...The Complete List of English Verb Tenses Do you find English verbs confusing? Take a look at this chart of English verb tenses to help you understand when to use each one: Simple Present Past Future speak / speaks spoke will speak going to speak Continuous am/is/are speaking was/were speaking will be speaking Perfect have/has spoken had spoken will have spoken Perfect Continuous have been speaking had been speaking will have been speaking Present Simple Use the present simple tense in English… For general facts: This shirt costs ten dollars. We speak English. For actions that happen regularly: I take guitar lessons on Wednesday nights. Sarah sometimes eats lunch in her office. Present Continuous Use the present continuous tense in English… For a continuous action in progress at the moment: I‘m currently studying biology at university. Bill can’t talk on the phone right now – he‘s doing his homework. We‘re watching TV at the moment. For future plans/arrangements: www.espressoenglish.net © Shayna Oliveira 2012 I‘m having lunch with Jack tomorrow. My sister is driving me to the airport on Saturday. Tim and Joanna are joining us for dinner next week. Present Perfect Use the present perfect tense in English… With actions that happened in the past at an unspecified time: I‘ve met several celebrities. He‘s been to Australia several times. We‘ve already taken the test. With actions that began in the past and continue to the present: I‘ve lived in this house for five...
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...Simple Tense Verb tense tells you when the action happens. There are three main verb tenses: present, past, and future. Each main tense is divided into simple, progressive, perfect, and perfect progressive tenses. | Simple | Progressive | Perfect | Perfect Progressive | Present | finish | am/is/are finishing | have/has finished | have/has been finishing | Past | finished | was/were finishing | had finished | had been finishing | Future | will finish | will be finishing | will have finished | will have been finishing | a. Present tense is the original verb form. b. Past tense has a few patterns. c. Future tense needs will (shall) + verb. run * I run a marathon twice a year. (present) * I ran a marathon last year. (past) * I will run a marathon next year. (future) eat * I eat lunch in my office. * I ate lunch an hour ago. * I will eat lunch in one hour. see * I see a movie once a week. * I saw a movie yesterday. * I will see a movie tomorrow. know * I know it. * I knew it the day before yesterday. * I will know it by tomorrow. learn * I learn English. * I learned English the last two years. * I will learn English next year. cook * I cook my supper every night. * I cooked our dinner already. * I will cook breakfast tomorrow. Progressive and Perfect Tense Progressive Tense The progressive tense involves action that is, was, or will be in progress at a certain...
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...phenomenon as translation is a process. It never stops with the evolution of time and the knowledge of mankind. Translation has never and will never reach completion or perfection. It is where our practice makes perfect. Translation shifts normally occurs when the source language is different from the target language and these are normally due to differences in word order, types of tense used grammar used parts of speech applied etc. In the case of translating English to Arabic there occurs a translational shift because English belongs to the Indo-European family and Arabic is a Semitic language. The disparity makes the shift to come out. It is always important for one to understand that translation shift helps to reduce literal translation of the target language. Translation shift resulting from English to Arabic This is the most common linguistic change that is when English is translated to Arabic. In English there is an order that follows subject+ verb+ the rest of the sentence while in Arabic it is different as it is verb+ subject+ rest of the sentence and so when one is translating these languages from English to Arabic or...
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...Perfect Tenses The Basics Perfect tenses make use of two verbs: haber + the past participle of the verb expressing completed action There are four perfect tenses in Spanish: present (have done), past (had done), future (will have done), and conditional (would have done). There are also other subjunctive forms that you will use later. The equivalent English structures include I have eaten, they had gone, she would have called, etc. In both languages, these constructions share one past participle form. In Spanish, the difference between each is the conjugation of the verb haber. As you previously learned, haber is an auxiliary (helping) verb meaning “to have” in English, as in “to have done something.” Remember, it does not mean the same thing as the verb tener. Conjugations of Haber Here are the four different conjugations of haber you will need to be familiar with. Present Tense he hemos Future Tense habré habremos has habéis habrás habréis ha han Past Tense había habíamos habrá habrán Conditional Tense habría habríamos habías habíais habrías habríais había habían habría habrían The Past Participle Remember that in English, the past participle is the verb form that usually ends in “-en” or “-ed.” To form the past participle in Spanish, add the ending -ado to -ar verb stems and -ido to -er and ir verb stems, like this: Infinitive Participle English hablar ...
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...Differences between English and Japanese vowel and consonantal system 2.1. Similarities and Differences in Vowel System Vowels are the sounds in the production of which none of the articulators come very close together so the passage of air-stream is relatively unobstructed and the air can get out freely. Vowels are the type of sounds that depend mainly on the variations in the position of the tongue. They are normally voiced. Both English and Japanese vowels can be classified according to three variables: * Tongue height * Part of the tongue which is raised * Degree of lip rounding. Comparing the Japanese vowel system with that of English reveals some significant differences in the following two areas: * The number of vowels * Tense/lax distinctions. Charts below indicate the English and Japanese vowel system. i: u: ɪ ʊ ə e ɜ ɔ: æ ʌ ɒ ɑ: Figure 1: English vowel Chart Figure 2: Japanese vowel Chart The number of vowels: As shown through 2 charts, in the English vowel system, there are 13 different vowels identified. Besides, English vowel system includes several diphthongs such as /a ʊ /, /a ɪ /, and /o ɪ /. On the other hand, Japanese has only 5 vowels in its vowel inventory. It is shown that the number of vowels that can be identified in English and Japanese can differ...
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...one’s mother tongue. As a result of differences in cognitive development in specific individuals, people acquire and learn the second language at various speeds and transfer the concepts learned from the first language to the second language acquisition. The following is a lesson plan designed to show how teaching can be conducted to learner acquiring the second language. LESSON PLAN Grade | Secondary School | Time | 1 Hour | Prior Learning in this topic | English Grammar in Use (Parts of Speech) | Date | | Outcomes: during this lesson, students will: | List the parts of speech in English, explain the sub-categories of these parts of speech, use them correctly as examples in sentences | | Resources/ Prior Organisation: | | LESSON SEQUENCE | TIMING | STEPS;ACTIVITY/CONTENT/INSTRUCTION | STRATEGIES, RESOURCES, Student/teacher roles | Introduction | 10 minutes | Meaning of parts of speech in English: ‘parts of speech’ refers to the basic components of a syntactically correct sentence in English. The main components are Nouns and verbsStudents will give their own definitions of these parts as the teacher assesses their authenticity. The teacher then will give the best definition as students write them down. | The teacher to use questioning method at first.The students explain any prior knowledge they have.Textbooks, exercise books, charts to represent the categories. | Development | 5 minutes10 minutes5 minutes5 minutes15 minutes | The teacher will start...
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...DISCUSSION ON TENSE Submitted To: Md. Shayeekh-Us-Saleheen Assistant professor of English language and liturature UNIVERSITY OF LIBERAL ARTS BANGLADESH Submitted By: Md. Ashiqur Rahman ID: 111011177 Syed Foysal Alam ID: 111011200 Submission Date: 27 February, 2011 27 February, 2011 The respective teacher Md. Shayeekh-Us-Saleheen Assistant professor of English language and liturature Department of Humanities UNIVERSITY OF LIBERAL ARTS BANGLADESH Dhanmondi, Dhaka. Subject: Submission of a report on Tense. Dear Sir, We would like to inform you that we have completed the preparation of our presentation on Tense. We made the assignment successfully .we tried our best to prepare this report. We expect your sympathetic consideration. In these circumstances, we pray and hope that you would be satisfied on our report. Obediently yours, Md. Ashiqur Rahman ID: 111011177 Md. Syed Foysal Alam ID: 111011200 TABLE OF CONTENT Serial no. | Topics | Page no. | 0102030405060708091011121314 | Present indefinite tensePresent continuous tensePresent perfect tensePresent perfect continuous tenseComparison between present perfect and present continuous tense.Past indefinite tense Past continuous tensePast...
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...Modern English What are the distinguishing characteristics (grammar, vocabulary and writing system of this period?) Student : Dardan Palucaj Modern English is the form of the English language spoken since the Great Vowel Shift in England, which began in the late 15th century and was completed in roughly 1550. With some differences in vocabulary, texts from the early 17th century, such as the works of William Shakespeare and the King James Bible, are considered to be in Modern English, or more specifically, are referred to as using Early Modern English or Elizabethan English. English was adopted in regions around the world, such as North America, the Indian subcontinent, Africa, Australia and New Zealand through colonization by the British Empire. Modern English has a large number of dialects spoken in diverse countries throughout the world. This includes American English, Australian English, British English, Canadian English, Caribbean English, Hiberno-English, Indo-Pakistani English, Nigerian English, Philippine English, Singaporean English, and South African English. compounds formed from Greek & Latin elements: The same method may be employed in forming words elements derived from Greek and Latin. Eugenics is formed with 2 Greek roots, eu-meaning well, and yes-meaning to born. The world therefore means well born and is applied to the efforts to bring about well born offspring...
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...Simple Present Tense Verb Conjugation & Spelling We form the present tense using the base form of the infinitive (without the TO). In general, in the third person we add 'S' in the third person. Subject | Verb | The Rest of the sentence | I / you / we / they | speak / learn | English at home | he / she / it | speaks / learns | English at home | The spelling for the verb in the third person differs depending on the ending of that verb: 1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person. * go – goes * catch – catches * wash – washes * kiss – kisses * fix – fixes * buzz – buzzes 2. For verbs that end in a consonant + Y, we remove the Y and add -IES. * marry – marries * study – studies * carry – carries * worry – worries NOTE: For verbs that end in a vowel + Y, we just add -S. * play – plays * enjoy – enjoys * say – says Negative Sentences in the Simple Present Tense To make a negative sentence in English we normally use Don't or Doesn't with all verbs EXCEPT To Be and Modal verbs (can, might, should etc.). * Affirmative: You speak French. Negative: You don't speak French. You will see that we add don't between the subject and the verb. We use Don't when the subject is I, you, we or they. * Affirmative: He speaks German. Negative: He doesn't speak German. When the subject is he, she or it, we add doesn't between the subject and the verb to...
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...subjects and program description sections provide general information about the study. The next three parts, materials, instruments, and procedures of the research are described in details. 3.1. Research Design This study is carried out with a one group pre-test and post-test design. In this experimental research, the implementation of discovery-learning through IGI (independent variable) will be monitored, and acquisition about English tenses and learners’ motivation (dependent variables) will be measured. The grammar points in this research are English tenses. A pre-test and a post-test are designed to be the same. An anonymous questionnaire on motivation is delivered after the treatment instruction. 3.2. Subjects and Program Description The researcher, who is also the teacher, carries out the study in six classes in Course 28 and Course 29 at CFL in 2006. The experimental course, Level-Seven Grammar Course, is the first of three courses for Level C (low-advanced-English level). The grammar course is offered to the students for three 45-minute periods on each occasion during nine weeks. The students are randomly chosen and can be the representatives for the research. The total number of the students was 227, but the authentic number of participants for the present study was 133 because some students did not satisfy the conditions of data analysis (see part 3.4 of this...
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...Indirect Speech / Reported Speech Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the person said and it doesn't have to be word for word. When reporting speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in the past too. For example: Direct speech | Indirect speech | "I'm going to the cinema", he said. | He said he was going to the cinema. | Tense change As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right): Direct speech | | Indirect speech | Present simple She said, "It's cold." | › | Past simple She said it was cold. | Present continuous She said, "I'm teaching English online." | › | Past continuous She said she was teaching English online. | Present perfect simple She said, "I've been on the web since 1999." | › | Past perfect simple She said she had been on the web since 1999. | Present perfect continuous She said, "I've been teaching English for seven years." | › | Past perfect continuous She said she had been teaching English for seven years. | Past simple She said, "I taught online yesterday." | › |...
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...Simple Present Tense English Grammar Rules The simple present tense in English is used to describe an action that is regular, true or normal. We use the present tense: 1. For repeated or regular actions in the present time period. * I take the train to the office. * The train to Berlin leaves every hour. * John sleeps eight hours every night during the week. 2. For facts. * The President of The USA lives in The White House. * A dog has four legs. * We come from Switzerland. 3. For habits. * I get up early every day. * Carol brushes her teeth twice a day. * They travel to their country house every weekend. 4. For things that are always / generally true. * It rains a lot in winter. * The Queen of England lives in Buckingham Palace. * They speak English at work. Verb Conjugation & Spelling We form the present tense using the base form of the infinitive (without the TO). In general, in the third person we add 'S' in the third person. Subject | Verb | The Rest of the sentence | I / you / we / they | speak / learn | English at home | he / she / it | speaks / learns | English at home | The spelling for the verb in the third person differs depending on the ending of that verb: 1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person. * go – goes * catch – catches * wash – washes * kiss – kisses * fix – fixes * buzz – buzzes 2. For verbs that end in a consonant...
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...Students will identify and match past and present tense words, and write three past tense and three present tense words. The literacy center activity is for designed for students in second and third grade to practice identify and matching the verb to the correct tense, past or present, and write more verbs in both past and present tense. Students will use hand-eye coordination to place each verb on the trifold Velcro board, and can work with one to two classmates to match the verb tenses. After students identify which words are past and present tense words, students will watch the past and present tense word; for example, student will match the words walked and walk. Once student complete this step, students will then write on the big blue...
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...LANGUAGES. 2006. NO. 9 The Language of Advertising: Analysis of English and Lithuanian Advertising Texts Jurgita Vaičenonienė Annotation. The spread of globalization and marketing during the last century triggered the proliferation of advertising genres. The goal of advertisements is to persuade consumers to act or think in a textually determined way in order to boost sales of particular commodities and services. In order to capture attention, convey the message and persuade the consumer, advertising texts use a range of manipulative language devices. Moreover, different cultures may have different expectations with regard to stylistic choices, language use and other preferences in the same genre. Hence the aim of the article is to analyze the language of advertising in English and Lithuanian in order to estimate the specificities of the advertising genre in the two different cultural and linguistic systems. The approach employed in the study draws on the ideas of the functionalist interpretation of text typology and source text analysis as proposed by Nord (1997) and Reiss (2000). The functionalist approach provides an in-depth understanding of the source and target text conventions and functions which are prerequisites for successful intercultural communication and translation. The means to accomplish the task of the present article is the analysis of a comparable corpus of data consisting of 100 English and 100 Lithuanian advertising texts. For the analysis, only...
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...grammatical structure and make a sentences correctly.This is so important in English because grammar is structure in English. INTRODUCTION:Language courses that teach grammar nearly exclusively.The student to be grammar of the second language users.All tenses student can find in their own native tongue with their correspound users and structure.The student stast rted learning English,the student first need to know some basic rules of the language.Develop a solid foundation in English grammar will not only help create your own sentences correctly but will also make it easier to improve your communication skill in both spoken and written English. GENERAL OBJECTIVES:After having completed the grammar course student will; • Be able to underststand all tenses. • Be able to understand the general rules. • Be able to recognize the past,present and future tenses of regular and irregular verbs. • Be understand of the verb changes. • Be able to understand what it is meaning of the sentences. • Be able to identify the subjects ending verbs. • Be able to write verbs all tenses correctly. • Be able to understand how helping verbs function in verb phrases. • Be able to motivated to use their own intution and their mental abilities. • Be able to analyze and comprehend the lesson and doing the exercises. SPECIFIC OBJECTIVES: • Given the all tenses grammar rule;the student will be able to use grammar rule in the sentences correctly...
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