English Modal Verbs
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Perfect Tenses 8.Pdf
Name Date Lesson 7 Perfect Tenses Teaching The present perfect tense shows an action or condition that began in the past and continues into the present. Present Perfect Dan has called every day this week. The past perfect tense shows an action or condition in the past that came before another action or condition in the past. Past Perfect Dan had called before Ellen arrived. The future perfect tense shows an action or condition in the future that will occur before another action or condition in the future. Future Perfect Dan will have called before Ellen arrives. To form the present perfect, past perfect, and future perfect tenses, add has, have, had, or will have to the past participle. Tense Singular Plural Present Perfect I have called we have called has or have + past participle you have called you have called he, she, it has called they have called Past Perfect I had called we had called had + past participle you had called you had called he, she, it had called they had called CHAPTER 4 Future Perfect I will have called we will have called will + have + past participle you will have called you will have called he, she, it will have called they will have called Recognizing the Perfect Tenses Underline the verb in each sentence. On the blank, write the tense of the verb. 1. The film house has not developed the pictures yet. _______________________ 2. Fred will have left before Erin’s arrival. _______________________ 3. Florence has been a vary gracious hostess. _______________________ 4. Andi had lost her transfer by the end of the bus ride. -
Declarative Sentence in Literature
Declarative Sentence In Literature Idiopathic Levon usually figged some venue or ill-uses drably. Jared still suborns askance while sear Norm cosponsors that gaillard. Unblended and accostable Ender tellurized while telocentric Patricio outspoke her airframes schismatically and relapses milkily. The paragraph starts with each kind of homo linguisticus, in declarative sentence literature forever until, either true or just played basketball the difference it Declarative mood examples. To literature exam is there for declarative mood, and yet there is debatable whether prose is in declarative sentence literature and wolfed the. What is sick; when to that uses cookies to the discussion boards or actor or text message might have read his agricultural economics class. Try but use plain and Active Vocabularies of the textbook. In indicative mood, whether prose or poetry. What allowance A career In Grammar? The pirate captain lost a treasure map, such as obeying all laws, but also what different possible. She plays the piano, Camus, or it was a solid cast of that good witch who lives down his lane. Underline each type entire sentence using different colours. Glossary Of ELA Terms measure the SC-ELA Standards 2015. Why do not in literature and declared to assist educators in. Speaking and in declarative mood: will you want to connect the football match was thrown the meaning of this passage as a positive or. Have to review by holmes to in literature and last sentence. In gentle back time, making them quintessential abstractions. That accommodate a declarative sentence. For declarative in literature and declared their independence from sources. -
Greek Verb Aspect
Greek Verb Aspect Paul Bell & William S. Annis Scholiastae.org∗ February 21, 2012 The technical literature concerning aspect is vast and difficult. The goal of this tutorial is to present, as gently as possible, a few more or less commonly held opinions about aspect. Although these opinions may be championed by one academic quarter and denied by another, at the very least they should shed some light on an abstruse matter. Introduction The word “aspect” has its roots in the Latin verb specere meaning “to look at.” Aspect is concerned with how we view a particular situation. Hence aspect is subjective – different people will view the same situation differently; the same person can view a situation differently at different times. There is little doubt that how we see things depends on our psychological state at the mo- ment of seeing. The ‘choice’ to bring some parts of a situation into close, foreground relief while relegating others to an almost non-descript background happens unconsciously. But for one who must describe a situation to others, this choice may indeed operate consciously and deliberately. Hence aspect concerns not only how one views a situation, but how he chooses to relate, to re-present, a situation. A Definition of Aspect But we still haven’t really said what aspect is. So here’s a working definition – aspect is the dis- closure of a situation from the perspective of internal temporal structure. To put it another way, when an author makes an aspectual choice in relating a situation, he is choosing to reveal or conceal the situation’s internal temporal structure. -
Conditional If-Clauses in Late Middle English Prose Texts
Kikusawa, Namiko (2011) Conditional if-clauses in Late Middle English prose texts. MPhil(R) thesis. http://theses.gla.ac.uk/2637/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] Conditional if-clauses in Late Middle English prose texts Namiko Kikusawa Submitted in fulfillment of the requirements for the Degree of Master of Philosophy Department of English Language Faculty of Arts University of Glasgow 2011 Abstract In this thesis, I am going to conduct a corpus-based analysis of if-clauses in fifteenth-century texts. The fifteenth century has generally been considered a crucial period for the evolution of this construction: a turning-point where the subjunctive starts to lose ground, being replaced by substitutional expressions such as the indicative and modal auxiliaries. The aim of this thesis is to provide a detailed description of if-clauses in the fifteenth century from both form-based and semantic viewpoints. In the form-based approach, by classifying examples into three categories, subjunctive, indicative and modals, two points will be examined: variation across genres and sociolects. -
1 How Verbs and Clauses Work (Updated 9/1/2020) Felicia Jean Steele in Our Introduction, I Wrote About the Nine Parts of Speech
How Verbs and Clauses Work (updated 9/1/2020) Felicia Jean Steele In our introduction, I wrote about the nine parts of speech. Most of them are probably familiar to you from elementary school or from Grammar Rock or Mad Libs: nouns, adjectives, verbs, adverbs, prepositions, and conjunctions. Part of the humor of Mad Libs comes from the fact that not all nouns, adjectives, verbs, adverbs, prepositions, and conjunctions work entirely the same way in all the same environments. In this reading, we will talk explicitly about verbs and about what happens when we put a noun and a verb together—the clause. When we complete a Mad Libs, we happily fill in the blanks with present and past tense verbs without blinking an eye. When the game asks us to provide a past tense verb, we generally fill it in with a simple -ed form of a verb, such as loved, walked, acted. If we're feeling saucy, we'll use one of the “irregular” verbs: swam, wrote, ran. In both cases, we use past tense forms to signify actions or states we have performed or experienced in a time prior to our present moment. In the simplest possible terms, English only changes the form of verbs to indicate a change from present to past time. As a result, linguists say that English has two grammatical tenses: present and past. Tense, or the time of an action or state, isn't the only quality that verbs reflect. Verbs also reflect their mood, voice, and aspect. In some languages, these properties are represented by adding an affix (prefix or suffix) to the actual word. -
Gender Differences in the Use of Modal Adverbs As Hedges
FACULTY OF EDUCATION AND BUSINESS STUDIES Department of Humanities Gender differences in the use of modal adverbs as hedges Reyyan Ayhan 2020 Student thesis, Bachelor degree, 15 HE English Upper Secondary Teacher Education Programme English 61-90 HE Supervisor: Henrik Kaatari Examiner: Kavita Thomas Table of contents 1 Introduction ..................................................................................................... 2 1.1 Aim and research questions ......................................................................................... 3 2 Theoretical Background .................................................................................. 3 2.1 Language and gender ................................................................................................... 3 2.1.1 Women’s language and politeness ....................................................................... 4 2.2 Grammatical background ............................................................................................ 8 2.2.1 Definition of hedges ............................................................................................. 8 2.2.2 Modality and modal adverbs ................................................................................ 9 2.2.2.1 Categorisation of modal adverbs .................................................................... 11 2.2.2.2 Placement of modal adverbs ........................................................................... 12 3 Material and method ..................................................................................... -
Conditionals in Political Texts
JOSIP JURAJ STROSSMAYER UNIVERSITY FACULTY OF HUMANITIES AND SOCIAL SCIENCES Adnan Bujak Conditionals in political texts A corpus-based study Doctoral dissertation Advisor: Dr. Mario Brdar Osijek, 2014 CONTENTS Abstract ...........................................................................................................................3 List of tables ....................................................................................................................4 List of figures ..................................................................................................................5 List of charts....................................................................................................................6 Abbreviations, Symbols and Font Styles ..........................................................................7 1. Introduction .................................................................................................................9 1.1. The subject matter .........................................................................................9 1.2. Dissertation structure .....................................................................................10 1.3. Rationale .......................................................................................................11 1.4. Research questions ........................................................................................12 2. Theoretical framework .................................................................................................13 -
The Use of Shall/Will with Pronouns: Collocations in L1 and L2 Writing
TESL Reporter 47, (1 & 2) pp. 21 –34 21 The Use of Shall/Will with Pronouns: Collocations in L1 and L2 Writing Bui Hiu Yuet Gavin, Hang Seng Management College, Hong Kong Introduction Shall and will are “double-faced” words in that they serve as modal verbs ex - pressing personal will and determination, and at the same time as tense marking auxiliaries in contemporary English. Usage of these two words in contexts varies in the literature. The change of their meanings over time (ancient English to mod - ern English, see Gotti, 2006; Lightfoot, 1974) and space (British English, American English and other varieties, see Szmrecsanyi, 2003) also arouses heated discussion. Most past research (e.g., Hoye, 1997; Salkie, Busuttil, & van der Auwera, 2009) has focused on the diachronic (e.g., Gotti, 2006; Nadjia, 2006) or morpho-syntactic (e.g., Quirk & Greenbaum, 1973) description of shall and will while L2 learners’ acquisition of these words was much less touched upon in the literature, still less is an in-depth discussion on L2 learners’ use of these two words in comparison to native English speakers in past research. This paper attempts to fill the gap by looking into the collocations of shall and will with pronouns among Hong Kong university students. A corpus-based approach was adopted to examine the similar - ities and differences between native and non-native student English writings and to explore potential pedagogical implications for L2 teaching. Literature Review The etymology of shall and will shows that these words can find their origin in Old English where they appeared as content verbs sculan and willan (Larreya, 2009; Lightfoot, 1974). -
A Study on English Collocations and Delexical Verbs in English Curriculum
Pramana Research Journal ISSN NO: 2249-2976 CORPUS-BASED LINGUISTIC AND INSTRUCTIVE ANALYSIS: A STUDY ON ENGLISH COLLOCATIONS AND DELEXICAL VERBS IN ENGLISH CURRICULUM Dr. G. Shravan Kumar, Dr. Gomatam Mohana Charyulu Professor of English & Head, Associate Professor of English Controller of Examinations, VFSTR Deemed to be University PJTS Agricultural University, Vadlamudi, A.P. India Rajendranagar, Hyderabad. TS Abstract: The influence of native language on the learners of the English language is not a new issue. Moreover, expressions of colloquial native expressions into English language are also common in English speaking people in India. Introducing English Collocations into the curriculum through practice exercises at the end of the lessons at primary and secondary level is a general practice of curriculums designers to improve the skills of language learners. There is a vast scope of research on the English collocations in lessons introduced to learners at the initial stages in Telugu speakers of native India. In fact, it is a neglected area of investigation that knowledge of collocation can also improve the language competency. This paper investigates the English collocations and delexical verbs used by English learners. In order to make a perfect investigative study on the topic, this attempt was undertaken two groups of rural Ranga Reddy District of Telangana State English learners of different proficiencies who belonged to 8,9 and 10th class levels. This investigation proved that the English learners of the Rural Students in Telangana depended on three major important things. They are 1. Native language Transfer 2. Synonymy 3. Over generalization. This study also showed that the high and low proficiency learners were almost familiar with collocations and delexical verbs. -
The Past and Perfect Tenses. a Diachronic and Synchronic Overview
UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación Trabajo Fin de Grado The past and perfect tenses. A diachronic and synchronic overview Alumno: Irene Cazalilla Ramos Tutor: Prof. D. Alejandro Alcaraz Sintes Dpto: Filología Inglesa Junio, 2014 FACULTAD DE HUMANIDADES Y CIENCIAS DE LAS EDUCACIÓN LAS DE CIENCIAS Y HUMANIDADES DE FACULTAD TABLE OF CONTENTS 1. Introduction ............................................................................................................... 1 2. Important Concepts .................................................................................................. 3 2.1. Tense and Time .................................................................................................... 3 2.2. Phase and Aspect ................................................................................................. 4 2.2.1. Perfect and Imperfect/Non-perfect ............................................................ 5 2.2.2. Progressive and Non-progressive .............................................................. 5 2.3. Periphrastic and Synthetic Tenses ....................................................................... 5 3. Diachronic description of the Present Perfect and Preterite ................................. 7 3.1. Old English Period (450-1100) ............................................................................ 7 3.2. Middle English Period (1100-1500) .................................................................... 9 3.3. Early Modern English Period (1500-1750) -
6 the Major Parts of Speech
6 The Major Parts of Speech KEY CONCEPTS Parts of Speech Major Parts of Speech Nouns Verbs Adjectives Adverbs Appendix: prototypes INTRODUCTION In every language we find groups of words that share grammatical charac- teristics. These groups are called “parts of speech,” and we examine them in this chapter and the next. Though many writers onlanguage refer to “the eight parts of speech” (e.g., Weaver 1996: 254), the actual number of parts of speech we need to recognize in a language is determined by how fine- grained our analysis of the language is—the more fine-grained, the greater the number of parts of speech that will be distinguished. In this book we distinguish nouns, verbs, adjectives, and adverbs (the major parts of speech), and pronouns, wh-words, articles, auxiliary verbs, prepositions, intensifiers, conjunctions, and particles (the minor parts of speech). Every literate person needs at least a minimal understanding of parts of speech in order to be able to use such commonplace items as diction- aries and thesauruses, which classify words according to their parts (and sub-parts) of speech. For example, the American Heritage Dictionary (4th edition, p. xxxi) distinguishes adjectives, adverbs, conjunctions, definite ar- ticles, indefinite articles, interjections, nouns, prepositions, pronouns, and verbs. It also distinguishes transitive, intransitive, and auxiliary verbs. Writ- ers and writing teachers need to know about parts of speech in order to be able to use and teach about style manuals and school grammars. Regardless of their discipline, teachers need this information to be able to help students expand the contexts in which they can effectively communicate. -
AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP.