The document discusses the use of modal verbs in English. It begins by defining modal verbs as helping verbs that modify the meaning of main verbs. The document then provides examples of different modal verbs and their functions in sentences expressing ability, permission, obligation, advice, and more. It includes exercises for learners to practice identifying modal verb functions. The purpose is to help readers understand and properly use modal verbs to communicate intentions clearly without misinterpretation.
Modal verbs are used to express certain hypothetical conditions, such as advice, capability, or requests. They're used alongside a main verb to change its meaning slightly. Because they're auxiliary verbs, they can't necessarily be used on their own.
In this presentation, types and examples of modal verbs will be discussed based on the most essential learning competency for grade 8 English.
It is a powerpoint presentation that discusses about the lesson or topic: Conditionals. It also talks about the definition and different characteristics and examples of Conditionals.
Fact and Opinion - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Fact and Opinion in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
Modal verbs are used to express certain hypothetical conditions, such as advice, capability, or requests. They're used alongside a main verb to change its meaning slightly. Because they're auxiliary verbs, they can't necessarily be used on their own.
In this presentation, types and examples of modal verbs will be discussed based on the most essential learning competency for grade 8 English.
It is a powerpoint presentation that discusses about the lesson or topic: Conditionals. It also talks about the definition and different characteristics and examples of Conditionals.
Fact and Opinion - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Fact and Opinion in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
A Workshop on Improving StyleUsing rhetorical questions correc.docxbartholomeocoombs
A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
A Workshop on Improving StyleUsing rhetorical questions correc.docxbartholomeocoombs
A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. SLIDESMANIA.COM
DIRECTIONS: Unlock this SLK’s key word by
finding out the letter suggested in each logical
statement below:
1. I am the third letter of this sentence.
2. You can find in not but not in nut.
3. I am the end of bed.
4. Apple starts with me.
5. I am in the middle of ceiling.
MOTIVATION
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Modal Verb, in particular, is
the key term we will be using
throughout this discussion.
For you to be able to answer
the activities embedded here,
you have to study closely the
discussion below.
MOTIVATION
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define what modal verbs are;
recognize modal verbs in sentences;
express appreciation in knowing the functions
or usages of modal verbs; and
complete sentences with proper modal verbs
At the end of the lesson, you are
expected to:
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01 We will talk about
what is a modal verb.
Modal Verbs are auxiliary or helping
verbs which modify or change the
meaning of the main verbs. You use
modal verbs in giving advice or
suggestions, in making requests, or in
giving predictions and prohibitions.
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Let’s Practice #1!
Directions: Determine the function of the underlined
modal verb as used in the sentence. Write the letter of
your answer.
1. Could you open the door for me?
1. A. offer B. permission C. promise D. request
2. I will eat now.
A. ability B. decision
C. permission D. promise
3. May I go now?
A. decision B. offer C. permission D. request
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Let’s Practice!
Test I. Directions: Determine the function of the
underlined modal verb as used in the sentence. Write
the letter of your answer.
4. I can play any musical instrument.
A. ability B. general truth C. offer D. promise
5. You must follow the doctor’s advice.
A. no obligation B. strong obligation
C. permission D. weak obligation
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Let’s Practice #2!
Directions: Choose the correct word that would best
complete the sentence.
1. Jahna ________ turn 18 this year, but because of the
pandemic, we have cancelled all the preparations and
reservations.
A. can B. may C. must D. will
2. To look pleasant is a key in getting a job. So, you
________ wear appropriate attire for your interview.
A. could B. might C. should D. would
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Let’s Practice #2!
8. During Enhanced Community Quarantine, only those who have
quarantine passes ________ go outside from their houses to buy
necessities.
A. can B. cannot C. must D. must not
9. My father works abroad, but he promised that he ________
return home on my graduation day.
A. could B. might C. must D. would
10. Everyone ________ obey the health protocols given by the
government to prevent the spread of the virus and stop the
pandemic.
A. can B. cannot C. may D. must
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The discussion and examples given
are enough for you to understand
the lesson. To check your
understanding, get your Activity
Notebook and your pen, then do the
following activities for you.
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Pick a modal verb from the box below to be
used appropriately based on the function
mentioned after each sentence.
May Might Can Should
Can’t
Could Must Mustn’t
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1. _________ I present a suggestion
about the problem? (asking for
permission)
2. You ____________ violate divine or
earthly laws. (Expressing prohibitions)
May Might Can Should
Can’t
Could Must Mustn’t
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3. When my sister was still a baby, she
________ dance any rhythm. (Expressing
ability in the past.
4. James __________ obey his parents
because that is his obligation as a son.
(Indicating obligation)
May Might Can Should
Can’t
Could Must Mustn’t
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5. Teacher Tet ___________ do
everything for her students. (Showing
ability)
6. Until now, I still _______ ride a
bicycle. (Expressing lack of ability)
May Might Can Should
Can’t
Could Must Mustn’t
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7. Excuse me, ma’am, ___________ I sit
beside you? (Asking for permission)
8. Joric __________ transfer to other
school next year because his father has a
new job destination. (showing possibility)
May Might Can Should
Can’t
Could Must Mustn’t
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9. Jana is in pain. She _______ visit her
doctor. (Giving advice)
10. John has been sick for a week now.
He _________ go to his doctor.
(Expressing obligation)
May Might Can Should
Can’t
Could Must Mustn’t
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Directions: Copy and answer the following by
underlining the modal verb found in each
sentence.
1. Ana need not repeat what she said. I
already heard her loud and clear.
2. Andrea can teach her lessons well.
3. A crocodile can’t stick its tongue
out.
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4. You might get sick because of the
weather condition.
5. If you’re suffering from toothache,
you should see your dentist.
6. In order to learn, we must study.
7. You should stop complaining if you
want to finish things early.
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8. Students mustn’t try smoking
because it’s deadly.
9. May I sit down, please?
10. I must find a job because I have to
pay bills.
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Directions: Identify the function/usage of the
underlined modal verb in each sentence.
1. Frogs can’t swallow with their eyes
open.
2. Excuse me, may I butt in?
3. I might visit my grandmother this
weekend at Candon.
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Directions: Identify the function/usage of the
underlined modal verb in each sentence.
4. May I get this chair, please?
5. It might rain tomorrow.
6. You should see your doctor! You
look so pale.
7. I must hurry, the bus is leaving!
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Directions: Identify the function/usage of the
underlined modal verb in each sentence.
8. Smoking can cause cancer.
9. When I was young, I could hit high
notes.
10. I must study harder to get a better
score.
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In order to make sentences or
statements clear in expressing
possibility, advise, permission,
prohibition, necessity and their
contrary, knowledge on modal
verbs is needed.
Each modal verb has unique
function so learning what
modal to be used on a
particular situation is a must to
avoid miscommunication.
GENERALIZATION
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APPLICATION
Using the topic COVID-19
PRECAUTIONARY MEASURES, write a
paragraph (10-15 sentences) observing
the proper usage of the different modal
verbs discussed. Underline all the
modal verbs used.
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