Modal verbs have special rules regarding conjugation and usage. They are used to express ability, possibility, deduction, permission and obligation. Modal verbs include can, could, may, might, must, shall, should, ought to, and be able to. They have no inflected forms and are followed by the bare infinitive of other verbs. Modal verbs are used to talk about abilities and skills in the present or past, express possibilities and deductions, and discuss obligations or permissions.
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
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
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. What is special about modal verbs?
1- Modal verbs have no -s on the third person singular.
- She can play the piano.
- He may come tomorrow.
2- Questions and negatives are made without “do”
- Can your mother drive?
- Should I dress up to go to the party?
- You shouldn’t speak like that
- You cannot smoke at school
3- They are followed by the infinitive without to of other
verbs (except “ought to”)
- She could be in Paris or London or Tokyo - nobody
knows
but - You ought to stop worrying about your weight.
3. 4 - They have no infinitives, past participles or
-ing forms, and other expressions are used
instead.
For example we use “be able to” instead of can
Compare these examples:
- Mary can speak English very well.
- You will be able to drive a car when you are 18.
(infinitive)
- I have never been able to understand my son.
(past participle)
- I love being able to get up late on Sundays. (-ing
forms)
4. EXPRESSING ABILITY: CAN,
COULD, BE ABLE TO
CAN expresses ability to do something.
(saber)
She can skate very well but she can’t swim
(= She knows how to skate but she
doesn’t know how to swim)
Notice this:
*You will be able to speak English fluently
when you go to England.
*Being able to speak several languages is
amazing.
5. COULD.
A) General ability in the past. (sabía)
- My grandfather could speak five languages.
- When Tom was 16, he could run 100 metres in 11
seconds.
But if we refer to a particular situation, we have to use
was/were able to (pudo...)
- The fire spread through the building very quickly but
everyone was able to escape.
- They didn’t want to come with us at first but in the end
we were able to persuade them.
Compare could - be able to:
- Jack was an excellent player. He could beat anybody
but once he had a difficult game against Alf. Alf played
very well but in the end Jack was able to him.
6. Couldn’t is possible in all situations (general
or particular):
- We tried hard but we couldn’t persuade
them to come with us.
- My grandfather couldn’t swim.
Could is used with verbs like “see, hear,
smell, understand”
- Although they were whispering, I could
hear what they said.
- I was a long way from the stage but I could
see it all right.
7. POSSIBILITY AND DEDUCTION
CAN: General possibility. (poder)
- It can be cold in Granada in winter.
- Anybody can make a mistake.
- You can swim because there is an indoor swimming-pool
in our town.
MAY/ MAY NOT: Present of future possibility.
- I may go to aerobics class. (puede que)
- He may start a diet tomorrow.
MIGHT / MIGHT NOT / COULD: Remote possibility in the
present or future. (pudiera ser que)
- She might win the race, but she hasn’t trained hard
enough.
- Are you sure about it?, You could be wrong.
- Look at the sky. It could rain this afternoon.
8. POSSIBILITY IN THE PAST:
May/ might/could have+ past part.
A guess about a past action. We do not know
what actually happened.
Paul is late for work. He may have missed
the bus, he might have overslept or he
could have had an accident.
When you had the ability or possibility of doing
something in the past; but you didn’t do it.
I could have gone to the party but I didn’t
want to
9. LOGICAL DEDUCTION: MUST /
CAN’T
The lights are on. She must be at home.
(affirmative)
The lights are off. She can’t be at home
(negative)
In the past…
Paul didn’t answer my calls. He must have
been out all day.
John can’t have studied hard. He failed the
exam
10. LOGICAL DEDUCTION: MUST /
CAN’T
The lights are on. She must be at home.
(affirmative)
The lights are off. She can’t be at home
(negative)
In the past…
Paul didn’t answer my calls. He must have
been out all day.
John can’t have studied hard. He failed the
exam
