Present Perfect

1. The written lesson is below.
2. Links to quizzes, tests, etc. are to the left.

The present perfect is formed by combining the auxiliary verb "has" or "have" with the past participle.

I have studied.
He has written a letter to María.
We have been stranded for six days.

Because the present perfect is a compound tense, two verbs are required: the main verb and the auxiliary verb.

I have studied.
(main verb: studied ; auxiliary verb: have)
He has written a letter to María.
(main verb: written ; auxiliary verb: has)
We have been stranded for six days.
(main verb: been ; auxiliary verb: have)

In Spanish, the present perfect tense is formed by using the present tense of the auxiliary verb "haber" with the past participle. Haber is conjugated as follows:

he
has
ha
hemos
habéis
han

You have already learned in a previous lesson that the past participle is formed by dropping the infinitive ending and adding either -ado or -ido. Remember, some past participles are irregular. The following examples all use the past participle for the verb "comer."

(yo) He comido.
I have eaten.
(tú) Has comido.
You have eaten.
(él) Ha comido.
He has eaten.
(nosotros) Hemos comido.
We have eaten.
(vosotros) Habéis comido.
You-all have eaten.
(ellos) Han comido.
They have eaten.

For a review of the formation of the past participle [click here].


When you studied the past participle, you practiced using it as an adjective. When used as an adjective, the past participle changes to agree with the noun it modifies. However, when used in the perfect tenses, the past participle never changes.

Past participle used as an adjective:
La cuenta está pagada.
The bill is paid.
Past participle used in the present perfect tense:
He pagado la cuenta.
I have paid the bill.

Here's a couple of more examples:

Past participle used as an adjective:
Las cuentas están pagadas.
The bills are paid.
Past participle used in the present perfect tense:
Juan ha pagado las cuentas.
Juan has paid the bills.

Note that when used to form the present perfect tense, only the base form (pagado) is used.


Let's look more carefully at the last example:

Juan ha pagado las cuentas.
Juan has paid the bills.

Notice that we use "ha" to agree with "Juan". We do NOT use "han" to agree with "cuentas." The auxiliary verb is conjugated for the subject of the sentence, not the object. Compare these two examples:

Juan ha pagado las cuentas.
Juan has paid the bills.
Juan y María han viajado a España.
Juan and Maria have traveled to Spain.

In the first example, we use "ha" because the subject of the sentence is "Juan." In the second example, we use "han" because the subject of the sentence is "Juan y María."


The present perfect tense is frequently used for past actions that continue into the present, or continue to affect the present.

He estado dos semanas en Madrid.
I have been in Madrid for two weeks.
Diego ha sido mi amigo por veinte años.
Diego has been my friend for 20 years.

The present perfect tense is often used with the adverb "ya".

Ya han comido.
They have already eaten.
La empleada ya ha limpiado la casa.
The maid has already cleaned the house.

The auxiliary verb and the past participle are never separated. To make the sentence negative, add the word "no" before the conjugated form of haber.

(yo) No he comido.
I have not eaten.
(tú) No has comido.
You have not eaten.
(él) No ha comido.
He has not eaten.
(nosotros) No hemos comido.
We have not eaten.
(vosotros) No habéis comido.
You-all have not eaten.
(ellos) No han comido.
They have not eaten.

Again, the auxiliary verb and the past participle are never separated. Object pronouns are placed immediately before the auxiliary verb.

Pablo le ha dado mucho dinero a su hermana.
Pablo has given a lot of money to his sister.
To make this sentence negative, the word "no" is placed before the indirect object pronoun (le).
Pablo no le ha dado mucho dinero a su hermana.
Pablo has not given a lot of money to his sister.

With reflexive verbs, the reflexive pronoun is placed immediatedly before the auxiliary verb. Compare how the present perfect differs from the simple present, when a reflexive verb is used.

Me cepillo los dientes. (present)
I brush my teeth.
Me he cepillado los dientes. (present perfect)
I have brushed my teeth.
To make this sentence negative, the word "no" is placed before the reflexive pronoun (me).
No me he cepillado los dientes.
I have not brushed my teeth.

For a review of reflexive verbs click [here] and [here].


Questions are formed as follows. Note how the word order is different than the English equivalent.

¿Han salido ya las mujeres?
Have the women left yet?
¿Has probado el chocolate alguna vez?
Have you ever tried chocolate?

Here are the same sentences in negative form. Notice how the auxiliary verb and the past participle are not separated.

¿No han salido ya las mujeres?
Haven't the women left yet?
¿No has probado el chocolate ninguna vez?
Haven't you ever tried chocolate?

Let's add another verb flashcard for the present perfect tense:

Verb Flashcards
Complete List

Present Perfect
haber + past participle
he hablado, he comido, he vivido
he
has
ha
hemos
habéis
han

customs coins

Navy challenge coins tend to be substantive elements of historiography. utilized to amortize those which help their countries in the military and to honor people employing remarkable records of skills, the small tokens of admiration date back to early World War I where they were given to a modest class of soldiers.

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Challenge coins can easily be custom made employing a organization, church group, or organization's logo and preferred colors. Due to the weight and thickness of each coin, the supposed value of this variety of promotional product is phenomenal.

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Challenge coins have transformed into a part of history and a important collectible item by not just by men and women who've served and continue to serve our country, but private folks and collectors seeking a highly popuar and extremely collectible item that is respected by men and women throughout the globe.

gun cabinets on display

Some people collect guns because of their love for hunting, some because of their love for collecting in itself. Either way,the most rewarding part of the endeavor is to see the entirety of the collection displayed splendidly at home. With this, investing in a beautiful gun cabinet becomes important. In choosing the furniture, it is important to make sure that its function and aesthetic aspects are balanced and complement each other.

Most gun collectors put their display gun cabinets in the recreation room, the library,the living area,and the bedroom. While there is no customary rule on where to put the gun display, it will be nice to place the collection in the area of the house where it can stand out most. This is easy if you're a bachelor and living alone, but if you have a family it is advisable to put the cabinet in the most masculine area of the room-that is, the part of the house where you stay most of the time.

If you can afford it,turn an area of the house into a gun room. Placing the cabinets in a gun room makes the collection more secured. You can easily lock the chamber whenever you want to, not mentioning that it will free yourself from worrying that a member of the family may try to break open the gun cabinets and use the items.

In connection to security,as a gun owner you should be responsible enough to equip all the gun display cabinets with durable locking mechanisms. Sliding glass doors should particularly be locked with a metal barrier in order to secure storage without sacrificing the rewarding act of display. As you address concerns about gun protection and storage, don't forget the very idea of flaunting. Consult to interior design magazines and online websites to find out how to mix and match colors, design, material, and size of gun cabinets in relation to the motif of the house.

computers

Does the thought of computers make you fearful , worried or concerned? Does it cause anxiety as you know you should learn how to use one? Do you feel overwhelmed at the thought of learning a new skill? Are you afraid that you might not be able to learn? Are you scared that you might press the wrong button and delete everything?

A key emotion that can keep you from achieving what you want in life is Fear or Low level concern, Anxiety, Worry. I'm not talking about panic attacks, high level fears and phobias, which are often caused by a significant emotional event in your past. The fear and anxiety I am referring to are those daily worries, niggles or sixth sense telling you that all is not quite right for you. They can keep you stuck if you allow them to and can grow out of all proportion if you don't act to resolve the feelings.

If this fear is having a significant negative impact on your life, it’s time to do something about it.

Luckily these fears can be turned into a positive resource and can be easily overcome. They are telling you that something is going to happen soon that you need to prepare for. They are your body's way of alerting you to something you need to do.

The solution

• Review what you are feeling fearful about and evaluate what you must do to prepare yourself.

• Figure out what actions you need to take to deal with the situation in the best possible way.

Overcoming your fear – e.g. a fear of learning IT Skills

1. Understand your reason for wanting to learn new skills. What does it mean to you? What will it give you? What's in it for you?

If you have a compelling reason for achieving your goal of learning a new skill then you will overcome any barriers that might come along.

2. Identify what you are afraid of. What exactly are you saying to yourself? If it’s ‘I can’t do this’ or ‘I’m too old to learn something new’ or ‘I might make a mistake and break something’. These are negative or limiting beliefs that you have about the situation and if you allow them to, will stop you from being successful. What you need to do is change a negative thought to a positive one. For example, ‘I can do it’ or ‘Even though I am XX I can learn a new skill’.

One of my favourite quotes is from Henry Ford who said ‘If you think you can or you think you can’t, your right!’ Start telling yourself that you can do it.

3. What do you need to do? Who can support you? Who do you know who has already done what you want to do? What courses are there locally?

4. Decide what you need to do, believe that you can do it, then do it!

At this stage also check in with yourself about your level of commitment. Rate yourself on a scale of 1 to 10 with 1 being low and 10 being High as to how much you really want to learn about IT. If it's 7 and above well done and go to it. Anything below 7 then you need to go back to your goal and understand what it is that you want to achieve. Once you are at 10 then you will do whatever it takes.

Jenny Lind: The mystery of Nightingale’s figurehead

In 1990 I was a fed up schoolteacher and decided to open a little antique shop in Gothenburg,

Sweden. After a few years, I met Günter, a picker who drove around in a fire truck,

buying old furniture, windows and so forth. In May 1994 Günter asked, “Do you want to buy a

scarecrow?” He had visited a farmer the day before and seen a hand protruding from among the

rakes and shovels, leaning against the wall of a hayloft. According to the farmer, the appendage belonged

to a near life-size wooden figure used as a scarecrow about 100 years ago. At night however, in the moonlight,

it had scared people as well as crows, so it was relegated to the back of the loft and forgotten.

The only thing Günter could distinguish in the darkness was that the hand appeared well carved.

No one had ever tried to sell me a scarecrow before. After some anguish, I made an offer through

Günter to buy it. A few weeks later, he asked me to come to his farm and see my purchase.

Günter had a strange sense of humor. That evening, when I pushed open the heavy barn door,

I saw through flickering candlelight what presumably was the scarecrow. It was hidden

under a thin blanket. Mozart’s Requiem streamed from loudspeakers.

Hesitantly, I walked toward the figure to uncover the blanket. What was I going to see?

Click on the picture for video sequence

 

  

The experience was unreal. When the figure’s intense gaze met mine the world stood still as

questions whirled in my head. Who are you? Who made you? Where did you come from?

  RESEARCH

By Karl Eric Svärdskog

 THE REMARKABLE FIND

EuroArts Music International

EuroArts Music International, which was always spearheading innovation and also produced on the highest artistic levels, has re-focused its production and distribution activities recently to a bigger variety of events, concerts, documentaries and cross over projects.

In this ever changing world, TV viewers and DVD buyers have an appetite for not only great artistry but also wanting to be entertained and taught.
Besides continuing relationship with the Berliner Philharmoniker, where the output will be up to four different productions per year, EuroArts will continue to produce documentaries about music and people, arts and faith, challenges tasks and political development in its context. It just has started “Music can’t be stopped!”, a Frank Scheffer film about the Iranian Philharmonic Orchestra Teheran and the composer Nader Mashayekhi which will stay exactly stay in this tradition.
The big “Mahler” event from Kaliste, last year’s Pavarotti memorial concert and other productions of this kind will also reach out to a bigger but well educated and interested viewership.
EuroArts will increase its number of co-operations with trusted Productionpartners to raise variety by staying at the same quality levels it always has been. The task for its Production-Group is to enable its television licensing department to offer the biggest variety and most interesting programs to all of its partners. The same applies for the EuroArts DVD and Blu-ray Disc label.
Idéale Audience will keep its traditional output and increase the number of operas and performance programs which also will benefit the number of great programs available in distribution under the Idéale Audience name for Television and on DVD and Blu-ray Disc.

Indirect speech

In grammar, indirect or reported speech (also indirect discourse; Latin ōratiō oblīqua) is a way of reporting a statement or question. A reported question is called an indirect question. Unlike direct speech, indirect speech does not phrase the statement or question the way the original speaker did; instead, certain grammatical categories are changed.^[1] In addition, indirect speech is not enclosed in quotation marks.
Person is changed when the person speaking and the person quoting the speech are different.
In English, tense is changed. In other languages, mood is altered. Latin switches from indicative to the infinitive (statement) or the subjunctive (question).

Grammatical forms may change when the reference point (origo) is changed. There are two reference points: the point in time and the person currently speaking. A change of time causes a change in tense, and a change in speaker may cause a change in person.

	Direct speech	Indirect speech	Altered grammatical categories
1.	"It is raining hard."	He said that it was raining hard.	tense
2.	"I have painted the ceiling blue."	He said that he had painted the ceiling blue.	person, tense
3.	"I will come to your party."	He says that he will come to my party.	person (twice)

In the first sentence, the reference point changes from present to past: the original speaker sees the rain pouring down, but the narrator is referring to a past event.
In the second and third sentence, the reference point changes from one person to another. In the third example, the reference point moves from the person who intends to come to the party to the one throwing the party.
This explanation, however, cannot be generalised. It does not account for the change of mood in Latin and German. In Japanese, among other languages, the speaker is free to change the pronoun or leave it as is.

Examples

can express indirect statements and indirect questions. An indirect statement or question can serve in the place of the direct object of a verb related to thought or communication.

An indirect statement is expressed by changing the case of the subject noun phrase from nominative to accusative and by replacing the main verb with an infinitive (without changing its voice or tense).

• Ego amo libertatem.
  

  Dicit me amare libertatem.

• Rex dedit omnibus leges.
  

  Credo regem dedisse omnibus leges.

• Videbimus permulta cras.
  

  Speras nos videturus esse permulta cras.

• Tertium non datur.
  

  Docuit philosophus tertium non dari.

• In Senatu imperator interfectus est.
  

  Audivi imperatorem in Senatu interfectum esse.

In the case of predication via a copula (typically esse),the case of the predicate adjective or noun changes from nominative to accusative.

• Ego sum felix.
  

  Dicit me esse felicem.

An indirect question is expressed by changing the mood of the main verb from indicative to subjunctive. It is normally appropriate to retain the word that introduces the question.

Comparison between direct, indirect and free indirect speech

• Quoted or direct speech:

He laid down his bundle and thought of his misfortune. "And just what pleasure have I found, since I came into this world?" he asked.

• Reported or normal indirect speech:

He laid down his bundle and thought of his misfortune. He asked himself what pleasure he had found since he came into the world.

• Free indirect speech:

He laid down his bundle and thought of his misfortune. And just what pleasure had he found, since he came into this world?

[edit] See also

• Sequence of tenses
• Direct speech
• Free indirect speech