TOPICS A2
Repaso de presente simple y presente continuo
Pasado simple de verbos regulares e irregulares
Pasado continuo
Futuro con “will” y “be going to”
Presente perfecto simple con “ever”, “never”, “already”,
“yet”
Comparativos y superlativos de adjetivos y adverbios
Verbos modales para posibilidad, permiso y obligación (can,
could, must, have to, should)
Expresiones de cantidad (some, any, much, many, a little, a
few)
Verbos con gerundio y a veces infinitivo (enjoy doing, want
to do)
Uso de “used to” para hábitos en el pasado
Voz pasiva simple en presente y pasado
Condicional tipo 1 (posibles situaciones futuras)
Expresiones y estructuras para dar consejos y hacer
sugerencias
Oraciones relativas definidas con “who”, “which”, “that”
Pronombres reflexivos y recíprocos
Preguntas indirectas básicas
Uso de “there is / there are” en contextos más amplios
Preposiciones de tiempo y lugar más complejas (“since”,
“for”, “during”, “between”, “among”)
Conjunciones de contraste y causa (although, though,
because, so)
Expresiones de frecuencia avanzada y adverbios de modo
Expresiones de cantidad avanzada (enough, too, so)
Reported speech en presente y pasado (estilo indirecto)
Frases con “wish” para deseos en presente y pasado
Expresiones comunes de duda y certeza (maybe, probably,
definitely)
Preguntas de confirmación o confirmatorias (question tags)
Uso básico de los participios pasados como adjetivos
Construcciones con “get” (get + adjetivo, get + participio)
Uso de las formas continuas en presente, pasado y futuro
para acciones temporales
Estructuras con “prefer”, “would rather” para expresar
preferencias
Introducción a “even though” y otras expresiones para
enfatizar contraste
ULA WORLD A2. LESSONS: 7 TO 12
TALKING ABOUT RESOLUTIONS – WHAT WE WANT TO DO AND BE NEXT YEAR OR IN THE UPCOMING YEARS
THINK ABOUT TWO THINGS YOU WANT TO DO NEXT YEAR. EXAMPLE: I WANT TO TRAVEL NEXT YEAR. I WANT TO FINISH MY COOKING COURSE
ALSO BRING TO MIND THE OBSTACLES YOU HAVE TO ACHIEVE THOSE THINGS. EXAMPLE: I WANT TO FINISH THIS COURSE BUT I NEED TO IMPROVE MORE
I WANT TO TRAVEL BUT… I DON’T HAVE MONEY
WHAT ARE THE MAIN POINTS THE WOMAN TALKS ABOUT IN THE VIDEO? WHAT DO YOU AGREE WITH THE MOST? WHAT ASPECT DO YOU DISAGREE WITH? WHAT WOULD YOU ADD TO THESE RESOLUTIONS?
New Year's resolutions phrased as things people want to do next year:
They want to lose weight and get in better shape.
They want to learn a new language like English or Spanish.
They want to travel to a new country they've never visited.
They want to start a new business or side hustle.
They want to read more books (at least one per month).
They want to save more money for emergencies or vacations.
They want to exercise regularly (gym 3 times a week).
They want to quit smoking or bad habits.
They want to spend more time with family and friends.
They want to advance their career (get a promotion or new job).
ASK EACH OTHER QUESTIONS: WHAT IS YOUR RESOLUTION FOR NEXT YEAR? WHERE DO YOU WANT TO TRAVEL? WHAT DO YOU WANT TO STUDY? DO YOU WANT TO GET IN BETTER SHAPE OR KEEP EATING AS MUCH AS YOU HAVE BEEN CURRENTLY? …. ETC
WHAT ARE YOUR EXPECTATIONS FOR NEXT YEAR? DO YOU THINK IT WILL BE A DIFFICULT, CHALLENGING, AN EASY YEAR? HOW DO YOU THINK IT WILL BE?
WHAT DO YOU THINK PEOPLE NEED TO DO TO ACHIEVE THEIR GOALS NEXT YEAR? DO THEY NEED TO WORK HARDER? TO PUT IN MORE EFFORT? DO YOU THINK THEY MUST SET REALISTIC GOALS INSTEAD OF FANTASIZING?
TALKING ABOUT HABITS
WE USED TO DO IN THE PAST
WARM-UP. MENTION
TWO ACTIVITIES YOU DID YESTERDAY. USE THE PAST SIMPLE AND TELL THE TIME YOU DID
THEM.
- TELL A LITTLE ABOUT YOUR CURRENT HABITS OR HOBBIES. SAY THE SAME SENTENCES IN PAST USING USED TO… EXAMPLE: I DRAW DURING MY FREE TIME --- I USED TO DRAW DURING MY FREE TIME. SAY 7 HOBBIES AND EX HOBBIES (THOSE YOU DON’T HAVE ANYMORE)
-
TALK
ABOUT WHAT MOST PEOPLE OVER 70-80 YEARS OLD TODAY USED TO DO IN THEIR TEENS OR
WHEN THEY WERE YOUNGSTERS AND YOUNG ADULTS. IN OTHER WORDS, WHAT THEY USED TO
DO 40, 50 YEARS AGO.
THINK
ABOUT FIVE ACTIONS YOU USED TO DO A LOT MONTHS OR YEARS AGO, BUT YOU DON’T
ANYMORE. EXAMPLE: I USED TO STAY UP LATE, BUT NOT ANYMORE.
ASK YOUR PARTNER WHAT HE/SHE USED TO BE OR DO:
A YEAR AGO
TWO YEARS AGO
WHEN HE / SHE WAS A KID
WHEN
HE / SHE WAS AT SCHOOL
WHAT HABITS
DID PEOPLE KEEP COMPARED TO PEOPLE THESE DAYS? FOR EXAMPLE: IN THE PAST,
PEOPLE USED TO GO TO CYBER CAFÉS TO DO HOMEWORK AND GO ONLINE AS NOT ALL HAD A COMPUTER
AT HOME. NOWADAYS, EVERYBODY KIND OF HAVE A COMPUTER IN THEIR HANDS WITH THEIR
PHONES
Life Then and Now
People used to live differently in the past. My grandparents' generation used to play outside all day. They used to ride bikes, play football and climb trees. There were no computers or phones. They used to talk face to face with friends. They used to listen to the radio or read books for fun. Life used to be simple and slow.
Now, this generation is different. We don't play outside as much. We use phones and computers every day. We watch videos on TikTok or play video games. We text friends instead of talking. We order food online. Life is fast and busy.
My grandparents used to walk to school. Now, we go by bus or car. They used to cook at home every day. We eat fast food sometimes. They used to write letters. We send messages in seconds.
Both generations are happy, but times change. We can learn from the past. What did you use to do as a child?
What did people use to do outside in the past?
Did grandparents use to use computers?
How is life different now?
What did people use to do to talk to friends?
Where did grandparents use to go to school?
Gym Buddies Chat
Alex: Hey, Sarah, you work out harder than me every day! I saw you lift those weights more carefully than last week.
Sarah: Haha, thanks! But you run faster than anyone in our group. Yesterday, you finished the track lap quicker than the trainer.
Alex: True, but nobody dances as gracefully as you do at the cool-down. You move more smoothly than a pro!
Sarah: Aw, you're the best motivator. We push each other better than solo training ever could. Let's do more reps tomorrow—whoever finishes first wins!
- Quickly: She finished the test quickly.
- Slowly: The turtle walks very slowly.
- Carefully: He picked up the fragile vase carefully.
- Happily: They sang happily at the party.
- Loudly: The children shouted loudly.
- Softly: She whispered softly.
- Gracefully: The dancer moved gracefully across the stage.
- Bravely: The firefighter acted bravely.
- Easily: She solved the puzzle easily.
- Badly: He sang badly at the concert.
ASK QUESTIONS TO YOUR CLASSMATES LIKE USE ANY TENSE YOU CONSIDER CORRECT.
Do you work harder than your sister?
Does the teacher explain better than some books?
DO THE SAME ACTIVITY BUT THIS TIME, USING FREQUENCY ADVERBS. COMPARE YOUR OR OTHERS’ ACTIONS TO OTHERS’. Example: Do you study English more frequently than the rest of your family? Do you speak English more often than your best friend?
Activity 1: Quick Interviews
Students stand and rotate like in "speed dating." Each interviews their partner with questions like: "What do you enjoy doing on weekends?" or "What do you want to do this year?" They respond with full sentences: "I enjoy cooking, but I want to travel more." Switch partners every 2 minutes and share the most interesting response with the class at the end.
Activity 2: Desire Chain
In a circle, the first student says: "I enjoy swimming and I want to visit Japan." The next repeats the previous one and adds theirs: "He/She enjoys swimming and wants to visit Japan. I enjoy reading and I want to learn guitar." Continue around the group; correct grammar errors aloud to reinforce listening and speaking.
Divide the class into Team Enjoy and Team Want.
Pick a theme like hobbies; Team Enjoy prepares: "We enjoy dancing, but it's tiring sometimes."
Team Want prepares: "We want to travel abroad, but we need money first."
Teams debate by taking turns: "We enjoy cooking at home, but we want fancy restaurants!"
Activity: Role-Play Dilemmas
Pairs act out everyday scenarios. One says: "I enjoy watching Netflix, but I want to exercise more." The other responds: "I enjoy eating pizza, but I want to cook healthy food."
Switch roles every 2 minutes with new dilemmas (work, hobbies, travel).
Tech Help in Class
Anna: Hey, Mark, can I turn up the music a bit? It's too quiet to focus.
Mark: Sure, go ahead. But could you plug in the speaker first? It's running out of battery.
Anna: Yeah, no problem. Oh, and could I pick your brain about this phrasal verb? I want to look it up on my phone.
Mark: Of course! We're on the same page—let's check the dictionary app together. Can I borrow your charger?
Anna: Yep, here you go. Thanks!
I / could / the / door / close?
(Could I close the door?)Can / a / break / I / take?
(Can I take a break?)the / chair / sit / on / Could / I?
(Could I sit on the chair?)Can / your / notes / I / check?
(Can I check your notes?)early / leave / Could / I?
(Could I leave early?)table / move / Can / the / I?
(Can I move the table?)a / question / ask / Could / I?
(Could I ask a question?)
In a team meeting, you want to clarify a point.
At a friend's house, you need to adjust the setup.
During a group trip, you suggest a detour.
In the office kitchen, you ask to use supplies.
With a colleague on a deadline.
At a networking event.
In a study group.
During family dinner.
On a phone conference.
At a workshop.
Complex Permission Situations
In a team meeting, you want to clarify a point: "Could I speak up and cut to the chase on this budget issue?"
At a friend's house, you need to adjust the setup: "Can I fill in this form and lay out my notes on the table?"
During a group trip, you suggest a detour: "Could we step in at the viewpoint to get the ball rolling on photos?"
In the office kitchen, you ask to use supplies: "Can I grab a quick coffee and top up the machine?"
With a colleague on a deadline: "Could I run this by you to play it by ear on the final tweaks?"
At a networking event: "Can I tag along and chime in during your chat with the boss?"
In a study group: "Could I skim through your slides to nail down the key facts?"
During family dinner: "Can we dig into dessert early and lighten up the mood?"
On a phone conference: "Could I pause for a moment to hash out this detail?"
At a workshop: "Can I dive right in and bounce ideas off the group?"
Instructions for the Student
Scenario: You are a new employee at a marketing company. Your manager has given you the first draft of the Employee Handbook. Read the following list of rules and obligations. Decide whether each point is a strong, internal MUST (a critical rule you must follow) or an external HAVE TO (a general obligation or necessity in the job).
Instructions for the Student
Task: Write three sentences about things you MUST do (strong personal necessity/obligation) and three sentences about things you HAVE TO do (external necessity/obligation imposed by others, like school, parents, or a job).
Use different verbs in each sentence and provide a brief explanation for each choice.
| Type of Obligation | Sentence | Explanation |
| Personal MUST | 1. I must study more for my final exams. | (Explanation: I think it's necessary because I want to get a good grade; it's my own desire/commitment.) |
a. Student Instructions
Scenario: You are a group of friends planning a one-week trip to London. Use Must and Have to to discuss and decide on the details, based on the "rules" of your trip.
Step 1: Role Assignment (In a group of 3, one student can be the "Mediator").
Student A: The Budget Keeper
Your main rule is: We must not spend more than $1500 per person.
Student B: The Organizer
Your main rule is: We must visit at least three famous landmarks (e.g., The British Museum, Big Ben).
Discussion Topics (Must vs. Have To)
Rules and Obligations: From School to the Workplace
Personal Necessity vs. External Requirement: The Modern Citizen
Mandatory or Motivated? Health, Fitness, and Lifestyle Choices
Coffee vs. Tea: "Coffee is stronger than tea."
City vs. Country: "The city is busier than the country."
Summer vs. Winter: "Summer is hotter than winter."
Bus vs. Car: "A car is faster than a bus."
Book vs. Movie: "A book is more interesting than a movie."
Medellín vs. Bogotá:
New York vs. London:
Tokyo vs. Paris:
Teacher vs. Doctor:
Shopping for New Clothes: Enough, Too, and So...
When buying outfits for work or school in Colombia, shoppers often complain about sizes—it's too tight, not enough room, or so comfortable! These words describe fit, quality, and feelings perfectly.+1
Examples in Context
Too (excessive, negative): These jeans are too tight. I can't button them!
Enough (adequate): Is the shirt big enough? Yes, it fits perfectly now.
So (intensifier): This jacket is so soft that I want to wear it every day.
Combined: The shoes are too expensive, but the color is so nice. Do I have enough money?
Negative enough: He's not old enough to try the adult sizes yet.
Practice: "Your dress has too many flowers. Choose one with enough plain fabric—it's so elegant!"
Enough + Adjectives (5 Examples)
Too + Adjectives (5 Examples)
So + Adjectives (5 Examples)
Dialogue 1: Cooking Dinner
A: The soup is so hot! Be careful.
B: Thanks! Is it warm enough to eat now?
A: Yes, but don't burn your tongue—it's a bad idea.
B: Okay. Do we have enough salt?
A: No, it's too little. Pass it over, please.
B: Here. The rice is so tasty today!
A: Great! You've turned out a perfect meal.
B: Let's dig in before it gets cold.
Expressions/Phrasal Verbs:
Dialogue 2: School Project
A: This book is too heavy to carry home.
B: Is your bag big enough for it?
A: No way! It's so full already.
B: Lighten up! Leave some at school.
A: Good plan. The project is so interesting!
B: Yeah, but the homework is too much.
A: You're right. Let's team up and finish fast.
B: Deal! We've got this together.
Expressions/Phrasal Verbs:
Dialogue 3: Sports Practice
A: Running is so tiring after school!
B: Are you fit enough to keep going?
A: Yes, but my shoes are too old.
B: Hang in there! Buy new ones soon.
A: Okay. The coach is so strict today.
B: Don't worry, you're fast enough to win.
A: Thanks! Let's warm up properly first.
B: Perfect. You'll kick off great!
Expressions/Phrasal Verbs:
Why are you so hungry before dinner?
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Your friend doesn't drink enough water.
Dialogue 1: Sleep Problems
A: I can't sleep well at night. What should I do?
B: Have you tried turning off your phone earlier?
A: Yes, but I still toss and turn.
B: Why don't you count sheep? It works like a charm.
A: Really? I've never heard that. How about tea?
B: You should drink chamomile tea. It calms you down.
A: Okay, I'll give it a try. Any other tips?
B: If I were you, I'd work out in the morning to tire out.
A: Good idea! I need to pick up exercise anyway.
B: Exactly. Don't stay up late scrolling social media.
A: You're right. I'll cut down on that. Thanks!
B: No problem. Sweet dreams!
A: One more thing: What if it rains?
B: Just put on some rain gear and go for a walk.
A: Got it. You're a lifesaver!
Dialogue 2: Junk Food Habit
A: I eat too much junk food. Help me stop!
B: How about swapping chips for fruit?
A: I've tried that, but I give in quickly.
B: You ought to keep healthy snacks handy.
A: Where can I buy them cheap?
B: Check out the local market. It's a steal.
A: Okay. Should I throw out all the candy?
B: Yes, clear it out right now! Out of sight, out of mind.
A: Makes sense. What else?
B: Why don't you cook simple meals? It keeps you busy.
A: I'm not great in the kitchen.
B: Start small. You'll get the hang of it soon.
A: Thanks. I'll look up easy recipes tonight.
B: Perfect. Hang in there—you'll feel better!
A: I appreciate the advice. Cheers!
B: No, I have never visited that island before.
A: Really? We have already booked the flight tickets online.
B: Great! Have you packed your swimsuit yet?
A: Not [yet}, but I will do it tonight.
B: Perfect. Have you ever tried snorkeling there?
A: Yes, I have, and it's amazing with the colorful fish.
B: I have never snorkeled, so I'm excited!
A: Don't worry, we have already rented the equipment.
B: Awesome! Has Maria confirmed her hotel room [yet}?
Visit beaches in Cartagena or San Andrés for swimming and relaxation.
Take coffee tours in the Zona Cafetera to taste fresh brews.
Attend lively festivals like Barranquilla Carnival with dancing.
Hike trails in Tayrona National Park amid jungle and sea views.
Soak in natural hot springs like Termales Santa Rosa de Cabal.
Enjoy family asados (barbecues) with traditional meats and arepas.
Dance salsa or cumbia at coastal parties and nightlife spots.
Float tubing down rivers like Río Claro in inflatable tubes.
Explore colorful towns like Guatapé and climb El Peñol rock.
Snorkel or whale watch along the Pacific or Caribbean coasts.
Making Offers in English: How to Be Polite and Helpful
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Diálogo 1
Alice: Hi Tom, could you give me a hand with these boxes? I need to move them to the other room.
Tom: Sure, Alice! Let me grab one and we can carry them together.
Alice: Thanks! I’m glad you’re here. I wouldn’t be able to lift them by myself.
Tom: No problem! Do you want me to also set up the table for the meeting?
Alice: Yes, please. That would be great! I’m running out of time.
Tom: I’ll take care of it. Just let me know if you need anything else.
Alice: I will. Thanks for your help!
Diálogo 2
John: Excuse me, could you show me how to use this machine? I’m not sure what to press first.
Worker: Of course! First, you have to turn it on using this button. Then, follow these steps.
John: Okay, I get it now. Can you stick around in case I get stuck?
Worker: No worries, I’ll be here to help you out if you need anything.
John: Thanks a lot, I appreciate it. I just don’t want to mess up the settings.
Worker: Don’t worry, you’ll do just fine!
Diálogo 3
Sara: Hey Mike, can you help me figure out how to fix my computer? It keeps freezing.
Mike: Sure, Sara. I can take a look at it now.
Sara: Great! I was trying to do some work but the screen just locked up on me.
Mike: Sometimes, you just have to restart it to clear up the problem.
Sara: Can you show me how to do a proper restart? I want to learn.
Mike: No problem. I’ll walk you through it step by step.
Diálogo 4
Anna: I’m lost. Could you point me in the direction of the nearest bus stop?
Local: Sure! If you walk straight ahead, then turn left at the next corner, you’ll see it.
Anna: Thanks! I’m new here and still finding my way around.
Local: No problem. If you want, I can come with you to make sure you get there.
Anna: That would be a big help. Thank you so much!
Diálogo 5
Peter: Can you lend me a hand with my English homework? I don’t understand these exercises.
Emma: Sure, Peter. Let’s sit down and go through them together.
Peter: Thanks. I struggle with grammar sometimes.
Emma: That’s normal. I’ll explain the rules and then we can practice some sentences.
Peter: Sounds good! I appreciate your patience.
Diálogo 1: at the office
Anna: Hi John, could you give me a hand with this report? I’m running out of time.
John: Of course, Anna. What do you need help with?
Anna: I need to double-check the figures and organize the data.
John: No problem. Let’s go through it together and finish it quickly.
Diálogo 2: in the street
Mary: Excuse me, could you help me? I’m lost and need to find the train station.
Stranger: Sure! Walk straight for two blocks, then turn left. You’ll see the station.
Mary: Thank you so much! Can you show me on the map?
Stranger: Of course. Here it is.
Dialogue 3
Mike: Hey Sarah, my computer isn’t working properly. Can you help me fix it?
Sarah: I’ll try. What seems to be the problem?
Mike: It keeps freezing, and I can’t open my files.
Sarah: Let me take a look. Maybe we can restart it and clean up some programs.
Dialogue 4
Customer: Excuse me, can you help me find the batteries?
Shop assistant: Of course! They are in aisle 5, next to the flashlights.
Customer: Thanks! Could you also show me how to open this package?
Shop assistant: Certainly, I’ll open it for you.
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Weather refers to the conditions in the atmosphere at a
specific moment or over a short period, such as minutes, hours, or days.
Examples include whether it’s raining today or if it’s cold this morning.
Weather is changeable and short-term.
Climate refers to the average weather patterns of an area
over decades or centuries. For example, describing a place where winters are
typically cold and summers are hot and humid refers to its climate. It reflects
long-term trends.
Examples:
The weather today is rainy and windy, but the climate here
is mostly temperate with mild winters.
Yesterday’s snowstorm was unusual for April, but the climate
in northern Europe is generally cold and snowy in winter.
In short, weather is what you experience day by day, while
climate is the average or expectation of those conditions over a long time. Understanding
this difference is important when discussing topics like ecology and phenomena
such as climate change.
Using "which," "that," and "who" to Identify and Describe People and Things
Anna feels happy when she is with Tom. She thinks Tom is
special because he always makes her smile and helps her when she needs it. Tom
tells Anna that she is important to him and that he cares about her. After some
weeks, Tom asks Anna, “Would you like to go to the lake with me?” Anna says yes
and they have a wonderful day together.
Anna’s friends see that she smiles more now, and they ask
her about Tom. Anna says, “Tom is someone who makes me feel good. He is a person
that I can talk to about everything. He has many qualities which I admire.”
Anna and Tom continue spending time together, always helping and caring for
each other. Anna learns that love is about friendship, kindness, and respect.]
Maria: Have you met the new employee who started last
Monday?
John: Yes, I met her yesterday. She is someone who really
knows how to get along with everyone.
Maria: That’s true! It’s not easy to fit in a new company.
John: I agree. I remember when I first joined the company, I
had to catch up with so many things.
Maria: Same here. I had to look up many new words and
practice a lot.
John: By the way, did you hand in the report that the boss
asked for?
Maria: Yes, I handed it in this morning. It took me some
time, but I managed to get it done.
John: Good job! Sometimes, I mess up on deadlines, but I’m
working on it.
Maria: Don’t worry, we all make mistakes. Which tasks are
you working on now?
John: I’m focusing on the project that requires a lot of
teamwork.
Maria: That sounds challenging. But you and the team will
pull it off.
John: Thanks! I hope so. The meeting which is scheduled for
Friday will help us organize better.
Maria: Definitely. I’m looking forward to it.
John: Me too. If you need help with anything, just ask. I’m
happy to pitch in.
Maria: Thanks, John. It’s great to know there are people who
support you.
John: No problem. That’s what friends and coworkers are
for!
Effects of having a pet at home: What are the benefits that pets bring? Who do you think should take care of them?
People who inspire us: Who is your hero? What qualities does that person have?
Favorite hobbies and activities: What hobbies do you enjoy? Which activities do you do regularly?
Places that you like to visit: What is your favorite place? Who do you usually go with?
Food and cooking: What foods do you like that are typical of your country? Who cooks at home?
If you wake up early, you will have more time to study.
If she gives up smoking, she will feel healthier.
If we turn off the lights, we will save electricity.
If they look after the dog, it will be happy.
If you pick up the phone, I will tell you the news.
If he takes off his jacket, he will feel cooler.
If I find out the answer, I will call you.
If she comes back on time, we will start the meeting.
If you put on your coat, you won’t get cold.
USE THE ABOVE PHRASAL AND CREATE YOUR OWN SENTENCES IN 1ST CONDITIONAL
The inverted first conditional is a more formal or polite
way to express the first conditional by removing "if" and inverting
the subject and auxiliary verb.
Structure:
Instead of the usual:
If + present simple, will + base verb
You say:
Should + subject + base verb, will + base verb
Examples:
Usual: If you study hard, you will pass the exam.
Inverted: Should you study hard, you will pass the exam.
Usual: If he calls, I will answer.
Inverted: Should he call, I will answer.
When to use it:
In formal writing or speaking.
To sound more polite or tentative.
To add variety and emphasis.
Should you need any help, please call me.
Should it rain tomorrow, we will stay at home.
Should she arrive late, the meeting will start without her.
Should they invite us, we will go to the party.
Should you see him, tell him to call me.
Should the phone ring, don’t answer it.
Should he finish early, he will help us.
Should we leave now, we will catch the bus.
Should you find the keys, please let me know.
Should I forget, remind me later.
1. Some and Any
Some is used with both countable plural and uncountable
nouns in positive sentences and in offers or requests.
Examples:
I have some friends. (countable)
There is some water in the bottle. (uncountable)
Would you like some coffee? (offer)
Any is used with countable plural and uncountable nouns in
negative sentences and questions.
Examples:
I don’t have any money. (uncountable)
Are there any apples left? (countable)
2. Much and Many
Much is used with uncountable nouns to talk about quantity.
Mostly in questions and negatives.
Examples:
How much sugar do you want? (uncountable)
There isn’t much milk in the fridge.
Many is used with countable plural nouns to talk about
number. Mostly in questions and negatives.
Examples:
How many books do you have? (countable)
She doesn’t have many friends.
3. A Little and A Few
A little means a small amount of something uncountable
(positive idea).
Example:
I have a little money left.
A few means a small number of something countable (positive
idea).
Example:
There are a few students in the room.
4. Little and Few (without "a")
These mean a very small amount/number, often with a negative
feeling, meaning "not enough."
Example:
I have little money (not much).
There are few apples left (almost none).
| Expression | Use with nouns | Typical sentence type | Example |
|---|---|---|---|
| some | countable plurals & uncountable | positive & offers/requests | some friends / some water |
| any | countable plurals & uncountable | negatives & questions | any apples? / any milk? |
| much | uncountable | questions & negatives | much sugar / not much time |
| many | countable plurals | questions & negatives | many books / not many people |
| a little | uncountable | positive | a little milk |
| a few | countable plurals | positive | a few chairs |
| little | uncountable | negative | little interest |
| few | countable plurals | negative | few friends |
1. a little
Used with uncountable nouns (things you cannot count
individually).
It means "some, but not a lot," and usually has a
positive or neutral meaning — enough for what you need or want.
Examples of uncountable nouns: water, milk, sugar, time,
money, advice.
Examples:
I have a little water left. (enough water for now)
She wants a little sugar in her tea.
We need a little patience.
2. a few
Used with countable nouns (things you can count
individually).
It means "some, but not many," also with a
generally positive connotation — enough or some quantity.
Examples of countable nouns: books, friends, apples, cars,
chairs.
Examples:
I have a few friends coming to the party.
She bought a few apples at the market.
There are a few chairs in the room.
3. Difference from little and few (without "a")
Little (without "a") with uncountable nouns
implies very small quantity, almost not enough, a negative or limiting sense.
A little means some, a small amount, but enough or
sufficient, generally with a positive or neutral meaning.
Example: There is little milk in the fridge. (almost none)
Few (without "a") with countable nouns implies a
very small number, less than expected or less than desirable, also negative.
Example: There are few people at the meeting. (not enough
people)
| Word | Meaning | Example sentence | Interpretation |
|---|---|---|---|
| little | hardly any, not enough | There islittlemilk left in the fridge. | Almost no milk, not enough. |
| a little | some, enough | There isa littlemilk left in the fridge. | Some milk, enough to use. |
Dialogue 1
A: We have little milk left. Can you buy some from the
store?
B: Sure. I will "look after" the shopping today.
A: Thanks! Don’t forget to get some bread too.
Dialogue 2
A: How many people are coming to the party?
B: About 20. We need to "put on" some good music.
A: Great! I’m really looking forward to it.
Dialogue 3
A: There isn’t much water in the bottle.
B: I know. Please don’t "turn off" the tap too
fast.
A: Okay, I will be careful.
Dialogue 4
A: I bought a few apples for the pie.
B: Good! Can you "pick up" some sugar on your way
home?
A: Of course, I will pick it up after work.
Dialogue 5
A: I have little energy today.
B: Try to "get up" early tomorrow.
A: I know, early bird catches the worm, right?
Used to is a phrase used to talk about past habits, actions,
or states that no longer happen or are no longer true. It is always used for
the past.
Structure for positive sentences:
Subject + used to + base verb
Example: I used to play tennis every weekend. (Now, I
don’t.)
For negative sentences, use:
Subject + did not (didn’t) + use to + base verb
Example: She didn’t use to like pizza. (But now she does.)
For questions, use:
Did + subject + use to + base verb?
Example: Did you use to go to the gym?
Short answers are “Yes, I did.” or “No, I didn’t.”
Used to can describe:
Past repeated actions/habits:
They used to live in New York.
Past states or situations:
He used to be very shy.
Remember the “-d” in “used” is only in positive statements.
In questions and negatives, we say “use to” because the auxiliary “did” carries
the past tense.
10 phrasal verbs to talk about past habits with examples
sleep in – I used to sleep in on Sundays when I was a kid.
hang out – We used to hang out at the park after school
every day.
stay up – She used to stay up late watching TV during the
weekends.
eat out – They used to eat out at restaurants on Friday
nights.
work out – He used to work out at the gym every morning.
go out – We used to go out every Saturday night with
friends.
take up – I used to take up painting as a hobby.
catch up – We used to catch up with old friends every
summer.
drop by – She used to drop by her grandmother’s house after
school.
call back – He used to call back his friends if they missed
a meeting.
NAME OR WRITE 5 THINGS YOU USED TO DO WHEN YOU WERE:
5 YEARS
10 YEARS
A STUDENT
Talking About Actions Done by Ourselves: REFLEXIVE PRONOUNS
Reflexive pronouns are used when the subject and the object
of a sentence are the same person or thing. They show that the action of the
verb is done to the subject itself.
Reflexive pronouns always end in "-self"
(singular) or "-selves" (plural). The main reflexive pronouns in
English are: myself, yourself, himself, herself, itself, ourselves, yourselves,
and themselves.
For example:
I taught myself to play the guitar. (The subject
"I" and the object "myself" are the same person.)
She looked at herself in the mirror.
They enjoyed themselves at the party.
The dog cleaned itself.
Reflexive pronouns can serve as direct objects (receiving
the action) or indirect objects (receiving the benefit). They also add emphasis
when you want to show that someone did something alone or without help, as in:
"He did the work himself."
Remember, reflexive pronouns are used only when the subject
and object are the same; don’t use reflexive pronouns to replace regular object
pronouns.
VIDEO - REFLEXIVE PRONOUNS (NO EXPLANATION)
Dialogue 1:
A: Did you manage to fix the computer by yourself?
B: Yes, I figured it out after watching some videos online.
It took a while, but I finally set it up myself.
A: That’s impressive! I usually have to call someone to help
me.
Dialogue 2:
A: Are you going to do the presentation alone?
B: Yes, I prepared myself all week. I want to show that I
can handle it by myself.
A: Good luck! I’m sure you’ll do great.
Dialogue 3:
A: How do you spend time when you’re at home by yourself?
B: I like to clean up the house myself, watch movies, and
sometimes cook dinner for myself. It feels good to relax.
A: Sounds nice. I should try that sometime.
Dialogue 4:
A: Who decorated the party room?
B: We did it ourselves. It took all morning, but we enjoyed
dressing up the place.
A: You all did a great job! It looks fantastic.
Dialogue 5:
A: Did you hurt yourself while fixing the bike?
B: Yes, I cut myself with the tools because I wasn’t
careful. But I fixed it myself anyway.
A: Be careful next time!
Common verbs that are often used with reflexive pronouns in
English:
To enjoy oneself (e.g., They enjoyed themselves at the party.)
To hurt oneself (e.g., Be careful not to hurt yourself.)
To introduce oneself (e.g., Please introduce yourself.)
To prepare oneself (e.g., I prepared myself for the
interview.)
To teach oneself (e.g., She taught herself to play guitar.)
To blame oneself (e.g., Don’t blame yourself for the
mistake.)
To help oneself (e.g., Help yourself to some snacks.)
To find oneself (e.g., He found himself in a difficult
situation.)
To express oneself (e.g., It’s important to express yourself
clearly.)
To calm oneself (e.g., She calmed herself before the exam.)
ORAL PRACTICE
Have you ever taught yourself a new language?
Did you blame yourself for the mistake in the report?
How do you prepare yourself before a big presentation?
When was the last time you helped yourself to a delicious
meal?
Have you ever found yourself in a difficult situation at
work?
How do you calm yourself down when you feel stressed?
The Past Continuous tense is used to describe actions that
were happening at a specific time in the past or that were ongoing when another
action occurred. It is formed with "was/were + verb + -ing".
Uses and Examples
Action in progress at a specific time in the past
I "was reading" a book at 8 p.m. last night.
They "were playing" football at 3 p.m. yesterday.
Two actions happening at the same time
While I "was cooking", he "was
watching" TV.
The kids "were playing" outside while it
"was raining".
An action interrupted by another action
She "was sleeping" when the phone rang.
I "was walking" home when I saw the accident.
Repeated or habitual actions in the past (often with
‘always’ or ‘constantly’)
He "was always losing" his keys.
They "were constantly arguing".
Describing the background in a story
The sun "was shining", and birds "were
singing" as we walked through the park.
Additional Examples:
I "was waiting" for the bus when it started to rain.
They "were shouting" during the game.
She "was studying" all night for the exam.
We "were having" dinner at 7 p.m.
The dog "was barking" loudly last night.
This tense helps to show continuity in the past and adds
detail to storytelling or explanations of past events.
DESCRIBE WHAT PEOPLE WERE DOING IN THIS IMAGE
Last summer, I went on a trip to Italy with my family. Where
did we go first? We visited Rome, the capital city. When did we arrive? We
arrived early in the morning. Who did we meet there? We met many friendly
people and some tourists from different countries. What did we do in Rome? We
saw famous places like the Colosseum and the Vatican. Why did we visit these
places? Because they are very important and beautiful. How did we travel around
the city? We used buses and walked a lot.
After Rome, we travelled to Florence. When did we leave
Rome? We left after three days. What did we eat? We ate delicious pasta and
pizza every day. Who cooked the food? The restaurant chefs made traditional
Italian dishes. Why was this trip special? It was special because we spent a
lot of time together and learned about another culture. How did I feel? I felt
happy and excited.
This trip was amazing, and I hope to travel again soon. What
will I do next time? I want to visit France and see the Eiffel Tower. This trip
helped me understand the importance of family and adventure.
MAKE QUESTIONS IN PAST SIMPLE FROM THE VERBS IN THE READING
In 2006, Nokia had almost 60% of the entire mobile phone
market, an incalculable economic empire, with fabulous growth forecasts.
Everyone loved Nokia phones, inexhaustible battery, small,
comfortable, useful for self-defense, the 3310 was elected the best weapon to
survive a zombie apocalypse.
The future seemed rosy after decades of constant growth,
then in 2007 Steve Jobs presented the iPhone, the first real smartphone in the
world, but Nokia did not see the train that was about to overwhelm it.
Nokia's reaction was cold, according to them, Apple's
product was too expensive, bulky and fragile, and could never have worried
them.
The Finnish company had evaluated the competition based on
what had been up to that point the pluses sought by the market for telephone
products.
A mobile phone in the 90s and early 2000s had to be small,
durable, reliable, easy to use and had to allow for a certain amount of
customization; according to these parameters Nokia was right, the iPhone was
not a serious rival.
What they did not realize was that the competition was
moving from hardware quality to software quality, where Apple dominated and
that the market would soon look for different qualities in mobile phones.
Not having realized this evolution of the market, they
decided to continue undaunted in the production of traditional, robust,
increasingly smaller and increasingly cheaper mobile phones.
The result was that in just two years the Nokia Empire was
in ruins and the attempts to recover were in vain, because the gap accumulated
in that short time was now unbridgeable.
It is worrying, but instructive to think how bad business
decisions and antiquated marketing strategies literally destroyed the Finnish
giant in a few months, after decades of constant growth.
Being constantly updated, following market trends and
dynamics, is no longer an activity that can be done in your spare time, because
today's market does not wait for and does not respect anyone.
This description uses simple sentences and basic vocabulary
to help A1 learners understand and talk about houses more confidently.
QUESTIONS:
When did Nokia have almost 60% of the mobile phone market?
What did people love about Nokia phones?
Who presented the first real smartphone in 2007?
How did Nokia react to Apple's new product?
What did Nokia think about the iPhone’s price and size?
What did Nokia not realize about the market’s change?
What happened to Nokia’s business in just two years?
Biofabrication is a new science that uses living cells and
materials to create useful things. Scientists use special printers to make 3D
structures that look like real body parts, like skin or small pieces of organs.
This technology helps doctors to repair or replace damaged tissue.
The process starts with living cells, which are like tiny
building blocks of life. Using 3D printing, these cells are placed carefully in
layers to make a structure that grows into real tissue. Biofabrication can also
use natural materials that get along with the cells to help them grow better.
This new method can make medical treatments better and
faster. In the future, it may help create whole organs for people who need
transplants. It also helps to test new medicines safely without using animals.
Biofabrication shows how science and technology can work
together to improve health and create new kinds of materials by working with
living things. It is an important step forward for medicine and biology.
BEFORE PRESENTING YOUR ARGUMENTS AND POINT OF VIEW, CHECK THIS OUT
Food in the future will be very different from today. Many
people say we will have to change the way we eat. Some foods might be made in
labs. This means scientists will create food without animals or plants. It
sounds strange, but it could help us a lot.
One idea is “lab-grown meat.” This meat grows in special
machines, not on farms. It will be healthy and good for the environment. Eating
lab-grown meat can help reduce pollution and save animals. It is not science
fiction anymore; some people already eat it.
We may also eat more insects. Insects like crickets have
many proteins and are easy to grow. People in some countries already eat
insects. Maybe soon others will follow.
Another option is 3D-printed food. These are meals made by
machines that print food layer by layer. It is like using a 3D printer to make
toys but with food. This can make cooking faster and more fun.
People will eat more plants and less meat. Fruits,
vegetables, nuts, and beans will be on every table. Eating healthy is the name
of the game. We need to eat foods that are good for us and the planet.
The future of food looks exciting but also a little strange.
We have to keep an open mind and be ready to try new things. After all, you
never know what’s waiting just around the corner!
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Humans can do many incredible things. From a young age, we
can learn how to speak, walk, and understand the world around us. When we were
babies, we could not do these things, but after practicing every day, we were
able to talk and move on our own.
As we grow, we can develop new skills and talents. For
example, some people can play musical instruments, others can paint or write
stories. Sometimes, we try something difficult and at first, we cannot do it.
But with time and effort, we are able to succeed. For instance, a person who
cannot swim at first can take lessons, and after some practice, they are able
to swim well.
In the past, people could not travel very far or quickly,
but today, humans can use airplanes and cars to move around the world. This
shows how our abilities improve with new inventions and learning.
Sometimes, we ask questions using "can" or
"could." For example: "Can you solve this problem?" or
"Could you help me yesterday?" These questions show our ability to do
or ask for help. We also say "be able to" to talk about becoming
capable after trying, like "After training, I was able to run
faster."
In summary, humans can learn, grow, and improve their
skills. Even if we could not do something before, we are able to do many things
with practice and patience.
114. READING 10.9. AFTER THIS, CRITICAL THINKING, Evaluating, B
WHAT DO YOU THINK HUMANS WILL BE ABLE TO DO IN 20 YEARS? MAKE A LIST OF 5 THINGS YOU BELIEVE PEOPLE WILL BE ABLE TO DO
What are your plans for the holidays?
Do you have any special plans for the holiday season?
How do you usually spend your holidays?
Are you planning to travel during the holidays?
What are you looking forward to doing over the holidays?
Do you have any trips or activities planned for the holidays?
How do you like to celebrate the holidays?
Will you be spending the holidays with family or friends?
Any exciting plans for the holiday break?
MAKE A LIST OF 6 THINGS YOU WILL DO NEXT HOLIDAYS
I would like to book a room.
Do you have any rooms available?
I need a single/double room.
How much does a room cost?
Is breakfast included?
I want to stay for two nights.
What time is check-in/check-out?
Can I have a room with a window?
Is there free Wi-Fi?
Do you accept credit cards?
Could I have a booking confirmation, please?
What is the cancellation policy?
Is there a deposit required?
LANGUAGE NOTE: Holiday in the U.S. is a single special day off, while
vacation means a longer break. In the UK, holiday covers both meanings. The
terms differ slightly depending on regional usage but relate to time off and
rest.
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The Rosetta Stone is an important stone found in Egypt in 1799. It has writing on it in three different languages: Ancient Greek, Egyptian hieroglyphics, and Demotic writing. Before the stone was found, people could read Greek but not the Egyptian writing.
Because the writing on the stone says the same thing in three languages, it helped people understand how to read Egyptian hieroglyphics. This was very important for learning about ancient Egypt.
The stone got its name from the city Rosetta where it was found. Today, you can see the Rosetta Stone in the British Museum in London. It is a famous artifact that helped historians learn about ancient languages and history.
b. Now, answer the following questions about the reading
1. Was the Rosetta Stone found in 1999?
2. Who discovered the Rosetta stone?
3. Does it have writing in three languages? What are they?
4. What language could people read before this discovery?
5. Was it found in Venice?
c. WRITE 1 SENTENCE WITH THE FOLLOWING VERBS IN PAST TENSE:
Found, helped, learned (learnt), could
d. DICTATION: 5 SENTENCES IN PAST TENSE
PASSIVE VOICE (IN PAST TENSE)
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