The Verb aNd Verbals iN eNGlish
... Modal verbs are also used as substitutes for the compound verbal predicate in short answers: Who can speak Spanish here? – I can. and question indicators: May I come in? Shall I open the window? Modal verbs are not employed to form the morphological categories of the verb, such as person, number, t ...
... Modal verbs are also used as substitutes for the compound verbal predicate in short answers: Who can speak Spanish here? – I can. and question indicators: May I come in? Shall I open the window? Modal verbs are not employed to form the morphological categories of the verb, such as person, number, t ...
sentence-composing tools: phrase review
... A sentence part describing the rest of the sentence in which it appears. Absolutes are almost complete sentences. As a test, you can make every absolute a sentence by adding was or were. Example: He sat down at the table, the cup in both hands, and tried to drink. Hal Borland, When the Legends Die T ...
... A sentence part describing the rest of the sentence in which it appears. Absolutes are almost complete sentences. As a test, you can make every absolute a sentence by adding was or were. Example: He sat down at the table, the cup in both hands, and tried to drink. Hal Borland, When the Legends Die T ...
Contrastive collostructional analysis: Causative
... forms a syntactic unit, and the CAUSEE must come after this verb complex (or before if it is a pronoun). An example of the French periphrastic causative construction with faire is provided in (2). While it is normally not possible for the French causative verb or its non-finite complement to be pass ...
... forms a syntactic unit, and the CAUSEE must come after this verb complex (or before if it is a pronoun). An example of the French periphrastic causative construction with faire is provided in (2). While it is normally not possible for the French causative verb or its non-finite complement to be pass ...
The Verbal Complex in Continental West Germanic
... c. dat he dat book lesen kunnt hett ‘that he has been able to read the book.’ d. *dat he dat book hett lesen künn'n. As one would expect for an SOV language, the infinitives lêze/lesen are always followed by their determining modal verb kent/kunnt in the participal form and kent/kunnt, in turn, are ...
... c. dat he dat book lesen kunnt hett ‘that he has been able to read the book.’ d. *dat he dat book hett lesen künn'n. As one would expect for an SOV language, the infinitives lêze/lesen are always followed by their determining modal verb kent/kunnt in the participal form and kent/kunnt, in turn, are ...
non-finite verb
... Do you feel like going out? I can't help falling in love with you. I can't stand not seeing you. ...
... Do you feel like going out? I can't help falling in love with you. I can't stand not seeing you. ...
the conditional tense
... 2) My uncle is in France ___________________________________ 3) My grandmother is quite young ____________________________ 4) My brothers are married _________________________________ 5) My house is near Bath ___________________________________ (cerca de = near) 6) We are students __________________ ...
... 2) My uncle is in France ___________________________________ 3) My grandmother is quite young ____________________________ 4) My brothers are married _________________________________ 5) My house is near Bath ___________________________________ (cerca de = near) 6) We are students __________________ ...
ISTEP Final Exam
... 5. Kim was a very good substitute teacher. She liked working with third and fourth graders most of all. She especially liked discussing important current events issues with the kids. She had expected them to be indifferent to such grown-up topics as taxes and social security. She was pleasantly surp ...
... 5. Kim was a very good substitute teacher. She liked working with third and fourth graders most of all. She especially liked discussing important current events issues with the kids. She had expected them to be indifferent to such grown-up topics as taxes and social security. She was pleasantly surp ...
The alliterative, rhythmic and stanzaic constraints on verbs in
... with a dip, that dip must contain a sentence particle (see e.g. Mines, 2002, 239). I find this to be true for all dróttkvætt lines with anacrusis at the beginning of half-stanzas. It is true in the sense that these lines always have either a finite verb in the first syllabic position or a Bindewort. ...
... with a dip, that dip must contain a sentence particle (see e.g. Mines, 2002, 239). I find this to be true for all dróttkvætt lines with anacrusis at the beginning of half-stanzas. It is true in the sense that these lines always have either a finite verb in the first syllabic position or a Bindewort. ...
Necessitative passive This TV needs fixing. The Department of English
... Necessitative passive in this paper refers to a construction ‘verbs such as need, want, etc. + V-ing’ as in This TV needs fixing. The grammatical subject is undergoer (recipient of action), not actor (doer of action), i.e. the necessitative passive is undergoer-oriented. Some verbs take a gerund for ...
... Necessitative passive in this paper refers to a construction ‘verbs such as need, want, etc. + V-ing’ as in This TV needs fixing. The grammatical subject is undergoer (recipient of action), not actor (doer of action), i.e. the necessitative passive is undergoer-oriented. Some verbs take a gerund for ...
Nombre - Ashlyns School
... 2) My uncle is in France ___________________________________ 3) My grandmother is quite young ____________________________ 4) My brothers are married _________________________________ 5) My house is near Bath ___________________________________ (cerca de = near) 6) We are students __________________ ...
... 2) My uncle is in France ___________________________________ 3) My grandmother is quite young ____________________________ 4) My brothers are married _________________________________ 5) My house is near Bath ___________________________________ (cerca de = near) 6) We are students __________________ ...
sDm=f / iri=f.
... TUTOR: Kerry Peadon MA (Hons.) Mac. Uni.; BA (Hons.) UNE; Dip. Anc. Lang. Mac. Uni.; ...
... TUTOR: Kerry Peadon MA (Hons.) Mac. Uni.; BA (Hons.) UNE; Dip. Anc. Lang. Mac. Uni.; ...
IV. Two-Verb Sequences and Germanic SOV
... 1. Two-verb sequences and Yiddish as an SOV-language In section 1 of this hand-out, I will try to show that the view that Yiddish is an OV-language like German and Dutch, not a VO-language like English or Danish, is supported by facts concerning verb sequences, i.e. the order of two (or more) verbs ...
... 1. Two-verb sequences and Yiddish as an SOV-language In section 1 of this hand-out, I will try to show that the view that Yiddish is an OV-language like German and Dutch, not a VO-language like English or Danish, is supported by facts concerning verb sequences, i.e. the order of two (or more) verbs ...
Constructing verb paradigms in French: adult construals and
... their first language (Veneziano 2003; Veneziano and Parisse 2010). Our hypothesis is that children make use of adult interpretations of their utterances by aligning different constructions with each temporal meaning. This allows them to sort out certain homophonous verb forms in context. For this to ...
... their first language (Veneziano 2003; Veneziano and Parisse 2010). Our hypothesis is that children make use of adult interpretations of their utterances by aligning different constructions with each temporal meaning. This allows them to sort out certain homophonous verb forms in context. For this to ...
0525 german (foreign language)
... 3.2 – award a mark out of 8 for Accurate use of verbs Generic mark scheme for Accurate use of verbs (Question 3): (i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below). (ii) Convert the total number of ticks t ...
... 3.2 – award a mark out of 8 for Accurate use of verbs Generic mark scheme for Accurate use of verbs (Question 3): (i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below). (ii) Convert the total number of ticks t ...
0525 GERMAN (FOREIGN LANGUAGE) MARK SCHEME for the May/June 2015 series
... 3.2 – award a mark out of 8 for Accurate use of verbs Generic mark scheme for Accurate use of verbs (Question 3): (i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below). (ii) Convert the total number of ticks t ...
... 3.2 – award a mark out of 8 for Accurate use of verbs Generic mark scheme for Accurate use of verbs (Question 3): (i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below). (ii) Convert the total number of ticks t ...
The Passive and the Notion of Transitivity
... station. (The meeting was scheduled.) (John met Mary at the station.) An accident was likely to be met in the course of the air voyage. (meet = happen) All these sentences are in the simple present. The utterer merely validates the relation between the grammatical subject and the predicate, and pres ...
... station. (The meeting was scheduled.) (John met Mary at the station.) An accident was likely to be met in the course of the air voyage. (meet = happen) All these sentences are in the simple present. The utterer merely validates the relation between the grammatical subject and the predicate, and pres ...
Parallelism Practice
... 7. To the incoming college student, fraternity initiation may seem like a fun activity, but a dangerous and sometimes fatal act is how the ...
... 7. To the incoming college student, fraternity initiation may seem like a fun activity, but a dangerous and sometimes fatal act is how the ...
Chapter 10 Correctly Using Often Misused Verbs in Daily
... very language has different ways of saying things and of expressing yourself that can’t be translated into another language word for word. French is no exception. For instance the phrases How are you doing? or How are you? are expressed in French not by the verbs faire (to do, to make) or être (to b ...
... very language has different ways of saying things and of expressing yourself that can’t be translated into another language word for word. French is no exception. For instance the phrases How are you doing? or How are you? are expressed in French not by the verbs faire (to do, to make) or être (to b ...
Why begin when you can commence – Aspects of near
... This essay is a corpus study, the aim of which is to investigate the usage of two nearsynonymous verb pairs that descend from Germanic and Romance languages. The four verbs begin, commence, hate, and detest were chosen for the study. The analysis is based on occurrences of the verbs in five subcorpo ...
... This essay is a corpus study, the aim of which is to investigate the usage of two nearsynonymous verb pairs that descend from Germanic and Romance languages. The four verbs begin, commence, hate, and detest were chosen for the study. The analysis is based on occurrences of the verbs in five subcorpo ...
El Primer Paso
... _____ I can talk and write about likes and dislikes. _____ I can talk and write about a variety of activities. _____ I can talk and write about my daily routine. _____ I can talk and write about chores that need to be done. _____ I can offer to help someone. _____ I can talk and write about what I o ...
... _____ I can talk and write about likes and dislikes. _____ I can talk and write about a variety of activities. _____ I can talk and write about my daily routine. _____ I can talk and write about chores that need to be done. _____ I can offer to help someone. _____ I can talk and write about what I o ...
Exceptional Binding with Psych Verbs
... (24)–(26) as possessor, theme, and value, respectively, and the thematic role of the object—antecedent of the anaphor—as agent, goal, and beneficiary. Given the variety of thematic roles involved in subject and complement positions, any hypothesis that considers these notions related to a thematic h ...
... (24)–(26) as possessor, theme, and value, respectively, and the thematic role of the object—antecedent of the anaphor—as agent, goal, and beneficiary. Given the variety of thematic roles involved in subject and complement positions, any hypothesis that considers these notions related to a thematic h ...
a grammatical error analysis on applying irregular verbs done by the
... Usually the adjective precedes the noun or pronoun modified. He looked at each one of the old pictures. Sometimes, however, adjectives follow the word they modify. The baby, tired and sleepy, began to whimper. Other words may separate an adjective from the noun or pronoun modified. She became very n ...
... Usually the adjective precedes the noun or pronoun modified. He looked at each one of the old pictures. Sometimes, however, adjectives follow the word they modify. The baby, tired and sleepy, began to whimper. Other words may separate an adjective from the noun or pronoun modified. She became very n ...
IN DEFENSE OF PASSIVE Consider the following three sentences
... Thomason (1976), but in a larger perspective it is just one instance of a traditional distinction between transitive verbs and other types (cf. e.g. Visser, Jesperson). Since the analysis pursued here is based on the view that there exists in English a significant syntactic/semantic category of tran ...
... Thomason (1976), but in a larger perspective it is just one instance of a traditional distinction between transitive verbs and other types (cf. e.g. Visser, Jesperson). Since the analysis pursued here is based on the view that there exists in English a significant syntactic/semantic category of tran ...
The full infinitive consist of two words, to + verb
... remember can be followed by possessive adjective/object+gerund: I remember his/him telling me about it. I remember my father(‘s) telling me about it. forget +gerund is possible only when forget is in the negative: I’ll never forget waiting for bombs to fall=I’ll always remember waiting for bombs to ...
... remember can be followed by possessive adjective/object+gerund: I remember his/him telling me about it. I remember my father(‘s) telling me about it. forget +gerund is possible only when forget is in the negative: I’ll never forget waiting for bombs to fall=I’ll always remember waiting for bombs to ...