Fr oo UNIT - Il a — — LISTENING AND SPEAKING Giving and following instructions Giving instructions: When you instruct someone (0 do something step by step, tranches: you would use the follown First, you... Then, you... Next, yOu... Lastly, you... Starting out: When your emphasis is on how 10 begin a process procedure, you can use the following structures: The first thing you do is... Before you begin, (you should...) The best place to be would start by...3.2 Db. Unit - 1H q Contin After that, ‘The next step is to... ‘The next thing you do is... Once you've done that, then... When you finish that, then... Finishing: The last step is... The last thing you do is... In the end,... When you’ve finished,... When you've completed all the steps,.., Asking for and giving directions Using Im a / erative j giving directions: : ait~ HE 34 Unit um Imperatives in giving di Using aight on Turn right | Go straig to, { Go alon, Godown | Walk up, Go along CrOSS Go round, | Go over Goa These are some of the impetatives used in a sentence While eS al giving directions. Here is a sample of English sentences used when giving directions to a place, Salma: Please tell me how to-get to your house? Radhika: Are You coming by bus or by train? Salma: J am coming by train. Could you tell me the easiest way Of getting to your house? Radhika: Board the Thirayattur (Fast) Train at Central Station. It Will reach Perambur Station in 19 Minutes. Get off at x . ‘ On you will find a ome Toney . ese autos ply in two directions: ; naa and the other towards ie one 80ing to Madhavaram and ety rape te = The auto driver wil} charge you Lakshmg Talkies Stretch (Perambu; Station to Salma: From I, i Talki akshmi Talkies, how do 1 Set to your placepCommunicative English 3.9 the players are coming from the stadium. The girls a rhe bird is flying under the sky. re riding past the bus stop. ‘qe boat is passing across the bridge. peis walking yy are going, through the forest round the street. The The dog is jumping over the fence. Lava is coming out of the volcano: Continuing discussions with connecting ideas Connectives used in and between sentences: Connectives allow us to be more precise about the relationships between statements in a sentence or between sentences. Particular phrases and words serve different functions in connecting ideas and arguments. Different clauses or words can signal or ‘signpost’ additional or similar information, opposition or contrast, concession, cause OF effect, emphasis, clarification, or a relationship in time or sequence. Some useful examples of each are categorised by function in the following section. Note that most of these terms can also be used to start new paragraphs. However, some of them need to be incorporated into fuller sentences to be effective as paragraph openers. For example, if you use notwithstanding as @ paragraph opener you may have to add other words to provide more information such as “Notwithstanding 4 lack of natural: it- Ill 3.10 Uni » Add ~ t0 add an ig. jon has -- : a = St ah apart from this, as well (as), in additionally, % too Conditi ddition, moreover, further, furthermore, nition addition, ~t ide a condition if, in that case, provided that, unless provide a w things are simij ¢ - To show ho ar For comparison rrespondingly, equally, for the same reason, IN a similar col ‘ manner, in comparison, in the same way, on the one han ql . a similarly, too... For contrast - To show how things are different altematively, although, but, conversely, despite, even s0, even though, however, in contrast, in spite of, instead, on the contrary, contrary — to, nevertheless, nonetheless, notwithstanding, on the other hand, rather, still, though, yet, whereas, while... . For emphasis - To put forward an idea more forcefully again, in fact, interestingly, indeed, it should be noted (that), more important(ly), most importantly, to repeat, (un)fortunately, unquestionably. .. For illustration - To provide examples a further instance of this is... an example of this is... » for example, for instance, such as, thus, as follows... * Connecting sentences ° A common way to link sentences is with the basi Las but, so and because. basic words - ° Academic language offers alternative words and ph ensure your sentences flow well. Phrases toCommunicative English 311 — ; jn addition, additionally, moreover, apart from this, as AW ag). further, furthermore 1 yell OS ; alternatively. conversely, despite, although, even Bul , however. on the other hand, in contrast, on the + pouel iho nary nevertheless, nonetheless cont . accordingly, as a result/consequence, consequently, for So C 3 ig wasn. hence, therefore, thus is ASO ae guse — due to, athe consequence of, the result of, for, Bec: - the effect of sinces —— wee . Most of these words join two independent clauses, and they follow similar punctuation and grammar rules. fonecting ideas A strong essay links ideas so a reader can follow the searession of an argument without losing focus or becoming gefised. Sometimes information needs to be repeated to highlight deangle being developed. Other times, concepts must be explained tlaified by providing examples. . 1 To repeat/simplify - In other-words, simply put, to put it differently / another way ' To show similarities - Similarly, in a similar manner, corespondingly, in the same way, equally, for the same Teason. To give examples - For example, for instance, a further instance of this is,.., an example of this is..., such as302 ee | Unit Hl oN though. however To contrast - Athought. Ve ainoly, indeed, itshould Acie srestingly. indeed, tUshould be To show emphasis Ir ae aucly), most Noy ), Can)forturt annportantly). MEST Mportang, (that), (antl . unquestionably ately. more spe{ore. 5, 80, becans Cause and Effects Hence. therefore, thus, so, because, tg to, consequently’ and asa result. © Lolita never studied for her exams therefore sho couldn't pass. = Everyone loves spring months heeause colourful flowers bloom. = Ram usually cats at home, because he likes home cooked meals. Addition: Along with, Moreover, also, too, as well as that, besides. «= [tis too early now. Besides, it is raining heavily. * = Ramya is intelligent; moreover, she is very hard working. Contrast - Unlike, nevertheless, nonctheless, in contrast (lO) whereas, alternatively, even so. : = My sister is completely unlike me, * Whereas the animals suffered due to the 1 u humans were rescued. ood, theCommunicative English 3.13 Summary: To summarize, in short, briefly, in conclusion, to sum up, altogether, in summary and to conclude, « Inconclusion the meeting was a failure, The officer addressed the safety issue briefly in the meeting. Comparison: Similarly, just like, equally, likewise, just as, same as, compare to, in the same way. * Football is a physical activity in the same way as chess being a mental activity. Compared to the health, benefits of Yoga, Walking as an exercise has limited benefits. o He is very clever, further, his father is very rich. o I think apples are good. Likewise, i think oranges are good. oO Lots of animals like for example lions cat meat. oO You can-be both mother and business woman. oO What do you like besides the apple? © I think you should eventually change your style.Jes; ijlean swim, He can swim, you cay Sin Examples- Modal Auxiliaries do not have the Infinitive or Pati The? forms Ie You cannot say: fo shall, to must, to May, ete. When you say to will, to need, to dare the verbs wit, Heed, | dare are principal verbs and not Auxiliaries Can, could, may, might, will, List of modal verbs mmm would, shall, should, must The verbs or expressions dare, ought to, had better, arid need not behave like modal auxiliaries to a large extent and may be added to the above list.wr some tips on writing feature articles: | 3 Here are some basic tips for people who are new to feature waiting: , Cover the essential elements of who, what, when, where, how and why +, Put the most important ‘things at the e beginning. preferably in the first paragraph =” ‘ Plan out what you are going to say beforehand — Look at your chosen theme carefully. Consider the questions Suggested and attempt to answer some of them3.20 Unit-IIt a way to focus your : ‘ed an “angle’ . : But remember: you need hose questions. This is of U calure answer all am feature. You 7 curls needs to be new and original, an 1" jg important: even if your topic has | always be something new journalism, That's why an “angle : been covered in the past, there Wi to say. quotes have been gathered by lar if they have already y came from. If you . You need quotes. But if these quo™ someone other than you, and in particu! been published, you MUST say where the don't, this is plagiarism and you will be disqualified. (Source: https:/hvww.theguardian.com/global- developmentprofessionals-network/201 3/mar/27/tips-for- writing-a-features-article, NB: The Guardian is a good online resource to improve your knowledge on various subjects.3.24 Unit- Il b. READING TO IDENTIFY POINT OF VIEW AND PERSPECTIVE (OPINION PIECES, EDITORIALS ETC) Here is a piece of editorial writing, Make a note of the topic and the style in which it is presented, Refugees, Legality and HumanityWhat is 20 editonal: s you readers to Se An editorial exp or issue, aiming (0 persuade perspective. The nice thing @ ° types of formal writing— You are ‘ view. That doesn’t mean that you don compelling argument, you have t bold claims How do you put together an editorial? Here is a step-by-step . The essential Parts of an Editorial ¢ Editorial topic . Title h cluded . Intended audience * Purpose of your editorial ° Topic sentence Supporting details Statistic data, etc.) Opposing viewpoint Weakne: SS i es of Spposing Viewpoint Conclusion rp opinion about ANY current to, ; e the world from ce bout editorials is that—unlike Olbe entitled to presenting Your poiny gp *t need evidence. To fom 9 include proof to back up Yo guideline on how to put together an editorial, (facts, opinions,Communicative English 3.27 asa render, how do you approach an editorial? To form opinion on an editorial, the following aspects need o be considered _ Topic Introduction Stance ( the Mpontin tad toned diyeatrs _ some hung tidy Opposing argument Solution, . cow SeuvaUULL. ‘Architecture . The objective of teaching may Vary with the type of students we are dealing with. The main aim of teaching at school level is to provide knowledge and learning whereas higher education is to encourage students ‘for-self-leaming,-a_ professor will only guide them on the topic. Online education is the “knowledge transfer process from a teacher to students on an online platform instead of physical classrooms, Below is the architecture of online education 1. Teacher- Teachers and schools have to choose an online platform ‘o deliver lepnures. Now dhe. sepsher has to wisely prepare their e-lecture to deliver during the online class. ee eS UE nntane CaS. Online platform—Various platforms like YouTube, Zoom and many others, are being used to deliver live sessions to students. These platforms are providing a way by which we not only present a lecture online but can set up virtual classrooms. Many of these platforms are free while somé are _ paid3,30 unit - HL | have to understand th, l The students nts — “ on 3, ees and get familiar wit Hf S° that they can m j : the lectu; i — the teacher during the lecture, + use of i and join the tea bes efi’ j Benefits of online cducation - coueu 6) ] Unbounded from time constraint and place : In hig “lassrooms, there is a time limitation but_this {this online education is not bound to time. The lecture can be provide anytime andcar| beattended from p anywhere. _— Il. Better scope for improvement: As we know, we have a concept of micro~ -teaching in wl in which with the help of a teacher, the scope of improvement of teaching is introduced. With online education, all delivered lectures can be recorded eae and ask the teacher to watch it again to improvise. Also, the students can watch these recordings if they have missed any point or if they want to understand it again. No clase ste eauited: I oa « No class Suzi Tequired: In the physical classroom, the teacher first does the class sizing before starting the class. In online education, there is no need to do the class } sizing and hence, saves class time. / ‘ Impacts of online education Domes 7 No Focus on students: It has been observed that even in 4 physical classroom it is difficult to have full focus on all the students present in the class. Moreover, in the virtual classroom teacher can only watch maximum six to seven students at a time. The students might take advantage of this and spread disruptive behaviour in the virtual class, so, lack of focus may happen from both the ends. . °Communicative English = 3.31 Indiscipline and detachment: It is difficult for a teacher to I see all students in a virtual classroom which might lead to jndiscipline among students, Some students might. feel disacted and start browsing other things during the lecture, = gucgaunintond {0° AW ten 1) Uneconomical and unfeasible: Not every student can join these online classes. They rely on free education, So, for the economically weaker section, it's nota feasible solution. Mil. 1, Lack of understanding usage of online platform Without proper training of students if we asked students to go for online education it may raise confusion for them, -So, ‘proper - education is provided 10 the students before the commence tof online education. Parents can also help here by providing support to their children. : ~ 1. Lose attention soon due to distraction present As we know, there are many chatting apps and other distractions available on the intemet All these apps attract student more. So, while attending online lectures the students could get on_and start browsing these apps, which may affect their bored_sot performance directly Therefore, there are many merits and demerits in the virtual —_ classrooms. Nani siatlaaaes Source: hit s://www.shiksha.com/engineering/articles/merits-and- démerits-of-online-education-dimpy- ggsipu-blogld-40935ig _ writing a short descriptive essay i 3.32 Uni Descriptive writing to to three paragraphs. Look at the following snippets of “descriptive writing” against my skin and her black My dog's fur felt like silk ional e sunlight and reflecting it back colouring shone, absorbing th like’a pure, dark mirror. . The sunset filled the sky with a deep red flame, setting the clouds ablaze. . The waves rolled along the shore in a graceful, gentle rhythm, as if dancing with the land. Did you notice that these descriptions are “evocative”? They evoke images/scenes/create pictures in your mind, You are able to feel the dog’s fur and visualize the sunset and the waves. Descriptive writing is a literary device in which the author uses details to paint a picture, with their words. This process will provide readers with descriptions of people, places, objects, and _events through the use of suitable details. The author will also use descriptive writing to create sensory details as a means of enhancin: the reading experience. If done effectively, the reader will b ie draw a connection through the use of sensory details i me a 4 seeing, hearing, smelling, touching, and tasting. The: at inclu le will assist you in becoming not only a better write ‘s a make your writing more engaging for readers. net, but will also Descriptive Writing Techniques. Here are some examples of descriptive writi in, that you can utilize and effectively apply to your own w, i techniques riting.Communicative English 3.33 The primary objective of descriptive writing is to provide a fhe PE cleat_picture-oF th lace, people or thing in reader’s mind. The writer provides enough details to evoke the senses. A reader can feel the environment of the text through senses like seeing, hearing, smell, taste, and_touch. Descriptive writing may be found in travel writing, biographies, poetry, dfary writing, nature writing, memoirs and novels. all their senses working while reading any descriptive writing work, . Descriptive writing is used to draw vivid -details in the reader’s mind ‘Phe reader will use sensory details when he/she reads the text.)He can feel the environment of the text through senses like seeing, hearing, smell, taste, and touch. These styles include a journal, travel writing, biographies, poetry, diary writing, nature writing, memoirs, etc. ’ . Desir writing is a great way if you want to clarify any ypic or any subject. It describes even) You will see that you have to describe minute details as well as other details in an claborative tanner. So more the description, better clarity _——oo 7 —_—_—— it will make. : ss . With the help of descriptive writing, you will learn how to present sensory details. (The presentation of sensary_details_ will help in | conveying the main_ideay For those who are plannifg 6 be novelist or a writer, descriptive writing. escriptive writing describes all information in chronological 3 wept describing a, person, start with his appearance, natureyand tnkgroind you are describing a place. Tell readers about the atmosphere, envitonment, day and night time, etc. these small things are very useful to make text excellent and keep readers, engaging, )Chen we talk about ideal descriptive wri iting, it should have (ven adjectives and strong action ia hese three things brngtHe To Text and only then a a writer Can create images jn the mind of it je reader will also love to read that tex, again and again. Most of the forms of descriptive Writing are colourful and holds a vivid description of sensory details, These _details play a key role in forming of the’ image in + reader’s mind.) pa wel of [forget un} me e The reader will also get escapism | from daily life only through this piece of art. Last “But_not_least_is the -use- -of simile, metaphor, and analogy) These things are like the final touch- up to the writing. Without them, a piece of descriptive writing will remain incomplete. Using the most appropriate words: Find a word which matches what you actually have in mind is not easy. n\ Che first words that occur are not always the best. For example the use of "nice" and "really" in these sentences: 9 ~~ "We had a really nice dinner," Sounds better when you say, "We enjoyed a tasty meal" "The children had a great time at the circus" Sounds better when you say, “The children shared a thrilling night at the circus", C Variety | makes writing g interesting: adjectives are sale one way of improving descriptions. Careful choice of verbs can help too,Communicative ENSUSA 3,35 wypat do yeu As you get started on your descriptive essay, it's important .. you to identify exactly what you want to describe. Often, a i} . 7 . sseriptive essay will focus on portraying one of the following: ae A person Aplace A memory An experience An object Ultimately, whatever you can_perceive or experience can be the focus of your descriptive wits) Why are you writing your descriptive essay? Example: Imagine that you want to write a descriptive essay about your grandfather, You've chosen to write about your grandfather's physical appearance and the way that he interacts with people. However, rather than providing a general déscription of these aspects, you want to convey your admiration for his Strength and kindness. This is your reason for writing the descriptive essay. To achieve this, you might focus one of your paragraphs on describing the roughness of his hands, roughness Tesulting from the labour of his work throughout his life, but you might also describe how he tly with his rou; i igh hands when havi a conversation with you or when taking a walk havingoT OS oo! | Planning your descriptive essay: escribe? 7 What or who do you want t0 describe? e What is your reason for writing your description? . What are the particular qualities that you want to focus op) YY) Drafting your descriptive essay: 7 e What sights, sounds, smells, ‘tastes, and textures ap) important for developing your description? . Which details can you include to ensure that your reader gain a vivid impression imbued with your emotion or perspective? Revising your descriptive essay: abit Have you provided enough details and descriptions to enable your readers to gain a complete and vivid Perception? . ee steel Have you left out any minor but i Important ie =. . Have you used’ words that cony perspective? ©Y your emotion ot . Does each paragraph of Your essay fooy, your description? ———5 0 one we aspect of Are you paragraphs ordered in the Most effectiy, NE Way? 1 i Are there any unnecessary details j in your de. scription? Consider these two descriptions of a tiem,Te sion forms of description are : a . The character sketch (or profile) The place description. : 3 hree-Step Method for Organizing a Descriptive Paragraph Begin the paragraph with a topic sentence that identifi your prized belonging and ic aR significance you. : “Next, describe the item in four or five sentences, using the details that you listed after probing your topic. Finally, conclude the paragraph with a sentence tha emphasizes the personal value of the item.Communicative English 3.43 GRAMMAR IN CONTEXT calving Action — II a pRBALS - GERUNDS, PARTICIPLES, INFINITIVES , L fore we get into the subject of Verbal’ jc 8, let us meet the fappies/the Happy Family prvbbeun een. i love to i i f the Happies. They a urite pastime of the Foes Eating is aie a barbeque. ae ay a an is the family chef. camp outdoors Happy. Mr. Happy is hiv toh, We ldvec casily to Mr 7 ek outdoor family time is bs ee eet r is a foodie, Mrs. : ‘on the menu fo ‘iy, While MrBlappy i Hope is 2 is family ion. She selects the place cook for his ing is her passion. elects “sof the fitness fe ee the gear for trekking st Happy oh 2 i . I. excursion. ene the food supplies ready ai Bony to sleep, planning and & good singer. While rocking baby isa Mrs. Happy fc ile sitting around him. She is also a great storyteller. While sitting ings for him. x : she sings3.44 Unit - IIT the campfire, she tells everyone beautiful stories aby adventures. The children, Joy, Twinkle, Rocky, Luna, ben be, baby Bonny have a rollicking time with the outings Planneg ° by parents. te Observe the following expressions Gerund phrases L. 2. Planning an excursion 3. Working on the menu Participles — 1, While rocking 2. While sitting Infinitives 1. To camp Js To cook Verbal’s:- There are certain applications of nouns which may sound like yerbs, but actually function as nouns. These are called “verbal’s” of verbal nouns. They are gerunds, infinitives, and participles. Let’s discuss them here. : Gerunds A gerund is a verbal that ends with “word”-ing is attached is a verb, but the application is such that the total word becomes a noun.sympa the following sentences Co Mh Communicative Engl) es a nnunteativ English Ramya is painting, The word “painting” is ley and is talking about the ~ What is Raj doing? arly the main yerb in the action of p sentence ainting, Questions will be Ramya’s hobby is painting, The word “painting” is treated as the name of Ramya's hobby. ‘ Questions will be - What is Ramya’s hobby? As you can see, the first question asks for the action (What is Ramya doing?), but the second question asks for the name of Ramya’s hobby (What is Ramya’s hobby?). In the second sentence, the action becomes the noun. © — Traveling is good for the mind. (Gerund — traveling) ¢ They complimented me on my singing. (Gerund — singing) © His favourite hobby is sleeping, (Gerund — sleeping) e He has been booked for drunk driving. (Gerund — drunk driving) -A gerund phrase is a group of words that function as a gerund.3,46 Unit- i Underline the gerund phrases~ 1. Climbing Mount Everest is casicr than what we ay climbing right now. 2, Talking to my dog is more soothing to me than having . bow! of ice-cream. IMPORTANT A gerund cannot be used in a sentence that doesn’t have a main verb and the gerunds never use punctuations. Infinitives An infinitive is a verbal noun that functions either as a noun, adjective, or adverb and is formed by adding “to” + a verb in its simple form. Compare the following sentences . Vani hates to wait. . Vani likes to paint. . In these two sentences, you can » see that i “hates, likes” but the parts “to wai int? ine main verbs ate , parts “to wait, to paint” are infinitives, The gerund form of both the sentences — . Vani hates waiting, ° Vani likes painting.ve rds, taking away the “-ing” part of a gerund and Jp other wol » before it makes it an infinitive. aading 2 “t° nitive or infinitive phrase is used in the beginning of jf the infi a sentence, jt uses a comma. gor Example To arrive on time, Shyam took the metro. . Tomaster your aim, you must practice daily. Participles ctive and uses a verbal that is used as an adje s per the root WP, ed, on”, or “ne” a s a group of words consisting of a s that together function as participles A participle is cither “- ing”, “-ed”, “el word. A participial phrase i participle and nouns or pronoun: ‘ Removing her shoes, Devi jumped into the river. , Dolly noticed her dog running along the road. Important. If a sentence begins with a participial phrase, a comma should be placed after the phrase. Also, a participial phrase must be placed as close to the noun it describes, to prevent confusion, while talking to Sanjay, | smiled at Ranjani. . { smiled at Ranjani, while talking to Sanjay.BAS Unit ‘we sath need to use it as close to the noun thal i es to miss the commas, hence when it com! it’s not clear who is talking to Sanjay if ces, participial phrases, we s doing the action. In these senter Exercise 1: Use the appropriate Gerund or Infinitive: My grandchildren are likely up at any time. (show) The woman denied the crime. (commit) Their memories of in London will stay with them forever. (travel) Gladys has always been afraid of | : (fly) is good for your health: (swim) Would you mind me the sugar, (pass) The doctor Promised a . the report 4S soon ag Possible U had a hard time (explain) ——___ the Situation to my hisgba : Sand, Janei haa.gas the cue from the prompter, I was able to carry on ib with part in the play. | The motorist being over-speeding, the cops caught him is = oats Modals (also called modal verbs, modal auxiliary verbs, dal auxiliaries) are special verbs which behave irregularly in english. They are different from normal verbs like "work, play, ysit..” They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions. Here are some characteristics of modal verbs: + They never change their form. You can't add ns", "ed", "ing"... + « They are always followed by an infinitive without "to" (that is, the bare infinitive.) . They are used to indicate modality - allow speakers to ’ express certainty, possibility, willingness, obligation, necessity, ability . They are never used alone. A principal yerb is either present or implied Examples: i) Ican fly an Aeroplane ii) Mehta flies a jet plane » The modal Auxiliaries have a single form throughout the present tense, whatever be the person.Nodal Verbs © |abitty. doubt, astonishment, [permulssion, Polite requast : ae lossonsforenglish.com Use of modal verbs: ~ f 7 Modal verbs are used to express functions such as: Permission 2. Ability 3. Obligation 4, Prohibition 5. Lack of necessity 6. Advice 7. Possibility 8. Probability (Except for “prohibition”, modals play a significant role in refining conversation and making our expressions polite) We use can to ask for permission to do something: . Can 1 ask a question, please? {aCan we go home BOW- Could is more formal and polite than can: + Could Task a question please? + Could we go home now? May is another more formal and polite way of asking for permission: . May I ask a question please? . May we go home now? We use can to give permission: « You can go home now if you like. * You can borrow my pen if you like. May is a more formal and polite way of giving permission: . You may go home now, if you like. We use can to say that someone has permission to do something: 2: . We can go out whenever we want. . Students can travel free. May is a more formal and polite way of saying permission: Ying that someone has . Students may travel free.JI0 MO CAN CAN expresses ability: 1, Heeanmuna mile in five minutes. 2, She can play badminton very well. ion: CAN is also used in the sense to give permissi L. You can go now. 2, You can take one of those books, if you like. COULD COULD is the past tense of CAN and is used to indicate ability that existed in the past: 1. In my younger days I could run five miles at a stretch. 2. Till last year I could read without glasses. COULD is used to express possibility, or uncertainly: 1. You could do it, if you tried hard. (possibility) 5 . 2. If only I had some working capital, I could start this business. (uncertainly) COULD is also used to ask polite Questions: 1. Could Vhave a word with you? 2. Could you please take me to the Principal?Communicative English 3,59 wy tay 8 ysed to express permission: , May Leome in, please? >» May 1 go home now? May is also used to express possibility: 1, The war may come to an end soon. 2 He may be elected president of the club. May is used in expressing a wish: 1. May god bless you! 2. May his soul rest in peace! May is used in subordinate clause that expresses purpose: 1. Work hard that you may win distinction. 2 Obey your parents that you may prosper in life. POLITE REQUESTS CAN . It is used to ask for something. . It is used to ask for permission and ask someone to do something for us. COULD . It is used to ask for something. . Less direct and more polite. . t js used to ask for permission and ask someone to do something for us. :MAY ° It is used to ask for something. ° The most formal. . It is used to ask for permission. WILL e It is used to ask someone to do something for us. WOULD . It is used to ask someone to do something for us, but is more polite. : . Polite way of saying something what we want. POLITE WAY OF SPEAKING Polite More direct It’s kind of cold in here, isn’t it? | It’s cold in here. Let’s close Could we close the window? the window. Could you just turn the radio | Turn down the radio. down a little, please? Your playing could possibly be} You must improve your improved : playing You may need to spend more | You need to spend more time time working a little bit on the | working on the rhythm rhythmExamples of modal verbs Here is a list of modals with examples: Modal Verb You must stop when | the traffic lights turn | He must be very tired. : | He's nen ie all must not You must not smoke in the hostel.Could Communicative English 3.63 Smoking can cause cancer, bility in the past When I was younger I | could run fast. polite permission Excuse me, “could I just say something? - Possibility’ It could rain tomorrow! May be ‘Permission — a May I use your phone please? need not possibility, It may rain tomorrow! probability : +. | Might I suggest an ‘polite permission f de ee et possibility I might go on holiday probability “<1 to Australia next year. | lack of ee ee plenty of tomatoes in 1 need not buy tomatoes. There are the fridge.Unit WE . _ _ ST | should / ought (0 nee ‘Ja doctor. { have a f fexttnle headache, 0 % obligation You should / ought to revise your lessons Advice should/ought to He should / ought to he very tired. He's heen working all day Jong. Y logical conclusion You ‘d better revise | your lessons had better