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Worksheet about could and couldnot and have to and had to | ||
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| Subject: English | ||
| 2nd Grade | ||
| Term 1 | ||
| Year: 2023/2024 | ||
| Size: 1.2MB | ||
| Number of clicks: 309 | ||
| Publish date:October 16, 2023 | ||
| Added by: Eman | ||
| Last download date: 2025-06-24 22:14:32 | ||
| Updated by: Eman9966 on 2023-10-16 05:14:37 | By: theodor iliana Lucìa Cordòn | |
File info: A worksheet about "could" and "could not" and "have to" and "had to" is designed to help students practice and understand the usage of these modal verbs in English. This worksheet usually consists of various activities and exercises that engage students in applying the correct form of these modal verbs in different contexts. The worksheet may includefill-in-the-blank exercises, where students have to complete sentences using the appropriate form of "could" or "could not" based on the given context. For example, "Iswim when I was five years old" or "She solve the puzzle on her own." Another activity on the worksheet may involve matching exercises, where students have to match sentences or questions with the correct modal verb. They may need to choose between "could," "could not," "have to," or "had to" to complete the task effectively. Additionally, the worksheet may contain reading passages or dialogues that require students to identify and underline the correct modal verb in each sentence. This helps strengthen their reading comprehension skills while also reinforcing their understanding of the usage of these modal verbs. Furthermore, the worksheet may include writing prompts or scenarios where students have to write sentences or short paragraphs using "could," "could not," "have to," or "had to" to express different situations or obligations. Overall, this worksheet serves as a valuable tool for students to practice and reinforce their understanding of the usage of "could" and "could not" and "have to" and "had to" in English. It allows them to become more confident and proficient in using these modal verbs correctly in various contexts. | ||
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