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An English irregular verb’s simple past tense form is typically distinct from its past participle (with which the auxiliary to have constructs the past perfect), as in went vs. have gone (of to go), despite them being the same for regular verbs, as in demanded vs. have demanded (of to demand).
Colloquial AmE informally uses got as a finite verb for these meanings—for example, I got two cars, I got to go. In conditional sentences if clauses, US spoken usage often substitutes in the subordinate clause would and would have (usually shortened to [I]'d and would've) for the simple past and for the pluperfect (If you'd leave now, you'd ...
In modern English, the auxiliary verb used to form the present perfect is always to have. A typical present perfect clause thus consists of the subject, the auxiliary have/has, and the past participle (third form) of main verb. Examples: I have done so much in my life. You have gone to school. He has already arrived in America.
If the verb is in the present perfect, for example, the tag question uses has or have; if the verb is in a present progressive form, the tag is formed with am, are, is; if the verb is in a tense which does not normally use an auxiliary, like the present simple, the auxiliary is taken from the emphatic do form; and if the sentence has a modal ...
In the English language, there are grammatical constructions that many native speakers use unquestioningly yet certain writers call incorrect. Differences of usage or opinion may stem from differences between formal and informal speech and other matters of register, differences among dialects (whether regional, class-based, generational, or other), difference between the social norms of spoken ...
"Kids a lot of times decide on their own," she says. "Maybe your 4-year-old will say, 'I want some privacy in the bathroom,' and you want to be respectful of that."
The development of ain't for the various forms of be, have, will and do occurred independently, at different times. The use of ain't for the forms of be was established by the mid-18th century and for the forms of have by the early 19th century. The use of ain't is a continuing subject of controversy in English.
A follow-up with an evaluative function, commenting on the response to a question, is a distinguishing element of classroom conversation, and the difference between sequences with evaluative follow-ups compared to those serving as acknowledgements has been regarded as a major difference between display and referential questions.