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The English modal auxiliary verbs are a subset of the English auxiliary verbs used mostly to express modality, properties such as possibility and obligation. [a] They can most easily be distinguished from other verbs by their defectiveness (they do not have participles or plain forms [b]) and by their lack of the ending ‑(e)s for the third-person singular.
must: It must be hot outside. Sam must go to school. – shall: This shall not be viewed kindly. You shall not pass. – should: That should be surprising. You should stop that. – will: She will try to lie. – – would: Nothing would accomplish that. – – ought That ought to be correct. You ought to be kind.
Last summer we would go fishing a lot. (i.e., we used to go fishing a lot) In particular, would and should are used as the past equivalents of will and shall in indirect speech reported in the past tense: The ladder will fall. → He said that the ladder would fall. You shall obey me! → He said that I should obey him.
Nouns have distinct singular and plural forms; that is, they decline to reflect their grammatical number; consider the difference between book and books. In addition, a few English pronouns have distinct nominative (also called subjective ) and oblique (or objective) forms; that is, they decline to reflect their relationship to a verb or ...
Exercise books may act as a primary record of students' learning efforts. For younger pupils, books are often collected at the end of each lesson for review, scoring, or grading. Loose worksheets may be pasted into the book so that they are bound with other work. In some schools, exercise books may be colour-coded depending on the subject.
That is, the two statements must be either simultaneously true, or simultaneously false. [4] [5] [6] In ordinary English (also natural language) "necessary" and "sufficient" indicate relations between conditions or states of affairs, not statements. For example, being a male is a necessary condition for being a brother, but it is not sufficient ...
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Life skills programmes make no difference to self-care when compared with standard care, but, at present it is not possible to be confident about the difference between these two treatments. This finding is based on data of very limited quality. RR 1 (0.28 to 3.54) Very low Leaving the study early Leaving the study early Follow-up: 6 to 16 weeks