The document discusses the uses of will and shall in English. Will is used to express simple future actions or predictions. Shall is used mainly in questions to make suggestions or ask for opinions. The document also covers using "going to" to indicate a planned or decided future action based on present circumstances or evidence.
For intermediate EFL students. Practice modal verbs of possibility and cerainty - may, might, could, must, can't be.
Look at the pictures and make sentences
For intermediate EFL students. Practice modal verbs of possibility and cerainty - may, might, could, must, can't be.
Look at the pictures and make sentences
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. I will not (won’t) leave for Lviv.
She will not (won’t) pass the exams.
They will not (won’t) go to the skating rink.
7. I
WILL
You
He/she/it
Vo?
(do, sing, play, read,
leave, etc.)
(SHALL) We
You
They
8. Will you meet me at the railway station?
Will they finish the project?
Will Nadya buy that dress?
9. Shall is used mostly in the questions.
We use ‘Shall I…?/ Shall we…?’ to ask
somebody’s opinion (especially in offers or
suggestions):
Shall I open the window?
Where shall we go this evening?
10. A) to express a single, permanent or
recurrent action in the future:
I will go over with you tomorrow morning.
11. B) in predictions about the future usually
with the verbs think, believe, expect, etc.:
I think the train will be late.
I believe she will fail an exam.
13. D) for promises (usually with the verbs
promise, swear, guarantee, etc.) threats,
warnings, requests, hopes and offers:
I guarantee he will come.
I swear she will bring the money
tomorrow.
14. Will you, please, be quiet? I am trying to
concentrate.
Will you shut up the door, please?
15. E) for actions, events, situations which will
definitely happen in the future and which
we cannot control:
The temperature will reach 40˚ C tomorrow.
It will be hot in a week.
16. F) with such words and word expressions:
Tomorrow
The day after tomorrow
Tonight
Soon
Next week/month/year, etc.
In two/three days/weeks/ a year, etc.
17. I will go to the university tomorrow.
Mary will take an exam the day after
tomorrow.
We will go to a restaurant tonight.
She will get her salary soon.
My parents will come to visit me next week.
I will leave for London in two weeks.
18. G) In the main clause of the Type 1
Conditionals (real present):
If we work hard, we will finish the project on
time.
19. A planned future action can be expressed by
the construction “to be going to”:
decision now
I will
Past now future
Decision before
I’m going to
Past now future
20. We have decided
That’s a to have a party.
Let’s great idea.
We will We are going to
have a invite a lot invite lots of
party. of people. people.
21. When we say “something is going to
happen”, we know this because of the
situation now:
Look at those black clouds. It is going to rain!
