The use of the modal verbs (might/may, must, can't/couldn't) for speculation and deduction. Also, how to use "should/ought to" to express regret and criticism
The use of the modal verbs (might/may, must, can't/couldn't) for speculation and deduction. Also, how to use "should/ought to" to express regret and criticism
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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.
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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.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. SPECULATING, DEDUCING
In English, we use modal verbs
to speculate or deduce
information we are not really
sure it is true.
Modal verbs to speculate are:
must, may, might, could, can’t.
3. They show different degrees of certainty
Depending on how sure we are about the information, we’ll
use different verbs:
Almost 100% sure it is possible: MUST
She must be married. She’s wearing a ring.
Almost 100% it is impossible: CAN’T (not mustn’t!)
They can’t be playing well. They’re losing 0-3!
Not really sure it is true (50%-70%): MAY, MIGHT, COULD
She may like the scarf, it’s beautiful.
4. If we are talking about things that were (or not) be
possible in the past, we use:
MODAL VERB + HAVE + PAST PARTICIPLE (main
verb)
She must have seen us. We were standing in front of
her (100 % possible)
I can’t have left my mobile at home. I called my mum
10 minutes ago. (100% impossible)
She may / might/ could not heard the message. I’ll call
her again.
5. What may have happened?
He must have…
He may have…
He might have…
He could have…
He can’t have…
