Modal verbs (ii)
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This document discusses the use of modal verbs must, may, might, and can't to express levels of certainty or possibility. [1] Must is used to express certainty about something that is surely true. [2] May and might are used to express possibility but with less certainty than must, with might implying something is less probable than with may. [3] Can't is used to express something that is known to be impossible.
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This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the author's blog to improve skills with cause and result language.
Cause and result
This document discusses cause and result language structures in English. It provides examples of connectors that can be used to indicate cause, such as "because," "as," and "since." It also gives examples showing result connectors like "so," "as a result," and "consequently." Finally, it recommends finding more practice on the topic in the blog.
School choir poster (1)
The document advertises a school choir that meets on Tuesday evenings from 6-7PM in the school library. Students interested in music, singing, or playing a musical instrument are encouraged to get more information about joining the choir in classroom #3 on Tuesday and Thursday evenings.
Future tenses
The document discusses the differences between going to, present continuous, will, and shall when used for expressing future meaning. Going to is used to talk about plans and intentions, while present continuous is used for arrangements. Will is used for predictions based on opinion, instant decisions, promises, and offers. Shall is used to make offers of assistance or suggestions.
Plans in the future
I have plans to see The Lion King this weekend, as I already have tickets for Saturday night at 9. In the future, I intend to see The Lion King next Easter when I visit Madrid, though I still need to purchase tickets for that showing.
Articles
The document discusses the use of the definite article "the" and indefinite articles "a" and "an" in English. It provides examples of when each article is used, such as with proper nouns, locations, meals, days, months, occupations, and frequency expressions. Special cases are also outlined for when "the" is used with institutions like hospitals, schools, and churches depending on whether referring to the building or as a patient/student.
So such
The document provides examples of using "so" and "such" in sentences with adjectives or nouns followed by "that" to indicate result. For "so", the adjective or adverb comes first followed by "that". For "such", the adjective or noun comes first followed by a noun and "that". Examples are given such as "He is so big-headed that he thinks he is better than anybody else" and "It was such a big surprise that I didn’t know what to say."
Mistakes a story
Les dije que no cogieran el ascensor. I told them not to take the lift.
Me pidieron que les hiciera una foto. They asked me to take a picture.
Nunca olvidaré aquel día. I’ll never forget that day.
Mistakes biographies
Writing a biography requires following some typical conventions. It is important to state the subject's age when discussing events from their life in order to provide context. Verbs like "study", "graduate", and "have a degree" should be used when referring to a person's educational background and achievements. Chronological order is key when recounting someone's life story in a biography. Descriptive adverbs provide more interesting details than simply saying something was "very" good or bad. Proper nouns like names and locations should be clearly stated to avoid ambiguity.
Narrative tenses b1*
This document provides an overview of different past verb tenses in English including the past simple, past continuous, and past perfect tenses. It gives examples of how to use each tense, such as using the past simple to describe finished actions in the past like "Peter threw a stone," using the past continuous to describe background actions happening at a specific time like "I was watching the news," and using the past perfect to talk about actions that happened before another point in the past, like "they had already opened all the presents" when the speaker arrived at a party.
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Modal verbs (ii)
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