This document discusses the use of will and won't for making predictions and decisions in the future. It provides examples of affirmative, negative, and interrogative sentences using will and won't. It then has students complete sentences using either the present continuous tense or will to talk about future plans and predictions. The answers key shows whether will, won't, or the present continuous is the correct choice for each sentence.
The document discusses the present perfect continuous tense in English grammar. It explains that the present perfect continuous tense is used to describe an action that began in the past, continues in the present, and may still be ongoing or has recently stopped. It provides examples of forming sentences in the present perfect continuous tense based on various pictures, including "It has been raining" and "They have been travelling." It then prompts turning each example into a yes/no question using the present perfect continuous, such as "Has he been eating?"
The document discusses deduction and the modal verbs used to make deductions. It provides examples of photos where deductions can be made about what is happening in the photos or about the people based on known facts using modal verbs like "must", "can't", "may", "might", and "could". For each photo, it lists possible deductions prefaced by the modal verb and the level of certainty - being very sure, thinking something is impossible, or thinking something is possible.
This document discusses the use of past modal verbs like must, may, might, can't, and couldn't followed by the past participle to speculate or deduce about past actions. It explains that must have is used when you are almost certain something happened, might/may/could have express possible actions, and can't/couldn't have indicate when something was almost surely not possible. Examples are provided to illustrate the use of each modal.
This document provides examples of how to change direct speech into reported speech. It shows how yes/no questions and wh- questions are changed by using reporting verbs like "asked" and removing quotation marks. Examples are given for changing questions about time, place, reason and reported requests into the past tense. Common reporting verbs are listed and examples are given of changing direct questions into reported speech using these verbs. Finally, there are pictures to prompt forming new sentences in reported speech.
The document makes comparisons between various people, objects, places and their characteristics such as cuteness, bravery, expensiveness, length, healthiness, crowdedness, coldness, sweetness, beauty, handsomeness, luxury, value, comfort, cleanliness, friendliness, speed, luck, usefulness, and anger. It uses phrases like "as...as" to indicate equivalency or lack of equivalency between the items being compared.
The document discusses the use of "have to", "must", "don't have to", and "mustn't" to talk about obligations and prohibitions in English. "Have to" and "must" are used to talk about rules and obligations, with "have to" referring to personal obligations and "must" referring to more general obligations. "Don't have to" means there is no obligation, while "mustn't" refers to something that is prohibited or against the rules. Examples are provided for how to use each phrase correctly.
The passive voice is used when the agent or doer of the action is unknown, not important, or to give importance to the object of the sentence. It is formed by using some form of 'to be' plus the past participle of the main verb. Some common uses of the passive voice include reporting information, rules, or media reports where the focus is on the topic rather than who performed the action. The passive voice can be used in all tenses and includes changes in verbs and pronouns compared to the active voice.
This document discusses the use of will and won't for making predictions and decisions in the future. It provides examples of affirmative, negative, and interrogative sentences using will and won't. It then has students complete sentences using either the present continuous tense or will to talk about future plans and predictions. The answers key shows whether will, won't, or the present continuous is the correct choice for each sentence.
The document discusses the present perfect continuous tense in English grammar. It explains that the present perfect continuous tense is used to describe an action that began in the past, continues in the present, and may still be ongoing or has recently stopped. It provides examples of forming sentences in the present perfect continuous tense based on various pictures, including "It has been raining" and "They have been travelling." It then prompts turning each example into a yes/no question using the present perfect continuous, such as "Has he been eating?"
The document discusses deduction and the modal verbs used to make deductions. It provides examples of photos where deductions can be made about what is happening in the photos or about the people based on known facts using modal verbs like "must", "can't", "may", "might", and "could". For each photo, it lists possible deductions prefaced by the modal verb and the level of certainty - being very sure, thinking something is impossible, or thinking something is possible.
This document discusses the use of past modal verbs like must, may, might, can't, and couldn't followed by the past participle to speculate or deduce about past actions. It explains that must have is used when you are almost certain something happened, might/may/could have express possible actions, and can't/couldn't have indicate when something was almost surely not possible. Examples are provided to illustrate the use of each modal.
This document provides examples of how to change direct speech into reported speech. It shows how yes/no questions and wh- questions are changed by using reporting verbs like "asked" and removing quotation marks. Examples are given for changing questions about time, place, reason and reported requests into the past tense. Common reporting verbs are listed and examples are given of changing direct questions into reported speech using these verbs. Finally, there are pictures to prompt forming new sentences in reported speech.
The document makes comparisons between various people, objects, places and their characteristics such as cuteness, bravery, expensiveness, length, healthiness, crowdedness, coldness, sweetness, beauty, handsomeness, luxury, value, comfort, cleanliness, friendliness, speed, luck, usefulness, and anger. It uses phrases like "as...as" to indicate equivalency or lack of equivalency between the items being compared.
The document discusses the use of "have to", "must", "don't have to", and "mustn't" to talk about obligations and prohibitions in English. "Have to" and "must" are used to talk about rules and obligations, with "have to" referring to personal obligations and "must" referring to more general obligations. "Don't have to" means there is no obligation, while "mustn't" refers to something that is prohibited or against the rules. Examples are provided for how to use each phrase correctly.
The passive voice is used when the agent or doer of the action is unknown, not important, or to give importance to the object of the sentence. It is formed by using some form of 'to be' plus the past participle of the main verb. Some common uses of the passive voice include reporting information, rules, or media reports where the focus is on the topic rather than who performed the action. The passive voice can be used in all tenses and includes changes in verbs and pronouns compared to the active voice.
This document compares and contrasts the present simple and present continuous tenses. It explains that the present simple is used to describe actions on a schedule or timetable, while the present continuous describes planned actions in the near future. It provides examples of using each tense to talk about plans ("I am watching TV tonight" vs "I watch TV every night"). The document also notes that both tenses can be used with time expressions like "next Friday" to refer to definite future plans and arrangements. It includes exercises asking the reader to fill in verbs in the correct present tense form.
The document provides examples of sentences that can be used to agree or disagree with statements using phrases like "So do I", "Neither do I", "I do!", and "I don't!". It gives sample statements and prompts the reader to agree or disagree with their partner's statements using those phrases. It also includes examples of rephrasing statements to disagree using phrases like "I don't", "I can't", "I am not", etc.
This document discusses -ing and -ed adjectives in English. -Ing adjectives describe a person or thing and the effect they produce on people, while -ed adjectives describe people's feelings. Common verbs that can be made into -ing and -ed adjectives are provided, along with examples of their use. A quiz with matching -ing and -ed adjectives to sentences is also included. The document encourages further practice forming and using these types of adjectives.
This document discusses subject and object questions in grammar. It provides examples of who questions about different subjects and objects loving each other, such as "Who loves John?" and "Who does John love?". It notes that subject questions do not require an auxiliary verb, while object questions do and feature a different word order with the auxiliary verb preceding the subject.
1. So and such are used to intensify the meaning of adjectives and adverbs. So is used before adjectives and adverbs, while such is used before countable nouns or uncountable nouns/plurals.
2. So and such can also be used in constructions with "that" to express a consequence. For example, "the coffee is so hot that I can't drink it" or "it was such a beautiful day that we decided to go to the beach."
3. When combining sentences using so/such and that, so is used before adjectives/adverbs in the first clause and such is used before countable/uncountable nou
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
The document discusses the use of the present continuous tense to refer to future arrangements or plans. It notes that the present continuous is commonly used with expressions like "tonight", "tomorrow", "this weekend" to indicate plans at a fixed time in the future. It also states the present continuous is more appropriate than the present simple or future forms like "going to" when used with verbs describing travel arrangements like "go", "come", "leave", "arrive". The present continuous emphasizes the pre-arranged nature of the future event being discussed.
Past perfect tense x past perfect continuousCida Oliveira
This document provides instruction on how to form and use the past perfect tense and past perfect continuous tense in English. It explains that the past perfect tense is formed using "had" plus the past participle of the main verb, and is used to refer to actions completed before something else in the past or to provide reasons for past actions. The past perfect continuous tense is formed using "had been" plus the present participle of the main verb, and is used to refer to actions that started in the past and continued up to another past event or the cause of something in the past. Examples are given for affirmative, negative, and question forms for both tenses.
The document discusses the difference between the words "may" and "might". It explains that "may" is used for situations that have a good chance of happening, while "might" is used for imaginary or unlikely situations. It provides examples of sentences using each word correctly. The document concludes with a quiz where the reader must identify whether each sample sentence should use "may" or "might".
The document describes the past perfect tense in English. The past perfect uses the helping verb "had" plus the past participle of the main verb to describe actions that were completed before something else in the past. It provides examples of affirmative, negative, and question forms of the past perfect. The document also contrasts the past perfect and simple past tenses, explaining that the past perfect is used to describe what had occurred before a certain time in the past, while the simple past refers to actions that simply took place in the past. It includes practice exercises for readers to choose whether to use the past perfect or simple past form.
The document discusses the four main uses of the word "get" in English: 1) get + noun, 2) get + adjective, 3) get + to + place, and 4) get in/out/on/off. It provides examples for each use and explains their meanings. It also discusses several phrasal verbs and expressions that use the word "get", such as "get across", "get along", "get away", "get back", and "get even". An activity section includes a dialogue using these phrasal verbs and a matching exercise to test understanding.
This document discusses the difference between the simple past and present perfect tenses in English. The simple past is used for actions completed in the past, while the present perfect connects the past to the present by describing actions that began in the past but continue to the present day or may happen again. Examples are provided to illustrate when to use each tense and how the tense affects the meaning of a sentence.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions or before a specific time in the past. It provides the formation of the past perfect using had + past participle. Examples are given to illustrate using the past perfect to talk about events that happened earlier than other events in the past. Finally, a series of activities are presented where the reader must identify whether the past simple or past perfect tense should be used.
The use of the modal verbs (might/may, must, can't/couldn't) for speculation and deduction. Also, how to use "should/ought to" to express regret and criticism
The document provides an overview of the present perfect tense in English including its form, uses, and comparison to the simple past tense. Key points include:
- The present perfect tense is formed using have/has + past participle and is used to describe actions that began in the past and continue to the present or where the time is unspecified.
- It can indicate recent events, lifetime experiences, actions over a period of time (using "for" and "since"), and indefinite time.
- Words like "already", "yet", "ever", and "never" are used specifically with the present perfect.
- The simple past tense is used to talk about completed actions at a specific time in the past
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
The document discusses the differences between the phrases "be used to" and "used to". "Be used to" refers to something that has become habitual through regular occurrence, and can be used in present, past, or future tense. "Used to" refers specifically to a past habit or state that is no longer true. Some examples are provided to illustrate the differences. The document also discusses the similar phrase "get used to", which refers to the process of something becoming habitual or normal.
This document discusses the future continuous and future perfect tenses in English. It provides examples of how to use each tense, including sample sentences using verbs in brackets that are filled in to demonstrate the tenses. Exercises are also included for readers to practice forming sentences using the future continuous and future perfect tenses. Key differences between the tenses are that the future continuous describes an action that will be in progress at a specific time in the future, while the future perfect describes an action that will be completed by a certain time in the future.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
This document provides information on the use of gerunds and infinitives after verbs and expressions in English. It lists common verbs followed by gerunds or infinitives based on their meaning, such as verbs expressing likes/dislikes or mental states followed by gerunds, and verbs expressing future arrangements followed by infinitives. Some verbs, such as start, finish, and continue can be followed by either form without a change in meaning, while verbs like forget, remember, go on, regret, stop, and try can have different meanings depending on whether they are followed by a gerund or infinitive. The document also discusses uses of gerunds and infinitives after questions words, prepositions, adjectives, and
This document provides instructions on how to create a user account for a book website. It encourages taking a picture to remember login details and making use of practice resources available on the site. The site offers tools to help users learn and retain information from digital books.
This document compares and contrasts the present simple and present continuous tenses. It explains that the present simple is used to describe actions on a schedule or timetable, while the present continuous describes planned actions in the near future. It provides examples of using each tense to talk about plans ("I am watching TV tonight" vs "I watch TV every night"). The document also notes that both tenses can be used with time expressions like "next Friday" to refer to definite future plans and arrangements. It includes exercises asking the reader to fill in verbs in the correct present tense form.
The document provides examples of sentences that can be used to agree or disagree with statements using phrases like "So do I", "Neither do I", "I do!", and "I don't!". It gives sample statements and prompts the reader to agree or disagree with their partner's statements using those phrases. It also includes examples of rephrasing statements to disagree using phrases like "I don't", "I can't", "I am not", etc.
This document discusses -ing and -ed adjectives in English. -Ing adjectives describe a person or thing and the effect they produce on people, while -ed adjectives describe people's feelings. Common verbs that can be made into -ing and -ed adjectives are provided, along with examples of their use. A quiz with matching -ing and -ed adjectives to sentences is also included. The document encourages further practice forming and using these types of adjectives.
This document discusses subject and object questions in grammar. It provides examples of who questions about different subjects and objects loving each other, such as "Who loves John?" and "Who does John love?". It notes that subject questions do not require an auxiliary verb, while object questions do and feature a different word order with the auxiliary verb preceding the subject.
1. So and such are used to intensify the meaning of adjectives and adverbs. So is used before adjectives and adverbs, while such is used before countable nouns or uncountable nouns/plurals.
2. So and such can also be used in constructions with "that" to express a consequence. For example, "the coffee is so hot that I can't drink it" or "it was such a beautiful day that we decided to go to the beach."
3. When combining sentences using so/such and that, so is used before adjectives/adverbs in the first clause and such is used before countable/uncountable nou
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
The document discusses the use of the present continuous tense to refer to future arrangements or plans. It notes that the present continuous is commonly used with expressions like "tonight", "tomorrow", "this weekend" to indicate plans at a fixed time in the future. It also states the present continuous is more appropriate than the present simple or future forms like "going to" when used with verbs describing travel arrangements like "go", "come", "leave", "arrive". The present continuous emphasizes the pre-arranged nature of the future event being discussed.
Past perfect tense x past perfect continuousCida Oliveira
This document provides instruction on how to form and use the past perfect tense and past perfect continuous tense in English. It explains that the past perfect tense is formed using "had" plus the past participle of the main verb, and is used to refer to actions completed before something else in the past or to provide reasons for past actions. The past perfect continuous tense is formed using "had been" plus the present participle of the main verb, and is used to refer to actions that started in the past and continued up to another past event or the cause of something in the past. Examples are given for affirmative, negative, and question forms for both tenses.
The document discusses the difference between the words "may" and "might". It explains that "may" is used for situations that have a good chance of happening, while "might" is used for imaginary or unlikely situations. It provides examples of sentences using each word correctly. The document concludes with a quiz where the reader must identify whether each sample sentence should use "may" or "might".
The document describes the past perfect tense in English. The past perfect uses the helping verb "had" plus the past participle of the main verb to describe actions that were completed before something else in the past. It provides examples of affirmative, negative, and question forms of the past perfect. The document also contrasts the past perfect and simple past tenses, explaining that the past perfect is used to describe what had occurred before a certain time in the past, while the simple past refers to actions that simply took place in the past. It includes practice exercises for readers to choose whether to use the past perfect or simple past form.
The document discusses the four main uses of the word "get" in English: 1) get + noun, 2) get + adjective, 3) get + to + place, and 4) get in/out/on/off. It provides examples for each use and explains their meanings. It also discusses several phrasal verbs and expressions that use the word "get", such as "get across", "get along", "get away", "get back", and "get even". An activity section includes a dialogue using these phrasal verbs and a matching exercise to test understanding.
This document discusses the difference between the simple past and present perfect tenses in English. The simple past is used for actions completed in the past, while the present perfect connects the past to the present by describing actions that began in the past but continue to the present day or may happen again. Examples are provided to illustrate when to use each tense and how the tense affects the meaning of a sentence.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions or before a specific time in the past. It provides the formation of the past perfect using had + past participle. Examples are given to illustrate using the past perfect to talk about events that happened earlier than other events in the past. Finally, a series of activities are presented where the reader must identify whether the past simple or past perfect tense should be used.
The use of the modal verbs (might/may, must, can't/couldn't) for speculation and deduction. Also, how to use "should/ought to" to express regret and criticism
The document provides an overview of the present perfect tense in English including its form, uses, and comparison to the simple past tense. Key points include:
- The present perfect tense is formed using have/has + past participle and is used to describe actions that began in the past and continue to the present or where the time is unspecified.
- It can indicate recent events, lifetime experiences, actions over a period of time (using "for" and "since"), and indefinite time.
- Words like "already", "yet", "ever", and "never" are used specifically with the present perfect.
- The simple past tense is used to talk about completed actions at a specific time in the past
This document discusses the use of the expressions "wish" and "if only" to express wishes or desires. It provides examples of different structures used with "wish" and "if only" to convey different meanings: wishing to change the present, expressing regret about the past, making polite requests, and showing desire for ability. The structures are wish/if only + past simple/continuous, wish/if only + past perfect, wish/if only + would, and wish/if only + could. The document concludes by providing an exercise to write a 250-word composition using these different wish structures.
The document discusses the differences between the phrases "be used to" and "used to". "Be used to" refers to something that has become habitual through regular occurrence, and can be used in present, past, or future tense. "Used to" refers specifically to a past habit or state that is no longer true. Some examples are provided to illustrate the differences. The document also discusses the similar phrase "get used to", which refers to the process of something becoming habitual or normal.
This document discusses the future continuous and future perfect tenses in English. It provides examples of how to use each tense, including sample sentences using verbs in brackets that are filled in to demonstrate the tenses. Exercises are also included for readers to practice forming sentences using the future continuous and future perfect tenses. Key differences between the tenses are that the future continuous describes an action that will be in progress at a specific time in the future, while the future perfect describes an action that will be completed by a certain time in the future.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
This document provides information on the use of gerunds and infinitives after verbs and expressions in English. It lists common verbs followed by gerunds or infinitives based on their meaning, such as verbs expressing likes/dislikes or mental states followed by gerunds, and verbs expressing future arrangements followed by infinitives. Some verbs, such as start, finish, and continue can be followed by either form without a change in meaning, while verbs like forget, remember, go on, regret, stop, and try can have different meanings depending on whether they are followed by a gerund or infinitive. The document also discusses uses of gerunds and infinitives after questions words, prepositions, adjectives, and
This document provides instructions on how to create a user account for a book website. It encourages taking a picture to remember login details and making use of practice resources available on the site. The site offers tools to help users learn and retain information from digital books.
This document provides information about clauses, including independent and dependent clauses. It defines independent clauses as groups of words with a subject and verb that can stand alone, while dependent clauses need another clause to be complete. Examples of dependent clauses include "until the next time I see you" and "because I want to get a 100 in English 6." The document also discusses using longer descriptions and adjectives to improve writing and provides examples of combining sentences using dependent clauses.
This document provides instructions for a final project for an English online course. Students are required to create a web page using the Wix platform to present what they have learned during the course. The web page must include: (1) explanations of 2 grammar topics with examples and exercises; (2) 2 vocabulary lists from course units with 10 words each, definitions, and illustrations; (3) a description of improved skills in listening, reading, speaking or writing; and (4) 3 tips for succeeding in English courses. Step-by-step instructions are provided for creating a free web page on Wix, with the project due on July 11th and presentations on July 12th-13th.
This teaching capsule discusses using the past perfect tense to indicate which of two past events occurred first, even if they are not mentioned in chronological order. It reminds the reader to email the author at their Gmail address with their English section number in the subject line if they have any other questions.
The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
The document discusses different English modal verbs and their meanings. It explains that "must" is used when something is sure to be possible or true, "can't" is used when something is sure not to be possible or true, and "might", "may", and "could" are used when something is not certain. It provides examples of sentences using these modal verbs and has the reader practice making their own sentences with different pictures to illustrate the meanings.
This is a presentation about semi-modal verbs. It includes all the necessary rules about their use and examples as well as speaking activities encouraging group work.
The document discusses the various uses of modal verbs in English including:
1) Modal verbs such as can, could, may, might, must, have to are used to express abilities, possibilities, obligations, permissions and suggestions.
2) Other modal verbs like should and ought to are used to give advice or opinions, while would and shall are used to make offers or suggestions.
3) Modal perfect tenses with verbs like must have, could have and should have are used to talk about past abilities, possibilities and obligations or to express regret or criticism.
This document discusses irregular verbs and their patterns. It explains that the only way to learn irregular verbs is to memorize them. It then outlines six patterns of irregular verb conjugations, such as changing vowels, keeping the same form for past and past participle, and adding suffixes. Some irregular verbs do not follow any pattern. The document provides examples to illustrate each pattern.
This document discusses the different types of conditional sentences in English:
- Zero conditional describes things that are always true.
- First conditional talks about future actions dependent on future conditions. It uses present tense for the condition and will for the result.
- Second conditional talks about unlikely present or future situations. It uses past tense for the condition and would for the result.
- Third conditional talks about imaginary past actions where the conditions were not met. It uses past perfect for the condition and would have for the result. Each conditional has a specific grammatical structure and usage.
This document provides prompts to remind the reader about common things they should remember to do in different situations. Some examples include remembering to bring a list when shopping, return a borrowed library book, charge your phone, arrive on time for class, pay attention in class, study for an exam, bring proper documentation when traveling abroad, pack necessary items for a holiday, lock doors when leaving home, brush teeth before bed, look both ways before crossing the road, check your vehicle before driving, log off the computer properly, bring an umbrella if it's raining, stretch before exercise, get a gift for a partner's birthday, wear sunscreen when sunbathing, turn off appliances after cooking, proofread written work, and say thank
Language for Advice and Suggestions - why don't you.../ have you tried.../ yo...David Mainwood
For Pre-intermediate EFL students. Look at the language for asking suggestions and giving advice and practise by making appropriate sentences for the picture
The document discusses how to be polite in English when making requests. It provides examples of polite and direct ways to ask for the time, with "What time is it?" being too direct and rude. More polite phrases include "Could you tell me the time please?" and "Excuse me, I wonder if you could tell me the time." The document also covers polite phrases like "Can/Could/Would you...", "Could you possibly...", "Do/Would you mind..." and "I wonder if you'd mind..." to make other polite requests. Photos illustrate using these phrases to request various actions.
This document provides examples of how to express past habits, repeated actions, or things that have changed in English. It shows pictures of how someone looks now compared to how they used to look, and asks if they used to have tattoos before with a response of no, they didn't.
This document discusses modal verbs in English. It defines modal verbs as auxiliaries that add meaning to sentences and accompany the main verb. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, cannot, must not. The document provides examples of how different modal verbs are used to express ideas like ability, permission, possibility, advice, necessity, obligation, prohibition, and certainty. It also discusses the use of modal verbs with perfect infinitives to talk about past situations.
We use modal verbs like must, may, might, could, or can't to speculate about past events. Must is used to make strong deductions that are almost certain, while can't expresses certainty that something is false. May, might, and could are used to make speculative statements when there is no evidence. For past tense, must is used with have and a past participle, can't is used with have and a past participle, and may, might, and could are used with have and a past participle.
This document discusses the different degrees of comparison in English grammar - positive, comparative, and superlative. It provides examples for each degree using adjectives and adverbs to compare qualities, numbers, and positions of nouns. The positive degree makes a simple statement about one noun having a quality. The comparative degree compares two nouns, showing one has more of a quality than the other. The superlative degree compares one noun to many others of its kind, showing it has the highest degree of a quality.
The document contains a list of questions in the present perfect tense asking if the reader has ever done certain activities followed by follow up questions in the past simple tense asking for more details about when, where, why, and how those activities were done. The questions cover a range of experiences like singing in public, visiting places, trying foods, participating in sports, meeting famous people, and more. It prompts the reader to think of additional questions to continue the conversation.
The document prompts readers to recall memories from their childhood, school, or past experiences using the phrase "Do you remember?" and questions like "What did you do when you were small?" It then provides examples of sentences using "remember + -ing" such as "I remember going to school" and "I remember playing in the park." The purpose is to have readers discuss their memories in sentences with "remember + -ing."
This document discusses verbs that take gerunds or infinitives after them. It lists verbs like "can't stand", "detest", and "enjoy" that take a gerund form ending in "-ing", as well as verbs like "want", "decide", and "promise" that take an infinitive form with "to". The document encourages practicing forming sentences with these verbs and their objects to commit them to memory.
The document provides examples of using the structure "have/has + noun + past participle" to express that someone else does an action for you. It gives sentence pairs where the first sentence uses an active verb like "cut" or "repair" followed by a second sentence using the "have/has + noun + past participle" structure to convey the same meaning but with the implication that someone else performs the action. It concludes by asking the reader to write their own sentences using the target structure.
The document contains responses to the question "What's the time?" with various times provided in hour/minute format including 10 o'clock, 8 o'clock, 3 o'clock, half past 8, half past 1, half past 3, quarter past 3, and half past 7.
Say the sentences and questions in the past simpleDavid Mainwood
The document provides examples of how to change sentences and questions to the past tense in English. It gives sentences and questions in the present tense, followed by the same sentences and questions rewritten in the past tense. There are over 20 examples moving between the present and past forms to demonstrate conjugating verbs for the past tense in affirmative and negative statements as well as questions.
The Mystery Person Game - Past Simple practiceDavid Mainwood
Someone disappeared yesterday and items were found in their room, leaving others to wonder who the person was and what happened to them. Pictures and clues were left behind that students were asked to look at and use to write a story attempting to solve the mystery of who disappeared and where they went.
The document describes a rolling question game that can be played in teams. Players take turns rolling a dice and moving forward the corresponding number of pages, where they will find a question to answer. Players score points for correct answers, with more points awarded for questions requiring more information to answer. The game continues with players taking turns rolling the dice and answering the rolling series of questions.
Advice - should / ought to / had better / must / have to / cantDavid Mainwood
The document provides examples of language used to give advice or prohibitions based on different situations and problems. It includes phrases like "should", "ought to", "had better", "must", and "have to" to give positive advice and phrases like "shouldn't", "oughtn't to", "had better not", "mustn't", and "can't" to give prohibitions. Different situations and problems are listed like having a headache, not doing homework, or being afraid of flying. Learners are prompted to think of more problems and provide advice using the given language frames.
This document defines and provides examples of 12 common British slang expressions not typically used in American English. The slang terms cover a range of meanings including mistakes, rudeness, worthlessness, nonsense, offense, cheap wine, heavy drinking, drunkenness, falling over, attractiveness, sex, and exhaustion. The definitions are adapted from a Buzzfeed article on British slang Americans should start using.
The document discusses the use of the phrase "going to" to make predictions about future events that are considered certain to occur based on available evidence. It provides examples of using "going to" to describe several photos showing situations where people or objects appear poised to experience accidents, mishaps, or other foreseeable outcomes.
The document describes a video clip showing British comedians Eric Morecambe and Ernie Wise making breakfast while listening to the radio. It provides instructions for an activity where students will discuss breakfast foods, describe kitchen items, watch the video clip of Eric and Ernie, practice present simple verbs, and retell the story in the past tense.
The document is an online quiz about animals. It contains 25 pages with images of different animals such as cats, dogs, bears, chickens, frogs, giraffes, fish, pigs, and monkeys. The user clicks on the image to reveal the name of the animal. After selecting the image, the answer is displayed to allow the user to check their response.
This document provides examples of questions corresponding to statements or situations. It includes 25 items with a statement and the question that could be asked to elicit that statement. The questions range from asking someone's name, age, location, what they or someone else is doing, possessing, seeing, abilities, jobs, colors, spelling of a word and more. The purpose is to demonstrate the different types of questions that can be asked for a variety of statement situations.
The document provides examples of verbs in the present continuous tense by showing pictures of people engaged in various activities and stating the verb phrases below each picture using "be + -ing". It encourages looking at the pictures and stating the verbs, and provides a link to a blog with more examples of present continuous verbs.
The document provides examples of questions that can be asked to elicit specific information. It presents 25 statements and poses a question for each statement to determine details like quantities, actions, locations, preferences, definitions, schedules and relationships. The questions follow common question structures to obtain facts from declarative sentences.
1. The document provides a list of 25 questions that can be asked to get additional details about a subject, event, or situation. The questions cover topics like time, actions, locations, quantities, opinions, and more. Each question is numbered and accompanied by a blank for the key detail being asked about.
2. Examples of question types included are: how long, what was done, why, will something happen, did something happen, what was done, where did you go, how much did something cost, does something occur, what was done, what was happening, were there any of something, what was written or done, what is played, what was done or played, when did something occur, how was a
This document appears to be a quiz from a BBC TV show containing 7 multiple choice questions. Participants have 10 seconds to answer each question and cover topics ranging from which is the slowest, which number comes first alphabetically, which country has the most international borders, math sums to determine the smallest and largest numbers, which is the tallest, and which country is the most southerly. The quiz ends after the 7 questions are completed.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
8. Modals of Deduction What are modal verbs? Must,Can’t,May, Might, Could http://efllecturer.blogspot.com/
9.
10.
11.
12. He can't be a policeman. - Very sure - we think it's impossible - 99%
13. He may / might / could be famous. We think it's possible - 50%The Present
14.
15. can't be - Very sure - We think it's impossible - 99%
16. may / might / could be - We think it's possible - 50%The Present
17.
18. can't be - Very sure - We think it's impossible - 99%
19. may / might / could be - We think it's possible - 50%The Present
20.
21. can't be - Very sure - We think it's impossible - 99%
22. may / might / could be - We think it's possible - 50%The Present
23.
24. can't be - Very sure - We think it's impossible - 99%
25. may / might / could be - We think it's possible - 50%The Present
26.
27. can't be - Very sure - We think it's impossible - 99%
28. may / might / could be - We think it's possible - 50%The Present
29.
30. can't be - Very sure - We think it's impossible - 99%
31. may / might / could be - We think it's possible - 50%The Present
32.
33. can't be - Very sure - We think it's impossible - 99%
34. may / might / could be - We think it's possible - 50%The Present
35.
36. can't be - Very sure - We think it's impossible - 99%
37. may / might / could be - We think it's possible - 50%The Present
38.
39. can't be - Very sure - We think it's impossible - 99%
40. may / might / could be - We think it's possible - 50%The Present
41.
42. can't be - Very sure - We think it's impossible - 99%
43. may / might / could be - We think it's possible - 50%The Present
44.
45. can't be - Very sure - We think it's impossible - 99%
46. may / might / could be - We think it's possible - 50%The Present
47. Modals of Deduction We can also make deductions about the 'How do you think the burglar got in?''Hemusthave climbed through the window.' To make guesses about the past; = Modal verb + have + past participle
48.
49. He can’t have come through the door.= Very sure - we think it's impossible - 99%
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51. Can’t have - Very sure - we think it's impossible - 99%
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53. Can’t have - Very sure - we think it's impossible - 99%
54.
55. Can’t have - Very sure - we think it's impossible - 99%
56.
57. Can’t have - Very sure - we think it's impossible - 99%
58.
59. Can’t have - Very sure - we think it's impossible - 99%
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61. Can’t have - Very sure - we think it's impossible - 99%
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63. Can’t have - Very sure - we think it's impossible - 99%
64.
65. Can’t have - Very sure - we think it's impossible - 99%
66.
67. Can’t have - Very sure - we think it's impossible - 99%
68.
69. Can’t have - Very sure - we think it's impossible - 99%
70.
71. Can’t have - Very sure - we think it's impossible - 99%
72.
73. Can’t have - Very sure - we think it's impossible - 99%
74.
75. Can’t have - Very sure - we think it's impossible - 99%
76.
77. Can’t have - Very sure - we think it's impossible - 99%
78.
79. Can’t have - Very sure - we think it's impossible - 99%
80.
81. Can’t have - Very sure - we think it's impossible - 99%
82.
83. Can’t have - Very sure - we think it's impossible - 99%
84.
85. Can’t have - Very sure - we think it's impossible - 99%
86.
87. Can’t have - Very sure - we think it's impossible - 99%
88.
89. Can’t have - Very sure - we think it's impossible - 99%
90.
91. Can’t have - Very sure - we think it's impossible - 99%
92.
93. Can’t have - Very sure - we think it's impossible - 99%
94.
95. Can’t have - Very sure - we think it's impossible - 99%
96.
97. Can’t have - Very sure - we think it's impossible - 99%
98.
99. Can’t have - Very sure - we think it's impossible - 99%
100.
101. Can’t have - Very sure - we think it's impossible - 99%
102.
103. Can’t have - Very sure - we think it's impossible - 99%
104.
105. Can’t have - Very sure - we think it's impossible - 99%
106.
107. Can’t have - Very sure - we think it's impossible - 99%
108.
109. Can’t have - Very sure - we think it's impossible - 99%
110.
111. Can’t have - Very sure - we think it's impossible - 99%
112.
113. Can’t have - Very sure - we think it's impossible - 99%
114.
115. Can’t have - Very sure - we think it's impossible - 99%
116.
117. Can’t have - Very sure - we think it's impossible - 99%
118.
119. Can’t have - Very sure - we think it's impossible - 99%
120. may / might / could have - We think it's possible - 50%http://efllecturer.blogspot.com/
121.
122. Can’t have - Very sure - we think it's impossible - 99%
123. may / might / could have - We think it's possible - 50%http://efllecturer.blogspot.com/
124.
125. Can’t have - Very sure - we think it's impossible - 99%
126. may / might / could have - We think it's possible - 50%http://efllecturer.blogspot.com/
127.
128. Can’t have - Very sure - we think it's impossible - 99%
129. may / might / could have - We think it's possible - 50%http://efllecturer.blogspot.com/