THE PRESENT PERFECT TENSE The present perfect tense is made up of : 1. has / have + past participle (active form) 2. has / have + been + past participle (passive form) Present Perfect Tense is used: 1. To refer to a recently / newly completed action. e.g. I have just completed my homework. My neighbours have recently sold their car. 2. To refer to an action that occurred at an unspecified or unknown time in the past. e.g. The Jones have
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department Tense and aspect in English and Arabic By Aziza Attia Al. Zharani . Supervised : Dr. Salha Al. Qarni . 2011 objective methodology: Title of research : Tense and aspect in English and Arabic . Need for the study : -the reasons that make to interest about the tense and aspect such as explain to definition and types in a tense and aspect in English
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Verb Tense Final Test Cumulative Verb Tense Review Correct! Well done. Your score is 97%. ------------------------------------------------- Inizio modulo 1. When Carol (call) called last night‚ I (watch) was watching my favorite show on television. 2. I (work) have been working for this company for more than thirty years‚ and I intend to stay here until I retire! 3. Sharon (love) loves to travel. She (go) goes abroad almost every summer. Next year‚ she plans to go to Peru. 4. Thomas
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past) Past Perfect Continuous: had been ………….ing Since her father died‚ she had been working so hard to help her family. Since that day‚ my mother had been feeling very ill. Active and Passive. Refer to my formula. Problem –Solution Essay Example Smoking among teenagers Intro Smoking is a common problem today. (Gen to specific) Who smokes. Teenagers‚ ….Age bet ? and ? (Background) Dangers – serious illness like heart disease‚ bronchitis‚ lung cancer. Can cause death‚ short life span(Problems and
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December 21‚ 2012 The Whipping 1. Who is the speaker? What kind of person is the speaker? a. The speaker could be a neighbor or passenger who observes a domestic scene that reminds him of one similar to his own.. The speaker has a strong sympathy about the boy but also is a coward because the speaker did not stop the woman. 2. Is there an identifiable audience for the speaker? What can we know about it? a. There is no identifiable audience. The speaker is just noticing the woman beating
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8 l SUFFIXES l l l The Suffixes are letters added to the end of words to make new words. (The suffixes change the word class of the words they attached to) - Common Noun Suffixes: 1. –er / -or: these suffixes are added to Verbs to derive nouns of a person who does the a action. Verbs + –er ــــــــــــــــــــــــ> noun of a person
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CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Part 1 The English adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Part 2 Old English adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Part 3 Middle English adjective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Part 4 Early Modern English
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intervene between them.) 2: All of the dogs in the neighbourhood (was‚ were)barking. (Clue: Make the subject and verb agree when words intervene between them.) 3: A high tax‚ not to mention unemployment‚(influence‚ influences)votes. (Clue: The grammatical number of the subject does not change with the addition of expressions beginning with such words as the following: accompanied by‚ along with‚ as well as‚ in addition to‚ including‚ no less than‚ not to mention‚ together with.) 4: My friends
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or enjoyment; agreeable Synonym: Welcome 2. Monstrosity: One that is monstrous. Synonym: Monster 3. Wicker: A flexible plant branch or twig‚ as of a willow‚ used in weaving baskets or furniture. Synonym: Wicker-Work 4. Clasped: simple past tense and past participle of clasped. Synonym: Attack 5. Gesture: A motion of the limbs or body made to express or help express thought or to emphasize speech. Synonym: Body language 6. International: Of‚ relating to‚ or involving two or more nations
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researcher claims that there are still students who fail to understand the most basic rules of English language structure‚ such as plurality. 1.1 Hypothesis As cited by the researcher‚ Fries (1945)‚ Lado (1957) and Van Els (1984) agree that different grammatical structure between languages is a possible factor of students’ incompetency in the targeted language. Thus‚ the hypothesis of this study is‚ Malay students find it difficult to understand and use English language plural inflections because there
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