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That can indeed hinder. You can, if you are allowed. She can really sing. could: That could happen soon. – He could swim when he was young. may: That may be a problem. May I stay? – might: The weather might improve. Might I help you? – must: It must be hot outside. Sam must go to school. – shall: This shall not be viewed kindly. You ...
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.
The sentence in (1) might be spoken by someone who has decided that all of the relevant facts in a particular murder investigation point to the conclusion that Agatha was the murderer, even though it may or may not actually be the case. The 'must' in this sentence thus expresses epistemic modality: "'for all we know', Agatha must be the ...
IELTS tests the ability to listen, read, write and speak in English. The speaking module is a key component of IELTS. It is conducted in the form of a one-to-one interview with an examiner which can occur face to face or even through a video conference. The examiner assesses the test taker as they are speaking.
The texts are stored in a database that can be searched to see how English is used. The CIC also contains the Cambridge Learner Corpus, a unique collection of over 60,000 exam papers from Cambridge ESOL. It shows real mistakes students make and highlights the parts of English which cause problems for students.
You must/might have done now. Past: tūnē kiyā hogā pêhlē. You must/might have done it before (in the past). Progressive: Present: tū kar rahā hogā abhī: You must/might be doing it now. Past: tū kar rahā hogā do din pêhlē: You must/might have been doing it two days ago. Future: tū kar rahā hogā do din bād: You must/might be ...
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).
For example, should a team have too many potential epics (i.e., high-level stories) for the next release of their product, they could use the MoSCoW method to select which epics are Must have, which Should have, and so on; the minimum viable product (or MVP) would be all those epics marked as Must have. [4]