Unit 6 - guess using modals
Download as PPT, PDF0 likes404 views
This document asks several questions about different situations involving people and animals, including why a woman is lying on the ground, how she lost a tooth, what people are dancing to, who a woman is talking to, what some people are doing, what an object is, how a man felt seeing a shark, and what a baby has seen. It also asks whether Sara Takonada is a good singer and if a picture is real.
1 of 17
Download to read offline
Recommended
Digipak proper draft 2
Digipak proper draft 2siobhanarnold
油
This document appears to be a playlist containing 8 songs by an artist named Sophia West. The playlist includes songs titled "Let her go", "Staring At the Stars", "Wrong Direction-Circles", "Keep on Walkng", "Holes", "Feather on the Clyde", "Hate", and "All the LittleLights".Any or no ex
Any or no exshahed
油
The document discusses the differences between using "no" and "any" in negative sentences. It provides examples showing that "no" can replace "any" in sentences with negative verbs like "don't have", "didn't see", etc. The examples demonstrate replacing "any" with "no" in phrases like "I don't have any money" becoming "I have no money", and "There wasn't any water in the glass" becoming "There was no water in the glass".Why i should be able to go to om&m
Why i should be able to go to om&msowr0ngitsrach
油
Rachael makes the case for being allowed to attend an Of Mice & Men concert by highlighting her improved school performance and responsibility. She argues that attending the concert would be a reward for her efforts and that missing past concerts has been disappointing. Rachael also emphasizes her passion for the band's music and mentions how attending would make for an engaging story for her language arts class.Gerunds and infinitives nora
Gerunds and infinitives noranoriteach
油
Gerunds and infinitives are different forms of verbs. A gerund is formed by adding "-ing" to a verb, like "meeting" from "meet". An infinitive is formed by adding "to" before the base form of a verb, like "to meet". Gerunds are used after some verbs, in certain expressions, as subjects of sentences, and after prepositions. Infinitives are used after some verbs and adjectives/adverbs, and after the indirect object of some verbs. Some verbs like "stop", "remember", and "forget" have different meanings depending on whether they are used with a gerund or infinitive.5 good practices for the online facilitator
5 good practices for the online facilitatorRickmonster
油
An online tutor has several key tasks, including interacting with students, providing feedback, building a sense of presence, being available to work long hours, and not getting discouraged. Some of the challenges they may face are students acting as "lurkers" who do not actively engage, but the same basic facilitation skills used in person can be applied online. Monitoring student progress and finding ways to encourage engagement are also important roles.Gerund and infinitive
Gerund and infinitiveSiiri Hommik
油
This document discusses the gerund form (-ing form) and infinitive form of verbs in English.
The gerund form is used after prepositions like "in", after certain verbs like "enjoy" and "avoid", and in expressions like "be worth" and "look forward to".
The infinitive form with "to" is used after verbs, nouns, adjectives to express purpose or intention. It can also be used without "to" after expressions like "let" and "make".
Top flex 2 unit 5 - going to x will
Top flex 2 unit 5 - going to x willRickmonster
油
The document contains several sentences using the phrases "going to" and "will" to indicate future plans and actions. These include a man going to prison after being sentenced, someone going to university after passing an exam, a father saying he will pick up his daughter after her car breaks down, a person saying they are going to travel with their ticket, passport and suitcase, someone saying they will open a window because it is hot, a couple going to a French restaurant after being invited out, one person offering to lend money after another forgets their wallet, and a group saying they are going to have a party with snacks and drinks ready.Top 2 Unit 4 something, someone, somewhere
Top 2 Unit 4 something, someone, somewhereRickmonster
油
The document appears to be a series of short passages written by a student. In each passage, the student describes going to the mall the previous day and not seeing any friends from their school, CTJ. The final passage is about plans for the next vacation, where the student says they will not travel and instead stay home to rest.Top 2 unit 5 - infinitive-ing
Top 2 unit 5 - infinitive-ingRickmonster
油
This document discusses the differences between the -ing form and the infinitive form of verbs in English. It notes that certain verbs are followed by the infinitive, such as "forget", "help", and "teach". Other verbs are followed by the -ing form, like "avoid", "dislike", and "enjoy". The -ing form is also used after prepositions. Some verbs can be followed by either the -ing form or infinitive without changing the meaning, while for other verbs the form changes the intended meaning.Top flex 2 unit 5 - -ed -ing adjectives
Top flex 2 unit 5 - -ed -ing adjectivesRickmonster
油
This document discusses the differences between "-ed" adjectives and "-ing" adjectives in English. "-ed" adjectives are used to describe how people feel, such as feeling frightened or tired. "-ing" adjectives are used to describe things, people, and situations, such as a frightening room or tiring work. Several examples of commonly used "-ed" and "-ing" adjective pairs are provided, like annoyed/annoying and bored/boring, along with examples of how to use them in sentences.Top 2 Countable and uncountable unit 04
Top 2 Countable and uncountable unit 04Rickmonster
油
This document discusses countable and uncountable nouns and the articles used with them. It provides examples of countable nouns like "potatoes" and "cookies" and uncountable nouns like "water" and "milk". It also discusses using articles like "a", "an", "some", "any", "a little", and "a few" with countable and uncountable nouns in different contexts.top 2 Countable and uncountable pp-2
top 2 Countable and uncountable pp-2Rickmonster
油
This document discusses countable and uncountable nouns and the articles used with them. It provides examples of countable nouns like "potatoes" and "cookies" and uncountable nouns like "water" and "milk". It also discusses the different articles - "a", "an", "some", "any", "a little", "a few" - used with countable and uncountable nouns in affirmative, negative and interrogative sentences.top 2 Comparatives superlatives
top 2 Comparatives superlativesRickmonster
油
This document provides rules for forming comparatives and superlatives in English. It explains that for one-syllable adjectives, -er is added to form the comparative and -est is added to form the superlative. For adjectives of two or more syllables, more and most are used. It also gives examples of irregular forms like good, bad, and rules for adjectives ending in consonant-y.Thomas flex 7 unit 9 foods countable x uncountable (by l鱈sel)
Thomas flex 7 unit 9 foods countable x uncountable (by l鱈sel)Rickmonster
油
This document discusses countable and uncountable nouns related to food. It provides examples of foods that are countable nouns like peas, carrots, cookies, strawberries, oranges, tomatoes, fries, burgers, and apples. It also provides examples of foods that are uncountable nouns like tea, coffee, chocolate, yogurt, spaghetti, wine, coke, pizza, and apple juice. The document then discusses the use of quantifiers like "any", "some", and "a/an" with countable and uncountable nouns in affirmative and negative sentences as well as questions.Much and many
Much and manyRickmonster
油
The document discusses the proper use of "much" and "many" in questions and negatives. "Many" is used with count nouns and questions, while "much" is used with non-count nouns and questions. It provides examples of sentences using each and reminds that "there isn't much" means there is some, while "there isn't any" means there is none. It concludes by noting the use of "any" when unsure if something remains, and "much/many" when expecting some remains.Unit 8 - did people 100 years ago
Unit 8 - did people 100 years agoRickmonster
油
The document discusses verbs in the simple past tense and asks students to consider whether certain activities were common 100 years ago based on pictures. It has students work in pairs to ask questions using "Did people..." 100 years ago and respond with guesses about activities like eating burgers, drinking Coke, listening to records or phones, wearing jeans, watching TV, taking pictures, flying in planes, and driving cars.Unit 7 - did, was, were
Unit 7 - did, was, wereRickmonster
油
The document contains a series of questions using common contractions involving forms of "to be" such as "did", "was", "weren't". Each question is followed by two possible answers using these contractions to indicate whether a statement is true or false. The questions cover topics like where people were born or lived, whether someone ate cake, attended school or work in the past.Unit 7 simple past questions
Unit 7 simple past questionsRickmonster
油
The document contains autobiographical information about a person in response to questions prompted by pictures. It reveals that the person was born in 1987, their father was born in Rio de Janeiro, they started school at age 6, learned to swim at age 4, their favorite subject was English, they lived in New York as a teenager, and moved to Brasilia in 2005.Unit 7 simple past
Unit 7 simple pastRickmonster
油
1. The document appears to be an English lesson containing information about the past simple tense and examples of its use.
2. It provides rules for forming the past simple of regular verbs by adding "-ed" or "-d" and gives examples like "work - worked".
3. There are also examples of sentences in the past simple tense talking about where people lived and worked in the past and what activities they did at different times.Unit 6 - modals in the passive voice
Unit 6 - modals in the passive voiceRickmonster
油
The document discusses passive voice and the use of modals with passive voice. It provides examples of sentences in active and passive voice and identifies the verbs used in passive constructions. It then lists common English modals and provides examples of modals being used in passive voice sentences, including sentences for the reader to complete using the appropriate modal.Unit 6 - modals in the passive voice (2)
Unit 6 - modals in the passive voice (2)Rickmonster
油
The document discusses the passive voice and its use with modal verbs in English. It provides examples of sentences in the active and passive voice and identifies the modal verbs used in passive constructions. These include can, could, might, should, must, have to, and their negative forms. The document then provides an exercise for the reader to complete sentences in the passive voice using the appropriate modal verbs.Unit 6 - animal treatment
Unit 6 - animal treatmentRickmonster
油
This document discusses different ways that animals are treated and used by humans. It mentions that animals are kept in zoos, used for medical research and food, trained to perform or help disabled people, raised to fight or work, and sometimes raised or slaughtered inhumanely. The document seems to be asking for an opinion on the various treatments of animals it outlines.
Subject And Object PronounsRickmonster
油
O documento discute os pronomes subjetivos e objetivos na l鱈ngua inglesa. Ele explica que os pronomes subjetivos funcionam como sujeitos e incluem "I", "you", "he", "she", "it" e "we". Os pronomes objetivos complementam o verbo e substituem objetos, evitando repeti巽達o, como em "I bought shoes and gave them to my girlfriend".More Related Content
More from Rickmonster (16)
Top 2 Unit 4 something, someone, somewhere
Top 2 Unit 4 something, someone, somewhereRickmonster
油
The document appears to be a series of short passages written by a student. In each passage, the student describes going to the mall the previous day and not seeing any friends from their school, CTJ. The final passage is about plans for the next vacation, where the student says they will not travel and instead stay home to rest.Top 2 unit 5 - infinitive-ing
Top 2 unit 5 - infinitive-ingRickmonster
油
This document discusses the differences between the -ing form and the infinitive form of verbs in English. It notes that certain verbs are followed by the infinitive, such as "forget", "help", and "teach". Other verbs are followed by the -ing form, like "avoid", "dislike", and "enjoy". The -ing form is also used after prepositions. Some verbs can be followed by either the -ing form or infinitive without changing the meaning, while for other verbs the form changes the intended meaning.Top flex 2 unit 5 - -ed -ing adjectives
Top flex 2 unit 5 - -ed -ing adjectivesRickmonster
油
This document discusses the differences between "-ed" adjectives and "-ing" adjectives in English. "-ed" adjectives are used to describe how people feel, such as feeling frightened or tired. "-ing" adjectives are used to describe things, people, and situations, such as a frightening room or tiring work. Several examples of commonly used "-ed" and "-ing" adjective pairs are provided, like annoyed/annoying and bored/boring, along with examples of how to use them in sentences.Top 2 Countable and uncountable unit 04
Top 2 Countable and uncountable unit 04Rickmonster
油
This document discusses countable and uncountable nouns and the articles used with them. It provides examples of countable nouns like "potatoes" and "cookies" and uncountable nouns like "water" and "milk". It also discusses using articles like "a", "an", "some", "any", "a little", and "a few" with countable and uncountable nouns in different contexts.top 2 Countable and uncountable pp-2
top 2 Countable and uncountable pp-2Rickmonster
油
This document discusses countable and uncountable nouns and the articles used with them. It provides examples of countable nouns like "potatoes" and "cookies" and uncountable nouns like "water" and "milk". It also discusses the different articles - "a", "an", "some", "any", "a little", "a few" - used with countable and uncountable nouns in affirmative, negative and interrogative sentences.top 2 Comparatives superlatives
top 2 Comparatives superlativesRickmonster
油
This document provides rules for forming comparatives and superlatives in English. It explains that for one-syllable adjectives, -er is added to form the comparative and -est is added to form the superlative. For adjectives of two or more syllables, more and most are used. It also gives examples of irregular forms like good, bad, and rules for adjectives ending in consonant-y.Thomas flex 7 unit 9 foods countable x uncountable (by l鱈sel)
Thomas flex 7 unit 9 foods countable x uncountable (by l鱈sel)Rickmonster
油
This document discusses countable and uncountable nouns related to food. It provides examples of foods that are countable nouns like peas, carrots, cookies, strawberries, oranges, tomatoes, fries, burgers, and apples. It also provides examples of foods that are uncountable nouns like tea, coffee, chocolate, yogurt, spaghetti, wine, coke, pizza, and apple juice. The document then discusses the use of quantifiers like "any", "some", and "a/an" with countable and uncountable nouns in affirmative and negative sentences as well as questions.Much and many
Much and manyRickmonster
油
The document discusses the proper use of "much" and "many" in questions and negatives. "Many" is used with count nouns and questions, while "much" is used with non-count nouns and questions. It provides examples of sentences using each and reminds that "there isn't much" means there is some, while "there isn't any" means there is none. It concludes by noting the use of "any" when unsure if something remains, and "much/many" when expecting some remains.Unit 8 - did people 100 years ago
Unit 8 - did people 100 years agoRickmonster
油
The document discusses verbs in the simple past tense and asks students to consider whether certain activities were common 100 years ago based on pictures. It has students work in pairs to ask questions using "Did people..." 100 years ago and respond with guesses about activities like eating burgers, drinking Coke, listening to records or phones, wearing jeans, watching TV, taking pictures, flying in planes, and driving cars.Unit 7 - did, was, were
Unit 7 - did, was, wereRickmonster
油
The document contains a series of questions using common contractions involving forms of "to be" such as "did", "was", "weren't". Each question is followed by two possible answers using these contractions to indicate whether a statement is true or false. The questions cover topics like where people were born or lived, whether someone ate cake, attended school or work in the past.Unit 7 simple past questions
Unit 7 simple past questionsRickmonster
油
The document contains autobiographical information about a person in response to questions prompted by pictures. It reveals that the person was born in 1987, their father was born in Rio de Janeiro, they started school at age 6, learned to swim at age 4, their favorite subject was English, they lived in New York as a teenager, and moved to Brasilia in 2005.Unit 7 simple past
Unit 7 simple pastRickmonster
油
1. The document appears to be an English lesson containing information about the past simple tense and examples of its use.
2. It provides rules for forming the past simple of regular verbs by adding "-ed" or "-d" and gives examples like "work - worked".
3. There are also examples of sentences in the past simple tense talking about where people lived and worked in the past and what activities they did at different times.Unit 6 - modals in the passive voice
Unit 6 - modals in the passive voiceRickmonster
油
The document discusses passive voice and the use of modals with passive voice. It provides examples of sentences in active and passive voice and identifies the verbs used in passive constructions. It then lists common English modals and provides examples of modals being used in passive voice sentences, including sentences for the reader to complete using the appropriate modal.Unit 6 - modals in the passive voice (2)
Unit 6 - modals in the passive voice (2)Rickmonster
油
The document discusses the passive voice and its use with modal verbs in English. It provides examples of sentences in the active and passive voice and identifies the modal verbs used in passive constructions. These include can, could, might, should, must, have to, and their negative forms. The document then provides an exercise for the reader to complete sentences in the passive voice using the appropriate modal verbs.Unit 6 - animal treatment
Unit 6 - animal treatmentRickmonster
油
This document discusses different ways that animals are treated and used by humans. It mentions that animals are kept in zoos, used for medical research and food, trained to perform or help disabled people, raised to fight or work, and sometimes raised or slaughtered inhumanely. The document seems to be asking for an opinion on the various treatments of animals it outlines.Subject And Object PronounsRickmonster
油
O documento discute os pronomes subjetivos e objetivos na l鱈ngua inglesa. Ele explica que os pronomes subjetivos funcionam como sujeitos e incluem "I", "you", "he", "she", "it" e "we". Os pronomes objetivos complementam o verbo e substituem objetos, evitando repeti巽達o, como em "I bought shoes and gave them to my girlfriend".Unit 6 - guess using modals
- 1. 油
- 2. 油
- 3. 油
- 4. 油
- 5. 油
- 6. Why is she lying on the ground?
- 7. How has she lost her tooth?
- 8. 油
- 9. What are they dancing to?
- 10. Who is she talking to?
- 11. What are these people doing?
- 12. Whats this?
- 13. How did he feel when he saw that big shark?
- 14. What has this baby seen?
- 15. 油
- 16. Is Sara Takonada a good singer?
- 17. Is this a real picture?