Verb Flashcards

0
Q

Verb classes are…

A

Main Verbs and Auxiliary Verbs

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1
Q

What is a verb?

A

The action words of sentences.
They signify an action or state of being.
They allow us to request, command, prompt and cue.

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2
Q

Main verbs

A

Describe an action or a state of being. Main verb can stand alone.

Ex: walk, is, have, eat

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3
Q

Auxiliary (helping) verbs

A

Used with a main verb. Auxiliary cannot stand alone.
Provide clarifying information related to the main verb
- Person
-Tense
- Mood

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4
Q

What are some common auxiliary verbs?

A
  • Be
    • am, is , was, were
  • Have
    • have, had, has
  • Do
    • do, does, did
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5
Q

Modal Auxiliary Verbs

A

They cannot stand alone.
Modal= mood
They provide information about certainty, intention, command, and emphasis.

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6
Q

What is catenatives?

A

Refer to as a one-word semiauxiliaries.
Informal variation of other modal verbs:
- Have to -> hafta
- Want to -> wanna
- Got to -> gotta
Catenatives should be recognized as an early-developing linguistic structure, rather than a later developing structure.

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7
Q

The verb “be”

A
  • “Be” forms: am, is, are, was, were, being, and been
  • All these “Be” forms, beside being and been, may serve as an auxiliary or copula (main verb).
  • Copula refers to the verb “be”
    • Known as linking verbs (verbs that link two complements)
    • There are other verbs that link two complements (ex:appear, feel and become)
    • can stand alone
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8
Q

What makes a copula sentence uncontractible?

A

1) Tense
- He was working {NOT : He’s working}
(Loses tense information provided)
2) Other reason for uncontractible forms include that the contraction cannot be pronounced without dropping the syllable
- The dog is barking {NOT: The dog’s barking)
3) Contracted form cannot be used with an elliptical utterance
- Q: Who would like to go to the store?
- A: I would {NOT: I’d}

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9
Q

What two general classes that verb can divided into?

A

transitive and intransitive verbs

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10
Q

Transitive Verbs

A

Required an object. It means that the action or state of a subject carries over to an object.

Ex: Jonathan kicked the ball (Kicked is transitive, and thus required an object)

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11
Q

Intransitive verbs

A

They may stand alone by themselves without needing an object. No action or state is carried over from the a verb to an object.

Ex: He sleeps.

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12
Q

Verb Forms

A
  • Complex class of words
  • They have a critical role in sentences
  • They provide information about time (He walks, He walked, He will walk), intention (He may walk, He might walk, He must walk)and number (He is walking, They are walking) by using inflections.
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14
Q

Number (verb)

A
  • Verb reflect the number of the subject noun or pronoun

Ex: Jeremy sleeps.
Jeremy and Jessica sleep.

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15
Q

Person (verb)

A

Reflecting who or what in completing the action or state of being.

Ex: He is working.
They are working.

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16
Q

Tense (verb)

A

Time of an action or state of being.

Present, Past and Future.

Along 3 dimensions:

1) Simple
2) Progressive: (continuous) denote the duration of an ongoing action or state of being
3) Perfect: denote the actions or states of being that happen in the past, and they generally suggest that the action or state of being happened before some other action or state of being.

17
Q

Voice (verb)

A
  • There are two voices: active and passive
  • Voice indicates whether the subject to which the verb refers to is doing or receiving the action
  • Emphasis on the DOER: use active voice
    • I am eating an apple.
  • Emphasis on the recipient: use passive voice
    • The apple is being eaten by me.
18
Q

Mood (verb)

A
  • Mood reflects the speaker’s level of intention

3 moods:

  • Indicative
  • Imperative
  • Subjective
19
Q

Indicative mood

A
  • Stating a fact or requesting information

ex: The dog is a terrier.

20
Q

Imperative mood

A
  • Give a command or making a request
  • “You” is usually implied

ex: Tell that terrier to stop barking.

21
Q

Subjunctive mood

A
  • Expressing wishes and demands, or conditions that are improbable, doubtful or contrary to fact.
  • Fantasizing and hypothesizing

ex: I wish I were a little bit taller.

22
Q

Verbals

A

Forms derived from verbs with different functions

23
Q

What are the three types of verbals forms?

A

Infinitives, gerunds and participles

24
Q

Infinitives (verbs)

A
  • Characterized by “to+verb” (ex: to go)
  • Used as noun, adjectives and adverbs
  • They allow you to avoid repeating the subject in a sentence.
  • They allow you to embed one sentence into another
25
Q

What is bare infinitive?

A

When the word “to” is omitted (tricky to spot)

26
Q

What is gerunds?

A
  • They use the form of the present participle (ending in -ing) to take the place of a noun or pronoun.
  • Gerunds can be preceded by “the” and followed by “of”
  • Present participles cannot be preceded by “the”
27
Q

Participles (verbs)

A
  • Present participle
    • Add -ing, and auxiliary “be” to form progressive tenses
      • ex: “They are dancing”
  • Past participle
    • Add -d or -ed, or use irregular form
    • Use with auxiliary “have” to form perfect tenses
      • ex: “I have slept for 4 hours.”
28
Q

Developmental Notes

A
  • Children’s earliest words typically include some simple verbs
  • Around 18 months two-word utterances appear
    • Usually noun+ action verb (uninflected)
  • By 30 months MLU increases to more than 2.0
    • use of verb inflection -ing (present participle)
  • 31-34 months - present and future tense auxiliaries appear
    • can, do, will, am, be (early years)
  • 35-40 months - regular past tense use and modal use begins
    • could, would, should, must,might
  • Between 3 and 5 years children tend to overextend the past tense rules (-ed)
    • walked, eated, goed
  • Children understand simple action words before they understand verbs that describe more complex actions or states of being
    • hit vs direct
    • eat vs think
  • Between 7 1/2 and 8 most children understand reversible passive sentences
29
Q

Negative Development (development notes)

A
  • Stage 1
    • External negative markers(no, not)
  • Stage 2
    • Internal negative markers marked without the use of auxiliaries (no,not, can’t,don’t)
  • Stage 3
    • Marked with auxiliaries and more diverse contractions (wouldn’t, couldn’t, shouldn’t)
30
Q

What are the five important elements of verbs structure?

A

1) Number
2) Person
3) Tense
4) Voice
5) Mood