Qualifying For IELTS , SAT ,TOEFL [ 2 ]

2-  ] Qualifying For IELTS , SAT , TOEFL , Other Courses

TOEFL

The Three Types Of TOEFL

 Paper-based TOEFL

Until 1998 everybody had to take the paper-based TOEFL test. It has three parts – listening comprehension, reading comprehension and grammar. Answers had to be marked with a pencil. The maximum score you could get in the TOEFL PBT was 677.

Computer based TOEFL

The computer based TOEFL test was introduced in 1998. The maximum points you can score in the TOEFL CBT is 300.

The TOEFL CBT has four sections – listening, grammar, reading and writing.

The listening comprehension and grammar tests are adaptive. That means the kind of questions you get depends upon your level of English. Just keep in mind that questions that are easy to answer carry less points.

You will know your TOEFL CBT score instantly. Official results are available in 14 days. Don’t rush through the questions. Remember that after you have given your answers, you can’t change them.

Internet based TOEFL

The internet based TOEFL (iBT) was introduced in 2005. It has four sections – listening, speaking, reading and writing. Note that the speaking test is not included in the paper based and computer based TOEFL.

There are integrated tasks in the TOEFL iBT. That means some of the questions require you to combine more than one skill. For example, sometimes you will have to read a question and then speak in response.

As you may have noticed, the TOEFL iBT doesn’t have a section on grammar.

TOEFL: General Information

 TOEFL is the most widely accepted and most popular English language test in the world. It is recognized by more than 8,500 colleges, universities and agencies in more than 130 countries.

The TOEFL test has two formats. You can do it on paper or on a computer.

The Paper-based TOEFL is still administered in countries where the internet based TOEFL (iBT) is not available. Note that you can’t choose the format you take: it depends upon your location. If your local TOEFL test center gives the iBT, it is the format you will have to take.

There is also a TOEFL exam for younger students. It is called TOEFL Junior.

Where do I take the test?

The TOEFL test is organized by the Educational Testing Service (ETS). It is administered 30 – 40 times a year at test-centers authorized by ETS.

How much does the TOEFL test cost to take?

Prices vary in each country. The paper-based TOEFL costs approximately $160. The TOEFL iBT can cost as much as $240.

The Paper-based TOEFL test has the following format.

Why You Need a Strong Vocabulary To Succeed On TOEFL

 The TOEFL tests your proficiency in all four areas of English application: reading, listening, grammar and writing. The purpose of the TOEFL test is to assess a student’s ability to succeed in an academic environment where English is the medium of instruction.

The TOEFL has two formats. In most countries it is now administered via the internet. If the internet-based TOEFL (TOEFL iBT) is not available in your country, you will have to take the paper based TOEFL.

Why a Strong Vocabulary Is Important?

A good command over all areas of the English language is essential to score well on the TOEFL test. One of the skills that is especially useful is a strong knowledge of English vocabulary. In all the four sections of the TOEFL you are required to read and understand the meaning of many English words and phrases. The reading section, especially, focuses on a test taker’s ability to understand words using context.

Learn idioms and phrases

Your ability to interpret what you hear is the crux of the Listening section of TOEFL. You will not be able to score well on this section if you don’t have a good understanding of English phrases, idioms and homophones.

While the paper-based TOEFL doesn’t have a section on writing, it is an integral part of the internet-based TOEFL. You have to write an essay on a given topic. You won’t be able to write an effective, persuasive essay if you don’t have an adequate vocabulary. Remember that you get only around 30 minutes to write your essay, so you won’t be able to search for the right words. Instead you should be able to produce them at will. You must also be able to form those words into grammatically correct sentences.

Tips For TOEFL Writing And Reading Sections

While writing your TOEFL essay, try to use words that express the idea more precisely.

Correct: While holidaying in London, Susie acquired a strong British accent.

Incorrect: While holidaying in London, Susie got a strong British accent.

If you use so many general words, the examiner will not be too happy with your essay.

Use familiar and natural sentence structures

While evaluating your essay, the examiner will play close attention to your grammatical range and accuracy. That means you will not get a good score if you only write short and simple sentences of the same pattern. If you repeat the same sentence patterns, it will make your writing boring. To avoid this try to use different sentence structures. Also write sentences of various lengths. For example, by writing a long sentence after one or two short sentences you can add variety to your writing. However, you must not use different sentence structures just for the sake of adding variety. Avoid unfamiliar sentence patterns because you are more likely to make grammar mistakes while writing them.

Also avoid extremely long sentences. Instead, keep your sentences relatively short.

TOEFL Reading

Pay careful attention to modifying phrases and expressions

Modifying expressions specify ideas such as time, place, person, cause, effect, intention, condition and contrast. Incorrect answer choices may omit or alter the modifying expressions given in the passage. For example, the modifier some does not mean the same as the modifier all.

Study the sentence given below.

Some forms of cancer are curable.

This sentence doesn’t mean that all forms of cancer are curable. If you read the passage too quickly you may miss these modifiers and choose incorrect answer options.

How To Write a Good TOEFL Essay?

 If you are going to take TOEFL iBT, you will need to write an essay. Note that the paper based TOEFL does not have a section on writing. A good essay will raise your overall TOEFL score. ETS says that it is worth about 1/6th of your total TOEFL score.

You have to write an essay of at least 300 words on a given topic. You will have to write on the topic you are given. No choice is available. TOEFL iBT is a computerized test. You have to type both essays on a computer. If you do not know typewriting well, you must practice on a keyboard before your test.

You can cut, copy and paste as you type your essays, but remember that the computer will not check your spelling or grammar. That means you have to do your homework. Learn the spellings of all words you tend to misspell.

How to write a good essay?

It is very important for students to practice writing as many essays as possible before they take the test. As you practice, watch your grammar, spelling and punctuation. Many students can write excellent essays, but they need a lot of time. Unfortunately, on the TOEFL test you will get only half an hour to write your essay. That means you need to work on your speed.

 You will be able to download sample essay topics from the official TOEFL website. Practice writing on these topics. If you are really lucky, one of these topics could be asked during your TOEFL test.

Understanding the TOEFL question

There are very many types of TOEFL essay questions. You must be able to write on all of them because you don’t know which question you will be asked. Before you start writing make sure that you have fully understood the question. Failure to do so will lower your score in the writing section.

TOEFL Reading: What Skills Are Necessary?

 The TOEFL iBT reading section takes about 60 – 90 minutes. This section tests your ability to read and understand English passages.

What kind of passages are given?

The reading passages are usually taken from academic text books. In terms of difficulty, they are no different from the passages students in their first and second year of university will have to study. The passages can deal with subjects like natural sciences, social sciences, arts and business. You don’t require any specific subject knowledge to do well in the reading test. Note that the reading section is designed to measure your ability to read and understand. It is not designed to test your expertise in a particular subject.

The two formats of TOEFL reading

The TOEFL reading section has two formats – the short format and the long format. If you get the short format, you will have to read three passages. You will get about 20 minutes to read each passage. There will be about 12-14 questions on each passage. The short format takes about 60 minutes.

If you have the long format, you can get up to 5 passages. The long format takes about 100 minutes. There are about 10 types of questions in the reading section. Familiarity with each type of question is essential to score well.

What skills are necessary?

Certain reading strategies are essential to improve your score. For example, you should be able to read fast, skim, scan and summarize the given passage. You must also be able to make inferences and use context. Good note-taking and synthesizing skills are also necessary.

TOEFL Reading Passages And Types Of Questions

 The passages given for reading are not much different from what college and university students in North America will have to encounter in their courses. Three to five passages are given for reading. Each passage may contain roughly 700 words.

Reading questions

10 different types of questions are asked on the TOEFL iBT reading section. They can be classified into three general categories.

Language use

These questions test a student’s ability to understand language. Some of these questions test your understanding of the meaning of a word.

Basic comprehension

Roughly a third of the total questions in the Reading section belong to this category. They test a student’s general understanding of the main idea of the passage and the ability to make inference based on the given information.

Reading to learn

They are of two types: Drag-n-Drop Table completion and Drag-n-Drop summary.

If a question refers to a particular word or phrase in the passage, that word or phrase is highlighted, so you don’t have to search for it. Many questions also identify the particular passages where you can find the answer.

All questions except the Drag-n-Drop Table completion and Summary are multiple choice questions with four answer options. These types of questions are worth more than one point.

Infer meaning

You should be able to infer ideas using logic and certain details. Sometimes you will need to infer ideas that are not directly mentioned by the writer. However, you must be careful not to infer much. All inferences must be supported by the passage. Note that many incorrect answers are based on assumptions that are not supported by details in the passage.

Special Features Of The TOEFL Reading Section

 You must not commit the mistake of preparing notes in complete sentences. If you do that, you will wait a lot of precious time. Remember that you will not get any marks for your notes. They are only clues that might remind you about what you have heard or read. That said, your notes should still make sense to you.

Special features of the TOEFL reading section

Reading is the first section of the TOEFL iBT. In the reading section, you will find reading passages on the right side of the divided computer screen and questions on the left side. The passages are long so you will have to scroll up and down to read the entire passage.

As the reading section begins, you will find the instructions right away. You must have studied these instructions while preparing for the test. If you are already familiar with them, you should be able to skip them during the actual test and save valuable time.

The first question in the reading section appears with the passage. You can move through the questions by clicking the Next and Back buttons at the top of the screen.

The Review Function

The TOEFL iBT reading section comes with a Review Function. When you click on the Review button, you will be able to see all the questions in the section and their status – answered, not answered, not yet seen.

The Glossary Function

This is another feature of the Reading section. Some words in the passage are highlighted in blue. What this means is that a definition is available for the word. You can see the definition by clicking on the word.

Before appearing for the actual TOEFL test, you must attempt at least one mock TOEFL test to get a better understanding of how the special features work.

How To Attempt The TOEFL Reading Test?

 While reading the passage for the first time, your focus should be on understanding the main ideas and the connections among them. Try to understand as much information as possible. As you should know, this won’t be possible if you let your attention wander.

 Find a strategy that works for you

You might have heard some TOEFL trainers advising that you should skim the passage rather than read it. This approach may not work for everybody. During the preparation stage itself, you must find out the strategies that work for you. Personally, I haven’t had much success with skimming. For one thing, TOEFL reading passages are complex. If you do not read them thoroughly, you may have trouble answering the questions. That said, you cannot spend more than 20 minutes on any given passage. That means all that ‘thorough reading’ has to be done within a very short span of time.

 Take notes

Note-taking is allowed during the Reading test. However, you will not require any detailed notes for answering the questions. That is because you can always see the reading passage next to every question.

Some questions on the TOEFL Reading test include references to specific paragraphs. A question about an idea mentioned in the second paragraph, may include a phrase like ‘in the second paragraph’ or ‘in paragraph 2’. This makes locating the idea a whole lot of easier, because you only have to look in the specified paragraph. However, some questions may include ideas from several parts of the test. You will need to read the entire passage to answer these questions.

Summarizing tasks

There is yet another type of question that may require you to summarize the main ideas of the passage by choosing three key points from a list. If you have already prepared an outline of the main ideas of the passage, you might find it helpful while answering this type of question. While preparing the outline, jot down the important points in words, phrases, symbols, abbreviations etc.

Listening Comprehension

The listening comprehension test takes 30 to 40 minutes. You will have to answer 50 questions.

Structure and written expression

It takes about 25 minutes. You will have to answer 40 minutes.

Reading comprehension

The reading comprehension test takes about 55 minutes. You will have to answer 50 questions.

Writing (An essay)

You will get 30 minutes to write your TOEFL essay. You have to write on the topic you are given.

Reading Comprehension

 The reading comprehension test is an integral part of almost all major competitive exams like TOEFL and IELTS. Passages are given for reading and students have to answer questions based on the information given in them.

As the name itself suggests, the reading comprehension test is designed to assess a student’s ability to understand a piece of text by reading it. To do well on a reading comprehension test, you must have a good vocabulary because your ability to answer questions depends upon your ability to understand the passage. You must also learn how to figure out the meaning of a given passage using context.

How to prepare for a reading comprehension

To do well on a reading comprehension test, you must read extensively. Read as much as you can. Read newspapers, magazines and journals. Read anything that is of an academic nature. While reading, look up unfamiliar words in a dictionary.

If the exam format permits this, read all the questions before you start reading the passage. It will help you to zero in on the relevant portion of the passage.

Read the given passage carefully before attempting to answer the questions. Some people counter that skimming the given passage is better than reading it carefully because it saves time. Although skimming might work for some, it may not be the right method for you. While practicing for the exam, try both methods to find out which one works for you.

Write the answers neatly in your own words avoiding mistakes in grammar and spelling.

Improve your reading speed. This is possible only through passage. That said, you are not supposed to rush through the passage. Start slowly and then increase your speed as you gain familiarity with the subject.

TOEFL Grammar Test

Fill in the blanks with appropriate forms of the verb.

1. I could not meet him because he ———————- out before I arrived.

a) had gone b) went c) goes has gone

2. This ———————- on for a long time.

a) had been going b) has gone c) was going d) is going

3. When I ——————— to London, I will see him.

a) go b) went c) goes d) have gone

4. If I ——————— this, I would have done wrong.

a) had done b) would have done c) would do d) have done

5. I ———————– for a walk yesterday.

a) go b) went c) had been d) would go

6. The rebels ————————- the monarch’s head.

a) cut b) cut off c) cut down d) cut into

7. I ———————– him to go.

a) said to b) told c) say to d) told to

8. He ———————— to swim.

a) knows b) know c) knows how d) know how

9. He —————————– his bicycle.

a) got down b) got off c) got down from d) got of

10. He took —————————– his shoes.

a) out b) off c) of d) from

Answers

1. I could not meet him because he had gone out before I arrived.

2. This had been going on for a long time.

3. When I go to London, I will see him.

4. If I had done this I would have done wrong.

5. I went for a walk yesterday.

6. The rebels cut off the monarch’s head.

7. I told him to go.

8. He knows how to swim.

9. He got off his bicycle.

10. He took off his shoes.

TOEFL Grammar Test 

 Fill in the blanks with appropriate grammatical structures. Each question is followed by four suggested answers. Choose the most appropriate one.

1. He is ———————- family man.

a) Very much of a

b) Very much

c) Much a

d) A very

2. I couldn’t recognize him because he was

———————— a dark suit.

a) Dressed in

b) Dressed with

c) Dressing in

d) Dressing with

3. He ——————— while trying to swim across the river.

a) Drowned

b) Was drowned

c) Has drowned

d) Had drowned

4. My parents encouraged me to study medicine, but I didn’t ————————-

a) Want to

b) Want

c) Wanted to

d) Wanted

5. ‘Are you interested in going to university?’ ‘I would ———————-.’

a) Like

b) Like to

c) Have liked to

d) Have liked

6. I saw the book ——————— on the table.

a) Lie

b) Lying

c) To lie

d) Lain

7. I could see John ——————— on the bus.

a) Get

b) Getting

c) To get

d) Got

8. If I ———————- her name, I would tell you.

a) Know

b) Knew

c) Would know

d) Had known

9. It would be nice if you ———————- me a pound.

a) Lend

b) Would lend

c) Lent

d) Had lent

10. If you had invited them, they ———————– .

a) Would come

b) Would have come

c) Came

d) Had come

Answers

1. Very much of a

2. Dressed in

3. Drowned

4. Want to

5. Like to

6. Lying

7. Getting

8. Knew

9. Lent

10. Would have come

TOEFL Grammar Test

 Fill in the blanks with appropriate forms of the verb.

1. I could not meet him because he ———————- out before I arrived.

a) had gone b) went c) goes has gone

2. This ———————- on for a long time.

a) had been going b) has gone c) was going d) is going

3. When I ——————— to London, I will see him.

a) go b) went c) goes d) have gone

4. If I ——————— this, I would have done wrong.

a) had done b) would have done c) would do d) have done

5. I ———————– for a walk yesterday.

a) go b) went c) had been d) would go

6. The rebels ————————- the monarch’s head.

a) cut b) cut off c) cut down d) cut into

7. I ———————– him to go.

a) said to b) told c) say to d) told to

8. He ———————— to swim.

a) knows b) know c) knows how d) know how

9. He —————————– his bicycle.

a) got down b) got off c) got down from d) got of

10. He took —————————– his shoes.

a) out b) off c) of d) from

Answers

1. I could not meet him because he had gone out before I arrived.

2. This had been going on for a long time.

3. When I go to London, I will see him.

4. If I had done this I would have done wrong.

5. I went for a walk yesterday.

6. The rebels cut off the monarch’s head.

7. I told him to go.

8. He knows how to swim.

9. He got off his bicycle.

10. He took off his shoes.

Modifying Comparisons , Grammar ,American & British [ 14 ]

14- Grammar American & British

Modifying Comparisons

Do you know how to use phrases like much shorter than, almost as fit as and exactly the same as?

Look at these examples to see how comparisons can be modified.

He's much shorter than his brother.

Good-quality socks are almost as important as your running shoes.

Our hotel room was exactly the same as the photos showed.

There are several different ways to compare things in English. We can also modify comparisons to show big or small differences.

1-] Comparing

We can use comparative adjectives to compare different things.

Max is taller than Judy.

You're more patient than I am.

His first book is less interesting than his second.

2- ] We can use as … as with an adjective to say that two things are the same, or not as … as to say that one thing is less than another.

Her hair is as long as mine.

It's not as sunny as yesterday.

3- ] We can also use expressions like different from, similar to and the same as.

England is different from the United Kingdom.

His car is similar to mine.

The results from the first test are the same as the results from the second.

2- ]Showing big differences

1- ] We can use much, so much, a lot, even or far with comparative adjectives.

Sales in July were a lot higher than sales in June.

He was far less experienced than the other applicant.

2- ] We can use nowhere near with as … as.

The interview was nowhere near as difficult as the written exam.

3- ] We can use very, really, completely or totally with different from.

They may be twins, but they're completely different from each other.

3- Showing small differences

1- ] We can use slightly, a little, a bit, a little bit or not much with comparative adjectives.

The number of registrations has been slightly lower than we expected.

Houses in my city are not much more expensive than flats.

2- ]We can use almost, nearly, not quite, roughly, more or less or about with as … as and the same as.

She's almost as old as I am.

The figures for May are more or less the same as the figures for June.

3- ]We can use very or really with similar to.

My son looks really similar to my father when he was that age.

4- ] Showing there is no difference

1- ] We can use exactly the same as or just as … as to emphasize that there is no difference.

My grandma's cakes still taste exactly the same as when I was a child!

A new phone can be just as expensive as a new computer these days.

Modal Verbs , Grammar American & British [ 13 ]

13- ] Grammar American & British 

Modal Verbs

1- ] The modal verbs are:

can

may

must

shall

will      could

might

should

would

2- ] We use modals to show if we believe something is certain, possible or impossible:

My keys must be in the car.

It might rain tomorrow.

That can't be Peter's coat. It's too small.

3- ] We also use them to do things like talk about ability, ask permission, and make requests and offers:

I can't swim.

May I ask a question?

Could I have some tea, please?

Would you like some help?

Probability / Possibility

1- ] We use may, might and could to say that something is possible, but not certain:

They may come by car. (= Maybe they will come by car.)

They might be at home. (= Maybe they are at home.)

If we don't hurry, we could be late. (= Maybe we will be late.)

2- ] We use can to make general statements about what is possible:

It can be very cold here in winter. (= It is sometimes very cold here in winter.)

You can easily get lost in this town. (= People often get lost in this town.)

Be careful!

1- ] We do not use can to talk about specific events:

A: Where's John?

B: I'm not sure. He may/might/could be (NOT can) in his office.

2- ] Notice the difference in meaning between can and may/might/could:

That dog can be dangerous.

(= Sometimes that dog is dangerous. I know.)

That dog may/might/could be dangerous.

(= Perhaps that dog is dangerous. I don't know.)

Can and May/Might/Could

We use may have, might have or could have to make guesses about the past:

I haven't received your letter. It may have got lost in the post.

It's ten o'clock. They might have arrived by now.

Where are they? They could have got lost.

We use could to make general statements about the past:

It could be very cold there in winter. (= It was sometimes very cold there in winter.)

You could easily get lost in that town. (= People often got lost in that town.)

could and could have

Impossibility

1- ] We use can't or cannot to say that something is impossible:

That can't be true.

You cannot be serious.

2- ] We use can't have or couldn't have to say that a past event was impossible:

They know the way here. They can't have got lost!

If Jones was at work until six, he couldn't have done the murder.

Certainty

1- ]We use must to show we are sure something is true and we have reasons for our belief:

It's getting dark. It must be quite late.

You haven’t eaten all day. You must be hungry.

2- ] We use should to suggest something is true and we have reasons for our suggestion:

Ask Miranda. She should know.

It's nearly six o'clock. They should arrive soon.

3- ] We use must have and should have for the past:

They hadn't eaten all day. They must have been hungry.

You look happy. You must have heard the good news.

It's nearly eleven o'clock. They should have arrived by now.

Ability

1- ] We use can and can't to talk about someone's skill or general abilities:

She can speak several languages.

He can swim like a fish.

They can't dance very well.

2- ] We use can and can't to talk about the ability to do something at a specific time in the present or future:

I can see you.

Help! I can't breathe.

3- ] We use could and couldn't to talk about the past:

She could speak several languages.

4- ] We use could have to say that someone had the ability or opportunity to do something, but did not do it:

She could have learned Swahili, but she didn't want to.

I could have danced all night. [but I didn’t]I couldn't see you.

Permission

1- ] Asking for permission

1- ] We use can to ask for permission to do something:

Can I ask a question, please?

Can we go home now?

 2- ] could is more formal and polite than can:

Could I ask a question, please?

Could we go home now?

3- ] may is another more formal and polite way of asking for permission:

May I ask a question, please?

May we go home now?

2- ] Giving permission

1- ] We use can to give permission:

You can go home now.

You can borrow my pen if you like.

 2- ] may is a more formal and polite way of giving permission:

You may go home now.

3- ] We use can to say that someone has permission to do something:

We can go out whenever we want.

Students can travel for free.

4- ] may is a more formal and polite way of saying that someone has permission:

Students may travel for free.

3- ] Refusing permission

1- ] We use can't and may not to refuse permission or say that someone does not have permission:

You can't go home yet.

Students may not travel for free.

Requests, Offers and Invitations

Requests

- ] We use could you … and would you … as polite ways of telling or asking someone to do something:

Could you take a message, please?

Would you carry this for me, please?

2- ] can and will are less polite:

Can you take a message, please?

Will you carry this for me, please?

Offers and invitations

1- ] We use can I … to make offers:

Can I help you?

Can I do that for you?

2- ] We can also use shall I …:

Shall I help you with that?

Shall I call you on your mobile?

3- ] We sometimes say I can ... or I could ... or I'll (I will) ... to make an offer:

I can do that for you if you like.

I could give you a lift to the station.

I'll do that for you if you like.

I'll give you a lift to the station.

4- ] We use would you like (to) ... for invitations:

Would you like to come round tomorrow?

Would you like another drink?

5- ] We can use you must … or we must … for a very polite invitation:

You must come round and see us.

We must meet again soon.

Suggestions and Obligations

Suggestions

1- ] We use should and shouldn't to make suggestions and give advice:

You should send an email.

You shouldn’t go by train.

2- ] We also use could to make positive suggestions:

We could meet at the weekend.

You could eat out tonight.

3- ] We can use conditionals to give advice:

Dan will help you if you ask him.

4- ] Past tenses are more polite:

 Dan would help you if you asked him.

Obligations

1- ] We use must and mustn't to say that it is necessary (or not) to do something:

You must stop at a red light.

Everyone must bring something to eat.

You can wear what you like, but you must look neat and tidy.

I’m sorry, but you mustn't make a noise in here.

2- ] We use had to (positive) and couldn't (negative) if we are talking about the past:

Everyone had to bring something to eat.

You couldn't make a noise in the library.

Can' and 'Could'

1- ] Possibility and impossibility

1- ] We use could to show that something is possible, but not certain:

They could come by car. (= Maybe they will come by car.)

They could be at home. (= Maybe they are at home.)

2- ] We use can to make general statements about what is possible:

It can be very cold here in winter. (= It is sometimes very cold here in winter.)

You can easily get lost in this town. (= People often get lost in this town.)

3- ] We use can't or cannot to say that something is impossible:

That can't be true.

You cannot be serious.

4- ] We use could have to make guesses about the past:

It's ten o'clock. They could have arrived by now.

Where are they? They could have got lost.

5- ] We use could to make general statements about the past:

It could be very cold there in winter. (= It was sometimes very cold there in winter.)

You could easily get lost in that town. (= People often got lost in that town.)

6- ] We use can't have or couldn't have to say that a past event was impossible:

They know the way here. They can't have got lost!

If Jones was at work until six, he couldn't have done the murder.

2- ]Ability

1- ] We use can and can't to talk about someone's skill or general abilities:

She can speak several languages.

He can swim like a fish.

They can't dance very well.

2- ] We use can and can't to talk about the ability to do something at a specific time in the present or future:

I can see you.

Help! I can't breathe.

3- ] We use could and couldn't to talk about the past:

She could speak several languages.

They couldn't dance very well.

4- ] We use could have to say that someone had the ability or opportunity to do something, but did not do it:

She could have learned Swahili, but she didn't want to.

I could have danced all night. [but I didn't]

3- ] Permission

1- ]We use can to ask for permission to do something:

Can I ask a question, please?

Can we go home now?

 - could is more formal and polite than can:

Could I ask a question please?

Could we go home now?

2- ] We use can to give permission:

You can go home now.

You can borrow my pen if you like.

We use can to say that someone has permission to do something:

We can go out whenever we want.

Students can travel for free.

3- ] We use can't to refuse permission or say that someone does not have permission:

You can't go home yet.

Students can't travel for free.

4- ] Requests

1- ] We use could you … as a polite way of telling or asking someone to do something:

Could you take a message, please?

Could I have my bill, please?

- can is less polite:

Can you take a message, please?

5- ] Offers

1- ] We use can I … to make offers:

Can I help you?

Can I do that for you?

2- ] We sometimes say I can ... or I could ... to make an offer:

I can do that for you if you like.

I could give you a lift to the station.

6- ] Suggestions

1- ] We use could to make suggestions:

We could meet at the weekend.

You could eat out tonight.

7- ] Questions and negatives

We make questions by putting the subject after can/could:

Can I ...?

Could I ...?

etc.      Can you ...?

Could you ...?

 8- ] The negative form is can't in spoken English and cannot in written English.

We sometimes say cannot, but it is very emphatic.

The negative form of could is couldn't in spoken English and could not in written English.

May' and 'Might'

1- ] We use may:

1- ] when we are not sure about something in the present or future:

Jack may be coming to see us tomorrow.

               (= Perhaps Jack will come to see us tomorrow.)

Oh dear! It's half past ten. We may be late for the meeting.

               (= Perhaps we will be late for the meeting.)

She's had no sleep. She may be tired.

               (= Perhaps she is tired.)

2- ] to ask for permission in a formal way:

May I borrow the car tomorrow?

May we come a bit later?

 3- ] to give permission in a formal way:

You may go now.

You may come at eleven if you wish.

4- ] to say that someone has permission in a formal way:

Students may travel for free.

5- ] We can use may not to refuse permission or to say that someone does not have permission, but it is formal and emphatic:

You may not borrow the car until you can be more careful with it!

Students may not wear jeans.

2- ] We use might when we are not sure about something in the present or future:

I might see you tomorrow.

It looks nice, but it might be very expensive.

It's quite bright. It might not rain today.

3- ] We use may have and might have to make guesses about the past:

I haven't received your letter. It may have got lost in the post.

It's ten o'clock. They might have arrived by now.

4- ] We also use might:

1- ] as the past tense of requests with may:

He asked if he might borrow the car.

They wanted to know if they might come later.

2- ] as a very polite way of asking for permission:

Might we ask you a question?

Might I just interrupt for a moment?

5- ] Questions and negatives

We make questions by putting the subject after may/might:

May I …?     Might I …?

The negative forms are may not and might not.

Will' and 'Would'

1- ]We use will:

1- ] to express beliefs about the present or future

2- ]to talk about what people want to do or are willing to do

3- ] to make promises, offers and requests.

2- ] would is the past tense form of will. Because it is a past tense, it is used:

1- ] to talk about the past

2 - ] to talk about hypotheses (when we imagine something)

for politeness.

3- ]Beliefs

We use will to express beliefs about the present or future:

John will be in his office. (present)

We'll be late. (future)

We will have to take the train. (future)

4- ] We use would as the past of will, to describe past beliefs about the future:

I thought we would be late, so we would have to take the train.

5- ] Willingness

We use will:

1- ] to talk about what people want to do or are willing to do:

We'll see you tomorrow.

Perhaps Dad will lend me the car.

2- ] to talk about typical behavior, things that we often do (because we are willing to do them):

We always spend our holidays at our favorite hotel at the seaside. We'll get up early every morning and have a quick breakfast then we'll go across the road to the beach.

 We use would as the past tense of will:

1- ] to talk about what people wanted to do or were willing to do in the past:

We had a terrible night. The baby wouldn't go to sleep.

Dad wouldn't lend me the car, so we had to take the train.

2- ] to talk about typical behavior, things that we often did (because we were willing to do them) in the past:

When they were children they used to spend their holidays at their grandmother's at the seaside. They'd get up early every morning and have a quick breakfast. Then they'd run across the road to the beach.

6- ] Promises, offers and requests

1- ] We use I will or We will to make promises and offers:

I'll give you a lift home after the party.

We'll come and see you next week.

2- ] We use Will you … ? or Would you … ? to make requests:

Will you carry this for me, please?

Would you please be quiet?

7- ] Hypotheses and conditionals

1- ] We use will in conditionals to say what we think will happen in the present or future:

I'll give her a call if I can find her number.

You won't get in unless you have a ticket.

2- ] We use would to make hypotheses:

1- ] when we imagine a situation:

It would be very expensive to stay in a hotel.

I would give you a lift, but my wife has the car today.

2- ] in conditionals:

I would give her a call if I could find her number.

If I had the money, I'd buy a new car.

You would lose weight if you took more exercise.

If he got a new job, he would probably make more money.

What if he lost his job? What would happen then?

3- ] We also use conditionals to give advice :

Dan will help you if you ask him.

4- ] Past tenses are more polite:

Dan would help you if you asked him.

8- ] Expressions with would

1- ] We use:

for requests:

would you…, would you mind (not) -ing

Would you carry this for me, please?

Would you mind carrying this?

Would you mind not telling him until tomorrow?

for offers and invitations:

would you like ..., would you like to ... 

Would you like another drink?

Would you like to come round tomorrow?

I would like …, I'd like … (you)(to) ... to say what we want or what we want to do:

I'd like that one, please.

I'd like to go home now.

to say what we prefer:

I'd rather… (= I would rather)

I'd rather have the new one, not the old one.

I don't want another drink. I'd rather go home.

to give an opinion when we are not sure or when we want to be polite:

I would think, I would imagine, I'd guess

It's very difficult, I would imagine.

I would think that's the right answer.

'Will have' and 'Would have'

1- ] We use will have when we are looking back from a point in time in the future:

By the end of the decade, scientists will have discovered a cure for influenza.

I will phone at six o'clock. He will have got home by then.

2- ] or looking back from the present:

Look at the time. The match will have started.

It's half past five. Dad will have finished work by now.

3- ] We use would have as the past tense form of will have:

I phoned at six o'clock. I knew he would have got home by then.

It was half past five. Dad would have finished work.

4- ] We also use would have in conditionals to talk about something that did not happen in the past:

If it had been a little warmer, we would have gone for a swim.

(but it was cold so we didn't go for a swim)

He would have been very angry if he had seen you.

(but he didn't see you so he wasn't angry)

Modals with 'have'

1- ] We can use a modal verb with have and a past participle:

Subject Modal  have    Past participle

They    will      have    arrived by now.

You     might   have    seen     the film.

Jack and Jill    would  have    been     late.

2- ] We use a modal verb with have:

1- ]to refer back from the present:

It's nearly eight o'clock. They will have arrived by now.

3- ] to refer back from a point of time in the past:

We were very worried. We thought someone might have taken the car.

4- ] to refer back from a point of time in the future:

We won't eat until they arrive. They might not have had supper.

5- ]to refer to past time:

You should have helped her when she asked.

They might have got lost. Nobody knows where they are.