Fce use of english modals for obligationJavier Martos
This document discusses the use of modal verbs to express obligation, necessity, lack of obligation, and permission in English. It provides examples of modal verbs like must, have to, need/needn't, be allowed to. It also discusses lexical phrases that can be used to express obligation, like "to be necessary for someone to" and "to be obliged/forced to". Finally, it provides examples of transforming sentences using these modal verbs and lexical phrases to change their meaning from expressing obligation to permission or preference.
Comparatives in SONG PIECES! [Teaching With Songs A2/B1]Marcia Bonfim
Description:
In this ELT song-based activity, students WORK in teams (or individually), LISTEN to 6 different short song extracts, and IDENTIFY comparative adjectives in each one.
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: (A2, B1)
Learner type : All ages
Skills : listening and writing
Topic : comparatives
Materials : YouTube Video
Duration: 15 - 20 min
Comparative Adjectives In Songs: Review & Practice Challenge - Teaching Engli...Marcia Bonfim
Description:
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features extracts of non-copyrighted songs from bands like NEFFEX, Onlap and others.
Students IDENTIFY comparative adjectives in 7 song extracts. You can use this activity as extra grammar practice, review or just for fun!
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B1 AND ABOVE
Learner type: All ages
Skills: listening and writing
Topic: comparatives
Materials: YouTube Video
Duration: about 30 min
This document discusses different tenses used to describe past future events in English:
- Past Future (I would sing) is used to describe events that would happen in the past.
- Past Future Continuous (I would be singing) describes events that would be ongoing in the past.
- Past Future Perfect (I would have sung) is often used for hypothetical situations and expresses the idea that something would have happened in the past.
- Past Future Perfect Continuous (I would have been singing) describes events that would have been ongoing and completed in the past. Formulas for forming sentences in each tense positively, negatively, and interrogatively are provided.
Este documento habla sobre los pronombres y los determinantes en español. Explica que los pronombres sustituyen a los sustantivos y expresan categorías como género, número y persona. Se dividen en personales, posesivos, demostrativos, indefinidos, interrogativos y relativos. Los determinantes delimitan el significado de los sustantivos y también expresan género, número y persona, incluyendo artículos, demostrativos, posesivos, indefinidos, numerales e interrogativos. Finalmente, señala que los determinantes pueden sustantivizar adjet
The past perfect continuous tense is used to describe an action that started in the past and continued up until another time in the past. It is formed using "had" + "been" + the present participle of the verb. The past perfect continuous tense shows the duration of an action before something else happened in the past. Some examples of its use include describing how long someone had been waiting or working somewhere before another event occurred. It can also be used to indicate the cause of something by showing an action that had been ongoing in the past.
Fce use of english modals for obligationJavier Martos
This document discusses the use of modal verbs to express obligation, necessity, lack of obligation, and permission in English. It provides examples of modal verbs like must, have to, need/needn't, be allowed to. It also discusses lexical phrases that can be used to express obligation, like "to be necessary for someone to" and "to be obliged/forced to". Finally, it provides examples of transforming sentences using these modal verbs and lexical phrases to change their meaning from expressing obligation to permission or preference.
Comparatives in SONG PIECES! [Teaching With Songs A2/B1]Marcia Bonfim
Description:
In this ELT song-based activity, students WORK in teams (or individually), LISTEN to 6 different short song extracts, and IDENTIFY comparative adjectives in each one.
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: (A2, B1)
Learner type : All ages
Skills : listening and writing
Topic : comparatives
Materials : YouTube Video
Duration: 15 - 20 min
Comparative Adjectives In Songs: Review & Practice Challenge - Teaching Engli...Marcia Bonfim
Description:
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features extracts of non-copyrighted songs from bands like NEFFEX, Onlap and others.
Students IDENTIFY comparative adjectives in 7 song extracts. You can use this activity as extra grammar practice, review or just for fun!
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B1 AND ABOVE
Learner type: All ages
Skills: listening and writing
Topic: comparatives
Materials: YouTube Video
Duration: about 30 min
This document discusses different tenses used to describe past future events in English:
- Past Future (I would sing) is used to describe events that would happen in the past.
- Past Future Continuous (I would be singing) describes events that would be ongoing in the past.
- Past Future Perfect (I would have sung) is often used for hypothetical situations and expresses the idea that something would have happened in the past.
- Past Future Perfect Continuous (I would have been singing) describes events that would have been ongoing and completed in the past. Formulas for forming sentences in each tense positively, negatively, and interrogatively are provided.
Este documento habla sobre los pronombres y los determinantes en español. Explica que los pronombres sustituyen a los sustantivos y expresan categorías como género, número y persona. Se dividen en personales, posesivos, demostrativos, indefinidos, interrogativos y relativos. Los determinantes delimitan el significado de los sustantivos y también expresan género, número y persona, incluyendo artículos, demostrativos, posesivos, indefinidos, numerales e interrogativos. Finalmente, señala que los determinantes pueden sustantivizar adjet
The past perfect continuous tense is used to describe an action that started in the past and continued up until another time in the past. It is formed using "had" + "been" + the present participle of the verb. The past perfect continuous tense shows the duration of an action before something else happened in the past. Some examples of its use include describing how long someone had been waiting or working somewhere before another event occurred. It can also be used to indicate the cause of something by showing an action that had been ongoing in the past.
The document discusses conjunctions and their different types. There are three main types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions connect words, phrases, or sentences. The seven coordinating conjunctions are FANBOYS - for, and, nor, but, or, yet, so. Coordinating conjunctions can connect words, prepositional phrases, or simple sentences. Commas are used when joining two independent clauses.
This document discusses the use of the word "wish" and "if only" to express regrets or wishes for unlikely or impossible things. It explains that "wish" can refer to past, present, or future unreal conditions, while "if only" means the same as "I wish" but is stronger. Examples are provided to illustrate using wish with the past simple and past perfect tenses to refer to present or past regrets/wishes. The document also gives structures for using "wish" to complain about annoying habits or things one would like others to do or not do.
The document summarizes the past perfect continuous verb tense in 4 paragraphs:
1) It defines the past perfect continuous tense as showing an action that started and continued in the past up until another time in the past, unlike the present perfect continuous which indicates an action from the past continuing to the present.
2) It lists the form of the past perfect continuous as "subject + had + been + verb-ing".
3) It describes the two main uses of the past perfect continuous as indicating a duration before something else in the past and showing cause and effect between past actions.
4) It provides examples of the past perfect continuous in positive, negative and question forms.
Este documento resume varios poemas y composiciones líricas medievales españolas como las jarchas, canciones de amigo, albadas y el Libro del Buen Amor. Describe temas como el amor no correspondido, la belleza femenina y la vanidad de la vida. Explica recursos literarios como el diálogo, el estribillo y la glosa.
Express permission, obligation, and prohibitionJanineCasas1
This document discusses the use of modal verbs to express permission, obligation, and prohibition in English. It provides examples of different modal verbs used in each context. For permission, modals like can, could, and may are used. For obligation, have to, must, and should express different levels of obligation. Can't and must not/mustn't are used for prohibition. The document provides guidelines on choosing the appropriate modal verb based on the level of formality and whether the rule comes from the speaker or an outside authority.
The document contains a series of sentences with verbs missing that need to be filled in with the correct tense. The sentences test knowledge of verb tenses including past, present, future and continuous tenses. They cover situations involving plans and arrangements, typical daily activities, future intentions and hypothetical scenarios.
This document provides instruction on using adverbs of manner in English. It defines adverbs of manner as words used to describe how an action is performed. Common ways to form adverbs of manner are by adding "-ly" to adjectives or changing the ending of adjectives already ending in "-y" or "-ic". The document includes examples of adverbs and exercises for students to practice completing sentences with the appropriate adverb of manner.
Este documento describe el contexto literario del siglo XV en España, una época de transición entre la Edad Media y el Renacimiento. Se introdujeron nuevos géneros literarios como la poesía cortesana y la novela, y cobraron importancia ideas humanistas sobre el hombre y la cultura. También analiza la poesía tradicional oral y el surgimiento del romance como forma poética breve.
The document provides examples of sentences using conjunctions such as "although", "despite", "in spite of", and "even though" to indicate circumstances contrary to what might be expected. Each line gives a sentence using one of these terms followed by the same sentence rewritten to replace the conjunction with an alternative. The document aims to demonstrate different ways to express contrasting ideas within a sentence.
This document provides information about using adjectives in Spanish. It discusses how adjectives must agree in gender and number with the nouns they describe. For gender, adjectives ending in "o" describe masculine nouns and adjectives ending in "a" describe feminine nouns. For number, adjectives ending in "os" describe plural nouns and adjectives ending in "as" describe plural feminine nouns. Examples are provided to illustrate these rules.
The document discusses conjunctions and their different types. There are three main types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions connect words, phrases, or sentences. The seven coordinating conjunctions are FANBOYS - for, and, nor, but, or, yet, so. Coordinating conjunctions can connect words, prepositional phrases, or simple sentences. Commas are used when joining two independent clauses.
This document discusses the use of the word "wish" and "if only" to express regrets or wishes for unlikely or impossible things. It explains that "wish" can refer to past, present, or future unreal conditions, while "if only" means the same as "I wish" but is stronger. Examples are provided to illustrate using wish with the past simple and past perfect tenses to refer to present or past regrets/wishes. The document also gives structures for using "wish" to complain about annoying habits or things one would like others to do or not do.
The document summarizes the past perfect continuous verb tense in 4 paragraphs:
1) It defines the past perfect continuous tense as showing an action that started and continued in the past up until another time in the past, unlike the present perfect continuous which indicates an action from the past continuing to the present.
2) It lists the form of the past perfect continuous as "subject + had + been + verb-ing".
3) It describes the two main uses of the past perfect continuous as indicating a duration before something else in the past and showing cause and effect between past actions.
4) It provides examples of the past perfect continuous in positive, negative and question forms.
Este documento resume varios poemas y composiciones líricas medievales españolas como las jarchas, canciones de amigo, albadas y el Libro del Buen Amor. Describe temas como el amor no correspondido, la belleza femenina y la vanidad de la vida. Explica recursos literarios como el diálogo, el estribillo y la glosa.
Express permission, obligation, and prohibitionJanineCasas1
This document discusses the use of modal verbs to express permission, obligation, and prohibition in English. It provides examples of different modal verbs used in each context. For permission, modals like can, could, and may are used. For obligation, have to, must, and should express different levels of obligation. Can't and must not/mustn't are used for prohibition. The document provides guidelines on choosing the appropriate modal verb based on the level of formality and whether the rule comes from the speaker or an outside authority.
The document contains a series of sentences with verbs missing that need to be filled in with the correct tense. The sentences test knowledge of verb tenses including past, present, future and continuous tenses. They cover situations involving plans and arrangements, typical daily activities, future intentions and hypothetical scenarios.
This document provides instruction on using adverbs of manner in English. It defines adverbs of manner as words used to describe how an action is performed. Common ways to form adverbs of manner are by adding "-ly" to adjectives or changing the ending of adjectives already ending in "-y" or "-ic". The document includes examples of adverbs and exercises for students to practice completing sentences with the appropriate adverb of manner.
Este documento describe el contexto literario del siglo XV en España, una época de transición entre la Edad Media y el Renacimiento. Se introdujeron nuevos géneros literarios como la poesía cortesana y la novela, y cobraron importancia ideas humanistas sobre el hombre y la cultura. También analiza la poesía tradicional oral y el surgimiento del romance como forma poética breve.
The document provides examples of sentences using conjunctions such as "although", "despite", "in spite of", and "even though" to indicate circumstances contrary to what might be expected. Each line gives a sentence using one of these terms followed by the same sentence rewritten to replace the conjunction with an alternative. The document aims to demonstrate different ways to express contrasting ideas within a sentence.
This document provides information about using adjectives in Spanish. It discusses how adjectives must agree in gender and number with the nouns they describe. For gender, adjectives ending in "o" describe masculine nouns and adjectives ending in "a" describe feminine nouns. For number, adjectives ending in "os" describe plural nouns and adjectives ending in "as" describe plural feminine nouns. Examples are provided to illustrate these rules.
2. 1. ESQUEMA SEMÁNTICO DA ORACIÓN: o verbo e os argumentos. As accións ou estados expresámolos mediante oracións, é dicir, con un verbo cando menos (ex. corro ) ou, normalmente, con un verbo que implica a inclusión de un ou varios participantes (chamados argumentos). Daquela, cada verbo condiciona a existencia dun grupo de palabras co que combinar. Cada grupo de palabras que precisa un verbo para ser usado de xeito aceptábel é, logo, un argumento. Así, por exemplo, o verbo adorar non pode empregarse só (* adoro non é aceptábel), senón que require dous grupos de palabras distintos, dous argumentos ( o meu fillo adora a música ).
3. Se pensamos en varios verbos ao chou, logo descubrimos que hai distintas posibilidades: Eu buceo (só é preciso que apareza quen fai a acción) A moza colle mazás (precísanse dous argumentos) O futuro depende de todos nós (tamén se precisan dous) As xuízas concedéron lle a liberdade ao reo ( conceder require tres argumentos) etc. Mais, ademais destes tamén podemos incluír outros grupos de palabras que non son esixidos polo verbo para facer enunciados correctos. Son os argumentos libres, non requiridos polo verbo, aínda que poden expresar contidos fundamentais na mensaxe. Por exemplo: Eu buceo preto das illas Cíes A moza colle mazás na túa eira etc.
4. 2. FUNCIÓNS A cada argumento o núcleo verbal asígnalle unha función semántica (axente, paciente...) e unha función sintáctica (SUXEITO, CD...). 2.1. Suxeito. O realizador ou causante da acción verbal soe funcionar sintacticamente como suxeito. A moza colle mazás 1º argumento axente SUXEITO Mais non sempre o suxeito é realizador ou causante: As plantas medran O home caeu
5. 2.2. Complementos. A maioría dos verbos precisan máis argumentos có que é suxeito. Son os complementos argumentais, que funcionan de: Complemento directo (CD, substituíble por o/a/os/as e variantes): A moza colle mazás > A moza cólle as . Complemento indirecto (CI, substituíble por lle/lles): As xuízas concederon a liberdade ao reo > As xuízas concedéron lle a liberdade . Suplemento (SUPL., introducidos por preposición esixida polo verbo e non substituíbeis polos pronomes de CD): O futuro depende de todos nós . (Outros: complemento predicativo, atributo, complemento axente.)
6. Ás veces, estes complementos tamén poden aparecer de maneira libre, non requiridos necesariamente polo verbo: O can come é unha oración perfectamente aceptábel, pero tamén pode aparecer: -un segundo argumento, o CD: O can come os ósos -un terceiro argumento, o CI: O can cóme lles os ósos aos veciños ... Porén, os complementos constituídos por argumentos sempre libres funcionan de Complemento circunstancial (CC; vede os exemplos finais da diapositiva 3).
7. Os verbos que requiren un só argumento (suxeito) son intransitivos. Os que requiren dous, a non ser que sexan copulativos (ser, estar...), chámanse transitivos. Estes, os transitivos, tamén poden requirir tres argumentos (suxeito, CD e CI). O suxeito identifícase pola concordancia en número co verbo: Os deportistas asustaron o neno Aínda que nalgúns casos a concordancia non é suficiente e hai que botar man da orde: Os deportistas asustaron os nenos Os nenos asustaron os deportistas
8. Os intransitivos poden expresar procesos que dependen da vontade dun axente (ex. A nena chora ) ou estados e logros (ex. A flor medra ). Neste último caso, o argumento suxeito é o paciente ou experimentante da acción verbal, non axente. Argumento 1 Argumento 2 Axente paciente Verbos transitivos SUXEITO CD Ex. A profesora colleu o xiz _______________________________________________________ único argumento axente SUXEITO Verbos Ex. Os nenos rin Intransitivos único argumento paciente SUXEITO Ex. O xiz rompeu
9. 3. UNIDADES Cando falamos de argumentos temos en conta o significado dun conxunto de palabras en relación coa acción ou estado que transmite o verbo. Cando falamos de funcións atendemos á relación sintáctica desas palabras co verbo. Pero non nos referimos ata agora aos elementos que formaban eses grupos, é dicir, ás unidades. A clase de palabra (substantivo, adxectivo...) máis importante do grupo determina o tipo de unidade. Un caso: O can come Sintagma nominal (a base é un substantivo)
10. Se observamos os exemplos todos anteriores, inducimos que a función de suxeito desempéñaa un sintagma ou frase nominal (SN), aínda que pode incluír dentro de si outra oración. O CD tamén soe ser un SN, mais hai algúns casos nos que aparece un sintagma preposicional (SPrep.) co enlace a , forma típica do CI. O suplemento é sempre un SPrep.