The document discusses paired conjunctions which are used in spoken and written English to make a point, give an explanation, or discuss alternatives. It provides examples of questions using paired conjunctions and how to combine sentences into one using conjunctions such as both...and, not only...but also, either...or, and neither...nor.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
Summit 2 - workbook (resolución gráfica 70 dpi)
Mi objetivo es ayudar a todos quienes estudiamos inglés y necesitamos de este excelente libro, que por diversas razones (económicas, por robo, por olvido, viaje, etc), no lo tenemos a la mano.
Enjoy it!
Hello grammarians! This powerpoint presentation will present the most popular correlative conjunctions as well as the most common mistakes committed by the English speakers and writers.
To learn some British and American slang terms and practice them in sample
dialogues;
• To practice reading for general idea, listening for gist and writing skills;
• Practice the language of agreeing/disagreeing in speech
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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.
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.
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”.
2. • Paired Conjunctions are often used in both
spoken and written English to make a
point, give an explanation, or discuss
alternatives.
3. Read the following aloud and use the paired
conjunctions to respond:
• You like tennis. Do you like golf?
• You don't know Jane. Do you know Jack?
• You are studying Math. Are you studying English?
• You need to work on the weekend. Do you need to work
in the evening?
• You don't eat fish. Do you eat beef?
• I know your country has good universities. Does England
have good universities?
• He collects money. Does he collect stamps?
• They haven't visited Rome. Have they visited Paris?
4. • Combine the following sentences into one
sentence using paired conjunctions:
• both ... and;
• not only ... but also;
• either ... or;
• neither ... nor
5. • We could fly. We could go by train.
We could either fly or we could go by train.
6. • She will have to study hard. She will have
to concentrate to do well on the exam.
Not only will she have to study hard, but
she will also have to concentrate to do well
on the exam.
7. • Jack is not here. Tom is in another city.
Neither Jack nor Tom is here.
8. • Pneumonia is a dangerous disease. Small
pox is a dangerous illness.
Both Pneumonia and Small Pox are
dangerous illnesses (diseases).