Irene calls Joan and asks if she can do her a favor by driving her to the dentist's office that afternoon. Joan agrees to help and says she's glad to drive Irene to her appointment. Irene thanks Joan and says she will return the favor sometime.
The document contains a series of conversations between two people, labeled A and B. In each conversation, A asks B a question, and B responds. The conversations cover a range of everyday topics like fixing a toy, going to a party, a coworker quitting their job, and making plans to eat. B is generally cooperative and helpful in responding to A's questions.
This document provides examples of conditional sentences to practice putting verbs in the correct tense. There are also exercises with multiple conditional sentences to complete using the correct verb forms. The document covers different types of conditional sentences including zero, first, second, third conditionals and mixed conditionals.
The document contains examples of phrases used when asking for permission or expressing disbelief in English. It includes questions asking for permission to do various activities, statements of strong disbelief, and questions checking if someone minds a certain activity. The questions cover topics like marriage, meeting a celebrity, being an astronaut or president, speaking a language, taking money or food, and improbable weather or transportation.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
The document discusses polite and rude ways to request extensions or permission from a teacher.
A rude student directly tells the teacher they want to hand in their assignment late without explanation. The teacher denies the request and gives a zero.
A polite student respectfully asks the teacher if they can have an extension, explains they needed more time for research, and says when they can submit it. The teacher approves the request.
The document provides examples of polite and impolite ways to phrase requests, with the most polite being an explanation, use of conditional phrases like "could" or "would", and showing consideration for the other person.
This document discusses making polite requests in English using modal verbs like "can", "could", "will", and "would". It provides examples of formal and informal requests and how adding "please" makes requests more polite. Students are given practice transforming statements into requests and providing positive and negative responses. The document also covers using "would you mind" followed by a gerund to politely ask someone to do something.
The document discusses how to be polite in English when making requests. It provides examples of polite and direct ways to ask for the time, with "What time is it?" being too direct and rude. More polite phrases include "Could you tell me the time please?" and "Excuse me, I wonder if you could tell me the time." The document also covers polite phrases like "Can/Could/Would you...", "Could you possibly...", "Do/Would you mind..." and "I wonder if you'd mind..." to make other polite requests. Photos illustrate using these phrases to request various actions.
The document discusses conditional sentences. It explains the structure of conditional sentences and the four types: zero, first, second, and third conditional. Each type uses different verb tenses depending on the probability of the condition. Zero conditionals use present tense, first conditionals use present/future, second conditionals use past/would, and third conditionals use past perfect/would have. Examples are provided for each type.
The document contains a series of conversations between two people, labeled A and B. In each conversation, A asks B a question, and B responds. The conversations cover a range of everyday topics like fixing a toy, going to a party, a coworker quitting their job, and making plans to eat. B is generally cooperative and helpful in responding to A's questions.
This document provides examples of conditional sentences to practice putting verbs in the correct tense. There are also exercises with multiple conditional sentences to complete using the correct verb forms. The document covers different types of conditional sentences including zero, first, second, third conditionals and mixed conditionals.
The document contains examples of phrases used when asking for permission or expressing disbelief in English. It includes questions asking for permission to do various activities, statements of strong disbelief, and questions checking if someone minds a certain activity. The questions cover topics like marriage, meeting a celebrity, being an astronaut or president, speaking a language, taking money or food, and improbable weather or transportation.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
The document discusses polite and rude ways to request extensions or permission from a teacher.
A rude student directly tells the teacher they want to hand in their assignment late without explanation. The teacher denies the request and gives a zero.
A polite student respectfully asks the teacher if they can have an extension, explains they needed more time for research, and says when they can submit it. The teacher approves the request.
The document provides examples of polite and impolite ways to phrase requests, with the most polite being an explanation, use of conditional phrases like "could" or "would", and showing consideration for the other person.
This document discusses making polite requests in English using modal verbs like "can", "could", "will", and "would". It provides examples of formal and informal requests and how adding "please" makes requests more polite. Students are given practice transforming statements into requests and providing positive and negative responses. The document also covers using "would you mind" followed by a gerund to politely ask someone to do something.
The document discusses how to be polite in English when making requests. It provides examples of polite and direct ways to ask for the time, with "What time is it?" being too direct and rude. More polite phrases include "Could you tell me the time please?" and "Excuse me, I wonder if you could tell me the time." The document also covers polite phrases like "Can/Could/Would you...", "Could you possibly...", "Do/Would you mind..." and "I wonder if you'd mind..." to make other polite requests. Photos illustrate using these phrases to request various actions.
The document discusses conditional sentences. It explains the structure of conditional sentences and the four types: zero, first, second, and third conditional. Each type uses different verb tenses depending on the probability of the condition. Zero conditionals use present tense, first conditionals use present/future, second conditionals use past/would, and third conditionals use past perfect/would have. Examples are provided for each type.
This document summarizes the differences between count nouns and non-count nouns. It explains that count nouns can be singular or plural and refer to things that can be counted individually, like books, teachers, or ideas. Non-count nouns refer to substances, concepts, or qualities that cannot be divided into separate elements and cannot be counted, such as milk, happiness, or homework. It provides examples of count and non-count nouns and discusses how determiners and quantifiers are used differently with each type of noun.
Conditional sentences are used to express that a main clause action can only occur if a certain condition is met. There are three conditional types:
Type 1 refers to possible future events using "if + present, will + future".
Type 2 refers to unreal present situations using "if + past simple, would/could/might + infinitive".
Type 3 refers to unreal past situations using "if + past perfect, would/could/might/should + have + past participle".
The document discusses the present perfect tense in English. It provides examples of how to use the present perfect tense to talk about experiences, actions that started in the past and continue to the present, and actions that have a present result from the past. It also contrasts the present perfect tense with the simple past tense. Finally, it outlines the affirmative, negative, and interrogative forms for constructing sentences in the present perfect tense.
This document lists various articles of clothing including T-shirts, hats, shorts, skirts, socks, shoes, ties, shirts, dresses, trousers, pajamas, swimsuits, gloves, mittens and coats.
Comparative and superlative forms:
Big - bigger than - biggest
tall - taller than - tallest
good - better than - the best
beautiful - more beautiful than - the most beautiful.
This document lists various vegetables and ingredients commonly used in cooking including onion, green pepper, tomato, mushroom, lettuce, broccoli, potato, carrots, pumpkin, peas, radishes, cabbage, corn, eggplant, and cucumber.
Jennifer only eats meat and Bobby only eats vegetables, putting them both at risk of malnutrition. Teddy, on the other hand, will only eat cereal, ice cream, and bananas. A person imagines proposing to Laura and moving to Kansas, but their friend doubts Laura would agree to move and thinks a reality check is needed.
The document discusses the use of the simple future tense in English using the auxiliary verb "will". It explains that will is used to talk about certain future actions, make predictions, offer help, make promises, and express willingness. It provides examples for each case. It also outlines the grammar structure for affirmative, negative, and interrogative sentences using the simple future tense.
A 12-year-old boy was alone at home doing dishes when he saw a large animal in the yard that he initially thought was a dog but realized was a tiger, causing him to feel very frightened. He shut the kitchen door and called the police. When the police and a tiger trainer arrived, the tiger was sleeping peacefully outside the kitchen door.
The document discusses the past progressive and simple past tenses in English. The past progressive uses "was/were + verb+ing" to describe an action that was ongoing in the past. The simple past uses the base verb form to describe a one-time action that was completed in the past. Examples are provided to illustrate using the two tenses together to show one event interrupting another ongoing action or to emphasize simultaneous past actions.
The document discusses the past progressive and simple past tenses, noting that the past progressive describes ongoing past actions using "was/were + verb+ing" while the simple past describes single past actions using the past form of the verb. It also explains that the tenses can be used together to show one event interrupting another ongoing action or to emphasize multiple simultaneous past actions.
This document discusses prepositions in English. It defines prepositions as words that connect other words in a sentence to nouns or pronouns, expressing ideas like location, direction, time, manner, and more. Common prepositions include words like about, above, across, after, along, and more. Examples are provided to illustrate how prepositions indicate position or direction. An exercise is included asking the reader to choose the correct preposition from parentheses to complete sentences.
This document summarizes the differences between count nouns and non-count nouns. It explains that count nouns can be singular or plural and refer to things that can be counted individually, like books, teachers, or ideas. Non-count nouns refer to substances, concepts, or qualities that cannot be divided into separate elements and cannot be counted, such as milk, happiness, or homework. It provides examples of count and non-count nouns and discusses how determiners and quantifiers are used differently with each type of noun.
Conditional sentences are used to express that a main clause action can only occur if a certain condition is met. There are three conditional types:
Type 1 refers to possible future events using "if + present, will + future".
Type 2 refers to unreal present situations using "if + past simple, would/could/might + infinitive".
Type 3 refers to unreal past situations using "if + past perfect, would/could/might/should + have + past participle".
The document discusses the present perfect tense in English. It provides examples of how to use the present perfect tense to talk about experiences, actions that started in the past and continue to the present, and actions that have a present result from the past. It also contrasts the present perfect tense with the simple past tense. Finally, it outlines the affirmative, negative, and interrogative forms for constructing sentences in the present perfect tense.
This document lists various articles of clothing including T-shirts, hats, shorts, skirts, socks, shoes, ties, shirts, dresses, trousers, pajamas, swimsuits, gloves, mittens and coats.
Comparative and superlative forms:
Big - bigger than - biggest
tall - taller than - tallest
good - better than - the best
beautiful - more beautiful than - the most beautiful.
This document lists various vegetables and ingredients commonly used in cooking including onion, green pepper, tomato, mushroom, lettuce, broccoli, potato, carrots, pumpkin, peas, radishes, cabbage, corn, eggplant, and cucumber.
Jennifer only eats meat and Bobby only eats vegetables, putting them both at risk of malnutrition. Teddy, on the other hand, will only eat cereal, ice cream, and bananas. A person imagines proposing to Laura and moving to Kansas, but their friend doubts Laura would agree to move and thinks a reality check is needed.
The document discusses the use of the simple future tense in English using the auxiliary verb "will". It explains that will is used to talk about certain future actions, make predictions, offer help, make promises, and express willingness. It provides examples for each case. It also outlines the grammar structure for affirmative, negative, and interrogative sentences using the simple future tense.
A 12-year-old boy was alone at home doing dishes when he saw a large animal in the yard that he initially thought was a dog but realized was a tiger, causing him to feel very frightened. He shut the kitchen door and called the police. When the police and a tiger trainer arrived, the tiger was sleeping peacefully outside the kitchen door.
The document discusses the past progressive and simple past tenses in English. The past progressive uses "was/were + verb+ing" to describe an action that was ongoing in the past. The simple past uses the base verb form to describe a one-time action that was completed in the past. Examples are provided to illustrate using the two tenses together to show one event interrupting another ongoing action or to emphasize simultaneous past actions.
The document discusses the past progressive and simple past tenses, noting that the past progressive describes ongoing past actions using "was/were + verb+ing" while the simple past describes single past actions using the past form of the verb. It also explains that the tenses can be used together to show one event interrupting another ongoing action or to emphasize multiple simultaneous past actions.
This document discusses prepositions in English. It defines prepositions as words that connect other words in a sentence to nouns or pronouns, expressing ideas like location, direction, time, manner, and more. Common prepositions include words like about, above, across, after, along, and more. Examples are provided to illustrate how prepositions indicate position or direction. An exercise is included asking the reader to choose the correct preposition from parentheses to complete sentences.
2. U2T2: Conversation 1 ASKING A FAVOR.
A: Hello?
B: Hi Joan. This is Irene. Can you do me a favor?
A: Sure. What´s up?
B: Can you drive me to the dentist´s office this
afternoon?
A: Sure. Be glad to.
B: Thanks a lot. I´ll return the favor sometime.