The ministry of higher and secondary specialized education of uzbekistan

The MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF UZBEKISTAN.

KARSHI STATE UNIVERSITY.

ENGLISH FACULTY.
THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE DEPARTMENT.

COURSE PAPAER ON THEORETICAL GRAMMAR.

THE THEME :VERB AS A PART OF SPEECH.
DONE BY :MUSURMONOVA GULASAL.
FACULTY :ENGLISH.
GROUP :019-27.
SCIENTIFIC SUPERVISOR:
TURSUNBOYEV BEKTOSH.
KARSHI:2022.
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CONTENTS.
Introduction...............................................................3.
Chapter1. Studying of verb as a part of speech.

1.1. The features of verb................. ....................... 5.

1.2.Classification of verbs........................................10.
1.3.Difference between verbs and other part of speech........................................................................17.

Chapter2. Practical application of the theme.

2.1. Practical use of verbs.........................................22.
2. 2.Grammatical analysis of scientific text............ 27.
Conclusion..................................................................32.
Reference list..............................................................35.

2.
INTRODUCTION

Language is a means of forming and storing ideas as reflections of reality and exchanging them in the process of human intercourse. Language is social by nature; it is inseparably connected with the people who are its creators and users; it grows and develops together with the development of society.
The First President of the Republic of Uzbekistan Islam Abduganievich Karimov speaking about the future of Uzbekistan underlines that “Harmonious generation is the future guarantee of prosperity. It is our task, to prepare and teach professionally competent and energetic personnel, real patriots to see them in the world depository of science and culture. In this plan the national program about training personnel was worked out on the formation of new generation of specialists, with the high common and professionally cultured, creative and social activity, with the ability to orientate in the social and political life independently, capable to raise and solve the problems to the perspective”
In order to implement the decree of the President of the Republic of Uzbekistan № 2909, dated April 20, 2017 “On measures for the further development of higher education” and to introduce advanced foreign practice into the process of teaching foreign languages, 26-27 October 2018, at Uzbek State World Languages University in cooperation with the U.S. Embassy in Uzbekistan was held an international scientific conference

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“Enhancing Foreign Language Teaching in the Continuous Education” which was devoted to the issues and solutions of teaching foreign languages, improving language skills and the role of intercultural communication in their learning. It helps to increase learners’ knowledge about foreign language by teachers. Learners have opportunity to take information about target language’s aspects (phonetics, grammar, punctuation) by learning culture of foreign countries.

The English language has attained an international acceptance due to globalization. Most of the learners need to write or speak English fluently and accurately in the general and academic domains. To use English effectively, it is important to master four language skills, namely (LSRW). Of all the four language skills, writing is considered complex process and the most important skill for the second language learners to master. The ability to communicate ideas and information effectively through the global network is crucially dependent on good writing skills. However, second language learners are under pressure today in writing because the art of communication has become so complex in conveying their thoughts to a great growing number of English-speaking people. This is often true to those who undertake writing in English as they face difficulties in the use of prepositions particularly, of place, time and direction. The reasons behind this phenomenon are multifarious. One of the reasons for this is due to the student’s lack of understanding the context in using appropriate verbs and they do not know which verb to use.
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The subject matter of this course paper is to identify linguistic analysis of the specific features of verbs which students find more difficulties in the use of verbs of station , direction and time because of their mother tongue interference.
Huddleston said that “Prepositions are the subtlest and a set of small words that are of a closed class in English language.”

According to this, the actuality of our research work is to understand how to use verbs properly. And at the same time to gain knowledge about types and features of verbs.

The main aim of the present course paper is to identify linguistic analysis of the specific features of verbs in English grammar. As a practical part of the course paper I was given special text about “High-tech crime-fighting toots.”
The basic materials which were used while I prepared this work is grammar books and internet sources.
The theoretical value of the paper is seen on the description of the object of the research, on study of research works and analysis of collected materials.
The practical value of the paper is that material and the results of the given research work can serve the material for the Theoritical Grammar, Lexicology, Text linguistics as well as can be used for practical lessons in translation and Discourse.
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THE CHAPTER 1. STUDYING OF VERB AS A PART OF SPEECH IN ENGLISH GRAMMAR.
1.1.The features of verbs.
The five general characteristics of the verb are action, time, number, mood, and aspect. The verb is a word that contains the meaning of action, therefore it can express different forms and people. In all languages, ideas are expressed with three basic elements: subject, verb, and complement. In some languages ​​the order is reversed, placing the verb last, as in Japanese, Latin, Hindi, and Farsi, but the basic elements are preserved. Five General Characteristics of the Verb

The verb shows the state or action of the subject in relation to the complement. That is to say, it offers the union between these elements and a logical order of existence or time, which allows the listener to understand the sentence or phrase.

5 general characteristics of the verb
The verb can vary depending on the person it refers to or uses and the time it is used. In addition, it gives the way in which the idea is expressed.

Here are the main characteristics of this meaningful word, called a verb:

1- The action
The verb expresses what the subject of the sentence is doing. Following the basic structure, the verb will unite the subject and the complement.
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For example, the sentence:
José runs in the street.
The sentence expresses that the subject, in this case José, does something every morning which is to run. Thus, the verb gives action to the sentence.
2- the time
Times can be shown in three types: past, present, and future. In this way you can express or know when the action occurs. Five General Characteristics of the Verb
For example, in the sentence:
José ran / runs / will run on the street.
The same subject (José) is shown with the same complement (on the street) in three different times (ran that is past, runs that is present and will run that is future).
The verb tenses of the indicative can be extended beyond the present, past and future in: present, past, imperfect past, compound past perfect, past perfect, past past, future, future perfect, etc.
3- Person and number
The verbs are conjugated in three persons (first, second and third), each singular and plural.
First person . It expresses the idea of ​​who is speaking. For example:
First person . It expresses the idea of ​​who is speaking. For example:
I write every day. In the plural it would be: We write every day.

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It can be seen that the verb expresses the action of the subject, in this case that he writes every day.

Second person . It refers to who is listening to the subject expressing the sentence. For example, the following sentence will be in the future tense:
You will read every day. In plural it would be: You / you will read every day.
Third person . It refers to who is out of the conversation between the person speaking and the person listening. For example, the following phrase will be in the past tense:
He read every day. In the plural it would be: They read every day.
4- The mode
Briefly, there are three modes of the verb:
– Indicative : expresses real, safe and possible events.
Examples: “Shakira will sing in Montevideo”, “I used to drink coffee to study”, “She is talking to her mother”.
Subjunctive : it expresses a hypothetical possibility, that is, it shows facts without the certainty that they occur. It is also used to express wishes.
Examples: “It was essential that Dad bring the candles”, “The doctor asked me to lie down in bed”, “We will have to assess whether it is prudent to go out into the street with this rain”, “I hope my team wins the cup” .
Imperative : it is used to give orders, advice, prohibitions, requests and clear instructions.
Examples: “Take off those dirty clothes!”, “Please keep a safe distance”, “Give me my money”, “Don’t run down the hallway at home!

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6]5- The aspect

The aspect is used to indicate whether the action expressed in the sentence has been completed or not. There are two types of aspects: Five General Characteristics of the Verb
The first one expresses whether the action was concluded.
For example: I ran all day.
The second expresses that the action has not concluded.
For example: I listened to the radio all afternoon.
The verb as a notional part of speech has the categorial meaning of dynamic process, or process developing in time, including not only actions as such (to work, to build), but also states, forms of existence (to be, to become, to lie), various types of attitude, feelings (to love, to appreciate), etc.
Formally, the verb is characterized by a set of specific word-building affixes, e.g.: to activate, to widen, to classify, to synchronize, to overestimate, to reread, etc.; there are some other means of building verbs, among them sound-replacive and stress-shifting models, e.g.: blood – to bleed, import – to import. There is a peculiar means of rendering the meaning of the process, which occupies an intermediary position between the word and the word-combination: the so-called “phrasal verbs”, consisting of a verb and a postpositional element. Some phrasal verbs are closer to the word, because their meaning cannot be deduced from the meaning of the verb or the meaning of the postposition separately, e.g.: to give up, to give in, etc.; others are semantically closer to the word-combination, e.g.: to stand up, to sit down, etc. A separate group of phrasal verbs is made by combinations of broad meaning verbs to have, to give, to take and nouns, e.g.: to give a look, to have rest, to have a bite, etc. The processual semantics of the verb determines its combinability with nouns denoting either the subject or the
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the object of the action, and its combinability with adverbs denoting the quality of the process. In certain contexts, some verbs can be combined with adjectives (in compound nominal predicates) and other verbs.
The verb is usually characterized as the most complex part of speech, because it has more word-changing categories than any other notional part of speech. It is changed according to the categories of person and number, tense, aspect, voice and mood. Besides, each verb has a specific set of non-finite forms (the infinitive, the gerund, participles I and II), otherwise called “verbals”, or “verbids”, opposed to the finite forms of the verb, otherwise called “finites”; their opposition is treated as “the category of finitude”.
Such a wide range of forms is mainly due to the importance of the function that the verb performs in the sentence: its primary function (and the only function of its finite forms) is the function of a predicate – the central, organizing member of the sentence, expressing its crucial predicative meanings, or the relations of the event denoted by the sentence to actual reality. The non-finite forms of the verbs, verbids, perform functions characteristic of other notional parts of speech – nouns, adjectives, or adverbs, but still, they can express partial predication and share a number of other important verbal features with the finites (see Unit 11).
The complexity of the verb is also manifested in the intricate system of its grammatically relevant subclasses.
On the upper level, all the verbs according to their semantic (nominative) value fall into two big sub-classes: the sub-class of notional verbs and the sub-class of functional and semi-functional verbs. Notional verbs have full nominative value and are independent in the expression of the process, e.g.: to work, to build, to lie, to love, etc.
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1.2 Classification of verb.

Some Definitions
The verb is a word or in case of the verb phrase, a word group, which asserts action or state of being with respect to some noun or pronoun Eckersley and Eckersley (1963: 39 ).According to this definition, some verb can only be action verb or state verb, as in:
1. I walk, (action verb)
2. He remained silent, (state verb)
There are some verbs in English can be both action and state verbs at the same time . This is what concerns us in this study because they have more than one use or meaning in more than one basic clause type, This point means that verbs like “turn” can be both action and state verbs as in:
3. He turned his head, (action verb)
4. He turned pale, (state verb)
In (3) “turn” is mono transitive verb which has the pattern (SVO), while in (4) it is intransitive verb which has the pattern (SVC), it is a linking verb The traditional verb is one of the parts bigger unit and which has certain correlations with other commensurable units. We can predict from this definition that there are some verbs the meaning of which depends on the arguments, type of verb complementation or type of noun. Pollock and Rounds (1954:49) state that the verb tells or asks something about or commands the subject to do something agree with them and add that the verb expresses an action, but also it may express a condition or state of being.
Most of the previous definitions assign verb to the action or states, but there are certain verbs can show possession Thus,
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Romine et a], (1972:144)asserts that verb is a word asserting action, showing possession, or indicating state of being ‘Have’ in the following example Ex. He had it.

2. The Criteria Adopted:
1. Verb in English can be classified into various classes. Each classification is based on a definite criterion, one of these’ criteria classifies verbs into: lexical and auxiliary.
2. Lexical Verbs
Lexical Verbs are an open class of verbs which are all verbs except auxiliary verbs, in other words they show an action or state and can be added to with new verbs. Lexical verbs are used to show that the verb has vocabulary meaning rather just functioning as part of the grammar. Those are verbs that carry meaning. Most verbs in English are lexical. Consider the following example:
He is working in the library.
They are playing football in the garden.
The examples above show that every single verb carries a definite meaning,when it is used as lexical verb.
In other words, a lexical verb can sit on its own but an auxiliary
verb requires a lexical verb so it makes sense:
* She will in the garden.
* She will sit in.
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perfective. Auxiliary Verbs are used together with a main Verb to give grammatical information and therefore add extra meaning to a sentence in formation that is not given by the main Verb. They are used to form the passive Voice. They are used to form the continuous tense.
They are used to form the perfect tense.
They are as the name implies, ‘helping verbs’, they have no independent existence as verb phrases but only help to make up verb phrases, which consist of one or more other verbs, one of, which is a lexical verb. The auxiliaries make different contributions to the verb phrase:
‘Do’ is only an empty carrier in certain sentence processes, whereas ‘Be’ and ‘Have’ contribute aspect, and the modal auxiliaries contribute modality (expressing such concepts as volition, probability and insistence).
3.1 Primary Verbs:
3. 1.1 Verb ‘Do’:
The auxiliary “does” not indicate tense or Voice . It is used only as an “operator” That is to say, is used to produce certain grammatical structures. In Particular questions and negative statement for example:
The bed, are formed by using “do” as an operator. The other primary auxiliaries also have operator. The other primary auxiliary also have operator function. For example in: Is Harry going to bed soon ? The placement of the word “is” before the Subject indicates that the sentences is a questions and in: Harry has not gone to bed, the incretion of the particle “not” between the auxiliary and the main Verb indicates that the sentence is a negative notice that in the case of a sentences with more than one auxiliary, it is always the first auxiliary which acts as the operator. As lexical verb (perform., etc.) and as pro-verb the full range of forms
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3.1.2 Verb ‘Have’

The auxiliary have” is used to form the compound Verb tense and is also used forming the passive Voice for example : Harry has not talked to Jane, the auxiliary “has” indicates that the Verb phrase is perfective.
She has seen the film.
She hasn’t seen the film.
Has she seen the film?
When “have” is used as lexical, it carries the meaning of receive, own, enjoy” consider the following:
I have got a new car.
Do you have a nice journey? (Leech, et al.: 2001)
3.1.3 Verb ‘Be’:
The lexical and auxiliary verb “be” is unique among English verbs in having eight different forms (Greenbaum and Quirk,
4. The Modal Auxiliaries:
The model auxiliaries are : can/could, will/would, shall/should, may/might, ought to, must. They differ from the other auxiliaries (do, be, have) in that they have no s-form, ing forms or participles. Furthermore, they so-called past forms of modals, sometimes express the same meaning as the present or simple forms. They also occur in statements which refer to future time. Thus we must remember that the form of a modal does not necessarily indicate the time reference of the sentence in which it is used. In addition, verb phrases with negated modals .do not always express the opposite of affirmative ones: questions asked with one modal sometimes require answers expressed with another.
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Most of these words form contractions with not, the common ones being can’t, couldn’t, won’t, wouldn’t, shouldn’t, mightn’t, mustn’t, may ought, and shall are seldom contracted in American English, will and would also form contraction with subject pronouns.
Contraction with will are listed in VI, 6a. Those with would are I’d, you’d, he’d, she’d, it’d, we’d, they’d, contractions with pronouns are never used in sentence final position
5.The Marginal Modal Auxiliaries:
Dare, need, Ought to, used to share most of the characters of Model Verb but are marginal for Various reasons. Unlike the central Models ought and used are following by to and despites prescriptive objections often combine with do in negative and interrogative constructions, like full verb: especially in English,
They didn’t ought to say that along side the more traditionally acceptable. They ought to say that; Did he used to play the Violin, along side the vary use he to play the Violin? used to also differs. Semantically from central modals, Since it Conveys aspect (habitual situation) an not modality. In negative and interrogative contexts, dare and me may be either modals (I daren’t object, Need I say more?) or full Verbs with preceding do and following to infinitive (I don’t dare) object or the blend without the to, I didn’t dare objects< Do I need to say more?) Else where they are full Verbs: I dare I dares object; I need to say more. There are The marginal modal auxiliaries are: used to, dare, need, used always takes to-infinitive and occurs only in the past tense. It may take the do construction in which case the spelling didn’t used to and didn’t use to both occurs the interrogative construction, used he .to is specially BrE, did he used to is preferred in both AmE and BrE. Dare and need can be constructed either as modal auxiliaries (with bare infinitive and with no inflected -s form) or as lexical verbs (with to- infinitive and with inflected -s
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form). The modal verb construction is restricted to nonassertive contexts, i.e. mainly negative and interrogative sentence, whereas the lexical verb construction can always be used and is’ in fact the more common. Dare and need as auxiliaries are probably rarer in AmE than in BrE (Greenbaum and
6. The Semi-Auxiliary:
Semi- auxiliaries Among the auxiliary Verbs, we distinguish a large number of multi-word Verbs, which are called SEMI- AUXILIARIES. These are two or three word Combinations, and they include the following:
Get to seem to be a bout to
Happen to tend to be going to
Have to turn out to be likely to
Me an to used to be supposed to
6.1 As Lexical:
Are like lexical verbs in that they do not take inversion or negative with not without Do-periphrasis; nor do they have so pro form without j. Consider the following examples:
Did the boy happen to see the play?
The boy didn’t expect to see the play.
The boy happened to see the play and so did his parents.
The boy expects to see the play and so did his parents.
6.2 As auxiliary:on the other hand, are like auxiliaries in that they form a unit with the infinitive (i.e. their head) which is sufficiently close to
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7. Reu1ar vs. Irregular:

Regular Verb is any Verb whose Conjugation following the typical grammatical inflections of the language to which it belongs. A verb that can’t be conjugated like this irregular Verbs. All natural languages, to different extents have a number of irregular Verb auxiliary languages usually have a single regular Pattern for all Verbs as well as there parts of speach) as a matter of design Other constructed to look similar to natural ones. The most simple form of regularity in verb a single class of Verbs, a single principal part (the roof or a conjugated form in a given person, number, tens, aspect, mood, etc.) Set of unique rules to produce each form in the Verb Paradigm. More compels regular patterns may have several Verb classes (e.g. distinguished by their infinitive ending), more than one principal part (e.g. the infinitive and the first person singular, present, indicative mood) and more than onetype of rule (e.g. rules that add suffixes and other rules that change the vowel in the roof)
Some times it is highly Subjective to state whether a Verb is regular or not for example language has ten different conjugation patterns and two of them only comprise. Five or six Verbs each while the rest are much more populated , it is a matter of choice to call the Verbs in the smaller groups “irregular” The concept of regular and irregular Verbs belongs mainly in the context & second language acquisition, where the defining of rules and listing of exceptions are important for foreign language learning. The concepts can also be useful psycholinguistics, where the ways in which the human mind process irregularities may be of interest.
7.1 Regular Verbs:
Regular lexical verbs have the following forms.
These are regular in that we can predict the other forms if we know the base of each verb. This is a very powerful rule, since the base is the form listed in dictionaries and the majority
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of English verbs belong to this regular class. Furthermore, all new verbs that are coined or borrowed from other languages adopt this pattern
7.2 Irregular Verbs:
Irregular lexical verbs differ from regular verbs in the following ways:
(a) Irregular verbs either do not have a /d/ or III inflection (drink - drank ~drunk) or break the rule for a voiced inflection (e.g.: bum - burnt /t/, beside the regular burned /d/).
(b) Irregular verbs typically, but not necessarily, have variation in their base vowel: “find - found - found” “write - wrote ~ written”
(c) Irregular verbs have a varying number of disforms, since the -s and ing forms are predictable for regular and irregular verbs alike, the only forms that need be listed for irregular verbs are the base (V), the past (V-ed) and the past participle (V-ed2). Most common form for the past and the -ed participle, but there is considerable variation in this respect, as the table shows:
8.Finite Verb Phrases vs. Non-finite Verb Phrases:
The difference between a finite Verb and nonfinite Verb form is that a finite Verb is completely inflected. In English Verbs are inflected according to five aspects:
Person: first, second, or third.
Number is singular or plural
Tense : past, present, future, or any of the other tenses.
Mood: indicative, imperative or subjective.
Voice: active or passive.
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8.1 Finite Verb Phrases:
A finite verb phrases is a verb phrase in which the first or only word is a finite verb, the rest of the verb phrase consisting of non-finite verbs. Finite verb phrases can be distinguished as follows:
(A) Finite verb phrases can occur as the verb phrases of independent clauses (Greenbaum and Quirk, 1990: 41).
(B) Finite verb phrases have tense contrast, i.e. the distinction between present and past tenses.
(C) There is person concord and number concord between the subject of a clause and the finite verb phrase. Concord is particularly clear with the But with most full verbs overt concord is restricted to be a contrast between 3' person singular present and other persons or plural number.
With modal auxiliaries there is no overt concord at all: I/ you! she/ we/ they can play the cello.
(D) Finite verb phrases have mood which indicates the factual,, nonfactual, or counter factual status of the prediction. It contrast to the “unmarked” indicative mood, we distinguish the marked” moods imperative (used to express commands and other directive speech) and subjunctive (used to express a wish recommendation).
A clause with a finite verb phrases as its V element is called a “finite verb clause” or tersely a “finite clause”. Similarly, a clause with a nonfinite verb phrase as its V element is called a “nonfinite (verb) clause”.
8.2 Nonfinite Verb Phrases:an infinitive is the uninflected or plain form of the Verb. In English we usually use the particle “to” when talking or writing a bout infinitive run to jump to see to think, to be. A participle acts as an objective running shoes; broken uase, lost child; uncold (book) or as the main Verb in a Verb phrase (the last Verb in the sories of words that make
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phrase to have run, am walking, had bought, world thinking) a participle can be either present tense or past tense, but will not have any of the other four inflections find in finite Verbs. Agerund is the ing form of a Verb used as a noun. The gerund form of a Verb look acutely like the present participle, but they function differently in a sentences. The gerund will fill a noun Slot (Subject, direct or object of preposition etc.) But the participle will be either an adjective or part of a .
The infinitive ((to) call), the -in? participle (calling) and the -ed participle (called) are the nonfinite forms of the verbs.
Nonfinite verb phrase, such phrases do not normally occur in the verb phrase of an independent clause (Greenbaum and Quirk: ibid.). Compare: finite verb phrase Nonfinite verb phrase He smokes To smoke like that must be dangerous.
9. Dynamic vs. Stative Verbs: 9.1 Dynamic Verbs:
9.1 Dynamic Verbs:A dynamic Verb is one that can be used in the progressive (Continuous) aspect, indicating unfinished action. Dynamic Verbs have duration, that is, they occur over time this time may or may not have adefined endpoint or may not yet have occurred. Dynamic verbs can used in the simple and perfect forms, for Example: plays, played, as well as the continuous or progressive forms: is playing, was playing has beeplaying, had been playing.
(1) Activity verbs: abandon, ask, beg, call, drink, eat, help, learn, listen, look at, play, rain, read, say, slice, throw, whisper, work, write', etc.
(2) Process verbs: change, deteriorate, grow, mature, slowdown, widen, etc. Both activity and process verbs are frequently used in progressive aspect to indicate incomplete event in progress.
(3) Verbs of bodily sensation: (ache, feel, hurt, etc.) can have either simple or progressive aspect with little difference in
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meaning.
(4) Transitional event verbs: (arrive, die, full, lad, leave, lose, etc.) occur in progressive but with a change’ of meaning compared with simple aspect. The progressive implies inception, i.e. only the approach to the transition.
(5) Momentary verbs: (hit, jump, kick, knock, nod, tap, etc.) have little duration and thus the progressive aspect powerfully
The progressive forms occur only with dynamic that is, with Verbs that shall qualities capable to change as opposed to stative Verbs, with show qualities not capable of change.
9.2 Stative Verbs:
The stative form don’t occur with dynamic Verbs, that is, with Verbs that don’t show qualities capable of change . These are stative Verbs, which show qualities not capable of change. For instance, we do not Say. "He is being tall” or He is resembling his mother?, or I am wanting spaghetti for dinner "or" It is belonging me. ‘we would Say, instead: “He is tall," "He resembles his mother " " I want spaghetti ", and "It belongs to me)" The best way to understand the difference between stative and then to build some sentences with them, trying out the progressive form to see if they work ornot.
(1) Verbs of inert perception and cognition: abhor, adore, astonish, believe, desire, detest, dislike, doubt, feel, forgive, guess, hate, hear, imagine, impress, intend, know, like, love, mean, mind, perceive, please, prefer, presuppose, realize, recall, recognize, regard remember, satisfy, see, smell, suppose, taste, think, understand, want, wish , etc. Some of these verbs may take other than a recipient subject in which case they belong.
I think you are right.I am thinking of you all the time.
(2) Relational verbs: apply of (every one) be, belong to, concern, consist
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of, contain, cost, depend on, qual, fit, have, include, involve, lack, matter, need, owe, own, possess, remain, (a bachelor), require, resemble, seem, sound, suffice, tend, etc.
10. The Extensive Transitive Verbs:
10.1 Monotransitive:10.1 Monotansitive:
10.1.1 Noun Phrases as Direct Object:
Direct objects are typically noun phrases. It is usually possible for direct object of an active sentence to become the subject of a passive sentence, with the subject of the active sentence, as the prepositional complement in an optional byphrase: The boy caught the ball - The ball was caught by the boy. It is however, usual to omit the by-phrase, often because it is irrelevant or unknown as in: The Prime Minister was attacked last night during the debate, or because it is redundant in the context, as in: Jack fought Michael last night and Jack was beaten
10.1.2 Finite Clauses as Direct Object
Like finite clause as complementation of adjective phrases. Finite clauses as direct object, may have an indicative verb, putative should, or subjunctive verb, depending on the class of the subordinate verb:
(A) Factual subordinate verb, with indicative superordinate verb:
They agree that she is pretty,
10.1.3 Nonfinite Clauses as Direct Object:
Among nonfinite clauses as direct object, we distinguish between those with a subject and those without a subject, and within each type between
2.1 To-infinitive Clauses with Subject:Two clauses of verbs have to be distinguished factual and nonfactual. Factual as.
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John intended that Mary should sing an aria.
10.2.2 -ing Participle Clauses with Subject:Verbs taking an -ing participle clause fall into two .clauses: those which permit the subordinate subject to be genitive (predominantly emotive verbs with personal nouns or pronouns).
I dislike him! She driving my car.
10.2.3 -ed Participle Clauses with Subject:
We can distinguish between three types of construction involving - ed participle with subject consative, volitional verb:
He got the watch repaired.
Factual verb expressing an event:He saw the watch stolen.
Factual verb expressing a current state:
He found the watch stolen.
10.2.4 Verbless Clauses with Subject:
With complementation by verbless clauses, we can also see underlying "b" classes:
1 1.Ditransitive Complementation:
Ditransitive Verb is a Verb which takes a subject and two
objects which refers. To a recipient and atheme . according to certain linguistic considerations, these objects may be called direct and indirect, or primary and secondary. This in contrast to monotransitive Verbs which take only one object, a direct object.
11.1 Noun Phrase as’Both Indirect Object and Direct
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Ditransitive complementation involves two object that are not in intensive relationship indirect object (normally animate) which is positioned first, and direct object (normally concrete)

He gave the girl a doll.
11.2 Noun Phrases as Indirect Object + Finite Clauses as
With some verbs the indirect object is obligatory:
John convinced me that he was right.
- John convinced that he was right. With other verbs, it can be omitted:
John showed me that he was honest.
11.3 Noun Phrase as Indirect Object + Non Finite Clause as
Direct ObjectThere is superficial similarity between certain complex transitive and ditransitive, example:
He persuaded Mary to teach Bob.
The difference can be seen when the subordinate clause is made passive:
He wanted Bob to be taught by Mary.
He persuaded Bob to be taught by Mary.
12. Intensive Verbs:
Intensive Verb :Intensive verb are commonly know as liking Verb, or Coupler Verbs. They have the following structure : Subject liking Verb + Subject Complement. The Subject Complement can be a noun (ie a predicate nominal) an adjective (i.e predicateadjective) or an adverb (i.e adverb of time or place, and prepositional and phrases.
12.1 Subject complement:
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A verb has copular complementation when it is followed by a subject complement or a predication adjunct and when this element cannot be dropped without changing the meaning of the verb. Such verbs are copular verbs, the most common of which is the copular be. Copular verbs fall into two main classes according to whether the subject complement has the role of current attribute or resulting attribute. Current: The girl seemed very restless. Resulting: The girl becomes very restless. The most common copular verbs are listed below, those that are used only with objective phrases are followed.
12.2 Predicative Adjuncts:
The only copula that allows an adverbial as complementation is to be the adverbials, termed predicative adjuncts in this function are mainly place adjuncts. The children are at the zoo./………… Are outside.but time adjunct are also common with an eventive subject: The party will beat nine o ‘clock./………… will be tonight.other types of predicative adjuncts: The eggs are for you. (recipient adjunct)The drink are for journey, (purpose adjunct)The increase in food prices this year was because of the
drought, (cause adjunct) Transport to the mainland is by ferry, (mean adjunct)
(b) The subjunctive or putative should is used with adjectives expressing volition: e.g. (anxious, eager, willing):
c) The indicative or putative should is used with emotive adjectives
(e.g.: angry, annoyed, glad, pleased, surprised). The indicative is chosen when the that-clause is intended to refer to an event as a established fact. The following pairs illustrate the choice.
I (that) you have to leave so early
I am sorry(that) you should have been (so)
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13. Simple vs. Multi-Word Verbs:
13.1 Simple (One Word) Verbs: Verbs in English can also be classified into simple vs. multi-word. This classification is also important because some verbs are composed of more than one item working as one unit:
He went over his paper again, (review)
Simple (one word) verbs are the most common type in English, while those multi-word are restricted in number, carrying different or the same meaning: e.g. He went over his paper, (multi-word verb)
13.2 Multi Word Verbs: Phrasal Verb are part of a large group of Verbs called “multiwords” phrasal Verbs and other multi- word Verbs are an part of the English language Multi- word Verb is a Verb like “pick up” turn important on or get on with for convenience, may people refer to all multi-word Verbs as. These Verbs consist of a basic Verb another word or words .The other word (s) can bepreposition and / or adverbs The two or three words that make up multi- word Verbs form a short “phrase” which is why these Verbs are often all called “phrasal Verbs”. The two main categories of multi-word verbs consist of a lexical verb plus a particle, a neutral designation for the overlapping categories of adverb and preposition that are used in such combination. In phrasal verbs the particle is an adverb (e.g.: drink up, find out) and prepositional verbs. It is a preposition (e.g.: dispose of cope with). In addition, there are phrasal-prepositional verbs with verbs with two particles, an adverb followed by a prepositional (e.g.: put up with), and types of multi-word verbs that do not consist of lexical verbs followed simply by particles (e.g.: cut short, put paid to) (Leech et al., 2001:392).
There is not a sharp boundary between multi-word verbs and free combination, where the parts have distinct meanings. Rather there is a gradience ranging from idiomatic and syntactically cohesive combinations to combinations that are loosely connected.
26. 1.3. Difference between verbs and other part of speech
In each of the following lessons, read the definition of the part of speech. Check the examples for understanding. Then complete the exercises. The answers are included at the end of this handout. If you do not understand any part of the handout or the answers, please see a tutor in the South Campus Communications Lab, G-219.
I. NOUN
Definition: A noun names something and usually can form a plural (by adding –s or –es) except for non-count nouns such as information or transportation Persons(George, man, people) Animals (cat, fish, dog) Places(Jacksonville, city, park) Things(paper, spoon, eraser) Ideas (happiness, horror, thought)
Exercise: Directions: Underline the nouns in each of the following sentences:
1. Jason enjoyed the movie about France.
2. The musicians play marching songs.
3. Music lovers thrill to the sound of trumpets.
4. Boys and girls are often eager to listen.
5. The conductor moves his baton vigorously.
6. There is no death penalty for criminals in Puerto Rico.
7. The "Explorer," crammed with scientific instruments, was launched on January 31, 1958.
8. New Mexico was admitted as a state in the twentieth century.
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II. PRONOUN
Definition: A pronoun is a word that is used in place of a noun.
Examples: I, it, you, he, she, we, him, them, whom, someone, everyone, none, anybody, that
Exercise: Directions: Underline the pronouns in each of the following sentences:
1. You and John are the boys who will have to pay for the damage.
2. Mr. Gunsher gave us the record which was just played.
3. She cried loudly, and each of us heard her.
4. They felt flattered by our attention to them.
5. Everyone followed the directions the faculty members had given each of them.
III. ADJECTIVE
Definition: An adjective modifies the meaning of a noun or pronoun. An adjective, which may describe or limit a noun or pronoun, answers the following questions:
1. Which one? his daughter that man my dog
2. What kind? dark suit beautiful lady sunny day
3. How many? ten children both people several students
Exercise: Directions: Underline the adjectives in each of the following sentences.
1. The interior plateau of the Union of South Africa is called its veldt. 2. There are countless millions of gaseous bodies called stars.
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IV. VERBS

Definition: Often the verb is the action word in the sentence. It defines the action. The verb be and its forms (was, were, are, is, am) do not really show action but a state of being or relationship between the subject and what follows the verb be (Lab tutors are helpful). The verb may consist of one word, or the main verb may contain one or more helping words. Some helping words are has, am, were, might, should, must, are, be . . .

Examples: The man screamed loudly. (What did the man do? He screamed.)
All the men have been screaming. (What were the men doing? They have been screaming.) All the men were old. (The adjective old is linked to the subject of men.)
Exercises: Directions: Underline the verb (or verb phrase) in the following sentences.
1. A micron is a unit of length.
2. There are over a thousand millimeters in a yard.
3. Freva was the Saxon Goddess of Beauty.
V. ADVERBS
Definition: An adverb is a word that is used to modify or limit the meaning of a verb, an adjective, or another adverb.
Examples: 1. Go slowly. Look carefully. Walk there. (The underlined words modify the verbs.)
2. The answer is not too accurate. (The underlined word modifies the adjective.)
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3. Watch very closely. (The underlined word modifies the adverb.)
Exercise: Directions: Underline the adverbs in the following sentences.
1. The name "sirocco" is often given to a warm wind.
2. I t is usually given to a warm wind blowing over large areas of hot, dry land.
3. Such winds now occur over the area of our Great Plains.
VI. PREPOSITION
Definition: A preposition is a word that shows the relation between two or more things. Some prepositions are to, at, by, on, in, into .... Prepositions are positional words.Think about these phrases:
The knife is on the table. under the table. beside the table.
The knife went into the table.
A preposition also has an object, a noun or a pronoun.
Exercise:
1. There are sixty-four mountain peaks in the United States over 14, 000 feet high.
2. The state of Colorado claims forty-eight of these tall mountains.
3. VII. CONJUNCTION
Definition: A conjunction is a word that joins words, groups of words, or complete sentences of equal value.
A. Coordinating conjunctions join words or groups of words of equal value.
EXAMPLES: 1. Lucy and Ed left the door open. 2. He is going to school, but I am going to work.
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CHAPTER 2. PRACTICAL APPLICATION OF THE THEME.
2.1. Practical use of verb.
A verb is one of the parts of speech, also called a Predicate, used in a sentence to perform an action, its existence, and its occurrence. It plays an essential role in the structure making of a sentences
He is begging to save her mother’s life in front of the doctor.
David is writing a novel about wildlife heritage.
You are coming right now at the seminar.
She is smiling in front of the audience.
They are selling their company’s products to people.
He apologized to the teachers.
He left this bag here and went outside.
He is sitting next to you.
Everyone likes to watch a magic show.
America is a developed nation.
You are always trying to jump over the wall.
We are knowing each other.
Alcohol causes Cancer.
He is riding his new bike all-day.
We are participating in the cultural programm.
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GRAMMATICAL ANALYSIS: WHAT IS THE VERB AND HOW IS IT ANALYZED. Verbs are variable parts of speech that inform about the location over time of an action or situation and agree in number and sometimes in gender with the subject of the sentence. To do the grammatical analysis of a verb you must indicate:
the verb in the infinitive way
the conjugation : 1st, 2nd or 3rd, proper conjugation for auxiliaries
the way: indicative, subjunctive etc …
time: present, imperfect etc …
the person: 1st, 2nd or 3rd
the number: singular or plural
the gender: transitive or intransitive
the form: active, passive, reflective or impersonal
the function: auxiliary, servile or phraseological
Grammatical analysis, the verb: the person and thGRAMMATICAL ANALYSIS: WHAT IS THE VERB AND HOW IS IT ANALYZED. Verbs are variable parts of speech that inform about the location over time of an action or situation and agree in number and sometimes in gender with the subject of the sentence. To do the grammatical analysis of a verb you must indicate:the verb in the infinitive waythe conjugation : 1st, 2nd or 3rd, proper conjugation for auxiliaries
the way: indicative, subjunctive etc …
time: present, imperfect etc …
the person: 1st, 2nd or 3rd
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the gender: transitive or intransitive
the form: active, passive, reflective or impersonal
the function: auxiliary, servile or phraseological
Grammatical analysis, the verb: the person and the number. The person indicates the subject of the action. The people of the verb are 6: 3 for the singular number (I, you, he) and 3 for the plural number (we, you, they)

Grammatical analysis, the verb: the ways . Verbal modes indicate how the action or situation expressed by the verb is presented. The verbal ways are 7: 4 finite and 4 indefinite. Finite ways accurately indicate the person, number and time and are:

Indicative : expresses a real and certain fact
Subjunctive: expresses possibilities, doubts, hopes, fears
Conditional : indicates probabilities and facts achievable under certain conditions
Imperative: it expresses an order, a command
The indefinite ways generally indicate an action or state by not specifying the person and only a few indicate gender and number:e umber. The person indicates the subject of the action. The people of the verb are 6: 3 for the singular number (I, you, he) and 3 for the plural numberGrammatical analysis, the verb: the ways . Verbal modes indicate how the action.
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Grammatical analysis, the verb: the ways . Verbal modes indicate how the action or situation expressed by the verb is presented. The verbal ways are 7: 4 finite and 4 indefinite. Finite ways accurately indicate the person, number and time and are:

Indicative : expresses a real and certain fact
Subjunctive: expresses possibilities, doubts, hopes, fears
Conditional : indicates probabilities and facts achievable under certain conditions
Imperative: it expresses an order, a command
The indefinite ways generally indicate an action or state by not specifying the person and only a few indicate gender and number:
Infinitive : expresses the meaning of the verb
Participle : performs the function of verb and adjective, agreeing with the noun to which it refers
Gerundio: indicates a fact that occurs in relation to another fact expressed in the regent
Grammatical analysis, the verb: time. The action of the verb can be placed in 3 main moments:
past: the fact is prior to the moment in which one speaks
present: the fact is contemporary to the moment in which one speaks
future: the fact is posterior to the moment in which we speak
As for the shape we distinguish:Simple times: formed by a single word
Compound tenses : formed from being or having + the past participle of the verbGrammatical analysis, the verb: regular conjugations.
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Conjugations are the set of variations that verbs assume according to way, time, person and number. In the Italian language there are 3 conjugations:
First conjugation: in -are verbs
Second conjugation : verbs in -ere
Third conjugation: verbs in -ire
Grammatical analysis, the verb: auxiliary verbs. The verbs to be and to have are said to be auxiliary because they help other verbs in the formation of compound verbs. They also have their own meaning and therefore can be used alone.Grammatical analysis, the verb: the defective verbs. The defective verbs are missing from most of the entries, either because they never existed or because they are no longer used.
Grammatical analysis, the verb: the superabundant verbs. They are so called because they can belong to two different conjugations despite having the same root. They are divided into two groups:verbs that maintain the same meaning while belonging to different conjugationsverbs that change meaning as the conjugations changeGrammatical analysis, the gender of the verb: transitive and intransitive verbs. The gender of the verb indicates how it works when it relates to the other elements of the sentence. Compared to gender, verbs can be:transitive : when they express an action that the subject transits on an objectintransitive : when they express an action that does not pass over an object but runs out in itself Grammatical analysis, the form of the verb. Based on the form, verbs can be:active : they express an action performed by the subject passive : they express an action that the subject undergoesreflective: they express an action that is reflected on the subjectimpersonal: when they have no subject, neither expressed nor impliedGrammatical analysis, the verb: servile verbs. Servile verbs accompany another verb always expressed infinitely. The most important are: duty, power, will, solere, knowledge.
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CONCLUSION

In this course paper I have worked on the topic of features of verbs on grammar. The given text which needs to be analyzed made me to work hard. However, it is fact that this course work had also several benefits for me.

As the paper has demonstrated in chapter 1, verbs are one of the cores of English grammar. It is concerned with the study types, features, characteristics of verbs and relationship between other parts of speech. Apart from this, in this paper there’s given lots of various thoughts and ideas of famous scientists and linguists.
Each verb has its own lexical meaning. One verb can have not one, but several lexical meanings at once, each of which is specified within a certain speech situation; Often the use of the verb depends on the word preceding it: verb, adjective or noun.
One of the main points of this paper is chapter 2. It is practical part which consists activities focus on usage of verbs . The given activities help learners to gain common and special data about the topic. It will be helpful not only learners but, instructors can use the tasks during his or her lesson.
All in all, learners can take information from the paper how to use verbs and verbal phrases, considered examples of usage and the need to use. It would seem that the verb is the service part of speech, which is not used independently, is not a member of the sentence, and therefore, logically, does not cause any special difficulties in studying. The meaning of the verbs depends on the correctness of the verb in the English sentence. Therefore,verbs without exaggeration, play an important role in English.

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REFERENCES

1.Kadrlar tayyorlash milliy dasturi: Toshkent 1997, 35 bet.
2.Problems and solutions in the system of teaching foreign languages are being solved. Monday; october 29. 2018
3.Huddleston, 1984, p.336.
4.2017 Global Journals Inc. (US)
5.Noam Chomsky (1981), prepositions in using. p.69
6.Farnandoz 1994characteristics of prepositions, p.52
7.ELL-English Language Learner.1987. Journal,39.
8.Lindstromberg (1998). Features of prepositions, p.285
9.Prepositions.Tremblay, 1996
10. Global Journal of Human Social Science - Year 2017

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