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      <title>Improving my english skills in UrFU by Ivan Zuev</title>
      <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie</link>
      <description>with Julia Rinatovna Daminova</description>
      <language>en-us</language>
      <pubDate>2022-04-25 10:55:23 UTC</pubDate>
      <lastBuildDate>2025-11-21 21:19:44 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>September 2019</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2156313897</link>
         <description><![CDATA[<div>Admitting to UrFU, joining C1 level group</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-04-25 10:57:30 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2156313897</guid>
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      <item>
         <title>WRITING: essays</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197136066</link>
         <description><![CDATA[<div>An essay is a piece of writing in which you discuss a question or topic. We were given three areas to consider and had to discuss two of them and there were three opinions which we could use.&nbsp;<br>Essay topics we had to discuss:<br>- "Methods schools and universities use to help students find suitable jobs"&nbsp;<br>- "Methods schools and universities should use to help students with stress"<br>- "Technological progress"<br>- "Helping immigrants to integrate"</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-05-24 06:18:10 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197136066</guid>
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         <title>WRITING: reports</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197164771</link>
         <description><![CDATA[<div>A report is a short, sharp, concise document which is written for a particular purpose and audience. It generally sets outs and analyses a situation or problem, often making recommendations for future action. It is a factual paper, and needs to be clear and well-structured.<br>We had to write a report on:&nbsp;<br>- English-language TV programmes in our country<br>- Work experience programme<br>- Ways of attracting students to a language school&nbsp;<br><br></div>]]></description>
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         <pubDate>2022-05-24 06:31:20 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197164771</guid>
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      <item>
         <title>WRITING: reviews</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197205842</link>
         <description><![CDATA[<div>A review will require some description followed by a recommendation.&nbsp;<br>In a review, usually for an international magazine or newspaper, you are expected to express your opinion about something which readers may be thinking of seeing, doing or buying, e.g. a film, a concert or an exhibition.<br>We were offered to write reviews of a book and of two hotels.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-05-24 06:58:14 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197205842</guid>
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      <item>
         <title>WRITING: a proposal</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197211678</link>
         <description><![CDATA[<div>&nbsp;A proposal may be written for a superior, for example a boss or a teacher, or for a peer group, for example club members or work colleagues. You are expected to make suggestions, supported by factual information, to persuade your reader(s) that a certain course of action should be taken. t A proposal should be clearly organised and may include headings. The style should be formal if you are writing for a superior, but may be more informal if your readers are colleagues or club members.&nbsp;<br>We had two topics to discuss:&nbsp;honouring a local hero and&nbsp; ways of conserving resources and reducing waste.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-05-24 07:01:30 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197211678</guid>
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      <item>
         <title>SPEAKING: CAE Expressions</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197214456</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-05-24 07:03:11 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197214456</guid>
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      <item>
         <title>SPEAKING: comparing</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197215245</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-05-24 07:03:35 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197215245</guid>
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      <item>
         <title>SPEAKING: general phrases</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197216451</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-05-24 07:04:19 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197216451</guid>
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      <item>
         <title>GRAMMAR: conditionals</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197221990</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-05-24 07:07:49 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197221990</guid>
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         <title>GRAMMAR: verbs + to infinitive or -ing</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197223696</link>
         <description><![CDATA[<div><strong><em>VERBS + TO INFINITIVE</em></strong><br>&nbsp; <strong>The infinitive without to is used after:</strong><br> modal verbs: We must hurry or we’ll be late.<br> <br> <strong>The to infinitive is used after:&nbsp;</strong></div><ul><li>&nbsp;some verbs which are modal in meaning:&nbsp;</li></ul><div>I have to go to work tomorrow. You ought to get more sleep. You need to think again. You don’t need to worry.<br>&nbsp; &nbsp; &nbsp;<br>&nbsp; &nbsp; &nbsp;<strong>Note!!! </strong>The verb need has an alternative negative form, needn’t, which is followed by the infi nitive without to:&nbsp;</div><div>You needn’t worry.&nbsp;</div><div><br></div><ul><li>certain verbs, e.g.&nbsp;</li></ul><div><em>afford, agree, arrange, appear, attempt, choose, decide, expect, hope, intend, learn, manage, offer, pretend, promise, refuse, seem:</em>&nbsp;<br>We can’t afford to go on holiday this year.<br><br></div><ul><li>&nbsp;certain verbs + object, e.g.&nbsp;</li></ul><div>advise, allow, ask, convince, enable, encourage, forbid, force, get, instruct, invite, order, persuade, remind, require, teach, tell, train, want, warn, wish: You can’t force people to believe something. My father taught me to swim.<br>&nbsp;<br>&nbsp; &nbsp; &nbsp;<strong>Note!!! </strong>After the verb help, the to can be omitted before the infinitive:<br>She helped me (to) revise for my exam.<br><br><strong><em>VERBS +&nbsp; -ING<br></em></strong><br><strong>The -ing form of the verb is used after:</strong></div><ul><li>some verbs which express likes and dislikes, e.g.&nbsp;</li></ul><div><em>dislike, enjoy, loathe, (don’t) mind, (can’t) stand:&nbsp;</em></div><div>She can’t stand getting stuck in a traffic jam.<br><br><strong>But note the following exceptions:</strong>&nbsp;<br>– hate/like/love/prefer are usually followed by the -ing form but are sometimes followed by the to infinitive .&nbsp;<br>– would + hate/like/love/prefer is always followed by the to infi nitive: I’d hate to get up early every morning.&nbsp;<br><br></div><ul><li>&nbsp;certain verbs, e.g.&nbsp;</li></ul><div><em>admit, appreciate, avoid, can’t help, consider, delay, deny, fi nish, imagine, involve, keep, miss, postpone, prevent, recommend, report, resist, risk, suggest:&nbsp;</em></div><div>The prime minister has just finished speaking.<br><strong><em><br>VERBS FOLLOWED BY TO INFINITIVE OR -ING<br></em></strong>&nbsp;A small number of verbs can be followed either by the infi nitive or by the -ing form.<br><strong>With no difference in meaning</strong><br><em>begin, can’t bear, cease, commence, continue, hate, intend, like, love, propose, start:</em><br>I’ve just started to learn / learning to ski.<br>He had intended to leave / leaving before midnight.<br><br><strong>Note!!! </strong>With the verbs like, love, hate there can be this slight difference in meaning:<br>I like to clean my car every week. (The focus is on the result of the activity.)<br>I like cleaning my car every week. (The focus is on the activity itself, i.e. I enjoy cleaning it.)<br><strong>With different meanings </strong>&nbsp;</div><ul><li>&nbsp;verbs expressing perception&nbsp;</li></ul><div>I saw the plane land. (= I saw the whole action.)&nbsp;<br>I saw the plane landing. (= I saw part of the action.)&nbsp;</div><ul><li>&nbsp;forget&nbsp;</li></ul><div>I forgot to phone my brother. (= I didn’t phone him.<br>I’ll never forget phoning my sister that night. (= I phoned her and I recall it well.)&nbsp;</div><ul><li>&nbsp;remember&nbsp;</li></ul><div>Tom remembered to close the windows before he left. (= He did something he had to do; he didn’t forget.)&nbsp;<br>Tom remembered closing the windows before he left. (= He recalled doing it.)&nbsp;</div><ul><li>&nbsp;go on&nbsp;</li></ul><div>She won her first race when she was seven and went on to break the world record. (= Breaking the world record was something she did later.)&nbsp;<br>He went on walking even though he was exhausted. (= He didn’t stop walking.)&nbsp;</div><ul><li>&nbsp;mean&nbsp;</li></ul><div>I’m sorry, I didn’t mean to be rude. (= intend)&nbsp;<br>If we want to catch the early train, it’ll mean getting up at 5:00. (= involve)&nbsp;</div><ul><li>regret&nbsp;</li></ul><div>I regret to inform you that you have not passed the test. (= I’m sorry about something unwelcome I’m about to say.)&nbsp;<br>He now regrets taking the day off work. (= He wishes he hadn’t taken the day off work.)&nbsp;</div><ul><li>&nbsp;stop</li></ul><div>&nbsp;We’d better stop to look at the map. (= stop what we are doing in order to do something else)&nbsp;<br>There’s nothing you can do about it, so stop worrying. (= fi nish worrying)&nbsp;</div><ul><li>&nbsp;try&nbsp;</li></ul><div>I’ve been trying to repair my computer all morning. (= attempt something diffi cult)<br>&nbsp;Have you tried kicking it? (= do something which might solve a problem)&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-05-24 07:08:50 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197223696</guid>
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      <item>
         <title>GRAMMAR: gradable and ungradable adjectives</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197224849</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/1248900840/0b8e8da1bc0da11c027cdc59b5377897/image.png" />
         <pubDate>2022-05-24 07:09:32 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197224849</guid>
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      <item>
         <title>GRAMMAR: cleft sentences for emphasis</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197225757</link>
         <description><![CDATA[<div>Emphasis involves showing that something is particularly important or worth giving attention to. Cleft sentences are one way of doing this. These can be formed by:<br><br></div><ul><li>a clause starting with what, linked to the rest of the sentence by is/was:</li></ul><div><br></div><div>I really enjoy pasta. What I really enjoy is pasta.<br><br></div><div>She wanted to find a job in New Zealand. What she wanted was to find a job in New Zealand.<br><br></div><div>Note!!! The verb in the what clause is often do. In this case, is/was is followed by an infinitive, with or without to:<br><br></div><div>They advertised on television. What they did was (to) advertise on television.<br><br></div><ul><li>a clause starting with all:</li></ul><div><br></div><div>My house only needs a swimming pool now. All my house needs now is a swimming pool.<br><br></div><ul><li>a clause starting with It is/was, linked to the rest of the sentence by that or who:<br><br></li></ul><div>Mike paid the bill. It was Mike who paid the bill.<br><br></div><div>You should speak to the manager. It’s the manager (that) you should speak to.<br><br></div><div>They left Poland in 2012. It was in 2012 that they left Poland.<br><br></div><div>I like visiting other countries, but I don’t enjoy flying.<br><br></div><div>I like visiting other countries – it’s flying (that) I don’t enjoy</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-05-24 07:10:08 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197225757</guid>
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      <item>
         <title>My personal achievements</title>
         <author>ivan270401</author>
         <link>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197232828</link>
         <description><![CDATA[<div>Successfully passing the exam tests:<br>69.8 points out of 100 in 1st term<br>94 points out of 100 in 2nd term<br>93 points out of 100 in 3rd term<br>81 points out of 100 in 4th term<br><br></div>]]></description>
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         <pubDate>2022-05-24 07:14:40 UTC</pubDate>
         <guid>https://padlet.com/ivan270401/gxhhilc1m7rjzcie/wish/2197232828</guid>
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