الأحد، 25 أبريل 2010

Mostly causative verbs in the sentence “Sbj, Verb, Obj, इन्फिनितिवे كورسات اللغة الانجليزية”

Mostly causative verbs in the sentence “Sbj, Verb, Obj, Infinitive”
This list is all the English verbs (that I’ve been able to find) whose complement has the syntax “OBJECT, INFINITIVE” whose object is a person who is the subject of the infinitive verb.
Why can only these ninety verbs use this special syntax? We can guess that the answer points to the centrality of Desire, Conflict and Influence in human relations and interests.
This list doesn’t include verbs whose complement has the syntax “OBJECT, INFINITIVE” whose object is the subject of the infinitive verb only when the subject (of the non-infinitive verb) is the non-referential “it,” as in “It disappoints/surprises/shocks/thrills me to hear this.”
Almost all English verbs can have a complement whose syntax is “OBJECT, INFINITIVE” when the subject is the subject of the infinitive verb. But in those sentences, “to” has a different meaning: “in order to.” The note below on “need” explains this.


want
would like*
like
prefer
need*
tell*
command
instruct
order
direct
require*
obligate
oblige
behoove*
force
coerce
bind
compel
ask
beg
urge
implore
beseech*
remind
nag
nudge
needle
badger
warn
advise
exhort
influence
encourage
embolden
push
press
pressure
persuade
get*
motivate
inspire
stimulate
induce
incite
provoke
prompt
goad
prod
tempt
entice
bribe
cause
lead
drive
bring
impel
move
dispose
incline
allow
permit
forbid
authorize
entitle
enable
empower
invite
rush
hurry
hasten
teach
train
prepare
raise
help*
pay
hire
employ*
engage
commission
retain
send
expect
trust
know
thank*
Without “to”:
make
have
let

Notes on the asterisked verbs

behoove & beseech. formal and rare.
employ. This verb belongs in this list only when it means “hire.” When “employ” means “use,” its subject is the subject of the infinitive complement.
get. “Get sb to VERB” means “cause/persuade/ trick/enable sb to VERB by using creativity or some other kind of special effort.”
help. The word “to” is optional before the infinitive verb in the complement of “help.”
need. “To” has two different meanings in different sentences: the meaning it has in the complement of all this list’s other verbs and “in order to.” In the latter case, the subject (not the object) is the infinitive’s subject. Examples: If I say, “I need my wife to pick me up today,” then I hope that she will pick me up, and she is the only person who can be understood as the infinitive’s subject, but “I need my wife to be happy” can mean either “I need my wife’s being happy” or “To be happy, I need my wife,” and “I need my computer to be happy” can have only one interpretation (the one that doesn’t fit the special syntax of this list’s verbs).
require. The verb has two different meanings in different sentences: “obligate” and “need”. When the meaning is “need,” the subject (not the object) is the infinitive’s subject.
tell. The meaning of “tell sb to VERB” is “instruct/command sb to VERB.”
thank. In its meaning and attitude, “thank sb to VERB” differs from the much more common syntax of the complement of “thank,” which is “sb for VERB-ing.” A speaker who says, “I’ll thank you to VERB” expresses an impatient wish for the listener to VERB; this use of “thank” is a polite euphemism which uses irony to thinly cover the speaker’s hostility. “Thank sb to VERB” is used only after the future auxiliary “will” (or its contracted form, “’ll”) and almost always its subject is first person and its object is second person.
would like. This is the politely weak substitute for “want.” It applies to the current (present) moment. Unlike “want sb/would like sb to VERB,” “like sb to VERB” doesn’t apply specifically to the current moment, and is therefore less demanding.

كورسات اللغة الانجليزية Phrasal Verbs: Notes from the blackboard

Phrasal Verbs: Notes from the blackboard
From Thursday, Nov. 4th
Erica Cerza for Professor Sisti

Original Latinate verb Phrasal verb form
1. To consume 1. To use up
2. To extinguish 2. To put out
3. To recover 3. To get better
4. to surrender 4. To give in

Definition of a phrasal verb: a verb combined with a preposition, adverb, or adverbial particle, where the particle is crucial to the meaning of the verb.

Three Rules of phrasal verbs
The meaning of a phrasal verb changes when:
1. the particle changes.
Example: to look in on = to visit someone who is not well.
to look down on = to feel superior to someone else.
2. the location of the particle in the phrasal verb changes.
Example: to see through a plan = to realize that something is false.
to see a plan through = to execute/carry out a plan.
3. the context of the phrasal verb changes (while the grammatical form remains exactly the same).
Example: John fell for a lie = someone told John a lie, and he believed it.
John fell for Susan = John fell in love with Susan.

Two types of phrasal verbs:
literal and idiomatic

Some phrasal verbs have literal meanings as well.
Example: to put down, to pick up, to take off.

Development over time of metaphorical and idiomatic meaning
Example: “to look after” originally meant “to watch someone as they go away” (the mother looked after her child). Now it means “to take care of.”

It is necessary to understand the context of the phrasal verb (from surrounding text/conversation) in order to understand what it means.

Examples of phrasal verbs with two distinct meanings:
1. to keep one’s head above water = to prevent from drowning (literal sense); to prevent going into financial debt (metaphorical sense).
2. to take off = to remove (I took off my shoes); to leave (the airplane takes off at 8:00); to not go to work (I took off Friday because I was tired).

Pick Up Example
How many meanings can one phrasal verb have?!
1. to obtain (I picked up the book). [literal meaning]
2. to clean (pick up your room before I get mad!).
3. to obtain people (the car picked up its passengers).
4. to buy (I picked up this shirt at the store).
5. to learn (she picks up foreign languages easily).
6. to collect (he picked up his mail at the post office).
7. to pay (I picked up the bill for lunch/I paid for lunch).
8. to get sick (if you’re not careful, you’ll pick up a virus overseas).
9. to get acquainted with someone in a romantic way (he picked her up at the bar).
10. to arrest (the police picked up the robber).
11. to recognize (the dog picked up the scent of the kidnapper).
12. to increase financially (the sales in stores usually pick up around the holidays).
13. to leave suddenly (I picked up and left town).
14. NOUN FORM: the pick-up is parked in the driveway (a specific kind of truck).

Nouns formed from phrasal verbs
1. Makeup (from “to make up” or “to put makeup on”)
2. Blackout (from “to black out”)
3. Dropout (from “to drop out”)
4. Letdown (from “to let down”)
5. Blow-up (from “to blow up”)

Phrasal verbs formed from nouns
1. to google (to search on the Internet; from “google”)
2. to text (to send a text message; from “text”)
3. to bullshit (to do something poorly; from “bullshit”)
4. to half-ass (to do something poorly, unfinished; from “half-ass”)

كورسات اللغة الانجليزية Verbs that use an indirect object: Expressing likes, dislikes, surprise, interest, annoyance, pain etc.

Verbs that use an indirect object: Expressing likes, dislikes, surprise, interest, annoyance, pain etc.

Many verbs in English use an indirect object to form an expression. (ie. Writing bores me. ) Several verbs in Spanish take the same format. With these special or “transitive” verbs, the subject comes after the noun.

We have used “gustar” to express likes; –Me gusta fútbol—I like soccer. However, gustar literally means “to be pleasing to. Me gusta fútbol---Soccer is pleasing to me.

Verbs like gustar share the same format: the “subject” or item being liked follows the verb. Thankfully we only use two of the forms of gustar and verbs like it—third person singular (for singular items and infinitives) and third person plural (for plural items).

Me gusta(n)-- I like/____is pleasing to me Nos gusta(n)—We like/____is pleasing to us
Te gusta(n)—You like/____is pleasing to you
Le gusta(n)—He/she likes/ ___ is pleasing to him/her Les gusta(n)—They like/___is pleasing to them

Third person singular form (he/she/you formal) is used for singular items or an infinitive.
A él, le gusta fútbol. –He likes soccer. Soccer is pleasing to him.
Nos gusta pizza. We like pizza.

Third person plural form (they, you all) is used for plural items only.
A mi madre, le gustan papas fritas.—My mom likes French fries.
Nos gustan libros nuevos.—We like new books.

Remember: Le and Les must be clarified by using “A + a name, noun, or pronoun” because le and les can stand in for so many people. Using “A + a name, noun, or pronoun” with me, te, or nos helps to add emphasis.

Other verbs that work like gustar:
disgustar-to disgust Me disgustan los ratones. –Rats disgust me.
encantar-to enchant A Elena, le encanta el tiovivo.—The merry go round enchants Elena.
enojar-to anger Me enojan hermanitos. o Hermanitos me enojan. --Little brothers make me mad.
fascinar-to fascinate Me facinaban coches.—Cars always fascinated (used to fascinate) me.
aburrir-to bore Me aburren matematicas.—Math bores me.
asustar-to scare Nos asusta el oscuro.—Darkness scares us.
importar-to be important to Me importa estudiar.—Studying is important to me.
Interesar—to interest A ellos, les interesa beisbol.—Baseball interests them.
Irritar—to irritate A mí, me irritaban personas tantas.—Stupid people always (really) irritated me.
Enfurecer-to infuriate A mi madre, le enfurecen mis notas.—My grades infuriate my mother.
Sorprender-to surprise Me sorprende la fiesta.—The party surprised me.
Molestar—to bother/annoy Este me molesta.—This bothers me.
Preocupar-to preoccupy Te preocupa el problema.—The problem worries/preoccupies you.
Quedar-to have left/remaining Nos quedan sandwiches.—We have sandwiches left.
Faltar-to need/not have/lack Nos falta agua.—We don’t have any/need/are lacking water.

Several expressions with dar also follow this pattern:
Dar lo mismo/dar igual- to be all the same to/not to matter to.
Dar miedo-to scare/frighten
Dar pena-to sadden/make sad
Dar risa-to make laugh/ give merriment

--¿Qué película quieres ver? --What movie do you want to see?
--Me da igual. --It’s doesn’t matter to me. (It’s all the same to me)
--Vamos a ver “La Noche”. --Let’s go see “The Night.”
--A no, eso me daban miedo. --Oh no, that used to scare me.
--Bien. Las películas de Jim Carey me dan risa. --O.k. Jim Carey movies make me laugh.
--Sí, a mi, me gustan películas de Jim Carey. --Yeah, I (really) like Jim Carey movies.

Tool to remember: Verbs like gustar follow this pattern:
Indirect object pronoun + form of verb + subject

كورسات اللغة الانجليزية Teacher Activity for “I’ll Come Along,” Phrasal Verbs

Teacher Activity for “I’ll Come Along,” Phrasal Verbs
Description: This song can be used to teach a variety of phrasal verbs. This lesson plan comes with flashcards that can help students study the phrasal verbs on their own.

Before the song (choose one or more of the following):
1. Ask students if they can identify the differences among the following phrasal verbs:
a. get over (recover OR finish)
b. get by (survive a difficult situation)
c. get across (make something understandable)
d. get around (move from place to place OR avoid)
2. Explain to students that one of the most difficult aspects of the English language is that it has a number of expressions in the form of idioms and phrasal verbs. It is important to learn to guess the meaning of phrasal verbs because sometimes one phrasal verb can have very different meanings.
a. The policeman gave him a warning. This time, the man got off without a ticket. (avoid punishment)
b. What holidays do you get off next semester? (excused vacation)
c. The man in the train told me that the next station was where he gets off. (leave a vehicle)
d. INFORMAL: The man said he got off on drugs and alcohol. (finds enjoyment, often immoral behavior)

During the song (choose one or more of the following):
1. Have students complete the cloze passage OR
2. As they listen to the song and with a copy of the lyrics, have students circle the words they believe are phrasal verbs.

After the song (choose one or more of the following):
1. Have students create a “non-phrasal verb” version of the song by having them come up with “interpretations” of each line.
Example: I’ll come along if you sit tight
Means “I’ll follow you if you stay with me”
2. Have students create sentences of their own using the phrasal verbs from the song.

Creative ideas (For more creative ideas, go to “Creative Ideas” on the homepage.)
1. Use the flashcards to have students practice memorizing phrasal verbs. Make sure students learn sentences rather than just meanings, as phrasal verbs can be tricky!


“I’ll Come Along,” Phrasal Verbs (cloze passage)

Chorus
I’ll (1) ________________ if you (2) ___________________
Just (3) _________________ and it (4) _________________ right
Oh baby now
I’ll (5) ________________ if you (6) ________________
Just (7) _______________ and it (8) ________________ right
I’ll (9) _________________ you to set me free
Don’t (10) ________________ now—our love is real
You can’t just (11) ____________ true love _____________-
You’ve got to (12) ______________ it every day

There’s so many people who (13) ____________ love ___________-
How many times did I let it (14) _________________?
Sometimes we (15) ___________________—we are victims of fears
We (16) _____________, (17) _________________ and (18) _____________ the years

So it doesn’t (19) ______________
So it doesn’t work right
So we know we’ve (20) ___________________
(21) __________________ and never lose sight

Repeat chorus

I’ll (22) ______________ you, you can count on me
I’ll (23) ___________ you ______ if you’ll set me free

تعليم اللغة الانجليزية Changing Verbs

There are a group of verbs in Spanish known as stem-changing verbs. There are three types of stem-changing verbs: e  i, e  ie, o  ue. The only way to know which verbs in Spanish are stem-changing verbs is to memorize the verb and the type of change it takes.

These verbs are often refered to as shoe verbs or boot verbs because of the shape that they take when they’re conjugated.

Let’s start with an e  i verb. I’m going to take the verb “servir” from the book, which means “to serve.” Just like you have to memorize the meaning, you’ll have to memorize that it is an e  i stem-changing verb. When you start to conjugate this verb, the “e” inside servir will change to an “i” in all forms except the nosotros/as and vosotros/as forms. Then, since it is an -ir verb, we’ll tack on the regular –ir verb endings on the end. Take a look:

servir (i)

(yo) sirvo (nosotros/as) servimos
(tú) sirves (vosotros/as) servís
(él, ella, Ud.) sirve (ellos, ellas, Uds.) sirven

By forming the conjugations like I did above, you can see why some people call these verbs shoe verbs or boot verbs. If you look at only the forms that change from “e” to “i,” you can see that they resemble the shape of a boot. It is even more noticeable if you draw a single large circle around only the forms that change.


Now let’s do an e  ie verb. I’m going to pick out “regar” from the book. Regar means “to water [plants]” and we will have memorized that it is an e  ie verb. This again means that when we start to conjugate it, the “e” in the stem of regar will change to “ie” inside the boot. And, since it’s an –ar verb, don’t forget that it will require the –ar verb endings.

regar (ie)

riego regamos
riegas regáis
riega riegan


Let’s do another e  ie verb. This time, let’s do “preferir.” Preferir is an –ir verb that means “to prefer.” When we conjugate it, we’ll have to change an “e” to an “ie” in every form but the nosotros/as and vosotros/as forms. But, preferir has two “e’s.” How do we know which one changes? Whenever this happens, just remember that the vowel that changes is always the one closest to the end. So, in this case, it will be the 2nd “e.”

preferir (ie)

prefiero preferimos
prefieres preferís
prefiere prefieren


I want to end with the last type of stem-changing verb, the o  ue type. (The only exception is “jugar,” which is the only u  ue verb in the language.) Here the “o” inside each verb will change to “ue” in all the forms inside the boot, which are all the forms minus the nosotros/as and vosotros/as forms. I will do “poder” as my example. It means “to be able to, or can [as in “can do something”].” Since poder is an –er verb, don’t forget to put the –er verb endings on the end of each conjugation.

poder (ue)

puedo podemos
puedes podéis
puede pueden


Once you understand this concept, again you’ll really have to memorize which verbs
change and then which change they take. You will need to be able to pick out stem-changing verbs from among other normal verbs in the exam and you’ll need to know their exact change. I’m only warning you because many students master this concept of stem-changing verbs only in isolation and are unable to recognize these verbs when mixed up with other verbs (which is what you need to do). Regular studying and flash-cards can help this.

Continuous and Non-Continuous Verbs

*Continuous and Non-Continuous Verbs*

English verbs can be divided into three major categories.

1. Normal verbs describe actions and can be expressed in any tense.
2. Non-continuous verbs describe a condition or a state of being. These verbs
cannot be used with the auxiliary verb "to be."
3. Mixed verbs have two meanings, one which describes an action and one which describes a state of being.


Normal Verbs
Normal verbs describe actions. A normal verb usually describes an activity that you can see. We can use the auxiliary verb "to be" to say that an action is happening right now
.
I am running.
He is sleeping.

We can also describe things happening in the past or the future.

Thomas was sleeping.
She will be starting a new job.

We can state that something is not happening, or phrase it as a question.
I was not kidding.
Were they playing baseball?

Non-Continuous Verbs
These are also called state verbs because they describe a condition or state of being.
Non-continuous verbs describe the way that something is, not an action. Non-continuous verbs never use the auxiliary verb "to be."

Abstract Verbs

A verb is non-continuous if it describes something that is not a concrete physical action. Here are some examples.

I believe you. Not: I am believing you.
He is hungry. Not: He is being hungry.
They owe money. Not: They are owing money.


*Verbs of Possession

Verbs which describe owning or belonging are non-continuous.

He owns a house. Not: He is owning a house.
The car belongs to Sam. Not: The car is belonging to Sam.


*Verbs of Emotion

Verbs describing an emotional state are non-continuous.
I like apple juice. Not: I am liking apple juice.
Romeo loves Juliet. Not: Romeo is loving Juliet.
She wants spaghetti. Not: She is wanting spaghetti.


*Mixed Verbs

Mixed verbs have more than one meaning. They can be used to describe an action or a state of
being.

Here are some examples.

We are having dinner. ("Having" describes the act of eating dinner)
I have a university degree. Not: I am having a university degree. ("Have" describes possession)
I am tasting this wine. (Describes the act of tasting)
This wine tastes sweet. Not: This wine is tasting sweet. (Describes the state of the wine)
You are being rude. (In this context, "being" means "acting or behaving," so it is a normal verb.)
You are short. Not: You are being short. (In this context, "are" describes a state of being)

STORIES WITHOUT VERBS: THE SEDUCTION

STORIES WITHOUT VERBS: THE SEDUCTION

Peter Bowbrick

‘Good afternoon. Nice day.’
‘Not bad for this time of the year.’
‘What a lovely necklace.’
‘Ooh, you bold boy.’
‘How about a drink?’
‘Well, just the one.’
‘A pint of lager, and a gin and tonic for the lady, please. And one for yourself, barman.’
‘Your place or mine?
‘Down boy!’
‘What about tomorrow instead?’
‘Jam yesterday, jam tomorrow, never jam today.’
‘Never.’
‘No, but really?’
‘Well, since you insist.’
‘Coffee?’
‘OK. Thanks!’
. .
‘Oh!’
‘Ohhhh’
‘Oh! Oh! Oh yes! Yes!’
‘Aah!’
….

‘Mmm’
‘Mmm’
‘Cigarette? Or a joint?’
‘How about another?’
‘Already?’
‘No time like the present.’
‘You randy devil!
. . .
‘What about tomorrow night then?’
‘No chance.’
‘No chance?’
‘No – but next week perhaps?’
‘Thursday again then?’
‘Lovely!’

_____________________________________________________________________


‘Yoiks! Tally ho!’
‘The unspeakable in pursuit of the uneatable.’
‘Bleeding peasants. Gee up Dobbin.’
‘Wot about the workers then?’
‘You there, boy. No fireworks near the horses.’
‘Oh my god!’
‘No bones broken. An ambulance? Perhaps. Good old National Health.’
‘What about the horse, though?’
‘Past all hope. A job for the knackers.’
‘You heartless bastard.’
‘No, just realistic.’
‘Oh! Oh! My head!’
‘Hello your Majesty. Only your head? No bones broken anywhere else?’
‘No damage really. Just concussed. But my horse, what about my horse?’
‘Dead as a doornail, your Majesty.’
‘My horse, my horse, my kingdom for a horse!’

Key Science Verbs

Key Science Verbs

The following verbs are often used in science questions. The explanation below tells you how you should answer each one.

State: simply a one or two word answer.
e.g State a part of the electromagnetic spectrum. Answer: microwaves

Outline: state PLUS function/use etc.
e.g. Outline a part of the electromagnetic spectrum. Answer: microwaves have a longer wavelength than visible light and are used for things such as mobile phone.


Describe object being compared
Characteristics/features

Explain Cause
Effect
Why/how

Compare construct a table to show similarities and differences

Contrast construct a table to show differences only

Discuss Describe what you are talking about
Points for
Points against

Assess points for
Points against
Judgement

Justify your argument/point of view/conclusion
Points for

Analyse component 1
Component 2
Relationship between them
Implication of relationship
describe
Evaluate Describe what you are talking about
Points for
Points against
Judgement assess
What you based the judgement upon

GRAMMAR: Stative Verbs Exercise (1)

GRAMMAR: Stative Verbs Exercise (1)

Circle the correct form of the verbs in parentheses.

(a) Right now they (think, are thinking) about buying a new car.
(b) Pete (has been knowing, has known) Jane for many years.
(c) She told me that she (had always loved, had always been loving) the theatre.
(d) It (is depending, depends) on what the weather (is being, is) like on the weekend.
(e) Pierre (has owned, has been owning) that car for over ten years.
(f) Mary (saw, was seeing) Freddie for the first time in a club in Greenwich Village.
(g) Gerry (was tasting, tasted) the wine when suddenly the fire alarm went off in the restaurant. He spilled wine all over his shirt.
(h) The roses (smelled, were smelling) lovely in your garden last summer.
(i) Shirley (is having, has) a difficult time right now.
(j) It (looks, is looking) as if it might rain.
(k) I (am thinking, think) that I should look for a new job.
(l) The thief looked into his rear-view mirror and (was realizing, realized) that he (was being, was) followed by a police car.
(m) Tim (is loving, loves) donuts, but he still (weighs, is weighing) less than a hundred pounds.
(n) Susan (has wanted, has been wanting) to marry Harry ever since she first (saw, was seeing) him.
(o) I (look, am looking) for my grammar book. Do you know where it is?
(p) I am not sure what the word “serendipity” (is meaning, means).
(q) The Director (is feeling, feels) that the policy is wrong.
(r) He (seemed, was seeming) nervous when I asked him that question.
(s) Céline Dion (appears, is appearing) in a movie this fall.
(t) I (am believing, believe) that she (was just being, was just) silly when she said that. She didn’t mean it.
(u) They (had had, had been having) that house for thirty years when they sold it.
(v) Lionel (was being, was) crazy as a teenager.
GRAMMAR: Stative Verbs Exercise (2)

Circle the correct form of the verbs in parentheses.

(a) Ron and Mary (see, are seeing) each other now. They have been dating for two weeks.
(b) Pete (has been belonging, has belonged) to the club for ten years.
(c) I (am liking, like) pizza more than any other type of fast food.
(d) My dad (has weighed, has been weighing) 165 lbs. since he was seventeen.
(e) Brad Pitt (is appearing, appears) in a new movie right now.
(f) The German word "Hund" (means, is meaning) "dog" in English.
(g) I (was hopeful, was being hopeful) at the beginning of the season, but now I (am not thinking, don’t think) that the Toronto Maple Leafs will win the Stanley Cup.
(h) She started reading the Bible a few weeks ago, and now she says that she (believes, is believing) in God.
(i) Right now the teacher (is thinking, thinks) about the course material for the next class.
(j) While Frank (was, was being) in Florida, he met his ex-wife.
(k) We (were having, had) lunch on the picnic table in the backyard when the rain started.
(l) I (have always disliked, have always been disliking) westerns and action movies.
(m) Bob (has been wanting, has wanted) a new car for a long time.
(n) The earth (has existed, has been existing) for billions of years.
(o) I (am needing, need) another vacation.
(p) Descartes (was even doubting, even doubted) the fundamental truths of mathematics before he discovered the metaphysical truth that he expressed by saying, "I think, therefore I (am being, am)."
(q) I (know, am knowing) the man to whom you are referring.
(r) This fabric (is feeling, feels) very smooth and soft.
(s) Right now he (feels, is feeling) that way, but he will change his mind soon.
(t) I (don’t see, am not seeing) what you mean.
(u) How much (does he weigh, is he weighing)? About 85 kilos?

SUMMARY OF NON-FINITE VERBS/CLAUSES

SUMMARY OF NON-FINITE VERBS/CLAUSES

Non-finite Clauses

• Remember the definition of a clause = the unit formed around a lexical verb containing all the bits a verb requires as well as optional bits that the speaker/writer chooses to include.
• When a clause is not part of another clause, then it is a SENTENCE.
• A MAIN CLAUSE is that part of a COMPLEX SENTENCE that may stand alone as a sentence itself. The SUBORDINATE CLAUSE is that part of a COMPLEX SENTENCE which depends on the MAIN CLAUSE and which cannot stand alone as a sentence.
• Sentences are always FINITE. This means that the verb of the MAIN CLAUSE is always finite. That is, it carries present or past tense. In this text, MODALS do not carry tense, but they are considered by grammarians to carry present and past tense and are therefore FINITE.
• The verbs in the SUBORDINATE CLAUSES may be FINITE or NON-FINITE. A SUBORDINATE CLAUSE with a FINITE verb in it is called a FINITE CLAUSE. A SUBORDINATE CLAUSE with a NON-FINITE verb in it is called a NON-FINITE CLAUSE.
• The forms of the NON-FINITE (untensed) verbs are 4:
• To + infinitve (She wants to hold the baby) to hold the baby is a non-finite clause which functions as a DIRECT OBJECT in this particular example sentence.
• Bare infinitive (without the ‘to’) (She made him hold the baby) hold the baby is a non-finite clause which functions as an OBJECT COMPLEMENT in this sentence.
• -en past participle (Bored by the baby, she left) Bored by the baby is a non-finite clause which functions as an ADVERBIAL in this sentence.
• -ing present participle (She left him holding the baby) holding the baby is a non-finite clause which functions as an ADVERBIAL in this sentence.
• As you can see above, the NON-FINITE CLAUSE may serve a variety of functions just as FINITE CLAUSES do: Subject, Object, Adverbial, etc.
• NON-FINITE verbs may be more complex with additional auxiliaries (She wants to have held the baby)


Relative Clause

• NON-FINITE CLAUSES can function as POST-MODIFIERS of head noun in NP just like relative clauses do in FINITE CLAUSES: The letter for you to type is on your desk.
• NON-FINITE CLAUSES may appear as POST-MODIFIER of a head noun inside of a noun phrase (just as a RELATIVE CLAUSE may do).
• The NON-FINITE CLAUSE as post-modifier inside a NOUN PHRASE takes on the function of the entire HOUN PHRASE in which it is included.

Adverbial Clause

• NON-FINITE CLAUSES can also function as ADVERBIALS.
• As ADVERBIALS can appear in more than one position in S, the NON-FINITE CLAUSE functioning as ADVERBIAL (S2) is shown in the tree diagram as being immediately dominated by S1 .
• NON-FINITE verbs/clauses functioning as ADVERBIAL may take the forms
• -ing (Whistling cheerfully, he typed the letters)
• to + infinitve (To type the letter accurately, he worked hard)
• -en (Exhausted by his efforts, he left early)

Notes on Reflexive Verbs

Notes on Reflexive Verbs

*To say that people do something to or for themselves, you use reflexive verbs. For example, washing one’s hands and brushing one’s hair are reflexive actions because the person doing the action also receives the action.
Antes de una cita, (yo) me ducho y me arreglo el pelo.

*You know that a verb is reflexive if its infinitive form ends with the letters se.
ducharse

*The reflexive pronouns in Spanish are me, te, se, nos, and se. Here are the present-tense forms of the reflexive verb secarse:
Yo me seco Nosotros nos secamos
Tú te secas
Él/Ella/Ud. se seca Ellos/Ellas/Uds. se secan

*Some verbs have both reflexive and non-reflexive forms and usages. A verb is used in its non-reflexive form if the action is being done to someone or something else.
Lavo el coche a veces. I wash the car sometimes.
Me lavo el pelo todos los días. I wash my hair everyday.

*When you use a reflexive verb with parts of the body or clothing, use the definite article.
¿Siempre te pintas las uñas? Do you always polish your nails?
Felipe se pone los zapatos. Felipe puts on his shoes.

*You can put reflexive pronouns before the conjugated verb or you can attach them to the infinitive.

Me voy a duchar.
Voy a ducharme.
Te tienes que vestir para la fiesta.
Tienes que vestirte para la fiesta.

Key verbs found in exam questions

Key verbs found in exam questions

ANALYSE Break an issue down into its component parts; discuss them and show how they interrelate.

ARGUE Make a case, based on appropriate evidence and logically structured, for and/or against some given point of view.

ASSESS Estimate the value or importance of something, paying attention to positive and/or negative aspects.

COMPARE Look for similarities and differences between.

CONTRAST Set in opposition in order to bring out differences.

CRITICISE Give your judgement about the merit of theories or opinions or about the truth of facts, and back your judgement by a discussion of the evidence.

DEFINE Set down the precise meaning of the word or phrase, giving sufficient detail so as to distinguish it.

DESCRIBE Give a detailed or graphic account.

DISCUSS Investigate or examine by argument; sift and debate giving reasons for and against.

EXPLAIN Tell how things work or how they came to be the way they are.

IDENTIFY Pick out what you regard as the key features of something, perhaps making clear the criteria you use in doing so.

ILLUSTRATE Use a figure or diagram to explain or clarify, or make it clear by the use of concrete examples.

JUSTIFY Express valid reasons for accepting a particular interpretation or conclusion.

OUTLINE Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate.

PROVE Demonstrate or establish the truth or accuracy, giving evidence or a logical sequence of statements from evidence to conclusion.

RELATE Explain how things are connected to each other and to what extent they are alike or affect each other.

REVIEW To make a survey of, examining the subject critically.

STATE Present in brief, clear form the main points.

SUMMARISE Give a concise account of the chief points or substance of the matter, omitting details and examples.

TRACE Follow the development or history of a topic form some point of origin.


Notes:

Performance Verbs



Performance Verbs

Action Verbs that are Directly Observable


 to mark
 to underline
 to repeat orally
 to write
 to fill in
 to remove
 to circle
 to state
 to read orally
 to draw
 to point to
 to walk
 to count orally
 to put on
 to describe orally
 to label
 to cross out
 to tell what
 to say
 to name
 to cover
 to place
 to press lever
 to ask
 to build
 to number



Action Verbs that are Not Directly Observable


 to distinguish
 to conclude
 to develop
 to generate
 to think critically
 to be aware of
 to create
 to discover
 to apply
 to feel
 to determine
 to think
 to appreciate
 to analyze
 to learn
 to know
 to understand
 to self assess
 to infer
 to realize fully
 to solve
 to like
 to discriminate
 to become competent

كورسات اللغة الانجليزية Exercises - Verbs and Business




Exercises - Verbs and Business

1- Put the verbs into the correct form: simple present (I do), present continuous (I am doing), simple past (I did), or past continuous (I was doing):

1. We can go out now. It __________________ (not / rain) anymore.
2. Jane __________________ (wait) for me when I __________________ (arrive).
3. I __________________ (get) hungry. Let’s have something to eat.
4. What __________________ (you / do) in your free time? Do you have any hobbies?
5. How fast __________________ (the car / go) at the time of the accident?
6. Mary usually __________________ (call) me on Fridays, but she __________________ (not / call) last Friday.
7. A: When I last saw you, you __________________ (think) of moving to a new apartment.
B: That’s right, but in the end I __________________ (decide) to stay where I was.
8. What’s that noise? What __________________ (happen)?
9. It’s usually dry here at this time of the year. It __________________ (not / rain) much.
10. Last night the phone __________________ (ring) three times while we __________________ (have) dinner.
11. Linda was busy when we __________________ (go) to see her yesterday. She __________________ (study) for an exam. We __________________ (not / want) to bother her, so we __________________ (not / stay) very long.
12. When I first __________________ (tell) Tom the news, he __________________ (not / believe) me. He_________________ (think) that I __________________ (joke).


2- Put in one of the following prepositions:

at on in for since during by until

1. Jack has gone out of town. He’ll be back _________ a week.
2. We’re having a party _________ Saturday. Can you come?
3. I have an interview next week. It’s _________ 9:30 _________ Tuesday morning.
4. Sue isn’t usually here _________ weekends. She goes out of town.
5. The train service is very good. The trains are almost always _________ time.
6. It was a confusing situation. Many things were happening _________ the same time.
7. I couldn’t decide whether or not to buy the sweater. _________ the end I decided not to go.
8. The road is busy all the time, even _________ night.
9. I was woken up by a loud noise _________ the night.
10. I saw Helen _________ last summer, but I haven’t seen her _________ then.
11. Brian has been doing the same job _________ five years.
12. Ann’s birthday is _________ the end of March. I’m not sure which day it is.
13. We have some friends staying with us _________ the moment. They’re staying _________ Friday.
14. If you’re interested in applying for the job, your application must be received _________ Friday.


3- Put the words in order to form expressions you can use when you meet someone for the first time:

1. Wilson I’m Hello Tom
...........................................................................................................................

2. you last It’s meet at good to
...........................................................................................................................

3. I we’ve before don’t met think
...........................................................................................................................

4. call Tom I’m Please me Tommy
...........................................................................................................................

5. much so you heard I’ve about
...........................................................................................................................

6. offices like I’d our you to new all welcome to
...........................................................................................................................


4- Use these words to complete the gaps:

call flying moved research
produce months department involve

1. That’s right. We ............................... integrated circuits.
2. No. I ............................... to Rome last month.
3. Quite a lot, yes. In fact, I’m ............................... to Paris tomorrow.
4. Gina Moretti. She joined us six ............................... ago.
5. What does your job actually ............................... ?
6. That’s right. I work in the accounts ............................... .
7. Yes. But we ............................... it “human resources” now.
8. I’m doing some ............................... on the Nigeria market.

كورسات اللغة الانجليزية LINKING VERBS

LINKING VERBS

• A linking verb links, or joins, the subject (noun/pronoun) of a sentence with a noun, pronoun, or adjective that identifies ore describes the subject. A linking verb does not show action.

Verbs of be ( is, am, are, was, were) is the most commonly used linking verb.
The following can also be linking verbs.

look remain seem become stay grow sound
taste smell feel turn appear

1. Bob is tall.
2. Susan is young.
3. The car was free of dents until the accident.
4. The sky was overcast.
5. It looked like rain.
6. They were quiet until the concert began.
7. My mother seems younger than her mother.
8. Ralph grew taller over the summer.
9. The boys appear to be Hawaiian.
10. The dog sounds excited.
11. Rupert’s snake looks dead, but it’s just sleeping.
12. That bike is mine.
13. The red sweater seems wet.
14. The rock star became famous when he was only nineteen years old.
15. I feel hopeful that tomorrow’s dance will be a lot of fun.
16. He was late, again!
17. The train was huge, black, and very dirty!
18. The pony cart was tiny and rickety.
19. This hot dog tastes weird.
20. The river became swollen when the rain kept falling.
21. The city of New Orleans was flooded by a hurricane.
22. The citizens of New Orleans were lucky if they survived the first three days.
23. The firefighters and rescue workers were exhausted by the end of day three.
24. People around the United States were kind and sent money and clothing.
25. The churches were underwater and soggy.

كورسات اللغة الانجليزية: Helping Verbs song

كورسات اللغة الانجليزية: Helping Verbs song

Irregular Verbs- Past Tenses and some passive voice

Irregular Verbs- Past Tenses and some passive voice

1. The mother (bear)________________________ a child.
2. The team was (beat) ________________ by the other team.
3. I (break) ________________ my arm.
4. My house was (break) ______________________ into by a burgular.
5. I (bring) _____________________ some food to my father’s house yesterday.
6. I (burn) ____________________ my finger cooking bacon this morning.
7. I (buy) ________________ sausage for dinner tonight.
8. My cat (catch) ___________________ a mouse in the barn.
9. I (choose) ________________ to study German and not Spanish in High School.
10. The cows have (come) _______________ in the barn because of the snow.
11. My dog (dig) _____________ a hole under the fence and got out.
12. What (do) _________ you do last night?
13. What have you (do) ___________ ? My dress is ruined.
14. I (draw) ____________ a picture of the mountain.
15. The horses (drink) ________________ all the water in the trough.
16. He was (drink) ____________ last weekend.
17. What (eat) ___________ a hole through that sweater?
18. What have the bugs (eat) ________________?
19. My stepmother (feed) ____________ the horses this morning.
20. The girl and the boy (feel) ____________ bad because their parents didn’t like them out so late.
21. Mike Tyson (fight) _____________ in many boxing matches.
22. A bird (fly) ________________ over the barn.
23. Many airplanes have (fly) ___________ over the Atlantic Ocean.
24. I (forget) _______________ my homework.
25. She (forgive) ___________ him.
26. The deer (get) ________________ food in the forest.
27. The man (give) ___________ the hitchhiker a lift.
28. Have you (give) ______________ your puppy a name yet?
29. They (go) ________________ outside in the snow.
30. Where have your friends (go) _______________?
31. I (hit) __________ the fox with my car.
32. They (hold) _____________ hands because they were on a date.
33. Does your tongue-piercing (hurt) ___________?
34. Have you (keep) ______ all your secrets in a diary or have you (tell) everyone?
35. The horse (know) _______________ that he/she could throw the rider.
36. How long have you (know) __________ her?
37. The dog (lay) __________ in his bed.
38. Did you tell the teacher, why you (leave) ____________ early yesterday?
39. Why did he (lie) _________ in bed for so long?
40. Is the Christmas Tree (light) ____________ up?
41. Are you (lose) ____________ in the woods?
42. I (make) _________ Pumpkin Pie for my friends yesterday.
43. How many people have you (meet) __________ at school?
44. It (may)___________ rain tomorrow.
45. My stepsister (mow) __________ the lawn all summer.
46. Have you (pay) ________ you friend back?
47. I (ride) _______ a horse last month.
48. Have you ever (ride) ___________ a bull?
49. The sun (rise) __________ at 6 today.
50. This past summer, the temperatures have (rise) __________ more than last summer.
51. I (run) ___________ a mile during gym class.
52. You (say) ___________ I could!
53. The cat (see) _________ the bird and the bird wished it hadn’t (see) ___________ the cat.
54. The house was (sell)___________ last week.
55. The moon (shines) ____________ on the opossum.
56. Have you (shut) __________ the door? I can still hear the music.
57. The child (sit) ___________ in class.
58. She (speak) _________ French in Paris.
59. Is English (speak) ______________ in Africa?
60. He (spend) _____________ all his time yesterday playing Nintendo.
61. Have you (stand) ___________ up all this time?
62. I (swim) ________________ 20 laps in the pool this morning.
63. Have you ever (swim) ___________ across the lake?
64. I (take) ____________ an art class once.
65. Have you (took) ___________ a music class?
66. The teacher (teach) ______________ the students all about essay writing.
67. I (throw) __________ a party last weekend.
68. Have you (throw) _____________ your apple core away?
69. The man (wear) _____________ a pink suit.
70. The woman has (wear)_________ a pink dress to match the man’s pink suit.
71. Have you ever (win) ___________ the lottery?
72. The author (write)___________ the book in two months.
73. Have you (write)__________your friend lately?

Helping Verbs song

“Helping Verbs song”

Sing to the tune of “Row Your Boat”:

Am, is, are, was, were (Row, row, row, your boat)
Be, being, been (Gently down the stream)
Have, has, had (Merrily, merrily)
Do, does, did (Merrily, merrily)
These are helping verbs! (Life is but a dream)

Some common non-action verbs with examples:

Some common non-action verbs with examples:

care I don’t care.
The only thing I care about right now is finding that missing child.
doubt You can ask, but I doubt she will say yes.
hate I hate my job.
like She likes peanut butter.
love Who doesn’t love chocolate?
respect No one respects me.
trust Friends trust each other.
agree I agree.
I agree with what she said.
believe I believe you.
disagree He disagrees with me now, but he’ll change his mind.
expect I expect him at any moment.
**She is expecting. (she is pregnant)
find We, the jury, find the defendant guilty.
I find your comments insulting.
guess I guess you’re right.
imagine I imagine we’ll see him again someday.
hope I hope you know what you’re doing.
need I need a pencil.
want I want a million dollars.
hear I hear music.
*but I’m listening.
also: Can you hear me? (Are you physically able to hear me?)
Are you listening? (Are you paying attention?)
see There it is! I see it!
be My girlfriend is smart and beautiful.
cost How much does it cost? It costs a hundred dollars.
seem He seems very quiet.
sound That cough sounds terrible. You should see a doctor.
belong Does this belong to you?
have She has no one to talk to.
own Who owns that dog?











Fill in the blank with the correct form of the verb:

1. That doesn’t __________________ to them. (belong)

2. They __________________ construction on that road right now. (do)

3. I __________________ my job these days. (hate)

4. Are you __________________? (listen)

5. He isn’t home. He __________________ tennis. (play)

6. I __________________ chocolate right now. (want)

7. She’s busy. She __________________ on the phone. (talk)

8. She __________________ a doctor right now! (need)

9. Right now I __________________ two dogs. (have)

10. She __________________ right now. (work)

11. I __________________ music. (hear)

12. She isn’t here. She __________________. (jog)

13. We always __________________ to the movies on the weekend. (go)

14. I __________________ the light now! (see)

15. We __________________ to go to New York. (plan)

16. He __________________ my homework now. (do)

17. I __________________ I didn’t wake you up. (hope)

18. Carlos usually __________________ golf on Fridays. (play)

Irregular verbs

Irregular verbs

to awake awoke awoken ontwaken, wakker worden
to bear bore borne dragen, verdragen
to become became become worden
to begin began begun beginnen
to bend bent bent buigen
to bet bet bet wedden
to bind bound bound binden
to bite bit bitten bijten
to bleed bled bled bloeden
to blow blew blown blazen, waaien
to break broke broken breken
to bring brought brought brengen
to build built built bouwen
to burst burst burst barsten
to buy bought bought kopen
to cast cast cast werpen, gooien
to catch caught caught vangen
to choose chose chosen kiezen
to come came come komen
to cost cost cost kosten
to creep crept crept kruipen
to cut cut cut snijden, knippen
to dig dug dug graven
to do did done doen
to draw drew drawn trekken, tekenen
to drink drank drunk drinken
to drive drove driven rijden, besturen
to eat ate eaten eten
to fall fell fallen vallen
to feed fed fed (zich) voeden
to feel felt felt (zich) voelen
to fight fought fought vechten
to find found found vinden
to fly flew flown vliegen
to forbid forbade forbidden verbieden
to forget forgot forgotten vergeten
to freeze froze frozen (be)vriezen
to get got got krijgen, worden
to give gave given geven
to go went gone gaan
to grow grew grown groeien, worden
to hang hung hung ophangen, hangen
hanged hanged ophangen (aan de galg)
to have had had hebben
to hear heard heard horen
to hide hid hid verbergen
to hit hit hit raken, treffen, slaan
to hold held held (vast)houden
to hurt hurt hurt bezeren, pijn doen
to keep kept kept houden, bewaren
to know knew known weten, kennen
to lay laid laid leggen
to lead led led leiden
to leave left left verlaten, vertrekken
to lend lent lent lenen (aan)
to let let let laten, verhuren
to lie lay lain liggen
to lose lost lost verliezen
to make made made maken
to mean meant meant betekenen, bedoelen
to meet met met ontmoeten
to pay paid paid betalen
to put put put leggen, zetten
to read read read lezen
to ride rode ridden rijden
to ring rang rung bellen, klinken
to rise rose risen opstaan, stijgen, rijzen
to run ran run rennen, hardlopen
to say said said zeggen
to see saw seen zien
to seek sought sought zoeken
to sell sold sold verkopen
to send sent sent zenden
to set set set zetten
to shake shook shaken schudden
to shine shone shone schijnen
to shoot shot shot schieten
to show showed shown tonen
to shut shut shut sluiten
to sing sang sung zingen
to sink sank sunk zinken
to sit sat sat zitten
to sleep slept slept slapen
to smell smelt smelt ruiken
to speak spoke spoken spreken
to spend spent spent doorbrengen, besteden
to stand stood stood staan
to steal stole stolen stelen
to strike struck struck slaan, staken
to sweep swept swept vegen
to swim swam swum zwemmen
to take took taken nemen, brengen
to teach taught taught leren, onderwijzen
to tear tore torn scheuren
to tell told told vertellen, zeggen
to think thought thought denken, menen
to throw threw thrown gooien
to understand understood understood verstaan, begrijpen
to wear wore worn dragen (van kleding etc.)
to weep wept wept wenen, huilen
to win won won winnen
to write wrote written schrijven

66 ESSENTIAL PHRASAL VERBS (INTERMEDIATE)

66 ESSENTIAL PHRASAL VERBS (INTERMEDIATE)
AGREE WITH - estar de acuerdo - "All women are bad drivers." "I don't agree with you."
BE ABOUT TO - estar a punto de -I was about to leave the house when my friends arrived.
BE BACK - regresar -I'm working late at the office tonight so I won't be back until 10.
BE OUT OF - quedarse sin - We're out of eggs so we can't make a tortilla.
BE OVER - terminarse - When the football match was over, we went to the pub.
BE UP - estar levantado - "Phil isn't up yet: he's still in bed. Phone again in ten minutes."
BLOW UP - estallar (una bomba) - The bomb blew up killing six people.
BLOW UP - inflar - We blew up at least a hundred balloons for the Christmas party.
BREAK DOWN - averiarse - My car broke down on the way to Motril.
CALL BACK - volver a llamar - "I'm afraid the manager isn't here at the moment. Could you call back later?"
CARRY ON - seguir. continuar - I'm sorry if I interrupted you. Please carry on.
CARRY OUT - cumplir (una promesa) - The President carried out his promise to reduce taxation.
CARRY OUT - llevar a cabo - The execution was carried out at seven o'clock in the morning.
CLEAR UP - poner en orden - It took four hours to clear up after the party.
COME ACROSS - encontrar, dar con - I came across an old friend on the metro in Madrid.
COME BACK - regresar - I'm going to England for two weeks. I'm coming back on the fifth.
COME IN - entrar - "Good morning. Come in and sit down."
COME ON - ¡Vamos!, ¡Date prisa! - Come on. We're going to be late.
CUT DOWN ON - consumir menos - You must cut down on cholesterol or you'll have a heart attack.
CUT OFF - cortar, desconnectar - When we didn't pay the bill, the electricity was cut off.
CUT UP - cortar en pedazos - We cut up the birthday cake and gave everyone a slice.
DO UP - abrochar, atar - I was five before I knew how to do up my shoelaces.
DO WITH - tener algo que ver con, tener relación con - "What's MS DOS?" "It's got something to do with computers."
DO WITHOUT - pasarse sin, prescindir de - The shops are shut so we'll have to do without sugar.
Sarah and John 1996 (c) http://www.lingolex.com/spanish.htm
DRAW UP - pararse - The car drew up at the zebra crossing.
GET BACK - volver, regresar - Cinderella had to get back by twelve o'clock.
GET IN(TO) - entrar - I lost my keys and so I couldn't get into the house.
GET OFF - bajar (de un autobus, tren) - You have to get off the bus at the next stop if you want the station.
GET ON - subir (a un autobus, tren, moto) - Quick! Get on the train, it's about to leave.
GET UP - levantarse - When I got up this morning it was still dark.
GIVE BACK - devolver - If you don't like the dress, the shop will give you your money back.
GIVE UP - perder la esperanza, rendirse - If you find phrasal verbs difficult, don't give up.
GIVE UP - dejar (de fumar, beber) - You'll get cancer if you don't give up smoking.
GO AHEAD - ¡Siga! - "Can I use the telephone?" "Yes, go ahead."
GO AWAY - irse, marcharse - Are you going away for Christmas, or are you staying at home.
GO BACK - volver, regresar - Although she's forty, she's going back to University to study French.
GO DOWN - bajar - The price of fruit goes down in the summer.
GO OUT - salir (por la calle) - I always go out and have a few drinks on Saturday night.
GO UP - subir - The price of cigarettes went up in January 1992.
HANG ON/HOLD ON - esperar - Hold on for a minute as Pablo will be back in five minute.
HANG UP - colgar (el teléfono) - My ex-girlfriend hung up when I phoned her.
KEEP UP WITH - mantenerse (a la altura de) - I can't keep up with my father when we go cycling as he goes too fast.
KNOCK DOWN - derribar, atropear, demoler - My grandfather's old house was knocked down and a bank was built.
LEAVE BEHIND - olvidar, dejar - When I got to the airport, I realised I had left my passport behind.
LET IN - dejar entrar - She opened the door and let in the cat.
LOOK AFTER - cuidar - My mother looks after the children when we go away.
LOOK FOR - buscar - I spent two hours looking for my glasses before I found them.
LOOK FORWARD TO - esperar con ilusión - I'm looking forward to the Easter holidays.
LOOK OUT - tener cuidado, ¡Ojo! Look out! - There's a car coming. JOHN & SARAH 1996 (c)
LOOK UP - buscar algo (en un libro, diccionario) - If you don't understand the word, look it up in a dictionary.
Sarah and John 1996 (c) http://www.lingolex.com/espan.htm
PUT IN - meter, introducir - Put ten pence in the machine and you will get a cup of coffee.
PUT ON - encender - Put on the light, it's getting dark.
PUT ON - ponerse (la ropa) - Put your coat on or you'll get cold.
RUN OUT OF - quedars sin algo We ran out of petrol so we had to get the bus.
SET OFF - ponerse en camino - We set off to Madrid at five o'clock to avoid the traffic.
TAKE AFTER - parecerse a - Pablo takes after his mother: they are both optimistic.
TAKE OFF - despegar - The flight was delayed for two hours and the plane eventually took off at 6 p.m.
TAKE OFF - quitarse la ropa - Take off your coat and make yourself comfortable.
TAKE OUT - extraer, sacar - He took out a cigarette and lit it.
THROW AWAY - tirar (en la basura) - Don't throw these papers away: they're important.
TURN DOWN - bajar (el volumen) - Turn down the radio: it's too loud.
TURN UP - poner el volumen más fuerte - Turn up the radio. I can't hear it.
TURN ON - encender (televisión, luces etc.) - Turn on the television, please, I want to see the news.

MODAL VERBS EXERCISES

MODAL VERBS EXERCISES
1. Complete the following sentences using can/ could / be able to (some sentences are negative). All tenses may be used.
• ‘…………………………….. you stand on your head?’
‘ I ……………….. when I was at school but I ………………… now’.
• When I pass my driving test, I …………………………….………. hire a car from our local garage.
• When I was a child I ………………………………… understand adults, and now that I’m an adult I …………………….. understand children.
• He was very strong; he ……………………………… ski all day and dance all night.
• The car plunged into the river. The driver …………………………………….. get out but the passengers were drowned.
• We …………………………………… borrow some umbrellas; so we didn’t get wet.

2. Write sentences using may or might which express the following:
• It’s possible that they are leaving Paris now
• Can I be of any help to you?
•Perhaps they are waiting for us now
• There’s a chance that the restaurant is open now
• If it is warm, perhaps we will go on a picnic
• It’s possible that he left his car at home
• Is it possible to use your telephone?
• It is possible that he was ill yesterday

3. Fill in the blanks with the positive or negative form of may / might + infinitive or may / might + have + past participle
• They …………………………………………….….. (visit) their aunt next Sunday.
• I can’t see my keys. I ………………………………….. (leave) them in the house.
• ‘Do you know if he is coming?’ ‘I’m not sure. He ………………………………….. (not come) if it rains.
• John hasn’t replied to my letter. That’s unusual. He ………………………………….. (not receive) it.

4. Paraphrase the following sentences using : have to, must, need, must’n, needn’t.
• I know all the test material. It’s not necessary to study any more.
•It’s important that you arrive on time.
• We can’t tell him the truth under any circumstances.
•School rules insist on uniform at all times.
• It was necessary to warn him on several occasions.
•It isn’t necessary to buy me a present.

5.Rewrite each situation with can, can’t, will be able to or won’t be able to.
• It’s impossible for me to go to your house now.
• This exercise is too difficult for Tony.
• Sheila is really good at singing.
• It’ll be too expensive to travel to space for our holidays in the future.
•It will be easy for me to pass the test next month.

In Spanish, the most basic form of the verb, or action word, is called

In Spanish, the most basic form of the verb, or action word, is called the “infinitive”-
In English, we translate this as “to + action” e.g. to speak
In Spanish, infinitives end in “AR”, “ER”, or “IR”

For example:
Cantar = To Sing Beber = To Drink Escribir = To Write

So, when you want to actually say that someone does one of these actions, you need to “Conjugate” the verb. (You wouldn’t say “She to sing.” in English, right?) In order to make this correct, you take the “infinitive” form of the verb and find the stem of the verb by dropping the AR, ER or IR. So CANTAR – “AR” = CANT
(“Cant” is your stem.) Then to tell who is doing the action, you will add on to the stem the following endings:



For AR Verbs For ER Verbs For IR Verbs

Yo O Yo O Yo O

Tú AS Tú ES Tú ES

Ella Ella Ella
Él A Él E Él E
Usted Usted Usted

Nosotros Nosotros Nosotros
Nosotras AMOS Nosotras EMOS Nosotras IMOS

Vosotros ÁIS Vosotros ÉIS Vosotros ÍS
Vosotras Vosotras Vosotras

Ellos Ellos Ellos
Ellas AN Ellas EN Ellas EN
Ustedes Ustedes Ustedes


Yo canto = I sing Yo bebo = I drink Yo escribo = I write
Tú cantas = You sing Tú bebes = you drink Tú escribes = You write
Ella canta = She sings Él bebe = He drinks Usted escribe = You write
Nosotros cantamos = Nosotras bebemos = Nosotros escribimos=
We sing We drink We write
Vosotras cantáis =you all sing Vosotros bebéis = you all drink Vosotras escribís
Ellos cantan = They sing Ustedes cantan You all sing Ellas escriben they write

Verbs Study Guide: Due Thursday, November 6. TEST IS FRIDAY, NOVEMBER 7.

Verbs Study Guide: Due Thursday, November 6. TEST IS FRIDAY, NOVEMBER 7.
1. What is an action verb?
2. What is a helping verb?
3. What is a linking verb?
4. What is a Direct Object?
5. What is an Indirect Object?
6. What is the difference between a transitive verb and an intransitive verb?
7. What is a Predicate Noun?
8. What is a Predicate Adjective?
9. What is a past tense verb?
10. What is a present tense verb?
11. What is a future tense verb?
In the following sentences, find the verb or verb phrase and label what type of verb each one is. Then label the tense of each verb.
12. Submarines float easily.
13. They also can dive all the way to the ocean floor.
14. They may stay underwater for months.
15. Between the inner and outer hulls are ballast tanks.
In the following sentences, find the verb and the complement. Then label what type of complement it is. Be sure to pay attention to the type of verb you have!
16. The sailors flood these tanks with seawater.
17. The seawater increases the ship’s weight.
18. Motorcycle-type engines give snowmobiles power.
19. Bangladesh is a small country between India and Myanmar.
20. Snowmobiles take people’s groceries.
21. It has become a very densely populated country.
22. Snowmobiles can achieve speeds exceeding 85 miles per hour.
23. They are completely dependent on human power.
24. Many people appear dependent on them for transportation.
25. A continuous rubber track propels them.
Decide if each of the following verbs is transitive or intransitive.
26. Walking is the most healthful mode of transportation.
27. People make use of rivers and oceans.
28. Walking gives you energy.
29. Walking benefits your health for a long time.
30. She seemed very happy after her walk.

Prose: government of verbs

Prose: government of verbs



Suzanne didn't know which subjects to study at university,
so she asked her teachers to suggest some options.
They advised her not to specialise too early,
and warned her that some university courses were very theoretical.
If she insisted on finding a practical course,
it might prevent her from being offered a place.
They persuaded her to phone the university to get more information.
A professor invited her to come for an interview,
and he explained that she'd be forced
to do some theoretical work in the first year,
or she wouldn't be allowed to continue, but
they would encourage her to develop her practical skills too.
This was a problem that her teachers had talked about,
but she hadn't had time to think about it.
She thanked the professor and told him
the interview would help her to make up her mind.

Helping/Linking Verbs

Helping/Linking Verbs


IS
AM
ARE
BE
BEING
BEEN
SHALL
WAS
WERE
WILL
CAN
COULD
WOULD

HAS
HAVE
HAD
DO
DOES
DID
MAY
MIGHT
MUST
BECOME
BECAME

SHOULD

Learning Outcomes

Learning Outcomes

List of verbs that might be helpful when you are creating outcomes for your program or course


Knowledge Outcomes: arrange, define, label, list, match,
name, recognize, relate, repeat

Comprehension Outcomes: describe, discuss, explain,
identify, indicate, report, restate, select, tell

Application Outcomes: apply, demonstrate, dramatize,
illustrate, interpret, operate, practice, solve, use

Analysis Outcomes: analyze, appraise, compare, contrast,
criticize, differentiate, distinguish, examine,
question

Synthesis Outcomes: arrange, assemble, compose,
construct, create, design, formulate, prepare,
synthesize

Evaluation Outcomes: appraise, assess, estimate, evaluate, judge, predict, rate, support

[From Taxonomy of Educational Objectives, by Benjamin
S. Bloom, David McKay Company (1968)]

Finite and non-finite verbs

Finite and non-finite verbs

Note to the teacher: even though these grammar lessons are arranged as full lessons, they are intended to deal with one particular aspect of grammar aimed at students who have little previous knowledge, or who find the subject difficult. The information in this lesson can, quite easily be compressed for use as a revision part-lesson, or even a starter activity for a Year 9 class.

Starter: 10 minutes

Quickly review what a verb does, using appropriate terminology (such as “doing word” if appropriate)

What constitutes a sentence?

Which of these can stand alone as a sentence?

To walk
Running
Yesterday

The answer, of course, is none of them.

Ask students to add to the words above in order to make them sentences. This should produce finite verbs.

Main 30 minutes

A sentence should contain a finite verb.

Definition

A finite verb is one which can change, depending upon its tense, the subject of the verb and whether it is singular or plural.

So, using the example above, the word ”running” is not finite, but can be used in the sentence “Running is my favourite sport”. If we turn the sentence into the past tense “Running was my favourite sport”, the word “running” does not change at all. However, there is a finite verb in the sentence, which is the verb “to be”. In the first sentence it is in the present tense “IS”; in the second sentence, it is in its past form “WAS”.

Definition

A non-finite verb is one which does not change. There are 3 main non-finite verb forms:

1 Verbs in their “Infinitive” state “To + Verb” (To walk, to run, etc.)

“I am going to walk to school”
“You are going to walk to school”

The verb “to walk” does not change, and is non-finite; the verb “to be” changes (“am”, “are”) depending upon the subject (“I”, “you”) and so is finite.

2 Present Participles, ending in “–ing” “Walking”, “running”, etc.

“I am walking to school”
“You are walking to school”

The same principles apply to the sentences above as to the Infinitive verbs.

3 Past Participle verbs, often ending in “-ed” and accompanied by the verb “have”

“I have walked to school”
“You have walked to school”.

Including a finite verb (which changes) with the non-finite verb (which does not change) creates a full verb. We call the part that changes the “auxiliary verb” and the part that does not change the ”base” verb.

TASK

Write out a paragraph of descriptive writing about a visit to a favourite place. Aim to vary the tenses and give the finished product to a partner, who will underline or highlight the finite verbs.

Plenary: 10 minutes

Review the main vocabulary, using the paragraphs of writing for reinforcement and example.

Action Verbs for creating learning outcomes (Bloom’s Revised Taxonomy)

Action Verbs for creating learning outcomes (Bloom’s Revised Taxonomy)

Level 1. Remember

Choose Describe Define Identify Label
List Locate Match Memorize Name
Omit Recite Select State Count
Draw Outline Point Quote Read
Recall Recognize Repeat Reproduce

Level 2. Understand

Classify Defend Demonstrate Distinguish Explain
Express Extend Give Examples Illustrate Indicate
Interrelate Interpret Infer Judge Match
Paraphrase Represent Restate Rewrite Select
Show Summarize Tell Translate Associate
Compute Convert Discuss Estimate Extrapolate
Generalize Predict

Level 3. Apply

Apply Choose Dramatize Explain Generalize
Judge Organize Paint Prepare Produce
Select Show Sketch Solve Use
Add Calculate Change Classify Complete
Compute Discover Divide Examine Graph
Interpolate Manipulate Modify Operate Subtract
Use

Level 4. Analyze

Analyze Categorize Classify Compare Differentiate
Distinguish Identify Infer Point out Select
Subdivide Survey Arrange Breakdown Combine
Design Detect Diagram Develop Discriminate
Illustrate Outline Relate Point out Separate
Utilize

Level 5. Evaluate

Appraise Judge Criticize Defend Compare
Assess Conclude Contrast Critique Determine
Grade Justify Measure Rank Rate
Support Test

Level 6. Create

Choose Combine Compose Construct Create
Design Develop Do Formulate Hypothesize
Invent Make Originate Organize Plan
Produce Role Play Tell Compile Drive
Devise Explain Generate Group Integrate
Prescribe Propose Rearrange Reconstruct Reorganize
Revise Rewrite Transform

Additional information about Bloom’s Revised Taxonomy is available here:
http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm

Verbs not used in the progressive form (STATIVE VERBS)

Verbs not used in the progressive form (STATIVE VERBS)

a) verbs denoting sense perception (involuntary actions mainly). When used in the progressive aspect, they indicate voluntary actions.
feel, hear, notice, recognize, see, smell, taste
I am seeing the Browns tomorrow.
I am hearing the lectures...
He is feeling well(or feels well)/the texture of this cloth.
We are smelling the perfume to see if it becomes you.
b) verbs denoting mental activities:

astonish, believe, consider, differ, doubt, find, forgive, foresee, forget (gradual loss of memory), guess, hope (with my fingers crossed), imagine (domišljati si), intend, know, mean (intending), mind (object, look after), presuppose, realize, remember (podoživljati), suppose, think (process), wonder (èuditi)

When used in the progressive, their meaning is in the brackets (When used with always, these verbs suggest emotional colouring.)

c) verbs denoting emotions:

abhor, adore, desire, detest, dislike, hate, like, love, prefer, want, wish, worship

d) verbs denoting states and conditions:

appear, be, belong, concern, consist of, contain, cost, depend on, have (progressive when
drink, eat, arrange, owe, own, possess, remain, require, resemble, satisfy, seem, sound,
suffice, tend.



a) verbs denoting sense perception (involuntary actions mainly). When used in the progressive aspect, they indicate voluntary actions.
feel, hear, notice, recognize, see, smell, taste
I am seeing the Browns tomorrow.
I am hearing the lectures...
He is feeling well(or feels well)/the texture of this cloth.
We are smelling the perfume to see if it becomes you.
b) verbs denoting mental activities:

astonish, believe, consider, differ, doubt, find, forgive, foresee, forget (gradual loss of memory), guess, hope (with my fingers crossed), imagine (domišljati si), intend, know, mean (intending), mind (object, look after), presuppose, realize, remember (podoživljati), suppose, think (process), wonder (èuditi)

When used in the progressive, their meaning is in the brackets (When used with always, these verbs suggest emotional colouring.)

c) verbs denoting emotions:

abhor, adore, desire, detest, dislike, hate, like, love, prefer, want, wish, worship

d) verbs denoting states and conditions:

appear, be, belong, concern, consist of, contain, cost, depend on, have (progressive when
drink, eat, arrange, owe, own, possess, remain, require, resemble, satisfy, seem, sound,
suffice, tend.

How to Use Power Verbs

How to Use Power Verbs

• Included are charts for 18 “power verbs.” You may want to select only those that are most appropriate to your grade level and content area.

• Each power verb has a simple definition, a visual cue, and at least one graphic organizer that would fit. Our at-risk populations need to have simplistic language that they can understand; otherwise, they may know the content but not understand what the question is asking.

• Recent brain research tells us that we learn by visual cues. As you introduce the power verb charts to the class, you may want to discuss the visual cue and how it relates to the verb.

• All of our students --- gifted as well as special needs --- need to be explicitly taught how to organize their thinking. They also need to understand that there is no “magic” way to organize their thinking for all types of questions. For instance, the popular three or four-column method works for some questions and for some students. Each power verb chart includes at least one graphic organizer, but students need to understand that there are others. The best district-wide method is ROAR. (Read the entire question. Organize your thinking. Answer the question. Review your answer.)

• You may want to introduce the power verbs just a few at a time or perhaps even one a week. Larry Bell, national consultant for at-risk kids, says that some schools have had great success by having a “power verb of the week.” The verb is mentioned in the morning announcements, teachers use the verb in class, and students may even be stopped in the hall or the cafeteria to define and give an example of the word of the week.

• Teachers and students need to be aware of the level of cognition (i.e., Bloom’s Taxonomy). The power verbs in this packet are listed in order, according to level. However, these levels are fluid rather than rigid. In other words, the same verb may be used on more than one level of thinking (e.g., compare, explain, infer). It just depends on the way the verb is used.

• As you post the verbs in your classroom, you may want to cluster the verbs around the most common level of thinking for that verb. (The levels and the verbs are presented in order in the packet.) If so, you may want to color-code the poster for each level to fit a traffic light. Recall would be on red paper; application would be on yellow paper; analysis would be on green paper; synthesis and evaluation would be on blue paper to indicate that “the sky is the limit!” Color-coding is just one other visual cue that may help some students, especially our at-risk populations.

Prefer Active Verbs

Prefer Active Verbs

Active verbs express meaning more emphatically and vigorously than their weaker counterparts—forms of the verb be or verbs in the passive voice. Forms of the verb be (be, am, is, are, was, were, being, been) lack vigor because they convey no action. Verbs in the passive voice lack strength because their subjects receive the action instead of doing it.

BE Verb A surge of power was responsible for the destruction of the
coolant pumps.

PASSIVE The coolant pumps were destroyed by a surge of power.

ACTIVE A surge of power destroyed the coolant pumps.

When to Replace BE Verbs

Not every verb needs replacing. The forms of “to be” work well when you want to link a subject to a noun that clearly renames it or to an adjective that describes it: History is a bucket of ashes. Scoundrels are always sociable. Also, when used as helping verbs before present participles (is flying, are disappearing) to express ongoing action. Derrick was plowing the field when his wife went into labor.

If using a be verb makes a sentence needlessly wordy, however, consider replacing it. Often a phrase following the verb will contain a word (such as destruction) that suggests a more vigorous, active alternative (destroyed).

Burying nuclear waste in Antarctica would be in violation of an international treaty.

Burying waste in Antarctica would violate an international treaty.

Violate is less wordy and more vigorous than be in violation of.



Escaping into the world of drugs, I was rebellious about every rule set down by my parents.

Escaping into the world of drugs, I rebelled against every rule set down by my parents.

Rebelled against is more active than was rebellious about.

More examples:

Max Ernst was sixty-three and knew madness and death were before him.

At sixty-three, Max Ernst saw only madness and death lying before him.


The sun was setting. The few clouds that were on the horizon were orange.

The setting sun turned the few clouds hanging over the horizon orange.


Hemingway's "The Killers" is a story that is dominated by the feeling of impending violence.

The feeling of impending violence dominated Hemingway's "The Killers."


Now these sentences are direct and clear; moreover, they read quickly and carry more punch. I am not recommending that you restructure every sentence with a form of to be in it. However, I do suggest that you restructure the ones that use it unnecessarily.

Informative Verbs for Expository Writing

*Informative Verbs for Expository Writing*



outline
reviews
assesses
probes
deduces
gleans
surmises
explains
reveals
updates
exhibits
describes
analyzes
shares
summarizes
studies
determines
surveys












infers
clarifies
expresses
divulges
discloses
unveils
reports
relates
reasons
informs
examines
diagnoses
understand
draws
interprets
defines
spells out
devises












uncovers
recounts
retells
observes
evaluates
unravels
gathers
tells
details
shows
fells in
displays
imparts
states
recalls
investigates
conclude
indicates

POWER VERBS FOR USE WITH OPEN RESPONSE QUESTIONS

POWER VERBS FOR USE WITH OPEN RESPONSE QUESTIONS

Analyze Take something apart to see how each part works.
Argue Take a viewpoint on an issue and give reasons to support his opinion.
Compare Point out similarities.
Contrast Point our differences.
Define Give specific details that make something or someone unique.
Demonstrate Give examples to support a point.
Describe Give a picture in words.
Discuss Consider carefully by presenting various sides of an issue or argument.
Evaluate Determine the significance, worth or level of effectiveness.
Explain Give reasons.
Identify Point out persons, places, things, or characteristics.
Interpret Give the meaning of, or significance of something.

Active and Passive Verbs

Active and Passive Verbs


Change the verbs in these sentences from active to passive


1. The porter rang the bell today.
2. The explosion shattered the windows.
3. A ferocious dog bit me.
4. A gang of thieves stole the apples.
5. She knitted a pair of socks.
6. Mr. Smith rarely visits the doctor.
7. The flood caused a lot of damage to the crops.

Change the sentences so that the verb is active instead of passive

1.The fruit was eaten by the girls.
2.The ball was caught by the wicket keeper.
3.The boys were trapped by the vicious dog.
4.The train was delayed by thick fog.
5.The match was witnessed by a large crowd of fans.
6.The soldiers were terrified by the advance of the enemy.
7.The stolen car was abandoned by thieves.
8.Very pretty dresses were worn by the bridesmaids.

Verbs of Communications3

5.6 physical.km (intermediate communication class inherited from Communication) : Physical communication handler, verifies if the communication is feasible in the physical mediums like sound or light. Also dynamically assigns correct instruments to the communicating agents and the communication itself.


;; PHYSICAL COMMUNICATION CLASS

;;



(phys-medium has

(instance-of (a Slot))

(domain (PhysicalCom))

(range (PhysicalCom))

(superslots (medium)))



(every PhysicalCom has

;; check if both source and listening instruments are there

(valid ((if (((the number of (the source-instrument of Self)) > 0)

and ((the number of (the listening-instrument of Self)) > 0))

then *Valid

else *Invalid)))

;; List of source devices available to source

(temps ((allof (the ComInstrument parts of (the source of Self))

where ((((the type of It) includes (*Source)) = *Source)))))

;; List of listening devices available to source

(templ ((allof (the ComInstrument parts of (the listener of Self))

where ((((the type of It) includes (*Reciever)) = *Reciever)))))

;; Find the devices which are compatible with the medium availabe currently

(source-instrument ((allof (the ComInstrument temps of Self)

where (oneof2 (the medium of It)

where ((the medium of Self) includes (It2))))))

(listening-instrument ((allof (the ComInstrument templ of Self)

where (oneof2 (the medium of It)

where ((the medium of Self) includes (It2))))))

;; the medium is now reasserted based on the compatibilty computations

(phys-medium ((the medium of (the source-instrument of Self)))))



;; temporary slots used above

(temps has

(instance-of (a ComInstrument))

(domain (PhysicalCom))

(range (PhysicalCom)))

(templ has

(instance-of (a ComInstrument))

(domain (PhysicalCom))

(range (PhysicalCom)))



(PhysicalCom has

(superclasses (Communicate))

(subclasses (SoundCom Type)))



(every PhysicalSound has

(source (a PhysObj)))



(PhysicalSound has

(superclasses (SoundCom)))







5.7 sound.km One of the classes derived from PhysicalCom is Soundcom checking validity of all sound communications - majority of the verbs inherit from this class too besides LingualCom


;; Derived from PhysicalCom, also the subclasses are shown for

;; future extension too. Not all of them are used

(Sound has

(superclasses (Information))

(subclasses (VerbalSound AnimalSound PhysicalSound)))



(sound-medium has

(instance-of (a Slot))

(domain (SoundCom))

(range (SoundCom))

(cardinality (N-to-N))

(superslots (medium)))



(loudness has

(instance-of (a Slot))

(domain (Sound))

(range (Sound)))



(every SoundCom has

(source ((a Agent)))

(listener ((a Intelligence)))

(information ((a Sound)))

(sound-medium ((*Sound)))

(source-instrument

((allof (the ComInstrument parts of (the source of Self))

where ((((the type of It) includes (*Source)) = *Source)

and ((the medium of It) = *Sound)))))

(listening-instrument

((allof (the ComInstrument parts of (the listener of Self))

where ((((the type of It) includes (*Reciever)) = *Reciever)

and ((the medium of It) = *Sound)))))

(transport ((a Fluid))))



(SoundCom has

(superclasses (PhysicalCom))

;; add more subclasses as needed

(subclasses (Talk Speak Babble Croak Scream Whisper Ask Shout Narrate Preach Teach Thunder Phone)))





(AnimalSound has

;; All non-human sounds; Whales, Penguins, Chimps and other

;; intelligent animals are on the border - basically the

;; sound comes from animal source which might include humans also

(superclasses (SoundCom)))



(every AnimalSound has

(source (a HigherAnimal)))





5.8 talk.km Most of these verbs derive from SoundCom and LingualCom


;; LANGUAGE BASED/MESSAGE VERBS



;; supporting definitions

(Question has (superclasses (Text)))

(Sentence has (superclasses (Text)))



(VerbalSound has

(superclasses (Sound Text)))



;;; Verb Defintions



;;;;;;;;;;;;;;;;;;;;;;;;;;;; ASK ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Ask has

(superclasses (SoundCom LingualCom)))



(every Ask has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*Medium)))

(emotion ((*Inquisitive)))

(loudness ((*Average)))

(duration ((*Medium)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; TALK ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Talk has

(superclasses (SoundCom LingualCom)))



(every Talk has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*High)))

(emotion ((*Neutral)))

(loudness ((*Average)))

(duration ((*Long)))

))))

;;;;;;;;;;;;;;;;;;;;;;;;;;;; SHOUT ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Shout has

(superclasses (SoundCom LingualCom)))



(every Shout has

(source ((a Intelligence)))

(bandwidth ((*Medium)))

(information ((a VerbalSound with

(content ((*Low)))

(emotion ((*Sharp)))

(loudness ((*High)))

(duration ((*Short)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; SPEAK ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Speak has

(superclasses (SoundCom LingualCom)))



(every Speak has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*Medium)))

(emotion ((*Neutral)))

(loudness ((*Medium)))

(duration ((*Medium)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; NARRATE ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Narrate has

(superclasses (SoundCom LingualCom)))



(every Narrate has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*High)))

(emotion ((*Neutral)))

(loudness ((*Medium)))

(duration ((*Long)))

))))



;; Explain same as Narrate



;;;;;;;;;;;;;;;;;;;;;;;;;;;; PREACH ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Preach has

(superclasses (SoundCom LingualCom)))



(every Preach has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*High)))

(emotion ((*Knowing *Religious)))

(loudness ((*Medium)))

(duration ((*Long)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; TEACH ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Teach has

(superclasses (SoundCom LingualCom)))



(every Teach has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*High)))

(emotion ((*Knowing)))

(loudness ((*Medium)))

(duration ((*Long)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; WHISPER ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(every Whisper has

(superclasses (LanguageCom SoundCom)))



(every Whisper has

(source ((a Intelligence)))

(bandwidth ((*Medium)))

(information ((a VerbalSound with

(content ((*Medium)))

(emotion ((*Neutral *Careful)))

(loudness ((*Low)))

(duration ((*Medium)))

))))



5.9 animal.km SOUND VERBS ANIMAL/HUMAN WITHOUT LINGUAL INFO




;;;;;;;;;;;;;;;;;;;;;;;;;;;; BABBLE ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Babble has

(superclasses (SoundCom)))



(every Babble has

(source ((a HigherAnimal)))

(bandwidth ((*Low)))

(information ((a AnimalSound with

(content ((*Low)))

(emotion ((*Stupid)))

(loudness ((*Average)))

(duration ((*Medium)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; CROAK ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Croak has

(superclasses (SoundCom)))



(every Croak has

(source ((a HigherAnimal)))

(bandwidth ((*Low)))

(information ((a AnimalSound with

(content ((*Low)))

(emotion ((*Crudesound *Neutral)))

(loudness ((*Average)))

(duration ((*Short)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; DECLARE ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(every Scream has

(superclasses (SoundCom)))



(every Scream has

(source ((a HigherAnimal)))

(bandwidth ((*Low)))

(information ((a AnimalSound with

(content ((*Low)))

(emotion ((*Sharp *Alarming)))

(loudness ((*Average)))

(duration ((*Short)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; THUNDER ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(every Thunder has

(superclasses (SoundCom)))



(every Thunder has

(source ((a Physobj)))

(bandwidth ((*Medium)))

(information ((a PhyiscalSound with

(content ((*Low)))

(emotion ((*Neutral *Echoing)))

(loudness ((*High)))

(duration ((*Medium)))





5.10 animal.km EMOTIONAL VERBS, may or may not have language or sound, but the field emotion of the Information is important to distinguish them from other verbs.


;; supporting definitions

(Question has (superclasses (Text)))

(Sentence has (superclasses (Text)))



(VerbalSound has

(superclasses (Sound Text)))



;;; Verb Defintions



;;;;;;;;;;;;;;;;;;;;;;;;;;;; BOAST ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Boast has

(superclasses (SoundCom LingualCom)))



(every Boast has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*Medium)))

(emotion ((*Knowing *Exaggerating)))

(loudness ((*Average)))

(duration ((*Medium)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; GRUMBLE ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Grumble has

(superclasses (SoundCom LingualCom)))



(every Grumble has

(source ((a Intelligence)))

(bandwidth ((*Medium)))

(information ((a VerbalSound with

(content ((*Low)))

(emotion ((*Unhappy)))

(loudness ((*Low)))

(duration ((*Short)))

))))



;;;;;;;;;;;;;;;;;;;;;;;;;;;; DECLARE ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

(Declare has

(superclasses (SoundCom LingualCom)))



(every Declare has

(source ((a Intelligence)))

(bandwidth ((*High)))

(information ((a VerbalSound with

(content ((*Medium)))

(emotion ((*Authoritative)))

(loudness ((*Average)))

(duration ((*Medium)))

))))







5.11 examples.km : Some example instances of the verbs defined


;; SOME EXAMPLES OF MAN-MAN and MAN-MACHINE COMMUNICATION



(*Gunjan has

(instance-of (Human))

(country (*India))

(artificial-parts (*RadioUnit)))



(*Alex has

(instance-of (Human))

(country (*Germany))

(artificial-parts (*RadioUnit)))



(*Tom has

(instance-of (Human))

(country (*USA))

(artificial-parts (*RadioUnit)))





;; The knowledgebase can answer questions like -

;; what did Gunjan use to Ask his question - his VoiceBox

;; what did Tom use to hear the question - his Ears.

;; what language was used to talk given their background - English



;; TRY OUT THE EXAMPLES BELOW



(a Speak with

(source (*Gunjan))

(listener (*Alex)))



(a Ask with

(medium (*RadioWaves))

(source (*Gunjan))

(listener (*Tom)))



(a Talk with

(source (*Gunjan))

(listener (*Tom)))



(a Type with

(source (*Gunjan))

(listener ((a PC))))





;; NOW TRY THE FOLLOWING QUERY

(the valid of (that Speak))

(the allvalid of (that Speak))

(the source-instrument of (that Speak))

(the destination-instrument of (that Speak))

(the medium of (that Speak))

(the language of (the source of (that Speak)))

(the bandwidth of (that Speak))

(the information of (that Speak))

(the content of (the information of (that Speak)))

(the emotion of (the information of (that Speak)))

(the loudness of (the information of (that Speak)))

(the duration of (the information of (that Speak)))



;; NOW TRY THE SAME QUERIES FOR THE REMAINING THREE VERBS TOO



;; some comments : As we can see there are three main classes from

;; which the verbs can be inherited - thus 8 possible ways of

;; inheritance. Since the Beth-Levin's verbs of Communication were

;; roughly 166 in number, 8 is not enough to resolve some less

;; important differences between verbs. The additional optional

;; slots bandwidth, information, content, emotion, loudness, duration

;; add up to provide hundreds of possible combinations so that they

;; the verbs can now be distinguished more. Most of these parameters

;; are subjective and need to be "measured" in an actual machine

;; reasoning system to distinguish say shout from speak (for example

;; these two verbs differ in their loudness duration, information

;; content etc.. although both might involve language and sound.









5.12 main.km : Main file, loads everything


;; the file that loads everything into memory

(load-kb "communicate.km")

(load-kb "agents.km")

(load-kb "lingual.km")

(load-kb "sound.km")

(load-kb "physical.km")

(load-kb "talk.km")

(load-kb "data.km")

(load-kb "examples.km")