This document discusses the differences between "have to", "must", "should", and "ought to". "Have to" refers to impersonal obligations from external sources, like rules. "Must" refers to obligations that come from the speaker or are stronger, like laws. "Should" and "ought to" are weaker and refer to advice or opinions on what is correct. The document provides examples of how each can be used in the present, past and future, how to form questions and negatives, and discusses their different meanings in various situations.
Yet another power point on modals, this time with exercises and plenty of examples. Modals of obligation, persmission and prohibition for intermediate learners of English
I posted this Powerpoint for the benefit of a group I work wth, the Youth Challange Academies , who, among other things prepare students to enter the job market.
This is also an example of the free content that is avaiable at www.eIcommunity.com
Bill McIntosh
843-442-8888
Email: WKMcIntosh@Comcast.net
Authorized eInstruction Consultant
www.eInstruction.com
My profile :
http://www.slideshare.net/WKMcIntosh/bill-mc-intosh-einstruction-consultant
"Some men see things as they are and ask 'Why?'
I dream things that never were and ask, 'Why not?'"
Robert F. Kennedy, 1968
I am using site called Slideshare to post and share information about eInstruction’s products. Here are the links:
http://www.slideshare.net/WKMcIntosh/presentations
http://www.slideshare.net/WKMcIntosh/documents
http://www.slideshare.net/WKMcIntosh/videos
This site allows one to view the files before downloading.
Because I work with some federally sponsored education outreach programs, there are some “K-12 centric” files located here, but also a lot of not only product brochures and information for corporate and government users, but also how-to and help files that my clients tell me are very useful
This is a guessing and conversational activity in which the students are given a business related idiom and they need to guess the meaning. This makes for a good supplementary activity.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
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”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
2. Have to
= have got to – in spoken English
Must
Should
Ought to
3. What is must and have to?
Is there any difference in meaning or usage?
What is the difference between these two
sentences :
I have to hand in a report tomorrow morning.
I must hand in a report tomorrow morning.
?
4. I have to hand in a report tomorrow morning.
(otherwise my boss will be very angry and can fine
me, I don’t want to brake the company rules )
I must hand in a report tomorrow morning.
(I want to be a good employee, and to get a
promotion one day, I’ll make my report on time
and perhaps my boss even praise me )
6. HAVE TO MUST
SITUATION makes necessity
The doctor told me, this is my
cure rule. I need to obey.
SPEAKER FEELS that
something is necessary
I’m telling you, it’s necessary for you to
my mind. That’s a rule for you to be
healthy.
7. So, what are the differences? What is referred to
personal obligation, and what is for external
ones?
Could be “have to” and “must” used with the
same meaning?
Discuss the situations:
All the employees have to hand in the reports at the
end of the months to their direct manager.
All the employees must follow the company rules
and obey their direct manager
9. UNWRITTEN RULES WRITTEN RULES
All the employees have to
hand in the reports at the end
of the months to their direct
manager.
(the way how working process
is organised)
All the employees must follow
the company rules and obey
their direct manager
(extract from
the labour contract )
10. I we must
can express a wish.
I must buy a newspaper. I
want to see today’s
currency rates
We must invite Jane, she is
the real company soul.
Compare with have to:
I have to buy a newspaper.
My boss asked me, he
wants to see today’s
currency rates.
We have to invite
Johnsons, they invited us
last year.
11. What are the grammar features of have to and
must?
Do you remember all the grammar forms for
past-present-future?
Can you use must only for present? If not, can
you tell the situation when it can be used
otherwise?
12. HAVE TO MUST
Can be used for all time
categories: past – present –future
Have + to + infinitive
Uses “do” for questions and
negatives
Used only for present or future
obligations or necessities.
Without “to”
Modal verb, doesn’t need any
auxiliaries
13. HAVE TO MUST
• Had to doPast
• Have has to
do
Present
• will have to doFuture
• Had to dopast
• Must doPresent
• Must do
• will have to do
Future
14. If the obligation situation refers to future and
has started in present – we use must
You must phone before you arrive next time.
(you’ve already come and you’re supposed to come
again )
If the obligation situation refers to future only
we use will have to
If I am late, I’ll have to take a taxi.
(It hasn’t happened yet, it’s only possible future)
15. How do we form questions?
Is it possible to make question form for must?
How is the negative form made?
Is there any difference in meaning?
16. HAVE TO MUST
Usually used in most
(especially everyday )situations
With the help of “do”.
Do we have to close up this
project?
Do we have to come?
Possible in formal situations, but
not common for spoken English
No auxiliaries.
Must we close up this project?
Must we stay till the end of the
meeting?
17. DON’T HAVE TO MUSTN’T
It’s unnecessary (= don’t need to,
needn’t)
You don’t have to submit your
passport and the entrance
(But if you show it, it’s ok )
You don’t have to use Russian
words at the English class .
(you can easily replace them, there
is no necessity to use them )
Prohibition, it’s not allowed.
You mustn’t enter the building
without you pass card.
(You won’t be allowed to come
without a document with your ID)
You mustn’t speak Russian at the
English class
(You will be punished:))
18. What usage meaning for should do you know?
Is there any difference with ought to ?
Can you name the grammar forms for past-
present-future?
Can we make questions and negatives?
19. - weaker obligation than have to and must
- advice and recommendation
- to express opinion (= it’s a good idea)
- talk about correct thing to do
You should see these papers up to the end of the week.
Are you tired? You should have a rest.
It’s a nice project! We should show it to our boss!
You should write this formula like this.
20. USAGE FORMS FOR OUGHT TO USAGE EXAMPLES
= should. Has the same meaning.
question and negative form
is rarely used , but possible.
Forms with should are common.
!! Can be used with continuous form
( should ought to + be + ing):
It’s 14.00 already . I should be
preparing my report.
Why are you doing nothing? You
ought to be working
You ought to call her = You should
call her
You shouldn’t = you oughtn’t to
do this
Where should I send these
papers?
It’s very serious matter. How
ought we to deal with it?
21. SHOULD OUGHT TO
• Should have
done
Past
• Should doPresent
• Should doFuture
• Ought to
have done
past
• Ought to doPresent
• Ought to doFuture
22. Have to = have got to
Must
Should
Ought to
What are the short key meaning for each?
23. Have to - impersonal obligation from external
sources, some rules and regulations.
= have got to – in spoken English
Must - personalized obligation, wish, strong
advice, laws and instructions
Should – less strict than have to and must,
advice, opinion
Ought to = should.