INSTITUTO TECNOLOGICO

DE TUXTLA GUTIERREZ

ENGLISH CLASS

LEVEL 5

INGENIERIA ELECTRICA

ALUMNOS:

 PENAGOS SOLIS JUAN CARLOS 06270353

TUXTLA GUTIERREZ, CHIAPAS A 09 DE JUNIO DE 2010

MODULE INDEX #PAG

o MODULE 1
 Present simple 3
 Present progressive 3
 Present perfect simple 4
 Present perfect progressive 4

o MODULE 2
 Past simple 5
 Past progressive 5
 Past perfect simple 6
 Past perfect progressive 6

o MODULE 3
 Future will 7
 Future going to 7
 Future progressive 8
 Future perfect simple 8
 Future perfect progressive 8
 Modal verbs 9
 Conditional sentences
 Zero 9
 Type 1 9
 Type 2 10

o MODULE 4
 Relative clauses 11
 Participle clauses 13

o MODULE 5
 Passive voice 14

o MODULE 6
 Report speech 15
 Conditional sentences type 3 18
 Sentences 18
 Simple 19
 Compound 19
 Complex 19
 Complex sentences / Adjective clauses 20

o REFERENCE 20
o ENGLISH CLASS EXPERIENCES 21

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GRAMMAR REFERENCE

MODULE 1

 Present simple
The simple present expresses an action in the present taking place once, never or several times. It is also
used for actions that take place one after another and for actions that are set by a timetable or schedule.
The simple present also expresses facts in the present.

o To describe permanenet situations.

 Tina lives in London
o To describe repeated/habitual actions.
 He wakes up at 7:30 every morning.
o To talk about general truths.
 Water boils at 100°C.
o To talk about future actions related to timetables and programmes.
 Our plane leaves at 10:00 tomorrow.
o To refer to the plot of a book, film, etc.
 Harry Potter lives with his uncle Vernon.
o In sport commentaries.
 Jefferson shoots and he scores!
o In exclamatory sentences with here… and there…
 Here comes Uncle Harry!

 Present progressive
The present progressive puts emphasis on the course or duration of an action.

o To describe actions happening now.

 Robert is talking to his boss right now.
o To describe temporary situations.
 I’m staying with mu aunt at the moment.
o To talk about general truths.
 Water boils at 100°C.
o To talk about annoying actions which happen repeatedly (with the adverbs or frequency
always, constantly and continually).
 You’re always interrupting me!
o To describe situations which are changing or developing around the present time.
 Air pollution is increasing in our city.
o To talk about future arrangements.
 I’m visiting some friend at the weekend.

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  Present perfect simple
The present perfect simple expresses an action that is still going on or that stopped recently, but has an
influence on the present. It puts emphasis on the result.

Form of Present Perfect

Positive Negative Question
I / you / we / they I have spoken. I have not spoken. Have I spoken?
he / she / it He has spoken. He has not spoken. Has he spoken?

o To puts emphasis on the result

 She has written five letters.

o Action that is still going on

 School has not started yet.

o Action that stopped recently

 She has cooked dinner.

o Finished action that has an influence on the present

 I have lost my key.

o Action that has taken place once, never or several times before the moment of speaking

 I have never been to Australia.

 Present perfect progressive

The present perfect progressive expresses an action that recently stopped or is still going on. It puts
emphasis on the duration or course of the action.

Form of Present Perfect Progressive

Positive Negative Question
I / you / we / they I have been speaking. I have not been speaking. Have I been speaking?
he / she / it He has been speaking. He has not been speaking. Has he been speaking?

o puts emphasis on the duration or course of an action (not the result)

 She has been writing for two hours.

o action that recently stopped or is still going on

 I have been living here since 2001.

o finished action that influenced the present

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  I have been working all afternoon.

MODULE 2

 Past simple
The simple past expresses an action in the past taking place once, never, several times. It can also be used
for actions taking place one after another or in the middle of another action.

Form of Simple Past

Positive Negative Question

No differences I spoke. I did not speak. Did I speak?

o action in the past taking place once, never or several times

 He visited his parents every weekend.

o actions in the past taking place one after the other

 He came in, took off his coat and sat down.

o action in the past taking place in the middle of another action

 When I was having breakfast, the phone suddenly rang.

o if sentences type II (If I talked, …)

 If I had a lot of money, I would share it with you.

 Past progressive
The past progressive puts emphasis on the course of an action in the past.

Form
Positive Negative Question
I / he / she / it I was speaking. I was not speaking. Was I speaking?
you / we / they You were speaking. You were not speaking. Were you speaking?

o puts emphasis on the course of an action in the past

 He was playing football.

o two actions happening at the same time (in the past)

 While she was preparing dinner, he was washing the dishes.

o action going on at a certain time in the past

 When I was having breakfast, the phone suddenly rang.

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  Past perfect simple

The past perfect simple expresses an action taking place before a certain time in the past.

Form of Past Perfect Simple

Positive Negative Question

No differences I had spoken. I had not spoken. Had I spoken?

o action taking place before a certain time in the past

(putting emphasis only on the fact, not the duration)

 Before I came here, I had spoken to Jack.

o Conditional Sentences Type III (condition that was not given in the past)

 If I had seen him, I would have talked to him.

 Past perfect progressive

The past perfect progressive puts emphasis on the course or duration of an action taking place before a
certain time in the past.

Form of Past Perfect progressive

Positive Negative Question

No differences He had been talking. He had not been talking. Had he been talking?

o action taking place before a certain time in the past

o sometimes interchangeable with past perfect simple

o puts emphasis on the course or duration of an action

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MODULE 3

 Future Will
Will future expresses a spontaneous decision, an assumption with regard to the future or an action in the
future that cannot be influenced.

Form of will Future

Positive Negative Question

No differences I will speak. I will not speak. Will I speak?

o A spontaneous decision
 Wait, I will help you.
o An opinion, hope, uncertainty or assumption regarding the future
 He will probably come back tomorrow.
o A promise
 I will not watch TV tonight.
o An action in the future that cannot be influenced
 It will rain tomorrow.
o Conditional clauses type I
 If I arrive late, I will call you.

 Future Going to
Going to future expresses a conclusion regarding the immediate future or an action in the near future that
has already been planned or prepared.

Form of going to Future

Positive Negative Question

I I am going to speak. I am not going to speak. Am I going to speak?
you / we / they You are going to speak. You are not going to speak. Are you going to speak?
he / she / it He is going to speak. He is not going to speak. Is he going to speak?

o an action in the near future that has already been planned or prepared

o I am going to study harder next year.

o a conclusion regarding the immediate future

o The sky is absolutely dark. It is going to rain.

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  Future progressive
Future I progressive puts emphasis on the course of an action taking place in the future.

Form of Future progressive

Positive Negative Question

No differences He will be talking. He will not be talking. Will he be talking?

o Action that is going on at a certain time in the future

o Action that is sure to happen in the near future

 Future perfect simple

Future perfect Simple expresses an action that will be finished at a certain time in the future.

Form of Future perfect simple

Positive Negative Question
No differences He will have talked. He will not/won’t have talked. Will he have talked?

o Action that will be finished at a certain time in the future

 Future perfect progressive

Future perfect progressive puts emphasis on the course / duration of an action taking place before a certain
time in the future. It can also be used to express an assumption regarding a future action.

Future perfect progressive is not used very often as it can usually be replaced by future II simple.

Form of Future perfect progressive

Positive Negative Question
No differences He will have been talking. He will not/won’t have been talking. Will he have been talking?

o action taking place before a certain time in the future

o puts emphasis on the course of an action

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  Modal verbs
Modal verbs are for example may, can, must, should, need. They express an ability, permission, wish etc. to
do something. (I may, can, must swim.) Many modal verbs cannot be used in all of the English tenses. That's
why we need to know the substitutes to these modal verbs.

Form of Future progressive

Modal Verb Substitute Example
must to have to I must swim. = I have to swim.
must not not to be allowed to I must not swim. = I am not allowed to swim.
can to be able to I can swim. = I am able to swim.
may to be allowed to I may swim. = I am allowed to swim.
need to have to I need to swim. = I have to swim.
need not not to have to I need not swim. = I don't have to swim.
shall / should/ to be supposed to / to be expected to / I shall / should / ought to swim. = I am
ought to to be to supposed to swim. / I am expected to swim. / I
am to swim.

 Conditional Sentences

ZERO CONDITIONAL

Form If /When+ present simple, present simple

If/When you press the button, the machine starts.

CONDITIONAL SENTENCES TYPE 1

Form If + Simple Present, will-Future

If I find her address, I will send her an invitation.

The main clause can also be at the beginning of the sentence. In this case, don't use a comma.

I will send her an invitation if I find her address.

Note: Main clause and / or if clause might be negative. See Simple Present und will-Future on how to form
negative sentences.

If I don’t see him this afternoon, I will phone him in the evening.

Use

Conditional Sentences Type I refer to the future. An action in the future will only happen if a certain
condition is fulfilled by that time. We don't know for sure whether the condition actually will be fulfilled or
not, but the conditions seems rather realistic – so we think it is likely to happen.

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 If I find her address, I’ll send her an invitation.

I want to send an invitation to a friend. I just have to find her address. I am quite sure, however, that I will
find it.

If John has the money, he will buy a Ferrari.

I know John very well and I know that he earns a lot of money and that he loves Ferraris. So I think it is very
likely that sooner or later he will have the money to buy a Ferrari.

CONDITIONAL SENTENCES TYPE 2

Form If + Simple Past, main clause with Conditional I (= would + Infinitive)

If I found her address, I would send her an invitation.

The main clause can also be at the beginning of the sentence. In this case, don't use a comma.

I would send her an invitation if I found her address.

Note: Main clause and / or if clause might be negative. See Simple Past and Conditional I on how to form
negative sentences.

If I had a lot of money, I wouldn’t stay here.

Were instead of Was

In IF Clauses Type II, we usually use ‚were‘– even if the pronoun is I, he, she or it –.

If I were you, I would not do this.

Use

Conditional Sentences Type II refers to situations in the present. An action could happen if the present
situation were different. I don't really expect the situation to change, however. I just imagine „what would
happen if …“

If I found her address, I would send her an invitation.

I would like to send an invitation to a friend. I have looked everywhere for her address, but I cannot find it.
So now I think it is rather unlikely that I will eventually find her address.

If John had the money, he would buy a Ferrari.

I know John very well and I know that he doesn't have much money, but he loves Ferraris. He would like to
own a Ferrari (in his dreams). But I think it is very unlikely that he will have the money to buy one in the
near future.

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MODULE 4

 Relative Clauses
We use relative clauses to give additional information about something without starting another sentence.
By combining sentences with a relative clause, your text becomes more fluent and you can avoid repeating
certain words.

How to Form Relative Clauses

Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows her. You
could say:

A girl is talking to Tom. Do you know the girl?

That sounds rather complicated, doesn't it? It would be easier with a relative clause: you put both pieces of
information into one sentence. Start with the most important thing – you want to know who the girl is.

Do you know the girl …

As your friend cannot know which girl you are talking about, you need to put in the additional information
– the girl is talking to Tom. Use „the girl“ only in the first part of the sentence, in the second part replace it
with the relative pronoun (for people, use the relative pronoun „who“). So the final sentence is:

Do you know the girl who is talking to Tom?

Relative Pronouns
Relative
Use Example
pronoun
subject or object pronoun for people I told you about the woman who lives next
who
door.
subject or object pronoun for animals and Do you see the cat which is lying on the
which
things roof?
which referring to a whole sentence He couldn’t read which surprised me.
possession for people animals and things Do you know the boy whose mother is a
whose
nurse?
object pronoun for people, especially in non- I was invited by the professor whom I met at
whom defining relative clauses (in defining relative the conference.
clauses we colloquially prefer who)
subject or object pronoun for people,
that animals and things in defining relative
clauses (who or which are also possible)
Subject Pronoun or Object Pronoun?

Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject
and object pronouns. You can, however, distinguish them as follows:

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If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns
must always be used.

the apple which is lying on the table

If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an
object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact
Clauses.

the apple (which) George lay on the table

relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence
easier to understand.

This is the shop in which I bought my bike.

→ This is the shop where I bought my bike.

Relative Adverbs

A relative adverb can be used instead of a relative pronoun plus preposition. This often makes the sentence
easier to understand.

This is the shop in which I bought my bike.

This is the shop where I bought my bike.

Relative
Meaning Use Example
adverb
when in/on which refers to a time expression the day when we met him
where in/at which refers to a place the place where we met him
why for which refers to a reason the reason why we met him
Defining Relative Clauses

Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed
information defining a general term or expression. Defining relative clauses are not put in commas.

Imagine, Tom is in a room with five girls. One girl is talking to Tom and you ask somebody whether he knows
this girl. Here the relative clause defines which of the five girls you mean.

Do you know the girl who is talking to Tom?

Defining relative clauses are often used in definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can be dropped. (Sentences with a relative clause without the
relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice.

Non-Defining Relative Clauses

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Non-defining relative clauses (also called non-identifying relative clauses or non-restrictive relative clauses)
give additional information on something, but do not define it. Non-defining relative clauses are put in
commas.

Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody
whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious
which girl you mean.

Do you know the girl, who is talking to Tom?

Note: In non-defining relative clauses, who/which may not be replaced with that.

Object pronouns in non-defining relative clauses must be used.

 Participle Clauses
Use

If a clause is shortened using a participle construction, the clause is called participle clause.

Watching TV, she forgot everything around her.

In English, participle clauses are mainly used in writing in order to put a lot of information into one sentence.

When shortening or combining clauses with a participle construction, keep the following rules in mind:

o Both clauses should have the same subject.

o The less important part becomes the participle clause. Important information should
always be in the main clause.
o Make sure, you use the correct participle form (see above).
o The conjunctions as, because, since and relative pronouns who, which are left out.
o The conjunctions before, when are used in the participle clause.
o The conjunctions after, while can be used or left out.

Participle Clauses with different Subjects

Sometimes participle clauses can be used even if the clauses to be combined do not have the same subject.
This is the case for example if the main clause contains one of the following verbs + object:

feel, find, hear, listen to, notice, see, smell, watch

I heard him playing the guitar.

Here, the participle clause must directly follow the object it is relating to. (Note: Some of the verbs
mentioned here can also be used with the infinitive. For further information see Infinitive or Ing-Form)

A participle construction is also possible, if both subjects are mentioned (often the word 'with' is put before
the subject in the participle clause). This is very formal, however, and not often used.

Mrs Jones went to New York. Mr Smith took up her position.

→ (With) Mrs Jones going to New York, Mr Smith took up her position.
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MODULE 5

 Passive voice
Use of Passive

Passive voice is used when the focus is on the action. It is not important or not known, however, who or
what is performing the action.

My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.

Sometimes a statement in passive is more polite than active voice, as the following example shows:

A mistake was made.

In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a
mistake.).

Form of Passive

Subject + finite form of to be + Past Participle

A letter was written.

When rewriting active sentences in passive voice, note the following:

 the object of the active sentence becomes the subject of the passive sentence

 the finite form of the verb is changed (to be + past participle)

 the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Examples of Passive
Tense Subject Verb Object
Simple Active: Rita writes a letter.
Present Passive: A letter is written by Rita.
Simple Past Active: Rita wrote a letter.
Passive: A letter was written by Rita.
Present Active: Rita has written a letter.
Perfect Passive: A letter has been written by Rita.
Future I Active: Rita will write a letter.
Passive: A letter will be written by Rita.

Be Active: Rita can write a letter.

Passive: A letter can be written by Rita.

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Examples of Passive
Tense Subject Verb Object
Present Progressive Active: Rita is writing a letter.
Passive: A letter is being written by Rita.
Past Progressive Active: Rita was writing a letter.
Passive: A letter was being written by Rita.
Past Perfect Active: Rita had written a letter.
Passive: A letter had been written by Rita.
Future II Active: Rita will have written a letter.
Passive: A letter will have been written by Rita.
Conditional I Active: Rita would write a letter.
Passive: A letter would be written by Rita.
Conditional II Active: Rita would have written a letter.
Passive: A letter would have been written by Rita.

Passive Sentences with Two Objects

Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes
the subject, the other one remains an object. Which object to transform into a subject depends on what you
want to put the focus on.

Subject Verb Object 1 Object 2

Active: Rita wrote a letter to me.
Passive: A letter was written to me by Rita.
Passive: I was written a letter by Rita.

MODULE 6

 Report Speech

If we report what another person has said, we usually do not use the speaker’s exact words (direct speech),
but reported (indirect) speech. Therefore, you need to learn how to transform direct speech into reported
speech. The structure is a little different depending on whether you want to transform a statement,
question or request.

Statements

When transforming statements, check whether you have to change:

o pronouns
o present tense verbs (3rd person singular)
o place and time expressions

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 o tenses (backshift)

Type Example
direct speech “I speak English.”
reported speech He says that he speaks English.

reported speech He said that he spoke English.

Pronouns

In reported speech, you often have to change the pronoun depending on who says what.
She says, “My mum doesn’t have time today.” – She says that her mum doesn’t have time today.

Tenses

No backshift Do not change the tense if the introductory clause is in Simple Present (e. g. He says). Note,
however, that you might have to change the form of the present tense verb (3rd person singular).

He says, “I speak English.” – He says that he speaks English.

Backshift You must change the tense if the introductory clause is in Simple Past (e. g. He said). This is
called backshift.
He said, “I am happy.” – He said that he was happy.
Direct Speech Reported Speech
Simple Present Simple Past
Present Progressive Past Progressive
Simple Past Past Perfect Simple
Present Perfect Simple
Past Perfect Simple
Past Progressive Past Perfect Progressive
Present Perfect Progressive
Past Perfect Progressive
Future I (going to) was / were going to
Future I (will) Conditional I (would)
Conditional I (would)

The verbs could, should, would, might, must, needn’t, ought to, used to do not normally change.
He said, “She might be right.” – He said that she might be right.

Place and Time expressions

For place and time expressions you have to check whether place and time are the same in direct and
reported speech or not.

Therefore you always have to think which place and time expressions are logical in a certain situation.

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In the following table, you will find ways of transforming place and time expressions into reported speech.

Direct Speech Reported Speech

today that day
now then
yesterday the day before
… days ago … days before
last week the week before
next year the following year
tomorrow the next day / the following day
here there
this that
these those

Questions

When transforming questions, check whether you have to change:

o pronouns
o present tense verbs (3rd person singular)
o place and time expressions
o tenses (backshift)

Also note that you have to:

o transform the question into an indirect question

o use the interrogative or if / whether
Type Example
with interrogative direct speech “Why don’t you speak English?”
reported speech He asked me why I didn’t speak English.
without direct speech “Do you speak English?”
interrogative reported speech He asked me whether / if I spoke English.

Requests

When transforming questions, check whether you have to change:

o pronouns
o place and time expressions
Type Example
direct speech “Carol, speak English.“
reported speech He told Carol to speak English.

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  Conditional sentences type 3

Form If + Past Perfect, main clause with Conditional II

If I had found her address, I would have sent her an invitation.

The main clause can also be at the beginning of the sentence. In this case, don't use a comma.

I would have sent her an invitation if I had found her address.

Note: Main clause and / or if clause might be negative. See Past Perfect and Conditional II on how to form
negative sentences.

If I hadn’t studied, I wouldn’t have passed my exams.

Use

Conditional Sentences Type III refer to situations in the past. An action could have happened in the past if a
certain condition had been fulfilled. Things were different then, however. We just imagine, what would have
happened if the situation had been fulfilled.

If I had found her address, I would have sent her an invitation.

Sometime in the past, I wanted to send an invitation to a friend. I didn't find her address, however. So in the
end I didn't send her an invitation.

If John had had the money, he would have bought a Ferrari.

I knew John very well and I know that he never had much money, but he loved Ferraris. He would have
loved to own a Ferrari, but he never had the money to buy one.

 Sentences: Simple, Compound and Complex

Experienced writers use a variety of sentences to make their writing interesting and lively. Too many simple
sentences, for example, will sound choppy and immature while too many long sentences will be difficult to
read and hard to understand.

This page contains definitions of simple, compound, and complex sentences with many simple examples.
The purpose of these examples is to help the ESL/EFL learner to identify sentence basics including
identification of sentences in the short quizzes that follow. After that, it will be possible to analyze more
complex sentences varieties.

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SIMPLE SENTENCE

A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a
complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green.

A. Some students like to study in the mornings.

B. Juan and Arturo play football every afternoon.

C. Alicia goes to the library and studies every day.

The three examples above are all simple sentences. Note that sentence B contains a compound subject, and
sentence C contains a compound verb. Simple sentences, therefore, contain a subject and verb and express
a complete thought, but they can also contain a compound subjects or verbs.

COMPOUND SENTENCE

A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as
follows: for, and, nor, but, or, yet, so. (Helpful hint: The first letter of each of the coordinators spells
FANBOYS.) Except for very short sentences, coordinators are always preceded by a comma. In the following
compound sentences, subjects are in yellow, verbs are in green, and the coordinators and the commas that
precede them are in red.

A. I tried to speak Spanish, and my friend tried to speak English.

B. Alejandro played football, so Maria went shopping.

C. Alejandro played football, for Maria went shopping.

The above three sentences are compound sentences. Each sentence contains two independent clauses, and
they are joined by a coordinator with a comma preceding it. Note how the conscious use of coordinators
can change the relationship between the clauses. Sentences B and C, for example, are identical except for
the coordinators. In sentence B, which action occurred first? Obviously, "Alejandro played football" first,
and as a consequence, "Maria went shopping. In sentence C, "Maria went shopping" first. In sentence C,
"Alejandro played football" because, possibly, he didn't have anything else to do, for or because "Maria
went shopping." How can the use of other coordinators change the relationship between the two clauses?
What implications would the use of "yet" or "but" have on the meaning of the sentence?

COMPLEX SENTENCE

A complex sentence has an independent clause joined by one or more dependent clauses. A complex
sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun
such as that, who, or which. In the following complex sentences, subjects are in yellow, verbs are in green,
and the subordinators and their commas (when required) are in red.

A. When he handed in his homework, he forgot to give the teacher the last page.

B. The teacher returned the homework after she noticed the error.

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 C. The students are studying because they have a test tomorrow.

D. After they finished studying, Juan and Maria went to the movies.

E. Juan and Maria went to the movies after they finished studying.

When a complex sentence begins with a subordinator such as sentences A and D, a comma is required at the
end of the dependent clause. When the independent clause begins the sentence with subordinators in the
middle as in sentences B, C, and E, no comma is required. If a comma is placed before the subordinators in
sentences B, C, and E, it is wrong.

Note that sentences D and E are the same except sentence D begins with the dependent clause which is
followed by a comma, and sentence E begins with the independent clause which contains no comma. The
comma after the dependent clause in sentence D is required, and experienced listeners of English will often
hear a slight pause there. In sentence E, however, there will be no pause when the independent clause
begins the sentence.

COMPLEX SENTENCES / ADJECTIVE CLAUSES

Finally, sentences containing adjective clauses (or dependent clauses) are also complex because they
contain an independent clause and a dependent clause. The subjects, verbs, and subordinators are marked
the same as in the previous sentences, and in these sentences, the independent clauses are also underlined.

A. The woman who(m) my mom talked to sells cosmetics.

B. The book that Jonathan read is on the shelf.

C. The house which AbrahAM Lincoln was born in is still standing.

D. The town where I grew up is in the United States.

Adjective Clauses are studied in this site separately, but for now it is important to know that sentences
containing adjective clauses are complex.

 REFERENCE

http://www.ego4u.com/en/cram-up/grammar/

http://www.ego4u.com/en/cram-up/vocabulary

http://www.englisch-hilfen.de/en/inhalt_grammar.htm

http://www.englishpage.com/verbpage/verbtenseintro.html

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  EXPERIENCES

This semester I learned different topic about future, modal verbs, but the
most important for me that I realize that English is necessary for
communication, subject and for read, analyze scientific text or essays.
I can only conclude by thanking the attempt that has set me remove the psychosis
of displeasure to English, thanks you.

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