Participle Adjectives Long List

Participle Adjectives Long List Here’s a list of participle adjectives (-ed and -ing adjectives) in English. Remember, we usually use the past participle (-ed) to talk about someone’s feelings and the present participle (-ing) to talk about cause of the feeling. past participle (-ed) present participle (-ing) alarmed alarming aggravated aggravating amazed amazing amused amusing annoyed annoying astonished astonishing astounded astounding bewildered bewildering bored boring captivated captivating challenged challenging charmed charming comforted comforting concerned concerning confused confusing convinced convincing depressed depressing devastated devastating © 2012 www.perfect-english-grammar.com May be freely copied for personal or classroom use. disappointed disappointing discouraged discouraging disgusted disgusting distressed distressing disturbed disturbing embarrassed embarrassing enchanted enchanting encouraged encouraging energise energising entertained entertaining exasperated exasperating excited exciting exhausted exhausting fascinated fascinating flattered flattering frightened frightening frustrated frustrating fulfilled fulfilling gratified gratifying horrified horrifying humiliated humiliating inspired inspiring insulted insulting interested interesting intrigued intriguing irritated irritating mystified mystifying moved moving overwhelmed overwhelming © 2012 www.perfect-english-grammar.com May be freely copied for personal or classroom use. perplexed perplexing perturbed perturbing pleased pleasing puzzled puzzling relaxed relaxing satisfied satisfying shocked shocking sickened sickening soothed soothing surprised surprising tempted tempting terrified terrifying threatened threatening thrilled thrilling tired tiring touched touching troubled troubling unnerved unnerving unsettled unsettling upset upsetting worried worrying © 2012 www.perfect-english-grammar.com May be freely copied for personal or classroom use. .

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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.
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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
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Claire-Latinate English Treasure Hunt-2
Claire Blood-Cheney Latinate English Treasure Hunt Is Globalization Good for Women? By Alison M. Jaggar The term "globalization" is currently used to refer to the rapidly accelerating integration of many local and national economies into a single global market, regulated by the World Trade Organization, and to the political and cultural corollaries of this process. These developments, taken together, raise profound new questions for the humanities in general and for political philosophy in particular. Globalization in the broadest sense is nothing new. Intercontinental travel and trade, and the mixing of cultures and populations are as old as humankind; after all, the foremothers and forefathers of everyone of us walked originally out of Africa. Rather than being an unprecedented phenomenon, contemporary globalization may be seen as the culmination of long- term developments that have shaped the modern world. Specifically, for the last half millennium intercontinental trade and population migrations have mostly been connected with the pursuit of new resources and markets for the emerging capitalist economies of Western Europe and North America. European colonization and expansion may be taken as beginning with the onslaught on the Americas in 1492 and as continuing with the colonization of India, Africa, Australasia, Oceania and much of Asia. History tells of the rise and fall of many great empires, but the greatest empires of all came to exist only in the nineteenth and twentieth centuries. It was primarily in consequence of European and U.S. expansion that the world became––and remains– –a single interconnected system. European and U.S. colonialism profoundly shaped the world we inhabit today.
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German Irregular Verbs Chart
GERMAN IRREGULAR VERBS CHART Infinitive Meaning Present Tense Imperfect Participle Tense (e.g. for Passive, & Perfect Tense) to… er/sie/es: ich & er/sie/es: backen bake backt backte gebacken befehlen command, order befiehlt befahl befohlen beginnen begin beginnt begann begonnen beißen bite beißt biss gebissen betrügen deceive, cheat betrügt betrog betrogen bewegen1 move bewegt bewog bewogen biegen bend, turn biegt bog (bin etc.) gebogen bieten offer, bid bietet bot geboten binden tie bindet band gebunden bitten request, ask bittet bat gebeten someone to do... blasen blow, sound bläst blies geblasen bleiben stay, remain bleibt blieb (bin etc.) geblieben braten roast brät briet gebraten brechen break bricht brach gebrochen brennen burn brennt brannte gebrannt bringen bring, take to... bringt brachte gebracht denken think denkt dachte gedacht dürfen be allowed to... darf durfte gedurft empfehlen recommend empfiehlt empfahl empfohlen erschrecken2 be frightened erschrickt erschrak (bin etc.) erschrocken essen eat3 isst aß gegessen fahren go (not on foot), fährt fuhr (bin etc.) gefahren drive fallen fall fällt fiel (bin etc.) gefallen fangen catch fängt fing gefangen finden find findet fand gefunden fliegen fly fliegt flog (bin etc.) geflogen fliehen flee, run away flieht floh (bin etc.) geflohen fließen flow fließt floss geflossen fressen eat (done by frisst fraß gefressen animals) frieren freeze, be cold friert fror (bin etc.) gefroren geben give gibt gab gegeben gedeihen flourish, prosper gedeiht gedieh (bin etc.) gediehen gehen go, walk geht ging (bin etc.) gegangen gelingen4 succeed gelingt gelang (bin etc.) gelungen gelten5 be valid, be of gilt galt gegolten worth 1 Also used as a reflexive verb, i.e.
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A Present Participle Is the –Ing Form of a Verb When It Is Used As an Adjective
WHAT IS A PARTICIPLE? A participle is a verbal that is used as an adjective. A verbal is a word that is based on a verb but does not act as a verb. A participle is used to modify either a noun or a pronoun. For example: Here the participle barking The barking dog wanted to come inside. modifies the dog. WHAT IS A PARTICIPIAL PHRASE? A participial phrase is a phrase that begins with a participle and includes objects or other modifi- ers. It also acts as an adjective. For example: Here the participial phrase Barking loudly, the dog wanted to come inside. barking loudly modifies the dog. There are two types of participles: present participles and past participles. Present participles end in –ing , while past participles end in –ed , -en , -d, -t, or –n. A present participle is the –ing form of a verb when it is used as an adjective. Note: a present participle is different from a gerund , which is the –ing form of a verb when it is used as a noun . The approaching deadline hung over the heads of all the people in the office. Here, approaching is an adjective that is used to describe the deadline. The leaping flames from the burning building presented the firefighters with the responsibility of protecting other nearby buildings from the growing fire. Here, leaping , burning , and growing are verbals used as adjectives to describe a noun (flames, building, and fire respectively) in the sentence, thereby qualifying them as present participles. Although it ends in –ing , protecting is not a partici - ple because it is acting as a noun in the sentence (object of the preposition), thereby qualifying it as a gerund.
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Auxiliaries, Agreement and Clitics in Italian Varieties
a journal of D’Alessandro, Roberta. 2017. When you have too many features: general linguistics Glossa Auxiliaries, agreement and clitics in Italian varieties. Glossa: a journal of general linguistics 2(1): 50. 1–36, DOI: https://doi.org/10.5334/gjgl.102 RESEARCH When you have too many features: Auxiliaries, agreement and clitics in Italian varieties Roberta D’Alessandro UiL OTS, Utrecht University, NL [email protected] Syntactic variation can be ascribed to a range of factors. The Borer-Chomsky conjecture, as Mark Baker (2008) refers to it, states for instance that all parameters of variation are attributable to differences in the features of particular items (e.g. functional heads) in the lexicon. In this paper, this hypothesis is carefully considered in relation to a group of Abruzzese dialects that exhibit three seemingly unrelated syntactic patterns: split auxiliary selection, split differential object marking, and omnivorous participial agreement in number/argumental agreement mismatch marking. It will be proposed that these three patterns are closely interrelated, and can be attrib- uted to the presence of an unvalued bundle of φ-features (π). Depending on which XP this head is merged with, different agreement patterns will emerge. Furthermore, these dialects will be shown to differ from another macrogroup of northern Italian dialects purely in the locus of Merge of this extra functional head: it will also be shown that the almost perfect areal complementary distribution between languages with subject clitics and languages with person-driven auxiliary selection is not accidental, but is the result of the presence of an extra φ-probe doubling the features of the subject in different parts of the syntactic spine.
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Complex Adpositions and Complex Nominal Relators Benjamin Fagard, José Pinto De Lima, Elena Smirnova, Dejan Stosic
Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard, José Pinto de Lima, Elena Smirnova, Dejan Stosic To cite this version: Benjamin Fagard, José Pinto de Lima, Elena Smirnova, Dejan Stosic. Introduction: Complex Adpo- sitions and Complex Nominal Relators. Benjamin Fagard, José Pinto de Lima, Dejan Stosic, Elena Smirnova. Complex Adpositions in European Languages : A Micro-Typological Approach to Com- plex Nominal Relators, 65, De Gruyter Mouton, pp.1-30, 2020, Empirical Approaches to Language Typology, 978-3-11-068664-7. 10.1515/9783110686647-001. halshs-03087872 HAL Id: halshs-03087872 https://halshs.archives-ouvertes.fr/halshs-03087872 Submitted on 24 Dec 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Public Domain Benjamin Fagard, José Pinto de Lima, Elena Smirnova & Dejan Stosic Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard CNRS, ENS & Paris Sorbonne Nouvelle; PSL Lattice laboratory, Ecole Normale Supérieure, 1 rue Maurice Arnoux, 92120 Montrouge, France [email protected]
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(Past) Participle Agreement
(Past) Participle Agreement ADRIANA BELLETTI 1 Introduction: past participle agreement as Spec–Head agreement and clause structure 2 Past participle agreement in Romance: basic data 2.1 Standard Italian 2.2 Standard French 2.3 Other cases 3 Past participle agreement as Spec–Head agreement 3.1 Cliticization 3.2 Wh-movement 3.3 Object agreement 3.4 On auxiliaries and past participle agreement 4 On some cases of past participle agreement in French and the comparison with Italian 4.1 On the A- vs. Aʹ-status of the specifier of the past participle projection 4.2 Past participle agreement and inherent Case 4.3 Past participle agreement and effects on the interpretation 5 Some concluding remarks 5.1 Lack of Past Participle agreement with the external argument subject of the clause 5.2 Past Participle agreement with the external argument subject of the clause C48 p. 1 1 Introduction: past participle agreement as Spec–Head agreement and clause structure The following pages reproduce the original version of the chapter with no major changes: Some updates have been added in the aim of highlighting new data and the essential lines of the related theoretical interpretations, appeared in contributions that have come out after publication of the original chapter. One of the most influential developments of syntactic theory over the last twenty-five years or so is the articulated and abstract conception of clause structure first inspired by Pollock’s (1989) article. Functional categories constitute the skeleton upon which clause structure is built up. Although abstract in a certain way, this conception is in fact very ‘concrete’ as it explicitly expresses through syntactic positions features that can be overtly realized in the verbal inflectional morphology (or are indirectly signaled by the fixed position of different classes of adverbs, as in Cinque 1999).
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Verbs of Motion
Verbs of Motion jít = to go by foot jdu, jdeš, jde, jdeme, jdete, jdou future tense: pujdu, pujdeš, pujde, pujdeme, pujdete, pujdou past participle: šel, šla, šlo | šli, šly, šla Never say budu jít !! chodit = to go by foot frequently or repeatedly, frequentative version of jít (present tense: chodím, chodíš..., future tense.: budu chodit, budeš chodit...., past participle: chodil, chodila, chodilo...) jet = to go by vehicle jedu, jedeš, jede, jedeme, jedete, jedou future tense: pojedu, pojedeš, pojede, pojedeme, pojedete, pojedou past participle: jel, jela, jelo | jeli, jely, jela Never say budu jet !! jezdit = to go by vehicle frequently or repeatedly, frequentative version of jezdit (present tense: jezdím, jezdíš...., future tense: budu jezdit, budeš jezdit..., past participle: jezdil, jezdila, jezdilo...) letet = to fly letím, letíš, letí, letíme, letíte, letí future tense: poletím, poletíš, poletí, poletíme, poletíte, poletí past participle: letel, letela, letelo | leteli, letely, letela (The frequentative version: lítat (or létat), lítám, lítáš..., budu lítat...., lítal jsem...) nést = to carry nesu, neseš, nese, neseme, nesete, nesou future tense: ponesu, poneseš, ponese, poneseme, ponesete, ponesou past participle: nesl, nesla, neslo | nesli, nesly, nesla (The frequentative version: nosit, nosím..., budu nosit..., nosil jsem....) vézt = to take by vehicle, to give a ride vezu, vezeš, veze, vezeme, vezete, vezou future tense: povezu, povezeš, poveze, povezeme, povezete, povezou past participle: vezl, vezla, vezlo | vezli, vezly,
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50 Common English Phrasal Verbs
50 COMMON ENGLISH PHRAS AL VERBS ©Angela Boothroyd www.online-english-lessons.eu and www.studyingonline.co.uk Page 1 Introduction This free PDF has fifty frequently used English phrasal verbs, with definitions and over 300 example sentences showing how these phrasal verbs are used in everyday conversation. Some phrasal verbs have the opportunity for you to practise using them in your own sentences, and at the end of the PDF are twenty gap-fill exercises for more practice. ©Angela Boothroyd www.online-english-lessons.eu and www.studyingonline.co.uk Page 2 CONTENTS believe in .......................................................................................................................................... 5 blow up ............................................................................................................................................. 6 break down ....................................................................................................................................... 7 call back ............................................................................................................................................ 8 call off ............................................................................................................................................... 9 call round ........................................................................................................................................ 10 check in ..........................................................................................................................................
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Minimal Effects of Order of Noun Activation on Sentence Production Lori J
Minimal Effects of Order of Noun Activation on Sentence Production Lori J. P. Altmann, D. Ashley Mullin, & Tami Mann University of Florida ABSTRACT RESULTS DISCUSSION Sentence production theory states that the noun that is Proportion of Inanimate-Subject Sentences Produced 0.7 Altering the temporal order of noun activation had no activated first takes the sentence subject position effect on the choice of subjects for sentences in this regardless of its animacy, thus determining sentence Simultaneous Offset 100 Offset 150 structure (Bock & Levelt, 1994; Levelt, 1989). However, a 0.6 task. In contrast, differences in verb type affected all previous study (Altmann & Kemper, in press) finds that aspects of sentence production: sentence structure young adults prefer animate nouns as sentence subjects choice, accuracy of production, and response times. 0.5 regardless of their positional prominence in the stimulus. We suggest that speakers do not begin building a The current study uses a constrained sentence production sentence structure until a verb is available, and then task to examine the impact of the temporal order of noun 0.4 the structure choice reflects the frequency with which activation on sentence structure choice. We compare sentence production when a verb and 2 nouns appear 0.3 the verb occurs in a particular structure. This simultaneously to when a stimulus noun appears either 100 conclusion is supported by the homogeneity of ms or 150 ms before the remaining stimulus words. This response times and sentence structure choices for 0.2 timing difference is imperceptible in the 100 ms condition each verb type across timing conditions and by but obvious in the 150 ms condition.
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PARTICIPLE NOTES What Is a Participle? Participles Are “Verbal
PARTICIPLE NOTES What is a Participle? Participles are “verbal adjectives”, which means they are part verb, part adjective. They modify nouns. Some examples of participles in English are: The lost dog was found by a little girl. She watched the dog running through the woods. How are Participles like Verbs? Tense. Like verbs, participles have a tense. They might be present tense (happening at the same time as the main verb), perfect tense (having already happened before the main verb), or future tense (not having happened yet at the time of the main verb). Voice. Like verbs, participles have a voice. They might be active (the participle’s subject is doing the action) or passive (the participle’s subject has had the action done to him/her/it). Subjects. Like verbs, participles have a subject. The noun they match in case, number and gender is like the participle’s subject. Ex: She watched the dog running through the woods. Here, running is the participle. Its “subject” is dog. In Latin, you would see that the word dog and the word running share the same case, number and gender. Direct Objects, Indirect Objects and Prepositional Phrases. Like verbs, participles can have direct objects, indirect objects, and prepositional phrases associated with them. Ex: The two men watching the game in the stadium shouted at the players. Here, watching is the participle. Its direct object is game, and in the stadium is a prepositional phrase that accompanies it. How are Participles like Adjectives? Declension. Like adjectives, participles either use third declension endings, or first and second declension endings.
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