UNIT 3B
C. GRAMMAR
CAN/COULD/BE ABLE TO
Modals of ability CAN/CAN'T/COULD/BE ABLE TO
CAN/COULD/BE ABLE TO
Modals of ability CAN/CAN'T/COULD/BE ABLE TO
Remember the meaning and the different types of modals we've seen.
If you want to download the theory of modal verbs os ability and possibility, clicl on the link below.
3c_modal_verbs_can_could_be_able_to.doc | |
File Size: | 32 kb |
File Type: | doc |
ON-LINE activities. Click on the links below to play some games in order to practice the modals.
Modal verbs game catapult
Modal verbs exercises
Modal verbs of Ability test
Modal verbs of Ability test2
Modal verbs of Obligation test
Modal verbs of Obligation test2
Modal verbs of possibility test
Modal verbs game catapult
Modal verbs exercises
Modal verbs of Ability test
Modal verbs of Ability test2
Modal verbs of Obligation test
Modal verbs of Obligation test2
Modal verbs of possibility test
SONGS TO REVIEW THE MODAL VERBS
PRONUNCIATION:
can / can't:If you say "I can do it" (incorrectly stressing "can"), a native speaker will probably understand "I can't do it".
· can / couldare normally unstressed in + and ? sentences when they're pronounced /kən/ and /kʊd/. If you stress them, a native speaker could understand you are saying the opposite.
· can't / couldn'tare stressed in - sentences, and they're pronounced /ka:nt/ and /'kʊdnt/.
so:· It's so frustrating! (tan) --> to emphasize an andjective or adverb.
· The classes were free, so I joined. (por lo que/ por lo tanto) --> to connect a cause and a result. Sometimes is used:
1. in the middle of a sentence and sometimes at the beginning of a new sentence, e.g. "When we got to the station the train had already gone. So, we got a taxi home",
"When we got to the station the train had already gone, so we got a taxi home".
2. at the beginning of a question, e.g. "So, what happened in the end?".
can / can't:If you say "I can do it" (incorrectly stressing "can"), a native speaker will probably understand "I can't do it".
· can / couldare normally unstressed in + and ? sentences when they're pronounced /kən/ and /kʊd/. If you stress them, a native speaker could understand you are saying the opposite.
· can't / couldn'tare stressed in - sentences, and they're pronounced /ka:nt/ and /'kʊdnt/.
so:· It's so frustrating! (tan) --> to emphasize an andjective or adverb.
· The classes were free, so I joined. (por lo que/ por lo tanto) --> to connect a cause and a result. Sometimes is used:
1. in the middle of a sentence and sometimes at the beginning of a new sentence, e.g. "When we got to the station the train had already gone. So, we got a taxi home",
"When we got to the station the train had already gone, so we got a taxi home".
2. at the beginning of a question, e.g. "So, what happened in the end?".
VOCABULARY
-ed / -ing adjectives:
· the -ed adjective is used for the person who has the feeling. In other words, a boring person makes us feel bored.
· the -ing adjective is used for a thing (person) that causes the feeling.
-ed / -ing adjectives:
· the -ed adjective is used for the person who has the feeling. In other words, a boring person makes us feel bored.
· the -ing adjective is used for a thing (person) that causes the feeling.
WRITING
Write a short note (about 60 words) for a school magazine giving advice on how to improve in English.