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 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 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 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.
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
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 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 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 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 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 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.
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
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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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.
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.
The document provides an overview and examples of how to express future time in English using various verb constructions such as "be going to", "will", the present progressive, the simple present, and "be about to". It discusses the differences between these constructions and how they indicate varying levels of certainty or immediacy about future events. Examples are provided to illustrate proper usage of each construction for expressing future time in sentences, questions, and parallel verb phrases.
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.
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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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.
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.
The document provides an overview and examples of how to express future time in English using various verb constructions such as "be going to", "will", the present progressive, the simple present, and "be about to". It discusses the differences between these constructions and how they indicate varying levels of certainty or immediacy about future events. Examples are provided to illustrate proper usage of each construction for expressing future time in sentences, questions, and parallel verb phrases.
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.
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 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.
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.
Here are a few key differences between have to and have got to:
- Have to is more common and neutral. Have got to is more informal.
- Have got to emphasizes the necessity or obligation more strongly than have to.
- Have got to can imply that the necessity is derived from external factors, while have to can imply more internal or logical necessity.
- Grammatically, have got to uses the present perfect construction "have got" while have to uses the simple present "have".
So in summary:
- Have to is more common and neutral
- Have got to emphasizes necessity more
- Have got to can imply external obligation, have to can imply more logical necessity
- Have
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 discusses modal auxiliary verbs and provides rules and examples for their use. It defines modal verbs as adding meaning to other verbs and lists common modal verbs like must, might, may, will, would, can, could, shall, and should. It then provides rules for how modal verbs are used, such as always being used with an action verb and not changing form based on tense. Examples are given for when each modal verb is used, such as might for weaker possibility and must for probability or necessity. A modal verbs challenge game and quiz with examples reinforces the correct usage of these verbs.
This document contains a teacher's resource for creating slide shows to teach grammar concepts related to articles (a, an, the) and quantifiers (some, many, much, a few, a little, any). It includes examples of different grammatical structures using articles and quantifiers, as well as exercises for students to practice identifying the correct usage. The slides cover topics such as count vs. non-count nouns, singular vs. plural nouns, usage of a vs. an, measurements with non-count nouns, making generalizations without articles, and the difference between some and any.
This document contains a teacher's resource for creating slide shows to teach grammar concepts related to articles (a, an, the) and quantifiers (some, many, much, a few, a little, any). It includes examples of different grammatical structures using articles and quantifiers, as well as exercises for students to practice identifying the correct usage. The slides cover topics such as count vs. non-count nouns, singular vs. plural nouns, usage of a vs. an, measurements with non-count nouns, making generalizations without articles, and the difference between some and any.
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.
The document provides vocabulary and grammar lessons on modal verbs including have to/don't have to, must/must not, can't, may/might, should/shouldn't. It covers parts of the body, health, common phrasal verbs, and gives examples and exercises to practice the modal verbs. Key points covered include expressing necessity, abstention, deduction, permission, possibility and suggestions as well as giving advice with should and shouldn't.
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 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.
Modal verbs are used to express ideas like ability, obligation, permission, possibility, and certainty. There are several types of modal verbs including: can, could, must, need, might, may, should, have to, ought to, be able to. Modal verbs are used with the base form of other verbs and do not have different forms for tense, number, or person. They can be divided into groups based on their meaning like advice, certainty, necessity, and prohibition.
This document provides an overview of modal auxiliaries in English grammar. It discusses the different meanings and uses of common modal verbs like can, could, may, might, should, have to, must, and others. Examples are provided to illustrate how modals express ideas like ability, possibility, necessity, advice, permission, prohibition and more. The document also covers modal perfect tenses and degrees of certainty expressed by modals.
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 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
The document is a quiz for 7th grade English students. It contains multiple choice questions, true/false questions, fill in the blank questions, and direct questions about English grammar, vocabulary, and general knowledge. The quiz covers topics like verb conjugation, prepositions, parts of speech, and geography. It tests students' understanding of English language rules and comprehension of short passages.
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.
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I7
1.
2. 7-1 The form of modal auxiliaries
7-2 Expressing ability: can and could
7-3 Expressing possibility: may and might Expressing permission: …
7-4 Using could to express possibility
7-5 Polite questions: may I, could I, can I
7-6 Polite questions: would you, could you, will you, can you
7-7 Expressing advice: should and ought to
7-8 Expressing advice: had better
7-9 Expressing necessity: have to, have got to, must
7-10 Expressing lack of necessity: do not have to Expressing: …
7-11 Making logical conclusions: must
7-12 Giving instructions: imperative sentences
7-13 Making suggestions: let's and why don't
7-14 Stating preferences: prefer, like...better, would rather
CONTENTS
3. 7-1 THE FORM OF MODAL AUXILIARIES
Somebody should clean up this mess.
4. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + SIMPLE FORM OF VERB
can (a) Inga can play the violin.
could (b) They couldn’t arrive on time.
may (c) It may be a nice day tomorrow.
might (d) It might be a nice day tomorrow.
5. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + SIMPLE FORM OF VERB
should (e) Inga should go inside.
had better (f) You had better go inside.
must (g) He must be gentle with the cat.
will (h) They will attend the recital.
would (i) I would like to meet her.
6. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + SIMPLE FORM OF VERB
can
could
may
might
should
had better
must
will
would
not followed by to
Inga can to play the violin.
7. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + SIMPLE FORM OF VERB
no final -s
Inga can plays the violin.
can
could
may
might
should
had better
must
will
would
8. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + SIMPLE FORM OF VERB
not in past form
Inga can played the violin.
can
could
may
might
should
had better
must
will
would
9. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + SIMPLE FORM OF VERB
not in -ing form
Inga can playing the violin.
can
could
may
might
should
had better
must
will
would
10. 7-1 THE FORM OF MODAL AUXILIARIES
AUXILIARY + TO + SIMPLE FORM OF VERB
have to (j) You have to eat something.
have got to (k) He has got to be on time.
ought to (l) It ought to be fun.
to + simple form
15. can ability in present
or future
7-2 EXPRESSING ABILITY: CAN AND COULD
(a) Dolphins can jump very high.
(b) They can swim long distances.
(c) They can be taught fancy tricks.
16. three negative forms
of can
7-2 EXPRESSING ABILITY: CAN AND COULD
can’t
(d) I cannot fix this computer.
can not
17. could = past form of can
7-2 EXPRESSING ABILITY: CAN AND COULD
(e) When we were in college, we could
play chess for hours.
18. couldn’t or could not = negative form of could
7-2 EXPRESSING ABILITY: CAN AND COULD
(f) I couldn’t play chess in graduate school.
I had to study all the time.
22. 7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
Maybe Alice heard some bad news.
23. 7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
(a) It may snow this week.
(b) It might snow this week.
may, might possibility
same
meaning
24. I don’t know.
We might be
ready by then.
I don’t know.
We may be
ready by then.
7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
Can we
finish this by
Monday?
(c)
25. 7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
(d) It may not snow this week.
(e) It might not snow this week.
Negative: may not, might not
no contractions
26. 7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
(f) Maybe it will snow tomorrow.
COMPARE
(g) Maybe the test will be hard.
(h) The test may be hard.
adverb
verb
maybe “possibly”
beginning of sentence
may be = may + the main verb be
27. 7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
(i) Yes, you may borrow my pen.
(j) Sure, you can borrow my pen.
may permission
can often used, too
more formal
less formal
28. 7-3 EXPRESSING POSSIBILITY: MAY AND MIGHT
EXPRESSING PERMISSION: MAY AND CAN
(k) You may not borrow my pen.
You can’t borrow my pen.
may deny permission
can often used, too
32. 7-4 USING COULD TO EXPRESS POSSIBILITY
This could be a long walk.
33. 7-4 USING COULD TO EXPRESS POSSIBILITY
Why isn’t this
working? I don’t think it’s serious.
It could be just a weak
battery.
(a)
Could =
present
possibility
34. 7-4 USING COULD TO EXPRESS POSSIBILITY
This error could
cause problems in
the whole company.
(b)
Could =
future
possibility
39. 7-5 POLITE QUESTIONS: MAY I, COULD I, CAN I
POLITE QUESTION
POSSIBLE ANSWERS
(a) May I please take your picture?
(b) Could I please take your picture?
(c) Can I please take your picture?
Yes.
Uh-huh.
Yes. Certainly.
Of course.
Certainly.Sure.
Okay.
Yes. Of course.
Sorry, not today.
40. 7-5 POLITE QUESTIONS: MAY I, COULD I, CAN I
May I take your picture, please?
Could I take your picture, please?
Can I take your picture, please?
please at end
POLITE QUESTION
41. 7-5 POLITE QUESTIONS: MAY I, COULD I, CAN I
without please
May I take your picture?
Could I take your picture?
Can I take your picture?
please
please
please
May I take your picture?
Could I take your picture?
Can I take your picture?
POLITE QUESTION
45. 7-6 POLITE QUESTION: WOULD YOU, COULD YOU,
WILL YOU, CAN YOU
Would you please sit still?
46. 7-6 POLITE QUESTION: WOULD YOU, COULD YOU,
WILL YOU, CAN YOU
(a) Would you please explain that again?
(b) Could you please explain that again?
(c) Will you please explain that again?
(d) Can you please explain that again?
POLITE QUESTION
basically the same meaning
47. 7-6 POLITE QUESTION: WOULD YOU, COULD YOU,
WILL YOU, CAN YOU
(a) Would you please
explain that again?
(b) Could you please
explain that again?
(c) Will you please
explain that again?
(d) Can you please
explain that again?
POLITE QUESTION POLITE ANSWERS
Yes.
Yes. Of course.
Of course. I’d be glad to.
Sure.
I’m sorry. I don’t have time.
Certainly. Okay.
Uh-huh.
48. 7-6 POLITE QUESTION: WOULD YOU, COULD YOU,
WILL YOU, CAN YOU
(a) Would you please
explain that again?
(b) Could you please
explain that again?
(c) Will you please
explain that again?
(d) Can you please
explain that again?
POLITE QUESTION
can is less formal
INCORRECT:
May you please
explain that again.
53. 7-7 EXPRESSING ADVICE: SHOULD AND OUGHT TO
(a) I have a headache. I take a nap.
should
ought to
(b) INCORRECT: I should to take a nap.
(c) INCORRECT: I ought taking a nap.
should + simple form of verb
ought + + simple form of verbto
54. 7-7 EXPRESSING ADVICE: SHOULD AND OUGHT TO
(d) You need to study. You should not go out.
NEGATIVE: should + not = shouldn’t
You need to study. You shouldn’t go out.
Ought to not usually used in negative
55. 7-7 EXPRESSING ADVICE: SHOULD AND OUGHT TO
(e)
QUESTION: should + subject + main verb
Ought to not usually used in questions
I don’t understand
the assignment.
What should I do?
64. 7-8 EXPRESSING ADVICE: HAD BETTER
(a) I have a headache. I take a nap.
should
ought to
had better
should
ought to
had better
same
meaning
good idea, good advice
65. 7-8 EXPRESSING ADVICE: HAD BETTER
(b) He’d better be careful. His pan is on fire!
Had better usually = warning
66. 7-8 LET’S PRACTICE
You’d better quit watching
TV all day.
Possible bad results?
eat too much
catch a cold
hurt your eyes
not study enough
not exercise enough
67. 7-8 LET’S PRACTICE
He’d better not walk there.
Possible bad results?
fall
get hurt
get the flu
be embarrassed
fail a test
68. 7-8 LET’S PRACTICE
He’d better stay awake in school.
Possible bad results?
miss something
get hurt
get in trouble
fail a test
get the flu
70. (a) I want to become a doctor.
I go to medical school.
have to
have got to
must
have to
have got to
had better
same
meaning
something is necessary
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
71. (b) I need to hurry.
I have to go to
soccer practice.
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
72. (c) It’s late. We’ve got to go home.
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
73. (d) Everyone must wear a seatbelt
on an airplane.
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
74. (b) I have to go to soccer practice.
(c) We’ve got to go home.
(d) Everyone must wear a seatbelt
on an airplane.
have to
have got to
must
common
informal conversation
written instructions
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
75. (e) Do you have to wear seatbelts in your car?
(f) Did they all have to come?
Questions
have to
have got to
must
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
76. (e) Do you have to wear seatbelts in your car?
(f) Did they all have to come?
Questions
have to
have got to
must
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
77. (e) Do you have to wear seatbelts in your car?
(f) Did they all have to come?
Questions
have to
have got to
must
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
78. (g) We had to clean up the mess.
have to
have got to
must
Past form:
had to
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
79. (h) I have to (“hafta”) call my mom.
(i) Jason has to (“hasta”) work tomorrow.
(j) I’ve got to (“gotta”) cook dinner tonight.
/hӕftә/ or /hӕftu/
/hӕstә/ or /hӕstu/
/gadә/ or /gәtә/
PRONUNCIATION
7-9 EXPRESSING NECESSITY: HAVE TO,
HAVE GOT TO, MUST
83. 7-10
EXPRESSING LACK OF NECESSITY: DO NOT HAVE TO
EXPRESSING PROHIBITION: MUST NOT
You mustn’t talk on the phone
while you are driving.
84. (a) I mowed the yard yesterday.
I don’t have to mow it this weekend.
not necessary
7-10
EXPRESSING LACK OF NECESSITY: DO NOT HAVE TO
EXPRESSING PROHIBITION: MUST NOT
85. (b) Alesha is on vacation.
She doesn’t have to go to work today.
not necessary
7-10
EXPRESSING LACK OF NECESSITY: DO NOT HAVE TO
EXPRESSING PROHIBITION: MUST NOT
86. (c) You must not swim here.
(d) You must not swim in this water.
Prohibition
(Do Not Do This!)
7-10
EXPRESSING LACK OF NECESSITY: DO NOT HAVE TO
EXPRESSING PROHIBITION: MUST NOT
87. (e) You mustn’t throw trash in the garden.
must + not = mustn’t
7-10
EXPRESSING LACK OF NECESSITY: DO NOT HAVE TO
EXPRESSING PROHIBITION: MUST NOT
88. 7-10 LET’S PRACTICE
We cleaned the house this morning.
We _________________________ now.don’t have to clean the house
89. 7-10 LET’S PRACTICE
I cooked dinner this morning.
I ______________________ tonight.don’t have to cook dinner
93. 7-11 MAKING LOGICAL CONCLUSIONS: MUST
LOGICAL CONCLUSION
(b) My friends went skydiving.
They must be brave.
(c) To become a scientist,
you must go to college.
NECESSITY
COMPARE
94. 7-11 MAKING LOGICAL CONCLUSIONS: MUST
NEGATIVE LOGICAL CONCLUSION
(d) Jed smokes.
He must not know that smoking is harmful.
PROHIBITION
(e) We need money for the future.
We must not spend it all now.
COMPARE
100. REQUEST Sit down,
please. I want
to talk to you.
Okay,
Mom.(b)
7-12 GIVING INSTRUCTIONS: IMPERATIVE
SENTENCES
101. DIRECTIONS
(c) Emma: So, where should I turn?
Adam: In two miles, turn right.
Then drive five miles to the
hotel on the left.
7-12 GIVING INSTRUCTIONS: IMPERATIVE
SENTENCES
102. imperative
sentences
give commands
make polite requests
give directions
COMMAND
REQUEST
DIRECTIONS
(a) Sit down!
(b) Sit down, please.
(c) Turn right. Then drive five miles.
7-12 GIVING INSTRUCTIONS: IMPERATIVE
SENTENCES
107. (g) Don’t worry. I won’t fall.
(h) Please don’t drive so fast.
7-12 GIVING INSTRUCTIONS: IMPERATIVE
SENTENCES
108. (g) Don’t worry. I won’t fall.
(h) Please don’t drive so fast.
(i) Don’t do that again.
Don’t + simple form of a verb
7-12 GIVING INSTRUCTIONS: IMPERATIVE
SENTENCES
113. 7-13 MAKING SUGGESTIONS: LET’S AND WHY DON’T
Let’s buy this
one. It looks
good. That’s okay
with me.
(a) Why don’t we
buy this one? It
looks good.
(b)
114. 7-13 MAKING SUGGESTIONS: LET’S AND WHY DON’T
(a) Let’s buy this one.
(b) Why don’t we buy this one?
same
meaning
suggestions about activities
115. 7-13 MAKING SUGGESTIONS: LET’S AND WHY DON’T
(c)
friendly suggestion
I don’t know
which classes
to take.
Why don’t you
ask your
advisor?
120. (a) I prefer motorcycles to cars.
prefer + noun + to + noun
(b) I prefer riding on a motorcycle to riding
in a car.
prefer + -ing verb + to + -ing verb
7-14
STATING PREFERENCES: PREFER, LIKE…BETTER,
WOULD RATHER
121. like + noun + better than + noun
(c) I like motorcycles better than cars.
(d) I like riding a motorcycle better than driving
in a car.
like + -ing verb + better than + -ing verb
7-14
STATING PREFERENCES: PREFER, LIKE…BETTER,
WOULD RATHER
122. (e) Ray would rather have a cat than a dog.
(f) INCORRECT: Ray would rather has a cat.
(g) I’d rather buy dinner than cook it.
(h) INCORRECT:
I’d rather buy dinner than to cook it.
I’d rather buy dinner than cooking it.
Would rather simple form of verb
7-14
STATING PREFERENCES: PREFER, LIKE…BETTER,
WOULD RATHER
123. Contraction of would = l’d.
(i) I’d/You’d/She’d/He’d/We’d/They’d rather
have a motorcycle.
(j) Would you rather have a car or a motorcycle?
would rather or
polite situations / offers a choice
7-14
STATING PREFERENCES: PREFER, LIKE…BETTER,
WOULD RATHER