Modal Verbs
•Download as DOCX, PDF•
0 likes•130 views
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and logical deductions. Some common modal verbs are can, could, should, may, might, will, would, must. Modal verbs don't take 's' in the third person singular and are always followed by a bare infinitive without 'to'. They are also used in questions without helping verbs. Modal verbs have different meanings depending on context, such as expressing ability, permission, possibility, obligation, requests, and logical assumptions.
Report
Share
Report
Share
Recommended
ELHS12
The document discusses the past continuous tense in Mongolian grammar. It defines the past continuous tense as describing an action that was in progress at a certain time in the past. It provides examples of how the past continuous tense is used to talk about actions that were happening simultaneously or when another past action occurred. It also outlines the positive, negative and question forms of the past continuous tense and provides usage examples. Key words that indicate the past continuous tense include "when", "while" and "as".
Eoi 1st day
The document provides information about an English summer course level 2 including:
- The course aims to practice speaking, listening, reading and writing skills using different tools.
- 80% attendance is required to receive a certificate.
- The timetable includes classes from 9-11am and 11:30-1pm with a break from 11-11:30am.
- Compulsory activities include homework assignments and an exam testing grammar, writing and oral skills.
Quantifiers
This document discusses various quantifiers in English including all, every, no, none, and any. It provides definitions and examples of how each quantifier is used with countable and uncountable nouns, pronouns, verbs, and in different positions within sentences. The quantifiers can indicate totality, individual items, zero quantity, or indifference depending on the specific words used and whether they are used in affirmative or negative constructions.
Grammar present-continuous-
The document discusses the present continuous tense in English grammar. It explains how to form the present continuous tense using the verb "to be" plus the verb ending in "-ing". Examples are provided of affirmative, negative, and interrogative sentences. The present continuous is used to describe actions that are happening now or temporary actions. It concludes by thanking the reader.
Be presentation
This document provides information on subject pronouns in English including singular and plural forms. It also discusses using "they" as a singular pronoun for a person of unspecified gender and "it" as a pronoun for objects. Finally, it demonstrates how to use subject pronouns with the present tense of "to be" to form sentences describing people's occupations, feelings, and nationalities.
Present Continuous and Present Perfect Continuous
This document summarizes the use of the present continuous tense and present perfect continuous tense in English. It explains that the present continuous is used to describe actions happening now or ongoing actions. It provides examples of affirmative, negative, and interrogative sentences. It then explains that the present perfect continuous describes present situations that began in the past and continue presently, and examples of using "for" and "since" with the tense are given.
Past simple (iii)
This document provides information about irregular verbs in the past simple tense in English. It lists common irregular verbs and their affirmative, negative, and interrogative forms in the past tense. Examples are given such as "I went to school yesterday" and "Did you go to school yesterday?". Spelling rules are also provided showing the infinitive form of irregular verbs and their affirmative and negative past tense forms.
Present perfect simple and present perfect continuous (grammar)
The document summarizes the differences between the present perfect simple and present perfect continuous tenses in English.
The present perfect simple is used to denote a completed action connected to the present through its result. It is used for recently completed actions. The present perfect continuous emphasizes the continuing nature of the past activity and shows that something started in the past and has continued up to the present. It indicates an action that was in progress quite recently and affects the present situation.
The document provides examples of how to use each tense properly based on whether the action is completed or ongoing, and how it relates to the present.
Recommended
ELHS12
The document discusses the past continuous tense in Mongolian grammar. It defines the past continuous tense as describing an action that was in progress at a certain time in the past. It provides examples of how the past continuous tense is used to talk about actions that were happening simultaneously or when another past action occurred. It also outlines the positive, negative and question forms of the past continuous tense and provides usage examples. Key words that indicate the past continuous tense include "when", "while" and "as".
Eoi 1st day
The document provides information about an English summer course level 2 including:
- The course aims to practice speaking, listening, reading and writing skills using different tools.
- 80% attendance is required to receive a certificate.
- The timetable includes classes from 9-11am and 11:30-1pm with a break from 11-11:30am.
- Compulsory activities include homework assignments and an exam testing grammar, writing and oral skills.
Quantifiers
This document discusses various quantifiers in English including all, every, no, none, and any. It provides definitions and examples of how each quantifier is used with countable and uncountable nouns, pronouns, verbs, and in different positions within sentences. The quantifiers can indicate totality, individual items, zero quantity, or indifference depending on the specific words used and whether they are used in affirmative or negative constructions.
Grammar present-continuous-
The document discusses the present continuous tense in English grammar. It explains how to form the present continuous tense using the verb "to be" plus the verb ending in "-ing". Examples are provided of affirmative, negative, and interrogative sentences. The present continuous is used to describe actions that are happening now or temporary actions. It concludes by thanking the reader.
Be presentation
This document provides information on subject pronouns in English including singular and plural forms. It also discusses using "they" as a singular pronoun for a person of unspecified gender and "it" as a pronoun for objects. Finally, it demonstrates how to use subject pronouns with the present tense of "to be" to form sentences describing people's occupations, feelings, and nationalities.
Present Continuous and Present Perfect Continuous
This document summarizes the use of the present continuous tense and present perfect continuous tense in English. It explains that the present continuous is used to describe actions happening now or ongoing actions. It provides examples of affirmative, negative, and interrogative sentences. It then explains that the present perfect continuous describes present situations that began in the past and continue presently, and examples of using "for" and "since" with the tense are given.
Past simple (iii)
This document provides information about irregular verbs in the past simple tense in English. It lists common irregular verbs and their affirmative, negative, and interrogative forms in the past tense. Examples are given such as "I went to school yesterday" and "Did you go to school yesterday?". Spelling rules are also provided showing the infinitive form of irregular verbs and their affirmative and negative past tense forms.
Present perfect simple and present perfect continuous (grammar)
The document summarizes the differences between the present perfect simple and present perfect continuous tenses in English.
The present perfect simple is used to denote a completed action connected to the present through its result. It is used for recently completed actions. The present perfect continuous emphasizes the continuing nature of the past activity and shows that something started in the past and has continued up to the present. It indicates an action that was in progress quite recently and affects the present situation.
The document provides examples of how to use each tense properly based on whether the action is completed or ongoing, and how it relates to the present.
Past simple
The document discusses the past simple tense in English. It provides examples of affirmative and negative statements using regular and irregular verbs like "go" and "work" in the past tense. Questions are also formed using auxiliary verbs like "did" followed by the main verb. A table further summarizes the conjugations of regular and irregular verbs in the past simple tense across various subjects.
Grammar - HAVE TO
This document discusses how to use "have to/has to" and "don't have to/doesn't have to" to express obligations and lack thereof in English. It explains that "have to/has to" are used to indicate something that is obligatory, while "don't have to/doesn't have to" suggest something that is not required. Examples are provided to illustrate the proper usage of these phrases with different subjects. A comparison is also made between "have to/has to" and "must", noting they have similar meanings, as well as between "don't have to/doesn't have to" and "must not".
Past Simple vs Present Perfect
The document provides information about using the present perfect and past simple tenses in English. It lists the key words that are used with each tense and provides examples of forming sentences in the affirmative, negative, and interrogative for the verbs "to see" and irregular verbs like "to think" in both the present perfect and past simple. Examples of conjugating the verb "to be" in the past simple tense are also included.
Simple Present Tense
This document provides information about using the simple present tense in English. It discusses how the simple present tense is used to describe regular habits, daily routines, and facts that cannot be denied. It then gives examples of using the simple present tense to talk about daily activities and habitual events. Finally, it outlines the grammatical structures for forming positive, negative, and interrogative sentences in the simple present tense using both non-verbal and verbal constructions.
Present simple vs present continuous ppt
This document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to describe actions happening now. Some clues that indicate the present simple are words like often, always, and never, while the present continuous uses words like now and at the moment. The document provides examples of affirmative, negative, and interrogative forms of the present continuous tense.
Present simple tense
The document provides examples of basic English grammar structures including:
1) Common verbs like "can", "drive", and "like" used in simple present affirmative and negative sentences.
2) The verb "to be" and examples of affirmative, negative, and interrogative sentences using common subjects.
3) A chart showing the basic present simple tense conjugations for regular verbs in the affirmative, negative, and interrogative forms.
4) A brief explanation of some common uses of the present simple tense including habitual actions, permanent states, feelings/emotions, and verbs of senses.
Present simple 1
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
Level F Grammar Review
This document provides information about the verb "to be" (BE) in English. It discusses the forms of BE including contractions. It explains how BE is used with nouns and adjectives to form sentences. It also covers questions, negatives, and uses of BE with prepositions of time and place like "at", "on", and "in". The document concludes by discussing other simple present verbs and their forms, negatives, and questions.
Present continuous
The document provides examples and explanations of how to use the present continuous tense in English. It discusses using verbs like "be" plus the "-ing" form of the main verb to talk about actions happening now. Short sentences are given as examples, such as "At the moment Alice is riding her bike" and "Mark and his brother are playing football." Affirmative, negative, and interrogative forms are shown. Finally, there are exercises matching verbs in the present continuous form with subjects to form sentences.
1a Simple Present
This document discusses using the simple present tense to talk about everyday habits and routines. It provides examples of simple present tense sentences using common pronouns like I, you, he, she, it, we and they followed by verbs like eat, plays, study. It also covers negative sentence structures like "I don't work" and questions like "Do you use the cellphone?" The simple present tense is used to describe regular or repeated actions that occur.
Present perfect continuous / present perfect progressive
Present perfect continuous / present perfect progressive . These slides will help you to understand the English tenses in a more effective way
Perfect tenses
1) The document discusses various perfect tenses in English including the present perfect, past perfect, and present perfect continuous.
2) The present perfect describes an action that began in the past and continues in the present. The past perfect describes an action that occurred before another past action.
3) The present perfect continuous is used for actions that began in the past and continue up to the present, and may or may not have finished. It compares the present perfect and present perfect continuous tenses.
Level 1 Grammar Review
This document provides information about nouns, countable and noncountable nouns, articles, adjectives, verbs tenses including present progressive, simple present, future, past tense and comparisons of adjectives. It defines nouns and different types of nouns. It explains how to form and use present progressive, simple present, future and past verb tenses. It also covers formation of comparative adjectives and provides examples.
Simple Present vs. Present Continuous
This document summarizes the differences between the simple present and present continuous tenses in English. It covers their grammatical forms, uses, and spelling rules for verbs. The simple present is used to describe habitual or repeated actions, general truths, and schedules. The present continuous emphasizes actions that are happening at the moment or over a period of time and is used to describe changing situations. Examples and tables are provided to illustrate the formation and uses of each tense.
PRESENT SIMPLE OR PRESENT CONTINUOUS (EXPLANATION)
This document provides an overview of the present simple and present continuous tenses in English. It explains that the present simple is used for permanent or habitual situations, while the present continuous is used for temporary actions happening now or in the near future. Examples are given for forming, using negatives and questions of both tenses. Common time expressions that accompany each tense are also outlined.
Presentation About Present Simple
The document discusses the simple present tense in English. It outlines the basic rules for forming sentences in the simple present tense based on subject - whether it is I/you/we/they or he/she/it. It provides examples of affirmative and negative sentences as well as questions. It then prompts the reader to ask and answer questions in the simple present tense about daily activities and to write a short paragraph describing actions in pictures using simple present verbs.
Present tenses.
This document provides information on how to use different tenses in English, including the present simple, present continuous, present perfect, and present perfect continuous. It defines each tense using formulas, examples, and descriptions of when to use each one. Key uses are outlined such as expressing habits, facts, scheduled events, instructions, narratives, and more. Formulas show constructions for positive and negative forms.
English Tenses
The document provides information on how to form and use different tenses in English, including future, present, past, perfect, continuous, and perfect continuous tenses. It explains the auxiliary verbs used to form tenses such as "to be", "to do", and "to have". It also discusses question tags, contracted forms, and using tenses in reported speech and conditional sentences. The document aims to describe English tense usage in a comprehensive yet accessible manner.
Simple present tense in Bodo
This document discusses the simple present tense from both a grammatical and practical perspective. Grammatically, the simple present uses verbs in their base form. Practically, it is used to describe habitual or repeated actions that occur regularly. It follows the formula of S+V1+O. Examples are provided such as "I go there" and "We like mango." Exceptions are noted for the third person singular which adds -s to the verb. The importance of learning verbs and their forms through practicing sentence construction is also highlighted.
Present continuos and present continuous v/s present simple
The document provides information about forming and using the present continuous tense in English. It explains that the present continuous is used for actions happening around the present time. It then outlines how to form the present continuous using the verb "to be" plus the verb ending in "-ing". Examples are given for affirmative, negative, and interrogative forms. The document also discusses using the present continuous to talk about future plans and activities happening around now or these days. Exceptions for some stative verbs are noted. Present continuous exercises with answers are included.
Christmas concert
The document outlines the roles and equipment needed for an upcoming Christmas concert, including those for lighting, sound, stage management, and the set. It lists the people needed such as the stage manager, lighting and sound operators, assistants, and spot operators. It also provides details on the sound equipment like microphones, amplifiers and speakers, as well as lighting equipment such as spotlights, gels, towers and dimmer packs. Finally, it describes the set items for creating a wintery scene including a star cloth, snowflakes, presents, Christmas tree and projector.
Алгоритмическая и высокочастотная (HFT) торговля
Алготрейдинг и HFT - новый тренд в индустрии Форекс. О том, что это такое и как можно заработать на алготрейдинге вы узнаете за 5 минут из презентации.
Высокочастотная торговля или HFT является основной формой алготрейдинга. В HFT используются торговые стратегии, при которых компьютеры открывают и закрывают ордера за считаные доли секунд. Суть алготрейдинга заключается в использовании торговых алгоритмов с целью уменьшения потерь при исполнении больших ордеров за счёт уменьшения влияния ордера на рынок. Трейдер может создать собственный алгоритмический движок в соответствии со своими задачами и целями.
More Related Content
What's hot
Past simple
The document discusses the past simple tense in English. It provides examples of affirmative and negative statements using regular and irregular verbs like "go" and "work" in the past tense. Questions are also formed using auxiliary verbs like "did" followed by the main verb. A table further summarizes the conjugations of regular and irregular verbs in the past simple tense across various subjects.
Grammar - HAVE TO
This document discusses how to use "have to/has to" and "don't have to/doesn't have to" to express obligations and lack thereof in English. It explains that "have to/has to" are used to indicate something that is obligatory, while "don't have to/doesn't have to" suggest something that is not required. Examples are provided to illustrate the proper usage of these phrases with different subjects. A comparison is also made between "have to/has to" and "must", noting they have similar meanings, as well as between "don't have to/doesn't have to" and "must not".
Past Simple vs Present Perfect
The document provides information about using the present perfect and past simple tenses in English. It lists the key words that are used with each tense and provides examples of forming sentences in the affirmative, negative, and interrogative for the verbs "to see" and irregular verbs like "to think" in both the present perfect and past simple. Examples of conjugating the verb "to be" in the past simple tense are also included.
Simple Present Tense
This document provides information about using the simple present tense in English. It discusses how the simple present tense is used to describe regular habits, daily routines, and facts that cannot be denied. It then gives examples of using the simple present tense to talk about daily activities and habitual events. Finally, it outlines the grammatical structures for forming positive, negative, and interrogative sentences in the simple present tense using both non-verbal and verbal constructions.
Present simple vs present continuous ppt
This document discusses the differences between the present simple and present continuous tenses. The present simple is used to talk about habits and routines, while the present continuous is used to describe actions happening now. Some clues that indicate the present simple are words like often, always, and never, while the present continuous uses words like now and at the moment. The document provides examples of affirmative, negative, and interrogative forms of the present continuous tense.
Present simple tense
The document provides examples of basic English grammar structures including:
1) Common verbs like "can", "drive", and "like" used in simple present affirmative and negative sentences.
2) The verb "to be" and examples of affirmative, negative, and interrogative sentences using common subjects.
3) A chart showing the basic present simple tense conjugations for regular verbs in the affirmative, negative, and interrogative forms.
4) A brief explanation of some common uses of the present simple tense including habitual actions, permanent states, feelings/emotions, and verbs of senses.
Present simple 1
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
Level F Grammar Review
This document provides information about the verb "to be" (BE) in English. It discusses the forms of BE including contractions. It explains how BE is used with nouns and adjectives to form sentences. It also covers questions, negatives, and uses of BE with prepositions of time and place like "at", "on", and "in". The document concludes by discussing other simple present verbs and their forms, negatives, and questions.
Present continuous
The document provides examples and explanations of how to use the present continuous tense in English. It discusses using verbs like "be" plus the "-ing" form of the main verb to talk about actions happening now. Short sentences are given as examples, such as "At the moment Alice is riding her bike" and "Mark and his brother are playing football." Affirmative, negative, and interrogative forms are shown. Finally, there are exercises matching verbs in the present continuous form with subjects to form sentences.
1a Simple Present
This document discusses using the simple present tense to talk about everyday habits and routines. It provides examples of simple present tense sentences using common pronouns like I, you, he, she, it, we and they followed by verbs like eat, plays, study. It also covers negative sentence structures like "I don't work" and questions like "Do you use the cellphone?" The simple present tense is used to describe regular or repeated actions that occur.
Present perfect continuous / present perfect progressive
Present perfect continuous / present perfect progressive . These slides will help you to understand the English tenses in a more effective way
Perfect tenses
1) The document discusses various perfect tenses in English including the present perfect, past perfect, and present perfect continuous.
2) The present perfect describes an action that began in the past and continues in the present. The past perfect describes an action that occurred before another past action.
3) The present perfect continuous is used for actions that began in the past and continue up to the present, and may or may not have finished. It compares the present perfect and present perfect continuous tenses.
Level 1 Grammar Review
This document provides information about nouns, countable and noncountable nouns, articles, adjectives, verbs tenses including present progressive, simple present, future, past tense and comparisons of adjectives. It defines nouns and different types of nouns. It explains how to form and use present progressive, simple present, future and past verb tenses. It also covers formation of comparative adjectives and provides examples.
Simple Present vs. Present Continuous
This document summarizes the differences between the simple present and present continuous tenses in English. It covers their grammatical forms, uses, and spelling rules for verbs. The simple present is used to describe habitual or repeated actions, general truths, and schedules. The present continuous emphasizes actions that are happening at the moment or over a period of time and is used to describe changing situations. Examples and tables are provided to illustrate the formation and uses of each tense.
PRESENT SIMPLE OR PRESENT CONTINUOUS (EXPLANATION)
This document provides an overview of the present simple and present continuous tenses in English. It explains that the present simple is used for permanent or habitual situations, while the present continuous is used for temporary actions happening now or in the near future. Examples are given for forming, using negatives and questions of both tenses. Common time expressions that accompany each tense are also outlined.
Presentation About Present Simple
The document discusses the simple present tense in English. It outlines the basic rules for forming sentences in the simple present tense based on subject - whether it is I/you/we/they or he/she/it. It provides examples of affirmative and negative sentences as well as questions. It then prompts the reader to ask and answer questions in the simple present tense about daily activities and to write a short paragraph describing actions in pictures using simple present verbs.
Present tenses.
This document provides information on how to use different tenses in English, including the present simple, present continuous, present perfect, and present perfect continuous. It defines each tense using formulas, examples, and descriptions of when to use each one. Key uses are outlined such as expressing habits, facts, scheduled events, instructions, narratives, and more. Formulas show constructions for positive and negative forms.
English Tenses
The document provides information on how to form and use different tenses in English, including future, present, past, perfect, continuous, and perfect continuous tenses. It explains the auxiliary verbs used to form tenses such as "to be", "to do", and "to have". It also discusses question tags, contracted forms, and using tenses in reported speech and conditional sentences. The document aims to describe English tense usage in a comprehensive yet accessible manner.
Simple present tense in Bodo
This document discusses the simple present tense from both a grammatical and practical perspective. Grammatically, the simple present uses verbs in their base form. Practically, it is used to describe habitual or repeated actions that occur regularly. It follows the formula of S+V1+O. Examples are provided such as "I go there" and "We like mango." Exceptions are noted for the third person singular which adds -s to the verb. The importance of learning verbs and their forms through practicing sentence construction is also highlighted.
Present continuos and present continuous v/s present simple
The document provides information about forming and using the present continuous tense in English. It explains that the present continuous is used for actions happening around the present time. It then outlines how to form the present continuous using the verb "to be" plus the verb ending in "-ing". Examples are given for affirmative, negative, and interrogative forms. The document also discusses using the present continuous to talk about future plans and activities happening around now or these days. Exceptions for some stative verbs are noted. Present continuous exercises with answers are included.
What's hot (20)
Present perfect continuous / present perfect progressive
Present perfect continuous / present perfect progressive
PRESENT SIMPLE OR PRESENT CONTINUOUS (EXPLANATION)
PRESENT SIMPLE OR PRESENT CONTINUOUS (EXPLANATION)
Present continuos and present continuous v/s present simple
Present continuos and present continuous v/s present simple
Viewers also liked
Christmas concert
The document outlines the roles and equipment needed for an upcoming Christmas concert, including those for lighting, sound, stage management, and the set. It lists the people needed such as the stage manager, lighting and sound operators, assistants, and spot operators. It also provides details on the sound equipment like microphones, amplifiers and speakers, as well as lighting equipment such as spotlights, gels, towers and dimmer packs. Finally, it describes the set items for creating a wintery scene including a star cloth, snowflakes, presents, Christmas tree and projector.
Алгоритмическая и высокочастотная (HFT) торговля
Алготрейдинг и HFT - новый тренд в индустрии Форекс. О том, что это такое и как можно заработать на алготрейдинге вы узнаете за 5 минут из презентации.
Высокочастотная торговля или HFT является основной формой алготрейдинга. В HFT используются торговые стратегии, при которых компьютеры открывают и закрывают ордера за считаные доли секунд. Суть алготрейдинга заключается в использовании торговых алгоритмов с целью уменьшения потерь при исполнении больших ордеров за счёт уменьшения влияния ордера на рынок. Трейдер может создать собственный алгоритмический движок в соответствии со своими задачами и целями.
Об изменении порядка установления родительской платы в муниципальных дошкольн...
Людмила Анатольевна Гаджиева, кандидат педагогических наук, начальник департамента образования администрации города Перми
elumalai
Elumalai K is seeking a challenging position that allows him to utilize his skills and gain experience. He has an MBA in finance and marketing from Knowledge Business School with a 67% percentage. His educational qualifications also include a BCom from Salem Sowdeswari Arts & Science college with 69% and HSC and SSLC from Govt schools with 65% and 51% respectively. He has internship experience in financial analysis at Sakthi Sugars Ltd and has completed certification courses in Microsoft Excel, compensation management and financial markets. His areas of interest include banking, finance, accounting and marketing.
SE_Asian_Steel_Raw_Materials_Webcast
This document provides an in-depth analysis of trends in the Southeast Asian steel industry through 2020. It finds that total steel consumption in Southeast Asia peaked at over 213 million tons in 2013, with flat products dominating. China plays a major role as a supplier to the region, though its exports are opaque due to the prevalence of "boron steel" shipments. The report also examines individual country steel industries, finding Vietnam has attracted significant new mill investments that will further expand regional supply. Overall, Southeast Asian steel production is projected to grow at 2.5-3% annually to exceed 260 million tons by 2020.
Corticosteroids in dentistry / dental implant courses
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.
Copy of skeletal muscle relaxants / dental implant courses
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.
Null bufferoverflow
This document discusses buffer overflow attacks and provides an introduction to related concepts like the stack, return addresses, environment pointers, and function calls. It then demonstrates how to write and use exit shellcode by disassembling code, crafting shellcode, and analyzing exploits using gdb. The document aims to educate about buffer overflows through examples and references additional learning resources.
Cơ sở tự động hóa trong ngành cơ khí pgs.ts.nguyễn phương, 301 trang
Cơ sở tự động hóa trong ngành cơ khí pgs.ts.nguyễn phương, 301 trang
http://tailieukythuat.net/
Production optimization
The document provides information on production optimization through system analysis using nodal analysis. It discusses key components of the production system including reservoir fluid properties, inflow performance, tubing performance, and how to analyze the combined system. The objectives are to understand inflow, vertical lift, and combined performance. Nodal analysis is introduced as a technique to simulate fluid flow by breaking the system into nodes and ensuring pressure continuity. An example application optimizes a well's production rate by analyzing effects of tubing size, wellhead pressure, water cut, and skin on the combined inflow and outflow curves. The optimized design achieves a production rate of 114 MMscf/d with a 6.18" tubing and 2,000 psi
Insights into the genetic diversity and structure of indigenous ovi-caprine p...
Presented by Getinet Mekuriaw (Bahir Dar University) and Joram M. Mwacharo (ICARDA), at the EIAR/ATA/ICARDA Workshop on small Ruminant Breeding Programs in Ethiopia, Debre Birhan, 17-18 December 2015
Viewers also liked (12)
Об изменении порядка установления родительской платы в муниципальных дошкольн...
Об изменении порядка установления родительской платы в муниципальных дошкольн...
Corticosteroids in dentistry / dental implant courses
Corticosteroids in dentistry / dental implant courses
Copy of skeletal muscle relaxants / dental implant courses
Copy of skeletal muscle relaxants / dental implant courses
Cơ sở tự động hóa trong ngành cơ khí pgs.ts.nguyễn phương, 301 trang
Cơ sở tự động hóa trong ngành cơ khí pgs.ts.nguyễn phương, 301 trang
Insights into the genetic diversity and structure of indigenous ovi-caprine p...
Insights into the genetic diversity and structure of indigenous ovi-caprine p...
Similar to Modal Verbs
Upstream B1 Unit 5 Grammar Sheet
This document provides an overview of modal verbs including their meanings and usages. It discusses the different meanings and usages of modal verbs like can, could, should, may, might, will, would, must in terms of obligation, permission, possibility, ability, requests, assumptions and deductions. It also covers usages related to too and enough. Modal verbs do not take 's' in the third person singular and are always followed by the base form of the verb without 'to'. They come before the subject in questions and have different meanings depending on whether they are used in the present, past or future.
Modal verbs
This document provides an overview of the uses and meanings of various modal verbs in English, including:
- Can/could and may/might express ability and permission. Can is more informal while may is more formal.
- Must, have to, and ought to express obligation or necessity. Must is only used for present/future, while have to can refer to past as well.
- Should and ought to give advice or express probability.
- May, might, could express possibility. Could also refers to unrealized past possibilities.
- Mustn't, can't, may not express prohibition.
The document explains the different uses of these modal verbs in terms of time frames (
Modalverbs 111029091043-phpapp02
This document provides an overview of modal verbs in 3 paragraphs:
It defines modal verbs as auxiliaries that add meaning to sentences and lists common modal verbs like can, will, should. It explains they are used before infinitives and accompany the main verb.
The second paragraph discusses specific modal verbs like will and shall for making suggestions or requests. It also covers would for conditional and past situations.
The third paragraph addresses modal verbs for abilities, permissions, possibilities, advice, obligations, prohibitions, and certainty. It explains how they are used in different tenses and situations. The document concludes with a section on using modal verbs with perfect infinitives to discuss past situations.
Modal verbs
This document discusses modal verbs in English. It defines modal verbs as auxiliaries that add meaning to sentences and accompany the main verb. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, cannot, must not. The document provides examples of how different modal verbs are used to express ideas like ability, permission, possibility, advice, necessity, obligation, prohibition, and certainty. It also discusses the use of modal verbs with perfect infinitives to talk about past situations.
Pp on modals 1
This document discusses various modal verbs and their uses in English. It covers modal verbs that express ability and possibility, including can, could, be able to, may, might. It also covers modal verbs that express asking and giving permission, such as can, may, and could. Finally, it discusses using could to make suggestions. It provides examples of how these modal verbs are used in different tenses and contexts, such as present, past, or future situations. It also includes an exercise for readers to practice using these modal verbs.
Modal verbs
This document discusses the use of modal verbs to express ability, obligation, prohibition, necessity, advice, possibility, certainty, and obligation in the past tense. It provides examples of how to use modal verbs such as "can, could, be able to, must, have to, mustn't/must not, don't have to, need to, should, ought to, shouldn't/ought not to, might, may, could, must, can't, had to" in various contexts. It concludes by providing a practice section with blanks to be filled in using the appropriate modal verbs.
Modalverbpresentation
This document discusses modal verbs in English and their common uses. It begins by distinguishing modal verbs from main verbs and listing some of their grammatical characteristics. It then explains the main uses of modal verbs, including: ability, permission, requests, obligation, suggestion, speculation, prohibition, advice, offers, promises and prediction of the future. It also covers perfect modal constructions and periphrastic verb forms that are used instead of modal verbs in certain tenses.
Upstream B1 Unit 5 Modal Verbs
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and logical deductions. Some common modal verbs are can, could, may, might, will, would, should, and must. They are usually followed by a bare infinitive and come before the subject in questions. Their meaning depends on context and they have different usages for things like obligation, permission, possibility, requests, and logical assumptions.
Upstream B1-Unit 5: Modal Verbs
Modal verbs are used to express ideas like ability, permission, possibility, obligation, and logical deductions. Some common modal verbs are can, could, may, might, will, would, should, and must. They are usually followed by a bare infinitive and come before the subject in questions. Their meaning depends on context and they have different usages for things like obligation, permission, possibility, requests, and logical assumptions.
Tdc 1 present verb tenses
This document provides information about verb tenses used to express present time in English, including the simple present, present progressive, and present perfect tenses. It discusses typical errors made by English language learners and how to form questions and negatives. Interference from Portuguese grammar structures that can influence errors is also addressed.
Tdc 1 present verb tenses
This document provides information about verb tenses used to express present time in English, including the simple present, present progressive, and present perfect tenses. It discusses typical errors made by English language learners and gives examples. Key points include:
- The simple present is used for habitual or repeating actions, the present progressive for current actions, and the present perfect for actions that began in the past and continue.
- Common errors involve incorrect forms of verbs, improper use of tenses, and issues with negatives and questions.
- Influence from Portuguese grammar can cause errors like using the simple present instead of future or past tenses.
English
The document discusses verb phrases and how their meaning can change based on the addition of particles or prepositions. It provides examples of how common verbs like "give", "look", and "take" can take on new meanings when combined with particles like "up", "after", and "out". The key point is that verb phrases are simply verbs combined with particles or prepositions, and this small change can significantly alter the meaning conveyed.
modal.pptx
Modal verbsLuckily, using modal verbs in a sentence is pretty simple. For basic sentences—the simple present tense—just remember these rules:
Modal verbs always come directly before the main verb (except for questions).
With modal verbs, use the infinitive form of the main verb without “to”.
Modal verbs
Modal verbs are used to express obligation, permission, possibility and other attitudes. Some common modal verbs include can, could, may, might, must, shall, should and would. Modal verbs have certain grammatical features - they are invariant, do not require do-support in questions/negatives, and are followed by the bare infinitive. Other verbs like have to, be able to and need to share some uses with modals but do not have all the same features. Modal verbs are used to express different levels of possibility, necessity, permission, requests and offers.
Modals
Modal verbs such as can, could, may, might, must, will, would, shall, and should are used to express ideas like ability, obligation, permission, possibility, offers, suggestions, advice, and criticism. They are often followed by a bare infinitive verb and have no changes in tense. They can be used to talk about present, past or future actions and are used before the subject in questions.
Simple Modal Verbs
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.
Modal verbs
Modal verbs are used to express obligation, permission, possibility, and other attitudes. Some common modal verbs include must, should, can, may, might, will, would, shall, and ought to. Modal verbs have certain grammatical features - they are invariable, do not require do-support in questions and negatives, and are followed by the bare infinitive form of other verbs. Other verbs like have to, be able to, and need to share some uses and meanings with modal verbs as well.
Modal verbs
This document discusses the various uses of modal verbs in English including:
- Can, could, may, might, must, should, ought to, shall, will and would which express ideas like ability, permission, possibility, obligation, advice and willingness.
- Modal perfect tenses like must have, may have, could have which are used to talk about past possibilities, necessities and logical conclusions.
- Other modal verbs and constructions like be able to, can't, need to, needn't, mustn't, don't have to, should have, shouldn't have and needn't have which convey ideas like prohibition, lack of ability or obligation.
Modals
Modals and semi-modals (modal verbs) are used to talk about ability, duty, necessity, or wanting. Modal verbs behave differently than normal verbs in that they are always followed by a base verb form and do not take -s in the third person present simple. Modals take "not" to form negatives. Many modals cannot be used in all tenses. Common modals include can, could, may, might, must, should, will, shall, would, ought to, have to, and have got to. Their meanings and substitutes in different tenses are explained. Practice exercises are provided to reinforce understanding and use of modals.
Modal verbs
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.
Similar to Modal Verbs (20)
More from Sawsan Ali
CCQs: Vocab & Gram.
This document contains sample concept checking questions for a teaching methods MA program assignment. The first section involves a grammar concept question about whether a door was locked, with answer choices focusing on the door's current state and who was meant to lock it. The second section involves a vocabulary concept question about litter in a street, with answer choices asking about the street's cleanliness, presence of rubbish, and size of rubbish pieces.
Microteaching Lesson Plan
Sawsan Fawzy submitted a lesson plan titled "How often do you..." for a pre-intermediate English proficiency level. The lesson aims to teach learners to accurately express the frequency of events and activities using adverbs of frequency. The plan includes presentation of new vocabulary, controlled and less controlled practice activities like role plays, and a writing task where students describe their routines using the new language. The plan addresses potential difficulties students may have differentiating similar adverbs and asks how questions.
Designing a Test
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms like "backpacking" and "outdoor clothes", and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity. The test is for a MA Assessment Course and was assigned by Sawsan Fawzy as the second assignment.
SampleTest Specifications Table
This document provides test specifications for an achievement test on a reading and writing unit from an EFL textbook. The test will examine 20 Egyptian adult students after completing a 16-session pre-intermediate English course. The test contains a 20-minute reading section and 40-minute writing section and evaluates students' reading comprehension, vocabulary, and writing skills related to vacation activities and travel. The document outlines the course and student descriptions, test content areas and objectives, and behavioral objectives for each test section.
CCQs Assignment
This document contains two pages of concept checking questions for a teaching methods MA program assignment. The first page includes four grammar concept questions about sentence structures involving tense, modality, and conditionals. The second page contains three vocabulary concept questions about reaching a mountain summit, contributing to a party, and offering a lift. The questions test understanding of key grammar concepts and vocabulary used in the sentences.
Sample Vocab Lesson: Family Vocab
The document contains information about family relationships between various people:
- Kamel is Mostafa's father-in-law, not his father or father-in-law.
- Mona and Hana are not nieces of Ghada and Mostafa.
- A cousin is the son/daughter of an aunt/uncle, not a parent.
- The document discusses engaged vs divorced and defines engaged as agreeing to marry and divorced as no longer living together.
- It identifies new vocabulary like engaged, divorced, father-in-law, and asks the reader to find and write them down.
Sociolinguistics Paper: Br. vs. Am. English
British English and American English differ in pronunciation at the vowel and consonant levels. Some key differences are:
- Americans pronounce the vowel in words like "not" and "lot" as /ɑ/ rather than the British /ɒ/.
- Americans often replace the British diphthong endings in words like "near", "care", and "pure" with monophthongs.
- American vowels are more "r-colored" when followed by the letter "r" compared to British vowels.
- Some vowel sounds merge in American English that remain distinct in British English, such as the merger of /ɪ/ and /ə/ in unstressed syllables
Output Functions (Feedback)
This document discusses the role of output and feedback in second language acquisition. It covers Merill Swain's Comprehensible Output Hypothesis and identifies three main functions of output: the noticing function, the hypothesis-testing function, and the metalinguistic function. The document also analyzes different types of feedback that can push learners, including recasts, prompts, negotiation of meaning, and explicit correction. Effective feedback helps learners notice gaps in their language knowledge and incorporate correct forms.
Modified Input (Competition Model)
The Competition Model describes how language learners use different cues like word order, grammatical markers, and animacy to interpret sentence meanings. It involves competition among cues, with stronger or more appropriate cues determining the correct interpretation. For native language acquisition, younger children may rely on weaker cues like animacy that are replaced by stronger cues like word order as they age. For second language acquisition, learners must learn the relative importance of cues in the new language, which can interfere with cues from their first language. The model is used to study how modified input helps learners recognize and adopt the appropriate cues of the language being learned.
Modified Input (Foreigner Talk)
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)
This document discusses the experiential and logical structure of nominal groups in clauses. It defines key terms like deictic, numerative, epithet, classifier, and qualifier that describe the types and functions of premodifiers and postmodifiers in a nominal group's experiential structure. It also examines the logical structure and hypotactic relations between elements in a nominal group, with the head being modified in a univariate structure. The functions and ranking of elements in a nominal group are important for understanding its meaning and role in a clause.
Official Detailed Lesson Plan
This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
CA of (Im)politeness in Am. & Egy. Movies
This document provides an overview of a study that examines politeness strategies and impolite acts in the American movie "Ten Things I Hate About You" and the Egyptian movie "آداء من أنا". It uses Brown and Levinson's politeness model to analyze conversations between the heroines and heroes in both movies. The study aims to determine whether Brown and Levinson's model can fully account for politeness strategies and impolite acts in the Egyptian movie. Several impolite acts are identified in the first 10 minutes of both movies, including insults, ridicule, criticism, accusations, and interruptions threatening characters' positive and negative faces. The document also outlines the
Semantic Contrastive Analysis
The document analyzes the semantic components of words related to washing in English and Arabic. It finds that the words wash/غسل are the main terms, with other words like rinse/شطف and soak/نقع as hyponyms. However, the Arabic words اغتسل and توضأ related to religious ritual washing cannot be fully captured by direct translation to wash due to cultural differences between Christianity and Islam. While wash is a valid translation, it loses some specific religious meanings in the process.
Assignmemt (Sample Test Design)
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms, and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity.
Assignmemt (Test Specifications)
This document provides test specifications for an achievement test on a unit in an English textbook. The test will examine students' reading and writing skills related to vacation activities and places. It will consist of a 20-minute reading section and a 40-minute writing section. The test is designed for 20 Egyptian EFL learners who have completed four prior levels of general English study focusing on reading, writing, speaking, listening, vocabulary, grammar and pronunciation. The students' course is at a pre-intermediate level and meets twice a week for 2 months to help students communicate in everyday English situations. The test will evaluate students' abilities to define words, understand meanings, express ideas, identify methods, and distinguish facts from opinions.
SFS School Activities
This document outlines events organized by Ms. Sawsan Fawzy between 2013-2015, including preparing classes as teams and co-organizing events with Ms. Dina. It lists Ms. Sawsan Fawzy as the sole organizer of some events and as a co-organizer with Ms. Dina for other events during that time period.
Certificates of Appreciation
The document is a one sentence statement that it was designed by Ms. Sawsan. It does not provide much context or details to summarize further in 3 sentences or less.
Drama: The Tempest Worksheet
The document contains 12 questions about characters, plot points, themes, and sources of comedy in William Shakespeare's play The Tempest. It asks about how characters travel to the island of Caliban, how the ship's direction was changed, betrayals of Prospero, examples of betrayal in the play, attempts to overthrow Prospero, a quote about virtue and vengeance, messages from the play, how Caliban's heart changes, lessons from Prospero, the theme of revenge versus forgiveness, and sources of comedy in the play.
More from Sawsan Ali (20)
Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)
Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)
Recently uploaded
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17
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.
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!
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneYour 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.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.)
Walmart Business+ and Spark Good for Nonprofits.pdf
"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!"
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Modal Verbs
- 1. Grammar Modal Verbs WHAT ARE MODAL VERBS? Ex: can, could, should, may, might, will, would, must Theydon’ttake (s) – Alwaysfollowedby (inf) without(to) - Followedby (not) innegation Come before subject in questions (without helping verbs): He must go now → Must he go now? Usages (Meanings): 1- Obligation / Necessity/ Duty: Present: (Must = Has to/Have to) (I have / He has to see a doctor) Negation: Mustn’t = Doesn’t have to/Don’t have to (He doesn't have to see him/ You don’t have to see him) Past: Must/ have to → Had to (He had to see a doctor) Past Negation: Didn’t have to (He didn't have to see a doctor) 2- Ask for or Give Permission AND Prohibition = (not allowed): Can/ May = allowed (May is more formal) Can’t / Mustn’t= not allowed (Must is more powerful) 3- Possibility: Can + inf General situations To lose weight, you can take exercises or eat a balanced diet. Could / May/ Might + inf Specific situations You should study this lesson, it may be important. In Questions: to ask about possibility: -Do you think he could / might fix it? -Do you think it can work? We can’t use (may) in questions to ask about possibilities. Possibility in the past: Could/might / would + have + pp sth was possible in the past but didn’t happen: He might have succeeded if he studied. 4- Ability/ inability Present: Can = (am/ is/ are) able to (I can drive = I am able to drive) Future: will be able to (I will able to drive) Past: Could = (was/were) able to (I could drive when I was 16= I was able to drive when I was 16) could not = was not / were not (I could not drive when I was 16 = I was not able to drive when I was 16) 5- Requests: ex 10 p. 59 6- Logical Assumptions/ Deductions Present of all modals: must, may, can’t …etc + inf Past of all modals: must, may, can’t … etc + have + pp Different Meanings: Must: sure Present: She’s been working all day, so she must be tired now = I am sure that she is tired now. Past: She’s been working all week, so she must have been tired yesterday = I am sure she was tired yesterday. May/ might / could: not sure Present: John is not at work today. He may/ might / could go home= He goes home, I'm not sure Past: John was not at work yesterday. He may/ might / could have gone home = He went home, I am not sure Can’t/ couldn’t: impossible Present: He can’t be focused at the moment. He is so tired = It's impossible that he is focused now. Past: He can’t have studied yesterday. He cannot answer any question.= It is impossible that he studied
- 2. yesterday Too too + adj (for sb/ sth) to inf = cannot - He is too young to drive = he cannot drive = he is not allowed to drive - The bag is too heavy (for me) to carry = I cannot carry it Enough (adj+enough) enough (for sb/ sth) to + inf = sth is as much as needed he is old enough to drive = his age is as much as needed not enough (for sb/ sth) to + inf = sth is not as much as needed he is not old enough to drive = his age is not as much as needed (Enough + noun) -I've got enough sugar to make a pancake -I've not got enough money to buy a car.