English Grammar – ‘DO/DOES/DID’ English Grammar – ‘DO’ VERB ‘DO’ -- (A) – Affirmative Sentences VERB ‘DO’ -- (B) – Negative Sentences VERB ‘DO’ -- (C) – Interrogative Sentences VERB ‘DO’ -- (D) – 'Short Answers’ and ‘Question Tags’ English Grammar – ‘DOES’ VERB ‘DOES’ -- (A) – Affirmative Sentences VERB ‘DOES’ -- (B) – Negative Sentences VERB ‘DOES’ -- (C) – Interrogative Sentences VERB ‘DOES’ -- (D) – 'Short Answers’ and ‘Question Tags’ English Grammar – ‘DID’ VERB ‘DID’ -- (A) – Affirmative Sentences VERB ‘DID’ -- (B) – Negative Sentences VERB ‘DID’ -- (C) – Interrogative Sentences VERB ‘DID’ -- (D) – 'Short Answers’ and ‘Question Tags’ VERB ‘DO/DOES/DID’ – PHRASAL VERBS VERB ‘DO/DOES/DID’ – IDIOMS Agreements and Disagreements with Statements Do/Does/Did: Useful Notes Exercises: 1(A) and 1(B) Exercises: 2(A) to 2(D) Sample This: English Grammar – ‘DO/DOES/DID’ The verb 'Do’ is used as an AUXILIARY VERB as well as a MAIN (ORDINARY) VERB. MAIN VERB: When used as the main verb, the verb ‘do’ is followed by an object. AUXILIARY VERB: ‘Auxiliary verb’ is a verb which is used with the main verb to show tenses, etc.] He does not do these kinds of things. [In this sentence, ‘Does’ has been used as an ‘Auxiliary Verb’, while ‘Do’ has been used as a ‘Main Verb’] They do not do nation-building. [In this sentence, ‘Do’ has been used as both an ‘Auxiliary Verb’ and a “Main Verb’] NOTE: The verb ‘do’ has the following forms: (1). Present form – Do or Does [‘Do’ is used with ‘You, I, We, They’ and all other plural subjects in the present tense. ‘Does’ is used with ‘He, She, It’ and all other singular subjects in the present tense.] (2). Past form – Did [‘Did’ is used with ‘You, I, We, They, He, She, It’ and all other singular and plural subjects in the past tense.] (3). Past Participle form – Done [Past participles are accompanied by auxiliary verbs ‘HAVE’ or ‘BE’ (in the correct tense)] You have done your country proud. This type of job is done in this factory. The main Verb ‘Do’ may denote the following actions – to find the answer to something: - Can they do this puzzle? to perform an activity or a task: - Sometimes you like to do things that are a little scary. to produce something: - He did a painting last night. to study something: - I am doing English these days. to talk about household chores (cleaning, washing, etc.): - They will have to do (wash) dishes. to work at something as a job: - What do you do for your livelihood? The main Verb ‘Do’ is also used to show the following actions: to attend, to cook, to copy somebody’s behavior, to travel, to visit somewhere as a tourist, to cheat, to punish, to steal, etc. Some more sentences with ‘MAIN VERB’ – DO/DOES/DID/DONE: She is happy that she will be able to do something for the poor and downtrodden. We are ready to do whatever it takes to avoid being suspended from competition. I like to do extensive research before I invest hard-earned money in a new purchase. It's no secret we do things we know we shouldn't. It is not uncommon to come across people who do jobs that have nothing to do with their academic degrees. It is not yet clear what exactly this software did. Work was done according to the rules. He has done an obligation to me.

This Book Covers The Following Topics: VERB – ‘TO HAVE’ PART (A). Ordinary Verb -- ‘HAVE’ PART (B). Auxiliary Verb -- ‘HAVE’ 1. Have/Has/Had + Third Form of Verb 2. Have/Has/Had + Been + Third Form of Verb 3. Have/Has/Had + Been + -ING Form of Verb 4. Have/Has/Had + Been 5. Have/Has/Had + Had PART (C). Modal Verb -- ‘HAVE’ 1A. [Have/Has + To + First Form of Verb] 1B. [Have/Has + To + Be + Third Form of Verb] 2A. [Had + To + First Form of Verb] 2B. [Had + To + Be + Third Form of Verb] 3A. [Have/Has + Had + To + First Form of Verb] 3B. [Have/Has + Had + To + Be + Third Form of Verb] 4A. [Had + Had + To + First Form of Verb] 4B. [Had + Had + To + Be + Third Form of Verb] 5A. [Having + To + First Form of Verb] 5B. [To + Have + To + First Form of Verb] Exercises: 1(A) and 1(B) Exercises: 2(A) and 2(B) Exercises: 3(A) to 3(C) Sample This: VERB – ‘TO HAVE’ VERB – ‘HAVE’ The verb ‘HAVE’ is used as an AUXILIARY VERB as well as a MAIN (ORDINARY) VERB. It also does the function of ‘MODAL VERB’. MAIN VERB: When used as the main verb, the verb ‘have’ is followed by an object. AUXILIARY VERB: When used as an auxiliary verb, it forms the perfect and perfect continuous tenses. [Note: ‘Auxiliary verb’ is a verb which is used with the main verb to show tenses, etc.] MODAL VERB: ‘Modal verb’ is a verb that is used with the main verb to express intention, permission, possibility, probability, obligation, etc. Following patterns are possible: “have to, has to, had to, have had to, has had to, had had to, having to” FORMS OF VERB ‘HAVE’: Present form – Have or Has Past form – Had Past Participle form – Had IMPORTANT POINTS ABOUT THE VERB ‘HAVE’ ‘Have’ Is Used With the Subject ‘I, We, You and They’ + All Plural Subjects ‘Has’ Is Used With the Subject ‘He and She’ + All Singular Subjects ‘Had’ Is Used With All Subjects (Singular or Plural) USE OF ‘HAVE GOT’ In some senses, you can also use ‘have got’. ‘have got’ is especially used in ‘British English’. She has got a loose temper. (= She has a loose temper.) I have got a backache. (= I have a backache.) He has got a management degree (= He has a management degree.) PART (A). Ordinary Verb -- ‘HAVE’ As a Main Verb, ‘Have’ is used to express different kinds of thoughts: Some of them are as follows: to possess, to own, to show quality, to show a feature, to suffer from illness, to perform a particular action, to produce a particular effect, to trick, to cheat, to hold, to experience, to receive, to allow, to put in a position, etc. When used as the main verb, ‘have’ is followed by an object. I have an American passport. He has an American passport. She had an American passport. Negative Forms Of Main Verb ‘Have’: Have – Do not have (Don’t have) Has – Does not have (Doesn’t have) Had – Did not have (Didn’t have) I don’t have an American passport. He doesn’t have an American passport. She didn’t have an American passport. NOTE– Instead of using do/does/did, you can also use modal verbs (may, can, must, should, etc.) in negative sentences to show possibility, intention, obligation, etc. I may not have an American passport. He may not have an American passport. She may not have an American passport. You can also use ‘Never have/Never has/Never had’ to emphasize negative statements. I never have my breakfast at 7 am. This park never has any trace of greenery. We never had the guts to question him. Interrogative Patterns Of Main Verb ‘Have’: Have – Do + Subject + Have Has – Does + Subject + Have Had – Did + Subject + Have Do I have an American passport? Does he have an American passport? Did she have an American passport? NOTE– Instead of using do/does/did, you can also use modal verbs (may, can, must, should, etc.) in interrogative sentences to show possibility, intention, obligation, etc. Can I have an American passport? Can he have an American passport? Can she have an American passport? Interrogative-Negative Patterns Of Main Verb ‘Have’: Have – Don’t + Subject + Have Has – Doesn’t + Subject + Have Had – Didn’t + Subject + Have Don’t I have an American passport? Doesn’t he have an American passport? Didn’t she have an American passport?

The Cambridge Advanced Learner's Dictionary is the ideal dictionary for advanced EFL/ESL learners. Easy to use and with a great CD-ROM - the perfect learner's dictionary for exam success. First published as the Cambridge International Dictionary of English, this new edition has been completely updated and redesigned. - References to over 170,000 words, phrases and examples explained in clear and natural English - All the important new words that have come into the language (e.g. dirty bomb, lairy, 9/11, clickable) - Over 200 'Common Learner Error' notes, based on the Cambridge Learner Corpus from Cambridge ESOL exams Plus, on the CD-ROM: - SMART thesaurus - lets you find all the words with the same meaning - QUICKfind - automatically looks up words while you are working on-screen - SUPERwrite - tools for advanced writing, giving help with grammar and collocation - Hear and practise all the words.

This Book Covers The Following Topics: Verb ‘To Be’ Verb ‘To Be’ -- Negative Patterns Verb ‘To Be’ -- Interrogative Patterns 1A. English Grammar – ‘Am’ 1B. AM + -ING Form of Verb 1C. AM + Being + Past Participle 1D. AM + Past Participle 2A. English Grammar – ‘Is’ 2B. IS + -ING Form of Verb 2C. IS + Being + Past Participle 2D. IS + Past Participle 3A. English Grammar – ‘Are’ 3B. ARE + -ING Form of Verb 3C. ARE + Being + Past Participle 3D. ARE + Past Participle 4A. English Grammar – ‘Was’ 4B. WAS + -ING Form of Verb 4C. WAS + Being + Past Participle 4D. WAS + Past Participle 5A. English Grammar – ‘Were’ 5B. WERE + -ING Form of Verb 5C. WERE + Being + Past Participle 5D. WERE + Past Participle Useful Notes (1): Question Tags (2): Short Answers (Ellipsis] (3): Addition to Remarks (4): There Is/Was and There Are/Were (5): Subjunctive Mood – ‘Were’ (6): Be + Going To + Verb Word (7): ‘Used to’ Vs. ‘Be + Used to’ (8): Be + To + Verb Word (9): Be + ‘Being”+ Adjective (10): Mixed Sentences Exercises: 1(A) and 1(B) Exercises: 2(A) to 2(E) Sample This: Verb ‘To Be’ The Verb ‘to be’ is used to represent the following English verbs: ‘Am’, ‘Is’, ‘Are’, ‘Was’, ‘Were’ The verb ‘to be’ is used as both a linking verb and an auxiliary verb. LINKING VERB: A verb that connects a subject with the complement (adjective or noun) that describes it. Example: He is an engineer. [In this sentence, the subject (he) and noun (engineer) are connected by linking the verb ‘is’. There is no main verb in this sentence.] Some more examples: I am happy. [linking verb – am] Is he a good boy? [linking verb – is] We are very proud of ourselves. [linking verb – are] She was intelligent. [linking verb – was] They were not late by half an hour. [linking verb – were] AUXILIARY VERB: A verb that is used with the main verb to show tenses, etc. Example: He is going to the office. [In this sentence, -ing form of the main verb ‘go’ has been used with the auxiliary verb ‘is’. Some more examples: I am studying a book. [auxiliary verb – am | main verb – study (-ing form)] He is working on his project [auxiliary verb – is | main verb – work (-ing form)] We are not expected to tell the secret. [auxiliary verb – are | main verb – expect (past participle form)] She was taught by me. [auxiliary verb – was | main verb – teach (past participle form)] Were they burdened by high taxation [auxiliary verb – were | main verb – burden (past participle form)] IMPORTANT POINTS ABOUT THE VERB ‘TO BE’ ‘AM’ – Singular Verb Used In Present Tense Used with Subject ‘I’ ‘IS’ – Singular Verb Used In Present Tense Used with Subject ‘He’ ‘She’, ‘It’ and other Singular Subjects ‘ARE’ – Plural Verb Used In Present Tense Used with Subject ‘We’, ‘You’, ‘They’ and other Plural Subjects ‘WAS’ – Singular Verb Used In Past Tense Used with Subject ‘I’, ‘He’, She’, ‘It’ and other Singular Subjects ‘WERE’ – Plural Verb Used In Past Tense Used with Subject ‘We’, ‘You’ and other Plural Subjects

This book describes an approach to lexis and grammar based on the concept of phraseology and of language patterning arising from work on large corpora. The notion of 'pattern' as a systematic way of dealing with the interface between lexis and grammar was used in Collins Cobuild English Dictionary (1995) and in the two books in the Collins Cobuild Grammar Patterns series (1996; 1998). This volume describes the research that led to these publications, and explores the theoretical and practical implications of the research. The first chapter sets the work in the context of work on phraseology. The next two chapters give several examples of patterns and how they are identified. Chapters 4 and 5 discuss and exemplify the association of pattern and meaning. Chapters 6, 7 and 8 relate the concept of pattern to traditional approaches to grammar and to discourse. Chapter 9 summarizes the book and adds to the theoretical discussion, as well as indicating the applications of this approach to language teaching. The volume is intended to contribute to the current debate concerning how corpora challenge existing linguistic theories, and as such will be of interest to researchers in the fields of grammar, lexis, discourse and corpus linguistics. It is written in an accessible style, however, and will be equally suitable for students taking courses in those areas.

A course in learner training which enables students to become more effective learners and take on greater responsibility for their own learning.