...|Base |Present |Past |Past | |Form |Third |Third |Participle | | |Person |Person | | |arise |arises |arose |arisen | |be |is |was/were |been | |bear |bears |bore |borne | |begin |begins |began |begun | |bite |bites |bit |bitten/bit | |blow |blows |blew |blown | |break |breaks |broke |broken | |bring |brings |brought |brought | |buy |buys |bought...
Words: 297 - Pages: 2
...DAFTAR REGULAR VERB DAN ARTI BAHASA INDONESIA Verb 1 | Verb 2 | Verb 3 | Arti | adhere | adhered | adhered | mengikuti | adjoin | adjoined | adjoined | bersampingan | adjourn | adjourned | adjourned | menunda | afford | afforded | afforded | mampu | age | aged | Aged | usia | agglomerate | agglomerated | agglomerated | menggumpal | agonize | agonized | agonized | menderita sekali | augment | augmented | augmented | menambah | authorize | authorized | authorized | mengesahkan | avail | availed | Availed | faedah | avenge | avenged | avenged | membalas dendam | average | averaged | averaged | rata-rata | avert | averted | averted | mencegah | avoid | avoided | avoided | menghindari | await | awaited | awaited | menunggu | awaken | awakened | awakened | membangunkan | award | awarded | awarded | hadiah | babble | babbled | babbled | celoteh | back | backed | Backed | kembali | bound | bounded | bounded | terikat | bow | bowed | Bowed | busur | box | boxed | Boxed | kotak | brace | braced | Braced | penjepit | brag | bragged | bragged | membual | branch | branched | branched | cabang | brand | branded | branded | merek | breakfast | breakfasted | breakfasted | sarapan | breathe | breathed | breathed | bernafas | bribe | bribed | Bribed | suap | bridge | bridged | Bridged | jembatan | brighten | brightened | brightened | menerangi | bristle | bristled | Bristled | meremang | broaden | broadened | broadened | memperluas...
Words: 3527 - Pages: 15
...arise (opstå) - arose - arisen awake (vågne) - awoke/awakened - awaked/awakened babysit - babysat - babysat backslide (få tilbagefald) - backslid - backslid be (være) - am/are/is - was/were - been bear (føde) - bore - born bear (bære) - bore - borne beat (slå) - beat - beaten become (blive) - became - become begin (begynde) - beginning - began - begun bend (bøje) - bent - bent bid (byde) - bid - bid bid (hilse) - bid/bade - bidden bind (binde) - bound - bound bite (bide) bit - bitten bleed (bløde) - bled - bled blow (blæse) - blew - blown break (brække) - broke - broken breed (avle, opfostre) - bred - bred bring (bringe) - brought - brought broadcast (udsende) - broadcast(ed) - broadcast(ed) build (bygge) - built - built burn (brænde) - burned/burnt - burned/burnt burst (briste) - burst - burst buy (købe) - bought - bought cast (kaste) - cast - cast catch (gribe) - caught - caught chide (irettesætte) - chid - chid choose (vælge) - chose - chosen clap (klappe) - clapped/clapt - clapped/clapt cling (klynge sig til) - clung - clung clothe (iklæde sig) - clad/clothed - clad/clothed come (komme) - came - come cost (koste) - cost - cost creep (krybe) - crept - crept crossbreed (krydse) - crossbred - crossbred cut (skære) - cut - cut deal (tildele) - dealt - dealt dig (grave) - dug - dug disprove (modbevise) - disproved - disproved/disproven dive (dykke) - dived/dove - dived do (gøre) - did - done draw (tegne) - drew - drawn dream (drømme)...
Words: 1330 - Pages: 6
...|LIST OF IRREGULAR VERBS | |Infinitive |Past |Past Participle |Translation | | |Simple | | | |Be |Was/Were |Been |Ser,Estar | |Beat |Beat |Beaten |Batir,Vencer | |Become |Became |Become |Llegar a ser | |Begin |Began |Begun |Empezar | |Bend |Bent |Bent |Doblar | |Bet |Bet |Bet |Apostar | |Bite |Bit |Bitten |Morder | |Blow |Blew |Blown |Soplar | |Break |Broke |Broken |Romper | |Bring |Brought |Brought |Traer | |Build |Built |Built |Construir | |Burst |Burst |Burst |Explotar | |Buy |Bought |Bought |Comprar | |Catch |Caught |Caught |Coger | |Choose |Chose |Chosen |Elegir | |Come |Came |Come |Venir | |Cost |Cost |Cost |Costar | |Cut |Cut...
Words: 1408 - Pages: 6
...|Begin |Began |Begun | |Swim |Swam |Swum | |Stink |Stank |Stunk | |Drink |Drank |Drunk | |Spring |Sprang |Sprung | |Sing |Sang |Sung | |Sink |Sank |Sunk | |Ring |Rang |Rung | |Shrink |Shrank |Shrunk | IRREGULAR VERBS |Dig |Dug |Dug | |Cling |Clung |Clung | |Hang |Hung |Hung | |Stick |Stuck |Stuck | |Sting |Stung |Stung | |String |Strung |Strung | |Sling |Slung |Slung | |Slink |Slunk |Slunk | |Sneak |Snuck |Snuck | |Fling |Flung |Flung | |Strike |Struck |Struck | |Swing |Swung |Swung | |Withhold |Withheld |Withheld | |Hold |Held |Held | |Wring |Wrung |Wrung | |Bring |Brought |Brought ...
Words: 543 - Pages: 3
...英語動詞三態變化表 不規則動詞 (Irregular Verbs) 一、三態同形(AAA) |動詞原形 |過去式 |過去分詞 | |動詞原形 |過去式 |過去分詞 | |割 |cut |cut |cut |讀 |read |read |read | |投、拋 |cast |cast |cast |使擺脫 |rid |rid |rid | |花費 |cost |cost |cost |放、置 |set |set |set | |打、擊 |hit |hit |hit |關、閉 |shut |shut |shut | |傷害 |hurt |hurt |hurt |伸展 |spread |spread |spread | |讓 |let |let |let | | | | | |二、過去分詞和動詞原形同形（ABA） |動詞原形 |過去式 |過去分詞 | |動詞原形 |過去式 |過去分詞 | |變成 |become |became |become |跑 |run |ran |run | |來 |come |came |come | | | | | |三、過去式和過去分詞同形（ABB） |動詞原形 |過去式 |過去分詞 | |動詞原形 |過去式 |過去分詞 | |說 |say |said |said |得到 |get |got |got | |付出 |pay |paid |paid |忘記 |forget |forgot |forgot | |賣 |sell |sold |sold |坐 |sit |sat |sat | |告訴 |tell |told |told |贏 |win |won |won | |捉、抓 |catch |caught |caught |挖 |dig |dug |dug | |教 |teach |taught |taught |掛 |hang |hung |hung | |買 |buy |bought |bought |搓、抓 |hold |held |held | |帶來 |bring |brought |brought |遇見 |meet |met |met | |想 |think |thought |thought |餵食 |feed |fed |fed | |戰鬥 |fight |fought |fought |領導 |lead |led |led | |有 |have |had |had |射擊 |shoot |shot |shot | |聽見 |hear |heard |heard |照耀 |shine |shone |shone | |製造 |make |made |made |感到 |feel |felt |felt | |建設 |build |built |built |保持 |keep |kept |kept | |借出 |lend |lent |lent |睡覺 |sleep |slept |slept | |送、傳遞 |send |sent |sent |離開 |leave |left |left | |花費 |spend |spent |spent |掃 |sweep |swept |swept | |丟棄 |lose |lost |lost |站、立 |stand |stood |stood | |嗅 |smell |smelt |smelt |理解 |understand |understood |understood | |拼寫 |spell |spelt |spelt |找到...
Words: 491 - Pages: 2
...School of Liberal Arts Mission The School of Liberal Arts provides an innovative, multidisciplinary, student-centered, flexible curriculum that prepares the student for further study or work in a global economy. The School seeks to develop the student’s learning through faculty engagement in cross-disciplinary teaching, research and service with a flexible curriculum that responds to increased globalization. Course Number: SPAN 1001-12 (Hybrid)(CRN 20957) Course Title: Elementary Spanish I-Hybrid Term and Year: Spring 2013 Professor: Dr. McGlone Office: A-1085 Open Door Times: Mutually agreed time between professor and student Professor’s Contacts: 678-485-1603(cell) jmcglone@ggc.edu Prerequisites: None Course Location: A-1155 Meeting Time: Tuesdays, 5:00 PM-5:50 PM Required Text: Vistas: Introducción a la Lengua Española, 4a edición. (Student edition text, vtext, super site code, and Maestro Web-SAM (SS Plus) ISBN: 978-1-61-767-059-6; Approximate cost: $240.00 Publisher’s Link for GGC Spanish text: http://www.vhldirect.com/gwinnett CLEP in Spanish: Students who are native/heritage speakers of Spanish (or those who have taken years of Spanish in high school) are strongly encouraged to take the CLEP in Spanish. Students who successfully complete the CLEP in Spanish can receive up to 12 credit hours in Spanish! This exam is available in the Testing Center (Building A). The...
Words: 1729 - Pages: 7
...she has a self-esteem problem in relation to her older sister who “has everything”. The narrator presents herself as a passive woman and is rather insecure about herself. She lets men, unborn or grown-up, control every aspect of her life. And last but not least she has an irregular heartbeat, and a malfunctioning reproductive system. She is fascinated by her boss and maybe as ‘all women’ by his power and high position; “...I do my work on his office computer just to touch the cashmere coat he leaves hanging...” Dr. James Soleander is the archetypical ‘Businessman who cheats on his perfect wife with co-worker’. We know him from novels and TV-shows like “Bridget Jones’sDiary”. He is well-dressed, wears cashmere sweaters and nice shoes, is wealthy, powerful, and in the end not interested in a serious relationship. He is also a married man and a heart doctor. According to our narrator he forgets many things, enjoys onions, as the narrator before her pregnancy, and is attracted to her irregular heartbeat. I perceive him as arrogant, selfish and insensitive because he has a good job and a beautiful wife who cares about him, and on whom he cheats. All through the story the heart plays a huge role. Her irregular heart might symbolize her unstable love life and instability in her life in general. Dr. James Soleander understands the physical anatomy of the heart but he is clueless when it comes to love. He is attracted to the heart’s irregularity maybe because it is different from his...
Words: 471 - Pages: 2
...how to pronounce and say lexis. We can predict by reading through the transcript that Ruby has taken what Lou has reinforced on board. Ruby later on says “yes”, when Lou asks her if she wants apple juice, Lou again repeats after Ruby “yes”, she does this in order to emphasise the reinforcement that you pronounce “yeh” like “yes”, she has done this more than once as it is more likely to stay in Ruby’s head. This is acting as a kind of ‘role play’ in order to make Ruby learn a fun and effective way. Vivian Pauley emphasises on the importance of play in order to help children develop. In the transcript Ruby says “bitted”; she has simply added ‘ed’ to the irregular verb ‘bit’, as she believes like regular verbs adding an ‘ed’ will highlight its tense, in this case past tense. However, in order to make it a past participle irregular...
Words: 736 - Pages: 3
...REPORT 1. Fill out all the categories with natural words keeping in view about the individuality of student. 2. Write independently for each student & don’t bother about your mistakes in grammar. 3. Use comprehensive & encouraging words.(e.g; Osama still needs improvement in studies) 4. If, you are confused about a student – Ask your fellow teacher or consult the principal. 5. Use the backside of this report’s page to write a brief note about the student. Here are some samples filled in for you convenience:- |C.W. |He / She has been doing C.W. regularly & neatly/nicely/charmingly. | |H.W. |A bit irregular in doing H.W. / Has been doing H.W. with due care. | |Hand-Writing |Can / Can’t write neatly & independently. / Hand Writing still needs improvement. | |Reading |Can / Can’t pronounce letters and words correctly. | |Attention In Class |Listens the lectures with due care. / Careless in attending class lectures. | |Participation in |Is shy but friendly. / Shows reluctance/active participation in group discussions. ...
Words: 273 - Pages: 2
...Nutrition Drive- Juice What is Nutrition Drive? Ask a captain or a person who regularly spends his/her evening on a sports field/court, you’ll certainly hear the problem of the not-so-nutritious diet made available to them in their hall mess & canteen. Our campus provides quality food at hostel level, no doubt. But those people who follow a rigorous routine of workouts, gym, road-running, weekly matches, this mess food doesn’t guarantee the total nutrition that should be. Nutrition drive is being initiated with this motive only. The Games & Sports Council wants every deserving player of its contingent to get the maximum benefit. How to begin? Every 6 days a week, from 8 30 to 9 30pm a juice stall would be booked in front of hall 3, specifically for sports people. The stall owner would be given a list of captain’s & vice-captain’s name on it. Students who are regular in practice and have attended the practice session on that day can avail this facility, this would be done under the supervision of the captain or the vice-captain, one of them has to be present along with them. Every sport that our campus students play has a different strength than the other. To account for this, number of students who can benefit from this activity would be limited & the thing most important to this, only regular students can utilize this opportunity. There can be 3 different types of Juices that can be provided, namely pineapple, orange & any other seasonal fruit...
Words: 489 - Pages: 2
...FUTURE TENSE In Dutch, the future tense is expressed by using the construction gaan (to go) + infinitive for actions which will take place in the near (or immediate) future, and zullen (to shall, will) + infinitive for actions which will take place in the not so near future or when the time of the future action is unknown. In such constructions, the verbs gaan and zullen are used in the simple present tense. The conjugations for the two irregular verbs are shown below. | gaan (to go) | zullen (shall, will) | | | Dutch | | English | Ik ga. | | I am going. | Jij/U gaat. | | You are going. | Hij/Zij/Het gaat. | | He/She/It is going. | Wij gaan. | | We are going. | Jullie gaan. | | You are going. | Zij gaan. | | They are going. | | Dutch | | English | Ik zal. | | I will. | Jij/U zult/zal. | | You will | Hij/Zij/Het zal. | | He/She/It will. | Wij zullen. | | We will. | Jullie zullen. | | You will. | Zij zullen. | | They will. | | In the second person singular of the verb zullen, there are two alternatives which might be used. There is no specific rule as to which form should be used. It largely depends on personal preference. Some examples of the future tense: Future tense with 'gaan': Ik ga koken. = I am going to cook. Hij gaat een beetje lezen. = He is going to read a littlebit. Wij gaan studeren. = We are going to study. Jullie gaan sluiten. = You are going to close. We gaan morgen vroeg vertrekken. = We are going to leave...
Words: 1479 - Pages: 6
...1 Copyright Copyright 2009 - Daily Writing Tips http://www.dailywritingtips.com/ All rights reserved. No part of this ebook may be reproduced, posted or shared in any form, by any means. The content of this ebook was written by Maeve Maddox and Daniel Scocco. 2 Introduction This ebook does not attempt to include every aspect of English grammar found in a traditional school textbook. Its purpose is to present a brief review of grammar terms necessary to an understanding of the most common errors that occur in ordinary, nonacademic writing. Because written language is an arrangement of words, understanding how words work individually and in groups is essential to correct written expression. The sports fan must understand terms like shortstop, quarterback and center in order to follow the description of a game. Similarly, those who wish to speak and write standard English must master the concepts that we will cover ahead. 3 Section 1: The Sentence The basic unit of speech and writing is the sentence. A sentence is a series of words that form a complete thought, for example: Birds fly. Samuel Johnson's father ran a bookstore. My two black cats enjoy lazing in the sun. A complete sentence has two main parts: subject and predicate. 1.1 The Subject When we speak or write, we speak or write about something. The subject is what is being spoken about. For example: Birds fly. (the subject is "birds") 4 Samuel Johnson's...
Words: 5268 - Pages: 22
...subject of the sentence, clause, or verbal phrase in which it stands. Ex)Myself, itself, herself, himself, etc. | 10) Demonstrative | Points to specific things: this, that, these, and those. | 11) Relative | A pronoun that can introduce a subordinate clause. Examples are, who, whose, whom, which, what, and, that | 12) Indefinite | All, another, anybody. | 13) Subject | Is used in the subject of a sentence and after a linking verb. | 14) Object | Is used after an action verb or a preposition. | 15) Possessive | Is used to show ownership of something. | 16) Antecedent | Is a word to which a pronoun refers. | 17) Subordinate Clause | It serves as an adjective and it modifies a word, or antecedent in the main clause. | 18) Adjective | A word that modify a noun or pronoun. It answers the questions, Which one? What kind? How many? How much? | 19) Descriptive | Adds detail or description to a noun. | 20) Limiting | Does not add much detail to a noun. | 21) Proper | Formed from a proper noun. | 22) Predicate | Follows a linking verb and modifies the subject of the sentence. | 23) Comparative |...
Words: 1255 - Pages: 6
...Lecture 6 DEVELOPMENT OF ENGLISH GRAMMAR Verbal Parts Outline: I. Indo-European verb-system II.. OE Verb: 1) grammatical categories: a) Person & Number; b) Mood; c) Tense; d) Aspect; e) Voice; 2) morphological classification of OE Verbs: a) strong verbs; b) weak verbs; c) preterite-present; d) irregular; III. Verb in Middle and Early New English: 1) strong verbs 2) weak verbs 3) other classes 4) development of analytical constructions 5) categories IV. Adverb. Degrees of comparison. I. Indo-European verb-system. The verb in IE is one of the oldest parts of speech. Therefore the development of the verb in any IE languages can be understood only if the old IE verb-system and its peculiarities are taken into account. The IE verb-stem had the following structure: consonant-vowel-consonant. The sounding of the vowel in the root was dependent on the conditions of the stress falling upon it. This vowel-variation, termed Ablaut, was primarily a phonetic process in IE. In Germanic languages it was widely employed as a grammatical means. The root-vowel could either change its quality (qualitative Ablaut), or its quantity/length (quantitative Ablaut). Indo-European Ablaut: possible changes of sounding Qualitative gradation: Quantitative gradation: o – fully stressed vowel (full grade) ō – prolonged...
Words: 3212 - Pages: 13
