May and might
•Download as DOCX, PDF•
1 like•258 views
May refers to possibilities that could be factual in the present, such as "he may lose his job". Might refers to hypothetical or speculative possibilities, especially those referring to the past, such as "if you hurry, you might get there on time". An easy way to distinguish the two is that might suggests a lower probability and refers to more far-fetched possibilities. The key difference is that might is the past tense form of may.
Report
Share
Report
Share
Recommended
Verb forms-and-tenses-
This document discusses verb forms and tenses in English. It explains that every English verb except "to be" has five forms - infinitive, present, present participle, past, and past participle - which vary depending on whether the verb is regular or irregular. It also defines verb tense as the ability of a verb to indicate when an action takes place. The document then provides examples of how to use different verb forms and tenses such as present, present perfect, past, future, and subjunctive to express time frames like present, past, and future actions. It concludes by explaining that verb mood enables verbs to express the speaker's attitude and can be used to express conditions, wishes, importance, or necessity.
Professions and-verb-to-be-1
This document provides information about describing what a person does using personal pronouns and the verb "to be". It gives examples of common professions like waiter, cashier, teacher, and secretary. It explains how to use personal pronouns like I, you, he, and she with the verb "to be" to indicate someone's profession. It also discusses using the articles "a" or "an" depending on whether the profession starts with a vowel or consonant sound. The document concludes with exercises for practice using these structures to talk about different professions.
Modals
Modal verbs of certainty such as must, can't, may, might and could are used to make deductions or assumptions about situations in the present. The modal verb chosen depends on the degree of certainty of what is being said. These modals are generally followed by an infinitive when making deductions about habitual situations or with stative verbs. However, when deductions involve temporary situations or actions happening at the moment, the modals are followed by a gerund and the verb "to be". Examples are given of structures using each modal verb of certainty.
Unit 5 grammar notes
This document provides explanations and examples of how to use modal verbs and modal-like expressions to express different degrees of certainty about facts, events, and speculations in the present, past and future. Some key points covered include:
- Modals like must, may and should are used to speculate about present and past events with varying levels of certainty, from almost certain to approximately 50% likely.
- Progressive and simple forms can both be used with modals.
- To state absolute certainty about a fact, modals are not used.
- Different modals and constructions express certainty, possibility, necessity or speculation in questions, negatives and about future events.
- Modals like could have and
Asistente del Centro integral de Negocios de la Universidad Tecnológica de To...
This document discusses linking words, also known as connectors, which are used to link ideas within sentences and paragraphs. It explains that linking words have several functions such as contrasting information, making comparisons, adding information, or giving reasons or explanations. Using these words incorrectly can change the meaning or cause confusion. Therefore, it is important to understand the different meanings and uses of linking words. Some common linking words are discussed along with their functions and examples, such as "but", "although", "however", "yet", and "because". Mastering the use of linking words improves English proficiency by allowing for more complex expression and connection of multiple phrases.
Changing the focus of a sentence
This document discusses various ways to change the focus of a sentence by rearranging its structure. It explains that the subject of the verb typically comes first in affirmative clauses, but the focus can be changed by placing other elements first, such as adverbials of time, place or negative adverbials. It also describes using reported questions, noun phrases introduced by "the", impersonal "it", and entire introductory sentences to focus on different information within a clause.
Professions and-verb-to-be-1
here you can find information and exercises about profession and occupations and how to use pronouns and the verb to be to express who we are.
The passive introduction -
The document discusses the difference between active and passive voice in English sentences. In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject receives the action instead of performing it. The passive voice uses a form of the verb "to be" along with the past participle of the main verb. It also typically includes the phrase "by somebody/something" to indicate who or what is performing the action on the subject. Examples are provided to illustrate these characteristics of active and passive voice constructions.
Recommended
Verb forms-and-tenses-
This document discusses verb forms and tenses in English. It explains that every English verb except "to be" has five forms - infinitive, present, present participle, past, and past participle - which vary depending on whether the verb is regular or irregular. It also defines verb tense as the ability of a verb to indicate when an action takes place. The document then provides examples of how to use different verb forms and tenses such as present, present perfect, past, future, and subjunctive to express time frames like present, past, and future actions. It concludes by explaining that verb mood enables verbs to express the speaker's attitude and can be used to express conditions, wishes, importance, or necessity.
Professions and-verb-to-be-1
This document provides information about describing what a person does using personal pronouns and the verb "to be". It gives examples of common professions like waiter, cashier, teacher, and secretary. It explains how to use personal pronouns like I, you, he, and she with the verb "to be" to indicate someone's profession. It also discusses using the articles "a" or "an" depending on whether the profession starts with a vowel or consonant sound. The document concludes with exercises for practice using these structures to talk about different professions.
Modals
Modal verbs of certainty such as must, can't, may, might and could are used to make deductions or assumptions about situations in the present. The modal verb chosen depends on the degree of certainty of what is being said. These modals are generally followed by an infinitive when making deductions about habitual situations or with stative verbs. However, when deductions involve temporary situations or actions happening at the moment, the modals are followed by a gerund and the verb "to be". Examples are given of structures using each modal verb of certainty.
Unit 5 grammar notes
This document provides explanations and examples of how to use modal verbs and modal-like expressions to express different degrees of certainty about facts, events, and speculations in the present, past and future. Some key points covered include:
- Modals like must, may and should are used to speculate about present and past events with varying levels of certainty, from almost certain to approximately 50% likely.
- Progressive and simple forms can both be used with modals.
- To state absolute certainty about a fact, modals are not used.
- Different modals and constructions express certainty, possibility, necessity or speculation in questions, negatives and about future events.
- Modals like could have and
Asistente del Centro integral de Negocios de la Universidad Tecnológica de To...
This document discusses linking words, also known as connectors, which are used to link ideas within sentences and paragraphs. It explains that linking words have several functions such as contrasting information, making comparisons, adding information, or giving reasons or explanations. Using these words incorrectly can change the meaning or cause confusion. Therefore, it is important to understand the different meanings and uses of linking words. Some common linking words are discussed along with their functions and examples, such as "but", "although", "however", "yet", and "because". Mastering the use of linking words improves English proficiency by allowing for more complex expression and connection of multiple phrases.
Changing the focus of a sentence
This document discusses various ways to change the focus of a sentence by rearranging its structure. It explains that the subject of the verb typically comes first in affirmative clauses, but the focus can be changed by placing other elements first, such as adverbials of time, place or negative adverbials. It also describes using reported questions, noun phrases introduced by "the", impersonal "it", and entire introductory sentences to focus on different information within a clause.
Professions and-verb-to-be-1
here you can find information and exercises about profession and occupations and how to use pronouns and the verb to be to express who we are.
The passive introduction -
The document discusses the difference between active and passive voice in English sentences. In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject receives the action instead of performing it. The passive voice uses a form of the verb "to be" along with the past participle of the main verb. It also typically includes the phrase "by somebody/something" to indicate who or what is performing the action on the subject. Examples are provided to illustrate these characteristics of active and passive voice constructions.
Modal verbs bachillerato
1. Modal verbs do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive without "to."
2. They come before the subject in questions and are followed by "not" in negations.
3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
Future tenses uses 1
This document discusses different ways to talk about the future in English:
The future simple tense is used for general predictions, opinions, spontaneous decisions, and scheduled future events. The future with "be going to" expresses plans and intentions that have already been decided on as well as predictions based on evidence. The present continuous can refer to future arrangements that have already been made, similar to its use in the present tense.
Exam revision
The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
Listening sports
She was the first woman to complete a backflip at a Stubai Glacier ski resort in Austria. Before attempting tricks, snowboarders think through the jump to prepare. She used her skills and bravery to catapult herself to the top of snowboard competitions, being named Austria's sportswoman of the year multiple times. In another video, a snowboarder announced he would demonstrate tricks, implying an imminent planned action. He has won several medals so far in his career.
Negative prefixes
This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
Ing uses
The document discusses uses of the "-ing" form in English grammar. It notes that "-ing" is not always part of a continuous verb tense, as it can also be used as the subject of a sentence or after prepositions and verbs like "like" and "dislike". Some examples are provided such as "I am tired of playing chess" and "We enjoy going to the movies". The document also clarifies that just because a verb ends in "-ing", it does not necessarily mean it is part of a continuous verb tense in English.
Future tenses structure + uses
The document summarizes the structure and uses of the future continuous and future perfect tenses in English grammar. For the future continuous, it describes the affirmative, negative, and question forms using "will be + verb+ing" and gives examples of its uses to refer to actions happening at a certain time in the future or to ask about future plans. For the future perfect, it outlines the affirmative, negative, and question structures which use "will have + past participle" and provides examples of its use to refer to actions completed before other future actions.
Time clause
Este documento describe las oraciones subordinadas de tiempo en inglés. Estas oraciones introducen una situación temporal y dependen de una oración principal. Pueden usarse conjunciones como "when", "after", "as soon as", "until", "while" seguidas del presente o presente perfecto. También se pueden usar oraciones subordinadas de tiempo en oraciones compuestas para expresar cuándo ocurre una acción.
The future tenses
The document discusses three ways to express future tense in English: the future simple using "will"; the future with "be going to"; and the present continuous for future meaning. It provides the structures and examples for making affirmative, negative, and wh- questions using these three future tense forms. Key aspects covered include using "will" plus the infinitive, "be going to" plus the infinitive, and the present participle with a future meaning reference.
Past tenses
This document provides information on various English verb tenses used to talk about the past:
- The Past Simple is used to talk about completed past actions and past habits. It takes the "-ed" verb form or irregular forms.
- The Past Continuous describes actions that were in progress at a specific time in the past or actions happening simultaneously. It uses "was/were + -ing" verb form.
- The Past Perfect Simple is used to talk about actions completed before other past actions or times. It uses "had + past participle" verb form.
- The Past Perfect Continuous emphasizes the duration of a past action before another past action, often using expressions like "for" or "since". It uses
Show and tell modified rubric
This rubric outlines criteria for evaluating student presentations ("Show and Tell") in a class. It will count for 10-15% of the final grade. Students will be assessed on the length of their presentation, the quality of their visual presentation using PowerPoint or similar tool, their grammar and vocabulary usage, and their public speaking skills. Higher scores are given for presentations that are longer than 3 minutes, use 3-4 slides with images and captions, demonstrate complex sentences and vocabulary without mistakes, and involve clear pronunciation with minimal notes. Lower scores reflect very short presentations, lack of images or proper formatting, many grammar errors, and heavy reliance on reading notes.
Workbook reading unit 1
This document contains the answers to exercises in a reading workbook for Unit 1. Exercise 1 contains one answer, Exercise 2 contains 6 answers, Exercise 3 contains 4 answers, and Exercise 4 contains 5 short answers to reading comprehension questions. The answers assess comprehension of a reading passage about different perspectives on what contributes to happiness and lifestyle preferences.
Workbook unit 1 solutions b
This document contains exercises from a Spanish workbook for 1st year high school students. Exercise 6 contains 5 sentences with verbs in different tenses. Exercise 7 contains 6 sentences with time expressions. Exercise 8 contains 9 sentences using present perfect and other verb tenses. Exercise 9 contains 9 sentences using the present simple and continuous tenses. The document provides examples of verb conjugations and tenses for students to practice.
Workbook unit 1 solutions
This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
Present simple tenses
This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
Maya angelou still i rise
This document provides information about the poet Maya Angelou and instructions for a scavenger hunt activity analyzing her poem "Still I Rise." It introduces similes and metaphors, then asks students to find examples of repetition, rhyme, similes, and a metaphor in the poem to analyze its literary devices.
The passive solution
This document contains examples of changing sentences from active to passive voice. It provides the original active sentences and their transformed passive counterparts. It also gives examples of changing future tense sentences using will, be going to, and future perfect constructions into the passive voice. The document demonstrates how to manipulate sentences between active and passive forms.
Active passive
The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
Modals final explanation
1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
More Related Content
More from AFC_73
Modal verbs bachillerato
1. Modal verbs do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive without "to."
2. They come before the subject in questions and are followed by "not" in negations.
3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
Future tenses uses 1
This document discusses different ways to talk about the future in English:
The future simple tense is used for general predictions, opinions, spontaneous decisions, and scheduled future events. The future with "be going to" expresses plans and intentions that have already been decided on as well as predictions based on evidence. The present continuous can refer to future arrangements that have already been made, similar to its use in the present tense.
Exam revision
The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
Listening sports
She was the first woman to complete a backflip at a Stubai Glacier ski resort in Austria. Before attempting tricks, snowboarders think through the jump to prepare. She used her skills and bravery to catapult herself to the top of snowboard competitions, being named Austria's sportswoman of the year multiple times. In another video, a snowboarder announced he would demonstrate tricks, implying an imminent planned action. He has won several medals so far in his career.
Negative prefixes
This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
Ing uses
The document discusses uses of the "-ing" form in English grammar. It notes that "-ing" is not always part of a continuous verb tense, as it can also be used as the subject of a sentence or after prepositions and verbs like "like" and "dislike". Some examples are provided such as "I am tired of playing chess" and "We enjoy going to the movies". The document also clarifies that just because a verb ends in "-ing", it does not necessarily mean it is part of a continuous verb tense in English.
Future tenses structure + uses
The document summarizes the structure and uses of the future continuous and future perfect tenses in English grammar. For the future continuous, it describes the affirmative, negative, and question forms using "will be + verb+ing" and gives examples of its uses to refer to actions happening at a certain time in the future or to ask about future plans. For the future perfect, it outlines the affirmative, negative, and question structures which use "will have + past participle" and provides examples of its use to refer to actions completed before other future actions.
Time clause
Este documento describe las oraciones subordinadas de tiempo en inglés. Estas oraciones introducen una situación temporal y dependen de una oración principal. Pueden usarse conjunciones como "when", "after", "as soon as", "until", "while" seguidas del presente o presente perfecto. También se pueden usar oraciones subordinadas de tiempo en oraciones compuestas para expresar cuándo ocurre una acción.
The future tenses
The document discusses three ways to express future tense in English: the future simple using "will"; the future with "be going to"; and the present continuous for future meaning. It provides the structures and examples for making affirmative, negative, and wh- questions using these three future tense forms. Key aspects covered include using "will" plus the infinitive, "be going to" plus the infinitive, and the present participle with a future meaning reference.
Past tenses
This document provides information on various English verb tenses used to talk about the past:
- The Past Simple is used to talk about completed past actions and past habits. It takes the "-ed" verb form or irregular forms.
- The Past Continuous describes actions that were in progress at a specific time in the past or actions happening simultaneously. It uses "was/were + -ing" verb form.
- The Past Perfect Simple is used to talk about actions completed before other past actions or times. It uses "had + past participle" verb form.
- The Past Perfect Continuous emphasizes the duration of a past action before another past action, often using expressions like "for" or "since". It uses
Show and tell modified rubric
This rubric outlines criteria for evaluating student presentations ("Show and Tell") in a class. It will count for 10-15% of the final grade. Students will be assessed on the length of their presentation, the quality of their visual presentation using PowerPoint or similar tool, their grammar and vocabulary usage, and their public speaking skills. Higher scores are given for presentations that are longer than 3 minutes, use 3-4 slides with images and captions, demonstrate complex sentences and vocabulary without mistakes, and involve clear pronunciation with minimal notes. Lower scores reflect very short presentations, lack of images or proper formatting, many grammar errors, and heavy reliance on reading notes.
Workbook reading unit 1
This document contains the answers to exercises in a reading workbook for Unit 1. Exercise 1 contains one answer, Exercise 2 contains 6 answers, Exercise 3 contains 4 answers, and Exercise 4 contains 5 short answers to reading comprehension questions. The answers assess comprehension of a reading passage about different perspectives on what contributes to happiness and lifestyle preferences.
Workbook unit 1 solutions b
This document contains exercises from a Spanish workbook for 1st year high school students. Exercise 6 contains 5 sentences with verbs in different tenses. Exercise 7 contains 6 sentences with time expressions. Exercise 8 contains 9 sentences using present perfect and other verb tenses. Exercise 9 contains 9 sentences using the present simple and continuous tenses. The document provides examples of verb conjugations and tenses for students to practice.
Workbook unit 1 solutions
This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
Present simple tenses
This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
Maya angelou still i rise
This document provides information about the poet Maya Angelou and instructions for a scavenger hunt activity analyzing her poem "Still I Rise." It introduces similes and metaphors, then asks students to find examples of repetition, rhyme, similes, and a metaphor in the poem to analyze its literary devices.
The passive solution
This document contains examples of changing sentences from active to passive voice. It provides the original active sentences and their transformed passive counterparts. It also gives examples of changing future tense sentences using will, be going to, and future perfect constructions into the passive voice. The document demonstrates how to manipulate sentences between active and passive forms.
Active passive
The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
Modals final explanation
1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
More from AFC_73 (20)
Recently uploaded
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
May and might
- 1. Possibility In popular usage and speech, may and might are used interchangeably when referring to possibility and probability, but there is a slight difference between the two. May is used to express what is possible, factual, or could be factual. For example, He may lose his job. We may go on vacation. I may have dessert after dinner. Might is used to express what is hypothetical, counterfactual, or remotely possible. For example, If you hurry, you might get there on time. If I had shown up on time, I might have kept my job. If I win the lottery, I might buy a Ferrari. Right away we notice that might deals with situations that are speculative or did not actually happen, i.e. hypothetical, whereas may deals with situations that are possible or could be factual. An easy way to express/remember this difference is that might suggests a lower probability than does may. If something is very far-fetched, you probably want to use might. You could say might is for things that are mighty far-fetched. Might is the Past Tense of May The second distinction, which is the more important of the two, between these two words is that might is the past tense of may. In most confusing situations, you can easily make the correct choice by remembering this fact. For example, He might have called earlier, but I was not home. (Past tense) The criminal might not have been caught, had you not sounded the alarm. (Past tense) I may go to the movies tonight. (Present tense) If you can determine the tense of your sentence, you can easily choose between might or may