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1. Jobs and Careers: occupation, profession, career, employment, job market, job interview, promotion, retirement, salary, wages, benefits.

2. Job Skills: qualifications, experience, skills, abilities, expertise, proficiency, teamwork, leadership, problem-solving, communication, time management.

3. Summer Jobs: internship, seasonal job, temporary job, part-time job, summer camp counselor, lifeguard, tour guide, waiter/waitress, retail assistant.

4. Decision-making: options, choices, decision, pros and cons, weigh the pros and cons, make a decision, consider, evaluate.

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1. Expressing Different Opinions:

In my opinion...

From my perspective...

I see it differently...

I have a different take on this...

I beg to differ...

2. Agreeing:

I agree with you.

That's exactly what I think.

I'm of the same opinion.

I couldn't agree more.

You're absolutely right.

3. Disagreeing:

I'm afraid I disagree.

I don't see it that way.

I'm not convinced by that argument.

I have reservations about that.

I respectfully disagree.

4. Expressing For or Against:

I'm in favor of...

I support the idea of...

I'm all for...

I'm against...

I oppose...

Examples:

1. Expressing Different Opinions:

In my opinion, the government should prioritize education over other sectors.

From my perspective, the proposed law will have negative consequences for small businesses.

I see it differently. I believe technology has greatly improved our lives.

2. Agreeing:

I agree with you that climate change is a pressing issue that requires immediate action.

That's exactly what I think. The new policy will promote equality and inclusivity.

I'm of the same opinion. The company should invest more in employee training and development.

3. Disagreeing:

I'm afraid I disagree. I think the tax increase will burden middle-class families.

I don't see it that way. I believe stricter gun control laws are necessary to ensure public safety.

I'm not convinced by that argument. I have reservations about the effectiveness of the proposed solution.

4. Expressing For or Against:

I'm in favor of stricter regulations to protect the environment.

I support the idea of providing free healthcare for all citizens.

I'm against capital punishment. I believe it goes against human rights.

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Vocabulary for describing how something is done or made:

1. Create: To bring something into existence.

2. Produce: To make or manufacture something.

3. Direct: To oversee and control the artistic aspects of a production.

4. Edit: To modify or rearrange content to improve its quality.

5. Write: To compose or draft written material.

6. Design: To plan and create the visual elements of a project.

7. Shoot: To capture images or footage using a camera.

8. Record: To capture audio or video content for future use.

9. Perform: To act or present in front of an audience.

10. Develop: To grow or evolve over time.

Vocabulary related to careers in films, TV, music, gaming:

1. Actor/Actress: A performer who portrays characters in films, TV shows, or theater.

2. Director: The person in charge of guiding the artistic aspects of a film or TV production.

3. Producer: The individual responsible for overseeing the financial and logistical aspects of a project.

4. Screenwriter: The writer who creates the script for a film or TV show.

5. Composer: A musician who creates original music for films, TV shows, or video games.

6. Editor: The person who assembles and arranges footage or audio content.

7. Sound Engineer: The professional who handles the recording and manipulation of audio.

8. Game Developer: A person involved in the creation and programming of video games.

9. Cinematographer: The individual responsible for capturing and framing the visual elements of a production.

10. Set Designer: The person who designs and creates the physical sets for films or TV shows.

Examples:

1. The director worked closely with the cinematographer to achieve the desired visual style for the film.

2. The composer created a captivating soundtrack that perfectly complemented the on-screen action.

3. The game developer spent months coding and testing the new video game.

4. The actress delivered a powerful performance that moved the audience.

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1. Favors:

Definition: A favor is an act of kindness or assistance done for someone else.

Vocabulary: favor, help, assistance, kindness, do a favor, ask for a favor, owe a favor.

Grammar Rules: When asking for a favor, use the phrase "Could you + verb" or "Can you + verb" followed by the favor you need. When granting a favor, use phrases like "Sure, I'd be happy to + verb" or "Of course, I can + verb."

Examples:

Asking for a favor: "Could you please help me move this heavy box?"

Granting a favor: "Sure, I'd be happy to lend you my car for the weekend."

1. Borrowing:

Definition: Borrowing refers to taking or using something temporarily with the intention of returning it.

Vocabulary: borrow, lend, loan, lend a hand, borrow something from someone, lend something to someone, return.

Grammar Rules: To borrow something, use the phrase "Can I + verb" or "May I + verb" followed by the item you want to borrow. When lending something, use phrases like "Yes, you can + verb" or "Sure, I can + verb."

Examples:

Asking to borrow something: "Can I borrow your book for a few days?"

Granting the borrowing request: "Yes, you can borrow my bicycle. Just make sure to return it by Friday."

1. Lending:

Definition: Lending refers to providing or allowing someone to use something temporarily.

Vocabulary: borrow, lend, loan, lend a hand, borrow something from someone, lend something to someone, return.

Grammar Rules: To lend something, use the phrase "Can I + verb" or "May I + verb" followed by the item you want to lend. When someone asks to borrow something, use phrases like "Yes, you can + verb" or "Sure, I can + verb."

Examples:

Offering to lend something: "Can I lend you some money until your next paycheck?"

Accepting the lending offer: "Yes, you can lend me your laptop. I really appreciate it."

Asking for a favor:

"Could you do me a favor?"

"Can I ask for your help with something?"

"Would it be possible for you to assist me?"

"I was wondering if you could lend me a hand."

"I need a favor. Could you help me out?"

1. Moving-related vocabulary:

"Could you help me move to my new apartment?"

"I'm looking for some assistance with moving my furniture."

"I need help carrying my boxes and belongings."

"Would you be available to lend a hand on moving day?"

"I'm in the process of relocating and could use some support."

1. Polite phrases:

"I would greatly appreciate your help."

"Your assistance would mean a lot to me."

"If you could spare some time, I would be grateful."

"I understand if you're unable to help, but I thought I'd ask."

Important grammar points to note:

"Can" and "may" are modal verbs used to ask for permission or offer assistance.

Verbs like "borrow" and "lend" require a direct object (the item being borrowed or lent).

The verb form "lend" is used when someone allows another person to use an item temporarily, while "borrow" is used when someone takes or uses something temporarily.

"Thank you in advance for considering my request."

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1. Recommendations using Passive Modals:

"Should be" is used to give a suggestion or recommendation.

"Ought to be" expresses a strong recommendation or moral obligation.

"Must be" indicates a strong necessity or requirement.

"Has to be" emphasizes the obligation or necessity.

"Has got to be" expresses a strong recommendation or urgency.

Examples:

1. The park should be cleaned regularly to maintain its beauty.

2. The government ought to be more proactive in addressing environmental issues.

3. Strict measures must be taken to reduce carbon emissions.

4. The safety regulations have to be followed to prevent accidents.

5. The repairs have got to be done as soon as possible.

Some more modals:

1. It should be done.

This sentence implies a recommendation that someone should do something.

2. It could be considered.

This sentence suggests that the idea or option being discussed is worth considering.

3. It might be worth trying.

This sentence expresses the opinion that trying the suggested action could be beneficial.

4. It must be emphasized.

This sentence emphasizes the importance of a certain point or aspect.

5. It ought to be mentioned.

This sentence suggests that something should be mentioned or brought to attention.

6. It can be argued.

This sentence indicates that there is room for argument or discussion regarding a particular topic.

7. It may be concluded.

This sentence suggests that a certain conclusion can be reached based on the information presented.

8. It should be noted.

This sentence emphasizes the importance of paying attention to a specific piece of information.

9. It is generally believed.

This sentence indicates that a certain belief or opinion is commonly held.

10. It is widely recommended.

This sentence states that the action or behavior being referred to is recommended by many people.

_________

Tag Questions: used to seek confirmation or agreement at the end of a statement.

Positive tag question:  used to seek confirmation or agreement.

Statement: You're coming to the party, aren't you?

Grammar rule: When the main clause is positive, the tag question is formed by using a negative auxiliary verb.

Negative tag question: are used to seek confirmation or to express surprise or disbelief.

Statement: You don't like coffee, do you?

Grammar rule: When the main clause is negative, the tag question is formed by using a positive auxiliary verb.

1. The new recycling program is effective, isn't it?

2. We need to invest in renewable energy sources, don't we?

3. The community center offers valuable resources, doesn't it?

4. We should support local businesses, shouldn't we?

5. The government should prioritize education, shouldn't it?

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1. Personality traits:

1. Friendly: In a job environment, it's more productive when you have friendly colleagues who offer support when you need it.

Example: The team is great; it's always friendly, and they help out when we're facing challenges.

2. Outgoing: An outgoing coworker is the one who organizes team-building activities, making it enjoyable when you work with someone like that.

Example: Sarah, who's very outgoing, organized the last team-building event, and it was a lot of fun.

3. Shy: It can be challenging in a job environment when you're shy, as it may prevent you from speaking up when necessary.

Example: Being shy can sometimes hold you back, especially when you need to express your ideas during meetings.

4. Adventurous: It's beneficial in a job environment when you work with adventurous colleagues who explore new opportunities when they arise.

Example: The adventurous members of our team are always the first to try new approaches to problem-solving.

5. Dependable: When you have dependable coworkers, it's reassuring in a job environment since you can trust them to meet deadlines.

Example: We appreciate the dependable team members who never miss project deadlines.

6. Creative: Creative individuals can make a job environment more inspiring, as they often bring fresh ideas when brainstorming.

Example: The creative team generates innovative concepts, making the job environment exciting.

7. Organized: In a job environment, it's easier to find important documents when you have an organized colleague who labels everything clearly.

Example: Our organized colleague, James, makes it easy to locate files and materials.

8. Confident: It's the confident employees who handle difficult customer interactions effectively when working in a job environment like customer service.

Example: The confident representatives are the ones who manage customer concerns smoothly.

9. Reliable: In a job environment, it's crucial to have reliable equipment, especially computers, which can be a frustration when they constantly break down.

Example: It's important to invest in reliable computers; it's frustrating when they fail during critical tasks.

10. Thoughtful: Being thoughtful toward coworkers is appreciated in a job environment, as it creates a supportive atmosphere where people help each other when needed.

Example: It's thoughtful to offer assistance to colleagues who are struggling with their tasks.

11. Caring: A caring boss, whose concern is for the well-being of the employees, makes the job environment more pleasant.

Example: Our caring manager, whose main focus is our well-being, ensures a positive job environment.

12. Humorous: Humorous colleagues are the ones who lighten the mood during stressful periods in a job environment.

Example: During tight deadlines, it's the humorous team members who bring laughter to the office.

13. Patient: When you're patient with colleagues who are learning new skills, it creates a supportive job environment.

Example: It's important to be patient with new team members who are still learning the ropes.

14. Independent: In a job environment, you'll appreciate independent coworkers who can handle projects on their own when necessary.

Example: We value independent team members who can complete tasks without constant supervision.

Phrases for:

1. Agreeing and disagreeing: agree, disagree, definitely, absolutely, I think so, I see your point, I'm not so sure, I disagree, I don't think so, I'm afraid not.

Initial Business Vocabulary

Inbound Sales:

1. Lead Generation: The process of attracting potential customers and collecting their contact information for follow-up.

2. Sales Funnel: A visual representation of the stages a prospect goes through in the buying process, from initial awareness to purchase.

3. Conversion Rate: The percentage of leads or prospects who take a desired action, such as making a purchase or signing up for a trial.

4. Marketing Automation: Software and tools used to automate marketing tasks, such as email campaigns and lead nurturing.

5. Content Marketing: Creating and sharing valuable content to attract and engage prospects, often through blogs, ebooks, and webinars.

6. Lead Scoring: The process of assigning a numerical value to leads based on their likelihood to convert into customers.

7. CTA (Call to Action): A prompt or button that encourages prospects to take a specific action, such as downloading a whitepaper or requesting a demo.

8. Drip Campaign: A series of automated, targeted emails sent to leads over time to nurture and educate them.

9. Landing Page: A specific web page designed to capture lead information and guide them toward taking a desired action.

10. A/B Testing: A method of comparing two versions of a webpage or email to determine which one performs better.

Prospects:

1. Inbound Leads: Leads who have expressed interest in your product or service through actions like filling out a form or subscribing to a newsletter.

2. MQL (Marketing Qualified Lead): A lead that marketing believes is ready to be handed over to sales for further nurturing.

3. SQL (Sales Qualified Lead): A lead that sales has determined is likely to become a paying customer.

4. Lead Nurturing: The process of building relationships with leads over time, providing them with relevant content and information.

5. Buyer Persona: A detailed description of your ideal customer, based on market research and real data.

6. Lead Qualification: The process of assessing whether a lead meets specific criteria, such as budget, authority, need, and timeline (BANT).

7. Sales Pipeline: A visual representation of the stages a lead goes through in the sales process, from initial contact to closure.

8. Objection Handling: Strategies and techniques for addressing and overcoming objections or concerns raised by prospects.

9. Lead Segmentation: The practice of dividing leads into different groups based on characteristics or behavior to personalize marketing efforts.

10. Lead Scoring Model: A system for ranking and prioritizing leads based on various attributes, including engagement, demographics, and behavior.

Buyers:

1. Decision-Maker: The person within a prospect's organization who has the authority to make purchasing decisions.

2. Stakeholder: An individual with an interest or stake in the buying decision but may not be the ultimate decision-maker.

3. ROI (Return on Investment): The measure of the financial gain or loss generated by a specific investment, such as purchasing CRM software.

4. Onboarding: The process of getting a new customer up and running with your CRM software, ensuring they are effectively using it.

5. Upselling: The practice of encouraging existing customers to purchase additional features or services.

6. Subscription-based Model: A pricing model where customers pay on an ongoing basis, typically monthly or annually, for access to a service or software.

7. Churn Rate: The percentage of customers who stop using or cancel a subscription to a service over a specific period.

8. Customer Retention: Efforts made to keep existing customers satisfied and engaged with the product to reduce churn.

9. User Adoption: The process of ensuring that users effectively and consistently use the CRM software.

10. Cross-Selling: The practice of offering complementary products or services to existing customers.

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Talking about the past:

Previously

In the past

Before

Earlier

Formerly

Once

At that time

Example: Previously, I struggled with time management, but I have learned effective strategies to overcome it.

Talking about past accomplishments:

Achieved

Accomplished

Succeeded

Attained

Completed

Overcame

Realized

Example: I have achieved my goal of running a marathon last year.

Talking about future goals:

Aspirations

Ambitions

Objectives

Targets

Aims

Dreams

Desires

Example: My future goal is to start my own business and become an entrepreneur.

Expressing determination for the future:

I am determined to...

I am committed to...

I will strive to...

I am dedicated to...

I am resolute to...

I have set my sights on...

Example: I am determined to improve my language skills and become fluent in English.

Expressing hopes and aspirations for the future:

I hope to...

I aspire to...

My dream is to...

I would like to...

I envision...

It is my goal to...

I am looking forward to...

Example: I hope to travel the world and explore different cultures in the future.

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Jobs and Occupations:

1. Job

2. Career

3. Occupation

4. Employment

5. Employee

6. Employer

7. Office

8. Factory

9. Company

10. Boss

11. Manager

12. Colleague

13. Co-worker

14. Entrepreneur

15. Freelancer

16. Employee benefits

17. Salary

18. Income

19. Promotion

20. Retirement

Workplace Vocabulary:
21. Desk

1. Computer

2. Meeting

3. Deadline

4. Project

5. Report

6. Task

7. Interview

8. Resume/CV

9. Cover letter

10. Workspace

11. Break room

12. Cubicle

13. Conference room

14. Dress code

15. Overtime

16. Workload

17. Commute

18. Telecommute

19. Work-life balance

Skills and Abilities:
41. Skill

1. Ability

2. Qualification

3. Experience

4. Training

5. Competence

6. Adaptability

7. Problem-solving

8. Leadership

9. Communication

10. Teamwork

11. Time management

12. Creativity

13. Decision-making

14. Organization

15. Multitasking

16. Initiative

17. Technical skills

18. Analytical skills

19. Soft skills

Job Search and Application:
61. Job posting

1. Vacancy

2. Application

3. Interviewer

4. Reference

5. Networking

6. Job market

7. Cover letter

8. Resume/CV

9. Job interview

10. References

11. Employment agency

12. Job fair

13. Hiring process

14. Applicant

Work-related Verbs:
76. Work

1. Employ

2. Hire

3. Quit

4. Resign

5. Apply

6. Interview

7. Promote

8. Delegate

9. Manage

10. Train

11. Communicate

12. Collaborate

13. Negotiate

14. Succeed

Workplace Challenges:
91. Stress

1. Burnout

2. Conflict

3. Layoff

4. Downsizing

5. Discrimination

6. Harassment

7. Redundancy

8. Unemployment

9. Job security

Environment:

Sustainability

Ecosystem

Biodiversity

Renewable resources

Non-renewable resources

Carbon footprint

Ecological footprint

Greenhouse gases

Ozone layer

Natural habitats

1. Global Challenges:

Climate change

Global warming

Pollution

Deforestation

Desertification

Overpopulation

Water scarcity

Food security

Energy crisis

Waste management

1. Current Issues:

Plastic pollution

Air pollution

Water pollution

Soil erosion

Extinction of species

Urbanization

Land degradation

Sustainable development

Environmental conservation

Environmental justice

1. Identifying and Describing Problems:

Pollution

Deforestation

Climate change

Global warming

Resource depletion

Species extinction

Waste management issues

Water scarcity

Air pollution

Soil erosion

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Qualities for success: determination, perseverance, motivation, leadership, adaptability, problem-solving skills, communication skills, teamwork, creativity, time management, goal-setting, self-confidence.

Successful businesses: innovation, market research, customer satisfaction, competitive advantage, profitability, brand reputation, effective marketing strategies, customer retention, quality products/services.

Advertising and slogans: target audience, brand awareness, persuasive techniques, catchy slogans, memorable taglines, advertising campaigns, brand positioning, product differentiation, consumer appeal.

Examples:

1. When interviewing for a job:

"I believe my determination and perseverance make me a strong candidate for this position."

"One of my key qualities is adaptability, which allows me to thrive in dynamic work environments."

"I have developed excellent problem-solving skills through my previous experiences, which would greatly benefit this role."

"Effective communication skills are essential in building strong relationships with clients and colleagues."

1. Discussing successful businesses:

"Innovation is crucial for staying ahead of the competition and meeting evolving customer needs."

"Market research helps businesses understand their target audience and tailor their products/services accordingly."

"A focus on customer satisfaction is what sets successful businesses apart from others."

"Effective marketing strategies play a significant role in creating brand awareness and driving sales."

1. Talking about advertising and slogans:

"Catchy slogans and memorable taglines help create a strong brand identity and attract consumers."

"Advertising campaigns that resonate with the target audience have a higher chance of success."

"Product differentiation is important to stand out in a crowded market and attract customer attention."

"Creating consumer appeal through persuasive techniques can influence buying decisions."

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1. Describing Problems:

Broken

Malfunctioning

Not working

Damaged

Defective

Faulty

Leaking

Cracked

Stuck

Missing

1. Making Complaints:

I'm sorry, but...

I have a problem with...

This is unacceptable.

I'm really dissatisfied with...

I would like to complain about...

I demand a refund/replacement.

I expect better customer service.

This needs to be resolved.

Can you please assist me with this issue?

I'm disappointed with the quality/service.

Explaining Something That Needs to Be Done:

1. It needs to be fixed/repaired:

The product is not functioning properly, so it needs to be fixed as soon as possible.

The broken part of the device should be repaired to restore its functionality.

2. This requires immediate attention:

The issue is urgent and needs immediate attention to avoid further inconvenience.

It's crucial that this matter is addressed promptly to prevent any additional problems.

3. We need to address this issue:

It's important that we address this issue to ensure customer satisfaction.

We should take immediate action to resolve this problem and prevent it from happening again.

4. It's important to resolve this matter:

Resolving this matter is crucial to maintain a good relationship with customers.

It's essential that we find a solution to this problem and rectify the situation.

5. Can you take care of this?

I would appreciate it if you could take care of this matter on my behalf.

Could you please handle this issue and provide me with a resolution?

6. This should be investigated:

The situation needs to be thoroughly investigated to determine the cause of the problem.

It's necessary to conduct an investigation to identify the underlying issue.

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1. Exceptional Events:

Extraordinary

Unprecedented

Astonishing

Phenomenal

Unusual

Remarkable

Historic

Unforgettable

Groundbreaking

Momentous

1. News Stories:

Breaking news

Headline

Feature story

Current affairs

Front-page news

Exclusive report

Investigative journalism

News coverage

News segment

News bulletin

2. The Media:

Newspaper

Magazine

Television

Radio

Internet

Press

Journalist

Reporter

Media coverage

Social media

3. Narrating a Story:

Once upon a time

In the beginning

Suddenly

Afterwards

Eventually

At that moment

Meanwhile

Finally

It all started when

From that point on

1. Describing Events:

Exciting

Unforgettable

Memorable

Remarkable

Surprising

Unexpected

Amazing

Thrilling

Shocking

Dramatic

1. Past Experiences:

I remember when...

I'll never forget the time...

It was a long time ago, but...

Back in the day...

I had the opportunity to...

I had an incredible experience...

It was an eye-opening moment...

It was a life-changing event...

It was a once-in-a-lifetime opportunity...

1. Reporting and Media-related Vocabulary:

Breaking news

Headline

News article

Journalist

Interview

Report

Coverage

Media outlet

Press conference

News update

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Everyday services: cleaning services, repairs, home improvement, health check-up, car maintenance, laundry service, grocery shopping, financial planning, travel arrangements, legal assistance.

Self-improvement: personal growth, skill development, learning opportunities, self-enhancement.

Examples:

1. Talking about things to have done:

"I need to schedule a health check-up because I haven't had one in a while."

"The house needs some repairs, especially the leaky faucet in the bathroom."

"I'm thinking of getting some home improvement work done to create more space."

2. Asking for advice:

"Can you suggest a good cleaning service? I'm looking for someone reliable."

"Do you have any tips for car maintenance? I want to keep my car in good condition."

"I need guidance on financial planning. Where can I get some help with that?"

3. Giving advice:

"I suggest you try a car maintenance workshop for that issue. They have experienced mechanics."

"You might want to consider hiring a professional cleaning service. They can save you time and ensure thorough cleaning."

"It would be a good idea to consult a financial advisor for better financial planning and investment strategies."

4. Making suggestions:

"How about hiring a professional for home improvement? They can provide expert guidance and ensure quality work."

"You could try online learning platforms for skill development. They offer a wide range of courses to enhance your abilities."

"Why don't you consider delegating grocery shopping to a delivery service? It can save you time and effort."

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1. Expressing:

I feel...

I believe...

In my opinion...

From my perspective...

It seems to me that...

Personally, I think...

I'm convinced that...

I strongly feel that...

I have mixed feelings about...

1. Describing:

Fascinating

Breathtaking

Unforgettable

Intriguing

Eye-opening

Inspiring

Challenging

Overwhelming

Exciting

Enriching

1. Giving Advice:

You should...

It would be a good idea to...

I recommend that you...

If I were you, I would...

You might want to...

Have you considered...?

It's important to...

Don't forget to...

I suggest that you...

It's worth trying...

1. Cultural Shock and Customs:

Adaptation

Cultural differences

Language barrier

Customs and traditions

Etiquette

Respectful behavior

Cultural norms

Cultural awareness

Cross-cultural communication

Sensitivity to local customs

1. Travel and Tourism:

Sightseeing

Landmarks

Tourist attractions

Souvenirs

Local cuisine

Accommodation

Transportation

Travel itinerary

Cultural exchange

Travel experience

1. Emotions:

Excited

Nervous

Curious

Amazed

Astonished

Confused

Overwhelmed

Thrilled

Homesick

Grateful

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Accomplishments using the simple past tense:
The simple past tense is used to talk about completed actions or achievements in the past. In the past tense, we express general abilities and abilities at specific times in different ways.

Example:

She graduated from university last year.

They won the championship in 2019.

I finished reading the book yesterday.

I paid off my student loans last month.

She started her own business two years ago.

They moved to a new city last summer.

He made a delicious cake for his sister's birthday.

We bought a new car last week.

She took first place in the swimming competition.

He got a promotion at work last year.

I learned to play the guitar when I was younger.

They visited Paris in the past year.

In the last five years, I traveled to ten different countries.

used to / could / was able to

By the time he was four, Guillermo could read and write.

In high school, she could beat anyone in a running race.

I could mimic bird sounds when I was younger.

Again, we are talking about general skills or talents – not about a specific occasion. Note that, in any of these examples, “was (or) were able to” is also possible but used less often. You could say, for example, “By the time he was four, Guillermo was able to read and write,” and it would be fine. It also might sound a little formal in spoken English.

Specific occasions.

When we are talking about a specific situation or when noting a specific achievement, we must use “was (or) were able to” or “managed to.” Their meanings are very close.

Listen to some examples:

We were able to get a really good price on the car.

We managed to get a really good price on the car.

I was able to persuade her to volunteer at the show.

I managed to persuade her to volunteer at the show.

“Was (or) were able to” and “managed to” both suggest effort. They mean someone succeeded in doing something that was a challenge or took a special effort.

However, the phrase “managed to” puts a little more emphasis on how hard the challenge was or how much effort it took. Note that “managed to” is fairly common in spoken English. You will hear it used almost everywhere.

“Could” for specific occasions.

With sense verbs, such as “smell” and “taste,” and thought process verbs, such as “believe” “decide” and “understand,” we usually use “could” even when talking about specific occasions.

Listen to two examples of what I mean:

I walked past a market today and could smell the freshly baked bread.

We couldn’t decide what to get for his birthday so we bought a gift card

We can use “couldn’t,” “wasn’t (or) weren’t able to,” or “didn’t manage to” to express the same thing – inability on a specific occasion in the past. Listen to how these are used for the same statement.

He studied for months but couldn’t pass the bar exam.

He studied for months but wasn’t able to pass the bar exam.

He studied for months but didn’t manage to pass the bar exam.

All three sentences mean that a person was not capable of doing something on a specific occasion.

Note also that sometimes, for the negative form of “managed to,” we say, “couldn’t manage to” instead of “didn’t manage to.” They mean the same thing:

He studied for months but couldn’t manage to pass the bar exam.

Accomplishments using the present perfect tense:

The present perfect tense is used to talk about past actions or experiences that are connected to the present.

Grammar rule:
Subject + have/has + past participle + object

Example:

He has written three novels.

We have visited many countries.

They have achieved great success in their careers.

_____________

Goals in the future perfect tense:
The future perfect tense is used to talk about actions or events that will be completed in the future before a specific time.

Grammar rule: the future perfect is formed by using the auxiliary verb "will" (or "shall") + "have" + past participle of the main verb.

Subject + will + have + past participle + object

1. "In" is used to specify a general period of time.
Example: I want to achieve my goals in five years.

1. "By" is used to indicate a specific deadline or point in time.
Example: I plan to complete the project by the end of this month.

Example:

By next year, she will have earned her Master's degree.

By this time next year, I will have graduated from university.

1. Accomplish:

I aim to accomplish my goals in the next five years.

I plan to accomplish my goals by the end of this year.

2. Complete:

I want to complete my assignments in the next two weeks.

I aim to complete my assignments by tomorrow.

3. Start:

I plan to start my new job in January.

I want to start my new project by next Monday.

4. Achieve:

I hope to achieve my dreams in the coming years.

I plan to achieve my dreams by the time I turn 30.

5. Meet:

I want to meet new people in my language exchange program.

I aim to meet my sales targets by the end of the quarter.

6. Get:

I plan to get a promotion in the near future.

I want to get my driver's license by the end of the month.

7. Finish:

I aim to finish my book in the next few months.

I plan to finish my work tasks by the end of the day.

8. Manage:

I want to manage my time effectively in my new role.

I aim to manage my expenses by creating a budget.

9. Open:

I plan to open my own business in the next year.

I want to open a new bank account by next week.

Expressing desires using "would like to have + past participle". This structure is used to express a desire or wish for something to have happened or been achieved in the past.

Grammar rule:
Subject + would like to have + past participle + object

Example:

I would like to have finished my homework earlier.

She would like to have traveled more before starting a family.

They would like to have taken that opportunity when it was available.

I would like to have visited all seven continents by the time I turn 40.

They would like to have completed their Master's degrees within the next two years.

She would like to have written a book by the time she retires.

In both cases, the future perfect and "would like to have + past participle" express future actions or achievements. The future perfect emphasizes the completion of an action before a specific future point, while "would like to have + past participle" expresses a desire or goal for possession or accomplishment in the future.

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1. Asking Preferences:

What subjects do you enjoy studying?

What kind of skills would you like to develop?

Do you have any specific interests in terms of learning?

Are there any particular areas you would like to focus on?

1. Discussing Skills to Be Learned:

Critical thinking

Problem-solving

Communication skills

Time management

Teamwork

Research skills

Creativity

Adaptability

Leadership skills

Digital literacy

1. Talking Learning Methods or Life Skills:

Active listening

Note-taking

Memorization techniques

Reading strategies

Presentation skills

Self-reflection

Goal setting

Self-discipline

Stress management

Conflict resolution

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1. Talking about Things to Be Accomplished:

Achievements: accomplishments, milestones, successes, breakthroughs.

Goals: objectives, targets, aims, ambitions, aspirations.

Projects: initiatives, undertakings, endeavors, ventures.

Tasks: assignments, duties, responsibilities, missions.

1. Expressing Accomplishments and Successes:

Succeeded: achieved, accomplished, fulfilled, triumphed.

Achieved: attained, reached, realized, secured.

Accomplished: completed, fulfilled, executed, performed.

Made progress: advanced, developed, improved, grew.

1. Discussing Future Expectations:

Predictions: forecasts, projections, expectations, estimations.

Anticipated: expected, awaited, predicted, foreseen.

Forecasts: prognoses, outlooks, prognostications, foresights.

Outlook: perspective, viewpoint, prospect, vision.

Example Sentences:

1. "One of his major achievements was winning the Nobel Prize in Physics."

2. "She accomplished her goal of starting her own business."

3. "Our team made significant progress in completing the project on time."

4. "He succeeded in passing the challenging exam with flying colors."

5. "According to the forecasts, the economy is expected to grow steadily."

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Requests with Modals:

1. Use "Would you mind if...?" to make polite requests:

Example: Would you mind if I opened the window?

2. Use "Would it be alright if...?" to ask for permission:

Example: Would it be alright if I used your phone?

3. Use modals such as "could," "can," or "may" to make direct requests:

Example: Could you please pass me the salt?

4. Avoid using the "-ing" form of verbs when making requests. Instead, use the base form of the verb:

Incorrect: Would you mind if I was using your computer?

Correct: Would you mind if I used your computer?

Incorrect: Would you mind if I was borrowing your pen?

Correct: Would you mind if I borrowed your pen?

Incorrect: Could you please let me know if you were needing any help?

Correct: Could you please let me know if you need any help?

Incorrect: Can I ask if you were wanting a cup of coffee?

Correct: Can I ask if you want a cup of coffee?

Incorrect: May I inquire if you were understanding the instructions?

Correct: May I inquire if you understand the instructions?

Incorrect: Would it be okay if I was sitting here?

Correct: Would it be okay if I sat here?

If Clauses for Requests:

1. "If" clauses can be used to make requests in a conditional manner.

2. Examples:

"If you have a moment, could you proofread my essay?"

"If it's not too much trouble, would you mind picking up some groceries for me?"

"If you're available, could you give me a ride to the airport?"

Gerunds in Requests:

1. Gerunds, which are verbs used as nouns ending in "-ing," can be used in requests.

2. Examples:

"I appreciate your help with organizing the event."

"I need your assistance in completing this project."

"I would like your feedback on the presentation."

Indirect Request:

1. Direct Question: "Can you text me?"
Indirect Request: "Could you please pass along the message to Susie and ask her if she could text me?"

2. Direct Statement: "Don't forget to write."
Indirect Request: "Please remind Susie not to forget to write."

3. Direct Question: "What are you doing on Saturday?"
Indirect Request: "Could you find out from Susie what she is planning to do on Saturday and let me know?"

4. Direct Question: "Are you busy this weekend?"
Indirect Request: "Please ask Susie if she has any plans this weekend and inform me."

5. Direct Question: "Do you have plans on Sunday?"
Indirect Request: "Could you please check with Susie if she has any plans for Sunday and relay the information to me?"

https://wordwall.net/es/resource/33222001/indirect-requests-quiz

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Wordwall - Cree mejores lecciones de forma más rápida

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1) Could you ask Jeff if he's coming to work today? a) RIGHT b) WRONG 2) Please tell Mark how long he will take to be here. a) RIGHT b) WRONG 3) Can you ask the clerk to forget to send the email? a) RIGHT b) WRONG 4) Can you tell her when she's arriving? a) RIGHT b) WRONG 5) Can you ask her when she's getting her driver's license? a) RIGHT b) WRONG 6) Would you tell her if her boss phoned earlier? a) RIGHT b) WRONG 7) Please, tell my boss I'll be late for work today. a) RIGHT b) WRONG 8) Could you ask Mary if she can make it to lunch today? a) RIGHT b) WRONG 9) Could you tell him where he is after work? a) RIGHT b) WRONG 10) Can you ask the receptionist to reschedule my appointment, please? a) RIGHT b) WRONG 11) Please, ask him why he isn't picking up his phone. a) RIGHT b) WRONG 12) Please, ask him that return my call as soon as he can. a) RIGHT b) WRONG 13) Can you tell the maid if she makes some coffee for the clients? a) RIGHT b) WRONG 14) Would you ask Mike to give me a ride home? a) RIGHT b) WRONG 15) Can you tell him not to send me messages so late at night? a) RIGHT b) WRONG

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1) Could you ask Jeff if he's coming to work today? 2) Please tell Mark how long he will take to be here.

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Past Participles as Adjectives or Nouns

Past participles can be used as adjectives to describe the condition or state of a noun. They usually follow the noun they modify:

1. Stained:
Adjective: The shirt is stained. (describing the condition of the shirt)
Noun: There is a stain on the shirt. (referring to the specific mark on the shirt)

2. Chip:
Adjective: I dropped the plate, and now it's chipped. (describing the condition of the plate)
Noun: There is a chip on the plate. (referring to the broken piece of the plate)

3. Dent:
Adjective: The car has a dent on its side. (describing the condition of the car)
Noun: There is a dent in the car. (referring to the specific indentation on the car)

4. Hole:
Adjective: The sock has a hole in it. (describing the condition of the sock)
Noun: There is a hole in the sock. (referring to the specific opening in the sock)

5. Tear:
Adjective: She has a torn dress. (describing the condition of the dress)
Noun: There is a tear in the dress. (referring to the specific rip in the dress)

6. Leak:
Adjective: The faucet has a leaking pipe. (describing the condition of the pipe)
Noun: There is a leak in the pipe. (referring to the specific escape of liquid from the pipe)

7. Scratch:
Adjective: The table has a scratched surface. (describing the condition of the table)
Noun: There is a scratch on the table. (referring to the specific mark on the table)

8. Damage:
Adjective: The car has some damaged parts. (describing the condition of the car)
Noun: There is some damage to the car. (referring to the overall harm or destruction to the car)

In each example, the past participle is used as an adjective to describe the condition of an object, and as a noun to refer to a specific instance or occurrence of that condition.

_______________

Describing Problems using "Need / Keep + Gerund or Passive Infinitive":

"Need + gerund" is used to describe a necessary action to solve a problem.

"This computer needs repairing" (repairing is the necessary action).

"Need + passive infinitive" is used to describe a necessary action that should be done by someone else.

"The problem needs to be addressed by the technician" (to be addressed is the necessary action).

Using "Keep + Gerund": to express a continuous or ongoing action.

"I keep receiving spam emails" (receiving is the continuous action).

I need to wash my car because it is very dirty.

I need to keep washing my car to keep it clean.

They need to fix the leak in the roof because it is causing water damage.

They need to keep fixing the leak to prevent further damage.

The leaky faucet needs fixing.

"The issue with the software needs to be resolved.

"They keep interrupting me during the meeting."

"I keep forgetting where I put my keys."

"need to" expresses the requirement or necessity to perform an action (washing the car).

"keep (verb+ing)" indicates the ongoing or continuous action of performing the task (washing the car repeatedly).

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Gerund Phrase as Subject and Object: A gerund phrase is formed by using a gerund (verb form ending in -ing) along with its modifiers and objects

It can function as the subject or object of a sentence. When used as the subject, a gerund phrase typically comes at the beginning of a sentence and is followed by a verb.

1. Subject: "Studying for exams requires concentration and dedication."

2. Subject: "Running a marathon takes a lot of training and preparation."

When used as the object, a gerund phrase usually follows a verb or a preposition.

"I enjoy reading books in my free time."

Stative Verbs:  refers to a type of verb that describes a state, condition, or a static situation rather than an action.

- > Express emotions, thoughts, sensory perceptions, possession, and states of being.

They typically don't indicate actions that can be measured in terms of time or progress.  Verbs like "enjoy," "hate," "love," "like," "dislike," "prefer," and others that express preferences, emotions, or attitudes are often used with gerunds (-ing forms) because they describe ongoing activities or actions that align with the nature of gerunds

Object: "She dislikes cooking dinner every night."

Object: "I enjoy swimming in the pool every morning."

But not all!

1. Seem: "It seems interesting." (Not "It is seeming interesting.")

2. Matter: "It doesn't matter." (Not "It isn't mattering.")

3. Cost: "The item costs $20." (Not "The item is costing $20.")

Suffixes er / or / ist / ian

1. "-er" suffix:

The "-er" suffix is often added to verbs or nouns to form a noun that indicates a person or thing that performs an action or has a specific quality.

Examples:

Teacher: A person who teaches.

Singer: A person who sings.

Writer: A person who writes.

Baker: A person who bakes.

Runner: A person who runs.

2. "-or" suffix:

The "-or" suffix is also used to form nouns that denote a person or thing that performs a particular action or holds a specific role.

Examples:

Actor: A person who acts in plays or movies.

Doctor: A person who practices medicine.

Director: A person who oversees the making of a film or play.

Supervisor: A person who manages and directs others.

Professor: A person who teaches at a university.

3. "-ist" suffix:

The "-ist" suffix is commonly added to nouns to create a noun that represents a person who practices or supports a particular belief, ideology, or profession.

Examples:

Pianist: A person who plays the piano.

Artist: A person who creates art.

Dentist: A person who treats dental issues.

Optimist: A person who has a positive outlook.

Atheist: A person who does not believe in the existence of a higher power.

4. "-ian" suffix:

The "-ian" suffix is used to form nouns that denote a person associated with a particular place, profession, or ideology.

Examples:

Musician: A person who is skilled in music.

Historian: A person who studies and writes about history.

Technician: A person who is skilled in technical work.

Vegetarian: A person who follows a diet that excludes meat.

American: A person from the United States.

Comparisons with Adjectives, Nouns, Verbs, and Past Participles:

Comparisons with Adjectives: to compare two things using adjectives, we can use the following structures:

"More/less + adjective + than":  to show that one thing has a higher or lower degree of a quality compared to another thing.
Example: John is more intelligent than Mark.

"Adjective + -er + than": when the adjective can be changed into its comparative form by adding "-er."
Example: Sarah is taller than her brother.

"As + adjective + as": This structure is used to show that two things have an equal degree of a quality.
Example: This cake is as delicious as the one I had yesterday.

Comparisons with Nouns: to compare two things using nouns:

"Better/worse + noun + than": to show that one thing is of higher or lower quality compared to another thing.
Example: This restaurant has better food than the one across the street.

"More + noun + than": to show that one thing has a greater amount or quantity of something compared to another thing.
Example: Peter has more books than his sister.

"As + noun + as": This structure is used to show that two things are equal in the amount or quantity of something.
Example: I have as much money as you.

Comparisons with Verbs: to compare actions using verbs, we can use the following structures:

Comparative Adjectives with "Than": This structure uses comparative adjectives to compare two things or actions, usually followed by "than."

Example: "She runs faster than he does."

Example: "Sarah reads more books than John"

Comparative Adverbs with "Than": Similar to comparative adjectives, this structure involves using comparative adverbs to compare actions, followed by "than."

Example: "He speaks more fluently than his brother."

"Pronoun + Verb + As much as": This structure is used to show that two actions are performed to an equal extent.
Example: I study as much as my classmates.

"Doesn't + verb + as much as": This structure is used to show that someone does an action less frequently or with less enthusiasm than another person.
Example: Mary doesn't exercise as much as her brother.

Superlative Adjectives&Adverbs with "The": Superlative adjectives express the highest or lowest degree of a quality, or superlative adverbs express the highest or lowest degree of an action, usually preceded by "the."

: "He is the fastest runner in the team."

: "She speaks the most confidently in class."

"The...The" Construction:

"The more you practice, the better you'll get."

Comparisons with Past Participles: To compare past actions or states using pp:

"More...Than" Construction: This structure uses "more" before the past participle to indicate a higher degree of the described quality or result.

Example: "She was more surprised by the ending than I was."

"The Most" or "The Least" Construction: This structure uses "the most" or "the least" before the past participle to indicate the highest or lowest degree of the quality or result.

Example: "Of all the candidates, she was the most impressed by the presentation."

If you're looking to compare actions or states using past participles, you would generally use adjectives or adverbs derived from those past participles in the comparative and superlative forms.

For example, consider the past participle "interested":

Positive: I am interested in learning.

Comparative: He is more interested in the topic than she is.

Superlative: Among the group, she is the most interested in the subject.

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Exercise 1: Gerund Phrase Subject and Object
Identify whether the gerund phrase functions as the subject or object in the following sentences:

1. "Writing a novel is his dream." - Gerund phrase as __________.

2. "I enjoy reading books in my free time." - Gerund phrase as __________.

3. "Playing basketball requires practice and coordination." - Gerund phrase as __________.

4. "She hates doing the dishes after dinner." - Gerund phrase as __________.

Exercise 2: Comparisons
Complete the sentences with the appropriate comparative form:

1. "My current job is ________ (good) than my previous one."

2. "She is ________ (hard-working) student in the class."

3. "His salary is ________ (high) in the company."

4. "I am ________ (tired) today than yesterday."

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Exercise 1: Modals for Requests
Rewrite the following requests using appropriate modals:

1. "Give me a hand with this box, please."
Request: "________ you please give me a hand with this box?"

2. "Please close the door when you leave."
Request: "________ you please close the door when you leave?"

3. "Can you bring me a glass of water, please?"
Request: "________ you bring me a glass of water, please?"

4. "Will you help me move the furniture?"
Request: "________ you help me move the furniture?"

Exercise 2: If Clauses for Requests
Complete the following requests using appropriate if clauses:

1. Request: ", could you send me the document?"
If clause: " you have a moment, could you send me the document?"

2. Request: ", can you pick up some groceries?"
If clause: " it's not too much trouble, could you pick up some groceries?"

3. Request: ", could you lend me your car?"
If clause: " you're available, could you lend me your car?"

Exercise 3: Gerunds in Requests
Rewrite the following requests using gerunds:

1. "Please help me with the cooking."
Request: "I need your help with ________ the cooking, please."

2. "Could you assist me in cleaning the garage?"
Request: "I would appreciate your assistance in ________ the garage."

3. "Please give me feedback on my presentation."
Request: "I would like your ________ on my presentation, please."

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Past Continuous: used to describe an ongoing action or event that was happening in the past. It is formed with the past tense of "be" (was/were) + the present participle ("-ing" form of the verb).

Example: "I was watching TV when the news broke."

Simple Past: used to describe completed actions or events in the past. It is formed with the past tense form of the verb.

Example: "She reported the incident to the police."

Past perfect: is used to express actions or events that occurred before a specific point in the past. Formed by using the auxiliary verb "had" followed by the past participle of the main verb.

Uses:

To describe an action that happened before another past action or event:
Example: By the time I arrived, they had already finished dinner.

To show a sequence of actions in the past, where one action happened before another:
Example: She had studied for many hours before she took the exam.

To talk about an unrealized past possibility or hypothetical situation:
Example: If I had known about the party, I would have gone.

Negative form: The negative form of the past perfect is formed by adding "not" after "had."
Example: They had not seen each other for years.

Question form: In questions, the past perfect follows the standard interrogative structure of placing the auxiliary verb "had" before the subject.
Example: Had you ever visited that city before?

Remember that the past perfect is typically used in combination with another past tense to establish a clear sequence of events or to express a prior action.

A. The action in the past continuous is followed by a simple past event:

1. She was studying for her exam when her phone rang.

2. They were playing soccer when it started to rain.

3. I was cooking dinner when the power went out.

4. He was watching a movie when his friend arrived.

5. The children were playing in the park when a dog ran by.

B. Simple or continuous past event is followed by a past perfect event:

1. She had finished her work before the meeting started.

2. They had already eaten dinner when their guests arrived.

3. I had read the book before watching the movie adaptation.

4. He had traveled to many countries before settling down.

5. The team had won several matches before losing in the final.

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The Past Perfect Tense: The Grammar Gameshow Episode 13

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Exercise 1: Fill in the Blanks
Choose the correct verb form (past continuous, simple past, or present perfect) to complete the sentences:

1. While I __________ (watch) TV last night, the breaking news interrupted the program.

2. The journalist __________ (report) on the incident as soon as it happened.

3. I __________ (never/visit) such an impressive museum before.

4. The news anchor __________ (announce) the latest updates during the live broadcast.

5. They __________ (work) on their investigative report for months.

Exercise 2: Sentence Transformation
Rewrite the following sentences using the verb form indicated in parentheses:

1. She saw the accident while she was walking down the street. (present perfect)

She __________ the accident while she __________ down the street.

2. I watched the news yesterday evening. (past continuous)

I __________ the news yesterday evening.

3. They interviewed the victim for their news article. (present perfect)

They __________ the victim for their news article.

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Exercise 1: Past Participles as Adjectives
Complete each sentence by adding the appropriate past participle as an adjective:

1. The ___________ computer needs to be fixed.

2. She bought a ___________ bookshelf for her room.

3. I need to find a ___________ solution to this problem.

Exercise 2: Describing Problems with "Need + Gerund or Passive Infinitive"
Rewrite each sentence using "need + gerund" or "need + passive infinitive":

1. This door requires repair.
--> This door ___________.

2. The issue needs to be resolved by the team.
--> The team ___________.

3. We need to clean the house before the guests arrive.
--> The house ___________.

Exercise 3: Using "Keep + Gerund"
Complete each sentence using "keep + gerund":

1. He ___________ the dog entertained by playing fetch.

2. Please ___________ the noise down; people are trying to study.

3. They ___________ making the same mistakes over and over again.

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Rather vs Prefer

"Would Rather": used to express a preference for one thing over another. It is often used when making choices or expressing what someone would prefer in a particular situation.

"Would rather" is followed by the base form of the verb:

Example 1: "I would rather eat at home than go to a restaurant."

Example 2: "They would rather watch a movie than go shopping."

"Would rather" can also be used in the negative form to express a preference to avoid or not do something:

Example 3: "She would rather not go out tonight; she prefers to stay in and relax."

Example 4: "We would rather not take the bus; we prefer to walk instead."

"Would Prefer": is used to express a preference or choice between two or more options. It can be followed by the base form of the verb or "to" + infinitive.

"Would prefer" followed by the base form of the verb:

Example 1: "He would prefer a quiet office environment for better concentration."

Example 2: "She would prefer to live closer to her workplace for a shorter commute."

"Would prefer" followed by "to" + infinitive:

Example 3: "They would prefer to study abroad to experience different cultures."

Example 4: "I would prefer to have more free time to pursue my hobbies."

Summary:

"Would rather" is followed by the base form of the verb,
The verb after "would rather" agrees with the subject,

"Would prefer" is followed by the base form of the verb with "to" and the infinitive form of another verb, the verb after "would prefer" does not change based on the subject.

Example: She would rather eat pizza. / She would prefer to eat pizza.

Both "would rather" and "would prefer" are followed by the base form of the verb, not the past tense.

Incorrect: I would rathered stay home.
Correct: I would rather stay home.

__________

By + Gerund": used to describe the method or means by which something is done. It indicates the way or manner in which an action is performed.

By + gerund" to describe the method or means:

You can improve your English skills by practicing speaking with native speakers.

She learned to cook by following online recipes and watching cooking shows.

After "by," we use the noun or noun phrase that represents the ineffective or non-preferred way of achieving something.
Then, we use the conjunction "but" followed by the preposition "by" and the gerund form ("-ing") of the verb representing the preferred or effective way of achieving the desired outcome.

Success is not achieved by luck but by hard work.

Happiness is not found by seeking external validation but by accepting oneself.

Knowledge is not gained by memorizing facts but by understanding concepts.

1. "by not (ing) ...":

Improve your health by not smoking.

Enhance your productivity by not procrastinating.

Achieve financial stability by not overspending.

the first structure uses "is not by ... but by (ing) ..." to contrast two ways of achieving something,

while the second structure uses "by not (ing) ..." to emphasize the importance of avoiding a particular action.

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Exercise 1: Vocabulary
Match the following vocabulary words related to education, learner choices, strategies of learning, and life skills with their definitions:

1. Critical thinking

2. Adaptability

3. Memorization techniques

4. Communication skills

5. Time management

6. Self-reflection

7. Digital literacy

8. Goal setting

a. The ability to think logically and analytically to solve problems.
b. The capacity to adjust and thrive in changing circumstances.
c. Methods or strategies used to remember and retain information.
d. The ability to convey and exchange information effectively.
e. The skill of managing and organizing one's time efficiently.
f. The act of introspection and self-assessment.
g. The ability to navigate and use technology effectively.
h. The process of setting objectives and targets.

Exercise 2: Grammar - "Would Rather" and "Would Prefer"
Complete the sentences using "would rather" or "would prefer" with the appropriate verb form:

1. I ___________ watch a movie at home than go to the cinema.

2. She ___________ take a bus instead of walking.

3. They ___________ eat out tonight if they have the option.

4. We ___________ not have any more meetings this afternoon.

5. He ___________ study in a quiet environment to concentrate better.

Exercise 3: Writing - Personal Learning Strategies
Write a paragraph describing your preferred learning strategies and study habits. Discuss specific techniques, resources, or methods you use to enhance your learning experience. Use appropriate vocabulary words and grammar structures related to Unit 8.

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"Get something done": This phrase is more versatile and can have a broader range of meanings. It generally implies that you take some action to ensure that something is completed. Here are some common ways "get something done" is used:

1. To arrange for a service or task to be completed: "I need to get my car serviced."

2. To complete a task yourself: "I need to get my homework done tonight."

3. To persuade or convince someone to do something for you: "I finally got my brother to clean his room."

"Have something done": This phrase is more specific and typically implies that you arrange for someone else to do a task or service for you. Here are common ways "have something done" is used:

1. To delegate a task or service to someone else: "I had my hair cut at the salon."

2. To describe actions that are performed by professionals or experts: "I had my house painted by a professional painter."

Examples:

1. "I had my car repaired by a mechanic." (This means you arranged for a mechanic to do the repair.)

2. "I got my car repaired." (This implies that you took action to have the car repaired, possibly by doing it yourself or arranging for someone else to do it.)

1. Use of "get":

"Get" implies actively obtaining or arranging for the task or service to be done. It emphasizes your involvement in the process.

2. Use of "have":

"Have" implies delegating or hiring someone to do the task or provide the service. It emphasizes someone else performing the action on your behalf.

3. Examples of past participles:

"repaired," "prepared," "cut," "painted" (These represent the specific actions or tasks that need to be done.)

1. Repair a computer:

Question: "Where can I get my computer repaired?"

Affirmative response: "You can get your computer repaired at a computer repair shop."

Negative response: "You can't get your computer repaired at a grocery store."

2. Prepare taxes:

Question: "Where can I have my taxes prepared?"

Affirmative response: "You can have your taxes prepared by a professional tax accountant."

Negative response: "You can't have your taxes prepared by a pet groomer."

3. Cut hair:

Question: "Where can I get my hair cut?"

Affirmative response: "You can get your hair cut at a hair salon or barbershop."

Negative response: "You can't get your hair cut at a library."

4. Paint an apartment:

Question: "Where can I have my apartment painted?"

Affirmative response: "You can have your apartment painted by professional painters."

Negative response: "You can't have your apartment painted by a pizza delivery person."

Use "get" when you're talking about personally arranging or causing something to happen.

Use "have (something done)" when you're talking about arranging for someone else to do something for you.

Summary

The causative: have + object + past participle

Have + object + the past participle is called the causative. We use this structure when we arrange for someone else to do something for us.
I cut my hair yesterday  - I did this action myself
I had my hair cut yesterday -  I had somebody do this for me

Every day actions
There are lots of common every day actions that happen like this. These are probably things that we pay for every day, but money doesn’t necessarily have to be involved.
I had my car repaired.
I had my nails done.
I had my shirt cleaned.

Any Tense
This structure can be used in any tense - just change the form of have.
I’m having my house repainted
Tomorrow I’m going to have my dog walked

Informality
In informal contexts we can replace have with get with no difference in meaning.
I’m getting my house repainted.

Be careful
Context is very important. These structures are the same, but have very different meanings:
I had my car repaired - I paid someone to repair my car.
I had my car stolen - someone did this to me. I didn’t pay them to steal my car.

To do

Try our quiz to see what you've learned about this topic.

Examples:

1. She got her brother to help with the project. (She convinced her brother to help.)

2. He had his car washed at the car wash. (He arranged for his car to be washed.)

3. They got the chef to prepare a special dish for the event. (They convinced the chef to prepare the dish.)

4. She had her dress altered for the party. (Someone else altered her dress for her.)

5. I need to get my passport renewed before my trip. (I will arrange for my passport to be renewed.)

6. He's having his teeth cleaned at the dentist's office. (He arranged for his teeth to be cleaned.)

Practice Exercises:

1. Fill in the blank with either "get something done" or "have something done" based on the context:

1. She ____________ her dress altered at the tailor's.

2. They decided to ____________ the leaky roof repaired this weekend.

2. Rewrite the sentences to use the other phrase:

1. Original: "I had my laptop fixed by a technician."
Revised: "I ____________ my laptop fixed by a technician."

2. Original: "I got my passport renewed."
Revised: "I ____________ my passport renewed."

____________

When making suggestions, to give someone an idea or propose something they could do, we can use the base form of a verb (without "to") after phrases like

"Maybe you could..." or "Why don't you...?", to make suggestions in a polite and friendly way.

Examples:

1. Maybe you could join a club or a sports team.

2. Why don't you take a cooking class to learn new recipes?

3. Maybe you could check out the new bookstore in town.

4. Why don't you find a good book to read?

5. Maybe you could play a musical instrument or learn to sing.

6. Why don't you look up some information online about your favorite hobby?

In these examples, we use the base form of the verb after the phrases "Maybe you could..." and "Why don't you...?" to suggest different activities or actions the person could consider.

Replace using "should," "can," and "might": slightly different suggestions.

1. Maybe you should join a club or a sports team.

2. Maybe you can check out the new bookstore in town.

3. Maybe you might want to play a musical instrument or learn to sing.

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BBC Learning English - Class / Take an English class: The causative form

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Exercise 1: Complete the Sentences
Instructions: Fill in the blanks with the appropriate form of the verbs in parentheses.

1. She __________ (have) her car __________ (clean) by a professional.

2. They __________ (consider) __________ (take) an online course for self-improvement.

3. Didn't you __________ (get) the leaky faucet __________ (fix)?

4. We __________ (prefer) __________ (hire) a cleaning service for our house.

5. __________ they __________ (think) about __________ (try) a different approach?

Exercise 2: Make Suggestions
Instructions: Use the given prompts to make suggestions using the appropriate verb form.

1. (You / want / organize / a party) → You might want to organize a party.

2. (We / should / hire / an accountant) → ________________________________

3. (She / could / consider / taking / a language course) → ________________________________

4. (They / prefer / go / on a vacation) → ________________________________

5. (I / might / suggest / consult / a financial advisor) → ________________________________

Exercise 3: Rewrite the Sentences
Instructions: Rewrite the sentences using "got/have something done" construction.

1. I scheduled a meeting with the client. → ___________________________________________

2. He repaired the broken computer. → ___________________________________________

3. We cleaned the house ourselves. → ___________________________________________

4. She fixed the leaking pipe. → ___________________________________________

5. They organized the event successfully. → ___________________________________________

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Words related to behavior and personality:

1. Personality traits: characteristics that define a person's behavior or temperament (e.g., outgoing, introverted, friendly)

2. Attitude: a person's outlook or way of thinking

3. Behavior: the way someone conducts themselves or acts

4. Character: a person's moral qualities or ethical standards

5. Temperament: a person's natural disposition or behavioral tendencies

Words related to regrets:

1. Regret: feeling sorrow or disappointment about something in the past

2. Remorse: a deep sense of guilt or regret for past actions

3. Repentance: sincere regret or remorse for one's wrongdoing

4. Apology: a formal expression of regret or admission of fault

5. Redemption: the act of making up for past mistakes or wrongdoings

Now, let's look at some examples using the verb "regret" and the situation of expressing regret:

1. Vocabulary:

Regret (verb): to feel sorry or remorseful about something

Apologize (verb): to express regret or say sorry for one's actions

2. Examples:
a. "I regret not studying harder for the exam. If I had studied more, I would have passed."
b. "She regrets not taking the job offer. If she had accepted it, she would be in a better position now."
c. "He apologized for his behavior at the party. He said he regretted acting that way."
d. "We regret not visiting our grandparents more often when they were alive. Now we can't spend time with them."

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Time clauses: we can see how the order of events is expressed using either the past simple or perfect tense, then present. It helps us understand which action happened before another action in the past.

Before: Used to refer to an action that happens prior to another action or event.

a) She had left the house before I arrived.

b) I arrived after she had left the house.

After: Used to refer to an action that happens subsequent to another action or event.

a) I had finished my dinner after I watched TV.

b) I watched TV after I had finished my dinner.

As soon as: Used to express that an action will occur immediately after another action.

a) I called her as soon as I had received her message.

b) I had received her message as soon as I called her.

Once: Used to indicate that an action will happen immediately after a condition is met.

a) Once I had completed my homework, I played video games.

b) I played video games once I had completed my homework.

Until: Used to express the duration of an action until a specific point in time or event.

a) I stayed at the party until all my friends left.

b) All my friends left the party before I stayed until.

The moment: Used to emphasize the immediacy of an action.

a) The moment she left, I realized I had forgotten my keys.

b) I realized I had forgotten my keys the moment she left.

By the time: Used to indicate that an action will be completed before a specific point in time.

a) By the time I woke up, my family had already left for the trip.

b) My family had already left for the trip by the time I woke up.

______

Expressing regret and describing hypothetical situations:

1. Conditional sentences describe situations that depend on certain conditions or circumstances.

2. The past to present conditional sentences express hypothetical or unreal situations that started in the past and continue to the present.

3. They are formed using the past perfect tense (had + past participle) in the "if" clause, and the modal verb "would" or its contraction "'d" in the main clause.

Most common situations or uses of the third conditional:

1. Regret or Unfulfilled Wishes:

If I had studied harder, I would have passed the exam.

If we had practiced more, we would have won the tournament

2. Missed Opportunities:

If she had applied for the job, she would have gotten it.

If María had accepted the job offer, she would be working in an international company

If you had applied for the scholarship, you would have gotten it

3. Unreal Past Situations:

If they had met earlier, they would have become good friends.

If it had rained yesterday, we would have stayed indoors.

If they had traveled to Spain last year, they would have enjoyed the local festivities

4. Past Actions with Different Outcomes or Decisions:

If he had taken the earlier train, he would have arrived on time.

If Juan had taken the earlier bus, he would have arrived on time

If I had bought the ticket in advance, I would have saved money

__________

If I had known you were coming, I would have prepared a meal.

If they had understood the importance of the project, they would have devoted more time to their research.

If you had taken the advice, you would have avoided problems

Examples:

1. If I had studied harder, I would have passed the exam. (hypothetical situation in the past)

This means that the person didn't study hard enough in the past and as a result, they didn't pass the exam. They are expressing regret or wishing they had studied harder.

2. If she had told me the truth, I wouldn't be angry now. (hypothetical situation in the past)

This means that she didn't tell the truth in the past, and now the speaker is expressing that if she had told the truth, they wouldn't be angry at present.

3. If it had rained yesterday, we would have stayed at home. (hypothetical situation in the past)

This means that it didn't rain yesterday, so they didn't stay at home. They are imagining what would have happened if it had rained.

4. If they had arrived on time, we would have caught the train. (hypothetical situation in the past)

This means that they didn't arrive on time in the past, so they missed the train. The speaker is expressing the consequence of their late arrival.

Summary:

1. If + past perfect: Used to express regret about a past action or condition that did not happen.
Example: "If I had known about the party, I would have attended."

2. Would/could have + past participle: Used to express regret about a missed opportunity or unrealized action in the past.
Example: "I would have gone to the concert if I had bought tickets earlier."

Contraction 'd, had vs would:

1. Look at the context: Pay attention to the words and phrases surrounding the contraction. The context can give you clues about whether the contraction represents "had" or "would." For example, if the contraction is followed by a past participle like "gone" or "done," it's likely representing "had." If it's followed by a base form verb like "go" or "do," it's likely representing "would."

2. Identify the subject and verb: Determine the subject and verb of the sentence. If the subject is a noun or pronoun, and the verb is in the base form (without "-ed" or "-ing" endings), the contraction is likely representing "would." If the verb is in the past participle form and the subject is a noun or pronoun, the contraction is likely representing "had."

3. Consider the meaning: Think about the meaning of the sentence. If the contraction is expressing a hypothetical or unreal situation in the present or future, it's likely representing "would." If it's expressing a completed action or a past event, it's likely representing "had."

4. Practice and exposure: The more you practice and encounter contractions in reading and listening, the easier it will become to recognize and understand them. Pay attention to how native speakers use contractions in different contexts.

Regrets in-deep, using past modals:

To express regret or criticism, we can use "should (not) have" followed by the past participle: to express regret about a past action that was not done or should not have been done.

Example: "I should not have eaten so much cake." (Expressing regret for eating too much cake in the past)

"If she had studied more, she should not have failed the exam."

(If she had put more effort into studying, she would not have failed the exam.)

We should not have waited until the last minute to book our tickets. Now the prices are too high.

(We delayed booking our tickets until the last minute, and now the prices are too high. We should have done it earlier.)

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Exercise 1: Complete the sentences using the appropriate preposition and an infinitive clause to express purpose or reason.

1. She enrolled in a photography course _______ capturing moments professionally.

2. They started a business _______ providing affordable and high-quality products.

3. He took up martial arts _______ improving his self-defense skills.

4. The company invested in research and development _______ staying ahead in the market.

5. She joined a charity organization _______ making a positive impact in her community.

Exercise 2: Rewrite the sentences using an infinitive clause with the given preposition to express purpose or reason.

1. The event was canceled because of bad weather.
-> The event was canceled _______ bad weather.

2. He decided to pursue a career in music because he loves playing the piano.
-> He decided to pursue a career in music _______ playing the piano.

3. They postponed the meeting due to a scheduling conflict.
-> They postponed the meeting _______ a scheduling conflict.

4. She started learning French because of her interest in French culture.
-> She started learning French _______ her interest in French culture.

5. He joined a fitness club to improve his physical fitness.
-> He joined a fitness club _______ his physical fitness.

Exercise 3: Choose the correct preposition to complete the sentence and express purpose or reason.

1. She enrolled in a dance class _____ learning new dance styles.
a) for
b) with
c) because

2. They started a charity organization _____ helping underprivileged children.
a) since
b) for
c) due to

3. He attended the seminar _____ gaining knowledge in his field.
a) for
b) because of
c) since

4. The team organized a workshop _____ improving teamwork and communication.
a) because
b) with
c) to

5. She took up painting _____ expressing her creativity.
a) due to
b) for
c) because

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Exercise 1: Time Clauses
Complete each sentence with an appropriate time clause using the given conjunctions (before, after, as soon as, once, until, the moment, by the time).

1. Please wait here ______________ I finish talking to the manager.

2. I will call you ______________ I arrive at the airport.

3. We need to leave early ______________ the concert starts.

4. ______________ I get home, I will start cooking dinner.

5. She won't go to bed ______________ she finishes her book.

6. We should leave the party ______________ it gets too late.

7. He will help you ______________ he finishes his own work.

Exercise 2: Expressing Regrets
Rewrite the following sentences using the correct form of expressing regrets (should (not) have + past participle, if + past perfect, would/could have + past participle).

1. I didn't save any money. (Regret for not saving money)
Rewrite: ___________________________

2. She missed the train because she didn't leave on time. (Regret for not leaving on time)
Rewrite: ___________________________

3. I didn't study enough, and as a result, I failed the test. (Regret for not studying enough)
Rewrite: ___________________________

4. I didn't apply for the job, and now it's too late. (Regret for not applying for the job)
Rewrite: ___________________________

5. They didn't invite me to the party. (Regret for not being invited to the party)
Rewrite: ___________________________

Exercise 3: Combining Time Clauses and Regrets
Combine the two sentences using the appropriate time clause and expressing regret.

Example: She missed the bus. She didn't wake up on time.
Combined: She missed the bus because she didn't wake up on time. She should have set her alarm clock.

1. He arrived late for the meeting. He didn't leave the house early.
Combined: _________________________________________________________

2. We missed the train. We didn't check the schedule.
Combined: _________________________________________________________

3. They lost the game. They didn't practice enough.
Combined: _________________________________________________________

4. She didn't see the movie. She arrived at the cinema late.
Combined: _________________________________________________________

5. He didn't pass the exam. He didn't study hard enough.
Combined: _________________________________________________________

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In order to vs. In order for

1. "In order to" is used to show the purpose or intention behind an action. It is followed by a verb.

2. "In order for" is used to show the condition or requirement that must be fulfilled for something to happen. It is followed by a noun or pronoun.

Examples:

1. I need to study hard in order to pass the test. (The purpose or intention of studying hard is to pass the test.)

2. We must save money in order to buy a new bicycle. (The purpose or intention of saving money is to buy a new bicycle.)

3. She gave him a gift in order for him to feel happy. (The condition or requirement for him to feel happy is receiving the gift.)

4. We need to follow the rules in order for the event to run smoothly. (The condition or requirement for the event to run smoothly is following the rules.)

5. The teacher explained the lesson again in order for the students to understand. (The condition or requirement for the students to understand is the teacher explaining the lesson again.)

So, "in order to" is used when we want to explain the purpose or intention behind an action, while "in order for" is used when we want to highlight the condition or requirement that must be fulfilled for something to happen.

Infinitive clauses with "for": Used to express the purpose or intention behind an action.
Example: "I started a fitness regimen for improving my overall health."

Infinitive clauses with "because": Used to express the reason or cause behind an action.
Example: "She took up photography because she has a passion for capturing beautiful moments."

Infinitive clauses with "because of" and "due to": Used to express the cause or reason for something.
Example: "The event was canceled because of the heavy rain."
Example: "Due to his hard work, he was promoted to a managerial position."

Infinitive clauses with "since" and "the reason": Used to express the reason or motive behind an action.
Example: "Since I love cooking, I enrolled in culinary school to pursue my passion."
Example: "The reason for her success is her dedication and perseverance."

Infinitive clauses with "with": Used to express the means or method by which something is done.
Example: "He achieved success with hard work and determination."

Examples:

1. "For" as a preposition:

"He started a blog for sharing his knowledge and experiences."

"She took up yoga for improving her flexibility and mental well-being."

"I enrolled in a language course for enhancing my communication skills."

Giving Reasons: because vs since

1. "Because" as a preposition:

"He decided to pursue a career in medicine because he wanted to help others."

"She joined a volunteer organization because she believes in making a positive impact."

"They started a business because they saw a gap in the market."

1. "Because of" and "due to":

"The concert was canceled because of technical difficulties."

"Due to his dedication, he was able to achieve his goals."

"They postponed the event because of the unexpected circumstances."

__

1. "Because" is a conjunction that is used to introduce a reason or cause. It connects two clauses in a sentence.

2. "Because of" is a prepositional phrase that is used to explain the cause of something. It is followed by a noun or pronoun.

___

1. "Since" and "the reason":

"Since I have a background in finance, I decided to pursue a career in banking."

"The reason for their success is their strong teamwork and collaboration."

"Since he loves nature, he chose to work in environmental conservation."

1. "Since" as a time reference:
Example: "I have been playing soccer since morning." Here, "since" is used to indicate the starting point of an action or event, in this case, the morning.

2. "Since" as a reason or cause:
Example: "Since it's raining, we should take an umbrella." In this example, "since" introduces the reason or cause for the suggestion of taking an umbrella, which is the fact that it's raining.

3. "Since" as a conjunction:
Example: "I haven't seen her since she moved away." Here, "since" is used as a conjunction to connect two clauses, indicating that the second action happened after the first action.

1. "With" as a preposition:

"She completed the project with the help of her colleagues."

"He achieved his sales target with effective negotiation skills."

"They managed to overcome the challenges with a strategic approach."

Uses of: infinitive clauses with different prepositions to express purpose, reason, cause, and means in their writing and conversations related to qualities for success, successful businesses, advertising, and slogans.

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1. Vocabulary related to Pet Peeves:

Pet Peeve: Chewing loudly is one of my pet peeves.

Irritation: The constant noise is causing irritation among the neighbors.

Frustration: Dealing with technical glitches can lead to frustration.

2. Vocabulary related to Unexplained Events:

Enigma: The sudden disappearance of the painting remains an enigma.

Curiosity: The unexplained lights in the sky sparked curiosity among the witnesses.

Intrigue: The mysterious circumstances surrounding the incident continue to intrigue investigators.

3. Vocabulary related to Reactions:

Surprise: Her unexpected arrival took us by surprise.

Astonishment: The magician's trick left the audience in astonishment.

Confusion: The sudden change in plans caused confusion among the participants.

4. Vocabulary related to Complicated Situations:

Dilemma: Choosing between two job offers put him in a dilemma.

Predicament: Being stuck in traffic created a predicament for reaching the meeting on time.

Conundrum: Solving the puzzle proved to be a conundrum for the participants.

5. Vocabulary related to Advice:

Recommendation: I would highly recommend trying the new restaurant in town.

Suggestion: May I suggest studying in a quiet environment for better concentration?

Tip: Here's a helpful tip for managing time effectively: prioritize your tasks.

6. Drawing Conclusions:

Conclude

Inference

Deduce

Assume

Speculate

Suggest

7. Offering Explanations:

Explain

Clarify

Elaborate

Justify

Provide a rationale

Give reasons

8. Describing Hypothetical Events:

If-clauses (conditional sentences)

Imagining scenarios

Hypothetical situations

Speculating about the past or future

Presenting possible outcomes

Examples:

1. Drawing Conclusions:

Based on the evidence, we can conclude that she is the most qualified candidate for the job.

From the information given, I infer that he was upset about the situation.

By looking at the data, we can deduce that there is a correlation between these two variables.

2. Offering Explanations:

Let me explain why we chose this approach for the project.

Can you clarify what you meant by that statement?

I'll elaborate on the details of our plan during the presentation.

3. Describing Hypothetical Events:

If I had known about the event, I would have attended.

Imagine if we could travel back in time and change the course of history.

Hypothetically speaking, what would happen if we ran out of resources?

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Degrees of Certainty:

1. Could (not) have + past participle: Used to express a possibility or ability in the past.

Example: He could have won the race if he had trained harder. (It was possible for him to win.)
Example: They could not have known about the change in plans. (It was not possible for them to know.)

1. Must (not) have + past participle: Used to express a high degree of certainty about a past event.

Example: She must have forgotten her keys at home. (I'm certain that she forgot her keys.)
Example: He must not have heard the announcement. (I'm certain that he didn't hear the announcement.)

1. May (not) have + past participle: Used to express a possibility or uncertainty about a past event.

Example: They may have arrived late to the party. (It's possible that they arrived late.)
Example: He may not have seen the email. (It's possible that he didn't see the email.)

1. Might (not) have + past participle: Used to express a slight possibility or uncertainty about a past event.

Example: She might have taken the wrong bus. (There's a small chance that she took the wrong bus.)
Example: They might not have understood the instructions. (There's a small chance that they didn't understand.)

______

Judgments and Suggestions:

1. Should (not) have + past participle: Used to express a judgment about a past action that was expected or recommended.

Example: He should have apologized for his mistake. (It was expected that he would apologize.)
Example: She should not have skipped breakfast. (It was recommended that she should not skip it.)

1. Would (not) have + past participle: Used to give suggestions or make statements about hypothetical situations.

Example: You would have enjoyed the concert if you had attended. (It's a suggestion about a hypothetical situation.)
Example: They would not have succeeded without your help. (It's a statement about a hypothetical situation.)

1. Could (not) have + past participle: Used to make judgments or assumptions about past actions.

Example: She could have handled the situation better. (I think she had the ability to handle it better.)
Example: They could not have predicted the outcome. (I don't think they had the ability to predict it.)

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Hi guys. Dan for BBC Learning English. As you can see, I'm not at all happy about this situation. Something's gone missing. Now, this week, we're gonna talk about modals with a past meaning. And as usual, we're going to do the whole thing in 90 seconds. Excuse me.

So, as you know, English has modal verbs. There are nine of them in total. Examples are: must; can't; may; might and could. Now, these verbs are normally followed by the infinitive. And they're special because they don't change their form for person or to show time. They have a present meaning. But, when we want to use them with a past meaning, we use the modal verb + have + the past participle. In this case, Rob must have eaten my cake.

Now, Rob must have eaten my cake is a measure of confidence. It means that I am extremely confident that Rob did this at some time in the past. When we change the modal verb, we change the level of confidence. For example, Rob can't have eaten my cake. This means I think this is impossible. But I know he did it.

Let's make it less certain. Rob may have eaten my cake. This means it's possible. Maybe he did, maybe he didn't. I'm not sure. And the same for might. Rob might have eaten my cake. Finally, at the lowest level of confidence, meaning this is possible but I'm not %100 sure at all: Rob could have eaten my cake. But that's not true because Rob must have eaten my cake. Rob always eats my cake. I suppose it's my fault.

The last set of modal verbs that we can talk about is should. When we make a mistake in the past. This is called hindsight. So, maybe I shouldn't have left it... (alarm) I should have been a bit quicker... Maybe I shouldn't have left it in the fridge. Maybe I should have put my cake at my desk. But Rob - come on man. Anyway guys. Modal verbs in the past. It's modal + have + the past participle. Don't forget. I've got to go and sort Rob out. See you next time OK? (Roars)

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BBC Learning English - Course: Upper-intermediate / Unit 25 / Session 1 / Activity 1

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Hi guys. Dan for BBC Learning English. As you can see, I'm not at all happy about this situation. Something's gone missing. Now, this week, we're gonna talk about modals with a past meaning. And as usual, we're going to do the whole thing in 90 seconds. Excuse me.

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Exercise 1: Pet Peeves
Complete the sentences with your own pet peeves.

1. One of my pet peeves is ___________.

2. It really annoys me when ___________.

3. I can't stand it when ___________.

Exercise 2: Unexplained Events
Choose the correct past modal verb to complete each sentence.

1. The package is missing. It ___________ have been delivered to the wrong address.

2. He left the house, but I'm not sure where he went. He ___________ gone to the grocery store.

3. The movie was so confusing. I ___________ understood what was happening.

Exercise 3: Reactions
Read the situations and write a sentence to describe each person's reaction.

1. Situation: Sarah won the lottery.
Sarah's reaction: ___________.

2. Situation: The team lost the championship game.
Their reaction: ___________.

3. Situation: The teacher announced a pop quiz.
The students' reaction: ___________.

Exercise 4: Complicated Situations
Rewrite the sentences to express the same meaning using the word "complicated".

1. The situation is difficult to understand.
The situation is ___________.

2. It's hard to explain what happened.
It's ___________ to explain what happened.

3. Understanding this concept is not easy.
___________ this concept is not easy.

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Passive to describe a process:

The passive voice is often used to describe a process or an action where the focus is on the object or the result rather than the subject. It is formed using "is/are + past participle."

Example:

The special sauce is prepared by mixing tomatoes, herbs, and spices.

Active Voice:

The construction crew built the bridge using steel and concrete

Passive Voice:

The bridge was built using steel and concrete by the construction crew.

Active Voice:

Scientists discovered a new species of butterfly in the rainforest.

Passive Voice:

A new species of butterfly was discovered in the rainforest by scientists.

Active Voice:

The team developed the software by writing code and conducting extensive testing.

Passive Voice:

The software was developed by writing code and conducting extensive testing by the team.

Tips: to describe a process, try to put it in order such as follows

1. the problem needs to be identified

2. the solution to be written

3. the execution should be done

4. the communicate may be posted

5. the process might get ended

Modal + be + past participle:

Modals such as "can," "could," "should," "might," "Have to", "need to"  and "must" can be used with the passive voice to express different degrees of possibility, obligation, or recommendation.

"Have to" indicates a strong obligation or requirement, while "need to" suggests a necessity or recommendation.

They are followed by "be + past participle."

Examples:

1. The song can be sung in different languages.

2. The problem should be addressed immediately.

3. The documents have to be submitted by tomorrow. (It is necessary to submit the documents by tomorrow.)

4. The report needs to be reviewed before it is published. (It is necessary to review the report before publishing it.)

5. The car has to be serviced regularly. (It is necessary to service the car regularly.)

6. The package needs to be handled with care. (It is necessary to handle the package with care.)

7. The repairs have to be completed before the store opens. (It is necessary to complete the repairs before the store opens.)

_______________

Defining and non-defining relative clauses:

Relative clauses provide additional information about a noun. Defining relative clauses provide essential information that helps identify the noun, while non-defining relative clauses provide additional, non-essential information about the noun.

Examples:

1. The actress who won the award is very talented. (Defining relative clause: It specifies which actress is being referred to.)

2. Tom Cruise, who is a famous actor, starred in the movie. (Non-defining relative clause: It provides extra information about Tom Cruise.)

Defining Relative Clauses:

Defining relative clauses provide essential information about the noun they modify. They define or identify the noun by giving necessary details that are crucial to understanding it.

They do not have commas before or after the clause.

Omitting the defining relative clause would significantly change the meaning or leave the noun unclear.

Example:

1. The actress who won the award is very talented.

In this sentence, the relative clause "who won the award" defines and identifies which actress is being referred to. It is necessary to understand the specific actress who is very talented.

Without the defining relative clause, the sentence would simply be "The actress is very talented," which doesn't provide the specific information about the award-winning actress.

Non-Defining Relative Clauses:

Non-defining relative clauses provide additional, non-essential information about the noun they modify. They add extra details or give more descriptive information, but the main meaning of the sentence does not depend on them.

They are set off by commas before and after the clause.

Omitting the non-defining relative clause does not change the basic meaning of the sentence; it just removes the additional information.

Example:

1. Tom Cruise, who is a famous actor, starred in the movie.

In this sentence, the relative clause "who is a famous actor" provides extra information about Tom Cruise but is not necessary to identify or define him. It adds descriptive details about his occupation.

If we remove the non-defining relative clause, the sentence would still be grammatically correct and meaningful: "Tom Cruise starred in the movie."

https://wordwall.net/es/resource/4003363/relative-clauses-defining-and-non-defining-summary

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Wordwall - Crea mejores lecciones de forma más rápida

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1) Relative clauses give us information about the person or thing mentioned. We use defining relative clauses to... a) give essential information about people, things or animals we are talking about. b) give extra information about something or someone. c) talk about imaginary or unreal situations in the present. 2) We use Non-defining relative clauses to ... a) the subject of the main clause only. b) give extra information about something or someone c) the object of the main clause only. 3) Which words are used to talk about people? a) Whose b) Who c) Which d) That 4) Which word is used to talk about possessions? a) Who b) Whose c) Which d) That 5) Which words are used to talk about things? (2 options are correct) a) Who b) Where c) Which d) That 6) Which word is used to talk about places? a) That b) Who c) Where d) Whose 7) Which word is NOT used in Relative Clauses? a) When b) What c) Where d) Who 8) Do we use commas in Defining Relative Clauses? a) Yes b) No c) Sometimes 9) Choose the correct form to match this sentences: "These are the tickets. They cost $300." a) These are the tickets who cost $300. b) These are the tickets which cost $300. c) These are the tickets that they cost $300. 10) Choose the correct form to make a DEFINING Relative Clause: "Have you seen the passport? It arrived today." a) A passport arrived today. Have you seen it? b) Have you seen the passport ,which arrived it today? c) Have you seen a passport that arrived today? 11) Choose the correct form to make a Non-defining Relative Clause a) we met some tourists, who are french, at the mall b) we met some french tourists at the mall c) we met some tourists who are french at the mall

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Relative Clauses : defining and non-defining summary

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1) Relative clauses give us information about the person or thing mentioned. We use defining relative clauses to...

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Exercise 1: Recommendations
Rewrite the following sentences using passive modals to give recommendations.

Example: They should build more affordable housing.
Answer: More affordable housing should be built.

1. People ought to recycle their waste.

2. We must support local businesses.

3. The government has to invest in education.

4. They have got to address the issue of poverty.

5. Students should be encouraged to pursue higher education.

Exercise 2: Tag Questions
Complete the following sentences with the appropriate tag question.

Example: The new law will protect the environment, __________?
Answer: won't it?

1. We need to take immediate action against climate change, __________?

2. The community center offers a variety of services, __________?

3. They should consider implementing stricter regulations, __________?

4. The proposal received overwhelming support, __________?

5. We should promote sustainable practices, __________?

Exercise 3: Expressing Opinions
Complete the following sentences with your own opinions and reasons.

Example: In my opinion, freedom of speech is essential for a democratic society because it allows for diverse perspectives and progress.

1. From my perspective, technology has greatly improved our lives because __________.

2. I believe volunteering is important because __________.

3. In my opinion, public transportation should be more accessible because __________.

4. From my perspective, social media has both positive and negative impacts because __________.

5. I think community involvement is crucial for addressing local issues because __________.

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Exercise 1: Accomplishments (Simple Past vs. Present Perfect)
Complete the following sentences using the simple past or present perfect tense.

1. She ____________ (graduate) from university last year.

2. They ____________ (visit) many countries.

3. He ____________ (write) three novels.

4. We ____________ (finish) reading the book yesterday.

5. The team ____________ (win) the championship in 2019.

Exercise 2: Future Goals (Future Perfect)
Rewrite the following sentences using the future perfect tense.

1. She will earn her Master's degree. (By next year)

2. I will save enough money for a down payment on a house. (By the end of the year)

3. They will complete the project. (By the deadline)

Exercise 3: Expressing Desires (Would Like to Have + Past Participle)
Complete the following sentences using the structure "would like to have + past participle."

1. I ____________ (finish) my homework earlier.

2. She ____________ (travel) more before starting a family.

3. They ____________ (take) that opportunity when it was available.

Exercise 4: Discussion Questions
Answer the following questions based on your own goals and aspirations.

1. What is one of your greatest accomplishments so far? Describe it.

2. What goals would you like to achieve in the next five years?

3. Is there something you would like to have done differently in the past? What is it, and why?

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Noun Phrases with Relative Clauses: provides additional information about a noun in the sentence. It is introduced by a relative pronoun (e.g., who, which, that) or a relative adverb (e.g., where, when, why).

Subject as Object:

The person (who) they hired for the job seems highly qualified.

They hired a person (who) seems highly qualified.

The team (that) we defeated in the finals was a tough opponent.

We defeated a team (that) was a tough opponent.

Object as Subject:

The painting (that) she created won the first prize.

The painting won the first prize (for her).

The car (that) he bought last month is incredibly fast.

The car is incredibly fast (according to him).

____________________

Expectations and Customs:

1. Expected:

Meaning: "Expected" refers to something that is predicted or anticipated to happen or be true. It suggests that people have an assumption or belief that something will occur in a certain way.  Is used to talk about what is anticipated or required.

"It is expected to rain tomorrow." (People anticipate that there will be rain tomorrow.)

"She is expected to complete the project by Friday."

1. Supposed:

Meaning: "Supposed" is used to express what is assumed or believed to be true, but there might be doubts or uncertainty surrounding it. It often implies that there is a general understanding or expectation, but it might not be universally agreed upon. "Not supposed to" is used to indicate something is prohibited or not allowed.

"She is supposed to arrive at 8 p.m." (There is an expectation or plan for her to arrive at 8 p.m., but there could be uncertainty or potential for changes.)

"You're not supposed to use your phone during the exam."

1. Acceptable:

Meaning: "Acceptable" describes something that is considered suitable, satisfactory, or within the bounds of what is considered appropriate or allowed. "Acceptable to" is used to express what is considered appropriate or permissible.

"Your behavior at school should be acceptable." (Your behavior should meet the standards or expectations of what is considered appropriate in a school setting.

"It's not acceptable to talk loudly in the library."

Examples:

"Employees are expected to dress professionally in the office."

"You're not supposed to eat in the classroom."

"The students are expected to complete their homework by tomorrow."

"It's acceptable to take photos in this museum, but not with flash."

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1. Passive Voice & Prepositions of Cause:

The passive voice is used when the focus is on the action rather than the doer of the action. It is formed using the auxiliary verb "be" + past participle of the main verb.

Example: "The trees are being planted by the volunteers."

1. Prepositions of Cause:

Prepositions such as "because of," "due to," "owing to," "as a result of," are used to express the cause or reason for something.

The increase in pollution is due to industrial emissions.

The environment is being harmed by pollution.

Our soil is being degraded due to excessive use of pesticides.

Infectious diseases have been spread through poor sanitation practices.

Many different species are endangered due to deforestation.

Our air quality has been affected because of industrial emissions.

Smog pollution has been linked to respiratory problems.

Passive voice: In these sentences, the subjects (e.g., the environment, tree, our soil) are receiving the action (being harmed, being degraded, etc.), so the passive voice is used.

Prepositions of cause: The prepositions "by," "due to," "because of," "as a result of," and "through" are used to indicate the cause or reason for the effect in the sentence.

Some more:

due to, by courtesy of, by reason of, by virtue of, for the benefit of, in favour of, in honour of, in the light of, on behalf of, thanks to, or towards

Verb forms: The verb forms used in the passive voice include "is being," "has been," and "have been," which show the ongoing or completed nature of the action.

_______________

1. Infinitive Clauses & Phrases

Infinitive clauses are used to express purpose, intention, or result. They are formed using the infinitive form of the verb with or without the preposition "to."

Example: "She went to the conference to learn about sustainable practices."

Infinitive phrases consist of the infinitive form of the verb along with other words that modify or complement the verb.

Example: "They have a plan to reduce waste and recycle more."

Summary: infinitive clauses and phrases are groups of words that begin with the word "to" followed by a verb.

They can act as nouns, adjectives, or adverbs in a sentence. When using the verb "to be" with these constructions, we need to make sure it agrees with the subject of the sentence.

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Complete the following sentences by adding the appropriate relative pronoun or relative adverb:

1. The book ________ I'm reading is very interesting.

2. That is the restaurant ________ we had dinner last night.

3. I remember the day ________ we went to the beach.

Exercise 2: Expectations and Customs
Choose the correct phrase to complete each sentence:

1. In this office, employees are __________ dress professionally.
a) expected to
b) not supposed to
c) acceptable to

2. Students are __________ submit their assignments on time.
a) expected to
b) not supposed to
c) acceptable to

3. You're __________ use your phone during the exam.
a) expected to
b) not supposed to
c) acceptable to

Exercise 3: Sentence Completion
Complete each sentence with the appropriate phrase or verb form:

1. It is ________ to arrive late for a job interview.

2. She is ________ to finish her presentation by tomorrow.

3. You ________ talk loudly in the library.

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Relative pronouns as subjects and objects:

1. Relative Pronoun "Who":

"Who" is used to refer to people.

It is used as the subject of a relative clause.

It can refer to both singular and plural antecedents.

2. Examples:

The woman who lives next door is a doctor.

I have a friend who speaks five languages.

The students who studied hard performed well in the exam.

3. Relative Pronoun "That":

"That" is used to refer to both people and things.

It can be used as the subject or object of a relative clause.

It is often used in defining relative clauses.

4. Examples:

The book that I bought yesterday is very interesting.

The car that she drives is blue.

He is the teacher that taught me English.

5. Subject Relative Pronouns:

When the relative pronoun is the subject of the relative clause, it replaces the subject of the main clause.

Examples:

The girl who is singing has a beautiful voice.

The book that is on the table belongs to me.

The car which is parked outside is mine.

6. Object Relative Pronouns:

When the relative pronoun is the object of the relative clause, it replaces the object of the main clause.

Examples:

I know a person whom you can ask for help.

He bought the house which we visited last week.

The restaurant serves delicious food which I always enjoy.

7. Omitting Relative Pronouns:

In informal speech or writing, it is common to omit the relative pronoun when it is the object of the relative clause.

Example: The dog (that/which) I adopted is very friendly. (Omission of the relative pronoun is indicated by the parentheses.)

8. Non-Defining Relative Clauses:

Non-defining relative clauses provide additional information about a noun, but they are not essential for understanding the sentence. They are usually set off by commas.

Example: John's wife, who is a doctor, works at the local hospital.

9. Relative Adverbs:

Relative adverbs, such as "where," "when," and "why," can also introduce relative clauses, providing information about place, time, or reason.

Example: This is the park where we had a picnic.

10. Agreement of Verb and Pronoun:

The verb within the relative clause agrees with the relative pronoun in terms of number and person.

Example: I have a friend who likes to play the guitar. (The verb "likes" agrees with the relative pronoun "who.")

Singular Verb Agreement:

The boy who is playing the piano is talented.

Explanation: In this sentence, the relative pronoun "who" refers to the singular noun "boy." The verb "is playing" agrees with the singular noun, indicating that the boy is currently engaged in playing the piano.

Plural Verb Agreement:

The students who are studying for the exam are dedicated.

Explanation: Here, the relative pronoun "who" refers to the plural noun "students." The verb "are studying" agrees with the plural noun, indicating that the students are actively engaged in studying for the exam.

First Person Verb Agreement:

I have a friend who enjoys hiking.

Explanation: In this sentence, the relative pronoun "who" refers to the noun "friend," which is in the first person. The verb "enjoys" agrees with the subject, indicating that the friend, in the first person, finds pleasure in hiking.

Non-Defining Relative Clause:

John's sister, who lives in Australia, is visiting next month.

Explanation: In this sentence, the relative pronoun "who" refers to the noun "sister." The verb "lives" agrees with the subject, indicating that John's sister, who resides in Australia, is the one visiting next month.

"Complaining using 'it clauses + adverbial clause with when'":

BreakDown:

1. Use "it" as a pronoun to refer to a specific situation or event.

2. Follow "it" with a verb phrase that expresses your feelings or attitude towards the situation.

3. Use "when" to introduce the adverbial clause that describes the specific circumstances when the feelings or attitudes occur.

4. The adverbial clause with "when" provides additional information about the triggering event or situation.

Examples:

1. "I like it when it's sunny outside, but it bothers me when it rains all day."

"I like it" expresses enjoyment when the weather is sunny.

"It bothers me" shows annoyance when it rains all day.

2. "I don't mind it when we have a little bit of homework, but it upsets me when we have too much to do."

"I don't mind it" indicates tolerance for a small amount of homework.

"It upsets me" conveys frustration when there is an excessive workload.

3. "I can't stand it when people are rude to each other, but it makes me happy when they show kindness."

"I can't stand it" expresses strong dislike for rude behavior.

"It makes me happy" indicates joy when people display kindness.

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Exercise 1: Defining and Non-defining Relative Clauses
Instructions: Identify whether the following sentences contain defining or non-defining relative clauses. Write "D" for defining and "ND" for non-defining.

1. The director, who has won several awards, is known for his unique style. ____

2. The movie that we watched last night was fantastic. ____

3. The actress, who starred in the famous TV series, will be performing live tonight. ____

4. The film, which was released last month, received critical acclaim. ____

5. The scriptwriter who won the competition will be working on our next project. ____

Exercise 2: Passive Voice
Instructions: Rewrite the following sentences in the passive voice.

1. The production team made the costumes for the actors.

2. They are designing the set for the new film.

3. The company will release the movie in December.

4. The director has already chosen the cast for the play.

5. The audience can watch the show online.

Exercise 3: Relative Clauses and Passive Voice Combination
Instructions: Combine the given sentences using both relative clauses and the passive voice.

1. The artist creates the illustrations. The illustrations are used in the book.

2. The editor published the article. The article discusses the latest trends in fashion.

3. The composer composed the music. The music will be performed at the concert.

4. The team developed the special effects. The special effects amazed the audience.

5. The writer wrote the script. The script won an award.

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Predicting the future with "will"

1. "Will" to Predict Future Events:

Usage: "Will" is used to predict future events or actions that are likely to happen.

Structure: Subject + will + base form of the verb

Examples:

1. The weather forecast says it will rain tomorrow.

2. I think she will pass her exam with flying colors.

3. They believe there will be a traffic jam during rush hour.

2. "Will" + Continuous Form to Predict Ongoing Actions:

Usage: "Will" can be used with the continuous form to predict ongoing actions or activities at a specific time in the future.

Structure: Subject + will be + present participle (verb + -ing)

Examples:

1. I'll be studying at the library at 4 PM tomorrow.

2. She will be working on her presentation during the meeting.

3. They will be traveling to Paris next week.

3. "Will" + Perfect Form for Actions to Be Completed:

Usage: "Will" can also be used with the perfect form to predict actions that will be completed before a certain point in the future.

Structure: Subject + will have + past participle

Examples:

1. By the time you arrive, I will have finished cooking dinner.

2. She will have completed her project before the deadline.

3. They'll have left for the airport by the time we get there.

Contexts for Practice:

1. Weather Predictions:

I think it will snow tomorrow afternoon.

They believe there will be a thunderstorm later.

2. Personal Plans:

I'll be watching a movie tonight.

She will have finished her homework by the time her friends come over.

3. Travel Plans:

We'll be flying to London next month.

He will have visited three countries by the end of the year.

4. Professional Predictions:

The stock market experts predict the prices will rise next week.

The company believes they will have completed the project within a month.

5. Social Events:

They think there will be a big crowd at the concert.

I'll be meeting my friends for lunch on Saturday.

Future Simple (Future Indefinite) /  (will + base form of verb):

It is used to talk about actions or events that will happen in the future. It is formed using the auxiliary verb "will" (or "shall") and the base form of the main verb. Example:

"I will visit my grandparents next weekend."

"I will live a healthier lifestyle by eating more fruits and vegetables."

"She will start her own business in the coming year."

"They will travel to Japan for their vacation."

Future Continuous:  (will be + verb-ing):

It is used to talk about actions or events that will be happening at a specific time in the future or actions that will be in progress over a period of time in the future. It is formed using the auxiliary verb "will" (or "shall") + "be" + present participle (-ing form of the verb). Example:

"They will be celebrating their anniversary tomorrow."

"I will be exercising regularly to stay fit."

"She will be learning a new language next year."

"They will be traveling around the world during their sabbatical."

Future Perfect:  (will have + past participle)

It is used to talk about actions or events that will be completed before a specific point in the future. It is formed using the auxiliary verb "will" (or "shall") + "have" + past participle of the main verb. Example:

"By the time you arrive, I will have finished cooking dinner."

"By the age of 40, I will have lived in three different countries."

"He will have finished writing his book by the end of the month."

"They will have completed their studies and obtained their degrees by graduation."

Differences between the future tenses and the present continuous tense:

Future Simple vs Present Continuous:

Future Simple is used for future plans or predictions, while Present Continuous is used for actions happening at the present moment or near future.

Example: "I will meet my friends tomorrow." (Future Simple) vs "I am meeting my friends for dinner tonight." (Present Continuous)

Future Continuous vs Present Continuous:

Future Continuous is used for actions or events that will be happening in the future, while Present Continuous is used for actions happening at the present moment.

Example: "They will be traveling to Paris next month." (Future Continuous) vs "She is currently traveling in Paris." (Present Continuous)

"Shall" is an auxiliary verb in English that is used to express future actions, suggestions, offers, or intentions. However, its usage is somewhat different from "will." Here are the main situations where "shall" is commonly used:

1. Suggestions or Offers:

"Shall" can be used to make suggestions or offer assistance in a formal or polite manner.

Example: Shall I help you with your bags?

2. Formal Directives:

"Shall" is used in formal contexts, especially legal and contractual language, to indicate requirements or obligations.

Example: The parties shall agree to the terms and conditions.

3. Questions with "I" and "We":

In some traditional forms of English, "shall" is used to form questions in the future tense when the subject is "I" or "we."

Example: Shall we go to the movies tonight?

4. Expressing Strong Intentions:

"Shall" can be used to express strong intentions or determination, particularly in written or formal language.

Example: We shall overcome all challenges and succeed.

Referring to Time in the Past:

1. During: is used to indicate a specific period within a larger time frame.

Example: "She visited Paris during her summer vacation."

"During my high school years, I participated in various extracurricular activities."

"We went on a road trip during the summer vacation."

1. In:  is used to indicate a specific point or period within a larger time frame.

Example: "He started his new job in January."

"She completed her master's degree in 2010."

"They celebrated their anniversary in December."

1. To: is used to indicate a limit or endpoint of a time period in the past.

Example: "I lived in that house from 2010 to 2015."

"I lived in that apartment from 2015 to 2019."

"We worked together from 9 a.m. to 5 p.m."

1. For: "For" is used to indicate the duration of an action or event that started in the past and continues to the present.

Example: "She has been studying English for two years."

"They traveled around Europe for three weeks."

"She has been studying French for two years."

1. From/Since: "From" and "since" are used to indicate the starting point of a time period or action. "From" focuses on the starting point and the duration of an action or event. "Since" emphasizes the starting point of an action or event that is still ongoing in the present.

Example: "He has been working from 9 a.m. since yesterday."

"I have known her from childhood."

"He has been working in this company since 2012."

1. Ago:  is used to refer to a past time period before the present moment.

Example: "They moved to this city three years ago."

"He graduated from college five years ago."

"They moved to a new city a few months ago."

________

Referring to Time in the Future:

"By" is used to indicate a specific point in time or deadline by which something should be completed. It means "not later than" that particular time. For example:

"Please submit your assignment by Friday." (Deadline is Friday, it can be submitted any time before that.)

"I will finish my project by the end of the month."

"Within" is used to indicate a time frame or period within which something should be completed. It means "inside" that particular time frame. For example:

"You need to complete the task within two days." (It should be completed at some point during those two days.)

"They promised to deliver the package within a week."

In summary, "by" refers to a specific point in time or deadline, while "within" refers to a time frame or period during which something should be completed.

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Exercise 1: Vocabulary Matching
Match the vocabulary words with their corresponding definitions:

1. Outgoing

2. Reliable

3. Hobbies

4. Acquaintance

5. Dislike

a. Activities done for pleasure during free time.
b. A person you know, but not very well.
c. Not liking something.
d. Sociable and friendly.
e. Trustworthy and can be counted on.

Exercise 2: Agreeing and Disagreeing
Complete the sentences with appropriate phrases to express agreement or disagreement:

1. "I think the movie was great." - "________, I really enjoyed it too!"

2. "I don't think we should go out tonight." - "________, I need some rest."

3. "The new restaurant in town is amazing." - "________, the food was delicious."

4. "I can't stand horror movies." - "________, they give me nightmares."

Exercise 3: Complaints using "It + Adverbial When"
Rewrite the following sentences using "It + adverbial when" to express complaints:

1. People speak loudly in the library. -> ________, it annoys me.

2. My neighbors play loud music late at night. -> ________, it bothers me.

3. The bus is always late. -> ________, it frustrates me.

4. The store is always crowded on weekends. -> ________, it upsets me.

Exercise 4: Relative Pronouns
Complete the sentences with the appropriate relative pronouns (who, that, whom):

1. The student ________ I saw in the library is my classmate.

2. She is the woman ________ won the award.

3. The book ________ I'm reading is very interesting.

4. I helped the person ________ was in trouble.

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Exercise 1: Vocabulary
Match the vocabulary words related to the environment, global challenges, and current issues with their definitions:

1. Sustainability

2. Biodiversity

3. Carbon footprint

4. Pollution

5. Deforestation

6. Water scarcity

7. Climate change

a. The variety of plant and animal species in a particular habitat.
b. The amount of greenhouse gases emitted by a person, organization, or activity.
c. The contamination of the air, water, or soil by harmful substances.
d. The long-term viability and balance of ecosystems and resources.
e. The deliberate cutting down of trees in a forested area.
f. The shortage of available water resources in a particular region.
g. The long-term alteration in global weather patterns and temperature.

Exercise 2: Grammar - Passive Voice
Rewrite the following sentences in the passive voice:

1. They recycle paper and plastic.

2. The government should enforce stricter environmental regulations.

3. We can reduce energy consumption by using renewable sources.

4. People are cutting down forests at an alarming rate.

5. Companies must reduce carbon emissions to combat climate change.

Exercise 3: Writing - Solutions
Write a paragraph discussing possible solutions to address a specific environmental issue, such as plastic pollution or deforestation. Use vocabulary words and grammar structures related to the topic, and provide clear suggestions and reasons for your proposed solutions.

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Exercise 1: Vocabulary Review
Match the following words related to historic events, biography, and future expectations with their definitions:

1. Revolution

2. Biography

3. Forecast

4. Achievement

5. Anticipate

a. A written account of someone's life
b. A significant event that brings about major changes
c. To expect or predict something in the future
d. A notable accomplishment or success
e. A prediction of future events or trends

Exercise 2: Grammar Practice - Referring to Time
Complete the following sentences with the appropriate adverbs or prepositions:

1. She arrived _______ the party last night.

2. I have been living in this city _______ five years.

3. They have been studying English _______ two hours.

4. The concert will start _______ 8 p.m.

5. By the time I graduate, I _______ finished my degree.

Exercise 3: Reading Comprehension
Read the following passage about a historic event and answer the questions that follow:

"The Industrial Revolution, which began in the 18th century, brought about significant changes in manufacturing and transportation. It led to the mechanization of production, the development of new technologies, and the growth of urban centers. This period saw the rise of factories, steam-powered machinery, and the expansion of international trade."

Questions:

1. What was the Industrial Revolution?

2. What were some of the outcomes of the Industrial Revolution?

3. When did the Industrial Revolution begin?

4. What were some key features of this period?

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"Sentence Transformation Challenge"

Everyday situations to turn into:

Reasons and Purposes: For some sentences, add reasons or purposes. For example, if the original sentence is "I'm going to the store," they can transform it to "I'm going to the store to buy some groceries."

Time Clauses: For other sentences,add time clauses like "when," "after," or "before." For instance, if the original sentence is "She eats breakfast," they can transform it to "She eats breakfast when she wakes up."

Expressing Regret: Take a few sentences and add expressions of regret. For example, if the original sentence is "I didn't study last night," they can transform it to "I regret that I didn't study last night."

Hypothetical Situations: Lastly, for a couple of sentences, they can create hypothetical situations. If the original sentence is "He's going to work," they can transform it to "If he were rich, he wouldn't have to go to work."

1. She goes to school.

2. They like to play soccer.

3. I watch TV in the evening.

4. He usually eats lunch at noon.

5. I need to finish my homework.

6. They visited Paris last summer.

7. She wants to learn a new language.

8. We've lost the last game

9. It shouldn't have been that way

10. He bought a new car last month.

11. I'll call you later.

12. They enjoy going to the beach.

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Harlem Children’s Zone (HCZ) breaks the cycle of intergenerational poverty with comprehensive, on-the-ground programming that builds opportunities for children and families to thrive in school, work, and life. From early childhood, education, and career programs to community outreach and wellness initiatives, HCZ opens pathways to mobility and prosperity.

1. Achievement Gap: The disparity in academic performance or educational outcomes between different groups of students, often related to factors like race, socioeconomic status, or access to resources. Reducing the achievement gap is a common goal in education to ensure equal educational opportunities for all students.

2. Affluent Suburbs: Typically refers to well-off, prosperous residential areas located on the outskirts of a city or metropolitan area. These areas often have higher median incomes, better-funded schools, and more resources compared to urban or rural areas.

3. Break the Cycle: A phrase used in education to describe efforts to disrupt or change negative patterns or trends, such as breaking the cycle of underachievement, poverty, or low educational attainment through targeted interventions or policies.

4. Grade Level: The specific year or stage of education that corresponds to a student's age and academic progress. For example, first grade, fifth grade, or ninth grade are different grade levels within a K-12 educational system.

5. Inner City: Refers to the central part of a city, often characterized by higher population density, lower socioeconomic status, and greater social and economic challenges compared to suburban or outlying areas.

6. Remarkable Job: In the context of education, this phrase typically refers to exceptional or outstanding work done by educators, students, or institutions, often implying achievements that are noteworthy and praiseworthy.

7. Scientific Data: Information or facts collected through systematic and rigorous research methods, often used to support or refute hypotheses, draw conclusions, and inform decision-making. In education, scientific data can include test scores, research findings, surveys, and other empirical evidence.

8. Statistical Study: A research method that involves collecting and analyzing data from a sample of individuals or items to draw conclusions about a larger population. In education, statistical studies are commonly used to assess trends, evaluate the effectiveness of educational interventions, and make data-driven decisions.

9. Educational Equity: The principle of ensuring that all students have access to the resources, opportunities, and support they need to achieve their full academic potential, regardless of their background, race, socioeconomic status, or other factors.

10. Cultural Competence: The ability of educators and educational institutions to effectively interact with and understand students and families from diverse cultural backgrounds, fostering a more inclusive and equitable learning environment.

11. Pedagogy: The art and science of teaching, encompassing the methods, strategies, and techniques used by educators to facilitate learning and promote student engagement and understanding.

12. Standardized Testing: A method of assessment in which all students are administered the same test under the same conditions, typically used to measure academic achievement, compare student performance, and inform educational policies and decisions.

13. Digital Literacy: The ability to use digital technologies, such as computers and the internet, effectively and responsibly for purposes like research, communication, problem-solving, and information consumption.

14. Parental Involvement: The active participation of parents or caregivers in their children's education, which can include activities like attending parent-teacher conferences, assisting with homework, and engaging in school-related activities.

15. Inclusive Education: An educational approach that aims to provide all students, including those with disabilities or special needs, with access to appropriate and effective learning experiences within regular classrooms and school environments.

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Knowledge by acquaintance and knowledge by description

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Knowledge by acquaintance and knowledge by description

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I am acquainted with many people and things, which I know very little about, except their presence in the places where I have met them. I know the color blue when I see it, and the flavour of a pear when I taste it; I know an inch when I move my finger through it; a second of time, when I feel it pass; an effort of attention when I make it; a difference between two things when I notice it; but about the inner nature of these facts or what makes them what they are, I can say nothing at all. I cannot impart acquaintance with them to any one who has not already made it himself I cannot describe them, make a blind man guess what blue is like, define to a child a syllogism, or tell a philosopher in just what respect distance is just what it is, and differs from other forms of relation. At most, I can say to my friends, Go to certain places and act in certain ways, and these objects will probably come

William James (1890, p.221)

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1. Compose:

Definition: To create and write music.

Example: The songwriter took hours to compose a beautiful melody.

2. Lyrics:

Definition: The words of a song.

Example: She spent weeks crafting meaningful lyrics for her new song.

3. Harmony:

Definition: The combination of different musical notes played or sung simultaneously to create a pleasing sound.

Example: The choir achieved a beautiful harmony during the performance.

4. Rehearse:

Definition: To practice a musical piece in preparation for a performance.

Example: The band members gathered to rehearse for their upcoming concert.

5. Solo:

Definition: A musical piece or performance by a single musician.

Example: The guitarist performed an impressive solo during the concert.

6. Audience:

Definition: The people who listen to a musical performance or watch a show.

Example: The audience clapped enthusiastically after the band's performance.

7. Gig:

Definition: A live musical performance, typically in a small venue.

Example: The band has a gig at the local pub this weekend.

8. Chorus:

Definition: A repeated section of a song, often containing the main theme.

Example: The catchy chorus of the song became an instant hit.

9. Rhythm:

Definition: The pattern of beats or time in music.

Example: The drummer keeps the steady rhythm for the entire band.

10. Amplifier:

Definition: A device that increases the volume of electric musical instruments.

Example: The guitarist plugged his instrument into the amplifier to get a louder sound.

11. Musical Outlet:

Definition: A platform or means through which musicians can share their music.

Example: Online platforms like YouTube and SoundCloud serve as popular musical outlets for independent artists.

12. Accompany:

Definition: To play or sing along with someone or something.

Example: The guitarist will accompany the singer during the performance.

13. Set Up:

Definition: To arrange or prepare equipment for a particular activity.

Example: Before the concert, the band needs to set up their instruments on the stage.

14. Tune:

Definition: To adjust a musical instrument to the correct pitch.

Example: The pianist spent some time tuning the piano before the recital.

15. Mix:

Definition: To blend different sounds or tracks together.

Example: The audio engineer will mix the vocals and instruments to create the final song.

16. Recording Engineer:

Definition: A person who oversees the technical aspects of recording music.

Example: The recording engineer ensures that the sound quality in the studio is optimal.