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With post-beginner students it will be appropriate to develop recognition and production of such relatively complex structures as covered in this (present course) lesson. The making of comprehensibly-linked compound sentences, and natural use of a repertoire of often subtle yet everyday modal and phrasal verbs, are typical indicators that mark out a speaker who is reaching beyond the basics. Perhaps one of the earliest and most useful one could teach would be the scale of probabilities (e.g. with a still picture of something clearly about to happen: might it? will it? could it? etc, and associated question and negation forms). As it happens, if one were teaching separable verbs with native speakers of German (or, probably, related N.European languages), they would already recognise such a structure; natives from subjunctive-enthusiastic speech communities could have an interesting time with modal auxiliaries &/or indirect speech. Many EFL learners could need fine-tuning on English's more selective use of 'one (/someone)' as a pronoun v. the Passive voice. As ever, it's 'horses for courses' (as it were) but a lucid native English speaking tutor needs to be very much aware of these dimensions of our language and how best to put them across in a way that is comprehensive yet comprehensible.
