At in on and more prepositions
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This document provides guidance on using the prepositions "at", "on", and "in" in different contexts. It explains that "at" is used to indicate a specific time or place, such as "at 8 o'clock" or "at the bus stop." "On" is used to refer to surfaces, days, dates, means of transportation, and locations like floors. "In" is used with months, years, seasons, parts of the day, short periods of time, and when referring to being inside a place. It also provides examples of common phrases that use these prepositions, such as "famous for", "afraid of", and "interested in."
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This document provides information about the proper uses of the prepositions "in", "on", and "at" as they relate to time and place. It explains that "in" is generally used for enclosed spaces and long periods of time, "on" is used for surfaces and specific days/dates, and "at" is used for precise times and points. Numerous examples are given to illustrate the different uses of each preposition in contexts involving locations, dates, times of day, activities, and states. At the end, an activity is included where the reader must choose the correct preposition to complete sentences about time and place.
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This document contains an answer key for an English exam covering pronunciation, reading, writing, grammar, vocabulary, listening, and speaking sections. For each section, it provides the correct answers to multiple choice and short answer questions. It also includes rubrics for assessing writing, speaking, use of grammar and vocabulary, and pronunciation.
Ef3e adv filetest_10a
Here is a 229-word response to the article invitation:
While parents, teachers and coaches all play an important role in promoting sport amongst the young, I believe the primary responsibility lies with parents. They have the most direct influence over their children's activities and lifestyle choices. By their own example of an active lifestyle and enthusiasm for sport, parents can inspire children to participate. They can sign children up for local youth sports programs and commit to transporting them to practices and games. Teachers can certainly support sport through physical education classes and after-school clubs. However, with large class sizes and limited time, they may not be able to devote as much individual attention to each child's interests and talents as parents can. Coaches of youth teams can
Ef3e adv filetest_08_answerkey
This document contains answer keys for English File Advanced exercises in pronunciation, reading and writing, grammar, vocabulary, and pronunciation, listening, and speaking. The reading and writing section provides answers to comprehension questions and evaluates sample student responses. The speaking section outlines criteria for evaluating students' oral production, grammar and vocabulary, and pronunciation.
Ef3e adv filetest_08a
My brother is nervous because his sister-in-law is about to have a baby. The Prime Minister is going to open a new shopping center on Saturday. The document is an English exam practice test that covers grammar, vocabulary, pronunciation, reading and writing. It contains questions, exercises and a reading passage on complementary and alternative medicine.
Ef3e adv filetest_03_answerkey
This document contains answer keys for an English exam covering pronunciation, reading, writing, grammar, vocabulary, listening, and speaking. For each section, it provides the correct answers to multiple choice or short answer questions. It also includes criteria for assessing writing, speaking, and pronunciation skills with point values assigned to grammar, vocabulary, task completion, and other areas.
Formar adverbios a partir de adjetivos
This document discusses how to form adverbs from adjectives in Spanish. In most cases, an adverb is formed by adding "-ly" to an adjective. However, if the adjective ends in "-y," the "y" is replaced with "i" before adding "-ly." If the adjective ends in "-able," "-ible," or "-le," the final "e" is replaced with "y" before adding "-ly." For adjectives ending in "-ic," "-ally" is added. Some adjectives are identical to their adverb forms, such as "fast" and "hard." The adverb that corresponds to the adjective "good" is "well."
The future in English
This document summarizes different ways to express future tenses and aspects in English:
1. Future simple (will) is used for instant decisions, predictions, promises, offers, invitations, commands, and conditional sentences.
2. Future continuous (will be + verb + ing) refers to actions happening sometime in the future.
3. Future perfect (will have + past participle) expresses that an action will be completed by a specific future time.
4. Future perfect continuous (will have been + verb + ing) refers to how long an ongoing action will continue until a future time.
Opinion and for and against essay for ss1
This document provides guidance on writing an opinion essay or a for and against essay. It discusses including an opinion in the introduction and conclusion, organizing the essay into paragraphs with a topic sentence and supporting details in each, and using transitions to link ideas. Tips are provided on engaging the reader, expressing opinions and facts, giving reasons, and concluding by summarizing without new ideas. The writing process of planning, drafting, and improving is also outlined.
Ing or infinitive vbs
This document provides information on when to use an infinitive or gerund after certain verbs in English. It lists verbs that are commonly followed by infinitives, such as "agree", "appear", "arrange", and "ask". It also lists verbs commonly followed by gerunds, such as "advise", "allow", "continue", and "dread". The document explains how some verbs like "forget", "go on", "mean", "regret", and "remember" can change meaning depending on whether an infinitive or gerund is used. It also notes verbs that can be followed by either an infinitive or gerund with little change in meaning.
Expressing wishes and regrets and preference in English
This document discusses different ways to express wishes and regrets in English using modal verbs and verb tenses. It outlines four main structures:
1) "Wish + past simple" to express a present wish about a situation, such as "I wish I knew the answer."
2) "Wish + person/thing + would" to talk about things we want to happen or stop, like annoying habits.
3) "Wish + past perfect" to express regret about the past, like "I wish you had told me the truth."
4) "Should/shouldn't have + past participle" to also express regret about the past, for example "I should have recharged my phone
Types of conditionals summary and special cases
This document summarizes the different types of conditional sentences in English. There are four main types: zero conditional for facts, first conditional for likely possibilities in the present/future, second conditional for unlikely possibilities in the present/future, and third conditional for hypothetical situations in the past. Special cases include using "were" or "had" instead of "if" for a more formal tone, and using "if" with "should" to refer to accidental or chance events.
Mixedconditionalsexplanation for ss
Mixed conditionals combine elements of different conditional patterns to describe imaginary situations and results that span both the past and present. The two types are: 1) a present result of a past condition, using a third conditional to describe an imaginary past situation and a second conditional for the imaginary present result. 2) a past result of a present condition, using a second conditional for the imaginary present situation and a third conditional for the imaginary past result. Examples are provided for each type.
3rd conditional
The third conditional is used to talk about hypothetical situations and their consequences in the past that did not actually happen. It expresses that both the condition and result are impossible. The structure uses the past perfect tense (had + past participle) to talk about the impossible past condition, and would have + past participle to talk about the impossible past result. Examples are given such as "If I had won the lottery, I would have bought a car" and "If you had driven more carefully, you would not have had an accident." The third conditional can express criticism or regret about things that did not happen in the past.
Second conditional
If the document discusses the second conditional, which uses the past tense in the if clause to talk about an unreal or hypothetical situation in the present or future, and the main clause expresses the possible result using "would", "could", or "might". For example, "If the situation got worse with alcohol, I would send him to rehab" or "If there were more buses, we would/could leave the car at home."
Zero and first conditional
The document discusses zero and type 1 conditionals in English grammar.
Zero conditionals express general truths using the simple present tense in both clauses, such as "If you heat ice, it melts." Type 1 conditionals refer to possible future events, using the simple present in the if-clause and simple future, modal verbs, or imperatives in the main clause, like "If it rains, you will get wet." Both conditionals express cause-and-effect relationships between the if-clause and main clause.
Environment
The document discusses several major environmental threats including lead poisoning in children, overfishing of sharks that can disrupt ocean ecosystems, overpopulation contributing to famine, deforestation, climate change evidenced by melting polar ice caps, and various forms of air and water pollution. Specifically in Spain, issues include deforestation from uncontrolled logging and fires, air pollution from industry ranked 20th globally, and water pollution from industry, agriculture, and oil tankers affecting both surface and coastal waters.
Extreme sports
This short document asks 4 questions about extreme sports: it asks what sport the reader likes doing; if they have watched extreme sports on TV; why people enjoy extreme sports; and which extreme sport, if any, the reader would like to try and why.
A review
The document provides guidance for writing a 3-sentence book or film review. It recommends including an introduction with background details, a paragraph summarizing the plot in chronological order, and a concluding paragraph with overall comments and a recommendation. Descriptive words should be used to convey opinions on both positive and negative aspects. The review should conclude by either recommending or not recommending the book/film.
;verbs of the senses for blog
This document discusses verbs used to describe sensory impressions, including seem, look, feel, smell, and taste. Seem is used to indicate an abstract impression of something or someone. Look can be used when physically seeing something, such as describing something as looking beautiful. Sound is used for impressions derived from hearing, such as a song sounding great. Feel is used for impressions from touch, such as sheets feeling soft. Taste and smell are used to describe flavors and scents experienced through the mouth and nose.
Comparative and superlative
The document discusses the rules for forming comparatives and superlatives in English. There are three main ways to form comparatives: using "as...as", or adding "-er" to one-syllable adjectives and changing the ending to "-ier" for two-syllable adjectives ending in "-y" when using "than". For longer adjectives "more" is used. Superlatives are formed by adding "-est" or changing the ending to "-iest", or using "most/the most" depending on the adjective's length. Examples are provided to illustrate the rules for adjectives and adverbs. Quizzes are included for further practice with comparatives and superlatives.
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At in on and more prepositions
- 1. AT/ON/IN 1. AT: *at 8 o´clock (TIME) *at the weekend *at night *at Christmas/at Easter *at the end of… *at the moment *at the top of the page/ at the bottom of the page At “a place” but not inside *at the bus stop *at the door ALWAYS WITH AT: *at home *at work/at school *at university *at the station/at the airport *at Jane´s (House) *at the doctor´s (work), at the hairdresser´s
- 2. *at a concert/at a party… IN OR AT FOR BUILDINGS (hotels, restaurants): We stayed at/in a nice hotel… -ARRIVE IN + COUNTRY/CITY: I arrived in England last week BUT ARRIVE AT (PLACES): What time did you arrive at the station? 2. ON: Days and dates: *on Sunday(s) *on 25th April *on New Year´s Eve *on Monday morning but IN THE MORNING. *ON with surfaces: on a shelf, on a wall on a door on the ceiling, on a motorbike, on a horse ON ALWAYS WITH: *On a bus/train/plain meaning “en” *on the ground floor/first floor *on the way to (de camino a) *on the way home *on the right/on the left *on holiday *on tv/radio *on the phone (por teléfono) *on time (a tiempo)
- 3. 3. IN *with months, years, seasons, parts of the day: in April, in 2003, in summer, in the morning, in the afternoon, in the evening. *in meaning “dentro de” in five minutes, in a few days, in six weeks *in (a place) meaning inside or surrounded by it: He is in a room, in the water, in the city centre, in hospital, in prison, in a newspaper… REMEMBER: I go to work by car, by bus…. AFRAID OF, GOOD AT… • Afraid of • Angry with somebody • Angry about something • Different from/to : Lisa is very different from/to his sister • Famous for • Good or bad at • Interested in • Sorry about (a situation) , sorry for/about (doing something): I´m sorry about that, I´m sorry for/about not phoning you. AFTER PREPOSITION, VERBS END IN ING: I´m not very good at telling stories, Tom left without saying goodbye.