Here are the answers filled in:
Which side?
Highways, Freeways, Motorways...
The first thing to be considered is
that fact that Americans drive In the UK, highways are VERY
on the RIGHT and in specific in how you refer to them. For example,
Britons you drive on the LEFT. Now if that isn't confusing the 635 is pronounced the "six thirty-five" and
enough, even the road markings NOT the "six three five" or the "six hundred
are opposite. In and thirty five". Highways in Commonwealth
AmericansYELLOW lines signify countries begin with M for Motorway.
the center
The document discusses modal verbs and their uses in the English language. Modal verbs include words like can, could, must, shall, and may. They provide additional meaning to the main verb of a sentence and do not conjugate or use other auxiliary verbs. Modal verbs have specific uses and meanings depending on whether they indicate ability, obligation, permission, speculation, or the past tense.
The document categorizes different modal verbs based on their meaning and provides examples of how they are used in sentences. It also notes exceptions and limitations of modal verbs, such as not having infinitives, gerunds, or all tenses. Overall, the document serves as a
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several modal verbs including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not conjugate or take other auxiliary verbs. They are used to express concepts like permission, obligation, possibility, ability, advice, and past habits. Modal verbs are categorized as single concept, double concept, or past modals depending on their meaning. Examples are provided to illustrate the different uses and meanings of various modal verbs.
This document discusses the uses of modal verbs in English. It explains that modal verbs are used to express logical assumptions, possibilities, obligations, prohibitions, and criticism. Some key uses of modal verbs covered include:
- Must expresses certainty or obligation
- Can't/couldn't express negative assumptions
- Could/may/might express possibilities
- Have to expresses strong obligation imposed by others
- Should/ought to express weak obligations or advice
- Need/needn't express necessity or lack thereof
Modal verbs in English include will, would, shall, should, can, could, may, might, must, and ought to. All modal verbs form negative sentences with "not" and interrogative sentences with subject-verb inversion. Modal verbs are not used in continuous tenses and cannot be used with "to"; only one modal verb can be used at a time in a sentence.
The document discusses variation in the verb phrase, specifically focusing on modal verbs and semi-modal verbs in English. It provides examples of the 9 main modal verbs - can, could, may, might, must, should, will, would, and shall - and how they are used to express meanings related to possibility, necessity, obligation, etc. It also discusses semi-modal verbs like have to, be going to, used to and their functions.
Modal verbs are sometimes called auxiliary verbs that provide additional meaning to the main verb. They express ideas like ability, permission, obligation, possibility, advice and suggestions. Common modal verbs include can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are not conjugated and are followed by the base form of the main verb without "to." They do not have present participle or infinitive forms.
This document discusses the use of modal verbs to express possibility in English. It explains that "can" is used to say something is possible, while "could", "might", and "may" indicate less certainty. It also covers using modals like "could have", "may have", and "might have" to talk about past possibilities, and phrases like "be able to" and "used to be able to" for discussing abilities in the present and past.
The document discusses modal verbs and their uses in the English language. Modal verbs include words like can, could, must, shall, and may. They provide additional meaning to the main verb of a sentence and do not conjugate or use other auxiliary verbs. Modal verbs have specific uses and meanings depending on whether they indicate ability, obligation, permission, speculation, or the past tense.
The document categorizes different modal verbs based on their meaning and provides examples of how they are used in sentences. It also notes exceptions and limitations of modal verbs, such as not having infinitives, gerunds, or all tenses. Overall, the document serves as a
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several modal verbs including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not conjugate or take other auxiliary verbs. They are used to express concepts like permission, obligation, possibility, ability, advice, and past habits. Modal verbs are categorized as single concept, double concept, or past modals depending on their meaning. Examples are provided to illustrate the different uses and meanings of various modal verbs.
This document discusses the uses of modal verbs in English. It explains that modal verbs are used to express logical assumptions, possibilities, obligations, prohibitions, and criticism. Some key uses of modal verbs covered include:
- Must expresses certainty or obligation
- Can't/couldn't express negative assumptions
- Could/may/might express possibilities
- Have to expresses strong obligation imposed by others
- Should/ought to express weak obligations or advice
- Need/needn't express necessity or lack thereof
Modal verbs in English include will, would, shall, should, can, could, may, might, must, and ought to. All modal verbs form negative sentences with "not" and interrogative sentences with subject-verb inversion. Modal verbs are not used in continuous tenses and cannot be used with "to"; only one modal verb can be used at a time in a sentence.
The document discusses variation in the verb phrase, specifically focusing on modal verbs and semi-modal verbs in English. It provides examples of the 9 main modal verbs - can, could, may, might, must, should, will, would, and shall - and how they are used to express meanings related to possibility, necessity, obligation, etc. It also discusses semi-modal verbs like have to, be going to, used to and their functions.
Modal verbs are sometimes called auxiliary verbs that provide additional meaning to the main verb. They express ideas like ability, permission, obligation, possibility, advice and suggestions. Common modal verbs include can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are not conjugated and are followed by the base form of the main verb without "to." They do not have present participle or infinitive forms.
This document discusses the use of modal verbs to express possibility in English. It explains that "can" is used to say something is possible, while "could", "might", and "may" indicate less certainty. It also covers using modals like "could have", "may have", and "might have" to talk about past possibilities, and phrases like "be able to" and "used to be able to" for discussing abilities in the present and past.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. They include can, could, may, might, must, shall, should, will, would. Modal verbs do not conjugate or take tense and do not have infinitives or -ing forms. They are followed by an infinitive verb without "to." Modal verbs express concepts like permission, obligation, advice, probability and more. They can have single or double meanings depending on context. Modals in the past are used with "have" to refer to past situations.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are three categories of modal verbs: single concept modals that have one meaning, double concept modals that have two meanings depending on context, and modals used in the past tense. Modal verbs do not conjugate or take infinitives, and are followed by the bare infinitive form of the main verb. Their meaning depends on whether they express concepts like permission, obligation, possibility, or past habitual actions.
Modals general characteristics- Modals of AbilityMiriam Acuña
The document discusses modal auxiliaries and their uses in English grammar. It explains that modal auxiliaries like can, may, and must are used to express abilities, permissions, predictions, obligations, and degrees of certainty. It provides details on the primary and secondary functions of different modals, how they are used in questions and negatives, and compares their uses to expressions of tense.
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 document defines and categorizes modal auxiliary verbs. It begins by defining modal verbs as verbs that accompany other verbs and add abstract meanings like obligation or permission. It then lists the main English modal verbs and groups them based on whether they express a single concept or double concept. The document also categorizes modal verbs based on the meanings they express, such as ability, obligation, possibility, and certainty. It concludes by explaining how modal verbs are used with perfect infinitives to discuss past possibility, certainty, or advice.
Modal verbs are special verbs that behave differently than regular verbs. Some key differences are that modal verbs don't take "-s" in the third person and use "not" to form negatives. Common modal verbs include can, could, may, might, must, ought to, shall, should, and will. Modal verbs have different meanings and uses depending on whether they are expressing ability, permission, possibility, conditionals, repetition in the past, or other concepts.
Modals are auxiliary verbs that express concepts like permission, ability, possibility, and necessity. They are always followed by the base form of the main verb and do not show subject-verb agreement. The document categorizes different modal verbs based on their functions, including expressing ability, possibility, permission, and necessity.
Modal verbs are auxiliary verbs that modify the meaning of the main verb in a sentence. They can express ideas like ability, permission, obligation, possibility, and future intention. There are three categories of modal verbs: single concept modals which have one meaning, double concept modals which can have two meanings depending on context, and perfect modals which are used to talk about past possibilities or obligations. Some common modal verbs are can, could, may, might, must, shall, should, will, would, and ought to.
The document provides information on the uses and grammar of the modal verb "would". It discusses how would is used to talk about the past, form conditionals, express desires or politeness, and other functions. Specific examples are given to illustrate each use of would, such as showing repetition in the past or expressing regret.
This document provides information about modal verbs and their uses in English. It defines modal verbs and distinguishing them from primary/auxiliary verbs. It then explains the uses of individual modal verbs like will, would, shall, should, can, could, may, might, must, need, dare, used to, and ought to through examples. It also includes an exercise with blanks to be filled in using the appropriate modal verbs.
The document discusses modal forms and conditionals. It states that modal auxiliaries, also known as modals, are special verbs used with other verbs to express mood. It provides examples of different types of modals and their functions, including ability, obligation, possibility, preference and requests. It also classifies the most common conditionals into present real conditional, present unreal conditional, and past unreal conditional based on the probability of the if-clause.
1. Modal auxiliary verbs are used with other verbs to express meanings like obligation, permission, possibility, etc. Common modal verbs include can, may, must, should.
2. Modal verbs are grouped based on the number of meanings they express (single or double) and the concepts they convey like ability, obligation, or possibility.
3. When referring to the past, modal verbs are used with perfect infinitives (have + past participle) to express meanings like certainty, possibility, or advice regarding past actions.
Modal verbs provide additional meaning to the main verb of a sentence. They express concepts like ability, permission, obligation, offers, and probability. Modal verbs do not conjugate or take infinitives. There are single concept modals that have one meaning and double concept modals that can have two meanings depending on context. Modals are also used in the past tense by adding "have" and the past participle of the main verb. Examples are given of how to use modals to express different meanings like ability, permission, obligation, offers, and probability. Forms and categories of modals are defined.
Use the past perfect progressive to talk about an action that was in progress before a specific time in the past. The progressive emphasizes the continuing activity, not the end result.
This document defines modal verbs and provides examples of their usage. Modal verbs are used to indicate modality, or likelihood, ability, permission, and possibility. They can modify the meaning of the verb in the clause. The document lists common modal verbs like can, could, may, might, will, would, shall, should, ought to, and must. It discusses their structure and how they are used without additions like -s, -es, infinitives, or -ing forms. Examples are provided for how each modal verb is used, such as expressing ability, permission, possibility, necessity, suggestions, offers, promises and more.
Modals verbs like can, may, must, will are used to express ability, obligation, possibility. Unlike other verbs, modal verbs do not change form or have infinitives/participles. They are used with other verbs to express things like ability, obligation, or possibility. Common mistakes include using an additional auxiliary verb when a modal is used, like "do I must come?" Modal verbs have specific uses - can is ability/possibility, may is permission/possibility, will is for instant decisions and predictions.
Auxiliary and modal verbs help form tenses, voices, and moods. There are primary auxiliaries like be, have, and do as well as modal auxiliaries like shall, should, will, would, may, might, can, could, must, ought to, used to, need and dare. Auxiliary verbs are used in short answers, to avoid repetition, with so and neither, in "echo" questions, to show emphasis, and in question tags. Question tags are formed with an auxiliary verb and pronoun and are used to check something believed to be true or to ask for agreement.
Modal verbs provide additional meaning to the main verb of a sentence by expressing ideas like ability, permission, obligation, or possibility. The common modal verbs in English are can, could, shall, should, will, would, may, might, must. Modal verbs do not change form or require auxiliary verbs. They are followed by the base form of the main verb. Modal verbs can express single or double meanings depending on context and can also be used in the past tense with "have" to talk about past possibilities, obligations, or abilities.
This document discusses modal verbs, including their definition, structure, and usage. Modal verbs are auxiliary verbs that indicate modality or possibility and include can, could, may, might, will, would, shall, should, ought to, and must. The document explains that modal verbs do not change form for third person singular, do not require auxiliaries to form negatives or questions, and do not have infinitives or -ing forms. Examples are provided for how each modal verb is used to indicate ability, permission, possibility, necessity, suggestion, or other meanings.
El documento describe las características geométricas de un cilindro. Un cilindro se genera al girar un rectángulo alrededor de uno de sus lados fijos, llamado eje. Tiene dos bases circulares opuestas y paralelas, unidas por una superficie lateral curva rectangular. La distancia entre las bases es la altura del cilindro.
Este documento contiene tres partes que presentan vocabulario relacionado con materiales de reciclaje, verbos y preguntas de entrevistas en inglés, español y francés. La primera parte lista materiales como botellas, latas, cartón y plástico. La segunda parte incluye verbos como reciclar, contaminar y tirar. La tercera parte presenta preguntas de entrevistas como ¿Dónde estuviste? y ¿Qué hiciste?. El documento proporciona una lista trilingüe de términos relacionados con
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. They include can, could, may, might, must, shall, should, will, would. Modal verbs do not conjugate or take tense and do not have infinitives or -ing forms. They are followed by an infinitive verb without "to." Modal verbs express concepts like permission, obligation, advice, probability and more. They can have single or double meanings depending on context. Modals in the past are used with "have" to refer to past situations.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are three categories of modal verbs: single concept modals that have one meaning, double concept modals that have two meanings depending on context, and modals used in the past tense. Modal verbs do not conjugate or take infinitives, and are followed by the bare infinitive form of the main verb. Their meaning depends on whether they express concepts like permission, obligation, possibility, or past habitual actions.
Modals general characteristics- Modals of AbilityMiriam Acuña
The document discusses modal auxiliaries and their uses in English grammar. It explains that modal auxiliaries like can, may, and must are used to express abilities, permissions, predictions, obligations, and degrees of certainty. It provides details on the primary and secondary functions of different modals, how they are used in questions and negatives, and compares their uses to expressions of tense.
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 document defines and categorizes modal auxiliary verbs. It begins by defining modal verbs as verbs that accompany other verbs and add abstract meanings like obligation or permission. It then lists the main English modal verbs and groups them based on whether they express a single concept or double concept. The document also categorizes modal verbs based on the meanings they express, such as ability, obligation, possibility, and certainty. It concludes by explaining how modal verbs are used with perfect infinitives to discuss past possibility, certainty, or advice.
Modal verbs are special verbs that behave differently than regular verbs. Some key differences are that modal verbs don't take "-s" in the third person and use "not" to form negatives. Common modal verbs include can, could, may, might, must, ought to, shall, should, and will. Modal verbs have different meanings and uses depending on whether they are expressing ability, permission, possibility, conditionals, repetition in the past, or other concepts.
Modals are auxiliary verbs that express concepts like permission, ability, possibility, and necessity. They are always followed by the base form of the main verb and do not show subject-verb agreement. The document categorizes different modal verbs based on their functions, including expressing ability, possibility, permission, and necessity.
Modal verbs are auxiliary verbs that modify the meaning of the main verb in a sentence. They can express ideas like ability, permission, obligation, possibility, and future intention. There are three categories of modal verbs: single concept modals which have one meaning, double concept modals which can have two meanings depending on context, and perfect modals which are used to talk about past possibilities or obligations. Some common modal verbs are can, could, may, might, must, shall, should, will, would, and ought to.
The document provides information on the uses and grammar of the modal verb "would". It discusses how would is used to talk about the past, form conditionals, express desires or politeness, and other functions. Specific examples are given to illustrate each use of would, such as showing repetition in the past or expressing regret.
This document provides information about modal verbs and their uses in English. It defines modal verbs and distinguishing them from primary/auxiliary verbs. It then explains the uses of individual modal verbs like will, would, shall, should, can, could, may, might, must, need, dare, used to, and ought to through examples. It also includes an exercise with blanks to be filled in using the appropriate modal verbs.
The document discusses modal forms and conditionals. It states that modal auxiliaries, also known as modals, are special verbs used with other verbs to express mood. It provides examples of different types of modals and their functions, including ability, obligation, possibility, preference and requests. It also classifies the most common conditionals into present real conditional, present unreal conditional, and past unreal conditional based on the probability of the if-clause.
1. Modal auxiliary verbs are used with other verbs to express meanings like obligation, permission, possibility, etc. Common modal verbs include can, may, must, should.
2. Modal verbs are grouped based on the number of meanings they express (single or double) and the concepts they convey like ability, obligation, or possibility.
3. When referring to the past, modal verbs are used with perfect infinitives (have + past participle) to express meanings like certainty, possibility, or advice regarding past actions.
Modal verbs provide additional meaning to the main verb of a sentence. They express concepts like ability, permission, obligation, offers, and probability. Modal verbs do not conjugate or take infinitives. There are single concept modals that have one meaning and double concept modals that can have two meanings depending on context. Modals are also used in the past tense by adding "have" and the past participle of the main verb. Examples are given of how to use modals to express different meanings like ability, permission, obligation, offers, and probability. Forms and categories of modals are defined.
Use the past perfect progressive to talk about an action that was in progress before a specific time in the past. The progressive emphasizes the continuing activity, not the end result.
This document defines modal verbs and provides examples of their usage. Modal verbs are used to indicate modality, or likelihood, ability, permission, and possibility. They can modify the meaning of the verb in the clause. The document lists common modal verbs like can, could, may, might, will, would, shall, should, ought to, and must. It discusses their structure and how they are used without additions like -s, -es, infinitives, or -ing forms. Examples are provided for how each modal verb is used, such as expressing ability, permission, possibility, necessity, suggestions, offers, promises and more.
Modals verbs like can, may, must, will are used to express ability, obligation, possibility. Unlike other verbs, modal verbs do not change form or have infinitives/participles. They are used with other verbs to express things like ability, obligation, or possibility. Common mistakes include using an additional auxiliary verb when a modal is used, like "do I must come?" Modal verbs have specific uses - can is ability/possibility, may is permission/possibility, will is for instant decisions and predictions.
Auxiliary and modal verbs help form tenses, voices, and moods. There are primary auxiliaries like be, have, and do as well as modal auxiliaries like shall, should, will, would, may, might, can, could, must, ought to, used to, need and dare. Auxiliary verbs are used in short answers, to avoid repetition, with so and neither, in "echo" questions, to show emphasis, and in question tags. Question tags are formed with an auxiliary verb and pronoun and are used to check something believed to be true or to ask for agreement.
Modal verbs provide additional meaning to the main verb of a sentence by expressing ideas like ability, permission, obligation, or possibility. The common modal verbs in English are can, could, shall, should, will, would, may, might, must. Modal verbs do not change form or require auxiliary verbs. They are followed by the base form of the main verb. Modal verbs can express single or double meanings depending on context and can also be used in the past tense with "have" to talk about past possibilities, obligations, or abilities.
This document discusses modal verbs, including their definition, structure, and usage. Modal verbs are auxiliary verbs that indicate modality or possibility and include can, could, may, might, will, would, shall, should, ought to, and must. The document explains that modal verbs do not change form for third person singular, do not require auxiliaries to form negatives or questions, and do not have infinitives or -ing forms. Examples are provided for how each modal verb is used to indicate ability, permission, possibility, necessity, suggestion, or other meanings.
El documento describe las características geométricas de un cilindro. Un cilindro se genera al girar un rectángulo alrededor de uno de sus lados fijos, llamado eje. Tiene dos bases circulares opuestas y paralelas, unidas por una superficie lateral curva rectangular. La distancia entre las bases es la altura del cilindro.
Este documento contiene tres partes que presentan vocabulario relacionado con materiales de reciclaje, verbos y preguntas de entrevistas en inglés, español y francés. La primera parte lista materiales como botellas, latas, cartón y plástico. La segunda parte incluye verbos como reciclar, contaminar y tirar. La tercera parte presenta preguntas de entrevistas como ¿Dónde estuviste? y ¿Qué hiciste?. El documento proporciona una lista trilingüe de términos relacionados con
Este documento presenta un resumen de 3 oraciones sobre los atractivos turísticos del departamento del Meta en Colombia. Menciona 10 municipios de la región, rutas turísticas como la Ruta del amanecer llanero y Ruta del embrujo llanero, y actividades culturales como el baile del joropo, la faena ganadera y las fiestas. Además, enumera varios parques y monumentos de interés turístico en la zona.
Este documento define el verbo y sus características gramaticales principales. Explica que un verbo expresa acciones o estados en un tiempo determinado y está compuesto por una raíz y desinencias que indican persona, número, tiempo y modo. Detalla los diferentes tiempos verbales como presente, pasado y futuro; y los modos indicativo, imperativo y subjuntivo. Por último, introduce las perífrasis verbales que añaden significados especiales al verbo.
El resumen presenta las actividades realizadas por los estudiantes durante sus prácticas en el Instituto Superior Pedagógico "Ciudad de San Gabriel" y en el Jardín de Infantes "Fernando Pozo". Los estudiantes visitaron las instalaciones, observaron clases, participaron en actividades con los niños y niñas, y presentaron informes de sus experiencias. Adquirieron conocimientos sobre la organización y el trabajo docente, y concluyeron que es importante utilizar métodos creativos para enseñar con paciencia y tolerancia.
Este documento describe diferentes técnicas de organizadores gráficos que pueden usarse para mejorar el aprendizaje. Algunas técnicas incluyen mapas conceptuales, diagramas de Venn, ruedas de atributos y esquemas causa-efecto. Los organizadores gráficos ayudan a desarrollar habilidades como el pensamiento crítico y creativo y mejoran la comprensión y retención de la información. Pueden aplicarse a diferentes niveles educativos para representar visualmente los conceptos y las relaciones entre ellos.
El documento describe un proyecto para despertar el interés de los estudiantes por el aprendizaje del inglés de manera significativa y lúdica mediante el uso de las TIC. El proyecto implementará estrategias desde preescolar utilizando software educativos, Internet y programas de bilingüismo. Se enseñarán diferentes temas de inglés, matemáticas y comercio a través de juegos didácticos, foros virtuales, olimpiadas y comunidades bilingües para mejorar la motivación y el dominio del ing
Este documento describe algunas herramientas web 2.0 como blogs, wikis y sitios para compartir multimedia y crear grupos de discusión. Explica que los blogs permiten publicar contenido de forma instantánea y recibir comentarios de lectores, mientras que las wikis son sitios colaborativos donde los usuarios pueden crear y editar contenido de forma interactiva y rápida. También menciona algunos ejemplos populares como Wikipedia, SlideShare y YouTube para compartir presentaciones y videos.
Modals are a type of verb that express modality such as ability, permission, obligation, or possibility. The modal verbs in English include can, could, may, might, must, will, would, shall, should, ought to, had better, and have to. Modals give additional meaning to the main verb and have grammatical properties that distinguish them, such as not having different tenses. They express different types of modality including epistemic (likelihood), deontic (permission/duty), and dynamic (ability/willingness). Each modal has specific meanings and uses depending on whether it expresses possibility, necessity, permission, advice, or other functions.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several types of modal verbs including single concept modals like "will" and "might" that have one meaning, double concept modals like "may" and "must" that have two meanings depending on context, and modals used in the past like "could have" and "should have" to refer to past actions. Modal verbs do not conjugate or take other auxiliary verbs and are followed by an infinitive verb without "to." They help express concepts like ability, permission, obligation, offers, and probability.
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.
Modal verbsLuckily, using modal verbs in a sentence is pretty simple. For basic sentences—the simple present tense—just remember these rules:
Modal verbs always come directly before the main verb (except for questions).
With modal verbs, use the infinitive form of the main verb without “to”.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Primero
Modal verbs are used to express meanings like ability, permission, possibility, obligation, recommendation and more. The main modal verbs are can, could, may, might, must, shall, should, will, would and ought to. Modals do not change form and are followed by an infinitive verb without "to." They can have single meanings like will for the future, or double meanings depending on context like may for permission or possibility. Modals are also used in the past with "have" to talk about past ability, obligation and more.
Modal verbs are used to express meanings like ability, permission, obligation, possibility, and necessity. There are three main categories of modal verbs: single concept modals which have one meaning, double concept modals which can have two related meanings, and modals used in the past. Examples of modal verbs include can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are followed by the base form of other verbs and do not conjugate or take tense markings.
The document discusses parts of speech including nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections. It provides examples and explanations of different types of nouns, pronouns, verbs, and how to identify them in sentences. For nouns, it distinguishes between common and proper nouns, and concrete and abstract nouns. For pronouns, it discusses personal, possessive, reflexive, demonstrative, indefinite pronouns. For verbs, it explains action verbs and linking verbs, and how to identify linking verbs.
The document discusses various English grammar concepts including gerunds, infinitives, adverbs, noun clauses, conditionals, and the subjunctive mood. Gerunds act as nouns formed from verbs and can be subjects, objects, or complements. Infinitives also act as nouns and can be subjects or objects. Adverbs modify verbs, adjectives, other adverbs, and entire sentences. Noun clauses function as subjects, objects, or complements and are introduced by words like that, what, why, whether. Conditionals express real or unreal situations depending on the tense used. The subjunctive mood is used after certain adjectives or with "it" constructions to express necessity or
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and recommendation. The main modal verbs are can, could, may, might, must, shall, should, will, would, and ought to. They are sometimes called auxiliary verbs because they provide additional meaning to the main verb. Modal verbs do not conjugate or use other auxiliary verbs like do/does. They are followed by the base form of the main verb. Their meaning can depend on context as some like may, could, would have double concepts.
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and recommendation. There are single concept modals like "will" and "might" that have one meaning and double concept modals like "may" and "must" that can have two meanings depending on context. Modal verbs are followed by an infinitive without "to" and do not have tenses or forms like the -ing form. They are used with other verbs to express tense. Modals are also used in the past to talk about past ability, obligation, or possibility using forms like "could have" and "should have."
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and recommendation. The main modal verbs are can, could, may, might, must, shall, should, will, would, and ought to. They are used with other verbs and do not change form. Modal verbs are divided into categories based on their meaning: single concept, double concept, and modals used in the past tense. They add nuance and specificity to the meaning of sentences.
This document provides an overview of modal verbs in 3 paragraphs:
It defines modal verbs as auxiliaries that add meaning to sentences and lists common modal verbs like can, will, should. It explains they are used before infinitives and accompany the main verb.
The second paragraph discusses specific modal verbs like will and shall for making suggestions or requests. It also covers would for conditional and past situations.
The third paragraph addresses modal verbs for abilities, permissions, possibilities, advice, obligations, prohibitions, and certainty. It explains how they are used in different tenses and situations. The document concludes with a section on using modal verbs with perfect infinitives to discuss past situations.
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and recommendation. The main modal verbs are can, could, may, might, must, shall, should, will, would, and ought to. They are sometimes called auxiliary verbs because they provide additional meaning to the main verb. Modal verbs do not conjugate or use other auxiliary verbs like do/does. They are followed by the base form of the main verb. Their meaning can be single or double depending on context. Modals are also used in the past to talk about past ability or necessity.
The document discusses modal verbs in English. It defines modal verbs as special verbs that express mood and attitude. Some key points:
- Modal verbs such as can, may, must are used with other verbs to express ideas like ability, permission, obligation.
- Modal verbs are irregular and do not conjugate like normal verbs. They have consistent forms and are always followed by a base verb.
- Common modal verbs include can, could, may, might, must, should, would, shall, will. Each has specific meanings and uses for ability, permission, requests, advice, necessity and more.
- Modal verbs are important for proper English grammar and have many functions in the language
The document provides an overview of different modal verbs and expressions used to express ability, advice, necessity, possibility, obligation, advisability, and speculation. It discusses the uses of modals in conditionals, passive voice, direct and indirect speech, and embedded questions. Key points include using "can" for present ability, "should" and "ought to" for advice, "have to" for necessity, "may", "might", and "could" for possibility, and conditionals to discuss real and unreal possibilities and their results.
The document discusses the different English modal verbs and their uses. There are 10 main modal verbs in English: can, could, may, might, shall, should, will, would, must, and ought to. Modals express moods like ability, possibility, necessity, and are used with a main verb. They have no tense and remain in infinitive form. Common uses include expressing future intention with will/shall, permission with can/may, speculation with could/might, obligation with must/should/ought to, and past habitual actions with would. Either/or offer a choice while neither/nor deny both options.
This document discusses modal auxiliary verbs and provides rules and examples for their use. It defines modal verbs as adding meaning to other verbs and lists common modal verbs like must, might, may, will, would, can, could, shall, and should. It then provides rules for how modal verbs are used, such as always being used with an action verb and not changing form based on tense. Examples are given for when each modal verb is used, such as might for weaker possibility and must for probability or necessity. A modal verbs challenge game and quiz with examples reinforces the correct usage of these verbs.
This document discusses the use of adverbs and verbs, specifically adverbs expressing certainty and frequency used with verbs. It provides examples of commonly used adverbs of certainty like definitely, certainly, and probably and how they are placed with verbs like "be", auxiliary verbs, and in negation clauses. Examples are given for exercises placing adverbs in the correct position. The document also discusses using adverbs of frequency, modal auxiliary verbs like should and could, the future tense with "going to", the past perfect tense, and special uses of verbs followed by a gerund and the preposition "to".
Emails que Vendem: 7 Pilares de um E-mail Marketing CampeãoNerd Rico
Nesta palestra você vai aprender as técnicas mais usadas por profissionais de marketing para aumentar as vendas em suas listas de prospectos e clientes.
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Aprenda nesta palestra os fundamentos secretos usados por profissionais de marketing para gerar relacionamento e vendas em suas listas de prospectos e clientes.
Here are potential responses to your questions:
The situations portrayed in each song are similar in that they both depict romantic encounters during the protagonist's youth. However, they differ in that "Night Moves" seems to be about a more innocent first love experience as a teenager, while "Against the Wind" portrays a more complicated relationship later in life.
From these experiences, the protagonist seems to have learned that youthful romances can be fleeting but formative ("Night Moves"), and that relationships take work even as one matures ("Against the Wind").
It's certainly possible the women were based on real people in Seger's life. Songs often draw from an artist's personal experiences.
It
The document provides instructions for watching two videos and answering questions about them. It then discusses the present continuous tense in English grammar, providing examples of its use and structure. It describes when to use the present continuous versus the present simple. It lists common stative and action verbs and examples of using the present continuous to talk about current and future activities. Learners are asked to discuss topics using the present continuous tense with a partner.
The document provides an overview of the present simple tense, including its uses, examples, and structure. It discusses how the present simple is used to describe:
1. Permanent or long-lasting situations, regular habits and daily routines, facts, feelings, and opinions/states of mind.
2. Common time expressions like usually, always, often are presented.
3. The structure of the present simple tense is explained, showing how to form positive and negative statements and questions.
4. Examples of using the present simple in an interview are given to demonstrate its uses.
The document discusses personality traits and whether they describe positive or negative characteristics. It provides two lists of adjectives and asks the reader to identify which describe a rational or emotional personality. It then discusses using "look" versus "be" to describe temporary versus permanent traits. Examples of songs are provided to discuss themes of rational versus emotional minds and balancing reason with emotions.
Humour or humor is the tendency of experiences to provoke laughter and amusement. It derives from ancient Greek medicine which taught that balance of fluids, known as humors, control health and emotion. People of all ages and cultures respond to humour, though what one finds funny depends on location, culture, age, education and other variables. Young children may like slapstick while satire appeals more to mature audiences.
The document discusses various sports and the appropriate verbs to use with each sport. It provides examples of sports like scuba diving ("go scuba diving"), soccer ("play soccer"), hiking ("go hiking"), surfing ("go surfing"), weightlifting ("do weightlifting"), and others. For each sport, it gives the verb form and an example sentence to illustrate proper usage. It concludes with discussion questions about favorite sports, sports tried, and sports someone wants to try.
The document provides a list of gifts and places and asks the reader to describe gifts they would buy for family/friends and how often they go to certain places. It also includes pictures of various activities and asks the reader to match them with words from a provided list to make sentences about their preferences.
The document provides grammar tips on:
1) Using articles "a" and "an" correctly with singular nouns based on consonant and vowel sounds.
2) Forming affirmative and negative statements and questions with pronouns and verbs.
3) Using possessive determiners like "my", "your", "his", etc. correctly with singular and plural nouns.
4) Applying rules for adjectives placement and forms with singular and plural nouns.
The document introduces common informal and formal greetings for arriving and departing in English. It provides example phrases for informal greetings such as "Hi" and "Bye" as well as formal greetings like "Good morning" and "It was a pleasure seeing you." The document also notes that questions like "How are you?" used as greetings do not require a response in English. It concludes by mentioning the Beatles song "Hello Goodbye" as an example that ties together greetings.
O documento descreve os serviços de ensino de inglês da iGlobal English, enfatizando a flexibilidade, interação e treinamento. A escola oferece cursos personalizados em termos de duração, preço e conteúdo para atender às necessidades individuais dos alunos. As aulas enfatizam a comunicação e interação para um aprendizado eficiente e divertido.
O documento apresenta duas propostas para ganhar dinheiro realizando limpezas faciais profissionais. A proposta 1 envolve a compra de um kit de estética e oferecer serviços por hora. A proposta 2 oferece descontos na compra de kits, comissões sobre vendas e participação em um programa de afiliados para aumentar os ganhos. Ambas as propostas prometem suporte em marketing, aplicação e postura profissional.
A empresa atua em mais de 140 países, faturando acima de $2,5 bilhões anualmente. No Brasil desde 1996, teve crescimento de 240% em 2005, 100% em 2006 e 60% em 2007, consolidando-se como o maior mercado em consumo. O documento incentiva a adesão à empresa por meio da duplicação de distribuidores, prometendo a realização de sonhos por meio dos ganhos progressivos.
1. O documento fornece instruções sobre como alcançar o sucesso como distribuidor da Forever Living Products, incluindo acreditar na empresa e nos produtos, aprender sobre o plano de marketing e produtos, investir seu tempo e em treinamento, e seguir o "Ciclo do Sucesso" da Forever.
2. É enfatizado conquistar metas, apresentar a oportunidade e produtos para outros, fazer contatos, acompanhar pessoas, gerenciar sua rede, e ensinar outros a seguir o processo.
3. Seguir os 10 mandamentos do bom distribuidor
Este documento fornece orientações sobre preparação para treinamento em marketing multinível. Ele destaca a importância de seguir as instruções do patrocinador, ter um comportamento profissional e representar credibilidade. Também lista ferramentas úteis como agenda, cartões de visita e kits de adesão e acompanhamento, além de livros e sites básicos para consulta.
2. Modal Verbs (Part I)
Modal verbs, also called modal auxiliaries or simply modals, are a type of auxiliary verb or
helping verb. English has ten modal verbs:
can could
may might
shall should
will would
must
ought to
Modals express the mood of a verb, such as ability, possibility, necessity, or another
condition. They are used with a main verb to form a sentence or a question. Modals are
not conjugated, have no tense, and cannot be used without a main verb.
When used with modal verbs (except ought), main verbs always remain in the infinitive
without to.
3. Structure
In a positive statement the word order is subject + modal + main verb.
subject modal main verb
They can come.
Mike should walk.
In a negative statement the word order is subject + modal + not + main verb.
subject modal main verb
They can not/can’t come.
Mike should
walk.
not/shouldn’t
4. In questions, the word order changes to modal + subject + main verb.
modal subject main verb
Can they come?
Should Mike walk?
Wh- question modal subject main verb
word
When can they come?
Why should Mike walk?
5. Now let’s play a game. Make these statements true to you by changing them into
negative or positive, or just by keeping them the same. Then ask your partner questions.
e.g
I can play the drums.
I can’t play the drums. Can you play the drums?
I can’t cook.
I can cook. Can you cook?
1- I can drive a car. 7- I can eat three hot dogs in a row.
2- I can’t travel to NY this weekend. 8- I can make ice cream.
3- I can’t do the cleaning next Sunday. 9- I can’t ride a bicycle.
4- I can fly a kite. 10- I can’t sing and dance at the same
5- I can play soccer like Lionel Messi. time.
6- I can’t dance like Gabi Amarantos.
6. Let’s watch a video. It’s taken from the popular sitcom The Nanny.
7. Alright. Now it is time we bring back some sibling rivalry. Take a look at the pictures and
challenge your partner to know whether you are better than him/her at doing these
things!
8. Can
The modal can indicates ability or possibility:
Tom can help you.
Wild animals can be dangerous.
Dining out can be costly.
In questions, the modal can requests permission to do something or to ask about
possibilities:
Can I help you?
Can Mike come over for dinner?
Who can answer the next question?
When can we get back the results?
9. Could
Could indicates possibility or ability in the past:
I could have told you that.
It could have been a disaster.
When I was young, I could run very fast.
Could speculates about future possibilities. In the following examples could and might
are synonymous.
It could / might rain tonight.
That could / might be dangerous.
In yes-no questions, could speculates about present possibilities:
Could she be the murderer?
Could this be a mistake?
10. It can also make a request. In these examples could and can are synonymous, but could
is more polite.
Could / Can you open your window?
Could / Can you help me move this sofa?
Could indicates an option:
We could go see a movie.
I could become a doctor.
11. The modal could is also used to form the conditional. The conditional contains an if clause
and a result clause. Could is placed in the result clause.
In these examples, could expresses hypothetical situations:
If I had time, I could play tennis with you.
We could study together, if you want to.
If it weren't raining, we could go on a picnic.
Could mentions something that didn't happen because a certain condition was not met:
If we had left sooner, we could have taken the train.
I could have passed the exam if I had studied more.
I'm glad we took umbrellas. We could have gotten soaked.
12. Now let’s listen to a song. It’s called Without Your Love, and is sung by British singer
Roger Daltrey. It was a huge hit in 1980. Remember to circle all examples of modal verbs
you find in the lyrics, including the ones you already knew before this class!
13. Now, let’s watch a video from the song Pinball Wizard, by the British band The Who.
Here’s a question for you: can you identify who is singing the lead vocals to this song?
Hint: It’s cool to think of it as something that was recorded 11 years before Without Your
Love!
14. Talking Time
Can you sing?
Can you play any instrument?
If you had some free time, and could spend it trying to learn music, would you do it?
Could you set aside some practice time to stage gimmicks (tricks, moves, gestures and
stances musicians make/take on the stage) if you had to? Would you do it in front of a
mirror, a camera, your family or alone?
Do you think you could leave a successful career and fame behind, as it affected your
personal life negatively?
Could you forget your home, and feel like a rolling stone?
Can you list your top five (remember to explain your reasoning)
Singers?
Bands?
Actors?
Sports people?
Business people?
15. Talking Time
What things can you do easily? (sports, jobs, entertainment, etc.)
Do you think you could run your own business?
If you could run a business, what kind of venture would it be?
If you won U$ 1,000,000 on a state lottery, could you risk it all and start off in business?
Can you make any predictions regarding the future of your company?
Can you think of a really catchy name for it?
Can you say the name of one person you would like to hire as a spokesperson for your
company?
Could you spend a substantial amount of money on advertising, if you felt it necessary?
16.
17. Talking about the Future - Will / Going To
Here are presented some of the most usual ways speakers use will and be + going to to
talk about the future.
will + verb (base form) will + verb (base form) will + verb (base form)
Examples: Examples: Examples:
It will snow tomorrow. The concert will begin at 8 Will you marry me?
o'clock. I'll help you with your
She won't win the
When will the train leave? homework after class
election.
Used for scheduled events. In Used for promises
Used for predictions this case, present simple and
(based on previous personal will are similar, but will sounds
experiences) more formal.
Examples:
The class begins at 11.30.
The plane leaves at 6 o'clock.
(scheduled public events such
as train and plane schedules,
course schedules, etc.)
18. will + verb (base form) will + verb (base form)
Examples: Examples:
I'll make you a sandwich. He will telephone as soon as
They'll help you if you want. he arrives.
Will you visit me when you
Used for offers come next week?
Used in combination with
time clauses (as soon as,
when, before, after)
19. Be going to Verb (base form)
Examples:
Frank is going to study Medicine.
Where are they going to stay when they come?
She isn't going to buy the new house after all.
The future with 'going to' is used to express planned events or intentions. These events or
intentions are decided on before the moment of speaking.
NOTE
'Going to' or '-ing' are often both correct for planned events. 'Going to' should be used for
not-so-near-in-the-future intentions (example: He's going to study Law)
Present Continuous used for planned or personally scheduled events. Usually used
with principle verbs such as: come, go, begin, start, finish, have, etc.
He's coming tomorrow afternoon.
What are we having for dinner?
I'm not seeing the doctor until Friday.
20. Be going to Verb (base form) Examples:
Oh no! Look at those clouds. It's going to rain.
Be careful! You're going to drop those dishes!
Used for future predictions based on physical (usually visual) evidence.
Common future time expressions include:
next (week, month, year), tomorrow, in X's time (amount of time, i.e. two week's time),
in year, time clauses (when, as soon as, before, after) simple present (example: I will
telephone as soon as I arrive.) soon, later
21. Future Continuous
Use the future continuous to speak about an activity that will be happening at a precise
point in time in the future.
Examples:
I'll be playing tennis at four this afternoon.
When you arrive in Boston, I'll be sleeping soundly in my bed.
What will you be doing this time next week?
Future Perfect
Use the future perfect to express something that will have been done up to a precise
point in time in the future.
Examples:
She'll have read the book by the time you arrive.
I'm afraid we won't have finished by the end of tomorrow afternoon.
What will you have studied by the time you finish college?
22. Structure - Future with will
S + will + verb (base form) = positive
Examples:
I'll make you a sandwich.
They'll visit soon.
It'll rain tomorrow.
S + will not (won't) + verb (base form) = negative
Examples:
She won't come next week.
It won't take a long time.
We won't sing that song.
Will + S + verb (base form) = question
Examples:
Will you give me a hand?
Where will she stay?
When will we leave?
23. Structure - Future with 'going to'
Conjugate the helping verb "be" 'going to' verb (base form).
Examples:
You are going to stay with them.
She is going to visit Paul.
They are going to move soon.
Conjugate the helping verb "be" not going to verb (base form)
Examples:
I'm not going to stay very long.
We aren't going to visit our friends in Paris.
They aren't going to get a new job.
Question word conjugate the helping verb 'be' subject going to verb (base form)
Examples:
What are you going to do?
Where is he going to stay?
When are they going to leave?
24. Structure - Future with '-ing' (present continuous)
Conjugate the helping verb "be" and verb -ing.
Examples:
I'm meeting him tomorrow.
She's having lunch with Tom.
They're flying to Lisbon next week.
Conjugate the helping verb "be" not verb -ing.
Examples:
She isn't having a meeting tomorrow.
You aren't playing tennis this weekend.
They aren't going to the party.
(Question word ) + conjugate the helping verb 'be' subject verb -ing
Examples:
Are you attending the meeting on Friday?
Is he coming to the party?
Are they giving a presentation?
25. Talking Time
Which of the actions shown in the images below are most likely to be part of your
next vacation/holidays? Use will/be going to/present cont./future cont./future
perfect/etc to tell your partner about your next vacation.
skiing kite surfing picnicing
26. Talking Time
Which of the actions shown in the images below are most likely to be part of your next
vacation/holidays? Use will/be going to/present cont./future cont./future perfect/etc to
tell your partner about your next vacation.
romantic dinner / travelling to the beach in Greece
safari hunting
27. Talking Time
Which of the actions shown in the images below are most likely to be part of your next
vacation/holidays? Use will/be going to/present cont./future cont./future perfect/etc to
tell your partner about your next vacation.
Reading / Partying / Sleeping
28. Tallking Time
Now, using the previous images as material for supporting details, tell your partner in
detail what your next vacation will/is going to be like. You may use additional
information if you will.
29. Tune Your English Up!
Let’s watch two videos by The Beatles: I’ll Follow The Sun and You’re Gonna Lose That
Girl. Identify which structures the songwriters used to talk about the future in each
song. Circle the ones that make predictions based on personal experience, and
underline those that make predictions based on outside (visual) evidence. Discuss the
lyrics with your partner, considering the following topics:
-Song meaning
-What the songs are about
-Who the characters are
-Whether they sound autobiographical or not
-Similarities in theme shared with other songs
-To what extent the songs evoke personal experiences
-Style
30.
31.
32. Should - Shouldn’t / Must - Mustn’t / Have
to - Don’t have to / Should have done -
Shouldn’t have done / Must have done -
Mustn’t have done
Quick Grammar Tips
could do something -> It's possible for someone to do something.
must do something -> It's absolutely necessary for someone to do something.
need to do something -> It's important to do something.
have to do something -> It's absolutely necessary for someone to do something
and someone else requires it.
33. Should - Shouldn’t / Must - Mustn’t / Have
to - Don’t have to / Should have done -
Shouldn’t have done / Must have done -
Mustn’t have done
Quick Grammar Tips
mustn't do something -> It's forbidden for someone to do something. It’s
similar, but a lot stronger, to can’t do something, which is more frequent.
couldn't do something -> Someone is unable to do something.
don't have to do something -> It isn't necessary for someone to do something.
shouldn't do something -> It isn't a good idea for someone to do something.
should do something -> It's a good idea for someone to do something.
34. Should - Shouldn’t / Must - Mustn’t / Have
to - Don’t have to / Should have done -
Shouldn’t have done / Must have done -
Mustn’t have done
Quick Grammar Tips
might do something -> It's a possibility that someone might do something.
must have done something -> you’re almost sure someone did something.
mustn’t have done something -> you’re almost sure someone didn’t do
something.
should have done something -> It would be a good idea for someone to do
something in the past, but you know that the person did not do it.
shouldn’t have done something -> It wouldn’t be a good idea for someone to
do something in the past, but you know that the person did it.
35. Talking Time
Let’s watch a video by British comedian Rick
Gervais. It’s titled Top Ten Stupid Things Americans
Say to Brits.
36. Talking Time
Now, use the following images to start a discussion on the
most frequent conversation piece shown in the video.
Remember: you are expected to use the proper modal
verbs presented in the Quick Grammar Tips section!
37. Talking Time
Now, bring in your very own Top 5 Innapropriate Things You Shouldn’t Say To Someone
You Have Just Met. Be funny!
e.g
You look awful in this pink gown, but your
earrings are really pretty!
38. Talking Time
Now, it’s time we learn how to make polite
introductions in English. Let’s watch another
video!
39. Talking Time
Alright! Try to remember what you should - shouldn’t say/do when introducing
yourself or others to people. Discuss your findings! Think of how these tips
differ from your those presented in guides from your own country and culture.
Is there any difference? How different is this from your own culture?
40. Talking Time
Let’s keep talking about some things you should-shouldn’t /must-mustn’t / have-don’t
have to do in the US and in Britain. First, how about sharing a laughter or two? Watch
the video!
41. Reading Time
Try to guess what goes in the gaps: The US-
The UK, or Americans-Britons.
Which side?
Highways, Freeways, Motorways...
The first thing to be considered is
that fact that ___________ drive In the ___________, highways are VERY
on the RIGHT and in specific in how you refer to them. For example,
____________ you drive on the the 635 is pronounced the "six thirty-five" and
LEFT. Now if that isn't confusing NOT the "six three five" or the "six hundred
enough, even the road markings and thirty five". Highways in Commonwealth
are opposite. In countries begin with M for Motorway.
__________YELLOW lines signify In the __________ a "Dual Carriageway" is a
the center of the road and white road with 2 lanes going in each direction.
the edge while exactly the Striped pedestrian crosswalks in the
opposite occurs in most __________ are called Zebra Crossings,
Commonwealth countries because of the stripes.
42. Tolls
In the _________ freeways or highways
where you pay a toll are called "Turnpikes". In
_________ countries they are called toll
roads or toll ways. BEWARE ________ visitors Shifting gear
to the ________! Traffic laws in _________
not only differ from state to state, but they In _________ most vehicles have an
differ VASTLY! For example the school zone automatic transmission while in _______
speed limit in California is 25 mph, but in the majority of cars are manual. This is
Maine it is 15 mph, while in Texas it is 20 especially the case with rental cars. It is
mph. Motorcycle crash helmets MUST be as impossible to rent a manual in the
worn in California and New York but are not States as it is impossible to rent an
necessary in Arizona, Florida, Texas or Maine. automatic in an economy or compact
In ___________traffic laws are set by central class in the UK. Cars in America generally
government and apply throughout the have a higher spec (extras, such as power
country without exception. windows and cruise) than cars in the
Commonwealth of the same price.
43. Drive through
Everything in __________ is a
"Drive-Through". Fast Food, such Drive safely!
as McDonald's, Burger King and
even Chinese drive-throughs. ___________ are safe and courteous drivers on
There are also drive-through the whole, and but for a few notable exceptions
banks and ATMs, drive- (New York, Boston) will invariably allow merging
through drycleaners, drive- drivers in. Some of the worst drivers in
through pharmacies, drive- ___________ are found in Texas and
through liquor stores and Florida, while the most courteous are in
cigarette stores. Drive-throughs California! Most drivers in _____________ are
are not as common in the courteous, with a few exceptions in certain
___________ although rapidly other Commonwealth countries in Asia and
increasing in popularity. Africa. In South Africa, "Black Taxis" are
notorious for their deliberately poor and
downright dangerous driving practices.
44. Reading Time
Let’s read an article taken from BritishExpats.com about the cultural differences
between the US and the UK.
45. Talking Time
Now, discuss the text with your partner. This is supposed to be an open talk on
the UK-US Cultural Differences topic.
46. Reading Time
Let’s read a blog post by writer Isabella Snow titled 10 Annoying Things
American Tourists Shouldn't Do. It might give us some clues on how tourists
sometimes behave badly. Then, discuss with your partner what you should-
shouldn’t do when travelling abroad.
47. Talking Time
Let’s watch a video titled Donald’s Off Day, starring Disney’s character Donald
Duck
48. Discussion topics:
1- What was Donald so excited about?
2- What should Donald have done upon realising the weather was simply awful
and he could not leave home?
3- Should he have taken the radio broadcast so seriously?
4- In your opinion, what should he have done after finding out his nephews
were tricking him into believing he was about to die?
5- Should we always seek professional advice when we feel something is not
ok?
49. Talking Time
Now, let’s watch a video made by Walt Disney Productions during World War II titled
Education for Death.
50. Talking Time
Now, discuss with your partner the following topics
1- What is this animated short movie about?
2- When do you think it was produced?
3- For what reasons?
4- Who was the target audience to this kind of production?
5- Do you think it was effective in its purpose?
6- What should world leaders have done to prevent the Nazi Party from taking
over Germany?
51. 7- In your opinion, should people be always granted freedom of speech,
regardless how dangerous their ideas might be?
8- Do you think we must fight any kind of idea or belief that claims a certain
race is superior to others?
9- Do you have to prove your ancestors were Brazilian to be considered a
Brazilian citizen?
10- How sorry must the German people have felt as they got to know all the
atrocities they had backed up during the Third Reich?
11- Should the world keep an eye permanently on every country that has once
been involved in wars and genocide?
12- Is it possible that political movements like Nazism or Communism might
come to life once more in the XXI Century?