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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.
For example, the inferred certainty sense of English must developed after the strong obligation sense; the probabilistic sense of should developed after the weak obligation sense; and the possibility senses of may and can developed later than the permission or ability sense. Two typical sequences of evolution of modal meanings are:
Modal auxiliary verbs, such as the English words may, can, must, ought, will, shall, need, dare, might, could, would, and should, are often used to express modality, especially in the Germanic languages. Ability, desirability, permission, obligation, and probability can all be exemplified by the usage of auxiliary modal verbs in English:
Example of a spreadsheet holding data about a group of audio tracks. A spreadsheet is a computer application for computation, organization, analysis and storage of data in tabular form. [1] [2] [3] Spreadsheets were developed as computerized analogs of paper accounting worksheets. [4] The program operates on data entered in cells of a table.
Words in one class can sometimes be derived from those in another. This has the potential to give rise to new words. For example, the noun aerobics has given rise to the adjective aerobicized. [3] Words combine to form phrases. A phrase typically serves the same function as a word from some particular word class. [3]
In another class, he filled out a worksheet asking him to identify his favorite color and other favorite things that might help him relate to other addicts. Despite the story the records tell of Patrick’s generally happy disposition and his willingness to role-play his way to sobriety, he still hadn’t shed the self-doubt he had carried with ...
The definition of success in a given cloze test varies, depending on the broader goals behind the exercise. Assessment may depend on whether the exercise is objective (i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to fill in a cloze with words that would make a given sentence grammatically correct).
A word can be both a hypernym and a hyponym: for example purple is a hyponym of color but itself is a hypernym of the broad spectrum of shades of purple between the range of crimson and violet. The hierarchical structure of semantic fields can be seen in hyponymy. [ 9 ]