The document summarizes the usage of various modal verbs in English including must, have to, can, could, be able to. It provides examples of their affirmative, negative and interrogative forms. Key details include:
- Must is used to express obligations, strong recommendations, logical assumptions and prohibitions.
- Have to expresses external requirements and obligations due to laws, regulations or circumstances.
- Can expresses ability, permission or possibility.
- Could expresses past ability and conditional permission.
- Be able to talks about capacity and is used similarly to can and could.
Exercises are provided applying the modal verbs in different contexts.
This is the English Grammar Present Tense lesson from Language open Learning.
This can be found at http://languageopenlearning.com/en/english-grammar-course-2?quiz_id=58
For free English lessons online register at http://www.LanguageOpenLearning.com
This is the English Grammar Present Tense lesson from Language open Learning.
This can be found at http://languageopenlearning.com/en/english-grammar-course-2?quiz_id=58
For free English lessons online register at http://www.LanguageOpenLearning.com
An introduction to plagiarism using the current dispute between Shia LeBoeuf & Daniel Clowes as an opener and explaining what plagiarism is and how to avoid it.
An introduction to plagiarism using the current dispute between Shia LeBoeuf & Daniel Clowes as an opener and explaining what plagiarism is and how to avoid it.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. MUST
• Affirmative form: SOGG. + MUST + INFINITIVE VERB
Ex: We must go to the bank!
• Negative form: SOGG. + MUST NOT(MUSTN’T) + INFINITIVE VERB
Ex: You musn’t touch that vase
• Interrogative form: MUST + SOGG. + INFINITINE VERB
Ex: Must I really go?
3. WHEN DO WE USE MUST?
• to express an obligation to do something, if the order is expressed by
the speaker, and in the case of written instructions
Ex: The students must have a pair of indoor shoes
• to express a strong recommendation
Ex: He must read this book!
• to express a logical assumption, often it is replaced by SHOULD
Ex: Tomorrow should it rain.
• in the negative form has the meaning of prohibition
Ex: You mustn’t smoke here!
5. HAVE TO
• Affirmative form: SOGG. + HAVE TO + INFINITIVE VERB
Ex: I start work early, so I have to get up at 6 o’clock.
• Negative form: SOGG. + DON’T HAVE TO + INFINITIVE VERB
Ex: Tomorrow it’s a holiday, I don’t have to get up early
• Interrogative form: DO + SOGG. + HAVE TO + INFINITIVE VERB
Ex: What time do you have to be at school?
6. HAD TO
• Affirmative form: SOGG. + HAD TO + INFINITIVE VERB
Ex: There weren’t any buses. We had to walk home last night.
• Negative form: SOGG. + DIDN’T HAVE TO + INFINITIVE VERBS
Ex: We didn’t have to wait very long for the taxi
• Interrogative form: DID + SOGG. + HAVE TO + INFINITIVE VERB
Ex: Why did they have to leave the party so early?
7. WHEN DO WE USE HAVE TO?
• It is used to talk about an action that is necessary because of laws or
regulations, or because someone forces us to do it
Ex: Policemen have to work on Sundays
• It is used to express a requirement that depends on external circumstances
and not by the speaker
Ex: I have a bad cough, I have to stop smoking
• In the negative form it means when there isn't an obligation
Ex: You don't have to pay for this!
11. CAN
• Affermatve form: SOGG. + CAN + INFINITIVE VERB
Ex: I can swimm
• Negative form: SOGG. + CANNOT CAN’T + INFINITE
VERB
Ex: You can’t ski very well
• Interrogative form: CAN + SOGG. + INFINITIVE VERB
Ex: Can you help me?
12. WHEN DO WE USE CAN?
• The modal verb CAN mean power and it is used to:
- express an ability or skill, claim that something or someone is capable of doing
something and/or knows how to do it.
EX: I can play the guitar but I can't play the piano.
- express, ask or give permission.
EX: Can I have a beer while I'm six months pregnant?
- express possibility or impossibility.
EX: Anyone can become President.
14. COULD
• Affermative form: SOGG + COULD + INFINITIVE VERB
Ex: They could play tennis quite well
• Negative form: SOGG + COULDN’T + INFINITIVE VERB
Ex: I couldn’t help it
• Iterrogative form: COULD + SOGG + INFINITIVE VERB
Ex: Could you lend me your car, please?
15. WHEN DO WE USE COULD?
• It could be considered as the past it can, but also is used to express in a more formal
permission, so it is also to be regarded as the conditional can:
- could we use to express the possibility of both the past and the present and the
future.
EX: John Could be the one who stole the money. (John potrebbe essere quello che ha
rubato i soldi).
John could have been the one who stole the money. (John potrebbe essere stato quello
che ha rubato i soldi).
John could go to jail for stealing the money. (John potrebbe andare in prigione per aver
rubato i soldi)
16. • It could be used as a conditional can.
EX: Things could change.
Could I use your computer?
I could swim much faster if I didn't smoke.
18. BE ABLE TO
• The expression 'be able to' is not part of modal verbs. It is in fact the
union between 'be' verb and the adjective 'able' (in grado) followed by a
verb in its infinitive form. Very often in the English language it is used
the expression 'be able to' instead of using the modal verbs can and
could.
19. WHEN DO WE USE BE ABLE TO?
• Normally you use the "be able to" expression to talk about to a
capacity.
• Affermative form: SOGG + BE ABLE TO + INFINITIVE VERB
Ex: I am able to swim
• Negative form: SOGG + AREN’T/ISN’T ABLE TO + INFINITIVE VERB
Ex: She isn’t able to drive
• Interrogative form: ARE/IS + SOGG + ABLE TO + INFINITIVE VERB
Ex: Are you able to do that by tomorrow?
21. EXERCISE:
• Insert can, can't, could and couldn't and combine the verb in the most appropriate way.
• 1)_________ the guitar? (play)
• 2) I'm sorry. You ________photos. (take)
• 3) _________ me some wine? (pour)
• 4) She________at home! I saw her just few minutes ago! (Be)
• 5) I ________ very well! (Swim)
• 6) ________ Jessica ____ in? (Go)
22. 1) When Bob was 10, he was a fast runner. He ________ run 100
metres in 11 seconds.
2) Afraid I _______ come to your birthday party next Sunday.
3) I'm not in a hurry. I've got a lot of time. I ______ wait.
4) I was feeling sick yesterday. I _______ eat anything.
5) CNA you speak loudly, please? I ______ here you.
6) You look tired. Yes, I _______ sleep last night.
23. THE END
Lavoro di: Anna Chiara Bellizzi, Riccardo Lualdi, Jacopo Menini e Elisa
Proverbio