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Irregular verbs in Modern English include many of the most common verbs: the dozen most frequently used English verbs are all irregular. New verbs (including loans from other languages, and nouns employed as verbs) usually follow the regular inflection, unless they are compound formations from an existing irregular verb (such as housesit, from ...
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Regular verbs have identical past tense and past participle forms in -ed, but there are 100 or so irregular English verbs with different forms (see list). The verbs have, do and say also have irregular third-person present tense forms (has, does /dʌz/, says /sɛz/).
The preterite and past participle forms of irregular verbs follow certain patterns. These include ending in -t (e.g. build , bend , send ), stem changes (whether it is a vowel, such as in sit , win or hold , or a consonant, such as in teach and seek , that changes), or adding the [ n ] suffix to the past participle form (e.g. drive , show , rise ).
The verbs do, say and have additionally have irregular third person singular present tense forms (see below). The copular verb be is highly irregular, with the forms be, am, is, are, was, were, been and being. On the other hand, modal verbs (such as can and must) are defective verbs, being used only in a limited number of forms.
The auxiliary language Interlingua has some irregular verbs, principally esser "to be", which has an irregular present tense form es "is" (instead of expected esse), an optional plural son "are", an optional irregular past tense era "was/were" (alongside regular esseva), and a unique subjunctive form sia (which can also function as an imperative).
Conversely, the verb to say, while it may appear to be regular based on its spelling, is in fact irregular in its third person singular present tense conjugation: Say is pronounced /seɪ/, but says is pronounced /sɛz/. Say rhymes with pay, but says does not rhyme with pays. The highly irregular verb to be is the only verb with more agreement ...
The definition of success in a given cloze test varies, depending on the broader goals behind the exercise. Assessment may depend on whether the exercise is objective (i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to fill in a cloze with words that would make a given sentence grammatically correct).
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