În funcție de rezultatul obținut, poți să treci la MODULUL URMĂTOR - Spice up your life! - sau poți să revezi unele noțiuni de VOCABULAR / GRAMATICĂ de la acest modul.

CAN and MAY

CAN and MAY are called MODAL VERBS or simply, MODALS.

                Common characteristics of modal verbs

Modal verbs are Auxiliary verbs that provide additional and specific meaning to the main verb of the sentence.

They all have and follow specific rules in their usage.

1. They do not accept conjugation.

2. They do not need other auxiliary verbs to form the negative and the interrogative (For example, in the present tense, there is no “do / does” in the question / there is no “don’t / doesn’t” in the negative)

3. There is no “s” in the singular in the present tense.

4. Modal verbs do not have infinitives or –ing forms.

5. Modal verbs are followed by an infinitive without to.

6. Modal verbs do not have all the tenses.

7. Modal verbs use other verbs to complete the tenses (Eg: Can is completed with be able to).

-They can have more than one meaning depending on the situation.

Use of modal verbs CAN and MAY

Can and May are both modal verbs.

Their primary meanings are the following:

CAN - indicates that someone has the ability to do something (physical or mental ability = be able to do something.)

Eg: I can swim. (I am able to do this activity.)

       I can speak French. (I am capable to do this activity.)

• it is used to ask permission informally.

Eg: Can I take your pen? (Do I have your permission to take and to use your pen?)

        Can he come with me? (Do you agree/Are you OK with this proposal?)

MAY - It is used to ask for or to receive permission formally. (= be allowed to do something)

Eg: May I go outside? (Do I have your permission?)

       Now, you may turn the music louder. (You have the permission to do that.)

• It is also used when making a polite remark or suggestion.

Eg: May I say/ask/suggest etc.

May I say something to him? (I’d like to tell him something if he agrees.)

May I suggest something else? (I’d like to tell him something if he agrees.)

       …if I may…

Let me, if I may, introduce you to my parents! (I’d like to do that, please.)

So, when it comes to permission, we can use both verbs, taking into account the following difference: May makes the sentence sound more formal, while Can brings the tone of the sentence to a more casual level.

May I go to the bathroom? / Can I go to the bathroom?

May I use your pen? / Can I use your pen?

Thus, in formal situations, it would be better to use May.

As a joke, we all remember this situation:

”A young student asking this question, during his English class:

Can I go to the bathroom?

His teacher, invariably correcting him by saying,

I don’t know, can you?’’

(Of course, he can = he is capable to get to the bathroom on his own, but, in that particular situation, a more formal question had to be used, because he was asking for permission: May I go to the bathroom?)

The forms of modal verbs CAN and MAY

These 2 verbs exist primarily in the present and past tenses. If an infinitive is needed, or conjugation in any other tense, we use the appropriate form of the verbal expression [to be able to + infinitive = can / to be allowed to = may].

PRESENT TENSE of CAN

General Structure of “CAN” in a Sentence

POSITIVE FORM (+): Subject + CAN + Verb (first form of the verb)

NEGATIVE FORM (-): Subject + CAN + NOT (CANNOT/CAN’T) + Verb (first form of the verb)

QUESTION FORM (?): CAN+ Subject + Verb? (first form of the verb)

Examples:

She can play tennis. (positive form)

She can not (cannot/can’t) play tennis. (negative form)

Can she play tennis? (question form)

PRESENT TENSE of MAY

General Structure of “MAY” in a Sentence

POSITIVE FORM (+): Subject + MAY + Verb (first form of the verb)

NEGATIVE FORM (-): Subject + MAY + NOT (MAYN’T) + Verb (first form of the verb)

QUESTION FORM (?): MAY + Subject + Verb? (first form of the verb)

Examples:

She may use the dictionary during this test. (positive form)

She may not (mayn’t) use the dictionary during this test. (negative form)

May she use the dictionary during this test? (question form)

Let's do some practice! (Să exersăm puțin!)

Listening, Writing, Spelling, Speaking - Qualifying adjectives. (Ascultare, scriere, ortografie, vorbire - Adjective calificative.)

Reading comprehension - Qualifying adjectives. (Înțelegerea textului citit - Adjective calificative.)

Learn the opposites - qualifying adjectives - by describing people and places. (Învață adjectivele calificative opuse prin descrierea oamenilor și a locurilor.)

Spelling time activity.

Cloze time activity.

Let's do some more practice! (Să mai exersăm puțin!)

Now it's your turn to practise! (Acum e rândul tău să exersezi!)

Now it's your turn to practise! (Acum e rândul tău să exersezi!)

There are many ways to describe a person. One common way to describe somebody is based on appearance. Among other things, you can describe their build, their height, their hairstyle, their health, and their complexion. 

(Există multe moduri de a descrie o persoană. Un mod comun de a descrie pe cineva se bazează pe aspect. Printre altele, puteți descrie structura, înălțimea, coafura, sănătatea și fața/tenul.)

We use qualifying adjectives to describe nouns.

Most adjectives can be used:

- in front of a noun:

Examples:

You have a beautiful car.
We watch a very exciting film every week.

-after a linking verb ( a word or expression that links a subject with its predicate) like be, become, appear, remain, seem, sound, look or feel.

Examples:

Your car is beautiful.
The film looks exciting.

He looks hungry.
She remains an intelligent girl.
She remains intelligent.

Two important rules to apply:

* We always use qualifying adjectives before nouns.

* Qualifying adjectives stay the same for singular and plural nouns.

Qualifying adjectives, as their name suggests, are the most basic kind of descriptive adjectives. They function to express quality. These types of adjectives include those for describing feelings and emotions, the taste of something, and appearance.

Folosim adjective calificative pentru a descrie substantive.

Majoritatea adjectivelor pot fi folosite: (în limba engleză)

- în fața unui substantiv:

Exemple:

Ai o mașină frumoasă.

Ne uităm la un film foarte interesant în fiecare săptămână.

-după un verb de legătură precum : a fi, a deveni, a părea, a rămâne, a suna, a arăta sau a simți.

Exemple:

Mașina ta este frumoasă.

Filmul pare interesant.

Pare flămând.

Ea rămâne o fată inteligentă.

Ea rămâne inteligentă.

Două reguli importante de aplicat:

* Folosim întotdeauna adjective calificative înaintea substantivelor.

* Adjectivele calificative rămân aceleași pentru substantivele la singular și la plural.

Adjectivele calificative, după cum sugerează și numele lor, sunt cel mai elementar tip de adjective descriptive. Ele funcționează pentru a exprima calitatea. Aceste tipuri de adjective le includ pe cele care descriu sentimentele și emoțiile, gustul a ceva și aspectul.

What are Adverbs of Frequency?

An adverb of frequency describes how often an action happens. There are six main adverbs of frequency that we use in English: always, usually, often, sometimes, rarely, and never (and their synonymous).

• Always (mereu/întotdeauna);
• Never (niciodată);
• Often/Frequently (des/frecvent);
• Normally/Generally (în mod normal/în general);
• Seldom (rar/arareori);
• Occasionally (ocazional);
• Rarely/Hardly ever (rar);
• Sometimes (ocazional, câteodată);
• Usually (de obicei).

Examples:

• I always go on holiday to my grandparents.
• She never plays tennis.
• He often drinks tea in the morning.
• I rarely go to the cinema.
• He sometimes eats junk food.
• I usually go to school on time.

• To make questions about frequency, we normally use ‘How often…?’.

Examples:

• How often do you watch movies?
• How often does he play tennis?
• How often do trains arrive late?

• But it’s also possible to ask questions simply with an adverb of frequency.

Examples:

• Do you often come here?
• Does she always work so hard?
• Do they ever pay on time? (‘ever’ instead of ‘never’ for questions)

Adverbs of frequency are usually positioned as follows:

1. In affirmative sentences the place of the adverbs of frequency depends on the verb.

a) after the auxiliary verb to be and after the modal verbs (can, may, must, should, etc.)

Examples:

• He is often late for school.
• You must always do your best.
• We can usually find a seat on our train.
• They should never be rude to customers.

b) before the other verbs.

Examples:

• You always play games.

• They seldom leave their house.

c) In the case of compound tenses, the adverbs of frequency are placed between the auxiliary and the verb.

Examples:

• I have always liked them.
• She will never eat frogs.

2. Adverbs of frequency in negative sentences

- They are interspersed between the verb and the auxiliary or between the verb and the modal, as the case may be.

Examples:

I don’t always do my homework.

I can’t always help you.
I must never leave the door unlocked.

I am not always happy.

3. Adverbs of frequency in interrogative sentences

- They are interspersed between subject and verb.

Examples:

Do you often listen to music?

Can you always tell who sings?
Haven't you ever been wrong?

• In interrogative and negative sentences never becomes ever.

Examples:

Have you ever seen him?

No, I have never seen him.
                        or
No, I haven't ever seen him.
No, I have seldom/rarely seen him.

Ce sunt adverbele de frecvență?

Un adverb de frecvență descrie cât de des are loc o acțiune. Există șase adverbe principale de frecvență pe care le folosim în limba engleză: întotdeauna, de obicei, adesea, uneori, rar și niciodată (și sinonimele lor).

• Always (mereu/ întotdeauna);
• Never (niciodată);
• Often/Frequently (des/frecvent);
• Normally/Generally (în mod normal/în general);
• Seldom (rar/arareori);
• Occasionally (ocazional);
• Rarely/Hardly ever (rar);
• Sometimes (ocazional, câteodată);
• Usually (de obicei).

Exemple:

• Merg mereu în vacanță la bunici.

• Ea nu joacă niciodată tenis.

• Bea adesea ceai dimineața.

• Merg rar la cinema.

• Uneori mănâncă junk food.

• De obicei merg la școală la timp.

• Pentru a pune întrebări despre frecvență, folosim de obicei „Cât de des…?”.

Exemple:

• Cât de des vă uitați la filme?

• Cât de des joacă tenis?

• Cât de des ajung trenurile târziu?

• Dar este posibil să punem întrebări pur și simplu cu un adverb de frecvență.

Exemple:

• Vii des aici?

• Lucrează întotdeauna atât de mult?

• Plătesc vreodată la timp? („vreodată” în loc de „niciodată” pentru întrebări)

(În limba engleză) De obicei, adverbele de frecvență sunt poziționate după cum urmează:

1. În propoziții afirmative, locul adverbelor de frecvență depinde de verb.

a) după verbul auxiliar a fi și după verbele modale (can, may, must, should etc.)

Exemple:

• Întârzie adesea la școală.

• Trebuie să faci întotdeauna tot ce poți.

• De obicei putem găsi un loc în trenul nostru.

• Nu trebuie să fie niciodată nepoliticoși cu clienții.

b) înaintea celorlalte verbe.

Exemple:

• Mereu joci jocuri.

• Ei ies rar din casa lor.

c) În cazul timpurilor compuse, adverbele de frecvență se așază între auxiliar și verb:

Exemple:

• Mi-a plăcut mereu de ei.
• Nu va mânca broaște niciodată..

2.Adverbe de frecvență în propozițiile negative

- Ele se intercalează între verb și auxiliar sau între verb și modal, după caz.

Exemple:

Nu îmi fac întotdeauna temele.
Nu pot să te ajut mereu.
Nu trebuie niciodată să las ușa neîncuiată.
Nu sunt mereu fericit.

3. Adverbe de frecvență în propozițiile interogative

- Ele se intercalează între subiect și verb.

Exemple:

Asculți deseori muzică?
Totdeauna iți dai seama cine cântă?
Nu te-ai înșelat niciodată?

În propoziții interogative și negative, never devine ever.

Have you ever seen him? - L-ai văzut vreodată?
No I have never seen him – Nu, nu l-am văzut niciodată.
                                sau
No, I haven't ever seen him.
No, I have seldom/rarely seen him.

Adverbelele de frecvență, adjectivul calificativ, modalele Can și May

Reading Decimals

• 0.5 – point five
• 0.25 – point two five
• 0.73 – point seven three
• 0.05 – point zero five
• 0.6529 – point six five two nine
• 2.95 – two point nine five

Reading Fractions

• 1/3 – one third
• 3/4 – three fourths
• 5/6 – five sixths
• 1/2 – one half
• 3/2 – three halves

Reading Percentages

• 5% – five percent
• 25% – twenty-five percent
• 36.25% – thirty-six point two five percent
• 100% – one hundred percent
• 400% – four hundred percent

Reading Sums of Money

• 25$ – twenty-five dollars
• 62€ – sixty-two euros
• 240₤ – two hundred and forty pounds
• $41.25 – forty-one dollars and twenty-five cents (shortened to “forty-one twenty-five” in everyday speech)
• €12.44 – twelve euros forty-four
• ₤10.50 – ten pounds fifty

Pronouncing Years

• 2018 – twenty eighteen or two thousand eighteen
• 2009 – two thousand nine
• 2000 – two thousand
• 1945 – nineteen forty-five
• 1908 – nineteen o eight
• 1984 – nineteen eighty-four
• 1800 – eighteen hundred
• 1296 – twelve ninety-six
• 1007 – ten o seven
• 366 – three hundred sixty-six or three sixty-six

352 three hundred and fifty–two
5841 five thousand eight hundred and forty–one
1115 one thousand one hundred and fifteen

7836249 seven million eight hundred thirty-six thousand two hundred and  forty-nine

FORMAREA NUMERELOR 40+

• Numerele care desemnează zecile (20, 30 … 90) se termină în ”-ty”.

În general, și zecile păstrează regula de adăugare a sufixului ”-ty” la forma inițială a numerelor  (2 - 9). Cu câteva mici excepții, printre care 20, respectiv 30, (de care am vorbit la Modulul 1), 40 și 50.

20 = 2 (TWO→TWEN) + ty          TWENTY

30 = 3 (THREE→THIR) + ty         THIRTY

40 = 4 (FOUR→FOR) + ty             FORTY

50 = 5 (FIVE→FIF) + ty                 FIFTY

• De la 41-49, până la 91-99, se folosesc numerele de la 1-9, scrise cu ajutorul cratimei (minus/-).

41 = forty-one

52 = fifty-two

63 = sixty-three

88 = eighty-seven

99 = ninety-nine etc.

100 = One Hundred (200…900 = two hundred….nine hundred)

1000 = One Thousand (2000…9000 = two thousand…nine thousand)

1000000 = One Million (2 mil…9 mil = two million…nine million)

⬤ Pictures with pronunciations

Modulul următor

Modulul anterior

Listening/Speaking activity about likes and dislikes. 

Let's revise the numbers from 0 to 39. Click on the image below.  (Să recapitulăm numerele de la 0 la 39. Clic pe imaginea de mai jos.)

Listen to the dialogue and fill in the blanks. (Ascultă dialogul și completează spațiile libere.)

• Like + ing

• We can use like, don't like, love, hate and don't mind + ing to say how we feel about an activity.

• When we use +ing, we talk about things we generally like.

I like playing with my friends.
She loves reading detective stories.
You hate knitting.

He doesn’t mind gardening.

Love means it's great.

Like means it's good.

Don't mind means it's OK.

Don't like means it's bad.

Hate means it's really bad!

• Like + to (infinitive)

• When we use +To (infinitive), we talk about things we like in particular moments.

I like to play with my friends on holidays.
She loves to read detective stories at midnight.
We hate to knit on Sundays.

He doesn’t like to garden when it’s cold outside.

              We always use ENJOY +ING!

I enjoy cooking.

I enjoy cooking when I’m not on duty.

Match, search for the words and then, unscramble them!  (Potrivește, caută cuvintele și apoi aranjează-le literele!)

Reading and writing time!  (Ora de citit și de scris!)

Take a short quiz to see how much you know now about sports. (Faceți un scurt test pentru a vedea cât de multe știți acum despre sport.)

Write a paragraph about your favorite exercise or sport. (Scrie un paragraf despre exercițiul sau sportul tău preferat.)