This document contains a chapter about modals and expressions used to give advice or make requests in English. It includes sections on using "should", "have to/has to/had to", "must", polite questions with "may", "could" and "can", imperative sentences, modal auxiliaries like "can" and "may", and expressions with "let's". Each section provides examples and explanations of the grammar structures.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document provides an overview of the simple present tense in English. It covers the basic form and meaning of the simple present tense, including frequency adverbs that are used with it. It discusses rules for adding -s or -es to verbs in the third person singular. It also covers forming negatives, yes/no questions, and information questions using the simple present tense. The document is divided into sections with examples and exercises for each grammar point.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document provides an overview of the simple present tense in English. It covers the basic form and meaning of the simple present tense, including frequency adverbs that are used with it. It discusses rules for adding -s or -es to verbs in the third person singular. It also covers forming negatives, yes/no questions, and information questions using the simple present tense. The document is divided into sections with examples and exercises for each grammar point.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides an overview of basic sentence patterns using the verb "be" in English. It introduces sentences with singular and plural pronouns, nouns, and contractions with "be". Examples are given for negative sentences with "be" and sentences using "be" plus an adjective or place. The document concludes with a summary of the three basic sentence patterns using "be": subject + be + noun, adjective, or place expression.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
This document provides a summary of grammar rules for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and but. The use of verbs after but in affirmative and negative comparisons is also explained.
This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
This document provides an overview of the simple present and present progressive tenses in English. It discusses the forms, uses, and spelling rules for regular and irregular verbs in the simple present and present progressive. Examples are provided to illustrate daily habits, repeated actions, ongoing activities and more. Short answers to yes/no questions are also demonstrated. The document contains various exercises for learners to practice identifying and using verbs in the simple present and present progressive tenses.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries, imperatives, and question forms. It includes examples and exercises for classroom use. Key concepts are presented over multiple slides with headings like "Using Should" and "Polite Questions: May I, Could I, and Can I". Each slide provides explanations, examples, and practice activities to help teach the highlighted grammar rules.
This document contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides an overview of basic sentence patterns using the verb "be" in English. It introduces sentences with singular and plural pronouns, nouns, and contractions with "be". Examples are given for negative sentences with "be" and sentences using "be" plus an adjective or place. The document concludes with a summary of the three basic sentence patterns using "be": subject + be + noun, adjective, or place expression.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
This document provides a summary of grammar rules for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and but. The use of verbs after but in affirmative and negative comparisons is also explained.
This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
This document provides an overview of the simple present and present progressive tenses in English. It discusses the forms, uses, and spelling rules for regular and irregular verbs in the simple present and present progressive. Examples are provided to illustrate daily habits, repeated actions, ongoing activities and more. Short answers to yes/no questions are also demonstrated. The document contains various exercises for learners to practice identifying and using verbs in the simple present and present progressive tenses.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries, imperatives, and question forms. It includes examples and exercises for classroom use. Key concepts are presented over multiple slides with headings like "Using Should" and "Polite Questions: May I, Could I, and Can I". Each slide provides explanations, examples, and practice activities to help teach the highlighted grammar rules.
This document contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries (can, could, may, must, should) and imperative and interrogative sentences. It includes examples of how to use each concept correctly in sentences, as well as practice questions for students. The resource covers topics like using should for advice, have to/has to for necessity, must for obligation, polite questions with may and could, and imperative sentences for commands or requests.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and others. The slides cover common usages, question forms, negatives and summaries of modal meanings in clear tables. Interactive exercises allow typing answers directly on the slides.
Thirteenth set is more about ‘Modals’; here they are detailed further how to form polite questions, ask permission, give instruction, to order, to make it compulsory with help of modals.
The document discusses different modal auxiliaries used to express concepts like ability, possibility, necessity, advice, and permission. It provides examples of how each modal auxiliary is used in sentences and notes the differences between their meanings and usages. Key modal auxiliaries covered include can, could, may, might, should, ought to, must, have to, and had better. The document also discusses question forms, negatives, and past tense forms for some modal auxiliaries.
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.
The document discusses the forms and uses of various modal verbs in English including can, could, may, might, should, must, have to, and ought to. It provides examples of how each modal verb is used to express abilities, possibilities, permissions, advice, necessities and prohibitions. The modal verbs are generally followed by the simple form of a verb, not the -ing form or past tense. Examples are given to illustrate their correct usage and distinguish between similar modal verbs. Readers are provided practice questions to check their understanding.
This document is a lesson on expressing ability using modals like can, could, be able to, know how to, and very/too. It provides examples of how to use each modal correctly, including questions and negatives. Key points covered include:
- Using can to express present ability and possibility
- The pronunciation differences between can and can't
- Forming questions using can
- The equivalent meaning of can and know how to
- Using could as the past tense of can
- The equivalent meaning of be able to in present, future and past tense
- The difference between very and too when used with adjectives to express ability or inability
This document provides instructions and examples for a program teaching present continuous tense in three languages. It includes sections on help, grammar rules, examples, affirmative and negative forms, questions, and tests to practice the material. Users can access definitions of words in a dictionary section to help with the exercises. The goal is to use the program to learn how to form and understand present continuous tense sentences.
This document provides information about modal verbs in English. It discusses how modal verbs are used before other verbs and lists common modal verbs. It also outlines some key differences between modal verbs and other verbs, such as modal verbs not taking "-s" in the third person present simple. Finally, it explains the specific meanings and uses of different modal verbs like "can", "may", "should", and "must".
This document contains a slideshow on using modals like can, could, be able to as well as prepositions like at and in. It discusses how can expresses ability or possibility, how could is the past form of can, and how be able to has the same meaning as can. It also covers the differences between very and too when used with adjectives, as well as the words two, too, and to. Finally, it examines the uses of at and in for places, noting that at is used with specific locations like work or home while in is used with enclosed spaces like bed or class. The slideshow aims to teach English grammar through examples and exercises.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
The document is a teacher's resource that provides lessons on using English modal verbs like "can", "could", "be able to", and "know how to" to express ability. It includes examples of how to use these verbs in sentences and questions. It also covers distinguishing "two", "too", and "to" as well as using prepositions like "at" and "in" to indicate location. The slides include exercises for students to practice these grammar concepts.
This document is a teacher resource disc containing slide shows for use with PowerPoint presentation software. It covers topics like using can, could, be able to, two vs. too vs. to, and prepositions like at and in. Example sentences are provided to demonstrate each grammar point. Practice exercises are included at the end of each section to allow students to apply what they've learned.
The document discusses different modal auxiliaries used to express concepts like ability, possibility, permission, advice, necessity and lack of necessity in English. It provides examples of how each modal auxiliary is used in sentences and covers topics like expressing ability with can and could, possibility with may and might, permission with may and can, advice with should and ought to, necessity with have to, have got to and must, and lack of necessity by not using these modal auxiliaries. It also discusses polite questions using modal auxiliaries and their pronunciation.
1. The document discusses different English modal verbs and their uses to express purpose, attitude, intention, necessity, advisability, and lack of necessity. It provides examples of modal verbs in sentences and tables to demonstrate their meanings and uses.
2. The document contains tasks that provide example situations and directions for students to practice using modal verbs in polite requests, expressions of necessity, advisability, and lack of necessity. It aims to help students identify and demonstrate proper uses of modal verbs.
3. The tasks cover a range of modal verbs including can, could, may, must, have to, should, and others. Students are directed to provide responses using modal verbs that are appropriate for the given situations regarding requests,
The document provides instructions for test takers taking an English exam. It instructs students to fill in the last two digits of their exam ticket in the top right corner of the test booklet after hearing the bell ring. It provides details about the exam such as its duration of 60 minutes and 43 multiple choice questions. It also provides guidelines for how to correctly fill in answers on the answer sheet.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
The document provides information about the simple present tense in English, including its form, meaning, and use with habitual activities and stative verbs. It covers topics such as using frequency adverbs, irregular verbs, spelling rules, questions and negatives. Examples are provided to illustrate different grammatical structures in the simple present tense.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. CONTENTS
13-1 Using Should
13-2 Using Have + Infinitive (Have To/Has To/Had To)
13-3 Using Must, Have To/Has To, and Should
13-4 Polite Questions: May I, Could I, and Can I
13-5 Polite Questions: Could You and Would You
13-6 Imperative Sentences
13-7 Modal Auxiliaries
13-8 Summary Chart: Modal Auxiliaries and Similar
Expressions
13-9 Using Let’s
3. 3
My hair is very long.
I should cut it.
13-1 USING SHOULD
4. 4
I should cut it.(a) My hair is very long.
(b) Allen is hungry.
(c) You are tired.
He should eat lunch.
You should go home.
13-1 USING SHOULD
should = This is a good idea.
(advice)
5. 5
(d)
should + simple form of verb
I
You
She
He
It
We
They
should go.
13-1 USING SHOULD
6. 6
He should goes.
(d) He should go.
?
He should to go. ?
13-1 USING SHOULD
should + simple form of verb
7. 7
(e) You should not go out in the rain.
You will get wet.
NEGATIVE: should not
(f) You shouldn’t go out in the rain.
CONTRACTION: should + not = shouldn’t
13-1 USING SHOULD
8. 8
Your books are due.
You should ______________.
wash them
call your mother
go to the library
try harder
learn to drive
stop smoking
13-1 Let’s Practice
9. 9
Your clothes are dirty.
You should ___________.
wash them
call your mother
go to the library
try harder
learn to drive
stop smoking
13-1 Let’s Practice
10. 10
Smoking is not healthy.
You should _____________.
wash them
call your mother
go to the library
try harder
learn to drive
stop smoking
13-1 Let’s Practice
11. 11
People need to drink water.
13-2 USING HAVE + INFINITIVE (HAVE TO/HAS TO/HAD
TO)
People have to drink water.
12. 12
(a) People need to drink water.
same
meaning(b) People have to drink water.
(c) Lance needs to work.
(d) Lance has to work.
same
meaning
have + infinitive = need
13-2 USING HAVE + INFINITIVE (HAVE TO/HAS TO/HAD
TO)
13. 13
(e) I had to work yesterday.
PAST FORM: had + infinitive
13-2 USING HAVE + INFINITIVE (HAVE TO/HAS TO/HAD
TO)
14. 14
(f) Does she have to work tonight?
(g) What time do you have to work?
(h) Why did you have to work today?
13-2 USING HAVE + INFINITIVE (HAVE TO/HAS TO/HAD
TO)
QUESTION FORM:
do, does, did used with have to
15. 15
(i) I don’t have to work today.
He doesn’t have to go home.
(j) The bus was early.
We didn’t have to wait.
13-2 USING HAVE + INFINITIVE (HAVE TO/HAS TO/HAD
TO)
NEGATIVE FORM:
don’t, doesn’t, didn’t
used with have to
19. 20
(a) People have to sleep. same
meaning(b) People must sleep.
13-3 USING MUST, HAVE TO/HAS TO, AND SHOULD
must sleep = have to sleep
People need sleep.
21. 22
(d) You must not drink coffee
if you want to fall asleep.
13-3 USING MUST, HAVE TO/HAS TO, AND SHOULD
must not = no choice
22. 23
(e) You don’t have to come
to my party if you don’t
have time.
don’t have to = you have a choice
13-3 USING MUST, HAVE TO/HAS TO, AND SHOULD
23. 24
MUST SHOULD
very important
necessary
no choice
good idea
not necessary
choice
(f) I must sleep tonight.
I have a test tomorrow.
(h) He must get a passport.
He is going abroad.
(g) I should sleep tonight,
but I want to watch TV.
(i) He should get a passport.
He may go abroad.
13-3 USING MUST, HAVE TO/HAS TO, AND SHOULD
24. 25
(j) You must take an umbrella.
It is raining very hard.
(k) You should take an
umbrella. It might rain.
13-3 USING MUST, HAVE TO/HAS TO, AND SHOULD
MUST SHOULD
very important
necessary
no choice
good idea
not necessary
choice
25. 26
My doctor says I ___________________.
go to the zoo
take this medicine
study mathematics
practice every day
go to medical school
speak English
must +
13-3 Let’s Practice
must take this medicine
26. 27
To become a doctor you _________
_____________.
go to the zoo
take this medicine
study mathematics
practice every day
go to medical school
wash your clothes
must +
13-3 Let’s Practice
must go to
medical school
27. 28
Your car is dirty. You _____________.
go to the zoo
take this medicine
study mathematics
practice every day
go to medical school
wash it
should +
13-3 Let’s Practice
should wash it
28. 29
May I borrow your eraser?
13-4 POLITE QUESTIONS: MAY I, COULD I, AND CAN I
29. 30
(a) May I borrow your eraser?
same
meaning
(asking
nicely)
(b) Could I borrow your eraser?
(c) Can I borrow your eraser?
13-4 POLITE QUESTIONS: MAY I, COULD I, AND CAN I
30. 31
please
please
please(d) May I
(e) Could I
(f) Can I
borrow your eraser?
borrow your eraser?
borrow your eraser?
please polite questions
13-4 POLITE QUESTIONS: MAY I, COULD I, AND CAN I
31. 32
May I borrow
your pencil
Sure.
13-4 Let’s Practice
May I
Can I
Could I
I need to
borrow a
pencil.___________
__________?
32. 33
Can I borrow
some paper
Sure.
13-4 Let’s Practice
I need to
borrow some
paper.
May I
Can I
Could I___________
__________?
33. 34
Could I use
your dictionary
Sure.
13-4 Let’s Practice
I need to use
her dictionary.
May I
Can I
Could I
_____________
____________?
34. 35
Could you please come with us?
13-5 POLITE QUESTIONS: COULD YOU AND
WOULD YOU
35. 36
(a) Could you (please) come with us?
(b) Would you (please) come with us?
13-5 POLITE QUESTIONS: COULD YOU AND
WOULD YOU
same
meaning
Could you (please)
Would you (please)
36. 37
(c) Yes, of course.
(d) Certainly.
(e) I’d be glad to.
(f) I’d be happy to.
(g) Sure.
(h) No problem.
informal
TYPICAL RESPONSES
13-5 POLITE QUESTIONS: COULD YOU AND
WOULD YOU
37. 38
Could you
turn down
that music
I wish she
would turn
down that
music.
13-5 Let’s Practice
Could you
Would you
Sure.
__________
__________
_________?
38. 39
Could you
Would you
Would you
turn down
that music
I wish she
would turn
down that
music.
13-5 Let’s Practice
Yes, of
course.
__________
__________
_________?
40. 41
(a) Please be quiet. I’m working.
an imperative sentence
13-6 IMPERATIVE SENTENCES
I want you
to be quiet.
41. 42
(b) Stand up.
(c) Close the gate.
Imperative uses simple form of verb.
13-6 IMPERATIVE SENTENCES
42. 43
(d) Don’t drive so fast.
(e) Don’t go out tonight.
don’t + simple form of verb
13-6 IMPERATIVE SENTENCES
43. 44
(f) ORDERS: Come here, Jan.
(g) DIRECTIONS: Add two cups of flour.
(h) ADVICE: Don’t be upset.
(i) REQUESTS: Please give me the rake.
please
polite
request
13-6 IMPERATIVE SENTENCES
44. 45
Imperative verbs
Jenna: Please go to the store.
Scott: Okay, what do we need?
Jenna: Buy some milk and bread.
Scott: Okay, but don’t start the
movie without me.
13-6 Let’s Practice
45. 46
Imperative verbs
Alex: Close the gate.
Tara: Don’t worry, I will.
Alex: Please do it now.
Tara: Why?
Alex: The horse is trying to get out.
13-6 Let’s Practice
53. 54
AUXILIARY MEANING EXAMPLE
(a) can
ability
polite
question
She can cook.
Can you please
make me dinner?
(b) could
past ability
polite
question
I couldn’t see it.
Could you please
show me?
13-8 SUMMARY CHART: MODAL AUXILIARIES AND
SIMILAR EXPRESSIONS
54. 55
AUXILIARY MEANING EXAMPLE
(c) may
possibility
polite
question
It may snow.
May we see the
menu?
(d) might possibility It might snow.
(e) must necessity You must
leave now.
13-8 SUMMARY CHART: MODAL AUXILIARIES AND
SIMILAR EXPRESSIONS
55. 56
AUXILIARY MEANING EXAMPLE
(f) should advisability
(good idea)
You should read
this book.
(g) will future
happening
You will enjoy
this book.
(h) would polite
question
Would you
please call me?
13-8 SUMMARY CHART: MODAL AUXILIARIES AND
SIMILAR EXPRESSIONS
56. 57
AUXILIARY MEANING EXAMPLE
(i) be able to ability I’m not able to
finish this work.
(j) be going to future
happening
I am going to
study more.
past
necessity
I had to study
so much!
(k) have to/has
(l) had to
necessity You have to
work harder.
13-8 SUMMARY CHART: MODAL AUXILIARIES AND
SIMILAR EXPRESSIONS
60. 62
(a) Andy: What should we do this weekend?
Beth: Let’s go on a picnic.
Andy: Great idea.
(b) Claire: I love to swim.
Sophie: Okay, let’s go swimming.
Claire: Yes, let’s go!
13-9 USING LET’S
let’s = let us (I think we should)
61. 63
Let’s go out for dinner.
Don: I don’t feel like cooking.
Beth:
go to France
take a rest
do our homework
go to the gym
talk about this
go out for dinner
let’s +
13-9 Let’s Practice
62. 64
Edith: I have never been to Europe.
Roberto: Let’s go to France.
13-9 Let’s Practice
let’s +
go to France
take a rest
do our homework
go to the gym
talk about this
go out for dinner
63. 65
Megumi: I don’t understand the lesson.
Nashir: Let’s talk about it.
13-9 Let’s Practice
let’s +
take a rest
do our homework
go to the gym
talk about it
go out for dinnergo to France
64. 66
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