The Ultimate Phrasal Verb Book
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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. -
Verbs Followed by Gerunds & Infinitives
Verbs Followed by Gerunds & Infinitives In English, if you want to follow a verb with another action, you must use a gerund or infinitive. EXAMPLE: We resumed talking. (gerund – verb + ing) I want to see a movie. (infinitive – to + base verb) There are certain verbs that can only be followed by one or the other, and these verbs must be memorized. Many of these verbs are listed below. Verbs commonly followed by a gerund Verbs commonly followed by an infinitive EXAMPLE: “He misses playing with his friends.” EXAMPLE: “She threatened to quit if she didn’t get a raise.” abhor give up (stop) agree mean acknowledge keep (continue) appear need admit keep on arrange neglect advise mention ask offer allow mind (object to) attempt pay anticipate miss beg plan appreciate necessitate can/can’t afford prepare avoid omit can/can’t wait pretend be worth permit care profess can’t help picture chance promise celebrate postpone choose prove confess practice claim refuse consider prevent come remain defend put off consent request delay recall dare resolve detest recollect decide say discontinue recommend demand seek discuss report deserve seem dislike resent determine shudder dispute resist elect strive dread resume endeavor struggle endure risk expect swear enjoy shirk fail tend escape shun get threaten evade suggest grow (up) turn out explain support guarantee venture fancy tolerate hesitate volunteer fear understand hope wait feel like urge hurry want feign warrant incline wish finish learn would like forgive manage yearn 1 • Verbs Followed by Gerunds & Infinitives more free resources, lessons, and quizzes at by Alex © LangVid Language Training, 2013 www.engVid.com Verbs followed by a gerund or infinitive with little to no change in meaning: EXAMPLES: “It started to rain.” ~OR~ “It started raining.” begin like can’t bear love can’t stand prefer continue propose hate start Verbs followed by a gerund or infinitive with a change in meaning: I forgot to meet him. -
The Formation, Translation and Use of Participles in Latin, and the Nature of Relative Time
Chapter 23: Participles Chapter 23 covers the following: the formation, translation and use of participles in Latin, and the nature of relative time. At the end of the lesson we’ll review the vocabulary which you should memorize in this chapter. There are four important rules to remember in Chapter 23: (1) Latin has four participles: the present active, the future active; the perfect passive and the future passive. It lacks, however, a present passive participle (“being [verb]-ed”) and a perfect active participle (“having [verb]-ed”). (2) The perfect passive, future active and future passive participles belong to first/second declension. The present active participle belongs to third declension. (3) The verb esse has only a future active participle (futurus). It lacks both the present active and all passive participles. (4) Participles show relative time. What are participles? At heart, participles are verbs which have been turned into adjectives. Thus, technically participles are “verbal adjectives.” The first part of the word (parti-) means “part;” the second part (-cip-) means “take,” indicating that participles “partake, share” in the characteristics of both verbs and adjectives. In other words, the base of a participle is verbal, giving it some of the qualities of a verb, for instance, tense: it can indicate when the action is happening (now or then or later; i.e. present, past or future); conjugation: what thematic vowel will be used (e.g. -a- in first conjugation, -e- in second, and so on); voice: whether the word it’s attached to is acting or being acted upon (i.e. -
Classifiers: a Typology of Noun Categorization Edward J
Western Washington University Western CEDAR Modern & Classical Languages Humanities 3-2002 Review of: Classifiers: A Typology of Noun Categorization Edward J. Vajda Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/mcl_facpubs Part of the Modern Languages Commons Recommended Citation Vajda, Edward J., "Review of: Classifiers: A Typology of Noun Categorization" (2002). Modern & Classical Languages. 35. https://cedar.wwu.edu/mcl_facpubs/35 This Book Review is brought to you for free and open access by the Humanities at Western CEDAR. It has been accepted for inclusion in Modern & Classical Languages by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. J. Linguistics38 (2002), I37-172. ? 2002 CambridgeUniversity Press Printedin the United Kingdom REVIEWS J. Linguistics 38 (2002). DOI: Io.IOI7/So022226702211378 ? 2002 Cambridge University Press Alexandra Y. Aikhenvald, Classifiers: a typology of noun categorization devices.Oxford: OxfordUniversity Press, 2000. Pp. xxvi+ 535. Reviewedby EDWARDJ. VAJDA,Western Washington University This book offers a multifaceted,cross-linguistic survey of all types of grammaticaldevices used to categorizenouns. It representsan ambitious expansion beyond earlier studies dealing with individual aspects of this phenomenon, notably Corbett's (I99I) landmark monograph on noun classes(genders), Dixon's importantessay (I982) distinguishingnoun classes fromclassifiers, and Greenberg's(I972) seminalpaper on numeralclassifiers. Aikhenvald'sClassifiers exceeds them all in the number of languages it examines and in its breadth of typological inquiry. The full gamut of morphologicalpatterns used to classify nouns (or, more accurately,the referentsof nouns)is consideredholistically, with an eye towardcategorizing the categorizationdevices themselvesin terms of a comprehensiveframe- work. -
Nouns, Adjectives, Verbs, and Adverbs
Unit 1: The Parts of Speech Noun—a person, place, thing, or idea Name: Person: boy Kate mom Place: house Minnesota ocean Adverbs—describe verbs, adjectives, and other Thing: car desk phone adverbs Idea: freedom prejudice sadness --------------------------------------------------------------- Answers the questions how, when, where, and to Pronoun—a word that takes the place of a noun. what extent Instead of… Kate – she car – it Many words ending in “ly” are adverbs: quickly, smoothly, truly A few other pronouns: he, they, I, you, we, them, who, everyone, anybody, that, many, both, few A few other adverbs: yesterday, ever, rather, quite, earlier --------------------------------------------------------------- --------------------------------------------------------------- Adjective—describes a noun or pronoun Prepositions—show the relationship between a noun or pronoun and another word in the sentence. Answers the questions what kind, which one, how They begin a prepositional phrase, which has a many, and how much noun or pronoun after it, called the object. Articles are a sub category of adjectives and include Think of the box (things you have do to a box). the following three words: a, an, the Some prepositions: over, under, on, from, of, at, old car (what kind) that car (which one) two cars (how many) through, in, next to, against, like --------------------------------------------------------------- Conjunctions—connecting words. --------------------------------------------------------------- Connect ideas and/or sentence parts. Verb—action, condition, or state of being FANBOYS (for, and, nor, but, or, yet, so) Action (things you can do)—think, run, jump, climb, eat, grow A few other conjunctions are found at the beginning of a sentence: however, while, since, because Linking (or helping)—am, is, are, was, were --------------------------------------------------------------- Interjections—show emotion. -
0Gpresentparticiples.Pdf
http://www.ToLearnEnglish.com − Resources to learn/teach English (courses, games, grammar, daily page...) Present Participles > Formation The present participle is formed by adding the ending "−−ing" to the infinitive (dropping any silent "e" at the end of the infinitive): to sing −−> singing to take −−> taking to bake −−> baking to be −−> being to have −−> having > Use A. The present participle may often function as an adjective: That's an interesting book. That tree is a weeping willow. B. The present participle can be used as a noun denoting an activity (this form is also called a gerund): Swimming is good exercise. Traveling is fun. C. The present participle can indicate an action that is taking place, although it cannot stand by itself as a verb. In these cases it generally modifies a noun (or pronoun), an adverb, or a past participle: Thinking myself lost, I gave up all hope. Washing clothes is not my idea of a job. Looking ahead is important. D. The present participle may be used with "while" or "by" to express an idea of simultaneity ("while") or causality ("by") : He finished dinner while watching television. By using a dictionary he could find all the words. While speaking on the phone, she doodled. By calling the police you saved my life! E. The present participle of the auxiliary "have" may be used with the past participle to describe a past condition resulting in another action: Having spent all his money, he returned home. Having told herself that she would be too late, she accelerated. TEST A) Find the gerund: 1. -
Introduction to Case, Animacy and Semantic Roles: ALAOTSIKKO
1 Introduction to Case, animacy and semantic roles Please cite this paper as: Kittilä, Seppo, Katja Västi and Jussi Ylikoski. (2011) Introduction to case, animacy and semantic roles. In: Kittilä, Seppo, Katja Västi & Jussi Ylikoski (Eds.), Case, Animacy and Semantic Roles, 1-26. Amsterdam: John Benjamins. Seppo Kittilä Katja Västi Jussi Ylikoski University of Helsinki University of Oulu University of Helsinki University of Helsinki 1. Introduction Case, animacy and semantic roles and different combinations thereof have been the topic of numerous studies in linguistics (see e.g. Næss 2003; Kittilä 2008; de Hoop & de Swart 2008 among numerous others). The current volume adds to this list. The focus of the chapters in this volume lies on the effects that animacy has on the use and interpretation of cases and semantic roles. Each of the three concepts discussed in this volume can also be seen as somewhat problematic and not always easy to define. First, as noted by Butt (2006: 1), we still have not reached a full consensus on what case is and how it differs, for example, from 2 the closely related concept of adpositions. Second, animacy, as the label is used in linguistics, does not fully correspond to a layperson’s concept of animacy, which is probably rather biology-based (see e.g. Yamamoto 1999 for a discussion of the concept of animacy). The label can therefore, if desired, be seen as a misnomer. Lastly, semantic roles can be considered one of the most notorious labels in linguistics, as has been recently discussed by Newmeyer (2010). There is still no full consensus on how the concept of semantic roles is best defined and what would be the correct or necessary number of semantic roles necessary for a full description of languages. -
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague Or Unclear Pronoun References
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague or Unclear Pronoun References PERSONAL PRONOUNS Personal pronouns are pronouns that are used to refer to specific individuals or things. Personal pronouns can be singular or plural, and can refer to someone in the first, second, or third person. First person is used when the speaker or narrator is identifying himself or herself. Second person is used when the speaker or narrator is directly addressing another person who is present. Third person is used when the speaker or narrator is referring to a person who is not present or to anything other than a person, e.g., a boat, a university, a theory. First-, second-, and third-person personal pronouns can all be singular or plural. Also, all of them can be nominative (the subject of a verb), objective (the object of a verb or preposition), or possessive. Personal pronouns tend to change form as they change number and function. Singular Plural 1st person I, me, my, mine We, us, our, ours 2nd person you, you, your, yours you, you, your, yours she, her, her, hers 3rd person he, him, his, his they, them, their, theirs it, it, its Most academic writing uses third-person personal pronouns exclusively and avoids first- and second-person personal pronouns. MORE . PRONOUN-ANTECEDENT AGREEMENT A personal pronoun takes the place of a noun. An antecedent is the word, phrase, or clause to which a pronoun refers. In all of the following examples, the antecedent is in bold and the pronoun is italicized: The teacher forgot her book. -
Chapter 3 Section 1 Participial and Infinitive Phrases
IMPROVING SENTENCE PATTERNS PARTICIPIAL AND INFINITIVE PHRASES Chapter 3, Section 1 CHAPTER 1, SECTION 1 Participial and Infnitive Phrases Introduction Clauses vs. Phrases Verbal Phrases § Present Participial Phrases § Past Participial Phrases § Infnitive Phrases Te purpose of this chapter is to— • Introduce students to strategies for improving their writing. • Explain how to use these strategies correctly. • Discuss common errors to avoid when using these strategies.* * Not included in this presentation START BY COMPARING TWO SENTENCES SENTENCE 1 SENTENCE 2 After much soul searching, and after seeking the advice of her Eniko sold her mother, her brother, and her best friend, Eniko, a person who netsuke collection. always carefully considered important decisions, sold her netsuke collection, which was worth several thousand dollars. Essentially, both sentences say the same thing. After much soul searching, and after seeking the advice of her mother, her brother, and her best friend, Eniko, a person who always carefully considered important decisions, sold her netsuke collection, which was worth several thousand dollars. THE DIFFERENCE IS THE ADDITION OF MODIFYING CLAUSES AND PHRASES [After much soul searching], and [after phrase seeking the advice of her mother, her phrase brother, and her best friend], Eniko, [a person who always carefully considered clause important decisions], sold her netsuke collection, [which was worth several thousand dollars]. clause CLAUSES VS. PHRASES CLAUSE: a word group that contains a subject and a verb. PHRASE: a word group that does not contain a subject and a verb. CLAUSE AS MODIFIER Adverb clause answering the question “when.” As he drove to work, Harry saw a black cat run in front of his car. -
Verbals: Participle Or Gerund? | Verbals Worksheets
Name: ___________________________Key VErbals: Participle or Gerund? A participle is a verb form that functions as an adjective in a sentence. A gerund is a verb form that functions as a noun in a sentence. Below are sentences using either a participle or a gerund. Read each sentence carefully. Write which verbal form appears in the sentence in the blank. 1. The jumping frog landed in her lap. _______________________________________________________________________________ 2. Lucinda had a calling to help other people. _______________________________________________________________________________ 3. The mother barely caught the crawling baby before he went into the street. _______________________________________________________________________________ 4. The house was filled with a haunting spector. _______________________________________________________________________________ 5. Running in the halls is strictly forbidden. _______________________________________________________________________________ 6. They won the award for caring for sick animals. _______________________________________________________________________________ 7. Paul bought new climbing gear. _______________________________________________________________________________ 8. Escaping was the only thought he had. _______________________________________________________________________________ Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com Name: ___________________________Key VErbals: Participle -
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. -
Spanish - Español
SPANISH - ESPAÑOL ¿Qué haces? What do you do/What are you doing? Cantar Tocar Bailar Nadar To sing To play To dance To swim Saltar Hablar Escuchar To jump To speak To listen Mirar Caminar To look To walk Spanish verb conjugations For many Spanish learners, conjugations are one of the trickiest parts of the language to get used to. Verb conjugation in Spanish often seems unpredictable, with few rules to follow. That’s because Spanish has so many irregular verbs. But if you think about it, so does English! Think find/found, sell/sold and ring/rang, to name just a few. You already learned those patterns, so you can do it again with Spanish. The good news is most other aspects of Spanish are much easier. You can learn regular Spanish verb conjugation patterns pretty fast. And once you know the basics, and some of the common irregular verbs, it’s easier to get a sense of how a verb should change. Spanish Verb Tenses: The 3 Main Tenses to Master The three main tenses you should learn first in Spanish are the present (el presente), the past (also called the preterite, el pretérito), and the future (el futuro). They’re the ones you’ll run into most. You can get a lot of things across from these tenses and still be understood in the beginning. If you’re curious, there’s also the imperfect, perfect, conditional, subjunctive, imperative, and gerund forms, too. But you should go back to those later after you’ve mastered the main three tenses.