Introduction to Verb - Part I - Auxiliary Verb / Helping Verb and Modal Verbs

Definition

A verb is a part of speech that expresses an action, occurrence, or state of being. Verbs are central to sentences as they convey what the subject is doing, experiencing, or being. 

Verbs are essential for forming sentences and conveying meaning. They can also change form to indicate tense, mood, aspect, and voice.

Types of Verb

    1. Auxiliary Verb/Helping verbs

    2. Modal verbs

    3. Phrasal Verbs

    4. Linking Verbs

    5. Transitive and Intransitive Verbs

    6. Gerunds

Auxiliary / Helping Verb

An auxiliary verb, also known as a helping verb, is used alongside a main verb to form various tenses, moods, voices, and aspects of that main verb. Auxiliary verbs help to modify or clarify the meaning of the main verb.

Common auxiliary verbs in English include:

• Be (e.g., She is running.)
• Have (e.g., They have finished their work.)
• Do (e.g., Do you like pizza?)

1.  BE form… 

Present Tense	Past Tense
Am (used with the first person singular): I am Is (used with the third person singular): He/She/It is Are (used with the second person singular and all plural forms): You are, We are, They are	Was (used with the first and third person singular): I was, He/She/It was Were (used with the second person singular and all plural forms): You were, We were, They were

2. Have

Present Tense	Past Tense
Have (first and second person singular, all plurals): I have, You have, We have, They have Has (third person singular): He/She/It has	Had (used for all persons and numbers): I had, You had, He/She/It had, We had, They had

3.  Do

Present Tense	Past Tense
Do (first and second person singular, all plurals): I do, You do, We do, They do Does (third person singular): He/She/It does	Did (used for all persons and numbers): I did, You did, He/She/It did, We did, They did

Auxiliary verbs are used in combination with main verbs to create:

• Tenses: (e.g., "He has been studying.")
• Questions: (e.g., "Did you see that?")
• Negatives: (e.g., "She does not like coffee.")
• Passive voice: (e.g., "The book was written by him.")

MCQ Practice Question

      1. Which of the following sentences uses the auxiliary verb “have” correctly?

A.    She has go to the store.

B.     They have been working all day.

C.      He have a meeting tomorrow.

D.    We had goes to the park.

            2. Which auxiliary verb is used to form the past continuous tense?

A.    Do

B.     Be

C.     Have

D.    Can 

          3. What is the correct form of the auxiliary verb “do” for the third person singular in the present  

               tense?

A.    Do

B.     Did

C.     Does

D.    Doing 

          4. Which sentence correctly uses “be” as an auxiliary verb?

A.    She be studying now.

B.     They is watching a movie.

C.     He was playing soccer yesterday.

D.    I am goes to the office. 

         5.  In which sentence is the auxiliary verb “have” used to form a perfect tense?

A.    She has finished her homework.

B.     We have been travelling.

C.     They had gone to the mall.

D.    He does not understand.

Answer:

 B) They have been working all day.

 B) Be

 C) Does

 C) He was playing soccer yesterday

 A) She has finished her homework.

True and False Practice Question

         1. The auxiliary verb "be" is used to form questions and negatives.

         2. "Have" is used to form continuous tenses.

         3. The auxiliary verb "do" can be used to form the past perfect tense.

         4. "Is" is the present tense form of the auxiliary verb "do."

         5. The past participle of the auxiliary verb "have" is "had."

         6. The sentence "She does not likes coffee" correctly uses the auxiliary verb "do."

         7. "Was" and "were" are past tense forms of the auxiliary verb "have."

         8. The present participle of "do" is "doing."

         9. The auxiliary verb "be" is not used to form passive voice constructions.

       10. In the sentence "They have been studying," "have been" are auxiliary verbs.

Answer

         1. True

         2. False (It is used to form perfect tenses; "be" is used for continuous tenses.)

         3. False (The auxiliary verb "have" is used for perfect tenses, not "do.")

         4. False (Is is the present tense form of the auxiliary verb "be.")

         5.  True

         6. False (The correct form is "She does not like coffee.")

         7. False (They are past tense forms of the auxiliary verb "be.")

         8. True

         9. False (The verb "be" is indeed used to form passive voice constructions.)

       10. True

 Modal Verbs

Definition

Modal verbs are auxiliary verbs used to express abilities, possibilities, permissions, obligations, and other forms of modality. They do not change form according to the subject and are always followed by the base form of the main verb.

Modal Verb	Function/Modality	Example
Can	Ability	She can swim
	Permission	Can I leave early?
	Possibility	It can be dangerous.
Could	Past Ability	He could run fast when he was young.
	Polite Permission	Could I borrow you pencil?
	Possibility	It could rain tomorrow.
May	Permission	May I come in?
	Possibility	It may rain later.
Might	Possibility	We might go to the beach.
Must	Obligation	You must wear a seatbelt.
	Deduction	Me must be at work.
Shall	Future intention	We shall overcome.
Should	Advice	You should see a doctor.
	Expectation	The train should arrive soon.
Will	Future intention	I will help you.
	Promise	I will be there.
Would	Polite request or offer	Would you like some coffee?
	Hypothetical situations	If I were you, I would apologize.
Ought to	Advice	You ought to finish your homework.

 

Modal verbs follow specific rules when used in sentences. Here are the key rules to keep in mind:

Form:

Modal verbs do not change form according to the subject. They do not take an "s" in the third person singular:

Example: He can swim."

 

No Infinitive or -ing Form: Modal verbs do not have infinitive or -ing forms.

Example: She must go.

Incorrect: "She must to go." or "She must going."

Negative Form: The negative form is created by adding "not" after the modal verb. In spoken English, contractions are often used.

1.      Can: cannot (can't)

2.      Could: could not (couldn't)

3.      May: may not (no contraction)

4.      Might: might not (mightn't)

5.      Must: must not (mustn't)

6.      Shall: shall not (shan't)

7.      Should: should not (shouldn't)

8.      Will: will not (won't)

9.      Would: would not (wouldn't)

10.  Ought to: ought not to (oughtn't to)

 

Questions: To form questions, the modal verb is placed at the beginning of the sentence.

Example: Statement: You can swim.

    Question: Can you swim?

 

Practice Questions

Exercise 1: Fill in the blanks with the appropriate modal verbs.

1. _______ you help me with my homework? (polite request)
2. She _______ be at home. I saw her car in the driveway. (strong possibility)
3. You _______ eat too much sugar. It’s bad for your health. (advice)
4. They _______ be here by now. (expectation)
5. When I was younger, I _______ run 10 miles without getting tired. (past ability)
6. _______ I use your phone? (permission)
7. He _______ finish his work before going out. (obligation)
8. I _______ play the guitar when I was a child. (past ability)
9. We _______ go to the beach tomorrow if the weather is good. (possibility)
10. You _______ apologize for being late. (obligation)

 

Exercise 2: Rewrite the following sentences using the given modal verbs.

1. It is necessary for you to wear a helmet. (must)
2. Perhaps she is at the library. (might)
3. It’s a good idea to take an umbrella. (should)
4. Is it okay if I borrow your book? (may)
5. He has the ability to solve complex problems. (can)
6. It wasn’t necessary for them to hurry. (didn't have to)
7. It’s possible that we will meet them at the concert. (could)
8. We are allowed to leave early. (may)
9. They were not able to finish the project on time. (couldn't)
10. It’s possible that you will be late for the meeting. (might)

 

Exercise 3: Choose the correct modal verb to complete each sentence.

1. You _______ (must / could) wear a seatbelt when driving.
2. _______ (Shall / Will) we go out for dinner tonight?
3. They _______ (can / might) visit us next month, but they are still determining.
4. He _______ (can / should) speak three languages fluently.
5. If you feel sick, you _______ (ought to / must) see a doctor.
6. _______ (Could / Should) you pass me the salt, please?
7. She _______ (may / must) have left early because her car is not in the parking lot.
8. He _______ (shouldn't / wouldn't) have eaten so much cake; now he feels sick.
9. We _______ (mustn't / needn't) leave now. The concert starts in an hour.
10. You _______ (will / must) not use your phone during the exam.

Mirror Image - Lena Coakley

 Mirror Image  - Lena Coakley

Background Information

The background information of the story can be found in the link below.

https://lenacoakley.com/short-stories/

Genre: Science Fiction

Point of View: Third Person

Setting: The story takes place in the following places;

     a. Hospital

     b. Alice's house

     c. Bedford Avenue

Characters and Character Analysis

1. Alice

Alice is the main or central character of the story. She is the first person to undergo a brain transplant and survive. 

She is a dynamic character. 

We see her solving her internal conflict in the end. Further, there is a change in her personality. She was timid and insecure in the beginning but later she becomes bold and outgoing. 

2. Jenny

Alice's twin sister. She is a round character.

It is because she is portrayed as a conflicted and contradictory person. (Doesn't want to share her diary with Alice, upset when Alice doesn't like the cake, doesn't like Alice's change in personality. She is having trouble accepting her sister after the transplant) 

3. Mother

Alice's mother. She is a round character as well.

It is because she is portrayed as a conflicted person. (She is guilty and conflicted as well. She isn't able to make proper eye contact with Alice)

4. Mr. Jarred and Mrs. Jarred

Gail's parents. Mr. Jarred can be described as a flat character, but, not static because, in the end, he accepts his daughter's demise. On the other hand, Mrs. Jarred doesn't want to let go of the fact. Which proves she is a static character. 

Plot

i. Exposition

Alice is back home after going through the operation. 

ii. Rising Action

  Alice and her father met with an accident.

 Alice loses her father in the accident. 

iii. Climax

Alice undergoes a brain transplant after the accident.

iv. Denouement 

Alice meets Mr. Jarred in Bedford Avenue. The interaction between the two in the street helps Alice realize her identity. 

Conflict

The story has both internal and external conflict.

Internal Conflict: Alice Vs Herself and Gail

The story revolves around the protagonist Alice who underwent a brain transplant after a fatal accident. After the surgery, Alice has to undergo lots of mental struggles in order to adjust her mind to her new body. 

External Conflict

Alice vs. Mother - After the operation, her mother supports her and constantly consoles her, however, her mother struggles to make eye contact with her. This shows that the mother too has difficulty accepting her change. 

Alice vs. Sister - The major external conflict that the protagonist has is with her sister Jenny. They used to be close and had trust in each other. However, after the operation, Jenny does not trust her and she doesn't like changes in her. 

Alice vs. Jarreds and Society - After the operation, everyone around Alice is affected. The Jarreds and her own family are affected the most. The people around her cannot accept her as an ordinary being. (The line where she says, maybe they are afraid of me proves the society's difficulty)

Literary Devices

Vignette - A vignette typically refers to a short, descriptive scene or piece of writing that focuses on a particular moment, character, or event. It provides insight into a character's thoughts, emotions, or experiences. It has the ability to convey a vivid and evocative snapshot of a larger story or theme. It helps add depth and richness to storytelling by providing glimpses into the inner workings of a narrative or its characters.

The story is presented in seven small vignettes. Each part deals with a different time period. 

Allegory - The Oxford English Dictionary defines "allegory" as a "story, picture, or other piece of art that uses symbol to convey a hidden or ulterior meaning, typically a moral or political one."

The story is an allegorical tale of Alice the protagonist who is on her journey to find her true identity.

Flashback -  The place and time frame in the story jumps around frequently. 

Symbolism

    1. Sunglasses 

    2. Eyes 

    3. Mirror

    4. Initial ACS on the concrete

    5. Cake

Theme

The major theme in the story is self-realization. 

There are others as follows;

    1. identity crisis and finding our true identity

    2. ethics of medical science

Practice Question

Where does the story take place? List all the key settings.

Who is Alice, and how does her personality change through the story?

How does Jenny react to Alice after the brain transplant, and why?

Discuss the internal and external conflicts in the story.

How does Coakley use symbolism (e.g., sunglasses, mirror, cake) to explore identity?

Explain how the story’s structure (vignettes and flashbacks) helps the reader understand Alice’s               journey.

How do you think society would react if brain transplants were possible today?

Do you think Alice truly regained her identity after the transplant? Why or why not?

What ethical questions about medical science does the story raise?

Explain the significance of Alice meeting Mr. Jarred in Bedford Avenue.

Report Writing

Report Writing

Magazine Report
Heading	A descriptive title that is expressive of the contents of the report
Name (byline)	Name of the person writing the report. Do not mention personal detail
Opening Paragraph	include the 5 Ws’ namely, WHAT, WHY, WHEN, and WHERE along with WHO was invited as the chief guest
Account of the event	The proper sequence of the events that occurred along with their description. It is the main paragraph and can be split into two short paragraphs if required.
Conclusion	This will include a description of how the event ended. It may include quote excerpts from the chief guest’s speech or how the event ended up.

 

Newspaper Report
Headline	A descriptive title that is expressive of the contents of the report
Byline (along with the designation)	Name of the person writing the report along with designation. Do not mention personal details
Date and place of reporting	Mention the place and date
Opening paragraph	It includes an expansion of the headline. It needs to be short as it is a general overview of the report
Account of the event and witness remarks	It is generally written in two parts: a FIRST, a complete account of what happened in its chronological sequence (preferably), and second, the witness remarks
Conclusion	This will include the action that has been taken so far or that will be taken.

 ♦ Points to Remember:

·         Mention the place, date, time, and other relevant facts about the event.

·         Include information collected from the people around or affected by the event.

·         Write the name of the reporter.

·         Provide a suitable title/heading.

·         Write in the past tense.

·         Write in reported speech and use a passive form of expression.

·         Develop ideas (causes, reasons, consequences, opinions) logically.

·         Write in a less formal and more descriptive manner, while writing a report for a school magazine.

·         Present your ideas and impressions to make the report interesting.

Memo Writing

Memo Writing

             

             Sample:

To: Head of Departments

From: Academic Head

Date:

American: MM/DD/YY

December 17, 2021(comma to separate two numbers)

British: DD/MM/YY 17^th December 2021

---------------------------------------------

RE: Importance of remedial classes.

_______________________

To:

From:

Date:

Subject:

 

I'm writing to inform you that [reason for writing memo].

 

 [evidence or reason to support your opening paragraph].

 

Closing remark.

The White Knight - Eric Nicol

The White Knight – Eric Nicol

Genre: Allegory

Point of view: The story is narrated in Third Person.

Setting: The story is based on the concept of the medieval role of the knights and takes place in the forest of life.

Character Analysis

Protagonist: White knight: The white knight in the story represents good, a Champion of virtue, honor, and justice. In addition, symbolizes ignorance. 

Antagonist: Black knight (Who isn’t present physically): Black knight represents evil.

Knight of Gleaming Whiteness: Same as the white knight

Conflict

Internal:

i.                    Man Vs Self: White knight Vs Himself

External:

i.                    Man vs. Man: White knight vs. knight of gleaming whiteness

ii.                  Man vs. Nature: White knight Vs. Nature: In pursuit of the black knight he spends all   his gold and is compelled to steal and keep himself healthy

iii.                Man vs. Society: White Knight vs. Society: The society’s stereotypical notions of good and evil conflict with white knights' appearance.

Theme

The story teaches and makes us ponder on ‘self-awareness’, whether actions are more important than appearance. The white knight by appearance represents the champion of virtue, honor, and justice in society and he goes in search of the black knight to slay it since that is what the white knight is expected to do. However, in the process, the white knight without realizing commits the deeds of a black knight turning himself into the black knight.

The story teaches us that appearance does not matter. It is self-awareness and good actions that make one a true White Knight. One doesn’t have to travel and be in the high post to do good deeds, good actions start when we understand and change ourselves and start making small positive differences in our own small ways.

It is one's action that matters not one appearance.

 Plot

Exposition

The knight looks into the mirror and sees himself as a white knight representing good, a champion of virtue honor, and justice. He then decides to ride into the forest and slay the black knights, who are evil.

Rising Action

He mounts his snow-white horse and rides into the forest to find the black knights. He rides further and deeper day after day but without sighting any black knights. As time passes, he spends all his gold in pursuit of evil. He is hungry and weak. His horse becomes lame. He commits bad deeds, which is unexpected for the white knight. He steals and replaces his horse. He even sleeps with the innkeeper’s daughter and leaves her later. He doesn’t realize any of it at this point and continues his journey.

Climax

One day, a knight in gleaming whiteness confronts him suddenly in the forest. He ends up killing him. However, before his last breath white knight heard him whisper in anguish: "Is evil then triumphant?"

Falling Action

Holding the dead knight in his arms, he saw that beside the bright armor of the youth his own, besmirched by the long quest, looked black in the darkness of the forest.

Denouement

He strips off his own soiled mail, turns his grimy horse free to the forest, and stands naked and alone in the quiet dusk. He then returns to his castle and starts living a simple life.

Summary

Ø  There lived a knight in a castle on the edge of the Forest of Life. The knight looked in the mirror and saw that he was a White Knight.

Ø  Since he was the White Knight, he decided to ride into the forest and slay all the Black Knights, as it was what the White Knights must do.

Ø  He mounted his snow-white horse and started his journey. Many miles he rode, day after day, deeper and further into the forest but without sighting any of the Black Knights.

Ø  He found many signs of the Black Knight's presence but as always, he just missed catching the doer of those deeds.

Ø  At last, he spent all his gold in pursuit of evil. He becomes hungry and weak. His horse becomes lame. To keep himself alive he steals and replaces his horse. He even sleeps with the innkeeper’s daughter, leaves her later, and continues his journey when he becomes strong and healthy.

Ø  He pressed on his search, yet all the knights he met in the forest were like him. They were knights of varying shades of whiteness, depending on how long they, too, had been hunting the Black Knight.

Ø   One day, a knight in gleaming whiteness confronts him suddenly in the forest. He ends up killing him. However, before his last breath white knight heard him whisper in anguish: "Is evil then triumphant?"

Ø  Holding the dead knight in his arms, he saw that beside the bright armor of the youth his own, besmirched by the long quest, looked black in the darkness of the forest.

Ø  He strips off his own soiled mail, turns his grimy horse free to the forest, and stands naked and alone in the quiet dusk. He then returns to his castle and starts living a simple life. Everyone then starts calling him a good white knight.

Literary Devices

1.      Symbolism

-White Knight: Good, ignorance
- Black Knight: Evil
- Forest of Life: Civilization / human society
- Innkeeper’s Daughter: Societal norms and expectations
- Mirror: Reflects deeds, not just appearance
- Shining Armor: Bravery, gallantry
- Nakedness: Self-realization, rebirth
- Knight of Gleaming Whiteness: Youth, recklessness
- The boy who was buried: Acknowledgment of mistakes and moral fallacy

2.      Irony

The White Knight, symbol of virtue, commits evil in pursuit of destroying evil, only to realize true goodness comes from self-awareness and small, ethical actions.

 Practice Questions

1. What does the Forest of Life represent in the story?
2. Describe the White Knight’s journey and the challenges he faces.
3. Who is the Knight of Gleaming Whiteness, and what role does he play?

4. Explain how the White Knight’s actions contradict his appearance.
5. Discuss the internal and external conflicts in the story.
6. How does the story show that actions matter more than appearances?
7. Identify symbols in the story and explain their significance.

8. Can a person be considered good if they have noble intentions but commit wrongful actions? Explain using the White Knight’s journey.
9. How does the story challenge societal ideas of good and evil?