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The document provides tables for students to complete with the affirmative and negative forms of various modal verbs including can, could, have to, must in both the present and past tenses. The first table is about ability and obligation forms of can, could, and have to. The second table focuses on obligation forms of must and have to. Students are instructed to fill in the tables with the correct modal verb forms.
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The document is from an English grammar textbook called "English Alive! Student's Book 4". It contains information about modal verbs including can, could, have to, must and their affirmative and negative forms. Tables are included that students are asked to complete with the forms of these modal verbs in both the affirmative and negative. The document contains repetitions of these tables to reinforce the grammar concepts for students.
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This document provides guidance on making polite requests in English. It begins by explaining the use of "can, could, will, would" and "would you mind" to make requests. Examples of formal and informal requests are given. The importance of using "please" to make a request more polite is also discussed. The document then provides practice exercises, including examples of affirmative and negative responses to requests. Finally, it notes that the response "would you mind..." followed by a gerund can be used to politely request something, and that responding "not at all" means agreeing to the request.
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The document is from an English grammar textbook called "English Alive! Student's Book 4". It contains information about modal verbs including can, could, have to, must and their affirmative and negative forms. Tables are included that students are asked to complete with the forms of these modal verbs in both the affirmative and negative. The document contains repetitions of these tables to reinforce the grammar concepts for students.
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This document provides guidance on making polite requests in English. It begins by explaining the use of "can, could, will, would" and "would you mind" to make requests. Examples of formal and informal requests are given. The importance of using "please" to make a request more polite is also discussed. The document then provides practice exercises, including examples of affirmative and negative responses to requests. Finally, it notes that the response "would you mind..." followed by a gerund can be used to politely request something, and that responding "not at all" means agreeing to the request.
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This document provides guidance on making polite requests in English. It begins by explaining the use of "can, could, will, would" and "would you mind" to make requests. Examples of formal and informal requests are given. The importance of using "please" to make a request more polite is also discussed. The document then provides practice exercises, including examples of affirmative and negative responses to requests. Finally, it notes that the response "would you mind..." followed by a gerund can be used to politely request something, and that responding "not at all" means agreeing to the request.
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Modal verbs such as should, must, can, may, could, have to and be able to are used to express meanings like advice, necessity, ability, permission, and obligation. They are often used with other verbs and have specific rules regarding forms, negatives and questions. For example, must expresses strong obligation or necessity, such as "Students must get a 5 to pass the test". Should gives advice or makes suggestions as in "You should wear a coat". Have to and must both denote obligation but have to refers to external obligation while must refers to internal views.
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This document summarizes the use of different English modal verbs for requests, advice, and expressing necessity or obligation. It discusses:
1) Using can, could, will, would to make polite requests and the responses like "sure" or apologizing and explaining.
2) Giving advice using should and ought to about what is advisable, and the use of "maybe" to soften advice.
3) Expressing strong advice or warning using "had better" about possible consequences, as well as the informal forms "oughta" and "better".
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This document summarizes common errors found in student writing and provides corrections. It addresses errors in:
- Purpose and keywords in questions.
- Grammar, such as subject-verb agreement, articles, prepositions.
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- Spelling.
The document emphasizes carefully reading questions and including the question number when answering. It wishes students good luck on their next writing.
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The document provides useful phrases for an oral English test in several categories:
1. Giving opinions, apologizing, disagreeing with people, refusing ideas, asking for opinions and help from others, expressing dislikes, and praising good ideas.
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For more English tutorials, please visit:
https://www.thelecturette.com
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Ea3u7g2
This document contains exercises to practice using the verbs "be going to" and "will" to express future meaning. It provides tables to fill in with the affirmative, negative, and question forms of "be going to" for different subjects. It also contains sentences to complete using either "will" or "be going to". The purpose is to help students learn and review the grammar structures for expressing future events and plans.
Ea3u9v1
This document is from an English language student's book and presents vocabulary words related to different types of buildings. It asks students to identify vocabulary words like tower, skyscraper, brick, concrete, steps, and lift. It then asks students to remember and identify words for office building, shopping centre, steel, dome, and earth. The document focuses on teaching students vocabulary related to buildings.
Ea3u5v1
This document provides vocabulary words related to events and asks students to remember their meanings. It lists the words autograph, crowd, stadium, trophy, stage, and theatre in the context of vocabulary and events. Students are then asked if they can remember the meanings of the vocabulary words.
Ea3u2v1
This document provides a table for students to complete with the past simple forms of various verbs. The table includes base form verbs such as "bury", "carry", "crash", "damage", "destroy", "fell", "find", "flood", "hit", "lift", "lose", "rise" and students are to fill in the past simple form for each. The document aims to teach students about verb conjugation and forming the past simple tense in English.
Ea3u2g2
The document is an English grammar lesson about using the past continuous (progressive) tense. It provides examples of filling in tables with the affirmative, negative, and question forms of common verbs like "watch", "listen", and "run" in the past continuous tense. It also contrasts using the past simple and past continuous tenses through examples about a tornado, with verbs like "drive", "move", and "see".
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This document is a vocabulary exercise from an English language textbook. It presents a table to fill in with adverbs that modify adjectives. Students are asked to complete the table by matching adverbs like angrily, badly, calmly to adjective columns headed by words like good, calm, bad to practice parts of speech.
Ea3u4v2
This document provides examples of compound nouns for students to identify the noun in each phrase. It lists phrases such as underground station, train driver, plane ticket, bicycle helmet, motorcycle engine, and bus timetable. For each phrase, it asks students to identify the compound noun. The document is focusing on teaching vocabulary, specifically compound nouns, by giving students phrases to analyze and understand the structure of compound nouns.
Ea3u5v2
This document provides vocabulary related to competitions, including verbs like compete, score, win, lose as well as nouns like competition, racer, championship, and record holder. It instructs students to complete a table with the verb, person, and event associated with competitive situations and activities.
Ea3u2g1
The document is a grammar exercise that tests knowledge of verb conjugations in English. It contains tables to fill in with the correct forms of verbs like "be", "arrive", and "fly" in their affirmative, negative and question forms in both the past simple and present tenses. The student must choose the right options of "was", "were", as well as regular and irregular past tense verbs to complete the sentences.
Ea3u3v1
The document is a vocabulary exercise from an English textbook that asks students to fill in a table with opposite adjectives related to health and lifestyle. It provides a list of adjectives like "unattractive," "safe," "tired," and asks students to write the opposite adjective, such as "attractive," "dangerous." The document teaches vocabulary related to describing health, fitness, and responsibility.
Ea3u3v2
The document is a vocabulary lesson from an English textbook about changing appearances. It lists and asks students to remember words related to accessories and body modifications like studs, chains, makeup, pierced belly buttons, rings, earrings, necklaces, wigs, and tattoos. The lesson aims to teach students these English words in the context of changing and customizing one's appearance.
Ea3u7v1
The document is a whiteboard presentation from an English language textbook that introduces students to common professions through vocabulary exercises. It asks students to identify professions such as medicine, journalism, tourism, entertainment, computing, farming, engineering, law, and catering. It then asks students if they can remember the professions that were introduced.
Ea3u4v1
The document is a vocabulary exercise from an English language textbook that focuses on different prepositions related to travel, including around, across, down, up, into, out of, over, and through. Students are asked to identify the meaning of the word "travel" when used with each of these prepositions and are then tested on remembering the prepositions related to travel.
Ea3u4g2
The document provides examples of questions using the present perfect tense of the verb "to ride" in English. It includes a table with the present perfect form of "ride" used interrogatively with different subjects like "I", "you", "we" and others. It then asks the reader if they can remember the examples given in the table on using the present perfect tense to ask questions.
Ea3u6v1
This document discusses vocabulary related to evolution, development, and existence. It includes a table to fill in with nouns such as development, existence, extinction, creation, survival, colony, growth, evolution, cure, production. The document asks the reader to remember this vocabulary and complete the table with nouns.
Ea3u9g2
The document contains examples of forming questions in the present and past passive voice. For the present passive, it gives the forms "Are invited", "Am invited", "Is invited", and "Are invited". For the past passive, it gives the forms "Were invited", "Was invited", "Was invited", and "Were invited". It asks the reader to complete tables with these question forms and checks their understanding by asking them to remember the forms.
Ea3u3g2
The document discusses comparative and superlative forms of adjectives in English. It provides examples of adjectives in their comparative and superlative forms and has the reader complete tables to practice transforming adjectives like "good", "bad", "beautiful", "small", and "happy" into their comparative and superlative forms. The purpose is to help students learn how to change adjectives into their comparative and superlative forms in English.
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9
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Ea4u3g1
- 1. English Alive! Student’s Book 4 Whiteboard Presentation
- 2. can could can’t couldn’t has to / have to had to doesn’t have to / don’t have to didn’t have to Complete the table with the affirmative and negative forms of can , could and have to . Grammar Ability and obligation: can , could , have to Present Past Negative Affirmative Present Past
- 3. can could can’t couldn’t has to / have to had to doesn’t have to / don’t have to didn’t have to Can you remember? Grammar Ability and obligation: can , could , have to Present Past Negative Affirmative Present Past
- 4. must has to / have to mustn’t doesn’t have to / don’t have to Complete the table with the affirmative and negative forms of must and have to . Grammar must and have to Negative Obligation Optional, no obligation Affirmative Obligation Obligation
- 5. must has to / have to mustn’t doesn’t have to / don’t have to Can you remember? Grammar must and have to Negative Obligation Optional, no obligation Affirmative Obligation Obligation