This document provides information on modal auxiliary verbs in English. It discusses the features of modal verbs, including that they are invariable and defective since they lack certain verb tenses. It then defines and provides examples of usage for various modal verbs, including can, can't, could, be able to, may, might, must, mustn't, have to, need to, don't have to, mustn't, would, should, and ought to. It compares the uses of must and have to as well as should and ought to.
This document provides a grammar book summary for the first and second semesters of Spanish. It includes tables of contents that list grammar topics such as verb tenses, stem changers, reflexives, comparatives, commands, and more. Each topic is then explained concisely through examples and conjugation tables. The document serves as a helpful reference guide for learning essential Spanish grammar concepts.
This document provides a summary of Spanish grammar topics in 18 numbered sections. It includes explanations of verb conjugations, stem changers, reflexive verbs, impersonal expressions, diphthongs, saber vs conocer, the preterite and imperfect tenses, por vs para, and other grammar concepts. Tables are included showing examples of conjugations and stem changes.
The document provides a summary of key grammatical concepts in Spanish, including:
1. Stem-changing verbs, irregular yo forms, saber vs conocer, reflexive verbs, the impersonal se, diphthongs, and verb conjugations.
2. Uses of the imperfect, preterite, future, and comparative/superlative tenses.
3. Forming commands, the present perfect, double object pronouns, adverbs, the subjunctive, impersonal expressions, and progressive tenses.
This document provides a grammar reference in Spanish. It includes sections on stem changing verbs, indirect object pronouns, pronoun placement, commands, reflexive verbs, sequencing events, verb tenses like preterite and present progressive, and other grammar topics. The document serves as a comprehensive grammar guide for learners of Spanish.
The group's horror movie title sequence will film scenes in a classroom and operating theater within the same school building. It will feature a psychotic villain who has access to the school and uses the hidden operating theater to mutilate victims. The title sequence will include dialogue, ambient classroom sounds, unsettling sounds from the operating theater, and an eerie instrumental score. Shots will alternate between the classroom and operating theater locations. The group has chosen to film at City and Islington College, using a science classroom to represent the operating theater and an English classroom for the other location.
A brief review of how to use complex modifiers like prepositional phrases and verbals to correctly modify nouns with practice editing misplaced modifiers. Created by Coleman's Classroom.
The document discusses causative sentences using the verbs "get", "have", and "make". Causative sentences with "get" involve one person convincing another to do something, like a salesperson getting a customer to buy a car. Causative sentences with "have" involve one person giving instructions to another to do something, such as a teacher having a student solve an exercise. The grammar constructions of these sentences are also explained.
This document provides a grammar book summary for the first and second semesters of Spanish. It includes tables of contents that list grammar topics such as verb tenses, stem changers, reflexives, comparatives, commands, and more. Each topic is then explained concisely through examples and conjugation tables. The document serves as a helpful reference guide for learning essential Spanish grammar concepts.
This document provides a summary of Spanish grammar topics in 18 numbered sections. It includes explanations of verb conjugations, stem changers, reflexive verbs, impersonal expressions, diphthongs, saber vs conocer, the preterite and imperfect tenses, por vs para, and other grammar concepts. Tables are included showing examples of conjugations and stem changes.
The document provides a summary of key grammatical concepts in Spanish, including:
1. Stem-changing verbs, irregular yo forms, saber vs conocer, reflexive verbs, the impersonal se, diphthongs, and verb conjugations.
2. Uses of the imperfect, preterite, future, and comparative/superlative tenses.
3. Forming commands, the present perfect, double object pronouns, adverbs, the subjunctive, impersonal expressions, and progressive tenses.
This document provides a grammar reference in Spanish. It includes sections on stem changing verbs, indirect object pronouns, pronoun placement, commands, reflexive verbs, sequencing events, verb tenses like preterite and present progressive, and other grammar topics. The document serves as a comprehensive grammar guide for learners of Spanish.
The group's horror movie title sequence will film scenes in a classroom and operating theater within the same school building. It will feature a psychotic villain who has access to the school and uses the hidden operating theater to mutilate victims. The title sequence will include dialogue, ambient classroom sounds, unsettling sounds from the operating theater, and an eerie instrumental score. Shots will alternate between the classroom and operating theater locations. The group has chosen to film at City and Islington College, using a science classroom to represent the operating theater and an English classroom for the other location.
A brief review of how to use complex modifiers like prepositional phrases and verbals to correctly modify nouns with practice editing misplaced modifiers. Created by Coleman's Classroom.
The document discusses causative sentences using the verbs "get", "have", and "make". Causative sentences with "get" involve one person convincing another to do something, like a salesperson getting a customer to buy a car. Causative sentences with "have" involve one person giving instructions to another to do something, such as a teacher having a student solve an exercise. The grammar constructions of these sentences are also explained.
1. Modal auxiliary verbs are used with other verbs to express meanings like obligation, permission, possibility, etc. Common modal verbs include can, may, must, should.
2. Modal verbs are grouped based on the number of meanings they express (single or double) and the concepts they convey like ability, obligation, or possibility.
3. When referring to the past, modal verbs are used with perfect infinitives (have + past participle) to express meanings like certainty, possibility, or advice regarding past actions.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
This document discusses various ways to express future tenses in English:
1. WILL is used to make general predictions, spontaneous decisions, and promises about the future.
2. BE GOING TO expresses plans, intentions, and predictions based on evidence. It implies more preparation than WILL.
3. THE PRESENT CONTINUOUS talks about planned future events.
4. THE FUTURE CONTINUOUS discusses actions that will be in progress at a specific time in the future.
5. THE FUTURE PERFECT expresses actions that will be completed before a specified time in the future.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. It has an if-clause (e.g. "if you study hard") and a main clause (e.g. "you will pass the test"). Several examples are provided to illustrate using the first conditional to talk about things that may happen, such as "If it's sunny, we'll go to the park." Exercises are included for the reader to practice forming first conditional sentences.
This presentation is intended for an EFL classroom and is to assist teachers in presenting modal verbs and their use. It encourages practice of modal verbs right after grammar theory is shown.
The modal verbs are a small class of auxiliary verbs used mostly to express modality (possibility, certainty, probability, doubt, certainty, permission and obligation). They do not have participle or infinitive forms and do not take the (e) s in the third person singular. Can, could, may, might, must, shall, should, will and would are modal verbs.
This document provides instructions for describing a photograph. It includes examples of details to include, such as who took the photo, where it was taken, what can be seen in the photo, and why the photo is important. It then provides an example photo description in 3 paragraphs. The description explains that the photo was taken by the author in Vietnam and shows mountain landscapes and rice paddies. It describes the hike taken and locations of different details visible in the photo, and explains the photo is a favorite memory from travel.
This document summarizes the forms and uses of simple modal verbs in English. It discusses the forms of modal verbs and their main uses to express ability, obligation, possibility, probability, permission, requests, offers and suggestions. Each modal verb is explained in terms of its present and past tense forms and the concepts it can be used to express such as ability, obligation, advice and permission. Examples are provided to illustrate the different meanings and uses.
The document discusses modal verbs in English and their various uses and forms. Modal verbs are used to express ideas like possibility, willingness, ability, obligation, certainty, and permission. They have distinct affirmative, negative, and interrogative forms. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, need, and dare. Each modal verb has specific meanings and uses related to ideas like permission, obligation, necessity, possibility, probability, requests, and offers.
The document discusses modal verbs and their usage in the present simple tense in English. It provides examples of modal verbs like may, can, must in affirmative, negative and interrogative forms. Examples include common phrases using these modal verbs like "May I borrow your pencil?", "You mustn't arrive late to classes" and "It may rain in the afternoon".
Dokumen tersebut memberikan penjelasan tentang penggunaan modal verbs "should", "ought to", dan "had better" dalam Bahasa Inggris. "Should" digunakan untuk memberikan saran atau pendapat, "ought to" untuk memberikan rekomendasi atau asumsi, sedangkan "had better" menyarankan seseorang melakukan sesuatu karena konsekuensi buruk jika tidak dilakukan.
There are a few key elements to describing a photo or picture. First, use "there is/are" to identify what objects are in the picture. Second, use the present continuous tense to describe what actions people in the picture are doing. Finally, locations of objects and people can be specified using prepositions like "at the top," "in the middle," "on the left," etc. Descriptions may also note things that are unclear using modal verbs.
Perfect modals are used to talk about unfulfilled obligations or possibilities in the past. They include could have, may/might have, must have, should have/shouldn't have, and can't have. Each modal has a specific use - could have expresses ability or opportunity, may/might have expresses weak possibility, must have expresses logical conclusion, should have/shouldn't have expresses regret or obligation, and can't have expresses impossibility. The document provides examples of sentences using each perfect modal.
The document summarizes the passive voice in English grammar. It discusses what the passive voice is and provides examples of changing sentences from active to passive voice in different tenses, including simple present, past, future and continuous tenses. It also lists examples of how the subject, verb "to be" and past participle change in passive sentences for each tense.
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.
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
The document discusses modal verbs and their uses. It defines modal verbs as helping verbs that are used with the base form of main verbs to express different meanings. It provides examples of common modal verbs like can, may, will. It explains that modal verbs are placed before the base form of other verbs and discusses how modal verbs are used to express possibility, obligation, necessity/insistence, and ability. It provides a group activity where students take on roles and use modal verbs to discuss different situations.
The document discusses different English modal verbs and their meanings. It explains that "must" is used when something is sure to be possible or true, "can't" is used when something is sure not to be possible or true, and "might", "may", and "could" are used when something is not certain. It provides examples of sentences using these modal verbs and has the reader practice making their own sentences with different pictures to illustrate the meanings.
This document discusses modal verbs, including their definition, structure, and usage. Modal verbs are auxiliary verbs that indicate modality or possibility and include can, could, may, might, will, would, shall, should, ought to, and must. The document explains that modal verbs do not change form for third person singular, do not require auxiliaries to form negatives or questions, and do not have infinitives or -ing forms. Examples are provided for how each modal verb is used to indicate ability, permission, possibility, necessity, suggestion, or other meanings.
The document discusses modal verbs in English. Modal verbs are special verbs that indicate modality and provide additional information about the function of the main verb. They never change form and are always followed by an infinitive without "to". Modal verbs express meanings like ability, permission, obligation, possibility, probability and more. Examples of modal verbs and their uses are provided for different categories such as ability, obligation, deduction, and past possibility.
1. Modal auxiliary verbs are used with other verbs to express meanings like obligation, permission, possibility, etc. Common modal verbs include can, may, must, should.
2. Modal verbs are grouped based on the number of meanings they express (single or double) and the concepts they convey like ability, obligation, or possibility.
3. When referring to the past, modal verbs are used with perfect infinitives (have + past participle) to express meanings like certainty, possibility, or advice regarding past actions.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
This document discusses various ways to express future tenses in English:
1. WILL is used to make general predictions, spontaneous decisions, and promises about the future.
2. BE GOING TO expresses plans, intentions, and predictions based on evidence. It implies more preparation than WILL.
3. THE PRESENT CONTINUOUS talks about planned future events.
4. THE FUTURE CONTINUOUS discusses actions that will be in progress at a specific time in the future.
5. THE FUTURE PERFECT expresses actions that will be completed before a specified time in the future.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. It has an if-clause (e.g. "if you study hard") and a main clause (e.g. "you will pass the test"). Several examples are provided to illustrate using the first conditional to talk about things that may happen, such as "If it's sunny, we'll go to the park." Exercises are included for the reader to practice forming first conditional sentences.
This presentation is intended for an EFL classroom and is to assist teachers in presenting modal verbs and their use. It encourages practice of modal verbs right after grammar theory is shown.
The modal verbs are a small class of auxiliary verbs used mostly to express modality (possibility, certainty, probability, doubt, certainty, permission and obligation). They do not have participle or infinitive forms and do not take the (e) s in the third person singular. Can, could, may, might, must, shall, should, will and would are modal verbs.
This document provides instructions for describing a photograph. It includes examples of details to include, such as who took the photo, where it was taken, what can be seen in the photo, and why the photo is important. It then provides an example photo description in 3 paragraphs. The description explains that the photo was taken by the author in Vietnam and shows mountain landscapes and rice paddies. It describes the hike taken and locations of different details visible in the photo, and explains the photo is a favorite memory from travel.
This document summarizes the forms and uses of simple modal verbs in English. It discusses the forms of modal verbs and their main uses to express ability, obligation, possibility, probability, permission, requests, offers and suggestions. Each modal verb is explained in terms of its present and past tense forms and the concepts it can be used to express such as ability, obligation, advice and permission. Examples are provided to illustrate the different meanings and uses.
The document discusses modal verbs in English and their various uses and forms. Modal verbs are used to express ideas like possibility, willingness, ability, obligation, certainty, and permission. They have distinct affirmative, negative, and interrogative forms. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, need, and dare. Each modal verb has specific meanings and uses related to ideas like permission, obligation, necessity, possibility, probability, requests, and offers.
The document discusses modal verbs and their usage in the present simple tense in English. It provides examples of modal verbs like may, can, must in affirmative, negative and interrogative forms. Examples include common phrases using these modal verbs like "May I borrow your pencil?", "You mustn't arrive late to classes" and "It may rain in the afternoon".
Dokumen tersebut memberikan penjelasan tentang penggunaan modal verbs "should", "ought to", dan "had better" dalam Bahasa Inggris. "Should" digunakan untuk memberikan saran atau pendapat, "ought to" untuk memberikan rekomendasi atau asumsi, sedangkan "had better" menyarankan seseorang melakukan sesuatu karena konsekuensi buruk jika tidak dilakukan.
There are a few key elements to describing a photo or picture. First, use "there is/are" to identify what objects are in the picture. Second, use the present continuous tense to describe what actions people in the picture are doing. Finally, locations of objects and people can be specified using prepositions like "at the top," "in the middle," "on the left," etc. Descriptions may also note things that are unclear using modal verbs.
Perfect modals are used to talk about unfulfilled obligations or possibilities in the past. They include could have, may/might have, must have, should have/shouldn't have, and can't have. Each modal has a specific use - could have expresses ability or opportunity, may/might have expresses weak possibility, must have expresses logical conclusion, should have/shouldn't have expresses regret or obligation, and can't have expresses impossibility. The document provides examples of sentences using each perfect modal.
The document summarizes the passive voice in English grammar. It discusses what the passive voice is and provides examples of changing sentences from active to passive voice in different tenses, including simple present, past, future and continuous tenses. It also lists examples of how the subject, verb "to be" and past participle change in passive sentences for each tense.
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.
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
The document discusses modal verbs and their uses. It defines modal verbs as helping verbs that are used with the base form of main verbs to express different meanings. It provides examples of common modal verbs like can, may, will. It explains that modal verbs are placed before the base form of other verbs and discusses how modal verbs are used to express possibility, obligation, necessity/insistence, and ability. It provides a group activity where students take on roles and use modal verbs to discuss different situations.
The document discusses different English modal verbs and their meanings. It explains that "must" is used when something is sure to be possible or true, "can't" is used when something is sure not to be possible or true, and "might", "may", and "could" are used when something is not certain. It provides examples of sentences using these modal verbs and has the reader practice making their own sentences with different pictures to illustrate the meanings.
This document discusses modal verbs, including their definition, structure, and usage. Modal verbs are auxiliary verbs that indicate modality or possibility and include can, could, may, might, will, would, shall, should, ought to, and must. The document explains that modal verbs do not change form for third person singular, do not require auxiliaries to form negatives or questions, and do not have infinitives or -ing forms. Examples are provided for how each modal verb is used to indicate ability, permission, possibility, necessity, suggestion, or other meanings.
The document discusses modal verbs in English. Modal verbs are special verbs that indicate modality and provide additional information about the function of the main verb. They never change form and are always followed by an infinitive without "to". Modal verbs express meanings like ability, permission, obligation, possibility, probability and more. Examples of modal verbs and their uses are provided for different categories such as ability, obligation, deduction, and past possibility.
Modal verbs have some general characteristics: they are invariant and do not conjugate, and they are followed by an infinitive without "to". This document defines and provides examples of how to use different modal verbs in English such as can, could, may, might, should, must, have to, need to, shall, would, and perfect modals. It also distinguishes between similar modals like should and ought to, may and can, could and might, have to and must.
This document summarizes different modal verbs in English including can, be able to, can't, could, may, might, would, must, have to, need to, shouldn't, shall, and modal perfects. It explains the different uses and meanings of each modal verb such as ability, permission, possibility, obligation, advice, and past speculation. Modal verbs are used to express concepts like ability, permission, request, possibility, prohibition, obligation, necessity, advice and logical conclusions.
The document discusses modal verbs and their uses. It provides definitions and examples of common modal verbs including can, could, may, might, would, should, must, and will. It explains how modal verbs are used to express ideas like ability, permission, advice, obligation, deduction, possibility, and more. It also includes exercises with examples of modal verb usage.
In this presentation I show the two expressions used in Spanish to say "I am". Soy, to be used in situations or ways of being more permanently; and Estoy, to be used in situations that are more temporary.
The document summarizes the characteristics and uses of common English modal auxiliary verbs. It explains that modal auxiliaries are followed by the bare infinitive, except for "ought to" and "used to". It also notes that modal auxiliaries are defective verbs that are not inflected in the third person singular present tense and only occur in present and past forms for most. The document then provides examples of the uses of each modal auxiliary verb.
Modal verbs such as should, must, can, may, could, have to and be able to are used to express meanings like advice, necessity, ability, permission, and obligation. They are often used with other verbs and have specific rules regarding forms, negatives and questions. For example, must expresses strong obligation or necessity, such as "Students must get a 5 to pass the test". Should gives advice or makes suggestions as in "You should wear a coat". Have to and must both denote obligation but have to refers to external obligation while must refers to internal views.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
This document provides a presentation on verb forms, including regular and irregular verbs. It discusses the importance of knowing standard verb forms for objective tests and provides examples of correctly identifying irregular verb forms in sentences. It also includes a short practice test with multiple choice questions to identify incorrectly used verb forms.
This PPT tells you how to tackle with grammar questions in CAT 2009. Ample of PPTs of this type on every topic of CAT 2009 are available on www.tcyonline.com
This document provides a summary of verb forms and includes examples of regular and irregular verbs. It discusses the importance of knowing proper verb forms for standardized tests and provides strategies for determining the correct form when unsure. It then gives a quick test with multiple choice questions to assess understanding of regular and irregular verb forms.
The document discusses the modal verb "can" and its uses. Can is used to talk about ability in the present and future, make requests, and ask or give permission. It is followed by the bare infinitive verb form. Can is also used to discuss past ability but shifts to "could" and expresses general ability rather than specific occasions, when "be able to" is used instead of "couldn't". Other uses of can include discussing opportunities, habits, and possibility or impossibility.
This document provides a summary of 3 sentences or less:
The presentation covers the proper use of regular and irregular verb forms on standardized tests. It provides examples of correctly and incorrectly used verbs and encourages relying on intuition when unsure of a verb's proper form to choose the answer that "feels right". A short practice test with multiple choice questions on verb forms is also included to allow for application of the concepts.
The document repeatedly encourages readers to ask about an unspecified topic and visit the Wales-Darby Energy Learning Center. It provides the name of the energy learning center but no other details on what can be learned or asked about.
The document discusses the importance of having a positive attitude and motivation for achievement and success. It profiles the stories of successful entrepreneurs like N.R. Narayana Murthy, founder of Infosys, and Karsan Bhai Patel, owner of Nirma, who achieved great wealth and influence through hard work, discipline and never giving up despite humble beginnings. Their advice is to think big, start even if not feeling great, and that sowing habits and character can reap destiny. A positive attitude leads to motivation while a negative one leads to demotivation. Having the right attitude made all the difference for the stonecutters in shaping their futures.
There are three main types of conditional sentences:
- First conditional refers to possible or likely future events.
- Second conditional refers to unlikely or hypothetical events.
- Third conditional refers to unlikely past events.
Conditional sentences use different verb tenses in the if-clause and main clause depending on the type: present/future, past/conditional, past perfect/conditional perfect. There are also variations allowed in the tenses used. Mixed conditionals combine different types. Other words besides "if" can introduce conditional sentences.
This document discusses the passive voice, including when and how to use it. The passive voice is used when the action is more important than the person or thing performing it, and it is more common in scientific and journalistic writing. To form the passive voice, the verb changes to some form of "to be" plus the past participle of the main verb. The tense of a passive sentence matches the tense of the corresponding active sentence. The document also provides examples of active and passive voice sentences and how to form the passive voice across several verb tenses.
The document provides an overview of the present perfect tense in English, including its form, uses, and contrast with the past simple tense. It discusses how the present perfect is used to describe completed past actions without a specific time reference, experiences that began in the past and continue to the present, and questions with "how long". It also covers the use of words like "already", "yet", "just", and "ever/never" with the present perfect.
The document discusses the simple past tense in English. It explains how regular verbs are formed by adding "-ed" or "-d" and how irregular verbs have unique past forms that must be memorized. It also covers the formation of negative and interrogative sentences. Examples are provided to illustrate affirmative, negative and interrogative sentences using both regular and irregular verbs. Special cases like the verb "to be" are also addressed.
The document discusses the past perfect tense and how it is used to describe events that occurred before other past events. Specifically, it states that the past perfect uses "had" plus the past participle to talk about the earlier action, while the past simple tense is used for the later action. It provides examples of using the past perfect with time expressions like "by the time" and "when." It also reviews forming the past perfect simple tense and provides exercises for learners to practice using various past tenses in sentences referring to past time.
The document discusses the past continuous tense in English. It provides examples of affirmative and negative forms of the past continuous tense using different subjects. It then describes three main uses of the past continuous tense: 1) to talk about an ongoing action in the past, 2) to describe two simultaneous ongoing actions in the past, and 3) to contrast an ongoing action with a short action that interrupted it. The document concludes by comparing the past continuous with the past simple tense and providing additional examples.
The document discusses the changes needed when reporting speech in indirect or reported speech. It covers reporting statements, yes/no questions, WH- questions, orders, and suggestions. For statements, changes include switching to past tense and changing pronouns. For questions, the reporting verb is changed and pronouns/tenses are adjusted. Orders use an infinitive structure after the reporting verb. Suggestions can use a gerund or "that" clause structure.
This document discusses the uses of the present simple tense in English. It is used to describe habits, routines, general truths, and states. Stative verbs like "think" and "feel" are also used in the present simple. The present continuous tense describes actions happening at the moment of speaking, temporary actions, and planned future actions. The past simple tense describes completed past actions, while the present perfect tense describes actions that began in the past and continue to the present or have relevance to the present. The future forms "be going to" and "will" are also discussed.
The document outlines the main uses of the prepositions of time and place "in", "on", and "at". It provides examples of how each preposition is used to indicate specific times, days, dates, addresses, and other contexts. "In" is used for periods of time like months, years, seasons, and locations like cities and countries. "On" indicates specific days of the week and dates. "At" is used for clock times, events, addresses, and expressions involving location. It also notes the difference between "at night" and "in the night".
The document discusses various aspects of using tenses in the past, including:
- The past simple tense for completed actions
- The past continuous tense for ongoing actions in the past
- The past perfect tense for actions completed before another past action
- "Used to" for past habits or states
Examples are provided to illustrate the different uses of these tenses.
Relative clauses provide additional information about a noun called the antecedent. There are two types of relative clauses: defining and non-defining. Defining clauses give essential information to identify the antecedent, while non-defining clauses provide non-essential information between commas. Relative pronouns like who, which, that introduce the clause and can be the subject or object, with object pronouns sometimes omitted. The meaning of sentences depends on whether a defining or non-defining clause is used.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Modal auxiliary verbs
1. MODAL AUXILIARYMODAL AUXILIARY
VERBSVERBS
FEATURESFEATURES
-INVARIABLEINVARIABLE
- AUXILIARY, NOT MAIN VERBSAUXILIARY, NOT MAIN VERBS
-DEFECTIVE SINCE THEY LACK CERTAINDEFECTIVE SINCE THEY LACK CERTAIN
VERBAL TENSES (NO INFINITIVE, NOVERBAL TENSES (NO INFINITIVE, NO
GERUND, ETC.)GERUND, ETC.)
- FOLLOWED BY INFINITIVE WITHOUTFOLLOWED BY INFINITIVE WITHOUT
TO.TO.
2. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
CANCAN
- Ability: I can play the guitar.Ability: I can play the guitar.
- Request: Can you pass me the salt, please?Request: Can you pass me the salt, please?
- Permission: Can I go to the toilet, please?Permission: Can I go to the toilet, please?
- Possibility: You can ski in Sierra Nevada in AprilPossibility: You can ski in Sierra Nevada in April
- Suggestion: You can buy me a drink.Suggestion: You can buy me a drink.
3. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
CAN’TCAN’T
- Inability: I can’t play the piano.Inability: I can’t play the piano.
- Prohibition: You can’t go out after 12 am.Prohibition: You can’t go out after 12 am.
- Negative deduction: He can’t be old enough to drive.Negative deduction: He can’t be old enough to drive.
- Impossibility in the past with the structure CAN’TImpossibility in the past with the structure CAN’T
HAVE + PAST PARTICIPLE: He can’t have been atHAVE + PAST PARTICIPLE: He can’t have been at
home yesterday because I phoned him serveral times.home yesterday because I phoned him serveral times.
4. EXPRESSIONS WITH CAN’TEXPRESSIONS WITH CAN’T
- He can’t help … (No puede evitar …)He can’t help … (No puede evitar …)
- I can’t stand / I can’t bear … (noI can’t stand / I can’t bear … (no
aguanto/ no soporto …).aguanto/ no soporto …).
Examples:Examples:
He can’t help being stupid.He can’t help being stupid.
I can’t stand rock music.I can’t stand rock music.
5. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
COULDCOULD
- Past ability: I could swim when I was four.- Past ability: I could swim when I was four.
- Polite request: Could you pass me the salt,- Polite request: Could you pass me the salt,
please?please?
- Polite suggestion: You could visit your aunt from- Polite suggestion: You could visit your aunt from
time to time.time to time.
- Possibility: John could pass his driving test.- Possibility: John could pass his driving test.
6. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
COULDCOULD
- Deductions when we are not sure something isDeductions when we are not sure something is
true: I’m not sure but that could be Tom’s mum.true: I’m not sure but that could be Tom’s mum.
- Impossibility in the past (couldn’t have +p.p.):Impossibility in the past (couldn’t have +p.p.):
He couldn’t have done his homework soHe couldn’t have done his homework so
quickly.quickly.
7. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
BE ABLE TOBE ABLE TO
- Ability (for the other tenses where you can’t useAbility (for the other tenses where you can’t use
CAN & COULD):CAN & COULD):
- You’ll be able to play next football match.You’ll be able to play next football match.
- I’ve been able to play this football match.I’ve been able to play this football match.
- I was able to run 1000 metres in under 3I was able to run 1000 metres in under 3
minutes.minutes.
8. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
MAYMAY
- Possibility: It may be true. (Puede que seaPossibility: It may be true. (Puede que sea
verdad / Puede ser cierto).verdad / Puede ser cierto).
- Ask for and give permission: May I come in?Ask for and give permission: May I come in?
Yes, you may.Yes, you may.
( COULD is more polite than MAY; MAY is( COULD is more polite than MAY; MAY is
more polite than CAN).more polite than CAN).
MIGHTMIGHT
- Remote possibility: It might rain tomorrow.- Remote possibility: It might rain tomorrow.
9. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
MUSTMUST
- Obligation, strong necessity: I must go to schoolObligation, strong necessity: I must go to school
every day.every day.
- Affirmative deduction: She must be 20.Affirmative deduction: She must be 20.
- To give instructions: Patients must take theirTo give instructions: Patients must take their
medicine every day.medicine every day.
- Possibility in the past when we are surePossibility in the past when we are sure
something happened (must have + p.p.): He’s atsomething happened (must have + p.p.): He’s at
home. He must have taken a taxi.home. He must have taken a taxi.
10. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
MUSTN’TMUSTN’T
Prohibition: You mustn’t smoke in public places.Prohibition: You mustn’t smoke in public places.
HAVE TOHAVE TO
- Everyday obligations or necessities: I have to get
up early in the morning.
- Obligations imposed by others: I have to be
home before midnight. Otherwise, my parents
will be mad at me.
11. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
MUST vs HAVE TOMUST vs HAVE TO
MUST: no suele utilizarse en interrogativa. Se trata de unMUST: no suele utilizarse en interrogativa. Se trata de un
deber impuesto por la persona que habla; implica adeber impuesto por la persona que habla; implica a
veces el cumplimiento de normas, de leyes (Soldiersveces el cumplimiento de normas, de leyes (Soldiers
must obey their captain). A veces la obligación conmust obey their captain). A veces la obligación con
MUST tiene el sentido de recomendación o consejoMUST tiene el sentido de recomendación o consejo
(You must visit the British Museum in London).(You must visit the British Museum in London).
HAVE TO: obligación impuesta por una persona oHAVE TO: obligación impuesta por una persona o
circunstancias externas. No implica el cumplimiento decircunstancias externas. No implica el cumplimiento de
ninguna norma.ninguna norma.
They’ll have to hurry because shops close at 10 o’clock.They’ll have to hurry because shops close at 10 o’clock.
12. MODAL AUXILIARY VEBSMODAL AUXILIARY VEBS
NEED TONEED TO
- Not a modal verb per se but used in theNot a modal verb per se but used in the
affirmative form to convey OBLIGATION oraffirmative form to convey OBLIGATION or
NECESSITY.NECESSITY.
- You need to study hard in order to pass all yourYou need to study hard in order to pass all your
examinations.examinations.
13. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
NEEDN’T TO ---DON’T/ DOESN’T /NEEDN’T TO ---DON’T/ DOESN’T /
DIDN’T NEED TODIDN’T NEED TO
- Lack of obligation or necessity:Lack of obligation or necessity:
It’s only eight o’clock, we needn’t hurry /we don’tIt’s only eight o’clock, we needn’t hurry /we don’t
need to hurr / We didn’t need to wait. There was noneed to hurr / We didn’t need to wait. There was no
queue.queue.
Son sólo las ocho. No tenemos que darnos prisa.Son sólo las ocho. No tenemos que darnos prisa.
NEEDN’T HAVE + PAST PARTICIPLENEEDN’T HAVE + PAST PARTICIPLE
To say we did something in the past although it wasn’tTo say we did something in the past although it wasn’t
necessary.necessary.
I needn’t have come to school. The teacher was ill andI needn’t have come to school. The teacher was ill and
there were no lessons.there were no lessons.
14. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
DON’T HAVE TODON’T HAVE TO
- Lack of obligation or necesity, that is,Lack of obligation or necesity, that is,
absence of legal rule.absence of legal rule.
You don’t have to wear tie (No hay queYou don’t have to wear tie (No hay que
llevar corbata)llevar corbata)
MUSN’TMUSN’T
- Prohibition: You mustn’t smoke in class- Prohibition: You mustn’t smoke in class
(No debes/Está prohibido …).(No debes/Está prohibido …).
15. MODAL AUXILIARY VEBSMODAL AUXILIARY VEBS
WOULDWOULD
- Invitations/Offers: Would you like something toInvitations/Offers: Would you like something to
drink? ¿Le gustaría ..?drink? ¿Le gustaría ..?
- Formal request: Would you help me, please?Formal request: Would you help me, please?
¿Podría ayudarme, por favor?¿Podría ayudarme, por favor?
SHOULDSHOULD
- Advice: You shouldn’t eat too much.Advice: You shouldn’t eat too much.
- Moral obligation: Children should look afterMoral obligation: Children should look after
their parents when they are old.their parents when they are old.
16. MODAL AUXILIARY VEBSMODAL AUXILIARY VEBS
OUGHT TOOUGHT TO
- Advice, weird in negative and interrogativeAdvice, weird in negative and interrogative
sentences.sentences.
You ought to work harder.You ought to work harder.
- Criticism of past actions with the structure- Criticism of past actions with the structure
OUGHT TO HAVE + PAST PARTICIPLEOUGHT TO HAVE + PAST PARTICIPLE
(SHOULD also posible).(SHOULD also posible).
He ought to have studied more for theHe ought to have studied more for the
exam.exam.
He should have studied more for the examHe should have studied more for the exam..
17. MODAL AUXILIARY VERBSMODAL AUXILIARY VERBS
SHOULD vs OUGHT TOSHOULD vs OUGHT TO
Utilizaremos SHOULD a la hora de dar un consejoUtilizaremos SHOULD a la hora de dar un consejo
personal o de señalar que una opción es mejor que otra.personal o de señalar que una opción es mejor que otra.
- We should visit her.We should visit her.
- We shouldn’t wear only a T-shirt. It’s cold.We shouldn’t wear only a T-shirt. It’s cold.
Si SHOULD expresa una opinión subjetiva, OUGHT TOSi SHOULD expresa una opinión subjetiva, OUGHT TO
alude a una idea generalizada y externa de que algo noalude a una idea generalizada y externa de que algo no
es recomendable.es recomendable.
- You ought not to smoke.- You ought not to smoke.