Active / Passive Verb Forms

Active / Passive Verb Forms

     Sentences can be active or passive. Therefore, tenses also have "Active Forms" and "Passive Forms". You must learn to recognize the difference to successfully speak English.

ACTIVE FORM

     In active sentences, the thing doing the action is the subject of the sentence and the thing receiving the action is the object. Most sentences are active.

[Thing doing action] + [VERB] + [thing receiving action]

EXAMPLES:

The professor              teaches                the students.   (subject)                 (active verb)               (object)(doing action)                                         (receiving action)

John                          washes                     the dishes.(subject)                (active verb)                   (object)(doing action)                                       (receiving action)

PASSIVE FORM

     In some sentences, speakers use the passive form. In the passive form, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included at the end of the sentence. You can use the passive form if you think the thing receiving the action is more important or should be emphasized.

[Thing receiving action] + [BE] + [past participle of verb] + [by] + [thing doing action]

EXAMPLES:

The students              are  taught                     by the professor.(subject)                   (passive verb)(receiving action)                                               (doing action)

The dishes                  are washed                 by John.(subject)                    (passive verb)(receiving action)                                       (doing action)

Passive tensesSimple present

active: passive:

The company ships the computers to many foreign countries.

Computers are shipped to many foreign countries.

Present Progressive

active: passive:

The chef is preparing the food. The food is being prepared.

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Simple Past

active: passive:

The delivery man delivered the package yesterday.

The package was delivered yesterday.

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Past Progressive

active: passive:

The producer was making an announcement.

An announcement was being made.

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Future

active: passive:

Our representative will pick up the computer.

The computer will be picked up.

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Present Perfect

active: passive:

Someone has made the arrangements for us.

The arrangements have been made for us.

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Past Perfect

active: passive:

They had given us visas for three months.

We had been given visas for three months.

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Modals

active: passive:

You can use the computer. The computer can be used.

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Subject/Object

active: passive:

They sent the man a package. The man was sent a package.

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By

active: passive:

Their friends often take them to interesting places.

They are often taken to interesting places by their friends.

Principal parts of verbs--with present participle

Verbs

This lesson will concentrate on the principal parts of the verband then we will focus on using the simple present and the presentcontinuous forms.

Most grammar teachers talk about three principal parts of theverb:

              

Present Past Past Participle 

ask asked asked

 

I like to think of four principal parts of a verb:

 

Present  Past  Present Participle Past Participle

ask asked asking asked

need needed needing needed

scrape scraped scraping scraped

run ran running run

give gave giving given

go went going gone

Spelling is a consideration when we talk about all these verb parts.Look at the chart above and think about this rule:

Double the finalconsonant when you add -ed or -ingto a verb that ends with one vowel followed byone consonant.

Don't double the final consonant when you add -ing to needor ask, but double it when adding -ing to trap orrun.

When a verb endswith an e, you must drop the e before adding -ingand you should only add a d for the regular past tense or past participle.

Drop the final e in give and scrape before addingthe -ing and only add a -d when you make scrape apast tense verb.

 

Remember: ask, need, and scrape are regularverbs and run, give, and go are irregular verbs.

           Regular verbs always have -ed as a past tense ending.

           Irregular verbs have various (irregular)past tense endings.

 

Be careful not to overuse the present participle.

Use the present participle only with the progressive tenses and participialadjectives. Note the difference between the present tense and thepresent progressive tense.

 

 

Present Tense Present Progressive (Continuous) Tense

 

ExampleBob runs every morning before work.

Example Bob is running to catch the bus.

Explanation

Use the present tense to indicate that something happens ona regular basis. The present tense is used for habitual actions.

Explanation

Use the present progressive tense to indicate that somethingis happening right now. The progressive tense is sometimes calledthe continuous tense because it describes something that is continuing.

 

Note: Certain verbs cannot be used in the present progressivetense. These are verbs that indicate conditions or states.These verbs don't express action, so they cannot be in the present progressive.They are called stative verbs. They include:

Stative Verbs

Descriptions  Possession Measurement SensesEmotions/

        attitudesIdeas

seem have weigh feel love/need know

be own measure hear like/want think

look like possess equal see care/prefer believe

sound like belong to cost taste hate/dislike recognize

involve owe amount to smell mind/value remember

consist of depend on   hurt appreciate understand

contain         mean

Some of these verbs have a non-stative meaning also.

             Stative: I feel sad about your brother's problems.

                           The soup tastes too salty.

             Non-stative: The doctor is feeling my arm to see if it is broken.

                                   David is tasting the soup. He doesn't want it to taste too salty.

Sentence FragmentsSentence Fragments

Sentences are the most important units in writing. That sounds obvious, but think about the times that you've seen sentencefragments and run-on sentences. When you include run-on sentences (sometimes calledfused sentences or comma splices) or unintended fragments in your writing, your writing takes on a very unprofessional appearance.

Here are some examples of fragments:

a. The excitement generated bythe speaker's visit.

b. Waiting in the apartment for our guests to come.

c. Because of the seriousunrest in the capital.

d. Although the Ambassador wasa fluent Portuguese speaker.

Remember that a completesentence includes four things:

a subject, a verb, a capital letter at the

beginning and punctuation at the end

Sentence a. is a fragmentbecause it lacks a verb. Be careful, there is a word that looks likea verb! What about generated? Sorry,generated does not function as a verb here.It introduces the phrase that describes theexcitement.

The other three sentences are actually dependentclauses. Here are some ways to fix these:

b. Waiting in the apartment for our guests to come we peeled the potatoes.

c. The army was mobilized because of the serious unrest in the capital.

d. Although the Ambassador wasa fluent Portuguese speaker, he continued to rely on an interpreter forhis first year in Brazil.

Creating Fragments with Subordinators

You may have heard someone call dependent clauses"subordinate" clauses. "Because" and "although" are sometimes called"subordinators" because they can make a perfectly good sentence into asubordinate clause. This is what happend to d. above. A dependent or subordinate clause cannotstand on its own. It needs an independent clause to make it a completesentence. The following are all independent clauses:

b. ...we peeled the potatoes.c.The army was mobilized ...d. ...he continued to rely on an interpreter forhis first year in Brazil.

So remember, you always need the four elements listed above to make your sentences clear and understandable.

To do and to make

To do and to make

 

The verbs do and make are often confused bynonnative speakers.

 

dooften has the meaning of “perform a routine or assigned activity.”

makeusually has the sense of producing or creating something.

 

do your homework

do your best

do business with

do the ironing, washing, cleaning, housework

do the dishes

do exercises

do a favor

do research

do your job

 

but…

 

make a donation—make a contribution (in class)

make a mistake--make an error

make friends with

make money

make a noise

make peace—make war

make a plan

make a promise

make a speech

make a turn

make a comparion

make a decision (the British “take” decisions)

make a discovery

 

and…

To make matters worse, one expression has both! “Make do”means to manage with what is available. (I couldn’t find any cous cous in thestore, so I had to make do with rice.  Ican’t afford to buy a new car this year, so I’m going to have to make do withmy old Ford for another year.)

 

Twoidiomatic expressions:

Whenyou ask someone what they do, you are asking what their job is. (I askedAnwar what he does and he said he works at Dunkin’ Donuts.)

Whenyou ask someone what they make or how much they make, you areasking how much money they earn. (How much do you make at the doughnut shop?)By the way, it is very rude to ask an American directly how much they make. Youcan ask them what they do, but not what they make!

Types of Verbs

Types of Verbs

Before you begin the verb tense lessons, it is extremely important to understand that NOT all English verbs are the same. English verbs are divided into three groups:

Group I Continuous Verbs

     The first group, called "Continuous Verbs", contains most English verbs. These verbs are usually physical actions which you can see somebody doing. These verbs can be used in all tenses.

Continuous Verbs   to run, to walk, to eat, to fly, to go, to say, to touch etc.

Examples:

I eat dinner every day. Correct

I am eating dinner now. Correct

Group II Non-continuous Verbs

The second group, called "Non-continuous Verbs", is smaller. These verbs are usually things you cannot see somebody doing. These verbs are rarely used in "continuous" tenses. They include:

Abstract Verbs   to be, to want, to cost, to seem, to need, to care, to contain, to owe, to exist...

Possession Verbs   to possess, to own, to belong...

Emotion Verbs   to like, to love, to hate, to dislike, to fear, to envy, to mind...

Examples:

He is here now.    CorrectHe is being here now.    Not Correct

He wants a drink now.    CorrectHe is wanting a drink now.    Not Correct

Group III Mixed Verbs

   The third group, called "Mixed Verbs", is the smallest group. These verbs have more than one meaning. Some meanings behave like "Non-continuous Verbs", while other meanings behave like "Continuous Verbs."

Mixed Verbsto have, to appear, to see, to hear, to feel, to weigh, to look ...

List of Mixed Verbs with Examples and Definitions:

to appear:

Donna appears confused.    Non-continuous Verb(Donna seems confused.)

My favorite singer is appearing at the jazz club tonight.    Continuous Verb(My favorite singer is giving a performance at the jazz club tonight.)

to have:

I have a dollar now.    Non-continuous Verb(I possess a dollar.)

I am having fun now.    Continuous Verb(I am experiencing fun now.)

to hear:

She hears the music.    Non-continuous Verb(She hears the music with her ears.)

She is hearing voices.    Continuous Verb(To hear something others cannot hear. She is hearing voices in her mind.)

to miss:

John misses Sally.    Non-continuous Verb(He is sad because she is not there.)

Debbie is missing her favorite TV program.    Continuous Verb(She is not there to see her favorite program.)

to see:

I see her.    Non-continuous Verb(I see her with my eyes.)

I am seeing the doctor.    Continuous Verb(To visit or consult with a doctor, dentist, or lawyer.)

I am seeing her.    Continuous Verb(I am having a relationship with her.)

He is seeing ghosts at night.    Continuous Verb(To see something others cannot see. For example ghosts, aura, a vision of the future etc.)

to smell:

The coffee smells good.    Non-continuous Verb(The coffee has a good smell.)

I am smelling the flowers.    Continuous Verb(I am sniffing the flowers.)

to taste:

The coffee tastes good.    Non-continuous Verb(The coffee has a good taste.)

I am tasting the cake.    Continuous Verb(I am trying the cake to see what it tastes like.)

to think:

He thinks the test is easy.    Non-continuous Verb(He considers the test to be easy.)

She is thinking about the question.    Continuous Verb(She is pondering the question, going over it in her mind.)

to weigh:

The table weighs a lot.    Non-continuous Verb(The table has a great weight.)

She is weighing herself.    Continuous Verb(She is determining her weight.)

Some Verbs Can Be Especially Confusing:

to be:

Joe is American.    Non-continuous Verb(Joe is an American citizen.)

Joe is being very American.    Continuous Verb(Joe is behaving like a stereotypical American.)

Joe is being very rude.    Continuous Verb(Joe is behaving very rudely. Usually he is not rude.)

Joe is being very formal.    Continuous Verb(Joe is behaving very formally. Usually he is not formal.)

NOTICE: Only rarely is "to be" used in a continuous form. This is most commonly done when a person is temporarily behaving badly or stereotypically. It can also be used when someone's behavior is noticeably different.

to feel:

The massage feels great.    Non-continuous Verb(The massage has a pleasing feeling.)

I don't feel well today.    Continuous or Non-continuous VerbI am not feeling well today.(I am a little sick.)

NOTICE: Feel is very flexible and there is no difference in meaning in the two sentences above.)

Countable nouns and Uncountable nounsCount andNon-count nouns

also known as

Countable nouns and Uncountablenouns 

 You can count how many you have.     You can't count how much you have.

chairs hair

boys water

computers coffee

cars sand

pictures milk

houses transportation

pencils communication

radios news

newspapers information

bottles wine

 

Some nouns are countable. You can add an s to plural countablenouns: cars, pencils, boys.

You can add a or an to a singular countable noun: acar, an egg, a boy. You can use the word many with countablenouns: many cars.

Some nouns are uncountable (noncount). Uncountable nouns don'thave plurals. You can't add an s to uncountable nouns: information,transportation, milk. You can't add a or an to uncountable nouns.

You can use much, a lot of, a little with uncountablenouns: much traffic, a lot of information, a little milk.

With count nouns, you can use certain determiners such as a fewor several. You can also use some. You can also use somewith uncountable nouns, but you cannot use a few or severalwith uncountable nouns.

 

Yes: There were several new chairs in the room.

Yes: There were a few new chairs in the room.

Yes: There were some new chairs in the room.

Yes: There was some new information in the report.

No: There were some new information in the report.

No: There were several new information in the report

No: There was some new informations in the report.

Forming the Perfect Tenses

Perfect Tenses

in an Imperfect World

I use this title because I want to emphasize that perfect tenses have

absolutely nothing to do with perfection...aswe know it.

------------X---------------------Now---------------------->

1. We use the PresentPerfect to indicate that something in the past is

connected to somethingin the present.

 

The child has learned fractions.

 

The child knows fractions now. Thechild had a lesson in fractions inthe past.

(Fractions are parts of a number:one half, one quarter, one eighth.)

 

        Jian-Hui: Have you seen Gone with the Wind, Eileen? 

            Eileen: Yes, I have. I liked it very much. 

Eileen has seen the movie and isfamiliar with it. She did not specifyWHEN she saw it.

2. We use the PresentPerfect with a repeated activity before now.

 

 

I have taken the TOEFL test threetimes. 

This is the third time I have takenthe TOEFL.

I took the test three times beforeright now.          I am takingthe test now.

I am not not necessarilytaking the test now.

 

3. We use the PresentPerfect with "for" or "since" for an activity oraction that starts in the past and continues into the present.

 

Ahmed has lived in Cairo for sixyears. 

It's been raining for six days.

(He still lives there.)                                              (It's still raining.)

 

I've been staying at the Hiltonsince Tuesday. 

The temperature has been above 30degrees Centigrade since June 01. 

(I stayed there last night and everynight               (It's still very hot.)

since Tuesday.)

The words "for" and "since" indicatethat an action is unfinished.

Use "for" to express a period oftime.

Use "since" to indicate the startof an action or activity.

Past Perfect

4.  When we speakin the past perfect, we are talking about at leasttwo

events in the past.

---------X----------X-----------Now--------------->

 

 

The the door on the freezer hadbeen open for 24 hours when we discoveredit. All the food had gone bad. 

When Juan arrived at the party,I had already gone home.

 These two examples indicatethat one event in the past occurred beforethe other.

Note: the bold-face typeindicates the Past Perfect. Use the Past Perfect to indicate the actionthat happened first.

5. We also use thePast Perfect to indicate actions that happen repeatedly

in the past.

 

He had been to Cairo several timesbefore he was appointed PublicAffairs Officer 

at the Cairo USIA post. 

This is something that happened severaltimes in the past before a different,more recent,  action happened.

Past Perfect Progressive

6. When we speak inthe past perfect progressive, we emphasize the durationof an event.

 

 

The man had been waiting to seea doctor for two hours.

Walter had been taking Spanish lessonssince he was in high school, sohe should have been pretty good. 

 The past perfect progressivealso may express an activity in progress fora reason in the past.

 

 

Sandra was exhausted because shehad been running to catch the bus. 

The children were dirty becausethey had been playing in the mud. 

Sometimes we use the Past PerfectProgressive for minor detective work!

 

 

I came home and saw that the pillowswere on the floor, so I knewthat my dog, Homer, had been lying on the sofa. 

Mrs. Brown saw cookie crumbs onthe counter, so she knew thather husband had been snacking. 

Forming the PerfectTenses

To form the Present Perfect, youneed the past participle form of the verbpreceded

by have or has.For regular verbs, this is the simple formplus -ed. Click here to find a very complete list of thepast participles of irregular verbs. .

  

Regular Verbs:  Irregular Verbs: 

I have walked to work this I have eaten at this

week. restaurantmany times. 

Eva has learned the periodictable of elements. 

He's flown American Airlinesevery time he's gone to Rome. 

Aditya had reminded me twice before I finally fixed the washingmachine.

They had met each other threeyears before college.

Both, Either, Neither, Nor and SoBoth, Either, Neither, Nor and So

Expression Exampleboth … and … I like both cats and dogs.so Jane likes cats. So do I.not … either Jane doesn't like cats. I don't like cats either.either … or … Jane either has a cat or a dog.neither/nor Jane doesn't like cats. Neither do I./Nor do I.neither … nor … I like neither cats nor dogs.

 

Exercise

Find out why some parents think that their teenage sons or daughters have a lot in common with cats. (Don't take it too seriously, though.) ;o)

1. Neither cats nor teenagers turn their heads when you call them. 2. You would hardly ever see a cat walking outside of the house with its master. Nor

would you see a teenager in public with his or her parents very often. 3. A cat doesn't share your taste in music. A teenager doesn't either 4. Both cats and teenagers can lie on the sofa for hours on end without moving. 5. Cats expect you to prepare the food for them. So do teenagers. 6. If you tell a joke, neither your cat nor your teen will laugh about it. 7. If you make a sudden move in their direction, both cats and teenagers get

frightened. 8. Cats do not improve your furniture. Teenagers don't either 9. Cats roam outside and often come home very late at night. So do teenagers. 10. Conclusion: no matter if you either have a cat or a teenager at home - it's all the

same

Sentence Variety

Sentence Variety

Having learned about phrases and clauses, let's now use the following phrases and clauses to give variety to our writing: participial phrases, adverb clauses, adjective clauses, compound sentences or verbs.

First identify which of the above ways is used in the sentence, and then rewrite it using the three other ways identifying each of the methods used.

Example: Having finished my lessons, I sat back and gloried in my effort. = participial phrase

You must rewrite it using an adverb clause, adjective clause, and either a compound sentence or a simple sentence with compound verbs.

I finished my lessons, sat back, and gloried in my effort. = compound verbs

After I had finished my lessons, I sat back and gloried in my effort. = adverb clause

I who had finished my lessons sat back and gloried in my effort. = adjective clause

Identify the written sentence and rewrite it the other three ways.

1. Watching the sunset above the mountain, John noticed the colors blending softly into one another.

2. The excited horse pawed the ground rapidly while it chewed on its bit and neighed continually.

3. The pilot climbed into his jet plane, adjusted his helmet, and attached his oxygen pack.

Answers

(My rewrites are only one way that can be used. Other ways may be possible.)

1. participial phrase

John watched the sunset above the mountain, and he noticed the colors blending softly into one another. = compound sentence

While he watched the sunset above the mountain, John noticed the colors blending softly into one another. = adverb clause

John who was watching the sunset above the mountain noticed the colors blending softly into one another. = adjective clause

2. adverb clause

The excited horse which pawed the ground rapidly chewed on its bit and neighed continually. = adjective clause

Pawing the ground rapidly, the excited horse chewed on its bit and neighed continually. = participial phrase

The excited horse pawed the ground rapidly, chewed its bit, and neighed continually = compound verbs

3. compound verbs

Climbing into his jet plane, the pilot adjusted his helmet and attached his oxygen pack. = participial phrase

After he climbed into his jet plane, the pilot adjusted his helmet and attached his oxygen pack. = adverb clause

The pilot who climbed into his jet plane adjusted his helmet and attached his oxygen pack. = adjective clause

- Sentence Variety

Having learned about phrases and clauses, let's now use the following phrases and clauses to give variety to our writing: participial phrases, adverb clauses, adjective clauses, compound sentences or verbs.

First identify which of the above ways is used in the sentence, and then rewrite it using the three other ways identifying each of the methods used.

Example: Having finished my lessons, I sat back and gloried in my effort. = participial phrase

You must rewrite it using an adverb clause, adjective clause, and either a compound sentence or a simple sentence with compound verbs.

I finished my lessons, sat back, and gloried in my effort. = compound verbs

After I had finished my lessons, I sat back and gloried in my effort. = adverb clause

I who had finished my lessons sat back and gloried in my effort. = adjective clause

Identify the written sentence and rewrite it the other three ways.

1. At dusk the manager threw the electrical switch, and the amusement park lit up like a star-studded galaxy.

2. As he walked out on the wire and completed his various routines, the acrobat carefully demonstrated his intricate ability.

3. The people who saw the basketball star surged against the restraints and called out compliments and greetings.

Answers

1. compound sentence

Throwing the electrical switch at dusk, the manager lit up the amusement park like a star-studded galaxy. = participial phrase

At dusk the manager who threw the electrical switch lit up the amusement park like a star-studded galaxy. = adjective clause

After the manager threw the electrical switch, the amusement park lit up like a star-studded galaxy at dusk. = adverb clause

2. participial phrase

When he had demonstrated his intricate ability, the acrobat carefully walked out on the wire and completed his various routines. = adverb clause

The acrobat demonstrated his intricate ability, carefully walked out on the wire, and completed his various routines. = compound verbs

The acrobat who carefully walked out on the wire and completed his various routines demonstrated his intricate ability. = adjective clause

3. adjective clause

Seeing the basketball star, the people surged against the restraints and called out compliments and greetings. = participial phrase

When the people saw the basketball star, they surged against the restraints and called out compliments and greetings. = adverb clause

The people saw the basketball star, and they surged against the restraints and called out compliments and greetings. = compound sentence

 

- Sentence Variety

Having learned about phrases and clauses, let's now use the following phrases and clauses to give variety to our writing: participial phrases, adverb clauses, adjective clauses, compound sentences or verbs.

First identify which of the above ways is used in the sentence, and then rewrite it using the three other ways identifying each of the methods used.

Example: Having finished my lessons, I sat back and gloried in my effort. = participial phrase

You must rewrite it using an adverb clause, adjective clause, and either a compound sentence or a simple sentence with compound verbs.

I finished my lessons, sat back, and gloried in my effort. = compound verbs

After I had finished my lessons, I sat back and gloried in my effort. = adverb clause

I who had finished my lessons sat back and gloried in my effort. = adjective clause

Identify the written sentence and rewrite it the other three ways.

1. The engineer knew the train was on time, leaned against the side, and sighed with relief.

2. Hoping to have the seating in place by evening, the committee for the Olympics hurriedly set up bleachers along the main road.

3. Mark took a quick, refreshing swim in the mountain lake before he returned to the cabin for breakfast.

Answers

1. compound verbs

Knowing the train was on time, the engineer leaned against the side and sighed with relief. = participial phrase

The engineer that knew the train was on time leaned against the side and sighed with relief. = adjective clause

When the engineer leaned against the side and sighed with relief, he knew the train was on time. = adverb clause

2. participial phrase

The committee for the Olympics hoped to have the seating in place by evening and hurriedly set up bleachers along the main road. = compound verb

The committee for the Olympics that hoped to have the seating in place by evening hurriedly set up bleachers along the main road. = adjective clause

Because they hoped to have the seating in place by evening, the committee for the Olympics hurriedly set up bleachers along the main road. = adverb clause

3. adverb clause

Having taken a quick, refreshing swim in the mountain lake, Mark returned to the cabin for breakfast. = participial phrase

Mark who had taken a quick, refreshing swim in the mountain lake returned to the cabin for breakfast. = adjective clause

Mark took a quick, refreshing swim in the mountain lake and returned to the cabin for breakfast. = compound verbs

- Sentence Variety

Having learned about phrases and clauses, let's now use the following phrases and clauses to give variety to our writing: participial phrases, adverb clauses, adjective clauses, compound sentences or verbs.

First identify which of the above ways is used in the sentence, and then rewrite it using the three other ways identifying each of the methods used.

Example: Having finished my lessons, I sat back and gloried in my effort. = participial phrase

You must rewrite it using an adverb clause, adjective clause, and either a compound sentence or a simple sentence with compound verbs.

I finished my lessons, sat back, and gloried in my effort. = compound verbs

After I had finished my lessons, I sat back and gloried in my effort. = adverb clause

I who had finished my lessons sat back and gloried in my effort. = adjective clause

Identify the written sentence and rewrite it the other three ways.

1. Standing nervously in the wings of the theater, Jeanne practiced her lines quietly and waited to go on stage.

2. The detective searched carefully through the old desk as he recounted in his mind the importance of the will.

3. The small black dog which looked weak and harmless leaped suddenly at the stranger.

Answers

1. participial phrase

Jeanne stood nervously in the wings of the theater and practiced her lines quietly while she waited to go on stage. = adverb clause

Jeanne stood nervously in the wings of the theater, practiced her lines quietly, and waited to go on stage. = compound verbs

Jeanne who practiced her lines quietly stood nervously in the wings of the theater and waited to go on stage. = adjective clause

2. adverb clause

The detective searched carefully through the old desk, and he recounted in his mind the importance of the will. = compound sentence

Recounting in his mind the importance of the will, the detective searched carefully through the old desk. = participial phrase

The detective who searched carefully through the old desk recounted in his mind the importance of the will. = adjective clause

3. adjective clause

Looking weak and harmless, the small black dog leaped suddenly at the stranger. = participial phrase

Although he looked weak and harmless, the small black dog leaped suddenly at the stranger. = adverb clause

The small black dog looked weak and harmless but leaped suddenly at the stranger. = compound verbs

 - Sentence Variety

Having learned about phrases and clauses, let's now use the following phrases and clauses to give variety to our writing: participial phrases, adverb clauses, adjective clauses, compound sentences or verbs.

First identify which of the above ways is used in the sentence, and then rewrite it using the three other ways identifying each of the methods used.

Example: Having finished my lessons, I sat back and gloried in my effort. = participial phrase

You must rewrite it using an adverb clause, adjective clause, and either a compound sentence or a simple sentence with compound verbs.

I finished my lessons, sat back, and gloried in my effort. = compound verbs

After I had finished my lessons, I sat back and gloried in my effort. = adverb clause

I who had finished my lessons sat back and gloried in my effort. = adjective clause

Identify the written sentence and rewrite it the other three ways.

1. The camper sighed heavily, strained under the weight of his load, and carried it into camp.

2. Waiting for the signal to enter, the children played happily around the entrance to the park.

3. When she had performed her daily tasks, the old lady lit a fire and warmed herself for the evening.

Answers

1. compound verbs

Sighing heavily, the camper strained under the weight of his load and carried it into the camp. = participial phrase

While he strained under the weight of his load, the camper sighed heavily and carried it into camp. = adverb clause

The camper who strained under the weight of his load sighed heavily and carried it into camp. = adjective clause

2. participial phrase

The children waited for the signal to enter as they played happily around the entrance to the park. = adverb clause

The children waited for the signal to enter and played happily around the entrance to the park. = compound verbs

The children who played happily around the entrance to the park waited for the signal to enter. = adjective clause

3. adverb clause

Performing her daily tasks, the old lady lit a fire and warmed herself for the evening. = participial phrase

The old lady that had performed her daily tasks lit a fire and warmed herself for the evening. = adjective clause

The old lady performed her daily tasks, and she lit a fire and warmed herself for the evening. = compound sentence

 

- 290 Quiz - Sentence Variety

Having learned about phrases and clauses, let's now use the following phrases and clauses to give variety to our writing: participial phrases, adverb clauses, adjective clauses, compound sentences or verbs.

First identify which of the above ways is used in the sentence, and then rewrite it using the three other ways identifying each of the methods used.

Example: Having finished my lessons, I sat back and gloried in my effort. = participial phrase

You must rewrite it using an adverb clause, adjective clause, and either a compound sentence or a simple sentence with compound verbs.

I finished my lessons, sat back, and gloried in my effort. = compound verbs

After I had finished my lessons, I sat back and gloried in my effort. = adverb clause

I who had finished my lessons sat back and gloried in my effort. = adjective clause

Identify the written sentence and rewrite it the other three ways.

1. The gardener who had sprayed the weeds with poison thought about the vacation planned for July.

2. When they saw the curtain go up, the audience gasped in surprise but started applauding loudly.

3. Having amassed a fortune, the man was looking forward to living an easy life.

4. She hurried down to the bank, withdrew all her savings, and hid them under her mattress.

5. The new recruits lined up rapidly, and the officers gave them their orders for the day.

Answers

1. adjective clause

Having sprayed the weeds with poison, the gardener thought about the vacation planned for July. = participial phrase

As he sprayed the weeds with poison, the gardener thought about the vacation planned for July. = adverb clause

The gardener sprayed the weeds with poison and thought about the vacation planned for July. = compound verbs

2. adverb clause

Seeing the curtain go up, the audience gasped in surprise but started applauding loudly. = participial phrase

The audience saw the curtain go up, gasped in surprise, and started applauding loudly. = compound verbs

The audience who gasped in surprise and started applauding loudly saw the curtain go up. = adjective clause

3. participial phrase

The man who had amassed a fortune was looking forward to living an easy life. = adjective clause

The man had amassed a fortune and was looking forward to living an easy life. = compound verbs

After he had amassed a fortune, the man was looking forward to living an easy life. = adverb clause

4. compound verbs

Hurrying down to the bank, she withdrew all her savings and hid them under her mattress. = participial phrase

After she had hurried down to the bank and withdrawn all her savings, she hid them under her mattress. = adverb clause

She hurried down to the bank and withdrew all her savings which she hid under her mattress. = adjective clause

5. compound sentence

Having lined up rapidly, the new recruits were given their orders for the day by the officers. = participial phrase

After the new recruits had lined up rapidly, the officers gave them their orders for the day. = adverb clause

The new recruits who lined up rapidly were given their orders for the day by the officers. = adjective clause

Transitive and Intransitive VerbsTransitive and Intransitive Verbs

Soru: Transitive ve Intransitive Fiiller nedir? Türkçe'deki Geçişli ve Geçişsiz fiillerle bir ilgisi var mı?

İngilizce'de Geçişli (Transitive) ve Geçişsiz (Intransitive) fiiller Passive cümlelerde rol almaları bakımından önem arz eden bir konudur. Bu nedenle bu konuyu incelemek gerekir.

Türkçe'de, fiiller nesnesine göre dörde ayrılır, bunlardan ikisini inceleyelim:

1) Geçişli fiiller2) Geçişsiz fiiller

Geçişli fiiller: Nesne alan fiilerdir.. Ne, neyi, kimi sorularına cevap verir.. Mesela bir fiil geçişli ise başına (onu) zamiri nesne olarak getirilebilir.

"(onu) tanıyorum.." "(onu) dövdüm.." gibi..

Nesne alan geçişli fiillere ingilizce'de biz "transitive verbs" diyoruz..

Geçişsiz fiiller: Nesnesi olmayan veya nesne almayan fiillerdir.. Fiil, neyi, kimi sorularına cevap veremez..

"kapı zili çaldı.." bu cümlede nesne yoktur... kapı zili, özne; çaldı, yüklem..

nesne almayan bu tür geçişsiz fiillere ingilizce'de biz intransitive verbs diyoruz..

İngilizce'de transitive (geçişli) fiiller, nesne alır ve yapı olarak passive hale çevirilebilir..Intransitive (geçişsiz) fiiller ise nesne almaz ve passive halde kullanılamaz..

SONUÇ:

İngilizce'de fiiller iki gruba ayrılır.. Transitive and Intransitive verbs..

Transitive (Geçişli), Intransitive (Geçişsiz) Fiiller...

Transitive fiiller, sonuna nesne alan fiillerdir; passive halde kullanılabilirler.. Örnek;

"Mr John arrested the burglar." (Polis hırsızı yakaladı.) Mr John: özne; Burglar: nesne

"The burglar was arrested by Mr John." (Hırsız Mr. John tarafından yakalandı.) (Passive)

Intransitive fiiller, nesne almayan fiillerdir ve passive halde kullanılamazlar.. Örnek;

"The child cried for his mother." Bu cümlede "cry" ağlamak fiili, nesne almayan bir fiildir.. bu yüzden passive yapılamaz..

Not: Bir fiilin nesnesi yoksa o cümleyi passive yapmayız.

THE MODALS TABLETHE MODALS TABLE

Auxiliary Uses Present / future Past

may

1. Polite request May I borrow your pen?

2. Formal permission

You may leave the room.

3. Less than 50% certainty

A: Where's Tom?B: He may be at the office.

He may have been at the office.

might

1. Less than 50% certainty

A: Where's Tom? B: He might be at the office.

He might have been at the office.

2. polite request Might I borrow your pen?

should

1. advisability I should help my father in the morning.

I should have helped my father yesterday.

2. 90% certainty

She should pass the exam! (future only, not present)

She should have passed the exam!

ought to

1. advisability I ought to study tonight I ought to have studied last night

2. 90% certainty

She ought to do well on the test. (future only, not present)

She ought to have studied last night.

had better 1. advisability with threat of bad result

You had better be on time, or we will leave without you.

(past form uncomon)

be supposed to 1. expectation He is supposed to come at 12.

He was supposed to come at 12.

be to 1. strong expectation

You are to be here at 9:00. You were to be here at 9:00

must

1. strong necessity I must go to class today I had to go to class yesterday

2. prohibition (negative)

You must not open that door.

3. 95% certainty Mary isn't in class. She must be sick (present only)

Mary must have been sick yesterday.

have to

1. necessity I have to go to class today. I had to go to class yesterday

2. lack of necessity (negative)

I don't have to go to class today.

I had to go to class yesterday.

have got to  1. necessity I have got to go to class today.

I had to go to class yesterday.

will

1. 100% certainty He will be here at 6:00 ((future only)

2. willingness The phone's ringing.I'll get it.

3. polite request Will you please pass the salt?

be going to

1. 100% certainty He is going to be here at 6:00 (future only)

2. definite plan I'm going to paint my bedroom. (future only)

I was going to paint my room, but I didn't have time.

can

1. ability / possibility

I can run fast. I could run fast when I was a child but now I can't.

2. informal permission

You can use my car tomorrow.

3. informal polite request

Can I borrow your pen?

4. impossibility (negative only)

That can't be true! That can't have been true!

could

1. past ability I could run fast when I was a child.

2. polite request Could I borrow your pen?Could you help me?

3. suggestion

A: I need help in English.B: You could talk to your English teacher.

You could have talked to your teacher.

4. less than 50% certainty

A: Where's John?B: He could be at home.

He could have been at home.

5. impossibility (negative only).

That couldn't be true! That couldn't have been true!

be able to  1. ability I am able to help you. I will be able to help you.

I was able to help him.

would

1. polite request

Would you please ass salt? Would you mind if I left early?

2. preference I would rather go to the park than stay home.

I would rather have gone to the park.

3. repeated action in the past

When I was a child, I would visit my grandmother every weekend.

used to 1. repeated action in the past

 When I was a child, I would visit my grandmother every weekend.

shall

1. polite question to make a suggestions

Shall I open the window?

2. future with "I" or "we" as subject

I shall leave at nine. (will = more common)

Parts of Speech - VerbsParts of Speech - Verbs

Verbs are the most important words in a sentence. Verbs are the first of the eight parts of speech that we will be studying. Most verbs are action words, but a few verbs indicate state of being or existence. The first lessons will be about verbs, and how they are recognized and used.Find the verbs in the following sentences. They are action verbs.The wolf ran across the sand.Sit down.The dog barked at the man.Answer:The verbs in the sentences are ran, sit, and barked. All three verbs are action verbs since they show action. Action verbs are the most common verbs.

Lesson 2

 

Parts of Speech - VerbsFind the verbs in these sentences. These verbs will be state of being verbs.My uncle is a pilot.The pie looks good.You seem upset.Answer:The verbs in the sentences are is, looks, and seem. These verbs are state of being or linking verbs. Some common linking verbs are is, am, are, was, were, be, being, been, seem, look, feel, and become. They do not show action. They just show that something exists.

Parts of Speech - Verbs

 

Pick out the verbs in these sentences and tell whether they are action verbs or linking verbs.Suddenly someone sneezed loudly.There are holes in my shirt.He appears happy.The image appeared in the mirror.Answer:The verbs are sneezed, are, appears, and appeared. Sneezed and appeared are action verbs. Are and appears are linking or state of being verbs. Some verbs like appear can be either action or linking verbs. It depends on whether it shows action or not. Appears above is like saying seems which shows no action while appeared above shows the action of the image.

Lesson 4Parts of Speech - Verbs

 

 

Sometimes a verb can be more than one word. When a verb is more than one word, it is called a verb phrase. Verb phrases can be two, three, or four words. Verb phrases are made by using auxiliary or helping verbs. What are the verb phrases in these sentences?You are going to Seattle.You have been resting too much.We must be early.I will be finished shortly.Answer:The verb phrases are are going, have been resting, must be, and will be finished. These sentences all have what are called auxiliary or helping verbs. I will refer to them as helping verbs. There are twenty-three (23) helping verbs that should be memorized since they are used so often. If you will memorize them, it will make knowing and understanding verbs much easier. They are usually grouped in the following five groups:Group 1: is, am, are, was, were, be, being, beenGroup 2: has, have, hadGroup 3: do, does, didGroup 4: shall, will, should, wouldGroup 5: may, might, must, can, could

Lesson 5Parts of Speech - Verbs

 

 

Some of the helping verbs can be used alone as the main verb. Is, am, are, was, and were can be used alone as linking or state of being verbs. Has, have, had, do, does, and did always show action when used alone. Be, being, and been can be used with other verbs either to show action or state of being. The other helping verbs cannot be used alone but only as helping verbs.Find the verb or verb phrases in these sentences.She has too many friends.You do beautiful work.I was in Canada last week.You are being very stubborn.

Answer:The verb and verb phrases were has, do, was, and are being. Has and do are action verbs, and was and are being are state of being verbs.

Quiz for Lessons

 

List the verbs or verb phrases in the sentences, and tell whether they are action verbs or state of being verbs. For extra credit, find the helping verbs.

1. Jim plays basketball.

2. They will return on the airplane.

3. Badger is a funny dog.

4. I have been here a long time.

5. I should have been playing the drum.

6. Go home.

Answers:

1. plays - action2. will return - action3. is - linking or state of being4. have been - state of being5. should have been playing - action6. go -action

The helping verbs are will, have, should, have, and been. The been in sentence 4 is not a helping verb because it is the main verb. The last verb in a verb phrase is always the main verb.

THE FUTURE "BE GOING TO"

THE FUTURE "BE GOING TO"

A. USE

1. The Future Going to is used to talk about a future intention when a decision has already been made and also used to talk about future predictions when there is evidence that something is going to happen.

Be Going To'nun "going" ile hiç bir alakası yoktur ve her zaman "be" ile kullanılır. Yapılması önceden planlanmış eylemleri "Be Going To" ile ifade edebiliriz. Ayrıca gelecekte olması kesin bir durumu ifade ederken yine "Be Going To" kullanılır. Ancak, gelecekle ilgili bir durumu tahmin ediyorsak veya tahminde bulunuyorsak, Will veya Be Going To her ikisi de kullanılabilir.

I feel terrible. I think I'm going to faint.They're going to meet us in the cafe after the lesson

Look at those clouds! It's going to rain. According to the weather report, it will / is going to be rainy tomorrow.

We are going to meet each other tonight at 6:00 PM. (Plan)He is going to spend his vacation in Hawaii. (Plan)

The year 2222 is going to be a very interesting year. (Prediction)A beautiful dinner is going to be made by Sally tonight. (An example for passives)

Present continuous formPresent continuous form=am/is/are + verb + ing (something is

happening NOW)

You can use the short forms.

 

Am/Is/Are doing

"What am I doing?"   "I'm standing.

"What is he doing?"   "He's sitting.

"What is she doing?"   "She's walking.

"What is it doing?"   "It's running.

"What are they doing?"   "They're playing."

"What are we doing?"  "We're surfing the Internet.

More with PictureIt

Try to guess what Mr Bean is doing (requiresMacromedia Shockwave Player.)

Click on Mr Bean

SpellingTip:

Words ending in two consonants - add ing

To walk walk + ing walking

Words ending in two vowels + consonant.

To sleep sleep + ing sleeping

Words ending in vowel + g To jog jog + ging joggingWords ending in vowel + m

To swim swim + ming swimming

Words ending in vowel + n To run run + ning runningWords ending in vowel + p To shop shop + ping shoppingWords ending in vowel + t To put put + ting puttingWords ending in ie To die d + ying dyingWords ending in e To phone phon + ing phoning

Pronunciation- Short forms

Click on each word to hear the sound (requiresReal Player Basic .)

I am I'm I am not I'm not

  He is He's He is not He's not He isn't  

  She is She's She is not She's not She isn't  

  It is It's It is not It's not It isn't  

 You are

You'reYou are

notYou

are'ntYou're not  

  We are We'reWe are

notWe aren't We're not  

 Theyare

They'reThey are

notThey are'nt

They're not

 

Simple Present

Simple Present

FORM Simple Present

EXAMPLE:   [ to run]

I runyou runhe runsshe runsit runswe runthey run

USE 1 Repeated Actions   

Use the Simple Present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.

EXAMPLES:

I play tennis.

She does not play tennis.

The train leaves every morning at 8 am.

The train does not leave at 9am.

She always forgets her purse.

He never forgets his wallet.

Every twelve months, the Earth circles the sun.

The sun does not circle the Earth.

USE 2 Facts or Generalizations     

The Simple Present can also indicate the speaker believes that a fact was true before, is true now, and will be true in the future. It is not important if the speaker is correct about the fact. It is also used to make generalizations about people or things.

EXAMPLES:

Cats like milk.

Birds do not like milk.

California is in America.

California is not in the United Kingdom.

Windows are made of glass.

Windows are not made of wood.

New York is a small city. (It is not important that this fact is untrue.)

USE 3 Now (Non-Continuous Verbs)   

Sometimes speakers use the Simple Present to express the idea that an action is happening or is not happening now. This can only be done with Non-continuous Verbs and certain Mixed Verbs.

EXAMPLES:

I am here now.

She is not here now.

He needs help right now.

He does not need help now.

He has a car.

ACTIVE / PASSIVE Simple Present

EXAMPLES:

Once a week, Tom cleans the car. ACTIVE

Once a week, the car is cleaned by Tom. PASSIVE

INFINITIVES AND GERUNDSINFINITIVES AND GERUNDS

Bir infinitive veya gerund, cümlede isim görevini taşıyan fiildir. Infinitive, fiilin başına "to" getirilerek; Gerund ise fiil köküne "-ing" takısı getirilerek elde edilir.

INFINITIVE: It isn't difficult to pass this exam.

GERUND: I like studying English.

Infinitive'ler olumsuz yapılırken başına "not" eki alırlar: "He pretended not to see me."

Aynı şekilde gerund'ları olumsuz yapmak için başına "not" getirilebilir: "Not studying exams cannot be regarded as an excuse."

İngilizce'de bazı kelimeler kendilerinden sonra direk infinitive alır. Bu fiiler şunlardır:

afford  deserve manage   threaten

agree  consent   struggle volunteer

appear hesitate  swear prove

arrange seem tend happen 

care plan prepare offer

choose  hope pretend     refuse

claim learn  mean           wait

 endeavor decide   proceed  fail  demand  promise  

 

Tabloda verilen fiillerle infinitve kullanılmak zorundadır. Yani bu fiillerden sonra ikinci bir fiil geliyorsa "to" kullanılır. Aşağıdaki örnek cümleler, infinitive halde kullanılmıştır.

He does not afford to buy a new car.

They did not agree to participate in the meeting.

She failed to pass the exam.

 

Bazı fiiller kendilerinden sonra gelen fiilleri, gerund biçiminde alır. Bu fiiller şunlardır:

       admit          defer   involve  excuse  

anticipate  forgive  keep  resist

appreciate   finish   recollect postpone   

avoid   enjoy   mean   quit   

can't help dislike  mentionremember imagine    

can't stand  discuss recommend understand

complete   detest   resent suggest

consider  deny   mind   risk

contemplate  delay    miss  stop

practise tolerate recall   

 

Tabloda verilen fiillerden sonra gelen fiiller gerund halinde kullanılır; yani -ing takısı alır.

Gerund ile kullanılan örnek cümleler:

The children did not stop crying.

They practised speaking English.

I can't stand being insulted!

CAN AND BE ABLE TOCAN AND BE ABLE TO

1) Yeteneklerimizi ifade ederken "can" ya da "be able to" kullanırız.

He can speak two foreign languages fluently.He is able to speak two foreign languages fluently.

2) Olumsuz cümlede can't ve am/is/are not able to kullanılır.I can speak English, but I can't speak French. I'm able to speak English, but I'm not able to speak French.

3) "Be able to" diğer tense'lere göre çekimlenebilir.He is able to speak very good English. (Present)

He has been able to speak English for ten years. (Present Perfect) He was able to speak good English when he was a child. (Simple Past) He will be able to speak English even better when he stays in England for some time. (Future) He should be able to speak English well, because he has been living in England for six years. (With other modals)He had been able to speak English for five years when he went to England. (Past Perfect)

4) "Can" yapılması mümkün olan olayları ifade ederken de kullanılır.I'm very busy now, so I can't help you.(It's not possible for me to help you now.)

I'll finish my work in an hour, so I can help you then. (It's possible for me to help you after I finish my work.)

I have very little money on me now, so I can't lend you any. (It's not possible for me to lend you any money now.)

I'll go to the bank in the afternoon, and I'll withdraw some money from my bank account. Then I can lend you some.(It will be possible for me to lend you some money after I've withdrawn some from the bank.)

5) "Can", birine bir şey yapması için izin verilirken de kullanılır. Bu kullanımıyla, "can", "may" ile aynı anlamı verir.

(The shop owner to the customer)- You can/may leave your purchases here until you finish your shopping. Then you can come and get them.

(Mother to her daughter)- Because tomorrow is a holiday, you can/may stay up late tonight.

(Father to his son)- You can /may go on your date in my car if you wish.

(The teacher to the students)- Those who finish answering the questions can/may leave the classroom.

6) "Can" in past biçimi "could", "be able to" nun past biçimi ise "was/were able to" dur. I could run very fast when I was a child.I was able to run very fast when I was a child.Some students in my previous class could/were able to speak English almost fluently, but they weren't so good at grammar.

"Could", geçmişteki yeteneklerimizi ya da geçmişte birine izin verme gibi durumları ifade ederken kullanılır.

Mozart could play the piano when he was only four, (ability in the past)My grandfather was very strong. He could lift enormous boxes on his own. (ability in the past)It was raining heavily. We could go out only when it stopped raining.(permission in the past)(It became possible for us to go out only when the rain stopped.)Because there was a holiday the next day, the children could stay up late.(permission in the past)(It became possible for them to stay up late because there was a holiday the next day.)

"Was/were able to" da. geçmişteki yeteneklerimizi ya da geçmişteki izin verme durumlarını ifade ederken kullanılır. Ancak, "geçmişte zor bir durumun üstesinden gelme" anlamı (manage to do), sadece "was/were able to" ile ifade edilir. "Could" bu anlamda kullanılmaz.

Capital Letters: When and Why to use themCapital Letters: When and Whyto use them

 

Use capital letters (large letters) as the first letter of

people's first and last (family) names (CelineDion, David A.Tillyer, AbrahamLincoln)

the pronoun I (English grammar is difficult,but I love it.)

brand names of products (Ford Taurus,Chicago Bulls,Inca Kola)

days of the week

  

Monday Tuesday Wednesday Thursday

Friday  Saturday Sunday

  

 

months of the year

  

January  February  March  April

May June July August

September October November December

  

holidays (Ramadan, Christmas,Tet, Yom Kippur,Fourth of July)

first letter of the first word of a sentence (Thecat chased the mouse.)

names of cities, states, countries and continents (Boston,Massachusetts; ParisFrance; Europe)

languages and adjectives from country names (the Englishlanguage, Portuguese, the Japanese,Spanish, Arabic,Arabs)

titles and courtesy titles (President Clinton[but, the president], Prince Charles, Mr.,Mrs., Ms.)

To Be in Yes/No Questions

To Be

in Yes/No Questions

In a question that can be answered with yes or no,put the verb at the beginning of the sentence. Add a question mark.

 

 

 

statement I am a student You are a student He is a student

question Am I a student? Are you a student? Is he a student>

Notice where the verb moves to:

Statement: You are hungry.

       Subject/verb

Question: Are you hungry?

       Verb/subject

 

You can answer these questionswith short answers.

 

Are you hungry? Yes, I am

Is he a doctor? Yes, he is.

Are they too hot? Yes, they are.

Negative short answers sometimes have two forms.

 

Are you tired? No, I'm not.

Am I fat? No, you aren't. No you're not.

Is he a teacher? No, he isn't. No, he's not.

Are home yet?  No, we aren't. No, we're not.

Are they elephants? No, they aren't. No, they're not.

Note: there is only one short answer for in the firstperson--No, I'm not.

THE FUTURE PERFECT TENSETHE FUTURE PERFECT TENSE

A. USE

1. The Future Perfect tense is used to refer to a non-continuous action which will be completed by a certain time in the future.Future Perfect, gelecekte belirli bir zamandan önce tamamlanmış olacak eylemleri ifade etmek için future perfect tense kullanılır.

In September, I will have lived in Malatya for four years. Thomas will have finished the project by Wednesday.

2. By + noun and by the time + sentence are used to express in Future Perfect.Future Perfect ile by, by the time, before, in a week, when gibi zaman bağlaçları sıklıkla kullanılabilir.

I will have done my homework by the time he comes.I will have been awake for 24 hours by 12 o'clock.

B. STRUCTURE

Positive Structure:

I    

 

You    He    She will have worked.

It    We    They    

Negative Structure:

I    You    

He    She will not have worked.It won't have  We    They    

Question structure:

  I  

 

  You  Will He  Won't She have worked?

  It    We    They  

THE SIMPLE PAST CONTINUOUS TENSE - ŞİMDİKİ ZAMANIN HİKAYESİTHE SIMPLE PAST CONTINUOUS TENSE - ŞİMDİKİ ZAMANIN HİKAYESİ

A. USE

1. The Past Continuous is used to express continuous actions occurring in the past.Past Continuous geçmişte zamanın belirli bir anında devam etmekte olan eylemleri ve olayları ifade etmek için kullanılır.

I was watching TV at home last night.They were playing football yesterday afternoon.

2. The Past Continuous tense is frequently used to refer to an ongoing action which was taking place when something else occurred in the past.Geçmişte devam etmekte olan bir olay esnasında başka bir eylem gerçekleşirse ve bu olaylar "when" ile kurulmuşsa simple past ve past continuous tense birlikte ifade edilir.

My father was watching TV when I arrived at home.He was reading book while she was washing the dishes.

B. STRUCTURE

Positive Structure:

I was  

 

You were  He was  She was working.

It was  We were  They were  

Negative Structure:

I    You    He wasn't  She was not working.

It    We    They    

Question structure:

  I  

 

  You  Was He  Wasn't She working?

  It    We    They  

USE OF MUST AND HAVE TOUSE OF MUST AND HAVE TO

"must" ve "have to" , her ikisi de gereklilik, zorunluluk bildirmesine karşılık, "must" daha çok, konuşmacının kendi içinden gelen bir zorunluluğu, "have to" ise dış etkenlerden kaynaklanan bir zorunluluğu yansıtır. Ancak, günlük yaşamda, zorunluluklar arasında bu ayrımı yapmak çok zordur. Yani zorunluluğu kişi kendi içinde mi hissediyor, yoksa bazı koşullar onu bir şeyler yapmaya mı zorluyor? Bu ayrımı, tek tek cümlelerde yapamayız. Ancak, konuşmanın akışı içerisinde zorunluluğun kaynağı netlik kazanabilir.

I must pass the university exam.

I have to pass the university exam.

Tek tek ele aldığımızda, bu iki cümle arasında pek fark yoktur. Ancak, bu cümlelerin devamında, konuşmanın akışı şöyle olmalıdır.

I must pass the university exam. I have no other choice. If I can't pass it, I won't get a good career and I will be unhappy.

I have to pass the university exam. My parents have spent so much money on me. If not, I'll make them unhappy.

"Must" konuşmacının kendi otoritesini ifade ederken de kullanılır:

(A doctor to his patient) You must stop smoking. Your lungs are getting worse.

(Mother to her child) You must make your bed when you get up.

(Mother to her son) You must brush your teeth before you go to bed.

Ancak, kendisinden istenen bu işleri ifade ederken, kişinin "have to" kullanması daha uygundur:

(the patient)I have to stop smoking. The doctor says my lungs are getting worse.

(the child) I have to make my bed when I get up.

(the son) I have to brush my teeth before I go to bed.

Adjective or Adverb?Adjective or Adverb?

 

Basic Rules

1. Adjectives modify nouns; adverbs modify verbs, adjectives, and other adverbs.

You can recognize adverbs easily because many of them are formed by adding -ly to an adjective.

Here are some sentences that demonstrate some of the differences between an adjective and an adverb by showing what is being modified in each sentence. In each sentence, light blue arrows point to adjectives and green arrows point to adverbs.

Here careless is an adjective that modifies the proper noun Richard.

Here carelessly is an adverb that modifies the verb talks.

 

Here happy is an adjective that modifies the proper noun Priya and extremely is an adverb that modifies the adjective happy.

Here quickly is an adverb that modifies the verb finished and unusually is an adverb that modifies the adverb quickly.

 

Adverbs can't modify nouns, as you can see from the following incorrect sentences.

He is a quietly man. The correct sentence should say He is a quiet man.

I have a happily dog.The correct sentence should say I have a happy dog.

 

On the other hand, it's sometimes easy to make the mistake of using an adjective to modify a verb, as the incorrect sentences below show.

He talks careless about your wife.

The correct sentence should say He talks carelessly about your wife.

He is breathing normal again.

The correct sentence should say He is breathing normally again.

 

2. An adjective always follows a form of the verb to be when it modifies the noun before the verb.

Here are some examples that show this rule. Light blue arrows point from the adjective to the noun that it modifies.

3. Likewise, an adjective always follows a sense verb or a verb of appearance -- feel, taste, smell, sound, look, appear, and seem -- when it modifies the noun before the verb.

Here are some examples that show this rule. Light blue arrows point from the adjective to the noun it modifies.

Here bad is an adjective that modifies the noun cough. Using the adverb badly here would not make sense, because it would mean her cough isn't very good at sounding.

Here awful is an adjective that modifies the noun oil. Using the adverb awfully here would not make sense, because it would mean that castor oil isn't very good at tasting.

Here fresh is an adjective that modifies the noun air. Using the adverb freshly here would not make sense, because it would mean that the air has a sense of smell that it uses in a fresh manner.

Here unhappy is an adjective that modifies the pronoun she. Using the adverb unhappily here would not make sense, because it would mean that she isn't very good at seeming.

Here dark is an adjective that modifies the noun images. Using the adverb darkly here would not make sense, because it would mean that the images were suddenly popping into view in a dark manner.

 

Be careful to notice whether the word modifies the subject or the verb in the sentence. If the word modifies the subject, you should use an adjective. If the word modifies the verb, you should use an adverb. The difference is shown in the following pair of sentences.

Here sweet is an adjective that modifies the noun apple. Using the adverb sweetly here would not make sense, because it would mean that the apple can smell things in a sweet manner.

Here carefully is an adverb that modifies the verb smells. Using the adjective careful here would not make sense, because it would mean that the dog gives off an odor of carefulness.

Avoiding Common Errors

Bad or Badly?

When you want to describe how you feel, you should use an adjective (Why? Feel is a sense verb;see rule #3 above). So you'd say, "I feel bad." Saying you feel badly would be

like saying you play football badly. It would mean that you are unable to feel, as though your hands were partially numb.

Good or Well?

Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc. (Refer to rule #3 above for more information about sense verbs and verbs of appearance.)

Confusion can occur because well can function either as an adverb or an adjective. When well is used as an adjective, it means "not sick" or "in good health." For this specific sense of well, it's OK to say you feel well or are well -- for example, after recovering from an illness. When not used in this health-related sense, however, well functions as an adverb; for example, "I did well on my exam."

Double-negatives

Scarcely and hardly are already negative adverbs. To add another negative term is redundant, because in English only one negative is ever used at a time

They found scarcely any animals on the island. (not scarcely no...)Hardly anyone came to the party. (not hardly no one...)

Sure or Surely?

Sure is an adjective, and surely is an adverb. Sure is also used in the idiomatic expression sure to be. Surely can be used as a sentence-adverb. Here are some examples that show different uses of sure and surely. Light blue arrows indicate adjectives and green arrows indicate adverbs.

Here sure is an adjective that modifies the pronoun I.

Here surely is an adverb that modifies the adjective ready.

Here sure to be is an idiomatic phrase that functions as an adjective that modifies the pronoun she.

Here surely is an adverb that modifies the verb has been.

 

Real or Really?

Real is an adjective, and really is an adverb. Here are some examples that demonstrate the difference between real and really. Light blue arrows indicate adjectives and green arrows indicate adverbs.

Here really is an adverb that modifies the adverb well.

Here really is an adverb that modifies the verb phrase going out.

Here real is an adjective that modifies the noun problems.

 

 

Near or Nearly?

Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb to mean "in a close manner" or "almost but not quite." Here are some examples that demonstrate the differences between various uses of near and nearly. Light blue arrows indicate adjectives and green arrows indicate adverbs. Subjects and verbs are marked in purple.

Here neared is a verb in the past tense.

Here nearly is an adverb that modifies the verb

finished.

Here near is an adjective that modifies the noun future.

Here near is an adverb of place that modifies the verb crept.

Here nearly is an adverb that modifies the verb related.

Here near is a preposition. The prepositional phase near the end of the movie modifies the noun scene.

Active and Passive VoiceActive and Passive Voice

Active Voice

In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts.

 

In each example above, the subject of the sentence performs the action expressed in the verb.

Would you like to see examples of all the verb tenses in active voice?

Passive Voice

In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted.

(agent performing action has been omitted.)

 

Sometimes the use of passive voice can create awkward sentences, as in the last example above. Also, overuse of passive voice throughout an essay can cause your prose to seem flat and uninteresting. In scientific writing, however, passive voice is more readily accepted since using it allows one to write without using personal pronouns or the names

of particular researchers as the subjects of sentences (see the third example above). This practice helps to create the appearance of an objective, fact-based discourse because writers can present research and conclusions without attributing them to particular agents. Instead, the writing appears to convey information that is not limited or biased by individual perspectives or personal interests.

You can recognize passive-voice expressions because the verb phrase will always include a form of be, such as am, is, was, were, are, or been. The presence of a be-verb, however, does not necessarily mean that the sentence is in passive voice. Another way to recognize passive-voice sentences is that they may include a "by the..." phrase after the verb; the agent performing the action, if named, is the object of the preposition in this phrase.

Would you like to see examples of all the verb tenses in passive voice?

Choosing Active Voice

In most nonscientific writing situations, active voice is preferable to passive for the majority of your sentences. Even in scientific writing, overuse of passive voice or use of passive voice in long and complicated sentences can cause readers to lose interest or to become confused. Sentences in active voice are generally--though not always-- clearer and more direct than those in passive voice.

passive (indirect) active (direct):

Sentences in active voice are also more concise than those in passive voice because fewer words are required to express action in active voice than in passive.

passive (more wordy) active (more concise)

Changing passive to active

If you want to change a passive-voice sentence to active voice, find the agent in a "by the..." phrase, or consider carefully who or what is performing the action expressed in the verb. Make that agent the subject of the sentence, and change the verb accordingly. Sometimes you will need to infer the agent from the surrounding sentences which provide context.

Passive Voice Agent Changed to Active Voice

most of the class

agent not specified; most likely agents such as "the researchers"

the CIA director and his close advisors

agent not specified; most likely agents such as "we"

 

Choosing Passive Voice

While active voice helps to create clear and direct sentences, sometimes writers find that using an indirect expression is rhetorically effective in a given situation, so they choose passive voice. Also, as mentioned above, writers in the sciences conventionally use passive voice more often than writers in other discourses. Passive voice makes sense when the agent performing the action is obvious, unimportant, or unknown or when a writer wishes to postpone mentioning the agent until the last part of the sentence or to avoid mentioning the agent at all. The passive voice is effective in such circumstances because it highlights the action and what is acted upon rather than the agent performing the action.

active passive

The dispatcher is notifying police that three prisoners have escaped.

Police are being notified that three prisoners have escaped.

Surgeons successfully performed a new experimental liver-transplant operation yesterday.

A new experimental liver-transplant operation was performed successfully yesterday.

"Authorities make rules to be broken," he said defiantly.

"Rules are made to be broken," he said defiantly.

In each of these examples, the passive voice makes sense because the agent is relatively unimportant compared to the action itself and what is acted upon.

Changing active to passive

If you want to change an active-voice sentence to passive voice, consider carefully who or what is performing the action expressed in the verb, and then make that agent the object of a "by the..." phrase. Make what is acted upon the subject of the sentence, and change the verb to a form of be + past participle. Including an explicit "by the..." phrase is optional.

Active Voice Agent Changed to Passive Voice

The presiding officer

The leaders

The scientists

In each of these examples, the passive voice is useful for highlighting the action and what is acted upon instead of the agent.

Some suggestions

1. Avoid starting a sentence in active voice and then shifting to passive.

Unnecessary shift in voice Revised

Many customers in the restaurant found the coffee too bitter to drink, but it was still ordered frequently.

Many customers in the restaurant found the coffee too bitter to drink, but they still ordered it frequently.

He tried to act cool when he slipped in the puddle, but he was still laughed at by the other students.

He tried to act cool when he slipped in the puddle, but the other students still laughed at him.

2. Avoid dangling modifiers caused by the use of passive voice. A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence.

Dangling modifier with passive voice Revised

To save time, the paper was written on a computer. (Who was saving time? The paper?)

To save time, Kristin wrote the paper on a computer.

Seeking to lay off workers without taking the blame, consultants were hired to break the bad news. Who was seeking to lay off workers? The consultants?)

Seeking to lay off workers without taking the blame, the CEO hired consultants to break the bad news.

3. Don't trust the grammar-checking programs in word-processing software. Many grammar checkers flag all passive constructions, but you may want to keep some that are flagged. Trust your judgement, or ask another human being for their opinion about which sentence sounds best.

Position of AdjectivesPositionof Adjectives

There are  two places for adjectivesin a sentence:

       before a noun and after the main verb in a sentence.

 

Ambassador Jones is an honest man. The ambassador seemed honest.

Adjectives are called modifiersbecause they do something to change or modify a noun. Closeyour eyes and think about "a man." What comes to mind? Not much, huh? Now,close your eyes and think about "a tall, rich, of the word "man".

 

The man is tall, rich and handsome.

Note: Unlike many languages,adjectives are placed before the noun

they modify in English. Also, thereare no "plural" adjectives in English,

so there is never an "s" added toadjectives.

 

Elsa likes hard candies.Andreas likes sour apples.Chefs need sharp knives.

LinkingVerbs

When adjectives are placed afterthe main verb, the verb is called

a linking verb. These aremost of the linking verbs:

 

 

appear  be  become feel get go  grow  keeplook remain seem soundstay taste

 Examples:

The runner appeared tiredduring the last third of the race.

I'm not angry.

As I explained the process, thestudents became more curious.

Orpheus felt sad and angryat the death of Eurydice.

Marcel got hungry as he listenedto the chef describe the meal.

The leaves go brown in thefall.

Joanne grew uncomfortableas she heard the charges against her.

Roger kept quiet so thatno one would notice him.

Racquel looked upset, sowe asked if we could help.

The men remained standingduring the entire performance.

Your daughter's fiance seemsvery attentive.

Mark's plans for the holiday soundexciting.

That new perfume smells sweet.

Mother, as usual, your apple pietastes delicious.

When the adjective is placed afterthe verb, it is understood that

it is modifying the subject.

 

 

The runner appeared tired. (It wasthe runner who was tired.)

Conditional Sentences: Real and UnrealConditionalSentences: Real and Unreal

We use conditional sentences a lot.Here are a few:

If you are late to the theater,

you will not be seated until intermission.

If you mixammonia and chlorine bleach,

you will createa smelly, dangerous solution.

If you take the 8 a.m. flight toNew York,

you don't have to change planes.

 

If I were the ambassador,I'd make sure the President hearsabout this.If I werea little taller,I'd be ableto water the plant on the top shelf.If I spoke French,I'd love to talk to Francois.

If Ambassador Fox hadn't gone tocollege with the President,he wouldn't have been given theambassadorship.If it hadrained last night,it wouldn'tbe so hot today.If we hadn't had that problem withthe car,we wouldn't have missed the speech.

What are the differences in thesethree groups of conditional sentences?

Notice that the firstgroup of three sentences are all true. Well, we don't know aboutthe 8 a.m. flight, but it sounds as if the information is being given ongood authority! All three sentences tell what will happen (result)if certain conditions are met. These are real conditions.

The secondgroup tells what might happen (result) if some unrealconditions were met. I'm not the ambassador, I'm not taller, and Idon't speak French. Thus, none of these outcomes (results) will materialize.

The thirdgroup just speculates about what would result if pastconditions had been different. These are considered unreal pastconditional sentences.

 

FormingConditional Sentences

Conditional sentences have two clauses:

 

DependentClause 

IndependantClause

"If" Clause  "Result" Clause

Condition  Result

If you stay in the sun too long,  you will get sunburned!

If you drink too much whiskey,  you will get sick.

If you study hard and practice alot,

your English will improve.

 

The clauses can be reversed. Ifthe dependent (If) clause comes first in the sentence, you must separatethem with a comma. You shouldn't use a comma if the independent clausecomes first.

 

You will get sunburned if you stayin the sun too long!

You will get sick if you drink toomuch whiskey.

Your English will improve if youstudy hard and practice a lot.

The difference in meaning betweenbetween the first pattern and the second is in the statement's intent.

 

SpecificWarning:

If you stay up too late, you'llbe really tired tomorrow.

GeneralStatement: 

You'll be really tired tomorrowif you stay up too late.

 

VerbForms with Conditionals

Factual conditions:

 

If clause=presenttense 

Resultclause=future tense

If you eat too much ice cream, you'll get sick.

If Betsy needs help,  she will call us.

Unreal Conditions--present:

 

If clause=simplepast

Resultclause=would or could + base form of verb

If I had more time,  I'd do exercises everyday.

If you were* rich, you could buy a largehouse in the suburbs.

If Patricia owned a dog,  she would walk him everyday.

* It is a peculiarityof unreal conditional sentences that all persons of the verb beare written as were. This will likely disappear in AmericanEnglish in the next 20 years.

Unreal Conditions--past:

 

If clause=pastperfect

Resultclause=would have + past participle or  would + be

If Ronald had stayed in school,he would have gotten a betterjob.

If I had invented the personal I would be rich today.

computer,

If the kids hadn't eaten allthe ice cream, 

we would have had dessert.

 

Questionswith Conditions

You can, of course,  ask questionswith conditions:

Yes-no Questions

Does Homer get angry if you forgetto feed him?

Would it hurt the car if you putapple juice in the gas tank?

Does it hurt your computer if youleave it on all night?

Information Questions

What happens to your computer ifyou leave it on all night?

What would happen if you put applejuice in the gas tank?

Unreal: What would you doif you got the job? Real:What will you do if you get the job?

Remember: The main thing toconsider when you are writing conditional sentencesis whether or not the condition (IF clause) is real or possible.

Unreal condition:

If I were the king of the world,I would make it easy to write English.

Real condition:

If I'm your teacher next year, I'llgive you some writing exercises.

THE PAST PERFECT TENSETHE PAST PERFECT TENSE

A. USE

The past perfect tense is often used in English when we are relating two events which happened in the past. It helps to show which event heppened first. Past Perfect, geçmişte gerçekleşen iki olaydan birinin öncekine kıyasla daha önce gerçekleştiğini ifade etmek için kullanılır.

I went to see the movie. We had discussed it in class. (After we disscussed the movie in the class, I went to see the movie.)I wanted to live in a foreign country, so I applied for a job in Japan. Judy had lived in Japan, so I called her to find out more about the culture and lifestyle there. (Judy didn' live in Japan any longer -- she returned from there before I applied for the job.)

B. STRUCTURE

Positive Structure:

I    

 

You    He    She had worked.

It    We    They    

Note: Use past participle of irregular verbs in both positive, negative structures and questions.

Negative Structure:

I    You    He hadn't  She had not worked.

It    We    They    

Question structure:

  I  

 

  You  Had He  Hadn't She worked?

  It    We    They  

THE PRESENT PERFECT TENSETHE PRESENT PERFECT TENSE

A. USE

1. The Present Perfect tense is used to express actions which have just or already been completed at the time of speaking or writing. Present Perfect, geçmişte konuşma anına yakın bir zamanda bitmiş ve etkisi hala devam eden eylem veya olaylardan bahsedirken kullanılır.

I have done my homework already.She has answered half the questions.

In the first example, the use of the Present Perfect tense emphasizes the fact that, at the time of speaking or writing, the work has already been completed. In the second example, the use of the Present Perfect indicates that, at the time of speaking or writing, half the questions have been answered.Birinci örnekte, "ödevin çoktan tamamlandığı" vurgulanmakta; ikinci örnekte ise konuşma anında "kişinin soruların yarısını cevapladığı" ve "kalan soruları da cevaplayacağı" ima ediliyor. Geçmişte başlayan bir olayın veya etkilerinin hala devam etmesi halinde Present Perfect kullanılır.

2. The Present Perfect tense epresses the very recent past.Yakın geçmişten bahsederken Present Perfect kullanılır.

They've just left.I've just come!

3. It also tells of a state or situation which has started in the past and is continuing up to now.Geçmişte başlamış ve hala devam etmekte olan olayları ifade etmek için Present Perfect kullanılır. Bu anlamı ifade eden cümlelerde "for, since, so far, until now, lately, recently, already, just, yet" gibi zaman zarfları kullanılabilir.

I have lived in New York for seven years. (I am still living there.) I have studied English Language Teaching since 2002. (I am still studying ELT.)

B. STRUCTURE

Positive Structure:

I have  

 

You have  He has  She has worked.

It has  We have  They have  

Note: In Present Perfect tense, if the main verb is irregular, its 3rd form should be used. (Present perfect tense'in olumlu, olumsuz ve soru cümlelerinde, düzensiz fiillerin 3. hali kullanılır.)

Negative Structure:

I haven't  You haven't  He hasn't  She hasn't worked.

It hasn't  We haven't  They haven't  

Question structure:

Have I  

 

Have You  Has He  Has She worked?

Has It  Have We  Have They

THE SIMPLE FUTURE CONTINUOUS TENSETHE SIMPLE FUTURE CONTINUOUS TENSE

A. USE

1. The Future Continuous is used to indicate that a longer action in the future will be interrupted. The interruption is usually an action in the Simple Future. This can be a real interruption or just an interruption

in time.Future Continuous, gelecekte belirli bir zamanda devam edecek olayları ifade etmek için kullanılır.

I will be watching TV when she arrives tonight.I will be waiting for you when your bus arrives. He will be studying at the library tonight, so he will not see Jennifer when she arrives.

2. The Simple Future is used with the expression "at this time".Bu tense'de kullanılan, diğer zamanlardan farklı bir özellik de "at this time" ın kullanılmasıdır.

We will be doing homework at this time tomorrow.I will be travelling to Paris at this time next week.

B. STRUCTURE

Positive Structure:

I    

 

You    He    She will be working.

It    We    They    

Negative Structure:

I    You    He    She will not be working.It won't be  We    They    

Question structure:

  I  

 

  You  Will He  Won't She be working?

  It    We    They

THE SIMPLE PAST TENSE - Dİ'Lİ GEÇMİŞ ZAMANTHE SIMPLE PAST TENSE - Dİ'Lİ GEÇMİŞ ZAMAN

A. USE

1. The Simple Past tense is used to talk about completed actions in the past: Simple Past, geçmişte belirli bir zamanda yapılmış eylemleri ifade etmek için kullanılır. "Yesterday, last night, two weeks ago, in 2002" gibi zarflar kullanılabilir.

I graduated from the university in 2003.He came from Berlin last night.

2. The Simple Past is used to describe situations which existed for a period of time in the past.Geçmişte belirli bir süre içerisinde devam etmiş olayları, eylemleri anlatmak için kullanılır.

Millions of years ago, dinosaurs inhabited the earth.They talked to each other during the lesson.He lived in England for a long time.

3. It is also used to talk about habits in the past: Geçmişteki alışkanlıkları ifade etmek için yine Simple Past kullanılır. I always wore a khaki cap in the summer.

He never drank tea.They generally read several novels in the winter.

4. It is used to talk about events that happened one after the other: Hikaye anlatırken olayları ard arda sıraladığımızda kullanırız.

He jumped out of bed, ran into the bathroom and slammed the door.

B. STRUCTURE

Positive Structure:

I    

 

You    He    She worked  It    We    They    

Note: Use second form of Irregular verbs in positive structure of the Past Simple Tense.. (Geçmiş zaman olumlu cümlelerde, düzensiz fiillerin 2. hali kullanılır.)

Click here for Irregular Verbs Table

Negative Structure:

I    You    He    She didn't work

It    We    They    

Question structure:

  I  

 

  You  Did He  Didn't She work?

  It    We    They

THE SIMPLE PRESENT TENSE - GENİŞ ZAMANTHE SIMPLE PRESENT TENSE - GENİŞ ZAMAN

A. USE

1. The simple present is used to describe a present situation.Simple Present, içinde bulunulan anı ifade etmek için kullanılabilir.

I work in Istanbul. (I work now and will work for the future). He is a hardworking student.

2. The simple present is used to indicate habitual actions or events that regularly happens.Simple present ile alışkanlıklar ve her gün yapılan işler ifade edilebilir. Bu tür cümlelerde genellikle sıklık zarfları (always, usually, generally etc) kullanılır.

She often goes to work late.The child usually drink milk before going to bed.

3. The simple present is used to express general truths such as scientific fact.Bilimsel gerçekleri ve doğruluğu kanıtlanmış genellemeleri bu tense ile ifade ederiz.

Water freezes at 0 C. (A scientific fact)Water boils at 100 C.

4. The simple present is also used in expressions like "I think, I know, I see, etc."Ayrıca, "I think, I believe" (sanırım, inanıyorum ki) gibi ifadeler geniş zamanda kullanılabilir.

I think you are a hardworking student. I know you're right.

5. The simple present can also be used to talk about the future..Gelecekle ilgili veya gelecekte yapılması planlanmış durumlarda kullanılabilir veya gelecekle bağlantılı cümlelerde geniş zaman kullanabiliriz.

You'll succeed if you study harder.I'll visit Topkapi Palace if I go to Istanbul.The bus leaves at seven o'clock.I have an important examination tomorrow.

6. The simple present tense is also used with certain verbs (like, taste, believe, sound, feel, hear, remember, weigh, smell, etc)Şimdiki zamanda kullanılmayan "Non-Progressive Verbs" dediğimiz fiiller vardır. Bu fiiller, geniş zaman ile kullanılabilir. "Like, taste, believe, sound, feel, hear, remember, weigh, smell, love, look, seem, appear, mind, expect, suppose, realize, forget, want, dislike, prefer" gibi fiiller şimdiki zamanda kullanılmayan ancak geniş zamanda kullanılabilen Non-Progressive Fiillerdir.

I don't believe you.She doesn't love me.

B. STRUCTURE

Positive Structure:

I work

in a great factory

You workHe worksShe worksIt worksWe workThey work

Negative Structure:

I don't  

in a great factory.

You don't  He doesn't  She doesn't work

It doesn't  We don't  They don't  

Question structure:

Do I  

in a great factory?

Do You  Does He  Does She work

Does It  Do We  Do They  

TO BE IN SIMPLE PRESENT TENSE

I am   a teacher

You are a student

He is a boy

She is a girl

It is a dog

We are students

They are people

Future Continuous

Future Continuous

IMPORTANT No Future in Time Clauses

Like all future forms, the Future Continuous cannot be used in clauses beginning with "when", "while", "before", "after", "by the time", "as soon as", "if" and "unless". In this lesson, all verbs in Time Clauses are italicized.

EXAMPLES:

While I am finishing my homework, she is going to make dinner. Correct

While I will be finishing my homework, she is going to make dinner. Not Correct

FORM Future Continuous

[WILL BE] + [VERB+ing]

EXAMPLE:

When your plane arrives tonight, I will be waiting for you.

[AM / IS / ARE] + [GOING TO] + [VERBing]

EXAMPLE:

When your plane arrives tonight, I am going to be waiting for you.

NOTE: It is possible to use either "will" or "going to" to create the Future Continuous with little or no difference in meaning.

USE 1 Interrupted Action in the Future     

Use the Future Continuous to indicate that a longer action in the future will be interrupted. The interruption is usually an action in the Simple Future. Remember this can be a real interruption or just an interruption in time.

EXAMPLES:

I will be watching TV when she arrives tonight.

I will be waiting for you when your bus arrives.

While I am working, Steve will make dinner. (NOTICE "am working" because of "while.")

I am going to be staying at the Madison Hotel, if anything happens and you need to contact me.

He will be studying at the library tonight, so he will not see Jennifer when she arrives.

NOTE: No future tenses can be used in Time Clauses therefore you must say "While I am working... ." See the warning at the top of the page.

USE 2 Specific Time as an Interruption     

In USE 1, described above, the Future Continuous is interrupted by an action in the Simple Future. However, you can also use a specific time as an interruption.

EXAMPLES:

Tonight at 6 p.m., I am going to be eating dinner.

At midnight tonight, we will still be driving through the desert.

IMPORTANT

In the Simple Future a specific time is used to show the time an action will begin. In the Future Continuous, a specific time only interrupts the action.

EXAMPLES:

Tonight at 6 p.m., I am going to eat dinner.I am going to start eating at 6 p.m.

Tonight at 6 p.m., I am going to be eating dinner.I am going to start earlier and I will be in the process of eating dinner at 6 p.m. .

USE 3 Parallel Actions    

When you use the Future Continuous with two actions in the same sentence, it expresses the idea that both actions will be happening at the same time. These are Parallel Actions.

EXAMPLES:

I am going to be studying while he is making dinner.

While Ellen is reading, Tim will be watching television.

Tonight, they will be eating dinner, discussing their plans, and having a good time.

USE 4 Atmosphere

In English we often use a series of Parallel Actions to describe atmosphere in the future.

EXAMPLE:

When I arrive at the party everybody is going to be celebrating. Some will be dancing. Others are going to be talking. A few people will be eating pizza and several people are going to be drinking beer. They always do the same thing.

IMPORTANT Non-Continuous Verbs / Mixed Verbs

It is important to remember that Non-Continuous Verbs cannot be used in any "continuous" tenses. Also, certain "non-continuous" meanings for Mixed Verbs cannot be used in "continuous" tenses. To express the idea of Future Continuous with these verbs, you must use Simple Future.

EXAMPLES:Jane will be being at my house when you arrive. Not Correct

Jane will be at my house when you arrive. Correct

ACTIVE / PASSIVE FORMS Future Continuous

EXAMPLES:

At 8:00 PM tonight, John will be washing the dog. ACTIVE

At 8:00 PM tonight, the dog will be being washed by John. PASSIVE

NOTE: Passive forms of the Future Continuous are not common.

English Grammar : Future Perfect Tense

Future Perfect

IMPORTANT No Future in Time Clauses

Like all future forms, the Future Perfect cannot be used in clauses beginning with "when," "while," "before," "after," "by the time," "as soon as," "if" and "unless". In this lesson, all verbs in Time Clauses are italicized.

EXAMPLES:

I am going to see a movie when I have finished my homework. Correct

I am going to see a movie when I will have finished my homework. Not Correct

FORM Future Perfect

[WILL HAVE] + [PAST PARTICIPLE]

EXAMPLE:

I will have perfected my English by the time I come back from the U.S.

[AM / IS / ARE] + [GOING TO HAVE] + [PAST PARTICIPLE]

EXAMPLE:

I am going to have perfected my English by the time I come back from the US.

NOTE: It is possible to use either "will" or "going to" to create the Future Perfect with little or no difference in meaning.

USE 1 Completed Action Before Something in the Future

The Future Perfect expresses the idea that something will occur before another action in the future. It can also show that something will happen before a specific time in the future.

EXAMPLES:

By next November, I will have received my promotion.

By the time he gets home, she is going to have cleaned the entire house.

USE 2 Duration Before Something in the Future (Non-continuous Verbs)

With Non-continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Future Perfect to show that something will continue up until another action in the future.

EXAMPLES:

I will have been in London for six months by the time I leave.

By Monday, Susan is going to have had my book for a week.

ACTIVE / PASSIVE Past Perfect

EXAMPLES:

The Post Office will have returned my package before I can pick it up. ACTIVE

My package will have been returned by the Post Office before I can pick it up. PASSIVE

Future Perfect Continuous

Future Perfect Continuous

IMPORTANT No Future in Time Clauses

Like all future forms, the Future Perfect Continuous cannot be used in clauses beginning with "when," "while," "before," "after," "by the time," "as soon as," "until," "if" and "unless". In this lesson, all verbs in Time Clauses are italicized.

EXAMPLES:

I won't tell the student the answer until he has been working on the math problem for more than an hour. Correct

I won't tell the student the answer until he will have been working on the math problem for more than an hour. Not Correct

FORM Future Perfect Continuous

[WILL HAVE BEEN] + [VERB+ing]

EXAMPLE:

I will have been waiting for two hours when her plane finally arrives.

[AM / IS / ARE] + [GOING TO HAVE BEEN] + [VERB+ing]

EXAMPLE:

I am going to have been waiting for two hours when her plane finally arrives.

NOTE: It is possible to use either "will" or "going to" to create the Future Perfect Continuous with little or no difference in meaning.

USE 1 Duration Before Something in the Future

We use the Future Perfect Continuous to show that something will continue up until a particular event or time in the future. "For five minutes," "for two weeks" and "since Friday" are all durations which can be used with the Future Perfect Continuous. Notice that this is related to the Present Perfect Continuous and the Past Perfect Continuous, however the duration stops in the future.

EXAMPLES:

They will have been talking for over an hour by the time Tony arrives.

She is going to have been working at that company for three years when it finally closes.

James will have been teaching at the University for more than a year by the time he leaves for Asia.

USE 2 Cause of Something in the Future

Using the Future Perfect Continuous before another action in the future is a good way to show cause and effect.

EXAMPLES:

Jason will be tired when he gets home because he will have been jogging for over an hour.

Claudia's English will be perfect when she returns to Germany because she is going to have been studying English in the United States for over two years.

IMPORTANT

If you do not include a duration such as "for five minutes," "for two weeks" or "since Friday", many English speakers choose to use the Future Continuous. There is also a difference in meaning. Compare the examples below.

EXAMPLES:

I will be reading when my roommate returns.The reading will be interrupted.

I will have been reading for an hour when my roommate returns.The reading will stop just before my roommate returns.

ACTIVE / PASSIVE Future Perfect Continuous

EXAMPLES:

The famous artist will have been painting the mural for over six months by the time it is finished. ACTIVE

The mural will have been being painted by the famous artist for over six months by the time it is finished. PASSIVE

NOTE: Passive forms of the Past Perfect Continuous are not common.

Past Continuous

Past Continuous

FORM Past Continuous

[WAS / WERE] + [VERB+ing] EXAMPLES:

I was studying when she called.

I was carefully picking up the snake when it bit me.

NOTE: When you are using a verb tense with more than one part such as Past Continuous (was picking), adverbs often come between the first part and the second part (was carefully picking).

IMPORTANT

Clauses are groups of words which have meaning but are not complete sentences. Some clauses begin with the word when such as "...when she called " or "...when it bit me." Clauses with the Past Continuous usually start with while. While expresses the idea "during the time." Study the examples below. They have the same meaning.

EXAMPLES:

I was studying when she called.

While I was studying, she called.

USE 1 Interrupted Action in the Past    

Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually an action in the Simple Past. Remember this can be a real interruption or just an interruption in time.

EXAMPLES:

I was watching TV when she called.

When the phone rang, she was writing a letter.

While we were having a picnic, it started to rain.

Sally was working when Joe had the car accident.

While John was sleeping last night, someone stole his car.

USE 2 Specific Time as an Interruption    

In USE 1, described above, the Past Continuous is interrupted by an action in the Simple Past. However, you can also use a specific time as an interruption.

EXAMPLES:

Last night at 6 p.m., I was eating dinner.

At midnight, we were still driving through the desert.

IMPORTANT

In the Simple Past a specific time is used to show when an action began or finished. In the Past Continuous a specific time only interrupts the action.

EXAMPLES:

Last night at 6 p.m., I ate dinner.(I started eating at 6 p.m.)

Last night at 6 p.m., I was eating dinner.(I started earlier and at 6 p.m. I was in the process of eating dinner.)

USE 3 Parallel Actions    

When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel.

EXAMPLES:

I was studying while he was making dinner.

While Ellen was reading, Tim was watching television.

They were eating dinner, discussing their plans and having a good time.

USE 4 Atmosphere

In English we often use a series of Parallel Actions to describe atmosphere in the past.

EXAMPLE:

When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.

USE 5 Repetition and Irritation with "Always"    

The Past Continuous with words such as always or constantly expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression used to but with negative emotion. Remember to put the words always or constantly between "be" and "verb+ing."

EXAMPLES:

She was always coming to class late.

He was constantly talking. He annoyed everyone.

I didn't like them because they were always complaining.

IMPORTANT Non-Continuous Verbs/ Mixed Verbs

It is important to remember that Non-Continuous Verbs cannot be used in any "continuous" tenses. Also, certain "non-continuous" meanings for Mixed Verbs cannot be used in "continuous" tenses. To express the idea of Past Continuous with these verbs, you must use Simple Past.

EXAMPLES:

Jane was being at my house when you arrived. Not Correct

Jane was at my house when you arrived. Correct

ACTIVE / PASSIVE Past Continuous

EXAMPLES:

The salesman was helping the customer when the thief came into the store. ACTIVE

The customer was being helped by the salesman when the thief came into the store. PASSIVE

Past Perfect Continuous

Past Perfect Continuous

FORM Past Perfect Continuous

[HAD BEEN] + [VERB+ing]

EXAMPLES:

I had been waiting there for two hours before she finally arrived.

She had only been studying English for two years before she got the job.

NOTE: When you are using a verb tense with more than one part such as Past Perfect Continuous (had been studying), adverbs often come between the first part and the second part (had only been studying).

USE 1 Duration Before Something in the Past

We use the Past Perfect Continuous to show that something started in the past and continued up until another time in the past. "For five minutes" and "for two weeks" are both durations which can be used with the Past Perfect Continuous. Notice that this is related to the Present Perfect Continuous; however, the duration does not continue until now.

EXAMPLES:

They had been talking for over an hour before Tony arrived.

She had been working at that company for three years when it went out of business.

James had been teaching at the University for more than a year before he left for Asia.

USE 2 Cause of Something in the Past

Using the Past Perfect Continuous before another action in the past is a good way to show cause and effect.

EXAMPLES:

Jason was tired because he had been jogging.

Sam gained weight because he had been overeating.

IMPORTANT

If you do not include a duration such as "for five minutes," "for two weeks" or "since Friday", many English speakers choose to use the Past Continuous. There is also a difference in meaning. Compare the examples below.

EXAMPLES:

I was reading when my roommate returned.Emphasizes the interruption of "reading."

I had been reading for an hour when my roommate returned.Emphasizes the amount of time "for an hour."

ACTIVE / PASSIVE FORMS Past Perfect Continuous

EXAMPLES:

Chef Jones had been preparing the restaurant's fantastic dinners for two years, before he moved to Paris. ACTIVE

The restaurant's fantastic dinners had been being prepared by Chef Jones for two years before he moved to Paris. PASSIVE

NOTE: Passive forms of the Past Perfect Continuous are not common.

Prepositions of Direction: To, On (to), In (to)Prepositions of Direction: To, On (to), In (to)

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Prepositions of Direction: To, On(to), In(to)

This handout explains prepositions that express movement toward something: to, onto, and into. First, the prepositions will be introduced as a group. Then, the special uses of each one will be discussed.

To, into, and onto correspond respectively to the prepositions of location at, in, and on. Each pair can be defined by the same spatial relations of point, line/surface, or area/volume. To learn more about the spatial relationships expressed by these pairs of

prepositions, read the first section of "Prepositions of Location: At, On, and In" before you start reading this handout.

Introduction

1. The basic preposition of a direction is "to."

TO: signifies orientation toward a goal

When the goal is physical, such as a destination, "to" implies movement in the direction of the goal.

(1) Sa'id returned to his apartment.

When the goal is not a physical place, for instance, an action, "to" marks a verb; it is attached as an infinitive and expresses purpose. The preposition may occur alone or in the phrase in order.

(2) Li Ling washed her dog (in order) to rid it of fleas.

The two uses can also occur together in a single sentence:

2. The other two prepositions of direction are compounds formed by adding "to" to the corresponding prepositions of location.

The preposition of location determines the meaning of the preposition of direction.

ON + TO = onto: signifies movement toward a surface

IN + TO = into: signifies movement toward the interior of a volume

("To" is part of the directional preposition toward, and the two mean about the same thing.)

3. With many verbs of motion, "on" and "in" have a directional meaning and can be used along with "onto" and "into".

(See the sections below for some exceptions to this rule.) This is why "to" is inside parentheses in the title of the handout, showing that it is somewhat optional with the compound prepositions. Thus, the following sentences are roughly synonymous:

(4) Tai-shing jumped in/into the pool.

(5) Porfirio fell on/onto the floor.

(6) The crab washed up on/onto the shore.

 

To the extent that these pairs do differ, the compound preposition conveys the completion of an action, while the simple preposition points to the position of the subject as a result of that action. This distinction helps us understand how directional and locational prepositions are related: they stand in the relationship of cause and effect.

Completion of an Action

 Position of Subject

 

(7) Jean fell on(to) the floor.

Jean is on the floor.

(8) Susumu dived in(to) the water.

Susumu is in the water.

 

Uses of "to"

To occurs with several classes of verbs.

1. verb + to + infinitive

Verbs in this group express willingness, desire, intention, or obligation.

willingness: be willing, consent, refuse desire: desire, want, wish, like, ask, request, prefer intention: intend, plan, prepare obligation: be obligated, have, need

Examples:

(9) I refuse to allow you to intimidate me with your threats.(10) I'd like to ask her how long she's been skiing.(11) I plan to graduate this summer.(12) Henry had to pay his tuition at the Bursar's office.

2. In other cases "to" is used as an ordinary preposition. verbs of communication: listen, speak (but not tell), relate, appeal (in the sense

of 'plead,' not 'be attractive') verbs of movement: move, go, transfer, walk/run/swim/ride/drive/ fly, travel

Except for transfer, all the verbs in (2b) can take toward as well as to. However, "to" suggests movement toward a specific destination, while "toward" suggests movement in a general direction, without necessarily arriving at a destination:

(13) Drive toward the city limits and turn north.

(Drive in the direction of the city limits; turnoff may be before arriving there.)

(14) The plane was headed toward a mountain.

(It was headed in the direction of a mountain; it may not have reached or hit the mountain.)

(15) Take me to the airport, please.

(I actually want to arrive at the airport.)

 

Uses of "onto"

1. "Onto" can generally be replaced by "on" with verbs of motion.

(16) Dietrich jumped on(to) the mat.

(17) Huan fell on(to) the floor.

(18) Athena climbed on(to) the back of the truck.

2. Some verbs of motion express the idea that the subject causes itself or some physical object to be situated in a certain place (compare #15-17 above).

Of these verbs, some take only "on". Others take both on and onto, with the latter being preferred by some speakers.

(19) The plane landed on the runway. (not onto the runway)(20) Sam hung the decoration on the Christmas tree. (not onto the tree)(21) He placed the package on the table. (not onto the table)(22) Joanna spilled her Coke on the rug. (not onto the rug)(23) Samir moved the chair on(to) the deck.(24) The crane lowered the roof on(to) the house.(25) The baby threw the pot on(to) the floor.

Verbs taking only "on" are rare: set may be another one, and so perhaps is put. Other verbs taking both prepositions are raise, scatter (when it takes a direct object), pour, and add.

(26) The farmer scattered seed on(to) the fertile ground.(27) We're adding on a wing at the back of the building.(28) We're adding a porch onto the house.

In (27), on is really part of the verb, while in (28) onto is a simple preposition. This contrast points to a fairly important and general rule:

Simple prepositions can combine with verbs, but compound prepositions cannot.

Note also that in (27), the word "on" has its ordinary meaning of a position on a surface, but in this case the surface is vertical rather than horizontal-- the side of a building. The use of "onto" in (28) is like its use in (24) and (25) above.

3. There are a number of verb-preposition combinations which are formally like "add on" but have the meaning "of continuing or resuming an action" when used in the imperative mood.

(Not all of them have the force of a command.) Except for hang, which takes both on and onto, they all occur only with on. The meanings of these combinations, some of which are idiomatic, are given in parentheses.

Hang on(to the rope)! ('continue to grasp tightly')

carry on ('resume what you were doing')

sail on ('resume or continue sailing')

dream on ('continue dreaming'; a humorous way of saying 'that is an unattainable goal')

lead on ('resume or continue leading us')

rock on ('continue playing rock music')

Uses of "into"

1. With verbs of motion, "into" and "in" are interchangeable except when the preposition is the last word or occurs directly before an adverbial of time, manner, or frequency.

In this case only in (or inside) can be used.

(29) The patient went into the doctor's office.(30) The patient went in. (not into)(31) Our new neighbors moved into the house next door yesterday. ('to take up residence in a new home')(32) Our new neighbors moved in yesterday.

In (32), the last word is the time adverbial yesterday, so the object of the preposition in (32) can be omitted. Of course, in an information question, "into" also can be last word except for an adverbial when its object is questioned by a wh- word:

(34) Now what kind of trouble has she gotten herself into?(35) Now what sort of trouble is she in?

2. Verbs expressing stationary position take only "on" or "in" with the ordinary meanings of those prepositions.

If a verb allows the object of the preposition to be omitted, the construction may have an idiomatic meaning.

(36) The cat sat on the mat.

(37) The doctor is in his office.

(38) The doctor is in. ('available for consultation')

In(to) has two special uses with move.

3. When "move in" is followed by a purpose clause, it has the sense of "approach".

(39) The lion moved in for the kill.(40) The police moved in to rescue the hostages inside the building.

In (39) and (40) "in" is part of the verb, so "into" cannot be used; We cannot say: "The lion moved into for the kill."

4. When "into" is used with move, it functions as an ordinary preposition to convey the idea of moving something from one place to another.

(41) We'll move your brother's old bed into your room.

Prepositions of Place:

Prepositions of Place:         at, in, on In general, we use:

at for a POINT in for an ENCLOSED SPACE on for a SURFACE

at in on

POINT ENCLOSED SPACE SURFACE

at the corner in the garden on the wall

at the bus stop in London on the ceiling

at the door in France on the door

at the top of the page in a box on the cover

at the end of the road in my pocket on the floor

at the entrance in my wallet on the carpet

at the crossroads in a building on the menu

at the entrance in a car on a page

Look at these examples:

Jane is waiting for you at the bus stop. The shop is at the end of the street.

My plane stopped at Dubai and Hanoi and arrived in Bangkok two hours late.

When will you arrive at the office?

Do you work in an office?

I have a meeting in New York.

Do you live in Japan?

Jupiter is in the Solar System.

The author's name is on the cover of the book.

There are no prices on this menu.

You are standing on my foot.

There was a "no smoking" sign on the wall.

I live on the 7th floor at 21 Oxford Street in  london. Notice the use of the prepositions of place at, inon in these standard expressions. and 

at in on

at home in a car on a bus

at work in a taxi on a train

at school in a helicopter on a plane

at university in a boat on a ship

at college in a lift (elevator) on a bicycle, on a motorbike

at the top in the newspaper on a horse, on an elephant

at the bottom in the sky on the radio, on television

at the side in a row on the left, on the right

at reception in Oxford Street on the way

Prepositions of Time:at, in, onWe use:

at for a PRECISE TIME in for MONTHS, YEARS, CENTURIES and LONG PERIODS on for DAYS and DATES

at in on

PRECISE TIME

MONTHS, YEARS, CENTURIES and LONG PERIODS

DAYS and DATES

at 3 o'clock in May on Sunday

at 10.30am in summer on Tuesdays

at noon in the summer on 6 March

at dinnertime in 1990 on 25 Dec. 2010

at bedtime in the 1990s on Christmas Day

at sunrise in the next centuryon Independence Day

at sunset in the Ice Age on my birthday

at the moment in the past/future on New Year's Eve

Look at these examples: I have a meeting at 9am. The shop closes at midnight. Jane went home at lunchtime. In England, it often snows in December. Do you think we will go to Jupiter in the future? There should be a lot of progress in the next century. Do you work on Mondays?

Her birthday is on 20 November. Where will you be on New Year's Day?

Notice the use of the preposition of time at in the following standard expressions: Example

Expression

at night The stars shine at night.

at the weekend I don't usually work at the weekend.

at Christmas/Easter I stay with my family at Christmas.

at the same time We finished the test at the same time.

at present He's not home at present. Try later.

Notice the use of the prepositions of time in and on in these common expressions:

in on

in the morning on Tuesday morning

in the mornings on Saturday mornings

in the afternoon(s) on Sunday afternoons

in the evening(s) on Monday evening

When we say last, next, every, this we do not also use at, in, on. I went to London last June. (not in last June) He's coming back next Tuesday. (not on next Tuesday) I go home every Easter. (not at every Easter) We'll call you this evening. (not in this evening)

Prepositions of Time, of Place, and to Introduce ObjectsPrepositions of Time, of Place, and to Introduce Objects

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One point in time

On is used with days:

I will see you on Monday.7 The week begins on Sunday.

At is used with noon, night, midnight, and with the time of day:

My plane leaves at noon. The movie starts at 6 p.m.

In is used with other parts of the day, with months, with years, with seasons:

He likes to read in the afternoon. The days are long in August. The book was published in 1999. The flowers will bloom in spring.

Extended time

To express extended time, English uses the following prepositions: since, for, by, from—to, from-until, during,(with)in

She has been gone since yesterday. (She left yesterday and has not returned.) I'm going to Paris for two weeks. (I will spend two weeks there.) The movie showed from August to October. (Beginning in August and ending in

October.) The decorations were up from spring until fall. (Beginning in spring and ending

in fall.) I watch TV during the evening. (For some period of time in the evening.) We must finish the project within a year. (No longer than a year.)

Place

To express notions of place, English uses the following prepositions: to talk about the point itself: in, to express something contained: inside, to talk about the surface: on, to talk about a general vicinity, at. For more detail, see our handouts on Prepositions of Location and Prepositions of Direction.

There is a wasp in the room. Put the present inside the box. I left your keys on the table. She was waiting at the corner.

 

Higher than a point

To express notions of an object being higher than a point, English uses the following prepositions: over, above. For more detail, see our handout on Prepositions of Spatial Relationship.

He threw the ball over the roof. Hang that picture above the couch.

 

Lower than a point

To express notions of an object being lower than a point, English uses the following prepositions: under, underneath, beneath, below. For more detail, see our handout on Prepositions of Spatial Relationship.

The rabbit burrowed under the ground. The child hid underneath the blanket. We relaxed in the shade beneath the branches. The valley is below sea-level.

 

Close to a point

To express notions of an object being close to a point, English uses the following prepositions: near, by, next to, between, among, opposite. For more detail, see our handout on Prepositions of Spatial Relationship.

She lives near the school. There is an ice cream shop by the store. An oak tree grows next to my house The house is between Elm Street and Maple Street. I found my pen lying among the books. The bathroom is opposite that room.

To introduce objects of verbs

English uses the following prepositions to introduce objects of the following verbs.

At: glance, laugh, look, rejoice, smile, stare She took a quick glance at her reflection.

(exception with mirror: She took a quick glance in the mirror.) You didn't laugh at his joke.

I'm looking at the computer monitor. We rejoiced at his safe rescue. That pretty girl smiled at you. Stop staring at me.

Of: approve, consist, smell I don't approve of his speech. My contribution to the article consists of many pages. He came home smelling of alcohol.

Of (or about): dream, think I dream of finishing college in four years. Can you think of a number between one and ten? I am thinking about this problem.

 

 

For: call, hope, look, wait, watch, wish Did someone call for a taxi? He hopes for a raise in salary next year. I'm looking for my keys. We'll wait for her here. You go buy the tickets and I'll watch for the train. If you wish for an "A" in this class, you must work hard.

Prepositions of Location: At, In, OnPrepositions of Location: At, In, On

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Prepositions expressing spatial relations are of two kinds: prepositions of location and prepositions of direction. Both kinds may be either positive or negative. Prepositions of location appear with verbs describing states or conditions, especially be; prepositions of direction appear with verbs of motion. This handout deals with positive prepositions of location that sometimes cause difficulty: at, on, and in.

The handout is divided into two sections. The first explains the spatial relationships expressed by the three prepositions. The second examines more closely the uses of in and on.

Dimensions and Prepositions

Prepositions differ according to the number of dimensions they refer to. We can group them into three classes using concepts from geometry: point, surface, and area or volume.

Point

Prepositions in this group indicate that the noun that follows them is treated as a point in relation to which another object is positioned.

Surface

Prepositions in this group indicate that the position of an object is defined with respect to a surface on which it rests.

Area/Volume

Prepositions in this group indicate that an object lies within the boundaries of an area or within the confines of a volume.

Notice that although in geometry surface and area go together because both are two-dimensional, in grammar area and volume go together because the same prepositions are used for both.

In light of these descriptions, at, on, and in can be classified as follows:

at ....... point

on ....... surface

in ....... area/volume

 

 

The meanings of the three prepositions can be illustrated with some sample sentences:

1) My car is at the house.

2) There is a new roof on the house.

3) The house is in Tippecanoe county.

4) There are five rooms in the house, which has a lovely fireplace in the living room.

 

All of these sentences answer a question of the form, "Where is _______?" but each gives different information. Before going on, explain to yourself the spatial relations shown in each sentence.

1) locates a car in relation to a house, understood as a fixed point. 2) treats the house as a surface upon which another object, the roof, is placed. 3) locates the house within a geographical area. 4) treats the house as a three-dimensional structure that can be divided into smaller volumes, namely, rooms, inside one of which is an object, the fireplace.

Using "at"

At calls for further comment. Because it is the least specific of the prepositions in its spatial orientation, it has a great variety of uses. Here are some of them:

location  

5a) Tom is waiting for his sister at the bank.

5b) Sue spent the whole afternoon at the fair.

destination  

6a) We arrived at the house.

6b) The waiter was at our table immediately.

direction  

7a) The policeman leaped at the assailant.

7b) The dog jumped at my face and really scared me.

 

In 5a), the bank can be understood as a point defining Tom's location, much as in 1) above. It makes less sense to think of a fair as a point in 5b) since fairs are usually spread out over a fairly large area. Probably at is used in this case just because it is the least specific preposition; it defines Sue's location with respect to the fair rather than some other place. In 6a), at exhibits its cause/effect relationship with to, which cannot be used here: arrival at a place is the result of going to it. For more on this relationship, see the handout Prepositions of Direction: To, (On)to, (In)to. 7a) and 7b) show that with certain verbs of motion at may be used with the same meaning as its directional counterpart to, that is, direction toward something. Again, see the directional prepositions handout.

In the remainder of the handout, we will look at special problems that arise in choosing between in and on.

"in" and "on"

1. Nouns denoting enclosed spaces, such as a field or a window, take both on and in. The prepositions have their normal meanings with these nouns: on is used when the space is considered as a surface, in when the space is presented as an area:

Three players are practicing on the field. (surface)

Three cows are grazing in the field. (area)

   

The frost made patterns on the window. (surface)

A face appeared in the window. (area)

 

Notice that in implies that the field is enclosed, whereas on implies only that the following noun denotes a surface and not necessarily an enclosed area:

The sheep are grazing in the pasture. (enclosed by a fence)

The cattle are grazing on the open range. (not enclosed by a fence )

   

Three players are on the basketball court. (not enclosed)

Three players are on the soccer field. (not enclosed)

Two boxers are in the ring. (enclosed by ropes)

 

2. When the area has metaphorical instead of actual boundaries, such as when field means "academic discipline," in is used:

She is a leading researcher in the bioengineering field.

3. Several common uses of in and on occur with street. The first two follow the general pattern of in and on usage. The third is an idiom that must be learned as a unit.

a) The children are playing in the street.

b) Our house is on Third Street.

c) He declared bankruptcy last week, and now he's out on the

(This is an idiom meaning that he's poor.)

street.

In a) the street is understood as an area enclosed by the sidewalks on either side. Compare b) with the discussion of sentence 3) in the first section. Here on locates the house on either side of Third Street: it doesn't mean that the street is a surface on which the house sits. Because the street is understood as a line next to which the house is situated, on functions much like at in its normal use: it locates the house in relation to the street but does not specify the exact address. For that purpose, at is used because the address is like a particular point on the line. Compare: "Our house is at 323 Third Street." In c) out on the street is an idiom meaning "poor" or "destitute."

4. In and on are also used with means of transportation: in is used with a car, on with public or commercial means of transportation:

in the caron the buson the planeon the trainon the ship

Some speakers of English make a further distinction for public modes of transportation, using in when the carrier is stationary and on when it is in motion.

My wife stayed in/on the bus while I got out at the rest stop.The passengers sat in/on the plane awaiting takeoff.

Symbols

Common Symbols

Symbol Word (common term in brackets)

.fullstop

, comma

?question

mark

!exclamation

mark: colon; semi-colon

-hyphen(dash)

& ampersand/ virgule

(forward slash)

\reversed

virgule (backward slash)@ at# hash£ pound symbol€ euro symbol$ dollar symbol' apostrophe~ tilde* asterisk

´acuteaccent

`graveaccent

"quotation

mark

( )left / right parentheses

[] left / right square bracket{} left / right brace

< >left / right angle

bracket

TOO AND EITHERTOO AND EITHER

1) İki olumlu cümle, bir öğeleri hariç, aynı anlamı taşıyorsa, ikinci cümlenin sonuna "too" eklenir. "Too" cümleye "de, da" anlamı verir.

They have a pet dog at home. They have a cat, too.

Bu durum iki olumsuz cümle için söz konusuysa, ikinci cümlenin sonuna "either" eklenir.

They don't keep birds at home. They don't keep fish, either.

2) Eğer iki cümlenin, özneleri hariç, diğer öğeleri aynı ise, ikinci cümlede tekrardan kaçınmak için, olumlu cümlelerde Subject + auxiliary verb + too, olumsuz cümlelerde Subject + auxiliary verb + either kullanılır. Yardımcı fiil, birinci cümledeki tense'in yardımcı fiili olmalıdır.

My parents live in Germany. My sister does, too.

I don't like fish at ail. My sister doesn't, either.

3) Too ve either, anlamca uyumlu olan ama farklı sözcüklerden oluşan cümlelerin sonuna da gelebilir.

He is very successful in his school subjects. He shows the same success in his social life, too.

She isn't very popular with her schoolmates. She isn't liked much by her teachers, either.

4) Bazen iki cümle, anlamca aynı olmasına rağmen,cümlelerin biri olumlu, diğeri olumsuz olabilir. Bu durumda, ikinci cümle yapı olarak olumluysa too, olumsuzsa either kullanılır.

I hate martial arts, such as judo and karate. I don't like football, either.

Using Before, After, While and WhenUsingBefore, After, While and When

We use these words (before,after, while and when) to introduce time clauses totell when something happens.

Rudy washed the floor beforehe watched the soccer match.Rudy washed the floor afterthe soccer match.Rudy washed the floor whenthe soccer match ended.Rudy washed the floor whilehe was watching the soccer match.

In all of these cases, Rudy washed thefloor. However, we have to look at the time clauses to see whenthe floor was washed.

 

 

Time clauses: before he watched the soccermatch

after the soccer match

when the soccer match ended

while he was watching the

soccer match

In all of these examples, the main(independent) clause is "Rudy washed the floor". The time clause simplystates the relationship of other actions (watching the soccer match) tothe activity in the main clause.

Let's analyze the time sequence--withanother example.

 

The phone rang after we ate dinner.(First we ate our meal, thenthe phone rang.)

The phone rang before we ate dinner.

(First the phone rang, then weate.)

The phone rang when we ate dinner.

Also: The phone rang as we ate dinner.

(We ate and the phone rang atthe same time.)

The phone rang while we were eatingdinner.

Also: The phone rang as we wereeating dinner.

(This is the same as above, butwith the progressive tense [-ing]).

The Grammar

 

 

Independent clause  Dependent clause

The phone rang  before we ate dinner.

 

The phone rang is an independentclause. It can stand alone.

before we ate dinner is adependent clause. It needs an independent clause to be a complete sentence.It is a sentence fragment when it is used alone.

Punctuation

The phone rang before we ate dinner.

Before we could eat dinner, thephone rang.

When the independent clause comesfirst in the sentence, no comma is needed. When the dependent clause comesfirst in the sentence, the clauses must be separated by a comma.

 

Different verb tenses

Look at these verb tenses:

It started to rain before I got home.

Jaime had a drink before he playedtennis.

(two past tense events)

I have to get home before it startsof rain.

Jaime has to have a drink beforehe plays tennis.

(modal auxiliary and presenttense)

Henry went to the movie after hehad dinner

Prof. Simon gave a test after the

spring break ended.

(two past tense events)

Henry may go to the movie after hehas dinner.

Prof. Simon ought to give a testafter the spring break ends.

(modal auxiliary and presenttense)

Myra was reading a book when thephone rang.

(an on-going event interruptedby a single event in the past)

Myra had to get up when the phonerang.

(past tense cause and effect)

Ben asked for a ride when Myra answeredthe phone.

(two past tense events)

Myra will leave to pick up Ben whenshe hangs up.

(two future events)

I was listening carefully while themanager was explaining the problem.

(two past tense continuous activities)

The doorbell rang while I was takinga shower.

(one past tense continuous eventinterrupted by single action)

Cause and Effect

You can use when or afterto explain some "cause and effect" situations.

Effect: He got a flat tire(puncture).

Cause: He ran over some glass.

He got a flat tire after he ranover some glass.

Cause: It rained.

Effect: Our paint job wasruined.

When it rained, our paint job wasruined.

Using too, very, and so

Too Very So

These are three words that are sometimes confused. Allthree words come in front of adjectives, but they don't have the same meanings.

The elephant was too big. It couldn't fitthrough the door.

I am very happy with my new job.

I was so angry with Andrew that I didn'ttalk to him.

Use too when you want toexpress excess.

The coffee was too hot. I couldn't drink it.

The coffee was too hot to drink.

My pants are too long. I have to shorten them.

I'm sorry, I can't go to that restaurant. It's too expensive.

Use very when you want tointensify an adjective.

I was very young when I read that book.

José likes feijoada very much.

It's very dark out tonight.

That restaurant is very expensive. I'll go there whenI get paid.

Use so when you want to showa cause and effect.

Samuél was so late that he missed most of the concert.

My car is so old that I'm going to have to get rid ofit.

It was so dark outside that Agnes tripped over my bicycle.

The restaurant was so expensive that César hadto borrow money from his girlfriend.

  Meaning Formation

The coffee was too hotto drink.

…the coffee is excessively hot …it is impossibleto drink…too is always negative…

place too before the adjective

The coffee was delicious andvery hot.

…the coffee was hot but drinkable…

place very before the adjective…

Note: do not use verywith delicious.

The coffee was so goodthat I had another cup.

…the result of the coffee being deliciouswas that I had a second cup…

enclose the adjective (or adverb) with so…that……so good that……so fast that…

WISH CLAUSESWISH CLAUSES

A wish about the present

"Wish + subject + past tense", kişinin, içinde bulunduğu anda hoşuna gitmeyen olayları, memnuniyetsizliğini ifade eder. "Be" fiili için bütün öznelerle "were" kullanılır.

I am very busy now, so I can't help you. I wish I weren't so busy now. (I'm sorry that I'm very busy now.)

This house is very small for us, so I wish I lived in a big one. (I live in a small house now, but I want to have a big one.)

A wish about the future

Wish clause'larda "would"un kullanımı belli kurallara bağlıdır. Temel cümle ile (I wish, she wishes, etc.) yan cümlenin özneleri aynı ise (I wish l ...... She wishes she .....), temel cümlede "would" kullanamayız. "Would", içinde bulunduğumuz anda ya da gelecekte memnun olmadığımız ya da hoşumuza gitmeyen bir olayı  bir başkasının değiştirmesini istediğimiz anlamını ifade eder. Bu nedenle, iki cümlenin özneleri farklı olduğu zaman (I wish you would .... She wishes they would...) "would" kullanabiliriz.

I'm sure it will be a wonderful picnic. I wish you would come too. (I want you to come.)

Eğer geleceğe yönelik bir ifade kullanmak istiyorsak ama iki cümledeki özneler aynı ise "could" ya da past tense kullanabiliriz.

I wish I could live in a big house. (DOĞRU İFADE)I wish I would live in a big house. (YANLIŞ İFADE)

Would Always

Would Always

FORM Would Always

[WOULD ALWAYS] + [verb]

EXAMPLE:

I would always take my surf board to the beach with me.

PRONOUNSPRONOUNS

A pronoun is a word that replaces a noun or a group of words used as a noun. Pronouns are classified in five (5) different categories. They are personal pronouns, relative pronouns, demonstrative pronouns, indefinite pronouns, and interrogative pronouns. Some pronouns can appear in more than one classification. How the pronoun is used in the sentence determines its classification. In the next two weeks we will study the five kinds of pronouns.

Personal pronouns refer to (1) the speaker or speakers, which is called first person, and include the following pronouns: I, my, mine, me, myself, we, our, ours, us, ourselves; (2) those spoken to, which is called second person, and include the following pronouns: you, your, yours, yourself, yourselves; or (3) those spoken about, which is called third person, and includes the following pronouns: he, his, him, himself, she, her, hers, herself, it, its, itself, they, their, theirs, them, themselves. Personal pronouns can be singular (one) or plural (two or more) just as verbs and nouns.

refer to (1) the speaker or speakers, which is called , and include the following pronouns: (2) those spoken to, which is called , and include the following pronouns: ; or (3) those spoken about, which is called , and includes the following pronouns: . Personal pronouns can be singular (one) or plural (two or more) just as verbs and nouns.

ExerciseFind the personal pronouns in these sentences.

1. She hit him on his head.2. I saw you at your store.3. He himself will be our new friend.4. It will be hard for me to see you.5. They always get angry at her and me.

Answers

1. She, him, his2. I, you, your3. He, himself, our4. It, me, you5. They, her, me

Used to

Used to

FORM Used to

[USED TO] + [verb]

EXAMPLES:

I used to go to the beach everyday.

USE 1 Habit in the Past     

"Used to" expresses the idea that something was an old habit that stopped in the past. It says that something was often repeated in the past, but it is not usually done now.

EXAMPLES:

Jerry used to study English.

Sam and Mary used to go to Mexico in the summer.

I used to start work at 9 o'clock.

Christine used to eat meat, but now she is a vegetarian.

USE 2 Past Fact     

"Used to" can also be used to talk about past facts or generalizations which are no longer true.

EXAMPLES:

I used to live in Paris.

Sarah used to be fat, but now she is thin.

George used to be the best student in class, but now Leena is the best.

Oranges used to cost very little in Florida, but now they are quite expensive.

ACTIVE / PASSIVE Used to

EXAMPLES:

Jerry used to pay the bills. ACTIVE

The bills used to be paid by Jerry. PASSIVE

►greetings (selamlaşmalar)

►HELLO  

Hello! (Merhaba)Hi! (Selam)Hey! (Hey!)Hi there! (Merhaba)Hello there! (Merhaba)Good morning! (Günaydın)Good afternoon! (Tünaydın)Good evening! (İyi akşamlar)Good night! (İyi geceler) ►HOW ARE YOU?  

Howare you? (Nasılsın?)How are youdoing? (Nasılsın?)How is it going?(Nasıl gidiyor?)How are things? (Durumlar nasıl?)What's new? (Ne haber?)What's up? (Ne var ne yok?)What's going on? (Neler yapıyorsun?)Where have you been?(Nerelerdesin?)Where have you beenhiding yourself? (Nerelerdegizleniyordun?)Are you doing OK? (İyimisin?)How are you feeling? (Kendininasıl hissediyorsun?)How's the world treating you? (Hayatla aran nasıl?)How's business? (İşler nasıl?)What's happening? (Hayatında ne olup bitiyor?)How'severything (Vaziyetnasıl?) ► I'M FINE  

Thanks, I am fine (Sağol,iyiyim)Fine (İyiyim)Great!(Harika)All right (Fena değil)I am OK (İyiyim)Cool! (Bombagibiyim)I am cool! (Harikayım)Could be better (Daha iyi olabilirdi)Not bad (Fena değil)So so (Eh,şöyle böyle)Not so great (O kadar da

iyi değil)Not so hot (Pek iyisayılmaz)I've been better (Dahaiyiydim)I've running around (Koşturupduruyoruz)Keeping busy (Uğraşıpduruyoruz)No complaints (Birşikayetim yok Allaha şükür)Same as usual (Her zamanki gibi)I've seen better days(Daha iyi günlerimiz de oldu)I'msnowed under (Çok yoğunum)Not amoment to spare (Boşa harcayacak bir dakikamyok)No time to breathe (Nefes almayavaktim yok)There aren't enough hours in a day (Yirmidört saat yetmiyor)

 ► GOOD-BYE  Good-bye (Allahaısmarladık)Good day (İyi günler)Good evening (İyi akşamlar)Good night (İyi geceler)Good-bye until later (Bir dahaki sefere kadar hoşçakal)See you(Görüşürüz)See you soon (Yakında görüşürüz)See you later (Sonra görüşürüz)I'll see you real soon(Çok yakında görüşürüz)I'll catch youlater (Seninle sonra görüşürüz)Seeyou tomorrow (Yakın görüşürüz)See younext time (Bir dahaki seferegörüşürüz)Let's get in touch (Görüşelim)It was good to see you (Seni görmek güzeldi)Don't forget to call(Aramayı unutma)Let's write (Yazışalım)I'll be in tocuh (Temas halinde olacağım)

Grammar Chart - tenses in english13 TENSES IN ENGLISH

Tense Positive Negative Question Usage

The Simple Present Tense

I go to cinema on

Fridays.

I do not like playing

basketball.Do you know me?

Bu tense ile genelde yapılan işler,

alışkanlıklar ve bilimsel gerçeklikler ifade edilir.

The Simple Past Tense

We took an exam last

week.

He did not come to school

yesterday.

Did you take an exam yesterday?

Geçmişte belirli bir zaman diliminde yapılan eylemleri anlatmak için

kullanılır.

Future Tense

He will visit Topkapi

Palace next week.

I will not come to the meeting

next week.

Will you come to Turkey this year?

Gelecekle ilgili şuan verilen kararları ve

tahminleri ifade ederken bu "tense" kullanılır.

The Present

Continuous Tense

I'm studying English now.

It is not snowing outside now.

Why are you doing that?

Şuan (içinde bulunduğumuz anda) yapmakta olduğumuz

eylemleri anlatmak için kullanılır.

The Past Continuous

Tense

He was reading a

novel when I came to the house.

It was not  raining when we arrived at home.

What was he doing when we

were not at home.

Bu "tense"i geçmişte belli bir noktada

yapmakta olduğumuz eylemleri anlatırken

kullanırız.

The Future Continuous

Tense

She will be sleeping

when you arrive at home.

I will not be living in Ankara this time next

year.

What will you be doing this time

next year?

Gelecekte bir noktada yapıyor olacağınız eylemleri "Future Continuous" ile

anlatırsınız.

Future Going to

He is going to visit his uncle in Canada

next week.

I'm not going to have a holiday this summer.

Are you going to study it?

Gelecekle ilgili planları bu "tense" ile ifade

edilir.

The Present Perfect Tense

I have seen you two

times this week.

I have not been to England.

How long have you been to

Canada.

1) Yakın geçmişte başlayıp sonuçları veya

etkileri hala devam eden eylemler için bu "tense"

kullanılır. 2) Geçmişte gerçekleşen

bir olay zaman vermeden ifade

ediliyorsa yine bu "tense" kullanılır.

The Past Perfect

I had already

I had not finished my

Had you ever seen me before?

Geçmişte bir eylemden daha önce gerçekleşmiş

Tense seen that.exam paper

when the bell rang.

başka bir eylemden söz ediliyorsa "Past Perfect"

kullanılır.

The Future Perfect Tense

I will have graduated

from university

in two years.

She will not have finished

her work by the time he comes

back.

How long will he have lived in

London by the end of next

spring?

Gelecekte bir noktada yapmış veya

tamamlamış olacağımız eylemler bu "tense" ile

ifade edilebilir.

The Present Perfect

Continuous Tense

I have been studying

French for five hours.

I have not been watching TV for

three hours.

How long have you been

studying English?

Bu "tense" ile geçmişte başlayıp şuan hala

devam etmekte olan eylemler anlatılır.

The Past Perfect

Continuous Tense

He had been

sleeping for hours when the doorbell

rang suddenly.

The party had been going on for two hours

when they began

quarrelling.

How long had he been sleeping

when we arrived?

Geçmişte bir zaman diliminde başlayıp, yine geçmişte bir noktada

biten eylemler bu "tense" ile ifade edilir.

The Future Perfect

Continuous Tense

I will have been

studying for two hours when you

come back.

They will not have been

watching TV for three hours by

the time he goes out.

How long will you have been

studying lesson by the time you

take the examination?

Gelecekte bir eylemi ne kadar zamandır yapıyor olacağınızı bu "tense" ile

ifade edersiniz.