if it is the indirect object, “Gen” if it shows possession, “ABL” if it is an object of a with/from/by/in prepositional phrase, “Acc” if it t ...
... Underline the nouns in the following sentences and above each noun write “Nom” if it is the subject of the sentence, “Acc” if it is the direct object, “Dat.” if it is the indirect object, “Gen” if it shows possession, “ABL” if it is an object of a with/from/by/in prepositional phrase, “Acc” if it t ...