Can is used to talk about ability, possibility, permission, and requests. It is followed by an infinitive without "to" and there is no third person singular -s form. Can is used to discuss theoretical, logical, and present abilities. It is also used to ask for and give permission and to make polite requests. Cannot and can't express inability.
Can is used to talk about ability, possibility, permission, and requests. It is followed by an infinitive without "to" and there is no "s" in the third person singular. Can is used to talk about present or general ability, theoretical possibility, and logical possibility in questions or negatives. It is also used to ask for and give permission and to make polite requests or offers. Could is sometimes used as a more polite form of can when asking for permission or making requests.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
This document discusses modal verbs in English. It defines modal verbs as verbs like can, could, may, might, must, shall, should, will, would, and ought to that are used to express ideas like possibility, permission, certainty, and obligation. The document explains that modal verbs do not conjugate or use auxiliary verbs. It categorizes modal verbs as single concept, double concept, or those used in past tense. Examples are provided to illustrate the meanings and uses of different modal verbs. Forms, categories, and practice questions are included to help understand modal verbs.
This document contains information about various English future tenses including:
1. Simple Future with will or shall. Examples of using will to express voluntary actions or promises are given.
2. Near Future with be going to. Examples show how it expresses intention or plans made in the past.
3. Future Continuous to describe actions that will be happening at a specific time in the future.
4. Future Perfect to express an action that will be completed before another future action.
5. Future Perfect Continuous to indicate how long an action will have been happening at a specific future time.
6. Two proposed exercises test understanding of will and the future continuous.
Modal verbs are special verbs that indicate modality such as ability, possibility, permission, and obligation. There are several common modal verbs in English including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are used with an infinitive verb without "to" and do not have tenses or forms like the -ing form. They provide additional meaning about the action of the main verb. Examples are given of how different modal verbs are used and their meanings.
PET Grammar Unit 14: use to & would, too & enough, order of adjectivesMatfermar marin
The document discusses the use of "used to" and "would" to talk about past habits in English. It explains that "used to" is used for habitual actions in the past, while "would" is used for repetitive actions in the past, but only with action verbs. The document provides examples of sentences using these terms correctly. It also contains exercises for learners to practice using "used to" and "would" to talk about past habits. Additionally, it discusses the terms "too" and "enough" and their uses, as well as the order of adjectives in English.
This document discusses reported speech, which is the retelling of someone else's words or thoughts. It provides examples of direct speech, where the exact words are used, versus indirect speech, where the meaning is conveyed without using the exact words. When changing statements to indirect speech, pronouns, verb tenses, and other elements change to reflect the original time of speaking. The document also covers how to change questions, exclamations, requests, advice and orders to indirect speech. It distinguishes between the verbs "say" and "tell" when using reported speech.
This document contains a quiz with 4 multiple choice questions about famous historical figures and artists:
- Da Vinci painted The Mona Lisa.
- Shakespeare wrote Hamlet.
- Columbus discovered America.
- Marilyn Monroe was a famous actress.
Can is used to talk about ability, possibility, permission, and requests. It is followed by an infinitive without "to" and there is no "s" in the third person singular. Can is used to talk about present or general ability, theoretical possibility, and logical possibility in questions or negatives. It is also used to ask for and give permission and to make polite requests or offers. Could is sometimes used as a more polite form of can when asking for permission or making requests.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
This document discusses modal verbs in English. It defines modal verbs as verbs like can, could, may, might, must, shall, should, will, would, and ought to that are used to express ideas like possibility, permission, certainty, and obligation. The document explains that modal verbs do not conjugate or use auxiliary verbs. It categorizes modal verbs as single concept, double concept, or those used in past tense. Examples are provided to illustrate the meanings and uses of different modal verbs. Forms, categories, and practice questions are included to help understand modal verbs.
This document contains information about various English future tenses including:
1. Simple Future with will or shall. Examples of using will to express voluntary actions or promises are given.
2. Near Future with be going to. Examples show how it expresses intention or plans made in the past.
3. Future Continuous to describe actions that will be happening at a specific time in the future.
4. Future Perfect to express an action that will be completed before another future action.
5. Future Perfect Continuous to indicate how long an action will have been happening at a specific future time.
6. Two proposed exercises test understanding of will and the future continuous.
Modal verbs are special verbs that indicate modality such as ability, possibility, permission, and obligation. There are several common modal verbs in English including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are used with an infinitive verb without "to" and do not have tenses or forms like the -ing form. They provide additional meaning about the action of the main verb. Examples are given of how different modal verbs are used and their meanings.
PET Grammar Unit 14: use to & would, too & enough, order of adjectivesMatfermar marin
The document discusses the use of "used to" and "would" to talk about past habits in English. It explains that "used to" is used for habitual actions in the past, while "would" is used for repetitive actions in the past, but only with action verbs. The document provides examples of sentences using these terms correctly. It also contains exercises for learners to practice using "used to" and "would" to talk about past habits. Additionally, it discusses the terms "too" and "enough" and their uses, as well as the order of adjectives in English.
This document discusses reported speech, which is the retelling of someone else's words or thoughts. It provides examples of direct speech, where the exact words are used, versus indirect speech, where the meaning is conveyed without using the exact words. When changing statements to indirect speech, pronouns, verb tenses, and other elements change to reflect the original time of speaking. The document also covers how to change questions, exclamations, requests, advice and orders to indirect speech. It distinguishes between the verbs "say" and "tell" when using reported speech.
This document contains a quiz with 4 multiple choice questions about famous historical figures and artists:
- Da Vinci painted The Mona Lisa.
- Shakespeare wrote Hamlet.
- Columbus discovered America.
- Marilyn Monroe was a famous actress.
The document provides information about the verb "to be" in English. It discusses:
1) How "to be" is used to identify and describe people and objects, express times, ages, and places, and tell time.
2) The conjugations of "to be" in simple present and past tense.
3) How "to be" is commonly used in contractions in both present and past tense.
The document provides information about the future going to tense in English. It explains that going to is used to talk about plans and intentions for the future, as well as predictions based on present evidence. It gives examples of positive, negative, and interrogative forms of the future going to tense. It then provides exercises for students to practice forming sentences using going to in the affirmative, negative, and interrogative.
The document discusses rules for agreement and disagreement in English grammar. It provides examples of using words like "so", "neither", and "nor" to show agreement with positive and negative statements. It also discusses using "either/or" and "both/and". The document then provides exercises for learners to practice agreement and disagreement in sentences using these words.
This document provides exercises to practice using modal verbs. It includes multiple choice questions testing the correct use of modal verbs like "should", "could", "may", and "must" in different contexts. It then has exercises where students must rewrite sentences using modal verbs to maintain the same meaning. Finally, it prompts students to create new sentences using modal verbs for hypothetical scenarios.
Unit 9 Grammar Contents: Modal for Speculation & Question TagsMatfermar marin
The document discusses the use of modal verbs to express speculation or make guesses about situations. It provides examples of modal verbs used to talk about the present (must, may, might, could, can't), past (must have, may have, etc.), and actions in progress (may be, could be, etc.). It also covers forming question tags, noting that a positive tag is used with a negative statement and vice versa. Key modal verbs of speculation discussed are must, may, might, could, can't.
1. The document discusses different ways to express purpose in English using structures like the infinitive with "to", "in order to", "so as to", and "so that".
2. It provides examples of sentences using these structures, such as "I know that you come to this class to learn something" and "In case I get lost, I would be grateful if you could consider my request".
3. The document also includes exercises asking the reader to use purpose structures to explain why characters in scenarios perform certain actions or go to certain places.
This document provides information on the use of too and enough in English grammar. It discusses how too and enough indicate degree and are used with adjectives. Too means more than what is needed, while enough means sufficient. Some key points covered include:
- Too can be used before adjectives and adverbs to indicate a negative opinion. Enough is used to indicate something is sufficient.
- Too much is used after verbs to indicate an excessive amount. Enough is used before nouns or after adjectives/verbs.
- Sentences with enough are sometimes followed by an infinitive with "to".
- Examples and exercises are provided to illustrate the proper uses of too and enough.
Unit 5 Grammar Contents Modals Verbs of obligation and necessityMatfermar marin
This document provides information about different English modal verbs including:
1) Modal verbs like must, should, and have to are used to express obligation or necessity. Must is used for present obligations while have to is used for past and future obligations.
2) Modal verbs like can, could, may, and might express ability, possibility, or permission depending on the context. Can and could express ability or permission while may and might express possibility.
3) Other modal constructions like be supposed to, had better, need, be allowed to, let, and make are also discussed in terms of their meanings and uses.
Hanlin B5 U7 - Studying Is Important, So Is Taking Up a HobbyCari Chou
This document provides an overview of grammar concepts related to using "so" and "too" as conjunctions in affirmative clauses, and "either" and "neither" in negative clauses. It discusses where these conjunctions are placed in the clause and how the verb is conjugated. Examples are provided to illustrate these concepts. Formatting of the document suggests it is from an English language textbook, likely aimed at students in Taiwan learning English as a foreign language.
FCE Unit 14 Grammar Contents: Wishes & Hypothetical SituationsMatfermar marin
The document discusses different structures used to express wishes, hypothetical situations, and complaints in English, including the use of wish, if only, it's time, and would rather. It provides examples of how to use the past, present, and past perfect tenses with wishes to express current wishes, regrets, and wishes in the past. Conditional forms like the second and third conditional are also mentioned as ways to talk about hypothetical situations, in addition to structures with wish, if only, and would rather. Practice questions are included to reinforce the use of these structures.
The document discusses a student's dream of becoming a singer. The student admires singer Hsu, Jia-Yin for her beautiful and healing voice. To achieve this dream, the student needs to practice singing and playing guitar. The student also wants to become someone like Hsu Jia-Yin when they grow up.
The document discusses grammar rules related to the present perfect tense and contrasting ideas. It provides examples and explanations of:
- Using the present perfect to refer to unspecified times before now and times expressions that can be used with it.
- The differences between using the present perfect and past simple verbs.
- Connectors like 'but', 'however', and 'although' that are used to show contrasting or opposing ideas between two parts of a sentence.
- Expressing preferences using verbs like 'prefer', 'would prefer', and 'would rather'.
1. The document introduces a team of people including Rijal Ariza Rang M. ul Hali Rizky Ardia and Haris n.
2. It then discusses competence standards and materials including gerunds, adjective clauses, imperative sentences, and the use of for, during, and while in time expressions.
3. The document concludes with an 8 question competence test on these topics with answer keys.
This document is a lesson on prepositions. It begins by defining what a preposition is and provides examples of prepositions used with nouns, verbs, and adjectives. The document then discusses specific uses of prepositions including time, place, location, movement, and duration. It provides idiomatic phrases that use prepositions and discusses unnecessary prepositions. The document concludes with an exercise identifying prepositions in a passage and a short quiz to test understanding.
This document contains several exercises related to conditional sentences in English. Exercise 1 provides sentences to complete using verbs in parentheses in their zero conditional form. Exercise 2 contains sentences to identify as either second or third conditional. Exercise 3 matches conditional phrases with conclusions. Exercise 4 provides a passage to draw conditional conclusions from. Subsequent exercises continue practicing second and third conditional forms.
The lesson plan is for a 10th grade class with the main aim being for students to be able to talk about activities they have done. It includes subsidiary aims of building vocabulary about places and activities, and practicing the present perfect tense. The plan outlines potential problems and solutions, language functions, lesson stages including warm up, reading, exercises, and a writing activity.
This document provides an overview of the modal auxiliary verb "can" in English. It discusses how can is used to talk about ability, possibility, permission, requests and offers. It provides examples of affirmative and negative sentences, as well as yes/no and Wh- questions. It also covers pronunciation, theoretical and logical possibility, ability, permission, and making requests/offers. Exercises are included to practice using can and can't in sentences.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
The document provides information about the verb "to be" in English. It discusses:
1) How "to be" is used to identify and describe people and objects, express times, ages, and places, and tell time.
2) The conjugations of "to be" in simple present and past tense.
3) How "to be" is commonly used in contractions in both present and past tense.
The document provides information about the future going to tense in English. It explains that going to is used to talk about plans and intentions for the future, as well as predictions based on present evidence. It gives examples of positive, negative, and interrogative forms of the future going to tense. It then provides exercises for students to practice forming sentences using going to in the affirmative, negative, and interrogative.
The document discusses rules for agreement and disagreement in English grammar. It provides examples of using words like "so", "neither", and "nor" to show agreement with positive and negative statements. It also discusses using "either/or" and "both/and". The document then provides exercises for learners to practice agreement and disagreement in sentences using these words.
This document provides exercises to practice using modal verbs. It includes multiple choice questions testing the correct use of modal verbs like "should", "could", "may", and "must" in different contexts. It then has exercises where students must rewrite sentences using modal verbs to maintain the same meaning. Finally, it prompts students to create new sentences using modal verbs for hypothetical scenarios.
Unit 9 Grammar Contents: Modal for Speculation & Question TagsMatfermar marin
The document discusses the use of modal verbs to express speculation or make guesses about situations. It provides examples of modal verbs used to talk about the present (must, may, might, could, can't), past (must have, may have, etc.), and actions in progress (may be, could be, etc.). It also covers forming question tags, noting that a positive tag is used with a negative statement and vice versa. Key modal verbs of speculation discussed are must, may, might, could, can't.
1. The document discusses different ways to express purpose in English using structures like the infinitive with "to", "in order to", "so as to", and "so that".
2. It provides examples of sentences using these structures, such as "I know that you come to this class to learn something" and "In case I get lost, I would be grateful if you could consider my request".
3. The document also includes exercises asking the reader to use purpose structures to explain why characters in scenarios perform certain actions or go to certain places.
This document provides information on the use of too and enough in English grammar. It discusses how too and enough indicate degree and are used with adjectives. Too means more than what is needed, while enough means sufficient. Some key points covered include:
- Too can be used before adjectives and adverbs to indicate a negative opinion. Enough is used to indicate something is sufficient.
- Too much is used after verbs to indicate an excessive amount. Enough is used before nouns or after adjectives/verbs.
- Sentences with enough are sometimes followed by an infinitive with "to".
- Examples and exercises are provided to illustrate the proper uses of too and enough.
Unit 5 Grammar Contents Modals Verbs of obligation and necessityMatfermar marin
This document provides information about different English modal verbs including:
1) Modal verbs like must, should, and have to are used to express obligation or necessity. Must is used for present obligations while have to is used for past and future obligations.
2) Modal verbs like can, could, may, and might express ability, possibility, or permission depending on the context. Can and could express ability or permission while may and might express possibility.
3) Other modal constructions like be supposed to, had better, need, be allowed to, let, and make are also discussed in terms of their meanings and uses.
Hanlin B5 U7 - Studying Is Important, So Is Taking Up a HobbyCari Chou
This document provides an overview of grammar concepts related to using "so" and "too" as conjunctions in affirmative clauses, and "either" and "neither" in negative clauses. It discusses where these conjunctions are placed in the clause and how the verb is conjugated. Examples are provided to illustrate these concepts. Formatting of the document suggests it is from an English language textbook, likely aimed at students in Taiwan learning English as a foreign language.
FCE Unit 14 Grammar Contents: Wishes & Hypothetical SituationsMatfermar marin
The document discusses different structures used to express wishes, hypothetical situations, and complaints in English, including the use of wish, if only, it's time, and would rather. It provides examples of how to use the past, present, and past perfect tenses with wishes to express current wishes, regrets, and wishes in the past. Conditional forms like the second and third conditional are also mentioned as ways to talk about hypothetical situations, in addition to structures with wish, if only, and would rather. Practice questions are included to reinforce the use of these structures.
The document discusses a student's dream of becoming a singer. The student admires singer Hsu, Jia-Yin for her beautiful and healing voice. To achieve this dream, the student needs to practice singing and playing guitar. The student also wants to become someone like Hsu Jia-Yin when they grow up.
The document discusses grammar rules related to the present perfect tense and contrasting ideas. It provides examples and explanations of:
- Using the present perfect to refer to unspecified times before now and times expressions that can be used with it.
- The differences between using the present perfect and past simple verbs.
- Connectors like 'but', 'however', and 'although' that are used to show contrasting or opposing ideas between two parts of a sentence.
- Expressing preferences using verbs like 'prefer', 'would prefer', and 'would rather'.
1. The document introduces a team of people including Rijal Ariza Rang M. ul Hali Rizky Ardia and Haris n.
2. It then discusses competence standards and materials including gerunds, adjective clauses, imperative sentences, and the use of for, during, and while in time expressions.
3. The document concludes with an 8 question competence test on these topics with answer keys.
This document is a lesson on prepositions. It begins by defining what a preposition is and provides examples of prepositions used with nouns, verbs, and adjectives. The document then discusses specific uses of prepositions including time, place, location, movement, and duration. It provides idiomatic phrases that use prepositions and discusses unnecessary prepositions. The document concludes with an exercise identifying prepositions in a passage and a short quiz to test understanding.
This document contains several exercises related to conditional sentences in English. Exercise 1 provides sentences to complete using verbs in parentheses in their zero conditional form. Exercise 2 contains sentences to identify as either second or third conditional. Exercise 3 matches conditional phrases with conclusions. Exercise 4 provides a passage to draw conditional conclusions from. Subsequent exercises continue practicing second and third conditional forms.
The lesson plan is for a 10th grade class with the main aim being for students to be able to talk about activities they have done. It includes subsidiary aims of building vocabulary about places and activities, and practicing the present perfect tense. The plan outlines potential problems and solutions, language functions, lesson stages including warm up, reading, exercises, and a writing activity.
This document provides an overview of the modal auxiliary verb "can" in English. It discusses how can is used to talk about ability, possibility, permission, requests and offers. It provides examples of affirmative and negative sentences, as well as yes/no and Wh- questions. It also covers pronunciation, theoretical and logical possibility, ability, permission, and making requests/offers. Exercises are included to practice using can and can't in sentences.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
02 english grammar verbs - 03 modal verbs pdf121275
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
The document discusses modal verbs, which are a small group of verbs that are used differently than normal verbs. It lists common modal verbs such as can, may, should, must, and would. It explains how modal verbs are used, including how they do not take "s" in the third person or use "to" after them. It provides examples of how each modal verb is used to indicate capacity, permission, advice, obligation, prediction, and more. It also discusses how to use modal verbs in the past and future tenses.
The document discusses the use of modal auxiliary verbs can, could, and be able to. It explains that can is used to talk about present ability or possibility, could is used to talk about past ability or possibility, and be able to is used to talk about ability. It provides examples of how each modal verb is used and exercises for the reader to practice using them correctly.
This document discusses the modal auxiliary verbs can, could, and be able to. It provides examples of how each is used to express ability, possibility, requests, and permission. Can is used for present possibility and ability as well as informal requests. Could is used for past possibility/ability and polite requests. Be able to expresses ability and can be used in any tense or with an infinitive, whereas can and could are restricted to present and past tense respectively. The document also provides the basic structures for each modal verb.
This document discusses modals of ability and possibility in English. It explains the uses of can, could, be able to for present, past and future ability. Can is used for present ability, could for past ability, and be able to for past, present and future ability. It also discusses modals of future possibility like might, may, could and will. Modals like might, may and could express uncertainty about the future while will is used in yes/no questions about future possibility.
The document provides examples of usage for different modal verbs such as can, could, may, might, must, shouldn't, and should. It discusses their uses for ability, request, permission, possibility, necessity, prohibition, advice, and moral obligation. It then provides exercises for choosing the right modal verb for different situations and replacing underlined expressions with the appropriate modal verb.
The document discusses different modal verbs and expressions used to convey possibility, permission, and obligation. It explains how modals like must, might, may, could are used to express varying degrees of possibility or certainty. It also covers adverbs like maybe, perhaps, possibly, probably and the modal verb definitely. The document provides examples of using modal verbs and adverbs to make inferences about meanings. It then discusses modal verbs like can, be allowed to, have to, and have got to for expressing permission, prohibition and obligation. Finally, it explains the meanings of some common proverbs.
1. The document discusses the use of the modal verb "can" to express ability, possibility, requests, and permission. It provides examples of can in the affirmative, negative, and question forms.
2. Key uses of can include talking about ability or possibility, making requests, and asking or giving permission. Examples are given for ability ("I can swim"), requests ("Can you help me?"), and permission ("Can I open the window?").
3. The document also provides grammar exercises to practice using can in different contexts through fill-in-the-blank, multiple choice, and true/false questions.
This document provides an overview of verbals, specifically infinitives, and how they function in sentences. It discusses how infinitives can function as subjects, subject complements, direct objects, adjectives, adjective complements, and adverbs. Examples are given for each function with notes on usage. The document is intended as a reference for understanding how infinitives are used in different roles within sentences.
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The document discusses different types of pronouns in English including personal pronouns, possessive pronouns, reflexive pronouns, and demonstrative pronouns. It provides examples of how to use subjective and objective personal pronouns, possessive adjectives and pronouns, and reflexive pronouns. It also discusses the use of who, whom, whose, which, that, this, that, these, those based on whether referring to people or things and distance. Exercises are included for readers to practice using the different pronouns.
The document discusses the uses of the modal auxiliaries can, could, and be able to. It explains that can expresses ability or permission in the present, while could expresses ability or opportunity in the past. Be able to is used in certain structures like the present perfect or after modal verbs. The document provides examples of how these modals are used to talk about ability, permission, possibility, and asking for actions or things.
This document contains examples and exercises for teaching English grammar topics such as the present perfect tense, future tense, passive voice, past perfect tense, quantifiers like "how much/how many", and modals like "must" and "can". It provides examples of each grammar concept in English and Spanish, followed by short fill-in-the-blank exercises for students to practice each topic. The goal is to help students learn and reinforce foundational English grammar structures.
This document contains examples and exercises for teaching English grammar topics such as the present perfect tense, future tense, passive voice, past perfect tense, quantifiers like "how much/how many", and modals like "must" and "can". It provides examples of each grammar concept in English and Spanish, followed by short fill-in-the-blank exercises for students to practice each topic. The goal is to help students learn and reinforce foundational English grammar structures.
This document contains the agenda for an English language class. It includes:
- Instructions to sign up for the language center and put away personal items.
- An activity where students will work in pairs practicing vocabulary, minimal pairs, adverbs, and a story.
- A music interlude with information about Bruno Mars.
- Exercises matching confusing adverbs to sentences and helping to clarify their meanings.
- A picture discussion activity where students take turns describing photos in English.
1.) The document outlines a lesson plan on infinitives for a third year high school English class.
2.) The plan includes objectives, subject matter, procedures, evaluation, and assignment. It will teach students to identify and use infinitives in sentences.
3.) Various activities are outlined, including a review game, example sentences, identification exercises, and rewriting sentences using infinitives. The goal is for students to understand and apply different uses of infinitives.
The document provides information on simple present tense conjugation in English. It discusses three main rules for forming the simple present tense:
1. For verbs ending in y, change the y to i and add -es for the he/she/it form.
2. For verbs ending in certain letters like ch, sh, x, o, add -es to the base form for the he/she/it form.
3. For other verbs not following rules 1 or 2, just add -s to the base form for the he/she/it form.
Several examples are given to illustrate each rule. The document then provides simple present affirmative, negative and interrogative forms for different subjects