Search results for 'tag:Auxiliaries tag:Negatives' matching tags 'Auxiliaries' and 'Negatives'

Re: not / neither / nor

Anonymous — Fri, 03 Oct 2008 00:09:37 GMT

When looking up tricky constructions or words, one can often go to the dictionary to view its proper usage. For example, www.dictionary.com shows this definition and usage note for nor:

1. (used in negative phrases, esp. after neither, to introduce the second member in a series, or any subsequent member): Neither he nor I will be there. They won't wait for you, nor for me, nor for anybody.
2. (used to continue the force of a negative, as not, no, never, etc., occurring in a preceding clause): He left and I never saw him again, nor did I regret it.

So,

"Usage Note: When using neither in a balanced construction that negates two parts of a sentence, nor (not or) must be used in the second clause: She is neither able nor (not or) willing to go. Similarly, when negating the second of two negative independent clauses, nor (not or) must be used: He cannot find anyone now, nor does he expect to find anyone in the future; Jane will never compromise with Bill, nor will Bill compromise with Jane. Note that in these constructions, nor causes an inversion of the auxiliary verb and the subject (does he ... will Bill ...). However, when a verb is negated by not or never, and is followed by a verb phrase that is also to be negated (but not an entire clause), either or or nor can be used: He will not permit the change, or (or nor) even consider it. In noun phrases of the type no this or that, or is actually more common than nor: He has no experience or interest (less frequently nor interest) in chemistry. Or is also more common than nor when such a noun phrase, adjective phrase, or adverb phrase is introduced by not: He is not a philosopher or a statesman. They were not rich or happy. "

So, or is more common than nor, but nor is still acceptable (even if it sounds weird).
It further becomes clear that not...nor is acceptable when you look at the definition of neither, which is a conjunction for not either.

Re: Grammar Questions

Goodman — Tue, 30 Sep 2008 22:35:40 GMT

Hi Carissa,

Welcome to the forum,

I have never seen or heard anyone who would use âin behalfâ in any context.

The expression is always âon behalfâ, meaning representing.

On behalf of my family, I would like to take this time to thank everyone for coming.

As to the auxiliary words usage, itâs often depending on the mood and intent of the writer to express the willingness and certainty.

I will come to her wedding. Very certain

I would come if I have time- itâs conditional but possible.

I wonât go to her weeding- definitely not, a negative certainty.

I shall (rarely used) perhaps, I needed to â¦iffy

I must go to her wedding- very certain, a strong will

I might go to her wedding. Not very sure.

I hope this helps.

Re: A general question

Clive — Sat, 27 Sep 2008 23:09:58 GMT

Hi again,
'What does emotional thinking entail?'

When you use the auxiliary verb 'do', you just use the base form of the main verb eg

Mary: Tom, do you love me?

Tom: Yes, Mary, I do love you, I do, I do!

Later, Mary tells her mother 'Tom does not hate me. He told me that he does love me!'

Here's the full form.
I do love TV
You do love TV
He/she/it does love TV

We do love TV
They do love TV

It's usually used for emphasis or questions or negative statements.

Clive

Re: ..why do I have vs ..why I have

EagerSeeker — Thu, 21 Aug 2008 16:43:25 GMT

Tanit

Hi,

As Goodman says, only the first one is correct,
From your post and your examples, I understand you've got Swann's book, right?
So, may I suggest another approach to clear your doubt?
That's an indirect question.
If you've got the same edition as me (the 3rd), have a look at section 276, "Indirect speech: questions and answers":

In reported questions the subject normally comes before the verb in standard English, and auxiliary do is not used.
- DIRECT: Where's Alice?
- INDIRECT: I asked where Alice was. (NOT ... ~~where was Alice~~.)
...
- DIRECT: What do I need?
- INDIRECT: She asked what she needed. (NOT ... ~~what did she need~~.)
...

If we try and use the same approach:

- DIRECT: Why do I have two cars?
- INDIRECT: You may wonder why I have two cars. (NOT ... ~~why do I have two cars~~.)

Yes, you are absolutely right! It is indeed indirect speech (I realized it later after reading more) and then we don't use auxiliary "do" in indirect questions.
But I found this to be a tricky one. Yes, I have Swan's book but he doesn't mention that we can use auxiliary do in indirect speech when the sentence
is negative.

I found this from my Finnish-English grammar book: "Auxiliary do is not used in indirect questions except in negative sentences".
Example: "Philip asked why children didn't read anymore."

So on the basis of what has been said so far I would find these examples correct:

"You may wonder why I have two cars."
"You may wonder why I don't have two cars." (negative sentence)
"You may wonder why I do have two cars." (emphatic sentence)

That emphasis is a nice suggestion from you guys!

Re: Suggest + "not do" - verb pattern

YoungCalifornian — Tue, 19 Aug 2008 11:33:12 GMT

Tanit
But I'm stuck with a sentence where "to do" is replaced by "not to do":

    a1) I suggest not doing X.                         (I reckon this is fine)
    a2) I suggest not to do X.                          (???)
    b1) I suggest [that] Y shouldn't do X.         (I reckon this is fine)
    b2) I suggest [that] Y [not do | don't] X.      (this sounds terribly bad!)

Your questions stem from the use of the mandative subjunctive, which arises in turn from the use of the verb "to suggest." However, you've complicated things by using the complicated predicate "to do X" in your sentences' subordinate clauses. I'm assuming that "Y" always represents a personal pronoun (or proper noun), but "X" could be either a demonstrative pronoun (or regular noun in certain cases) or a verb depending on your meaning.

a1) This construction is fine if "X" is a demonstrative pronoun, but incorrect if represents a verb.

a2) This construction is incorrect. If "X" is a demonstrative pronoun, the verb "to do" must be changed from the infinitive to the subjunctive and a personal pronoun added so that the sentence reads I suggest Y not do X. This makes the subordinate clause a content clause, which means that the word "that" could be added as you've done in example b2). The sentence will not work at all if "X" is a verb.

b1) While this construction is not grammatically incorrect, it can sound too passive when "suggest" and "should" are in close proximity. Anyway, that's assuming that "X" is once again a demonstrative pronoun. This construction will not work if "X" is a verb.

b2) It may not seem like it, but switching between "not do" or "don't" (i.e. "do not" ) dramatically changes this sentence. They cannot be used interchangably in this context. As I mentioned above, the "not do" construction works fine if "X" is a demonstrative pronoun. However, if "X" is a (subjunctive) verb then "do not" or "don't" (or does not/doesn't for singular third person pronouns) must be used.

I apologize if this sounds complicated, but it's a result of using an auxiliary verb in your example predicates. If you replace "to do X" with a simpler verb it would probably be clearer. Basically, your two options are to follow the verb "to suggest" with either a gerund or the subjunctive. Either way, the word "not" would precede the dependent verb should you choose to make it negative. Looking ahead, I've used the verb "to interview" in an example of each construction.

Gerund: I suggest (not) interviewing...
Subjunctive: I suggest (that) he (not) interview...

Here's the sentence I'm trying to write (it's for a research paper):

1. "Issues of availability, together with constraints on time and scope of the research, suggested not interviewing any member of the scientific committee."
2. "Issues of availability, together with constraints on time and scope of the research, suggested not to interview any member of the scientific committee."
3. "Issues of availability, together with constraints on time and scope of the research, suggested that no member of the scientific committee should be interviewed."

I'd go for no. 1 (no. 3 seems to carry a different meaning ... or am I wrong?), but I am not sure about that. What do you think?
I'm also trying (with little, if any, success) to work out the general pattern.

Both the first and third examples work. The first is the gerund construction, the third is the subjunctive construction. The second is incorrect. However, despite being technically correct, both the first and third examples still sound awkward. Ultimately, I think this is because it sounds strange for "issues" to suggest something directly. Typically they would suggest something to someone. For instance, I think that "Issues of availability... suggest not interviewing any member of the scientific committee to me" or "Issues of availability... suggest to me that no member of the scientific committee should be interviewed" both sound better.

Re: Simple Past Lesson Plan

Mister Micawber — Thu, 03 Jul 2008 13:18:55 GMT

.
Overall, it should work fine, MZL. A few corrections and fewer comments:

Objective: To be able to use the Past Simple question forms and short answers.

Target Language: did + subject + base (or 'dictionary') form of verb ( Did your mother call you? ) -- It is best to save the term 'infinitive' for that function.

Question word + did + subject + base form of verb ( What did you do last night? )

Anticipated Problems: Students may use statements without using the auxiliary verb.

E.g. You went out yesterday? -- This is a common question form in current English. It cannot be considered incorrect.

Solutions:

During the presentation stage, draw students' attention to the fact that 'Did' does not change its form. 'Did' is always used to form the question in the Past Simple.
Point out the verb tense in the question form. Did + subject + base form of the verb

Preparation and Aids: Simple reading text ,dialogue, in the Simple Past using vocabulary that

students are already familiar with. Handout for homework correcting sentences

Lesson Plan

Stage	Activity	Interaction	Timing
1	Warm up : Timed Scatergories with pre-picked themes (food, things you do on the weekend...) Review homework from last class	TS ST
2	Introduction : Using a picture of two young women, elicit from students their names. Write them on the board. Hand out the dialogue between these two friends who are talking about their past weekend. (A dialogue that mostly contains vocabulary the students are familiar with) -- *This picture is a useless prop. Visual prompts, if used, should be rich in potential material.* *Have 2 students stand up for a moment to set the scene; then they can sit down.*	TS ST
3	Have students read the dialogue and answer specific gist questions on it to check their understanding.-- *There is no such thing as a 'specific gist' question. The two terms are antonymic. Questions are either for gist (a general impression) or for specific response.*	S ST
4	Ask students to focus on the language used by asking what question Â« A Â» asked Â« B Â». Write this question on the board.	TS ST
5	Presentation : Show students how it is formed Did + Subject + base Did you have a good weekend ? Point out that we don't use the past form of the verb in questions, but always the base (or dictionary) form.	TS
6	Drill chorally and individually. Focus on pronunciation and correct structure.	TST
7	Elicit : Draw students attention to the short answer and explain the positive and the negative structures. Yes + Subject + did Yes I did No + Subject + didn't No I didn't	TS
8	Drill chorally and individually and then conduct a controlled question-and-answer drill around the class : E.g : Â« Sandrine ask Didier...(point to an action the board : - go to the restaurant - go to the movies ) Â»	ST SS
9	Pairwork : Students ask and answer questions from the board and note down their partners' answers. The focus here is on correct pronunciation and structure, so it is important to correct any errors by referring to the structures on the board.	PW
10	Controlled Oral Practice : Use Dialogue text as a basis to talk about what the two characters did on the weekend. Also use visual support such as a picture of a restaurant to prompt questions. For example, show a picture of two friends having a conversation; encourage them to produce the following question : Â« Did they go to a restaurant ? Yes, they did / No, they didn't. Â» Give four picture examples as prompts.	TS SS TS
11	Monitor closely. Correct errors by using what's already on the board as a point of reference.	TS SS
12	If students are performing well, turn focus to what they did on the weekend. They ask each other questions and give short answers.	PW
13	Follow up with controlled written practice. I could use questions and answers where the words are all mixed up ; students put the words back in the correct order.	S
14	Homework : a transformation exercise (changing affirmative statements into questions and short answers)	S

Simple Past Lesson Plan

mzl14000 — Thu, 03 Jul 2008 11:40:33 GMT

Would anybody be kind enough to tell me what they think of this lesson plan I've made for my TEFL module ? Any suggestions ??
Thanks so much .

MZL

Lesson Plan
Preparation

Level : Elementary

Lesson Length: 45 minutes

Objective: To be able to use the Past simple question forms and shot answers.

Target Language: did + subject + infinitive form of verb ( Did your mother call you? )

Question word + subect + did + subject + infinitive form of verb

( What did you do last night? )

Short answers:

Yes + subject + did ( Did it rain? Yes, it did.)

No + subject + didn't ( Did Helen come to the party? )

Assumed Knowledge: Past simple ( regular / irregular verbs ,negative form )

Anticipated Problems: Students may use statements without using the auxiliary verb.

E.g. You went out yesterday? Instead of, ( Did you go out yesterday? )

Students may use a past form of the verb to make the question instead

of using the Simple form. E.g. Did you went?

Solutions:

During the presentation stage, draw students' attention to the fact that 'Did' does not change its form. 'Did' is always used to form the question in the Past simple.
Point out the verb tense in the quuestion form. Did + subject + infinitive of the verb
Drill individually and chorally.
Practice making questions. Monitoring for errors and having them put scrambled sentences

in order can also help to work on sentence structure problems.

Preperation and Aids: Simple reading text ,dialogue, in the Simple Past using vocabulary that

students are already familiar with. Handout for homework correcting sentences

Lesson Plan

Stage	Activity	Interaction	Timing
1	Warmer : Timed Scatergories with pre-picked themes (food, things you do on the weekend...) Review homework from last class	TS ST
2	Introduction : Using a picture of two young women, elicit from students their names. Write them on the board. Hand out the dialogue between these two friends who are talking about their past weekend. (A dialogue that mostly contains vocabulary the students are familiar with)	TS ST
3	Have students read the dialogue and answer specific gist questions on it to check their understanding.	S ST
4	Ask students to focus on the language used by asking what question Â« A Â» asked Â« B Â». Write this question on the board.	TS ST
5	Presentation : Show students how it is formed Did + Subject + Infinitive Did you have a good weekend ? Point out that we don't use the past form of the verb in questions, but always the infinitive.	TS
6	Drill chorally and individually. Focus on pronunciation and correct structure.	TST
7	Elicit : Draw students attention to the short answer and explain the positive and the negative structures. Yes + Subject + did Yes I did No + Subject + didn't No I didn't	TS
8	Drill chorally and individually and then conduct a controlled question and answer drill around the class : E.g : Â« Sandrine ask Didier...(point to an action the board : - go to the resaurant - go to the movies ) Â»	ST SS
9	Pairwork : Students ask and answer questions from the board and note down their partners answers. The focus here is on correct pronunciation and structure so it is important to correct any errors by refering to the structures on the board.	PW
10	Controlled Oral Practice : Use Dialogue text as a basis to talk about what the two characters did on the weekend. Also use visual support such as a picture of a restaurant to prompt questions. For example show a picture of two friends having a conversation ; encourage them to produce the following question : Â« Did they go to a restaurant ? Yes, they did / No, they didn't. Â» Give four picture expamples as prompts.	TS SS TS
11	Monitor closely. Correct errors by using what's already on the board as a point of reference.	TS SS
12	If students are performing well, turn focus to what they did on the weekend. They ask each other questions ans give short answers.	PW
13	Follow up with controlled written practice. I could use questions and answers where the words are all mixed up ; students put the words back in the correct order.	S
14	Homework : a transformation exercise (changing affermative statements into questions and short answers)	S

Re: Do I put s on expire?

Tanit — Wed, 04 Jun 2008 18:11:13 GMT

Hi,

Don't put an "s" when you've got "does" as an auxiliary verb, that is in questions ...

    When does it expire?
    How does he feel?
    Who does she go out with? (or: With whom does she go out?)

... and in negative sentences:

    He doesn't seem happy.
    She doesn't like fruit.
    It doesn't require too much.

Re: ain't

Kooyeen — Tue, 03 Jun 2008 15:47:27 GMT

I think I'd agree with GG... I don't think that "ain't" in place of "do not" or "does not" is what you are likely to hear in most American dialects. These are the most common usages, as far as I know:
I ain't seen it. (have/has not, auxiliary)
I ain't trying to help you. (is/are not)
I ain't got nothing to do. (ain't got = possessive)

EDIT: ah, and I think I usually see it used with a double negative.

Re: You need only see her. (Is this correct?)

Tanit — Tue, 25 Mar 2008 10:05:30 GMT

Viceidol

Hi, I know that auxiliary verb "need" cannot be used in affirmative statements, but how about this one? Is this correct?
You need only see her.

Hi,

Let me quote Swann (Practical English Usage, 3^rd ed., Â§ 366.2):

Need can also have the same present-tense forms as modal auxiliary verbs ... In this case, need is normally followed by an infinitive without to.
        She needn't reserve a seat - there'll be plenty of room.
These forms are used mainly in negative sentences (needn't), but they are also possible in questions, after if and in other 'non-affirmative' structures.
        You needn't fill in a form.
        Need I fill in a form?
        I wonder if I need fill in a form.
        This is the only form you need fill in. (BUT NOT ~~You need fill in a form~~.)

If we follow Swann, we can use need as a modal verb in an affirmative sentence when a 'non-affirmative' word (such as only, hardly, seldom etc.) gives the sentence a negative kind of meaning. Look at Swann's last example: the sentence becomes incorrect when only is removed.

That said, please notice this usage is mainly British.