We use modal verbs like must, may, might, could, or can't to speculate about past events. Must is used to make strong deductions that are almost certain, while can't expresses certainty that something is false. May, might, and could are used to make speculative statements when there is no evidence. For past tense, must is used with have and a past participle, can't is used with have and a past participle, and may, might, and could are used with have and a past participle.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
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
Remake of Sant Gregori's presentation. In this link you can find the original: http://www.slideshare.net/usoasol/powerpoint-modal-verbs?qid=e7529477-419a-40df-9039-b5615825ba0a&v=default&b=&from_search=2
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Thesis Statement for students diagnonsed withADHD.ppt
Modals of speculation about the past
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4. We use must to make deductions when we are almost sure or more certain.
5. For past deductions we use must + have + past participle : He’d been working for 10 hours when I saw him. He must have been very tired.
6. We use can’t to make negative deductions from evidence . .
7. For past we use can’t + have + past participle : He can’t have failed the exam. He’s a very good student!
8. We use may/ might / could to make speculations (i.e. when there is no evidence ).
9. We use may / might / could + have + past participle for past: He may/might/ could have phoned while you were out. The answer phone was switched off.
10. Deduction must have and can't have + past participle The plane ________ ________ run out of fuel. It _________ ________ blown up in mid-air.
11. Speculation could/may/might have + past participle What could ________ happened to them? They could _____ _____ up on a desert island. Earhart and Noonan may _____ _____ US spies. Aliens _______ _______ abducted them.
12. We use ________ ________ when we are sure something happened. We use ________ ________ when we are sure something didn't happen. We use _______ _______ ______ ______ to talk about what possibly happened.
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