Modal Perfects

They express possibility or probability. When used with the infinitive form of the perfect ("have" + past participle), modal verbs indicate speculation about things in the past.

"Must have" is used to express a logical conclusion about something that happened in the past We are not sure exactly what happened, but based on the evidence, we can come to some conclusion, unlike "might have" or "may" have ", as we will see later," must have "expresses more certainty.

"May have" and "might have" are used to express possibility in the past. The use of these two manners also expresses uncertainty.

"Can not have" is used in a similar way to "must have", but in the negative way. We can use "can not have" when we are fairly certain that something did not happen or that it was not true in the past.

"Should have" and "ought to have" is used when something did not happen, but it would have been better if it had happened. In the negative, these referents indicate that something happened, but it would have been better if it had not been like that.

SAY VS. TELL

"Say" is used in the direct and indirect style. If we want to use "say" with a personal object, we need to use the preposition "to".

"Tell" with the direct and indirect style, although the use with direct style is not so common. When we use "tell" we need to use an indirect object that goes behind the verb.

You can also use "tell" with the direct and indirect style, although the use with direct style is not so common. When we use "tell" we need to use an indirect object that goes behind the verb.

DO VS. MAKE

"Do" and "make" are two verbs that are frequently confused in English. Both can be translated as "to do", but there are some differences in their meaning. In general, "doing" considers the action more, while using "doing" we refer more to the outcome of the action. 

"Do" is used for actions, activities and jobs. It is used in a broad sense, as to "perform". In general, these actions and activities do not produce a physical object.  "Do" is used when we talk about things in general, when we do not specify the activity. In this sense, it is used a lot with indefinite pronouns like "something", "anything", "nothing".

"Make" is used in the sense of "manufacture", "elaborate" or "create". It is used for activities that create something that can be touched, a physical object. There are many expressions that use "make". In many of these, the meaning of "make" is not "manufacture" or "do" and very often "do" seems more appropriate, but they are established expressions, so you have to memorize them.

Grettings & Firewalls

Greetings 

Good morning.

 Good afternoon. 

Good evening. 

Hello. 

Hey!

How's it going? 

How are you? 

How are you all? 

Good-byes/Farewells 

Good-bye.

Good night. 

See you later.

See you tomorrow. 

See you soon. 

See you then.

Take care.

So long.

Countries & Nationalities

Country	Nationality (Adjective)	Nationailty (Noun)	Language
Afghanistan	Afghan	an Afghan	Persian - Pashto
Albania	Albanian	an Albanian	Albanian
Algeria	Algerian	an Algerian	Arabic
Argentina	Argentine Argentinian	an Argentine an Argentinian	Spanish
Australia	Australian	an Australian	English
Austria	Austrian	an Austrian	German
Bangladesh	Bangladeshi	a Bangladeshi	Bengali
Belgium	Belgian	a Belgian	French / Flemish
Bolivia	Bolivian	a Bolivian	Spanish
Botswana	Batswana	a Botswanan	English, Setswana
Brazil	Brazilian	a Brazilian	Portuguese
Bulgaria	Bulgarian	a Bulgarian	Bulgarian
Cambodia	Cambodian	a Cambodian	Cambodian
Cameroon	Cameroonian	a Cameroonian	French / English
Canada	Canadian	a Canadian	English / French
Chile	Chilean	a Chilean	Spanish
China	Chinese	a Chinese person	Chinese
Colombia *	Colombian	a Colombian	Spanish
Costa Rica	Costa Rican	a Costa Rican	Spanish
Croatia	Croatian	a Croat	Croatian
Cuba	Cuban	a Cuban	Spanish
Czech Republic	Czech	a Czech person	Czech
Denmark	Danish	a Dane	Danish
Dominican Republic	Dominican	a Dominican	Spanish
Ecuador	Ecuadorian	an Ecuadorian	Spanish
Egypt	Egyptian	an Egyptian	Arabic
El Salvador	Salvadorian	a Salvadoran	Spanish
England	English	an Englishman an Englishwoman	English
Estonia	Estonian	an Estonian	Estonian
Ethiopia	Ethiopian	an Ethiopian	Amharic
Fiji	Fijian	a Fijian	English, Fijian
Finland	Finnish	a Finn	Finnish
France	French	a Frenchman a Frenchwoman	French
Germany	German	a German	German
Ghana	Ghanaian	a Ghanaian	English
Greece	Greek	a Greek	Greek
Guatemala	Guatemalan	a Guatemalan	Spanish
Haiti	Haitian	a Haitian	French / Creole
Honduras	Honduran	a Honduran	Spanish
Hungary	Hungarian	a Hungarian	Hungarian
Iceland	Icelandic	an Icelander	Icelandic
India	Indian	an Indian	Hindi / English
Indonesia	Indonesian	an Indonesian	Indonesian
Iran	Iranian	an Iranian	Persian
Iraq	Iraqi	an Iraqi	Arabic, Kurdish
Ireland	Irish	an Irishman an Irishwoman	Irish / English
Israel	Israeli	an Israeli	Hebrew
Italy	Italian	an Italian	Italian
Jamaica	Jamaican	a Jamaican	English
Japan	Japanese	a Japanese person	Japanese
Jordan	Jordanian	a Jordanian	Arabic
Kenya	Kenyan	a Kenyan	Swahili
Kuwait	Kuwaiti	a Kuwaiti	Arabiv
Laos	Lao	a Laotain	Laotian
Latvia	Latvian	a Latvian	Latvian
Lebanon	Lebanese	a Lebanese	Arabic
Libya	Libyan	a Libyan	Arabic
Lithuania	Lithuanian	a Lithuanian	Lithuanian
Malaysia	Malaysian	a Malaysian	Malay / Malaysian
Mali	Malian	a Malian	French
Malta	Maltese	a Maltese	English, Maltese
Mexico	Mexican	a Mexican	Spanish
Mongolia	Mongolian	a Mongolian	Mongolian
Morocco	Moroccan	a Moroccan	Arabic / French
Mozambique	Mozambican	a Mozambican	Portuguese
Namibia	Namibian	a Nambian	English
Nepal	Nepalese	a Nepalese	Nepali, English
Netherlands	Dutch	a Dutchman a Dutchwoman	Dutch
New Zealand	New Zealand	a New Zealander	English / Maori
Nicaragua	Nicaraguan	a Nicaraguan	Spanish
Nigeria	Nigerian	a Nigerian	English
Norway	Norwegian	a Norwegian	Norwegian
Pakistan	Pakistani	a Pakistani	Urdu, English
Panama	Panamanian	a Panamanian	Spanish
Paraguay	Paraguayan	a Paraguayan	Spanish
Peru	Peruvian	a Peruvian	Spanish
Philippines	Philippine	a Filipino	Tagalog / Filipino
Poland	Polish	a Pole	Polish
Portugal	Portuguese	a Portuguese person	Portuguese
Romania	Romanian	a Romanian	Romanian
Russia	Russian	a Russian	Russian
Saudi Arabia	Saudi	a Saudi (Arabian)	Arabic
Scotland	Scottish	a Scot	English
Senegal	Senegalese	a Senegalese person	French
Serbia	Serbian	a Serbian	Serbian
Singapore	Singaporean	a Singaporean	English, Malay, Mandarin, Tamil
Slovakia	Slovak	a Slovak	Slovak
South Africa	South African	a South African	Afrikaans, English, + 9 more
South Korea	Korean	a Korean	Korean
Spain	Spanish	a Spaniard	Spanish
Sri Lanka	Sri Lankan	a Sri Lankan	Sinhala, Tamil
Sudan	Sudanese	a Sudanese person	Arabic, English
Sweden	Swedish	a Swede	Swedish
Switzerland	Swiss	a Swiss person	German, French, Italian, Romansh
Syria	Syrian	a Syrian	Arabic
Taiwan	Taiwanese	a Taiwanese person	Chinese
Tajikistan	Tajikistani	a Tajikistani	Tajik (Persian)
Thailand	Thai	a Thai person	Thai
Tonga	Tongan	a Tongan	English, Tongan
Tunisia	Tunisian	a Tunisian	Arabic
Turkey	Turkish	a Turk	Turkish
Ukraine	Ukrainian	a Ukranian	Ukrainian
United Arab Emirates	Emirati	an Emirati	Arabic
(The) United Kingdom	British	a Brit	English
(The) United States	American **	an American	English
Uruguay	Uruguayan	a Uruguayan	Spanish
Venezuela	Venezuelan	a Venezuelan	Spanish
Vietnam	Vietnamese	a Vietnamese person	Vietnamese
Wales	Welsh	a Welshman a Welshwoman	Welsh / English
Zambia	Zambian	a Zambian	English

The Cardinal Number

Cardinal numbers from 1 through 1,000,000

1	one	11	eleven	21	twenty-one	31	thirty-one
2	two	12	twelve	22	twenty-two	40	forty
3	three	13	thirteen	23	twenty-three	50	fifty
4	four	14	fourteen	24	twenty-four	60	sixty
5	five	15	fifteen	25	twenty-five	70	seventy
6	six	16	sixteen	26	twenty-six	80	eighty
7	seven	17	seventeen	27	twenty-seven	90	ninety
8	eight	18	eighteen	28	twenty-eight	100	a/one hundred
9	nine	19	nineteen	29	twenty-nine	1,000	a/one thousand
10	ten	20	twenty	30	thirty	1,000,000	a/one million

The Ordinal Number

Ordinal Numbers from 1 through 1,000,000

1

st

first

11

th

eleventh

21

st

twenty-first

31

st

thirty-first

2

nd

second

12

th

twelfth

22

nd

twenty-second

40

th

fortieth

3

rd

third

13

th

thirteenth

23

rd

twenty-third

50

th

fiftieth

4

th

fourth

14

th

fourteenth

24

th

twenty-fourth

60

th

sixtieth

5

th

fifth

15

th

fifteenth

25

th

twenty-fifth

70

th

seventieth

6

th

sixth

16

th

sixteenth

26

th

twenty-sixth

80

th

eightieth

7

th

seventh

17

th

seventeenth

27

th

twenty-seventh

90

th

ninetieth

8

th

eighth

18

th

eighteenth

28

th

twenty-eighth

100

th

one hundredth

9

th

ninth

19

th

nineteenth

29

th

twenty-ninth

1,000

th

one thousandth

10

th

tenth

20

th

twentieth

30

th

thirtieth

1,000,000

th

one millionth

https://www.youtube.com/watch?v=h_3AI-qNBlE

Differences Should/Must

Should

It is used to give advice, such as "should" in Spanish. It's a way of expressing advice fairly directly, and there are ways that are considered friendlier. Compare the following examples:

-You should make sure your safety equipment is in good condition before entering.

-You might want to add some color to that.

-Would not you rather finish this now so you can rest later? 

Must

It is used to express a restrictive obligation. The difference with "should" is quite clear, since here we are not expressing a council but an internal order, norm or obligation. Here are some examples:

-I must do this on my own.
-Books must be returned to the library where they were borrowed. 
-You must never speak of this again. 

Verb to be.

In English, verbs have a very important place in communication, they are the ones responsible for expressing actions. Words like jump, run, speak… all are common and clear examples of verbs that describe an action that a subject does. However, there is one verb that’s the most used in the English language: the verb to be.

For children, learning the verbs -and especially this one- might be a difficult task. Verbs are concepts that some kids might find hard to grasp, but through constant repetition using different activities and exercises, learning about it can be easy, and even fun! It’s essential for the little ones to learn the uses of the "to be" verb, after all, it’s used frequently and for a lot of different purposes.

How to use the “to be” verb

The “to be” is a verb used to describe something or someone. In English, it can be used to say different things according to the context. However, the most common use of the to be verb is to talk about names, age, feeling, nationalities, and professions, especially when talking in the present tense.

The most tricky thing about this verb, however, is that It’s also one of the most irregular verbs in the English language. This means, that unlike regular verbs, which barely change when used when different subjects -or even in different tenses-, and when they do, they follow a pattern, the “to be” verb changes almost completely in most of its forms.

Forms of “to be”

Since the to be verb is highly irregular, it’s written in different ways according to the tense of the verb (whether if it’s present, past, future, or even in mixed tenses), and it also varies according to the subject. Let’s see the forms this verb can take when used next to the subjects.

Pronouns.

Los pronombres son palabras que se utilizan principalmente para reemplazar un sustantivo en la oración. Sin embargo, existen diversos tipos de pronombres en inglés (pronouns in English), cada uno de los cuales tiene un propósito definido en la oración. La definición más sencilla establece que un pronombre en inglés es una palabra generalmente pequeña la cual sustituye a los sustantivos (nouns) para que el texto sea menos repetitivo. Estas sustituciones se deben entender al leer el texto.

Para los niños que tienen inglés como lengua nativa, aprender los pronombres en inglés ocurre de manera natural. Frecuentemente los escuchan en conversaciones, y aprenden a utilizarlos en situaciones similares, lo cual les ayuda a familiarizarse con el lenguaje. Ésto es un buen método de aprendizaje para aquellos niños que hablan inglés como segunda lengua. Incluso pequeños menores de dos años de edad son capaces de utilizar los pronombres personales de manera sencilla para expresarse, especialmente al usar la palabra «I». Esto es un gran logro para los peques, pues les ayuda a comenzar a expresar su individualidad. Lo que es más importante, al aprender a utilizar los pronombres en las conversaciones del día a día, los niños pueden comenzar a dominar los verbos en inglés para construir nuevas oraciones con nuevos significados.