English Level C

Visión general

Congratulations and welcome to the C Level of English! Reaching this advanced level is a significant achievement and demonstrates a high proficiency in the language. This course is designed to perfect your linguistic skills, enabling you to use English flexibly and effectively for social, academic, and professional purposes.

At the C1 Level, you will focus on understanding a wide range of demanding, longer, and linguistically complex texts, and recognizing implicit meaning. You will be able to express yourself fluently and spontaneously without much obvious searching for expressions. You will be able to use language flexibly and effectively for social, academic, and professional purposes. You will learn to produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices. We will focus on subtle nuances of the language, advanced idiomatic expressions, and developing a sophisticated and precise communication style.

By the end of this course, you will operate with a high degree of precision and naturalness, almost like a native speaker. You will be able to argue, persuade, and negotiate with confidence, and your understanding of English will allow you to access and process complex information from various sources. This level prepares you for the most demanding challenges in English-speaking environments and for potential study at the C2 (Mastery) level. Get ready to reach the pinnacle of your English proficiency!

Currículum

155 Sections
1850 Lessons
52 semanas

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Passive Voice – Focus, Structure, and Logic
Objective: Learners will review and master the basic structure of the passive voice, understand its use to shift sentence focus, and explore logical reasons for using it in discourse.
13
- 1.1
  Understanding Passive Voice – The Foundation
- 1.2
  Focus and Emphasis – Active vs. Passive
- 1.3
  Logic, Context, and Application
- 1.4
  Vocabulary about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.5
  Speaking about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.6
  Listening about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.7
  Writing about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.8
  Conversational simulation
- 1.9
  Reading about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.10
  Game about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.11
  Quiz about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.12
  Grammar about passive voice, understand its use to shift sentence focus, and explore logical reasons
- 1.13
  C Passive Voice
  1 Minute1 Question
Advanced Passive Forms – Complex Structures and Modal Verbs
Objective: Learners will explore complex passive structures, including those with modals, reporting verbs, and infinitive constructions, and use them to express speculation, obligation, and formality.
12
- 2.1
  Passive Voice with Modal Verbs – Expressing Possibility and Obligation
- 2.2
  Reporting Structures and Infinitive Constructions in Passive Voice
- 2.3
  Causatives and Complex Passive Applications
- 2.4
  Vocabulary for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.5
  Writing for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.6
  Speaking for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.7
  Listening for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.8
  Conversational simulation
- 2.9
  Reading for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.10
  Game for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.11
  Quiz for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
- 2.12
  Grammar for complex passive structures, including those with modals, reporting verbs, and infinitive constructions
The Passive in Real-World Communication – Formality, Nuance, and Stylistic Impact
Objective: Learners will analyze the stylistic and rhetorical effects of the passive voice in different contexts, including everyday speech, formal writing, and media, developing the ability to choose passive or active voice intentionally.
12
- 3.1
  Passive vs. Active – Tone and Style in Real-Life Contexts
- 3.2
  Passive Voice in Science, Media, and Professional Settings
- 3.3
  Choosing Voice for Purpose – Style, Nuance, and Audience Impact
- 3.4
  Vocabulary about stylistic and rhetorical effects of the passive voice
- 3.5
  Writing about stylistic and rhetorical effects of the passive voice
- 3.6
  Listening about stylistic and rhetorical effects of the passive voice
- 3.7
  Speaking about stylistic and rhetorical effects of the passive voice
- 3.8
  Conversational simulation
- 3.9
  Reading about stylistic and rhetorical effects of the passive voice
- 3.10
  Game about stylistic and rhetorical effects of the passive voice
- 3.11
  Quiz about stylistic and rhetorical effects of the passive voice
- 3.12
  Grammar about stylistic and rhetorical effects of the passive voice
Passive Voice Core Structure – Be + Past Participle
Objective: Learners will consolidate their understanding of how to form the passive voice using the structure be + past participle, and identify its function in shifting sentence focus from the agent to the action or result.
12
- 4.1
  The Core Structure of Passive Voice – Be + Past Participle
- 4.2
  Tense Variation in Passive Voice – Mastering “Be” Forms
- 4.3
  Function and Focus – Why Use the Passive Voice?
- 4.4
  Vocabulary about understanding of how to form the passive voice using the structure be + past participle
- 4.5
  Writing about understanding of how to form the passive voice using the structure be + past participle
- 4.6
  Listening about understanding of how to form the passive voice using the structure be + past participle
- 4.7
  Speaking about understanding of how to form the passive voice using the structure be + past participle
- 4.8
  Conversational simulation
- 4.9
  Quiz about understanding of how to form the passive voice using the structure be + past participle
- 4.10
  Game about understanding of how to form the passive voice using the structure be + past participle
- 4.11
  Reading about understanding of how to form the passive voice using the structure be + past participle
- 4.12
  Grammar about understanding of how to form the passive voice using the structure be + past participle
Introducing the Agent – Using “By” Phrases
Objective: Learners will understand how and when to include the agent in a passive sentence using "by + noun", and practice making choices about whether the agent is necessary, stylistically appropriate, or best omitted.
12
- 5.1
  Understanding the Agent in Passive Voice – Who Does the Action?
- 5.2
  Including or Omitting the Agent – Making Stylistic Choices
- 5.3
  Agents and Style – Matching Voice to Context
- 5.4
  Vocabulary to understand how and when to include the agent in a passive sentence using «by + noun»
- 5.5
  Writing to understand how and when to include the agent in a passive sentence using “by + noun”
- 5.6
  Listening to understand how and when to include the agent in a passive sentence using «by + noun»
- 5.7
  Speaking to understand how and when to include the agent in a passive sentence using «by + noun»
- 5.8
  Conversational simulation
- 5.9
  Reading to understand how and when to include the agent in a passive sentence using «by + noun»
- 5.10
  Game to understand how and when to include the agent in a passive sentence using «by + noun»
- 5.11
  Quiz to understand how and when to include the agent in a passive sentence using «by + noun»
- 5.12
  Grammar to understand how and when to include the agent in a passive sentence using “by + noun”
Get-Passive – Form, Meaning, and Tone
Learners will understand how get is used to form the passive voice, how it differs in tone and use from be-passives, and when this construction is appropriate in informal contexts.
12
- 6.1
  The Get-Passive – Structure and Basic Meaning
- 6.2
  Be-Passive vs. Get-Passive – Tone and Context
- 6.3
  Using the Get-Passive – Practice with Style and Expression
- 6.4
  Vocabulary to understand how get is used to form the passive voice
- 6.5
  Writing to understand how get is used to form the passive voice
- 6.6
  Speaking to understand how get is used to form the passive voice
- 6.7
  Listening to understand how get is used to form the passive voice
- 6.8
  Conversational simulation
- 6.9
  Reading to understand how get is used to form the passive voice
- 6.10
  Game to understand how get is used to form the passive voice
- 6.11
  Quiz to understand how get is used to form the passive voice
- 6.12
  Grammar to understand how get is used to form the passive voice
Juegos interactivos: Lección complex sentences
5
- 7.1
  Game 5
- 7.2
  Game 4
- 7.3
  Game 3
- 7.4
  Game 2
- 7.5
  Game 1
When and Why We Use Get-Passives – Expressing Involvement and Impact
Objective: Learners will explore the pragmatic reasons for using get-passives, especially to express personal involvement, unexpected outcomes, or emotional tone.
12
- 8.1
  The Emotional Weight of Get-Passives – Why We Use Them
- 8.2
  Everyday Stories and Experiences – Making Language Feel Real
- 8.3
  Adding Emotion and Involvement – Making Get-Passives Work for You
- 8.4
  Vocabulary to explore the pragmatic reasons for using get-passives
- 8.5
  Writing to explore the pragmatic reasons for using get-passives
- 8.6
  Speaking to explore the pragmatic reasons for using get-passives
- 8.7
  Listening to explore the pragmatic reasons for using get-passives
- 8.8
  Conversational simulation
- 8.9
  Game to explore the pragmatic reasons for using get-passives
- 8.10
  Reading to explore the pragmatic reasons for using get-passives
- 8.11
  Quiz to explore the pragmatic reasons for using get-passives
- 8.12
  Grammar to explore the pragmatic reasons for using get-passives
Limitations, Style, and Mixed Use – Choosing Between Be and Get
Objective: Learners will be able to distinguish when it is not appropriate to use the get-passive, and how to choose effectively between get and be for style, clarity, and audience.
12
- 9.1
  Understanding the Limits of the Get-Passive – When Not to Use It
- 9.2
  Style and Audience – Switching Between Be and Get
- 9.3
  Practical Application – Choosing the Right Passive Form
- 9.4
  Vocabulary to distinguish when it is not appropriate to use the get-passive
- 9.5
  Speaking to distinguish when it is not appropriate to use the get-passive
- 9.6
  Listening to distinguish when it is not appropriate to use the get-passive
- 9.7
  Writing to distinguish when it is not appropriate to use the get-passive
- 9.8
  Conversational simulation
- 9.9
  Game to distinguish when it is not appropriate to use the get-passive
- 9.10
  Reading to distinguish when it is not appropriate to use the get-passive
- 9.11
  Quiz to distinguish when it is not appropriate to use the get-passive
- 9.12
  Grammar to distinguish when it is not appropriate to use the get-passive
Understanding the Impersonal Passive with “It + Be + Past Participle + That…”
Objective: Learners will recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause, and understand its function in formal and objective reporting.
13
- 10.1
  Introducing the Impersonal Passive – Structure and First Use
- 10.2
  Using Reporting Verbs in the Impersonal Passive
- 10.3
  Applying the Impersonal Passive – Practice and Stylistic Use
- 10.4
  Vocabulary to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.5
  Writing to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.6
  Reading to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.7
  Speaking to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.8
  Listening to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.9
  Conversational simulation
- 10.10
  Game to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.11
  Quiz to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.12
  Grammar to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause
- 10.13
  C When and Why We Use Get-Passives
  1 Minute1 Question
The Alternative Form – “Subject + Be + Past Participle + Infinitive”
Objective: Learners will construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive, and select the appropriate infinitive form to reflect time and aspect.
13
- 11.1
  Alternative Impersonal Passives – Using “Be + Past Participle + Infinitive”
- 11.2
  Infinitive Forms in Passive Reporting – Time and Aspect
- 11.3
  Mastering the Passive + Infinitive Structure – Practice in Context
- 11.4
  Vocabulary to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.5
  Writing to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.6
  Speaking to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.7
  Listening to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.8
  Conversational simulation
- 11.9
  Reading to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.10
  Game to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.11
  Quiz to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.12
  Grammar to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive
- 11.13
  C The Alternative Form – “Subject + Be + Past Participle + Infinitive”
  1 Minute1 Question
Comparing Both Forms – Choosing for Clarity, Style, and Focus
Objective: Learners will analyze the stylistic and structural differences between the two impersonal passive forms and learn to choose the appropriate one based on tone, emphasis, and clarity.
12
- 12.1
  Comparing Impersonal Passive Forms – Structure and Emphasis
- 12.2
  Choosing for Tone and Style – Avoiding Repetition and Enhancing Clarity
- 12.3
  Real-World Use – Context-Based Choice and Rewriting Practice
- 12.4
  Vocabulary to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.5
  Listening to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.6
  Writing to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.7
  Speaking to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.8
  Conversational simulation
- 12.9
  Reading to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.10
  Game to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.11
  Quiz to analyze the stylistic and structural differences between the two impersonal passive forms
- 12.12
  Grammar to analyze the stylistic and structural differences between the two impersonal passive forms
Timeless Truths vs. Evolving Realities – Knowing What’s Permanent and What’s Changing
Objective: Learners will distinguish between the present simple for general truths and the present continuous for evolving or changing situations, developing the ability to express nuance in professional and global topics.
12
- 13.1
  Understanding the Present Simple – Expressing Timeless Truths
- 13.2
  Using the Present Continuous – Expressing Evolving Realities
- 13.3
  Timeless vs. Evolving – Choosing the Right Tense for the Right Message
- 13.4
  Vocabulary to distinguish between the present simple for general truths
- 13.5
  Writing to distinguish between the present simple for general truths
- 13.6
  Speaking to distinguish between the present simple for general truths
- 13.7
  Listening to distinguish between the present simple for general truths
- 13.8
  Conversational simulation
- 13.9
  Reading to distinguish between the present simple for general truths
- 13.10
  Game to distinguish between the present simple for general truths
- 13.11
  Quiz to distinguish between the present simple for general truths
- 13.12
  Grammar to distinguish between the present simple for general truths
Routines vs. Temporary Actions – Refining the Message
Objective: Learners will analyze how using the present simple vs. the continuous can communicate different time frames and degrees of permanence or temporariness in daily and professional contexts.
13
- 14.1
  Understanding Routines – The Present Simple in Daily and Professional Life
- 14.2
  Describing Temporary Actions – The Present Continuous in Action
- 14.3
  Refining Your Message – Choosing Between Routine and Temporary
- 14.4
  Vocabulary to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.5
  Speaking to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.6
  Listening to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.7
  Writing to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.8
  Conversational simulation
- 14.9
  Reading to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.10
  Game to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.11
  Quiz to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.12
  Grammar to analyze how using the present simple vs. the continuous can communicate different time frames
- 14.13
  C Routines vs. Temporary Actions
  1 Minute1 Question
Future Meaning and Mixed Tenses – Present Forms, Future Implications
Objective: Learners will master how present simple and present continuous can be used with future reference, learning to choose the correct form depending on structure, tone, and context.
12
- 15.1
  Talking About the Future – Using Present Simple for Scheduled Events
- 15.2
  Future Plans in Action – Present Continuous for Personal Arrangements
- 15.3
  Mixed Tenses with Future Meaning – Making the Right Choice
- 15.4
  Vocabulary for present simple and present continuous and how can be used with future reference
- 15.5
  Speaking for present simple and present continuous and how can be used with future reference
- 15.6
  Listening for present simple and present continuous and how can be used with future reference
- 15.7
  Writing for present simple and present continuous and how can be used with future reference
- 15.8
  Conversational simulation
- 15.9
  Reading for present simple and present continuous and how can be used with future reference
- 15.10
  Game for present simple and present continuous and how can be used with future reference
- 15.11
  Quiz for present simple and present continuous and how can be used with future reference
- 15.12
  Grammar for present simple and present continuous and how can be used with future reference
Recognizing State Verbs – Meaning Over Motion
Objective: Learners will identify state verbs and understand why they are typically used in the present simple rather than the continuous, with attention to verb categories and their non-action meaning.
12
- 16.1
  What Are State Verbs? – Understanding Meaning Over Motion
- 16.2
  Categories of State Verbs – Mapping the Non-Action Landscape
- 16.3
  Practice with State Verbs – Listening, Correcting, and Clarifying
- 16.4
  Vocabulary applied to state verbs to understand why they are typically used in the present simple
- 16.5
  Listening applied to state verbs to understand why they are typically used in the present simple
- 16.6
  Speaking applied to state verbs to understand why they are typically used in the present simple
- 16.7
  Writing applied to state verbs to understand why they are typically used in the present simple
- 16.8
  Conversational simulation
- 16.9
  Reading applied to state verbs to understand why they are typically used in the present simple
- 16.10
  Game applied to state verbs to understand why they are typically used in the present simple
- 16.11
  Quiz applied to state verbs to understand why they are typically used in the present simple
- 16.12
  Grammar applied to state verbs to understand why they are typically used in the present simple
Mixed-Meaning Verbs – State vs. Action in Context
Objective: Learners will differentiate between verbs that can be used both statively and actively, depending on their meaning in context, and practice accurate usage in complex sentences.
12
- 17.1
  Mixed-Meaning Verbs – When One Verb Has Two Lives
- 17.2
  Using Mixed-Meaning Verbs – From Awareness to Accuracy
- 17.3
  State or Action? The Power of Context in Verb Meaning
- 17.4
  Vocabulary to differentiate between verbs that can be used both statively and actively
- 17.5
  Writing to differentiate between verbs that can be used both statively and actively
- 17.6
  Speaking to differentiate between verbs that can be used both statively and actively
- 17.7
  Listening to differentiate between verbs that can be used both statively and actively
- 17.8
  Conversational simulation
- 17.9
  Reading to differentiate between verbs that can be used both statively and actively
- 17.10
  Game to differentiate between verbs that can be used both statively and actively
- 17.11
  Quiz to differentiate between verbs that can be used both statively and actively
- 17.12
  Grammar to differentiate between verbs that can be used both statively and actively
Native-Like Nuance – Avoiding Errors and Using Stative Verbs Naturally
Objective: Learners will refine their use of stative verbs in real-world contexts, avoiding overuse of continuous forms, and sound more natural and accurate in both speech and writing.
13
- 18.1
  Sounding Natural – Mastering Stative Verbs in Real Speech and Writing
- 18.2
  Style, Exceptions, and Nuance – Beyond the Rulebook
- 18.3
  Putting It All Together – Speaking and Writing with Confidence
- 18.4
  Vocabulary applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.5
  Writtng applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.6
  Reading applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.7
  Speaking applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.8
  Listening applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.9
  Conversational simulation
- 18.10
  Game applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.11
  Quiz applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.12
  Grammar applied to stative verbs in real-world contexts, avoiding overuse of continuous forms
- 18.13
  C Native-Like Nuance
  1 Minute1 Question
Other Uses of the Present Continuous – Describing Change and Ongoing Development
Objective: Learners will use the present continuous to describe ongoing change and trends, and understand how it expresses processes that are unfolding gradually over time, not just "in the moment."
12
- 19.1
  Talking About Change – The Present Continuous Beyond the Moment
- 19.2
  Using Trend Verbs – Speaking About What’s Evolving
- 19.3
  Describing Trends – From Charts to Real Life
- 19.4
  Vocabulary applied to present continuous to describe ongoing change and trends
- 19.5
  Reading applied to present continuous to describe ongoing change and trends
- 19.6
  Listening applied to present continuous to describe ongoing change and trends
- 19.7
  Speaking applied to present continuous to describe ongoing change and trends
- 19.8
  Writing applied to present continuous to describe ongoing change and trends
- 19.9
  Conversational simulation
- 19.10
  Game applied to present continuous to describe ongoing change and trends
- 19.11
  Quiz applied to present continuous to describe ongoing change and trends
- 19.12
  Grammar applied to present continuous to describe ongoing change and trends
Other Uses of the Present Continuous – Expressing Annoyance or Complaints – “Always + Present Continuous”
Objective: Learners will understand and apply the “always + present continuous” structure to express irritation, disapproval, or exaggeration about repeated behavior.
12
- 20.1
  Repetition with Emotion – Using “Always” in the Present Continuous
- 20.2
  From Routine to Complaint – Giving Your Grammar Attitude
- 20.3
  Complaining in Context – Speaking Naturally and Emotionally
- 20.4
  Vocabulary to understand and apply the “always + present continuous” structure
- 20.5
  Writing to understand and apply the “always + present continuous” structure
- 20.6
  Speaking to understand and apply the “always + present continuous” structure
- 20.7
  Listening to understand and apply the “always + present continuous” structure
- 20.8
  Conversational simulation
- 20.9
  Reading to understand and apply the “always + present continuous” structure
- 20.10
  Game to understand and apply the “always + present continuous” structure
- 20.11
  Quiz to understand and apply the “always + present continuous” structure
- 20.12
  Grammar to understand and apply the “always + present continuous” structure
Other Uses of the Present Continuous – Using Present Continuous for Stylistic Emphasis and Personal Voice
Objective: Learners will explore how the present continuous can be used stylistically to add immediacy, vividness, or informality in speech, storytelling, and creative writing.
13
- 21.1
  Bringing Stories to Life – Present Continuous for Immediacy and Style
- 21.2
  Voice and Vibe – Expressing Yourself Naturally with Present Continuous
- 21.3
  Using Present Continuous to Tell Your Story
- 21.4
  Vocabulary applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.5
  Speaking applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.6
  Listening applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.7
  Writing applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.8
  Conversational simulation
- 21.9
  Reading applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.10
  Game applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.11
  Quiz applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.12
  Grammar applied to present continuous and how can be used stylistically to add immediacy, vividness, or informality
- 21.13
  C Other Uses of the Present Continuous
  1 Minute1 Question
Headlines and News Summaries – The Present Simple for Dramatic Effect
Objective: Learners will understand how the present simple is used in news headlines to report past events for immediacy and impact, and learn to interpret and write concise headlines effectively.
12
- 22.1
  Making News Sound Immediate – The Present Simple in Headlines
- 22.2
  From Article to Headline – Mastering Compact News Style
- 22.3
  Writing Headlines with Impact – Your Turn to Be the Editor
- 22.4
  Vocabulary to understand how the present simple is used in news headlines to report past events
- 22.5
  Reading to understand how the present simple is used in news headlines to report past events
- 22.6
  Listening to understand how the present simple is used in news headlines to report past events
- 22.7
  Writing to understand how the present simple is used in news headlines to report past events
- 22.8
  Speaking to understand how the present simple is used in news headlines to report past events
- 22.9
  Conversational simulation
- 22.10
  Game to understand how the present simple is used in news headlines to report past events
- 22.11
  Quiz to understand how the present simple is used in news headlines to report past events
- 22.12
  Grammar to understand how the present simple is used in news headlines to report past events
Instructions and Manuals – The Present Simple as a Command Form
Objective: Learners will learn to recognize and use the present simple in instructions, especially in written guides, recipes, manuals, and software instructions, where the imperative tone is implied.
12
- 23.1
  Clear and Direct – Using the Present Simple for Instructions
- 23.2
  How-To Writing – Building Instructions with Present Simple
- 23.3
  From Manuals to Menus – Spotting the Present Simple in the Real World
- 23.4
  Vocabulary to recognize and use the present simple in instructions
- 23.5
  Speaking to recognize and use the present simple in instructions
- 23.6
  Listening to recognize and use the present simple in instructions
- 23.7
  Writing to recognize and use the present simple in instructions
- 23.8
  Conversational simulation
- 23.9
  Reading to recognize and use the present simple in instructions
- 23.10
  Game to recognize and use the present simple in instructions
- 23.11
  Quiz to recognize and use the present simple in instructions
- 23.12
  Grammar to recognize and use the present simple in instructions
Present Simple for Commentary, Timetables, and Narrative Style
Objective: Learners will explore how the present simple is used for live commentary, scheduled events, and literary/historical narration, gaining control over its stylistic and functional flexibility.
12
- 24.1
  The Versatility of the Present Simple – From Commentary to Schedules
- 24.2
  Storytelling and the Dramatic Present – Narrating with Style
- 24.3
  Practice Makes Present – Using the Simple Tense Creatively
- 24.4
  Vocabulary applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.5
  Speaking applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.6
  Listening applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.7
  Writing applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.8
  Conversational simulation
- 24.9
  Reading applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.10
  Game applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.11
  Quiz applied to present simple used for live commentary, scheduled events, and literary/historical narration
- 24.12
  Grammar applied to present simple used for live commentary, scheduled events, and literary/historical narration
Present Simple for Main Plot Events
Objective: Learners will use the present simple to describe the main actions and key events in a narrative, understanding its function in making stories feel immediate and universal.
11
- 25.1
  Bringing Stories to Life – Using Present Simple for Plot Summaries
- 25.2
  Plot in the Present – Telling Stories with Style
- 25.3
  Practice and Polish – Using Present Simple for Universal Storytelling
- 25.4
  Vocabulary applied to present simple to describe the main actions and key events in a narrative
- 25.5
  Writing applied to present simple to describe the main actions and key events in a narrative
- 25.6
  Listening applied to present simple to describe the main actions and key events in a narrative
- 25.7
  Speaking applied to present simple to describe the main actions and key events in a narrative
- 25.8
  Conversational simulation
- 25.9
  Game applied to present simple to describe the main actions and key events in a narrative
- 25.10
  Reading applied to present simple to describe the main actions and key events in a narrative
- 25.11
  Grammar applied to present simple to describe the main actions and key events in a narrative
Present Continuous for In-Progress or Background Actions
Objective: Learners will use the present continuous to describe ongoing actions or background scenes that accompany main events in a plot.
13
- 26.1
  Adding Motion and Depth – Present Continuous for In-Progress Actions
- 26.2
  Building Dynamic Summaries – Using Present Continuous with Purpose
- 26.3
  Style in Motion – Comparing Narratives with Present Continuous
- 26.4
  Vocabulary applied to present continuous to describe ongoing actions
- 26.5
  Listening applied to present continuous to describe ongoing actions
- 26.6
  Writing applied to present continuous to describe ongoing actions
- 26.7
  Speaking applied to present continuous to describe ongoing actions
- 26.8
  Conversational simulation
- 26.9
  Reading applied to present continuous to describe ongoing actions
- 26.10
  Game applied to present continuous to describe ongoing actions
- 26.11
  Quiz applied to present continuous to describe ongoing actions
- 26.12
  Grammar applied to present continuous to describe ongoing actions
- 26.13
  C Present Continuous for In-Progress or Background Actions
  1 Minute1 Question
Combining Tenses for Depth and Flow in Narratives
Objective: Learners will learn to blend present simple and present continuous effectively in plot summaries to add rhythm, depth, and narrative structure.
12
- 27.1
  Crafting Layered Narratives – Blending Present Simple and Present Continuous
- 27.2
  Writing for Flow – Practical Use of Mixed Tenses and Linkers
- 27.3
  Professional Patterns – Analyzing and Imitating Expert Summaries
- 27.4
  Vocabulary to blend present simple and present continuous
- 27.5
  Writing to blend present simple and present continuous
- 27.6
  Speaking to blend present simple and present continuous
- 27.7
  Listening to blend present simple and present continuous
- 27.8
  Conversational simulation
- 27.9
  Reading to blend present simple and present continuous
- 27.10
  Game to blend present simple and present continuous
- 27.11
  Quiz to blend present simple and present continuous
- 27.12
  Grammar to blend present simple and present continuous
The Narrative Present – Creating Immediacy in Storytelling
Objective: Learners will use the present simple to tell anecdotes in a more immediate and vivid way, transforming past events into engaging, conversational narratives.
12
- 28.1
  Bringing Stories to Life – The Narrative Present Explained
- 28.2
  Hearing and Using the Narrative Present
- 28.3
  Telling Your Story – Practice with the Narrative Present
- 28.4
  Vocabulary: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.5
  Writing: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.6
  Speaking: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.7
  Listening: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.8
  Conversational simulation
- 28.9
  Reading: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.10
  Game: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.11
  Quiz: focus on present simple to tell anecdotes in a more immediate and vivid way
- 28.12
  Grammar: focus on present simple to tell anecdotes in a more immediate and vivid way
Present Continuous for Background and Action in Progress
Objective: Learners will use the present continuous to describe background actions, ongoing situations, or scene setting within an anecdote.
12
- 29.1
  Setting the Scene – Using Present Continuous for Background Action
- 29.2
  Painting Pictures with Present Continuous – Practice and Play
- 29.3
  Bringing Stories Alive – Using Present Continuous with Action
- 29.4
  Vocabulary: focus on present continuous to describe background actions
- 29.5
  Reading: focus on present continuous to describe background actions
- 29.6
  Speaking: focus on present continuous to describe background actions
- 29.7
  Listening: focus on present continuous to describe background actions
- 29.8
  Writing: focus on present continuous to describe background actions
- 29.9
  Conversational simulation
- 29.10
  Game: focus on present continuous to describe background actions
- 29.11
  Quiz: focus on present continuous to describe background actions
- 29.12
  Grammar: focus on present continuous to describe background actions
Structuring Anecdotes – Transitions, Reactions, and Dialogue
Objective: Learners will structure full anecdotes using present tenses, including time expressions, reported and direct speech, and interactive reactions to build a dynamic narrative.
12
- 30.1
  Building Your Story – Key Elements of Anecdote Structure
- 30.2
  Practice Makes Perfect – Crafting Anecdotes with Flow and Dialogue
- 30.3
  Share and Reflect – Recording and Evaluating Your Anecdote
- 30.4
  Vocabulary for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.5
  Writing for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.6
  Speaking for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.7
  Listening for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.8
  Conversational simulation
- 30.9
  Reading for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.10
  Game for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.11
  Quiz for present tenses, including time expressions, reported and direct speech, and interactive reactions
- 30.12
  Grammar for present tenses, including time expressions, reported and direct speech, and interactive reactions
Avoiding Repetition in a Text - Using Reference Words – this, that, these, those, it
Objective: Learners will identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses, helping avoid unnecessary repetition and improving flow.
12
- 31.1
  Understanding Reference Words – Making Your English Clear and Smooth
- 31.2
  Practice with Reference Words – Spotting and Using Them Correctly
- 31.3
  Writing with Reference Words – Creating Coherent and Connected Texts
- 31.4
  Vocabulary to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.5
  Writing to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.6
  Speaking to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.7
  Listening to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.8
  Conversational simulation
- 31.9
  Reading to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.10
  Game to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.11
  Quiz to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
- 31.12
  Grammar to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses
Avoiding Repetition in a Text - Using “such” and “so” for Category and Degree Reference
Objective: Learners will use “such” and “so” to refer to types or degrees of things previously mentioned, allowing for elegant variation and avoidance of repetition in more formal or descriptive writing.
12
- 32.1
  Understanding “Such” and “So” – Referring to Category and Degree
- 32.2
  Practice Choosing Between “Such” and “So”
- 32.3
  Using “Such” and “So” to Paraphrase and Enhance Writing
- 32.4
  Vocabulary applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.5
  Writing applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.6
  Speaking applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.7
  Listening applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.8
  Conversational simulation
- 32.9
  Reading applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.10
  Game applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.11
  Quiz applied to “such” and “so” to refer to types or degrees of things previously mentioned
- 32.12
  Grammar applied to “such” and “so” to refer to types or degrees of things previously mentioned
Avoiding Repetition in a Text - Using “do so” and Synonyms for Action Substitution
Objective: Learners will avoid repeating full verb phrases by using “do so”, as well as applying synonyms and varied structures to maintain cohesion and stylistic quality in writing.
13
- 33.1
  Using “Do So” – Avoid Repeating Actions and Improve Flow
- 33.2
  Practice with “Do So” and Action Substitutes
- 33.3
  Style Upgrade – Varying Expression with “Do So” and Synonyms
- 33.4
  Vocabulary applied to full verb phrases by using “do so”
- 33.5
  Writing applied to full verb phrases by using “do so”
- 33.6
  Listening applied to full verb phrases by using “do so”
- 33.7
  Speaking applied to full verb phrases by using “do so”
- 33.8
  Conversational simulation
- 33.9
  Reading applied to full verb phrases by using “do so”
- 33.10
  Game applied to full verb phrases by using “do so”
- 33.11
  Quiz applied to full verb phrases by using “do so”
- 33.12
  Grammar applied to full verb phrases by using “do so”
- 33.13
  C Avoiding Repetition in a Text – Using “do so”
  1 Minute1 Question
Using “It” for Neutral Reference and Textual Flow
Objective: Learners will identify and use “it” to refer neutrally to a previously mentioned idea or object, ensuring smooth cohesion without emphasizing or distancing.
12
- 34.1
  Using “It” for Neutral Reference – Keeping Your English Smooth and Natural
- 34.2
  Practice Using “It” for Neutral Reference
- 34.3
  Using “It” for Textual Flow – Rewriting for Clarity and Coherence
- 34.4
  Vocabulary: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.5
  Writing: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.6
  Speaking: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.7
  Listening: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.8
  Conversational simulation
- 34.9
  Reading: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.10
  Game: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.11
  Quiz: focus on identify and use “it” to refer neutrally to a previously mentioned idea
- 34.12
  Grammar: focus on identify and use “it” to refer neutrally to a previously mentioned idea
Using “This” and “These” for Emphasis, Introduction, and Continuity
Objective: Learners will use “this/these” to emphasize something newly mentioned or important and to signal continuation or further explanation.
12
- 35.1
  Practice Identifying and Using “This” and “These”
- 35.2
  Writing with “This” and “These” – Connecting Ideas Clearly
- 35.3
  Using “This” and “These” – Emphasizing and Introducing Important Ideas
- 35.4
  Vocabulary applied to “this/these” to emphasize something newly mentioned
- 35.5
  Writing applied to “this/these” to emphasize something newly mentioned
- 35.6
  Speaking applied to “this/these” to emphasize something newly mentioned
- 35.7
  Listening applied to “this/these” to emphasize something newly mentioned
- 35.8
  Conversational simulation
- 35.9
  Reading applied to “this/these” to emphasize something newly mentioned
- 35.10
  Game applied to “this/these” to emphasize something newly mentioned
- 35.11
  Quiz applied to “this/these” to emphasize something newly mentioned
- 35.12
  Grammar applied to “this/these” to emphasize something newly mentioned
Using “That” and “Those” for Distance, Critique, and Distant Reference
Objective: Learners will use “that/those” to signal distance—either emotional, critical, or textual—and distinguish it from “this/these” in tone and meaning.
12
- 36.1
  Using “That” and “Those” – Expressing Distance and Critique
- 36.2
  Practice Choosing “This” vs. “That” for Tone and Distance
- 36.3
  Writing with “That” and “Those” – Critique and Reflective Distance
- 36.4
  Vocabulary about “that/those” to signal distance—either emotional, critical, or textual
- 36.5
  Writing about “that/those” to signal distance—either emotional, critical, or textual
- 36.6
  Listening about “that/those” to signal distance—either emotional, critical, or textual
- 36.7
  Speaking about “that/those” to signal distance—either emotional, critical, or textual
- 36.8
  Conversational simulation
- 36.9
  Reading about “that/those” to signal distance—either emotional, critical, or textual
- 36.10
  Quiz about “that/those” to signal distance—either emotional, critical, or textual
- 36.11
  Game about “that/those” to signal distance—either emotional, critical, or textual
- 36.12
  Grammar about “that/those” to signal distance—either emotional, critical, or textual
Using “that of” to Refer to a Singular Noun
Objective: Learners will understand and apply the use of “that of” to refer to a previously mentioned singular noun, avoiding repetition in formal comparisons and explanations.
12
- 37.1
  Using “That of” – Referring to a Singular Noun Smoothly
- 37.2
  Practice Using “That of” to Avoid Repetition
- 37.3
  Writing Comparisons Using “That of” for Formal Clarity
- 37.4
  Vocabulary: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.5
  Writing: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.6
  Speaking: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.7
  Listening: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.8
  Conversational simulation
- 37.9
  Reading: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.10
  Game: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.11
  Quiz: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
- 37.12
  Grammar: focus on understand and apply the use of “that of” to refer to a previously mentioned singular noun
Using “those of” to Refer to a Plural Noun
Objective: Learners will use “those of” to refer to plural nouns previously mentioned, particularly in comparative and analytical writing.
12
- 38.1
  Using “Those of” – Referring to Plural Nouns with Elegance
- 38.2
  Practice Transforming Sentences with “Those of”
- 38.3
  Writing with “Those of” – Formal Comparisons and Cohesion
- 38.4
  Vocabulary applied to “those of” to refer to plural nouns previously mentioned
- 38.5
  Listening applied to “those of” to refer to plural nouns previously mentioned
- 38.6
  Speaking applied to “those of” to refer to plural nouns previously mentioned
- 38.7
  Writing applied to “those of” to refer to plural nouns previously mentioned
- 38.8
  Conversational simulation
- 38.9
  Reading applied to “those of” to refer to plural nouns previously mentioned
- 38.10
  Game applied to “those of” to refer to plural nouns previously mentioned
- 38.11
  Quiz applied to “those of” to refer to plural nouns previously mentioned
- 38.12
  Grammar applied to “those of” to refer to plural nouns previously mentioned
Using “Those who” to Refer to a Group of People
Objective: Learners will learn to use “those who” to refer to a specific group of people identified by their actions, opinions, or characteristics, avoiding generalization and increasing clarity.
12
- 39.1
  Using “Those Who” – Referring Clearly to Groups of People
- 39.2
  Practice Building Sentences with “Those Who”
- 39.3
  Writing Precise Group Descriptions Using “Those Who”
- 39.4
  Vocabulary for “those who” to refer to a specific group of people
- 39.5
  Writing for “those who” to refer to a specific group of people
- 39.6
  Listening for “those who” to refer to a specific group of people
- 39.7
  Speaking for “those who” to refer to a specific group of people
- 39.8
  Conversational simulation
- 39.9
  Game for “those who” to refer to a specific group of people
- 39.10
  Reading for “those who” to refer to a specific group of people
- 39.11
  Quiz for “those who” to refer to a specific group of people
- 39.12
  Grammar for “those who” to refer to a specific group of people
Using “Such” to Refer Back to a Type of Noun
Objective: Learners will understand how to use “such” to refer back to a previously mentioned type of thing, especially when making generalizations or comparisons.
12
- 40.1
  Using “Such” – Referring to a Type of Noun Clearly
- 40.2
  Practice Replacing Nouns with “Such + Noun»
- 40.3
  Writing with “Such” – Summarizing and Generalizing Ideas
- 40.4
  Vocabulary: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.5
  Writing: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.6
  Speaking: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.7
  Listening: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.8
  Conversational simulation
- 40.9
  Reading: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.10
  Game: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.11
  Quiz: focus on how to use “such” to refer back to a previously mentioned type of thing
- 40.12
  Grammar: focus on how to use “such” to refer back to a previously mentioned type of thing
Using Synonyms to Replace Repeated Words or Phrases
Objective: Learners will identify and use appropriate synonyms to avoid repeating the same word or expression, enhancing lexical range and fluency in formal writing.
13
- 41.1
  Understanding Synonyms to Avoid Repetition
- 41.2
  Choosing Accurate Synonyms in Context
- 41.3
  Activities to Practice Synonym Use
- 41.4
  Vocabulary to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.5
  Writing to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.6
  Speaking to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.7
  Listening to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.8
  Conversational simulation
- 41.9
  Reading to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.10
  Game to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.11
  Quiz to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.12
  Grammar to identify and use appropriate synonyms to avoid repeating the same word or expression
- 41.13
  C Using Metaphors and Figurative Synonyms for Stylistic Variety
  1 Minute1 Question
Using Metaphors and Figurative Synonyms for Stylistic Variety
Objective: Learners will explore how to use creative or figurative synonyms to replace literal expressions, improving expressiveness and engagement—especially in journalism, speeches, or narrative writing.
13
- 42.1
  Using Metaphors and Figurative Synonyms for Style
- 42.2
  Identifying and Creating Figurative Synonyms
- 42.3
  Practicing Figurative Language in Writing
- 42.4
  Vocabulary about how to use creative or figurative synonyms to replace literal expressions
- 42.5
  Writing about how to use creative or figurative synonyms to replace literal expressions
- 42.6
  Speaking about how to use creative or figurative synonyms to replace literal expressions
- 42.7
  Listening about how to use creative or figurative synonyms to replace literal expressions
- 42.8
  Reading about how to use creative or figurative synonyms to replace literal expressions
- 42.9
  Game about how to use creative or figurative synonyms to replace literal expressions
- 42.10
  Quiz about how to use creative or figurative synonyms to replace literal expressions
- 42.11
  Conversational simulation
- 42.12
  Grammar about how to use creative or figurative synonyms to replace literal expressions
- 42.13
  C Using Synonyms to Replace Repeated Words or Phrases
  1 Minute1 Question
Synonym Choice for Tone, Precision, and Register
Objective: Learners will choose synonyms that fit the tone (formal/informal), convey precise meaning, and match the text's register (academic, conversational, journalistic).
12
- 43.1
  Choosing Synonyms for Tone, Precision, and Register
- 43.2
  Recognizing Connotation and Register
- 43.3
  Practice Activities for Synonym Selection
- 43.4
  Vocabulary to choose synonyms that fit the tone (formal/informal)
- 43.5
  Listening to choose synonyms that fit the tone (formal/informal)
- 43.6
  Writing to choose synonyms that fit the tone (formal/informal)
- 43.7
  Speaking to choose synonyms that fit the tone (formal/informal)
- 43.8
  Conversational simulation
- 43.9
  Reading to choose synonyms that fit the tone (formal/informal)
- 43.10
  Game to choose synonyms that fit the tone (formal/informal)
- 43.11
  Quiz to choose synonyms that fit the tone (formal/informal)
- 43.12
  Grammar to choose synonyms that fit the tone (formal/informal)
Contrast with Prepositions and Phrases: Despite / In spite of / Much as
Objective: Learners will use prepositional structures like despite, in spite of, and the phrase much as to introduce contrasting ideas followed by noun phrases or gerunds.
13
- 44.1
  Introducing Contrast with Despite and In Spite of
- 44.2
  Expressing Contrast and Emotion with Much As
- 44.3
  Practice with Despite, In Spite Of, and Much As
- 44.4
  Vocabulary: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.5
  Writing: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.6
  Listening: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.7
  Speaking: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.8
  Conversational simulation
- 44.9
  Reading: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.10
  Game: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.11
  Quiz: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.12
  Grammar: focus on prepositional structures like despite, in spite of, and the phrase much as
- 44.13
  C Contrast with Prepositions and Phrases: Despite / In spite of / Much as
  1 Minute1 Question
Sentence Positioning and Contrast Flow
Objective: Learners will understand how to vary sentence structure by placing contrast connectors at the beginning, middle, or end, improving style and sentence variety.
12
- 45.1
  Understanding Sentence Positioning with Contrast Connectors
- 45.2
  Techniques for Varying Contrast Connector Placement
- 45.3
  Practicing Contrast Connector Placement and Peer Editing
- 45.4
  Vocabulary to understand how to vary sentence structure by placing contrast connectors
- 45.5
  Listening to understand how to vary sentence structure by placing contrast connectors
- 45.6
  Writing to understand how to vary sentence structure by placing contrast connectors
- 45.7
  Speaking to understand how to vary sentence structure by placing contrast connectors
- 45.8
  Conversational simulation
- 45.9
  Reading to understand how to vary sentence structure by placing contrast connectors
- 45.10
  Game to understand how to vary sentence structure by placing contrast connectors
- 45.11
  Quiz to understand how to vary sentence structure by placing contrast connectors
- 45.12
  Grammar to understand how to vary sentence structure by placing contrast connectors
In Spite Of / Despite + Noun Phrase or Gerund
Objective: Learners will correctly use in spite of and despite followed by noun phrases or -ing forms to introduce contrasting ideas.
13
- 46.1
  Basic Structure of In Spite Of and Despite with Noun Phrases and Gerunds
- 46.2
  Common Mistakes and Correct Use of In Spite Of and Despite
- 46.3
  Practice Activities Using In Spite Of and Despite Correctly
- 46.4
  Vocabulary: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.5
  Speaking: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.6
  Listening: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.7
  Writing: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.8
  Conversational simulation
- 46.9
  Reading: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.10
  Game: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.11
  Quiz: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.12
  Grammar: focus on noun phrases or -ing forms to introduce contrasting ideas
- 46.13
  C In Spite Of / Despite + Noun Phrase or Gerund
  1 Minute1 Question
Advanced Form – In Spite Of / Despite + the Fact That + Subject + Verb
Objective: Learners will accurately use in spite of the fact that and despite the fact that to introduce full clauses while maintaining a formal and fluent tone.
12
- 47.1
  Using In Spite Of and Despite with “The Fact That” for Full Clauses
- 47.2
  Activities and Tips for Using “In Spite Of/Despite the Fact That”
- 47.3
  Vocabulary: focus on full clauses while maintaining a formal and fluent tone
- 47.4
  Speaking: focus on full clauses while maintaining a formal and fluent tone
- 47.5
  Listening: focus on full clauses while maintaining a formal and fluent tone
- 47.6
  Writing: focus on full clauses while maintaining a formal and fluent tone
- 47.7
  Conversational simulation
- 47.8
  Game: focus on full clauses while maintaining a formal and fluent tone
- 47.9
  Reading: focus on full clauses while maintaining a formal and fluent tone
- 47.10
  Quiz: focus on full clauses while maintaining a formal and fluent tone
- 47.11
  Grammar: focus on full clauses while maintaining a formal and fluent tone
- 47.12
  Vocabulary to practice
Sentence Contrast Using Although, Though, and Even Though
Objective: Learners will develop fluency by varying the position of in spite of and despite phrases and choosing between simple or extended forms based on tone and emphasis.
13
- 48.1
  Using Although, Though, and Even Though for Sentence Contrast
- 48.2
  Practicing Contrast Strength with Although, Though, and Even Though
- 48.3
  Applying and Mastering Although, Though, and Even Though
- 48.4
  Vocabulary: focus on choosing between simple or extended forms
- 48.5
  Speaking: focus on choosing between simple or extended forms
- 48.6
  Listening: focus on choosing between simple or extended forms
- 48.7
  Writing: focus on choosing between simple or extended forms
- 48.8
  Conversational simulation
- 48.9
  Reading: focus on choosing between simple or extended forms
- 48.10
  Game: focus on choosing between simple or extended forms
- 48.11
  Quiz: focus on choosing between simple or extended forms
- 48.12
  Grammar: focus on choosing between simple or extended forms
- 48.13
  C Sentence Contrast Using Although, Though, and Even Though
  1 Minute1 Question
Positioning and Spoken Use of Though
Objective: Learners will understand how to use though at the end of a sentence, a common feature in spoken and informal English, to express contrast in a natural, fluent way.
12
- 49.1
  Using Though at the End of Sentences in Spoken English
- 49.2
  Practicing Sentence Transformation with End-Position Though
- 49.3
  Using End-Position Though in Dialogue Practice
- 49.4
  Vocabulary: focus on informal English, to express contrast in a natural, fluent way.
- 49.5
  Speaking: focus on informal English, to express contrast in a natural, fluent way.
- 49.6
  Listening: focus on informal English, to express contrast in a natural, fluent way.
- 49.7
  Writing: focus on informal English, to express contrast in a natural, fluent way.
- 49.8
  Conversational simulation
- 49.9
  Reading: focus on informal English, to express contrast in a natural, fluent way.
- 49.10
  Game: focus on informal English, to express contrast in a natural, fluent way.
- 49.11
  Quiz: focus on informal English, to express contrast in a natural, fluent way.
- 49.12
  Grammar: focus on informal English, to express contrast in a natural, fluent way.
Meaning and Structure of Even If
Objective: Learners will understand that even if introduces a condition that doesn’t affect the outcome, and will use it correctly with a subject + verb clause.
12
- 50.1
  Understanding the Meaning and Structure of Even If
- 50.2
  Choosing and Completing Sentences with Even If
- 50.3
  Transforming Sentences and Strengthening Contrast with Even If
- 50.4
  Vocabulary: focus on even if
- 50.5
  Writing: focus on even if
- 50.6
  Listening: focus on even if
- 50.7
  Speaking: focus on even if
- 50.8
  Conversational simulation
- 50.9
  Reading: focus on even if
- 50.10
  Game: focus on even if
- 50.11
  Quiz: focus on even if
- 50.12
  Grammar: focus on even if
Expressing Strong Commitment or Determination
Objective: Learners will use even if to express determination, refusal, or conviction in both formal and emotional contexts.
12
- 51.1
  Expressing Strong Commitment and Determination with Even If
- 51.2
  Practicing Argumentative and Commitment Sentences with Even If
- 51.3
  Debate Roleplay and Using Even If for Conviction
- 51.4
  Vocabulary: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.5
  Writing: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.6
  Speaking: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.7
  Listening: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.8
  Conversational simulation
- 51.9
  Reading: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.10
  Quiz: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.11
  Game: focus to express determination, refusal, or conviction in both formal and emotional contexts
- 51.12
  Grammar: focus to express determination, refusal, or conviction in both formal and emotional contexts
Even If vs. Even Though vs. If – Clarifying the Differences
Objective: Learners will compare even if, even though, and if, choosing appropriately based on the reality or relevance of the condition.
13
- 52.1
  Clarifying the Differences Between Even If, Even Though, and If
- 52.2
  Practicing Sentence Transformation and Connector Choice
- 52.3
  Editing for Cohesion with Even If, Even Though, and If
- 52.4
  Vocabulary: focus on even if, even though, and if
- 52.5
  Writing: focus on even if, even though, and if
- 52.6
  Speaking: focus on even if, even though, and if
- 52.7
  Listening: focus on even if, even though, and if
- 52.8
  Conversational simulation
- 52.9
  Reading: focus on even if, even though, and if
- 52.10
  Game: focus on even if, even though, and if
- 52.11
  Quiz: focus on even if, even though, and if
- 52.12
  Grammar: focus on even if, even though, and if
- 52.13
  C Even If vs. Even Though vs. If – Clarifying the Differences
  1 Minute1 Question
While as a Contrastive Conjunction (Meaning "Although")
Objective: Learners will understand and apply while to mean “although” or “despite the fact that”, particularly at the beginning of a sentence.
12
- 53.1
  Understanding While as a Contrastive Conjunction Meaning “Although”
- 53.2
  Practicing Sentences with While for Concession
- 53.3
  Soften Opinions and Criticism Using While – Listening and Rewriting
- 53.4
  Vocabulary for “although” and “despite the fact that”
- 53.5
  Writing for “although” and “despite the fact that”
- 53.6
  Speaking for “although” and “despite the fact that”
- 53.7
  Listening for “although” and “despite the fact that”
- 53.8
  Conversational simulation
- 53.9
  Reading for “although” and “despite the fact that”
- 53.10
  Game for “although” and “despite the fact that”
- 53.11
  Quiz for “although” and “despite the fact that”
- 53.12
  Grammar for “although” and “despite the fact that”
While and Whereas for Comparing Opposites or Differences
Objective: Learners will use while and whereas to make direct comparisons between two people, groups, or situations that show contrast.
13
- 54.1
  Using While and Whereas to Compare Opposites or Differences
- 54.2
  Practicing Comparisons Using While and Whereas
- 54.3
  Advanced Comparison Exercises and Choosing While vs. Whereas
- 54.4
  Vocabulary: focus on while and whereas to make direct comparisons
- 54.5
  Listening: focus on while and whereas to make direct comparisons
- 54.6
  Speaking: focus on while and whereas to make direct comparisons
- 54.7
  Writing: focus on while and whereas to make direct comparisons
- 54.8
  Conversational simulation
- 54.9
  Reading: focus on while and whereas to make direct comparisons
- 54.10
  Game: focus on while and whereas to make direct comparisons
- 54.11
  Quiz: focus on while and whereas to make direct comparisons
- 54.12
  Grammar: focus on while and whereas to make direct comparisons
- 54.13
  C Learners will use while and whereas to make direct comparisons between two people, groups, or situations that show contrast.
  1 Minute1 Question
Choosing Between Contrastive Uses of While, Whereas, and Other Conjunctions
Objective: Learners will distinguish while and whereas from other conjunctions like although, even though, and but, based on tone, position, and function.
12
- 55.1
  Distinguishing While, Whereas, and Other Contrastive Conjunctions
- 55.2
  Practicing Matching and Rewriting with Contrast Connectors
- 55.3
  Editing Paragraphs for Consistent Contrast Tone and Style
- 55.4
  Vocabulary: focus on although, even though, and but, based on tone, position, and function
- 55.5
  Reading: focus on although, even though, and but, based on tone, position, and function
- 55.6
  Writing: focus on although, even though, and but, based on tone, position, and function
- 55.7
  Listening: focus on although, even though, and but, based on tone, position, and function
- 55.8
  Speaking: focus on although, even though, and but, based on tone, position, and function
- 55.9
  Conversational simulation
- 55.10
  Game: focus on although, even though, and but, based on tone, position, and function
- 55.11
  Quiz: focus on although, even though, and but, based on tone, position, and function
- 55.12
  Grammar: focus on although, even though, and but, based on tone, position, and function
Meaning and Structure of Much as
Objective: Learners will understand that much as introduces a strong concession and is followed by a subject + verb clause.
12
- 56.1
  Understanding «Much As» – Introduction to Meaning and Usage
- 56.2
  Exploring the Function of «Much As» in Contrast Statements
- 56.3
  Activities to Practice Using «Much As» in Context
- 56.4
  Vocabulary: focus on much as to introduces a strong concession
- 56.5
  Writing: focus on much as to introduces a strong concession
- 56.6
  Listening: focus on much as to introduces a strong concession
- 56.7
  Speaking: focus on much as to introduces a strong concession
- 56.8
  Conversational simulation
- 56.9
  Reading: focus on much as to introduces a strong concession
- 56.10
  Game: focus on much as to introduces a strong concession
- 56.11
  Quiz: focus on much as to introduces a strong concession
- 56.12
  Grammar: focus on much as to introduces a strong concession
Emphasizing Emotion, Desire, or Appreciation with Much as
Objective: Learners will use much as to express strong emotional or personal contrasts, especially in writing about experiences, reflections, or arguments.
12
- 57.1
  Emphasizing Emotion and Desire with «Much As»
- 57.2
  Practicing the Use of «Much As» for Emotional Contrasts
- 57.3
  Advanced Practice with «Much As» to Show Emotional and Personal Conflict
- 57.4
  Vocabulary to express strong emotional or personal contrasts
- 57.5
  Writing to express strong emotional or personal contrasts
- 57.6
  Speaking to express strong emotional or personal contrasts
- 57.7
  Conversational simulation
- 57.8
  Reading to express strong emotional or personal contrasts
- 57.9
  Game to express strong emotional or personal contrasts
- 57.10
  Quiz to express strong emotional or personal contrasts
- 57.11
  Listening to express strong emotional or personal contrasts
- 57.12
  Grammar to express strong emotional or personal contrasts
Comparing Much as to Other Contrast Structures
Objective: Learners will compare much as with other contrastive connectors like although, even though, and while, learning when to choose it for formality and emotional emphasis.
13
- 58.1
  Comparing «Much As» to Other Contrastive Connectors
- 58.2
  Practicing with Contrastive Connectors
- 58.3
  Practicing with Contrastive Connectors part 2
- 58.4
  Final Thoughts on Using Contrastive Connectors
- 58.5
  Vocabulary to compare much as with other contrastive connectors
- 58.6
  Game to compare much as with other contrastive connectors
- 58.7
  Quiz to compare much as with other contrastive connectors
- 58.8
  Conversational simulation
- 58.9
  Writing to compare much as with other contrastive connectors
- 58.10
  Listening to compare much as with other contrastive connectors
- 58.11
  Speaking to compare much as with other contrastive connectors
- 58.12
  Reading to compare much as with other contrastive connectors
- 58.13
  Grammar to compare much as with other contrastive connectors
Ellipsis in Coordinated Clauses – Avoiding Repetition
Objective: Learners will use ellipsis in compound or coordinated sentences to avoid repeating elements (subject, verb, object) that are already stated.
12
- 59.1
  Understanding Ellipsis in Coordinated Clauses
- 59.2
  Practicing Ellipsis in Coordinated Clauses
- 59.3
  Improving Paragraph Flow Using Ellipsis
- 59.4
  Vocabulary: focus on ellipsis in compound or coordinated sentences
- 59.5
  Game: focus on ellipsis in compound or coordinated sentences
- 59.6
  Quiz: focus on ellipsis in compound or coordinated sentences
- 59.7
  Grammar: focus on ellipsis in compound or coordinated sentences
- 59.8
  Conversational simulation
- 59.9
  Speaking: focus on ellipsis in compound or coordinated sentences
- 59.10
  Reading: focus on ellipsis in compound or coordinated sentences
- 59.11
  Writing: focus on ellipsis in compound or coordinated sentences
- 59.12
  Listening: focus on ellipsis in compound or coordinated sentences
Advanced Ellipsis – Contextual Clarity and Stylistic Control
Objective: Learners will control when and how to apply ellipsis for effective and natural communication without causing ambiguity.
13
- 60.1
  Advanced Ellipsis – Contextual Clarity and Stylistic Control
- 60.2
  Balancing Ellipsis in Formal vs. Informal Registers
- 60.3
  Practice with Ellipsis – Clarity and Style
- 60.4
  Vocabulary: focus on control when and how to apply ellipsis
- 60.5
  Game: focus on control when and how to apply ellipsis
- 60.6
  Quiz: focus on control when and how to apply ellipsis
- 60.7
  Conversational simulation
- 60.8
  Grammar: focus on control when and how to apply ellipsis
- 60.9
  Speaking: focus on control when and how to apply ellipsis
- 60.10
  LIstening: focus on control when and how to apply ellipsis
- 60.11
  Writing: focus on control when and how to apply ellipsis
- 60.12
  Reading: focus on control when and how to apply ellipsis
- 60.13
  C Advanced Ellipsis – Contextual Clarity and Stylistic Control
  1 Minute1 Question
Omitting the Repeated Subject After And, But, and Or
Objective: Learners will recognize and apply ellipsis rules when the subject is repeated after coordinating linkers like and, but, and or.
12
- 61.1
  Omitting the Repeated Subject After And, But, and Or
- 61.2
  Practicing Ellipsis After And, But, and Or
- 61.3
  Mastering Ellipsis for Efficiency
- 61.4
  Vocabulary: focus on recognize and apply ellipsis rules
- 61.5
  Grammar: focus on recognize and apply ellipsis rules
- 61.6
  Game: focus on recognize and apply ellipsis rules
- 61.7
  Quiz: focus on recognize and apply ellipsis rules
- 61.8
  Conversational simulation
- 61.9
  Speaking: focus on recognize and apply ellipsis rules
- 61.10
  Reading: focus on recognize and apply ellipsis rules
- 61.11
  Listening: focus on recognize and apply ellipsis rules
- 61.12
  Writing: focus on recognize and apply ellipsis rules
Omitting Be After Linkers with Repeated Subjects
Objective: Learners will omit both the subject and the verb "be" when used repeatedly after coordinating linkers, maintaining natural rhythm and clarity.
12
- 62.1
  Omitting Be After Linkers with Repeated Subjects
- 62.2
  Practicing Omitting Be After Linkers
- 62.3
  Mastering Ellipsis with Be After Linkers
- 62.4
  Vocabulary: focus on omit both the subject and the verb «be» when used repeatedly
- 62.5
  Game: focus on omit both the subject and the verb «be» when used repeatedly
- 62.6
  Quiz: focus on omit both the subject and the verb «be» when used repeatedly
- 62.7
  Conversational simulation
- 62.8
  Reading: focus on omit both the subject and the verb «be» when used repeatedly
- 62.9
  Writing: focus on omit both the subject and the verb «be» when used repeatedly
- 62.10
  Speaking: focus on omit both the subject and the verb «be» when used repeatedly
- 62.11
  Listening: focus on omit both the subject and the verb «be» when used repeatedly
- 62.12
  Grammar: focus on omit both the subject and the verb «be» when used repeatedly
When Ellipsis Is Not Allowed – Understanding Limits
Objective: Learners will recognize that ellipsis is not appropriate after subordinating conjunctions like because, before, when, after, or while.
13
- 63.1
  Ellipsis and Sentence Structure – The Basics
- 63.2
  Subordinating vs. Coordinating Conjunctions – Understanding the Difference
- 63.3
  Practicing Correct Usage – Spotting and Fixing Ellipsis Errors
- 63.4
  Vocabulary: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.5
  Game: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.6
  Grammar: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.7
  Quiz: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.8
  Conversational simulation
- 63.9
  Listening: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.10
  Writing: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.11
  Speaking: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.12
  Reading: focus on recognize that ellipsis is not appropriate after subordinating conjunctions
- 63.13
  C When Ellipsis Is Not Allowed – Understanding Limits
  1 Minute1 Question
Omitting the Verb Phrase After To
Objective: Learners will recognize when a verb phrase following to can be omitted because it's understood from context.
12
- 64.1
  Understanding Ellipsis After “To” – The Basics
- 64.2
  Recognizing and Rewriting with Ellipsis After “To”
- 64.3
  Using Ellipsis After “To” in Natural Dialogue
- 64.4
  Vocabulary: focus on recognize when a verb phrase following to can be omitted
- 64.5
  Grammar: focus on recognize when a verb phrase following to can be omitted
- 64.6
  Game: focus on recognize when a verb phrase following to can be omitted
- 64.7
  Quiz: focus on recognize when a verb phrase following to can be omitted
- 64.8
  Conversational simulation
- 64.9
  Writing: focus on recognize when a verb phrase following to can be omitted
- 64.10
  Listening: focus on recognize when a verb phrase following to can be omitted
- 64.11
  Speaking: focus on recognize when a verb phrase following to can be omitted
- 64.12
  Reading: focus on recognize when a verb phrase following to can be omitted
Enhancing Fluency and Naturalness in Conversation
Objective: Learners will incorporate ellipsis after to in spoken interaction to improve natural rhythm, avoid repetition, and sound more fluent.
12
- 65.1
  Speaking Fluently – Why Ellipsis After “To” Matters
- 65.2
  Patterns and Situations – Using Ellipsis in Real Speech
- 65.3
  Practicing Natural Speech – Responding with Ellipsis After “To”
- 65.4
  Vocabulary: focus on incorporate ellipsis after to in spoken interaction
- 65.5
  Game: focus on incorporate ellipsis after to in spoken interaction
- 65.6
  Quiz: focus on incorporate ellipsis after to in spoken interaction
- 65.7
  Conversational simulation
- 65.8
  Writing: focus on incorporate ellipsis after to in spoken interaction
- 65.9
  Listening: focus on incorporate ellipsis after to in spoken interaction
- 65.10
  Speaking: focus on incorporate ellipsis after to in spoken interaction
- 65.11
  Reading: focus on incorporate ellipsis after to in spoken interaction
- 65.12
  Grammar: focus on incorporate ellipsis after to in spoken interaction
Comparing Full and Elliptical Constructions
Objective: Learners will understand when it is appropriate to use ellipsis after to, and when it is better to repeat the verb for clarity or emphasis.
12
- 66.1
  Elliptical vs. Full Constructions – Understanding the Difference
- 66.2
  Tone and Clarity – Choosing the Right Form
- 66.3
  Practicing Choice – When to Use or Avoid Ellipsis
- 66.4
  Vocabulary: focus on understand when it is appropriate to use ellipsis after to
- 66.5
  Game: focus on understand when it is appropriate to use ellipsis after to
- 66.6
  Quiz: focus on understand when it is appropriate to use ellipsis after to
- 66.7
  Conversational simulation
- 66.8
  Grammar: focus on understand when it is appropriate to use ellipsis after to
- 66.9
  Listening: focus on understand when it is appropriate to use ellipsis after to
- 66.10
  Speaking: focus on understand when it is appropriate to use ellipsis after to
- 66.11
  Reading: focus on understand when it is appropriate to use ellipsis after to
- 66.12
  Writing: focus on understand when it is appropriate to use ellipsis after to
Omitting Repeated Verb Phrases After Auxiliaries
Objective: Learners will omit part of a verb phrase already mentioned after auxiliary verbs such as have, be, and do when context makes the meaning clear.
12
- 67.1
  Omitting Repeated Verb Phrases After Auxiliaries – The Basics
- 67.2
  Using Auxiliary Ellipsis Across Tenses and Contexts
- 67.3
  Practicing Ellipsis with Auxiliary Verbs – Fluency in Action
- 67.4
  Vocabulary: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.5
  Game: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.6
  Quiz: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.7
  Conversational simulation
- 67.8
  Grammar: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.9
  Listening: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.10
  Speaking: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.11
  Writing: focus on omit part of a verb phrase already mentioned after auxiliary verbs
- 67.12
  Reading: focus on omit part of a verb phrase already mentioned after auxiliary verbs
Omitting Verb Phrases After Modal Verbs
Objective: Learners will practice omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.) to express agreement, contrast, or confirmation without repetition.
13
- 68.1
  Omitting Verb Phrases After Modal Verbs – The Essentials
- 68.2
  Exploring Modal Structures and Ellipsis in Context
- 68.3
  Practicing Ellipsis After Modals – Speak and Write with Ease
- 68.4
  Vocabulary: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.5
  Game: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.6
  Quiz: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.7
  Conversational simulation
- 68.8
  Writing: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.9
  Listening: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.10
  Reading: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.11
  Speaking: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.12
  Grammar: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)
- 68.13
  C Omitting Verb Phrases After Modal Verbs
  1 Minute1 Question
Comparing Ellipsis After Auxiliaries, Modals, and Full Repetition
Objective: Learners will compare elliptical and non-elliptical forms, identifying when ellipsis improves fluency and when full repetition is needed for emphasis or clarity.
12
- 69.1
  Comparing Ellipsis and Full Repetition – The Foundations
- 69.2
  Auxiliaries, Modals, and Ellipsis in Action
- 69.3
  Choosing Wisely – Practicing Ellipsis and Repetition
- 69.4
  Vocabulary: focus on compare elliptical and non-elliptical forms
- 69.5
  Game: focus on compare elliptical and non-elliptical forms
- 69.6
  Quiz: focus on compare elliptical and non-elliptical forms
- 69.7
  Conversational simulation
- 69.8
  Grammar: focus on compare elliptical and non-elliptical forms
- 69.9
  Listening: focus on compare elliptical and non-elliptical forms
- 69.10
  Writing: focus on compare elliptical and non-elliptical forms
- 69.11
  Reading: focus on compare elliptical and non-elliptical forms
- 69.12
  Speaking; focus on compare elliptical and non-elliptical forms
Recognizing When Subject Pronouns Can Be Omitted
Objective: Learners will understand when it’s natural and acceptable to omit subject pronouns, especially in short, spontaneous responses.
12
- 70.1
  Omitting Subject Pronouns – The Essentials
- 70.2
  When to Drop the Pronoun – Context and Clarity
- 70.3
  Practicing Natural Speech – Omitting Subject Pronouns
- 70.4
  Vocabulary: understand when it’s natural and acceptable to omit subject pronouns
- 70.5
  Game: understand when it’s natural and acceptable to omit subject pronouns
- 70.6
  Quiz: understand when it’s natural and acceptable to omit subject pronouns
- 70.7
  Conversational simulation
- 70.8
  Writing: understand when it’s natural and acceptable to omit subject pronouns
- 70.9
  Listening: understand when it’s natural and acceptable to omit subject pronouns
- 70.10
  Grammar: understand when it’s natural and acceptable to omit subject pronouns
- 70.11
  Reading: understand when it’s natural and acceptable to omit subject pronouns
- 70.12
  Speaking: understand when it’s natural and acceptable to omit subject pronouns
Using Omitted Pronouns in Real-Time Speech and Interaction
Objective: Learners will practice responding fluently in conversation by omitting subject pronouns when appropriate.
12
- 71.1
  Sounding Native – Omitting Pronouns in Real-Time Speech
- 71.2
  Context and Clarity – Using Ellipsis Responsibly
- 71.3
  Practicing Real-Time Fluency – Responding with Ellipsis
- 71.4
  Vocabulary: responding fluently in conversation
- 71.5
  Grammar: responding fluently in conversation
- 71.6
  Game: responding fluently in conversation
- 71.7
  Quiz: responding fluently in conversation
- 71.8
  Conversational simulation
- 71.9
  Listening: responding fluently in conversation
- 71.10
  Writing: responding fluently in conversation
- 71.11
  Reading: responding fluently in conversation
- 71.12
  Speaking: responding fluently in conversation
Style and Register – When to Keep or Omit Pronouns
Objective: Learners will learn when omitting subject pronouns is stylistically appropriate (e.g., speech, texting) and when it should be avoided (e.g., formal writing).
12
- 72.1
  Style and Register – When Pronoun Ellipsis Is Acceptable
- 72.2
  Matching Tone to Context – Practical Examples
- 72.3
  Formal vs. Informal – Rewriting with Style Awareness
- 72.4
  Vocabulary: learn when omitting subject pronouns is stylistically appropriate
- 72.5
  Grammar: learn when omitting subject pronouns is stylistically appropriate
- 72.6
  Game: learn when omitting subject pronouns is stylistically appropriate
- 72.7
  Quiz: learn when omitting subject pronouns is stylistically appropriate
- 72.8
  Conversational simulation
- 72.9
  Writing: learn when omitting subject pronouns is stylistically appropriate
- 72.10
  Speaking: learn when omitting subject pronouns is stylistically appropriate
- 72.11
  Listening: learn when omitting subject pronouns is stylistically appropriate
- 72.12
  Reading: learn when omitting subject pronouns is stylistically appropriate
Recognizing Ellipsis in Informal Questions
Objective: Learners will recognize when it's acceptable to omit both the subject pronoun and the auxiliary verb in spoken English questions, especially with "want" and "have got".
12
- 73.1
  Recognizing Ellipsis in Informal Questions – The Basics
- 73.2
  Spotting Elliptical Questions in Real Dialogue
- 73.3
  Using Ellipsis in Your Own Questions – Practice and Production
- 73.4
  Vocabulary: omit both the subject pronoun and the auxiliary verb
- 73.5
  Grammar: omit both the subject pronoun and the auxiliary verb
- 73.6
  Game: omit both the subject pronoun and the auxiliary verb
- 73.7
  Quiz: omit both the subject pronoun and the auxiliary verb
- 73.8
  Conversational simulation
- 73.9
  Listening: omit both the subject pronoun and the auxiliary verb
- 73.10
  Writing: omit both the subject pronoun and the auxiliary verb
- 73.11
  Reading: omit both the subject pronoun and the auxiliary verb
- 73.12
  Speaking: omit both the subject pronoun and the auxiliary verb
Speaking Fluently – Using Elliptical Questions Naturally
Objective: Learners will use elliptical questions accurately and fluently in spoken interactions, focusing on rhythm, tone, and appropriateness.
13
- 74.1
  Speaking Fluently – The Role of Elliptical Questions
- 74.2
  Practicing Fluency – Rhythm and Response with Ellipsis
- 74.3
  Real-Time Fluency – Role-Play with Elliptical Questions
- 74.4
  Vocabulary: elliptical questions accurately and fluently
- 74.5
  Game: elliptical questions accurately and fluently
- 74.6
  Quiz: elliptical questions accurately and fluently
- 74.7
  Grammar: elliptical questions accurately and fluently
- 74.8
  Listening: elliptical questions accurately and fluently
- 74.9
  Reading: elliptical questions accurately and fluently
- 74.10
  Speaking: elliptical questions accurately and fluently
- 74.11
  Writing: elliptical questions accurately and fluently
- 74.12
  Conversational simulation
- 74.13
  C Speaking Fluently – Using Elliptical Questions Naturally
  1 Minute1 Question
When Ellipsis Is Not Appropriate – Formality and Clarity
Objective: Learners will understand the limits of omitting subjects and auxiliaries, especially in formal or written contexts where clarity is essential.
12
- 75.1
  When Ellipsis Is Not Appropriate – The Role of Clarity and Register
- 75.2
  Rewriting Informal Questions for Formal Contexts
- 75.3
  Applying Good Judgment – Peer Review and Contextual Choice
- 75.4
  Vocabulary: understand the limits of omitting subjects and auxiliaries
- 75.5
  Grammar: understand the limits of omitting subjects and auxiliaries
- 75.6
  Game: understand the limits of omitting subjects and auxiliaries
- 75.7
  Quiz: understand the limits of omitting subjects and auxiliaries
- 75.8
  Conversational simulation
- 75.9
  Writing: understand the limits of omitting subjects and auxiliaries
- 75.10
  Listening: understand the limits of omitting subjects and auxiliaries
- 75.11
  Reading: understand the limits of omitting subjects and auxiliaries
- 75.12
  Speaking: understand the limits of omitting subjects and auxiliaries
Omitting Auxiliary Verbs in Spoken English
Objective: Learners will identify when auxiliary verbs can be omitted in informal spoken questions, particularly when the subject is you, we, they, or he/she.
12
- 76.1
  Omitting Auxiliary Verbs in Spoken English – The Essentials
- 76.2
  Practicing Elliptical Questions – From Full to Fluent
- 76.3
  Speaking Practice – Using Elliptical Questions Fluently
- 76.4
  Vocabulary: identify when auxiliary verbs can be omitted
- 76.5
  Game: identify when auxiliary verbs can be omitted
- 76.6
  Quiz: identify when auxiliary verbs can be omitted
- 76.7
  Grammar: identify when auxiliary verbs can be omitted
- 76.8
  Conversational simulation
- 76.9
  Listening: identify when auxiliary verbs can be omitted
- 76.10
  Reading: identify when auxiliary verbs can be omitted
- 76.11
  Writing: identify when auxiliary verbs can be omitted
- 76.12
  Speaking: identify when auxiliary verbs can be omitted
Subject Limitations – When You Can and Can’t Omit
Objective: Learners will understand when it’s not acceptable to omit auxiliary verbs—especially with “I”, “it”, or more formal structures.
12
- 77.1
  Subject Limitations – When You Can and Can’t Omit Auxiliaries
- 77.2
  Correcting Unnatural Elliptical Questions
- 77.3
  Creating Natural Elliptical Questions
- 77.4
  Vocabulary: understand when it’s not acceptable to omit auxiliary verbs
- 77.5
  Game: understand when it’s not acceptable to omit auxiliary verbs
- 77.6
  Grammar: understand when it’s not acceptable to omit auxiliary verbs
- 77.7
  Quiz: understand when it’s not acceptable to omit auxiliary verbs
- 77.8
  Conversational simulation
- 77.9
  Listening: understand when it’s not acceptable to omit auxiliary verbs
- 77.10
  Reading: understand when it’s not acceptable to omit auxiliary verbs
- 77.11
  Writing: understand when it’s not acceptable to omit auxiliary verbs
- 77.12
  Speaking: understand when it’s not acceptable to omit auxiliary verbs
Balancing Informality and Clarity in Communication
Objective: Learners will apply ellipsis confidently in spoken English while knowing when to avoid it in writing or formal situations.
12
- 78.1
  Balancing Informality and Clarity – When Ellipsis Works
- 78.2
  From Casual to Formal – Rewriting Elliptical Speech
- 78.3
  Applying Ellipsis – Real Speech vs. Formal Register
- 78.4
  Vocabulary: apply ellipsis confidently in spoken English
- 78.5
  Game: apply ellipsis confidently in spoken English
- 78.6
  Grammar: apply ellipsis confidently in spoken English
- 78.7
  Quiz: apply ellipsis confidently in spoken English
- 78.8
  Conversational simulation
- 78.9
  Listening: apply ellipsis confidently in spoken English
- 78.10
  Reading: apply ellipsis confidently in spoken English
- 78.11
  Writing: apply ellipsis confidently in spoken English
- 78.12
  Speaking: apply ellipsis confidently in spoken English
Cleft Sentences – Focusing the Message
Objective: Learners will use cleft sentences to shift focus and emphasise specific information in a sentence.
10
- 79.1
  Cleft Sentences – Focusing the Message with «It + Be»
- 79.2
  Highlighting Ideas with «What» Cleft Sentences
- 79.3
  Mastering Emphasis – Real Practice with Cleft Sentences
- 79.4
  Vocabulary: use cleft sentences to shift focus
- 79.5
  Grammar: use cleft sentences to shift focus
- 79.6
  Conversational simulation
- 79.7
  Listening: use cleft sentences to shift focus
- 79.8
  Reading: use cleft sentences to shift focus
- 79.9
  Writing: use cleft sentences to shift focus
- 79.10
  Speaking: use cleft sentences to shift focus
Inversion for Emphasis and Style
Objective: Learners will use inversion to add emphasis and create more formal, literary or dramatic tone.
12
- 80.1
  Inversion for Emphasis – Negative Adverbials
- 80.2
  Conditional Inversion – Dropping “If” for Formality
- 80.3
  Dramatic Tone – So / Such … That Inversion
- 80.4
  Vocabulary: use inversion to add emphasis
- 80.5
  Game: use inversion to add emphasis
- 80.6
  Grammar: use inversion to add emphasis
- 80.7
  Quiz: use inversion to add emphasis
- 80.8
  Conversational simulation
- 80.9
  Writing: use inversion to add emphasis
- 80.10
  Listening: use inversion to add emphasis
- 80.11
  Reading: use inversion to add emphasis
- 80.12
  Speaking: use inversion to add emphasis
Emphatic Use of Auxiliary Verbs
Objective: Learners will use auxiliary verbs for contrast, correction, and emphasis, especially in spoken English.
12
- 81.1
  Understanding the It-Cleft Structure – Foundations and Focus
- 81.2
  Identifying the Focus in It-Cleft Sentences
- 81.3
  Transforming Sentences – Practicing It-Cleft Constructions
- 81.4
  Vocabulary: use auxiliary verbs for contrast, correction, and emphasis
- 81.5
  Game: use auxiliary verbs for contrast, correction, and emphasis
- 81.6
  Grammar: use auxiliary verbs for contrast, correction, and emphasis
- 81.7
  Quiz: use auxiliary verbs for contrast, correction, and emphasis
- 81.8
  Conversational simulation
- 81.9
  Reading: use auxiliary verbs for contrast, correction, and emphasis
- 81.10
  Listening: use auxiliary verbs for contrast, correction, and emphasis
- 81.11
  Writing: use auxiliary verbs for contrast, correction, and emphasis
- 81.12
  Speaking: use auxiliary verbs for contrast, correction, and emphasis
Understanding It-cleft Sentence Structure
Objective: Learners will understand the structure and function of it-cleft sentences and how they differ from neutral statements.
12
- 82.1
  Emphasising Subjects with Cleft Sentences
- 82.2
  Emphasising Objects, Time, and Place
- 82.3
  Adjusting Focus – One Sentence, Multiple Emphases
- 82.4
  Vocabulary: function of it-cleft sentences
- 82.5
  Game: function of it-cleft sentences
- 82.6
  Grammar: function of it-cleft sentences
- 82.7
  Quiz: function of it-cleft sentences
- 82.8
  Conversational simulation
- 82.9
  Reading: function of it-cleft sentences
- 82.10
  Listening: function of it-cleft sentences
- 82.11
  Writing: function of it-cleft sentences
- 82.12
  Speaking: function of it-cleft sentences
Emphasising Different Elements of a Sentence
Objective: Learners will practise how to cleft different sentence elements to adjust focus and create rhetorical contrast.
13
- 83.1
  Understanding Style and Tone in It-Cleft Sentences
- 83.2
  It-Clefts in Storytelling and Correction
- 83.3
  Choosing the Right Cleft for the Right Tone
- 83.4
  Vocabulary: how to cleft different sentence elements to adjust focus
- 83.5
  Game: how to cleft different sentence elements to adjust focus
- 83.6
  Grammar: how to cleft different sentence elements to adjust focus
- 83.7
  Quiz: how to cleft different sentence elements to adjust focus
- 83.8
  Conversational simulation
- 83.9
  Listening: how to cleft different sentence elements to adjust focus
- 83.10
  Reading: how to cleft different sentence elements to adjust focus
- 83.11
  Speaking: how to cleft different sentence elements to adjust focus
- 83.12
  Writing: how to cleft different sentence elements to adjust focus
- 83.13
  C Emphasising Different Elements of a Sentence
  1 Minute1 Question
Style and Tone – Using It-clefts Appropriately
Objective: Learners will use cleft structures with stylistic awareness, adjusting tone for formal, spoken, and narrative contexts.
12
- 84.1
  What-Clefts – Focusing on What Really Matters
- 84.2
  Explaining Reactions, Causes, and Results with What-Clefts
- 84.3
  Transforming Sentences into What-Clefts for Emphasis
- 84.4
  Vocabulary: cleft structures with stylistic awareness, adjusting tone for formal
- 84.5
  Game: cleft structures with stylistic awareness, adjusting tone for formal
- 84.6
  Grammar: cleft structures with stylistic awareness, adjusting tone for formal
- 84.7
  Quiz: cleft structures with stylistic awareness, adjusting tone for formal
- 84.8
  Conversational simulation
- 84.9
  Writing: cleft structures with stylistic awareness, adjusting tone for formal
- 84.10
  Speaking: cleft structures with stylistic awareness, adjusting tone for formal
- 84.11
  Reading: cleft structures with stylistic awareness, adjusting tone for formal
- 84.12
  Listening: cleft structures with stylistic awareness, adjusting tone for formal
What-clefts – Highlighting a Key Idea
Objective: Learners will use what-cleft sentences to express what matters most or what caused something, especially in personal or emotional contexts.
12
- 85.1
  Expanding Emphasis with Wh-Clefts – How and Why
- 85.2
  Wh-Clefts for Place and People – Where and Who
- 85.3
  Practising Wh-Clefts – Building Fluency and Focus
- 85.4
  Vocabulary: what-cleft sentences to express what matters most or what caused something
- 85.5
  Game: what-cleft sentences to express what matters most or what caused something
- 85.6
  Grammar: what-cleft sentences to express what matters most or what caused something
- 85.7
  Quiz: what-cleft sentences to express what matters most or what caused something
- 85.8
  Writing: what-cleft sentences to express what matters most or what caused something
- 85.9
  Listening: what-cleft sentences to express what matters most or what caused something
- 85.10
  Speaking: what-cleft sentences to express what matters most or what caused something
- 85.11
  Reading: what-cleft sentences to express what matters most or what caused something
- 85.12
  Conversational simulation
Expanding with Other Wh-words: How, Why, Where, Who
Objective: Learners will explore and use other wh-cleft constructions for emphasis and storytelling clarity.
12
- 86.1
  Reverse What-Clefts – Shifting Focus for Style
- 86.2
  Rewriting for Tone – Reverse What-Cleft Practice
- 86.3
  Storytelling with Reverse What-Clefts
- 86.4
  Vocabulary: explore and use other wh-cleft constructions for emphasis
- 86.5
  Game: explore and use other wh-cleft constructions for emphasis
- 86.6
  Grammar: explore and use other wh-cleft constructions for emphasis
- 86.7
  Quiz: explore and use other wh-cleft constructions for emphasis
- 86.8
  Speaking: explore and use other wh-cleft constructions for emphasis
- 86.9
  Reading: explore and use other wh-cleft constructions for emphasis
- 86.10
  Conversational simulation
- 86.11
  Writing: explore and use other wh-cleft constructions for emphasis
- 86.12
  Listening: explore and use other wh-cleft constructions for emphasis
Flexible Word Order – What-clefts at the End
Objective: Learners will use reverse what-clefts (emphasised idea + what clause) to add style variety and subtlety in written and spoken English
13
- 87.1
  What Is Inversion with Negative Adverbials? – Introduction and Core Structure
- 87.2
  Transforming Sentences – From Neutral to Inverted
- 87.3
  When to Invert – Quiz and Usage Tips
- 87.4
  Vocabulary: reverse what-clefts (emphasised idea + what clause)
- 87.5
  Game: reverse what-clefts (emphasised idea + what clause)
- 87.6
  Grammar: reverse what-clefts (emphasised idea + what clause)
- 87.7
  Quiz: reverse what-clefts (emphasised idea + what clause)
- 87.8
  Conversational simulation
- 87.9
  Writing: reverse what-clefts (emphasised idea + what clause)
- 87.10
  Listening: reverse what-clefts (emphasised idea + what clause)
- 87.11
  Reading: reverse what-clefts (emphasised idea + what clause)
- 87.12
  Speaking: reverse what-clefts (emphasised idea + what clause)
- 87.13
  C Flexible Word Order – What-clefts at the End
  1 Minute1 Question
What Is Inversion with Negative Adverbials?
Objective: Learners will understand the structure and function of inversion when using negative or limiting adverbials for emphasis in formal contexts.
12
- 88.1
  What Is Inversion with Negative Adverbials? – Introduction and Core Structure
- 88.2
  Transforming Sentences – From Neutral to Inverted
- 88.3
  When to Invert – Quiz and Usage Tips
- 88.4
  Vocabulary: structure and function of inversion when using negative or limiting adverbials
- 88.5
  Game: structure and function of inversion when using negative or limiting adverbials
- 88.6
  Grammar: structure and function of inversion when using negative or limiting adverbials
- 88.7
  Quiz: structure and function of inversion when using negative or limiting adverbials
- 88.8
  Conversational simulation
- 88.9
  Listening: structure and function of inversion when using negative or limiting adverbials
- 88.10
  Writing: structure and function of inversion when using negative or limiting adverbials
- 88.11
  Speaking: structure and function of inversion when using negative or limiting adverbials
- 88.12
  Reading: structure and function of inversion when using negative or limiting adverbials
Common Adverbials and Their Uses
Objective: Learners will explore the specific meanings and use cases of each negative adverbial and practice applying them for different rhetorical effects.
12
- 89.1
  Exploring Negative Adverbials – Meaning and Function
- 89.2
  Practice and Application – Matching and Completion
- 89.3
  Creating Sentences – Emotion, Event, and Emphasis
- 89.4
  Vocabulary: explore the specific meanings and use cases of each negative adverbial
- 89.5
  Game: explore the specific meanings and use cases of each negative adverbial
- 89.6
  Grammar: explore the specific meanings and use cases of each negative adverbial
- 89.7
  Quiz: explore the specific meanings and use cases of each negative adverbial
- 89.8
  Conversational simulation
- 89.9
  Listening: explore the specific meanings and use cases of each negative adverbial
- 89.10
  Reading: explore the specific meanings and use cases of each negative adverbial
- 89.11
  Writing: explore the specific meanings and use cases of each negative adverbial
- 89.12
  Speaking: explore the specific meanings and use cases of each negative adverbial
Style and Register – When and Why to Use Inversion
Objective: Learners will recognise the stylistic impact of inversion and apply it appropriately in different types of communication.
13
- 90.1
  Inversion and Style – Knowing When and Why to Use It
- 90.2
  From Casual to Formal – Rewriting with Inversion
- 90.3
  Your Voice – Writing with Inversion for Impact
- 90.4
  Vocabulary: recognise the stylistic impact of inversion and apply it appropriately
- 90.5
  Game: recognise the stylistic impact of inversion and apply it appropriately
- 90.6
  Grammar: recognise the stylistic impact of inversion and apply it appropriately
- 90.7
  Quiz: recognise the stylistic impact of inversion and apply it appropriately
- 90.8
  Conversational simulation
- 90.9
  Listening: recognise the stylistic impact of inversion and apply it appropriately
- 90.10
  Writing: recognise the stylistic impact of inversion and apply it appropriately
- 90.11
  Reading: recognise the stylistic impact of inversion and apply it appropriately
- 90.12
  Speaking: recognise the stylistic impact of inversion and apply it appropriately
- 90.13
  C Style and Register – When and Why to Use Inversion
  1 Minute1 Question
Using “Little” for Unexpected Realisations
Objective: Learners will use “little” + auxiliary + subject + verb to express surprise, regret, or lack of awareness about a situation.
12
- 91.1
  Using “Little” for Surprise and Realisation – Structure and Meaning
- 91.2
  Transforming Sentences – From Neutral to Inverted with “Little”
- 91.3
  Practising with Prompts and Listening for Impact
- 91.4
  Vocabulary: “little” + auxiliary + subject + verb to express surprise
- 91.5
  Game: “little” + auxiliary + subject + verb to express surprise
- 91.6
  Grammar: “little” + auxiliary + subject + verb to express surprise
- 91.7
  Quiz: “little” + auxiliary + subject + verb to express surprise
- 91.8
  Conversational simulation
- 91.9
  Listening: “little” + auxiliary + subject + verb to express surprise
- 91.10
  Writing: “little” + auxiliary + subject + verb to express surprise
- 91.11
  Reading: “little” + auxiliary + subject + verb to express surprise
- 91.12
  Speaking: “little” + auxiliary + subject + verb to express surprise
Using “No sooner… than” for Immediate Sequence
Objective: Learners will correctly form and use “No sooner… than” sentences to describe two actions that happen almost simultaneously, with emphasis on unexpected timing.
12
- 92.1
  Understanding “No Sooner… Than” – Sequence and Emphasis
- 92.2
  Building Fluency with “No Sooner… Than”
- 92.3
  Using “No Sooner” Creatively – Dialogue and Pair Practice
- 92.4
  Vocabulary: correctly form and use “No sooner… than” sentences
- 92.5
  Game: correctly form and use “No sooner… than” sentences
- 92.6
  Grammar: correctly form and use “No sooner… than” sentences
- 92.7
  Quiz: correctly form and use “No sooner… than” sentences
- 92.8
  Conversational simulation
- 92.9
  Reading: correctly form and use “No sooner… than” sentences
- 92.10
  Writing: correctly form and use “No sooner… than” sentences
- 92.11
  Speaking: correctly form and use “No sooner… than” sentences
- 92.12
  Listening: correctly form and use “No sooner… than” sentences
Inversion with “Not” and Other Negated Elements
Objective: Learners will recognise and use inversion with “not” + phrase at the beginning of a sentence to add formality or emphasis.
12
- 93.1
  Inversion with “Not” – Emphasising Absence and Contrast
- 93.2
  Rewriting for Emphasis – Practising Inversion with “Not”
- 93.3
  Hearing and Using Inversion with “Not” in Real Speech
- 93.4
  Vocabulary: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.5
  Game: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.6
  Grammar: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.7
  Quiz: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.8
  Conversational simulation
- 93.9
  Listening: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.10
  Reading: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.11
  Writing: recognise and use inversion with “not” + phrase at the beginning of a sentence
- 93.12
  Speaking: recognise and use inversion with “not” + phrase at the beginning of a sentence
Stressing Existing Auxiliary Verbs for Emphasis
Objective: Learners will use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm, reassure, or correct assumptions in spoken English.
12
- 94.1
  Practising Emphatic Auxiliary Stress in Dialogue
- 94.2
  Emphatic Use of Auxiliary Verbs – Expressing Certainty and Emotion
- 94.3
  Speaking with Emotion – Mastering Emphatic Auxiliaries
- 94.4
  Vocabulary: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.5
  Game: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.6
  Grammar: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.7
  Quiz: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.8
  Conversational simulation
- 94.9
  Listening: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.10
  Writing: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.11
  Reading: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
- 94.12
  Speaking: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm
Using “Do,” “Does,” or “Did” for Emphasis
Objective: Learners will add “do,” “does,” or “did” to emphasise the verb in affirmative statements that don’t already include an auxiliary.
12
- 95.1
  Using “Do,” “Does,” and “Did” for Emphasis in English
- 95.2
  Practising Emphatic “Do,” “Does,” and “Did”
- 95.3
  Expressing Contrast and Emotion with “Do,” “Does,” and “Did”
- 95.4
  Vocabulary: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.5
  Game: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.6
  Grammar: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.7
  Quiz: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.8
  Conversational simulation
- 95.9
  Listening: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.10
  Writing: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.11
  Reading: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
- 95.12
  Speaking: add “do,” “does,” or “did” to emphasise the verb in affirmative statements
Emphatic “Do” in Commands (Formal British English)
Objective: Learners will use “do + base verb” to create stronger, more formal, or polite-sounding commands, especially in British English.
12
- 96.1
  Emphatic “Do” in Commands – Formality and Politeness in British English
- 96.2
  Practising Emphatic “Do” – From Neutral to Polite or Dramatic
- 96.3
  Using Emphatic “Do” in Context – Sounding Natural and Expressive
- 96.4
  Vocabulary: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.5
  Game: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.6
  Grammar: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.7
  Quiz: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.8
  Conversational simulation
- 96.9
  Reading: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.10
  Writing: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.11
  Speaking: use “do + base verb” to create stronger, more formal, or polite-sounding
- 96.12
  Listening: use “do + base verb” to create stronger, more formal, or polite-sounding
What Is Inversion After Negative Adverbials?
Objective: Learners will understand how negative adverbials like never, not only, barely, etc., trigger inversion to add formal emphasis or rhetorical effect.
13
- 97.1
  What Is Inversion After Negative Adverbials? – Structure and Purpose
- 97.2
  Practising Inversion – Rewrite and Correct
- 97.3
  Matching Adverbials to Emphasis – Function and Usage
- 97.4
  Vocabulary: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.5
  Game: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.6
  Grammar: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.7
  Quiz: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.8
  Conversational simulation
- 97.9
  Reading: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.10
  Writing: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.11
  Listening: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.12
  Speaking: how negative adverbials like never, not only, barely, etc., trigger inversion
- 97.13
  C What Is Inversion After Negative Adverbials?
  1 Minute1 Question
Most Common Negative Adverbials That Trigger Inversion
Objective: Learners will familiarise themselves with a wide range of inversion triggers and use them in nuanced contexts.
12
- 98.1
  Most Common Negative Adverbials That Trigger Inversion – Introduction and Core Patterns
- 98.2
  Using and Transforming Common Inversion Triggers
- 98.3
  Contrast and Variety – Playing with Negative Adverbials
- 98.4
  Vocabulary: inversion triggers and use them in nuanced contexts
- 98.5
  Game: inversion triggers and use them in nuanced contexts
- 98.6
  Grammar: inversion triggers and use them in nuanced contexts
- 98.7
  Quiz: inversion triggers and use them in nuanced contexts
- 98.8
  Conversational simulation
- 98.9
  Writing: inversion triggers and use them in nuanced contexts
- 98.10
  Listening: inversion triggers and use them in nuanced contexts
- 98.11
  Reading: inversion triggers and use them in nuanced contexts
- 98.12
  Speaking: inversion triggers and use them in nuanced contexts
Formal and Stylistic Uses of Inversion
Objective: Learners will identify contexts where inversion enhances tone, persuasion, and precision, and apply inversion to real-world formal texts.
12
- 99.1
  When and Why to Use Inversion in Formal English
- 99.2
  Practising Inversion – Rewriting Formal Texts
- 99.3
  Combining Inversion Patterns for Advanced Style
- 99.4
  Vocabulary: identify contexts where inversion enhances tone, persuasion, and precision
- 99.5
  Game: identify contexts where inversion enhances tone, persuasion, and precision
- 99.6
  Grammar: identify contexts where inversion enhances tone, persuasion, and precision
- 99.7
  Quiz: identify contexts where inversion enhances tone, persuasion, and precision
- 99.8
  Conversational simulation
- 99.9
  Writing: identify contexts where inversion enhances tone, persuasion, and precision
- 99.10
  Reading: identify contexts where inversion enhances tone, persuasion, and precision
- 99.11
  Listening: identify contexts where inversion enhances tone, persuasion, and precision
- 99.12
  Speaking: identify contexts where inversion enhances tone, persuasion, and precision
The Structure and Function of Inversion with Never, Rarely, and Seldom
Objective: Learners will understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion for emphasis, and how this affects word order.
12
- 100.1
  The Structure and Function of Inversion with Never, Rarely, and Seldom
- 100.2
  Why Use Inversion with These Adverbials?
- 100.3
  Examples in Context
- 100.4
  Vocabulary: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.5
  Game: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.6
  Grammar: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.7
  Quiz: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.8
  Conversational simulation
- 100.9
  Reading: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.10
  Listening: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.11
  Writing: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
- 100.12
  Speaking: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion
Tense and Modal Variations in Inversion
Objective: Learners will practice inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact with different grammatical structures.
12
- 101.1
  Core Pattern Review
- 101.2
  Modal + Have + Past Participle
- 101.3
  Practice Activities
- 101.4
  Vocabulary: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact
- 101.5
  Grammar: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact
- 101.6
  Conversational simulation
- 101.7
  Listening: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact
- 101.8
  Writing: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact
- 101.9
  Reading: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact
- 101.10
  Speaking: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact
- 101.11
  Game
- 101.12
  Quiz
Register and Tone – When and Why to Use This Type of Inversion
Objective: Learners will explore the stylistic purpose of using “never/rarely/seldom” + inversion and apply it to formal and literary contexts.
12
- 102.1
  What Makes Inversion Stylistic?
- 102.2
  Where It Feels Unnatural
- 102.3
  Activities to Practise
- 102.4
  Vocabulary: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.5
  Game: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.6
  Grammar: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.7
  Quiz: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.8
  Conversational simulation
- 102.9
  Listening: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.10
  Writing: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.11
  Reading: explore the stylistic purpose of using “never/rarely/seldom” + inversion
- 102.12
  Speaking: explore the stylistic purpose of using “never/rarely/seldom” + inversion
Understanding Sequential Inversion
Objective: Learners will identify and correctly use inversion with adverbials that describe two closely linked past events—one immediately following the other.
12
- 103.1
  Core Structure
- 103.2
  Function and Effect
- 103.3
  Activities to Practice
- 103.4
  Vocabulary: use inversion with adverbials that describe two closely linked past events
- 103.5
  Game: use inversion with adverbials that describe two closely linked past events
- 103.6
  Grammar: use inversion with adverbials that describe two closely linked past events
- 103.7
  Quiz: use inversion with adverbials that describe two closely linked past events
- 103.8
  Conversational simulation
- 103.9
  Listening: use inversion with adverbials that describe two closely linked past events
- 103.10
  Writing: use inversion with adverbials that describe two closely linked past events
- 103.11
  Reading: use inversion with adverbials that describe two closely linked past events
- 103.12
  Speaking: use inversion with adverbials that describe two closely linked past events
Grammar Patterns and Common Errors
Objective: Learners will master the correct word order, tense, and connector usage with each adverbial, and avoid common mistakes in placement and structure.
12
- 104.1
  Key Grammar Rules
- 104.2
  Common Errors to Avoid
- 104.3
  Activities
- 104.4
  Vocabulary: master the correct word order, tense, and connector usage with each adverbial
- 104.5
  Game: master the correct word order, tense, and connector usage with each adverbial
- 104.6
  Grammar: master the correct word order, tense, and connector usage with each adverbial
- 104.7
  Quiz: master the correct word order, tense, and connector usage with each adverbial
- 104.8
  Conversational simulation
- 104.9
  Reading: master the correct word order, tense, and connector usage with each adverbial
- 104.10
  Writing: master the correct word order, tense, and connector usage with each adverbial
- 104.11
  Listening: master the correct word order, tense, and connector usage with each adverbial
- 104.12
  Speaking: master the correct word order, tense, and connector usage with each adverbial
Using Sequential Inversion in Formal Writing and Storytelling
Objective: Learners will apply these inversion structures in formal and narrative contexts, such as reports, essays, and anecdotes, to add style, pacing, and emphasis.
13
- 105.1
  Where Is This Used?
- 105.2
  Why Use This Structure?
- 105.3
  Activities
- 105.4
  Vocabulary: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.5
  Game: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.6
  Grammar: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.7
  Quiz: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.8
  Conversational simulation
- 105.9
  Writing: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.10
  Listening: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.11
  Speaking: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.12
  Reading: reports, essays, and anecdotes, to add style, pacing, and emphasis
- 105.13
  C Using Sequential Inversion in Formal Writing and Storytelling
  1 Minute1 Question
Structure and Meaning of Inversion with “Only + Time Expression”
Objective: Learners will identify and use the inversion that occurs after “only” followed by a time expression to emphasize that an action happened after a specific time or condition was met.
12
- 106.1
  Core Structure
- 106.2
  Purpose and Effect
- 106.3
  Activities
- 106.4
  Vocabulary: inversion that occurs after “only” followed by a time expression
- 106.5
  Game: inversion that occurs after “only” followed by a time expression
- 106.6
  Grammar: inversion that occurs after “only” followed by a time expression
- 106.7
  Quiz: inversion that occurs after “only” followed by a time expression
- 106.8
  Conversational simulation
- 106.9
  Listening: inversion that occurs after “only” followed by a time expression
- 106.10
  Writing: inversion that occurs after “only” followed by a time expression
- 106.11
  Reading: inversion that occurs after “only” followed by a time expression
- 106.12
  Speaking: inversion that occurs after “only” followed by a time expression
Tense and Auxiliary Rules in “Only” Inversion
Objective: Learners will apply correct grammar rules for inversion with “only”, including choosing the right tense and auxiliary verb.
12
- 107.1
  Understanding Inversion with «Only»
- 107.2
  Choosing the Correct Auxiliary in “Only” Inversion
- 107.3
  Mastering Inversion through Practice
- 107.4
  Vocabulary: inversion with “only”, including choosing the right tense
- 107.5
  Game: inversion with “only”, including choosing the right tense
- 107.6
  Grammar: inversion with “only”, including choosing the right tense
- 107.7
  Quiz: inversion with “only”, including choosing the right tense
- 107.8
  Conversational simulation
- 107.9
  Listening: inversion with “only”, including choosing the right tense
- 107.10
  Speaking: inversion with “only”, including choosing the right tense
- 107.11
  Reading: inversion with “only”, including choosing the right tense
- 107.12
  Writing: inversion with “only”, including choosing the right tense
Using “Only” Inversion in Formal and Literary Writing
Objective: Learners will practice using “Only + time expression” inversion to create more formal, emphatic, and elegant structures in writing.
12
- 108.1
  The Power of “Only” Inversion in Formal and Literary Writing
- 108.2
  Creating Suspense and Rhythm in Narrative with “Only” Inversion
- 108.3
  Writing Formally and Expressively with “Only” Inversion
- 108.4
  Vocabulary: using “Only + time expression” inversion to create more formal structures
- 108.5
  Game: using “Only + time expression” inversion to create more formal structures
- 108.6
  Grammar: using “Only + time expression” inversion to create more formal structures
- 108.7
  Quiz: using “Only + time expression” inversion to create more formal structures
- 108.8
  Conversational simulation
- 108.9
  Listening: using “Only + time expression” inversion to create more formal structures
- 108.10
  Writing: using “Only + time expression” inversion to create more formal structures
- 108.11
  Reading: using “Only + time expression” inversion to create more formal structures
- 108.12
  Speaking: using “Only + time expression” inversion to create more formal structures
Fixed Negative Phrases that Trigger Inversion
Objective: Learners will be able to identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion in formal and persuasive English.
12
- 109.1
  Recognising Fixed Negative Phrases that Trigger Inversion
- 109.2
  Applying Inversion with Common Fixed Negative Phrases
- 109.3
  Practising Inversion and Mastering Tone
- 109.4
  Vocabulary: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.5
  Game: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.6
  Grammar: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.7
  Quiz: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.8
  Conversational simulation
- 109.9
  Listening: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.10
  Reading: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.11
  Writing: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
- 109.12
  Speaking: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion
Using “Not Until” and “Not Only” in Inversion
Objective: Learners will use inversion triggered by “Not until” and “Not only”, and understand how emphasis and sequencing work with these structures.
12
- 110.1
  Understanding Inversion with “Not Until”
- 110.2
  Using “Not Only” for Emphasis and Contrast
- 110.3
  Rewriting for Emphasis with “Not Until” and “Not Only”
- 110.4
  Vocabulary: inversion triggered by “Not until” and “Not only”
- 110.5
  Game: inversion triggered by “Not until” and “Not only”
- 110.6
  Grammar: inversion triggered by “Not until” and “Not only”
- 110.7
  Quiz: inversion triggered by “Not until” and “Not only”
- 110.8
  Conversational simulation
- 110.9
  Reading: inversion triggered by “Not until” and “Not only”
- 110.10
  Listening: inversion triggered by “Not until” and “Not only”
- 110.11
  Writing: inversion triggered by “Not until” and “Not only”
- 110.12
  Speaking: inversion triggered by “Not until” and “Not only”
Formality, Tone, and Practical Application
Objective: Learners will understand where and why to use these inverted phrases in formal, academic, and persuasive communication.
12
- 111.1
  Introducing Emphatic Inversion with “Little”
- 111.2
  Choosing the Right Auxiliary with “Little” Inversion
- 111.3
  Emphatic Tone and Storytelling with “Little”
- 111.4
  Vocabulary: where and why to use these inverted phrases in formal communication
- 111.5
  Game: where and why to use these inverted phrases in formal communication
- 111.6
  Grammar: where and why to use these inverted phrases in formal communication
- 111.7
  Quiz: where and why to use these inverted phrases in formal communication
- 111.8
  Conversational simulation
- 111.9
  Writing: where and why to use these inverted phrases in formal communication
- 111.10
  Listening: where and why to use these inverted phrases in formal communication
- 111.11
  Reading: where and why to use these inverted phrases in formal communication
- 111.12
  Speaking: where and why to use these inverted phrases in formal communication
The Role of “Little” in Emphatic Inversion
Objective: Learners will understand how “little” can introduce inversion in formal or literary contexts to express limited awareness, expectation, or understanding.
12
- 112.1
  Using “Little” Inversion in Storytelling and Narrative Writing
- 112.2
  Using “Little” Inversion in Journalism and Persuasive Writing
- 112.3
  Enhancing Style Through “Little” Inversion
- 112.4
  Vocabulary: understand how “little” can introduce inversion in formal or literary contexts
- 112.5
  Game: understand how “little” can introduce inversion in formal or literary contexts
- 112.6
  Grammar: understand how “little” can introduce inversion in formal or literary contexts
- 112.7
  Quiz: understand how “little” can introduce inversion in formal or literary contexts
- 112.8
  Conversational simulation
- 112.9
  Listening: understand how “little” can introduce inversion in formal or literary contexts
- 112.10
  Reading: understand how “little” can introduce inversion in formal or literary contexts
- 112.11
  Writing: understand how “little” can introduce inversion in formal or literary contexts
- 112.12
  Speaking: understand how “little” can introduce inversion in formal or literary contexts
Inversion in Conditionals (Types 1, 2, and 3)
Objective: Learners will apply correct grammar rules for inversion after “little,” selecting the appropriate tense and auxiliary verb.
13
- 113.1
  Introducing Inversion in Conditional Sentences (Types One, Two, and Three)
- 113.2
  How to Construct Inverted Conditionals Step by Step
- 113.3
  Practising and Comparing Inverted vs. Standard Conditionals
- 113.4
  Vocabulary: apply correct grammar rules for inversion after “little”
- 113.5
  Game: apply correct grammar rules for inversion after “little”
- 113.6
  Grammar: apply correct grammar rules for inversion after “little”
- 113.7
  Quiz: apply correct grammar rules for inversion after “little”
- 113.8
  Conversational simulation
- 113.9
  Listening: apply correct grammar rules for inversion after “little”
- 113.10
  Writing: apply correct grammar rules for inversion after “little”
- 113.11
  Reading: apply correct grammar rules for inversion after “little”
- 113.12
  Speaking: apply correct grammar rules for inversion after “little”
- 113.13
  C Inversion in Conditionals (Types 1, 2, and 3)
  1 Minute1 Question
Negative Inversion in Conditionals
Objective: Learners will identify and construct negative conditionals using inversion, placing “not” after the subject.
12
- 114.1
  Understanding Negative Inversion in Conditional Sentences
- 114.2
  Building Negative Inversions Correctly
- 114.3
  Rewriting and Comparing Negative Inversion for Tone
- 114.4
  Vocabulary: construct negative conditionals using inversion, placing “not” after the subject
- 114.5
  Grammar: construct negative conditionals using inversion, placing “not” after the subject
- 114.6
  Game: construct negative conditionals using inversion, placing “not” after the subject
- 114.7
  Quiz: construct negative conditionals using inversion, placing “not” after the subject
- 114.8
  Conversational simulation
- 114.9
  Listening: construct negative conditionals using inversion, placing “not” after the subject
- 114.10
  Writing: construct negative conditionals using inversion, placing “not” after the subject
- 114.11
  Reading: construct negative conditionals using inversion, placing “not” after the subject
- 114.12
  Speaking: construct negative conditionals using inversion, placing “not” after the subject
Stylistic Use and Contextual Awareness
Objective: Learners will explore when and why inversion in conditionals is used, especially in formal communication, legal language, and academic writing.
12
- 115.1
  When and Why to Use Inversion in Conditional Sentences
- 115.2
  Choosing the Right Structure for the Right Tone
- 115.3
  Applying Inversion for Stylistic Effect
- 115.4
  Vocabulary: explore when and why inversion in conditionals is used
- 115.5
  Grammar: explore when and why inversion in conditionals is used
- 115.6
  Game: explore when and why inversion in conditionals is used
- 115.7
  Quiz: explore when and why inversion in conditionals is used
- 115.8
  Conversational simulation
- 115.9
  Reading: explore when and why inversion in conditionals is used
- 115.10
  Listening: explore when and why inversion in conditionals is used
- 115.11
  Writing: explore when and why inversion in conditionals is used
- 115.12
  Speaking: explore when and why inversion in conditionals is used
Strengthening or Softening Predictions with Adverbs and Phrases
Objective: Learners will combine modals with adverbs and set expressions to better reflect tone and probability.
12
- 116.1
  Understanding How Adverbs and Phrases Shape Predictions
- 116.2
  Constructing and Using Modals with Certainty Phrases
- 116.3
  Applying Certainty Expressions in Real-Life Contexts
- 116.4
  Vocabulary
- 116.5
  Grammar
- 116.6
  Game
- 116.7
  Quiz
- 116.8
  Conversational simulation
- 116.9
  Listening
- 116.10
  Writing
- 116.11
  Speaking
- 116.12
  Reading
Using “Must” for Strong Positive Deduction
Objective: Learners will understand and correctly use “must” to express what they believe is true based on logic or evidence.
12
- 117.1
  Understanding “Must” for Logical Deductions
- 117.2
  Building Logical Deductions with “Must”
- 117.3
  Vocabulary: understand and correctly use “must” to express what they believe is true based
- 117.4
  Grammar: understand and correctly use “must” to express what they believe is true based
- 117.5
  Quiz: understand and correctly use “must” to express what they believe is true based
- 117.6
  Game: understand and correctly use “must” to express what they believe is true based
- 117.7
  Writing: understand and correctly use “must” to express what they believe is true based
- 117.8
  Listening: understand and correctly use “must” to express what they believe is true based
- 117.9
  Reading: understand and correctly use “must” to express what they believe is true based
- 117.10
  Speaking: understand and correctly use “must” to express what they believe is true based
- 117.11
  Game II: understand and correctly use “must” to express what they believe is true based
- 117.12
  Conversational simulation
Using “Can’t” for Strong Negative Deduction
Objective: Learners will use “can’t” to express strong disbelief or to logically rule something out.
12
- 118.1
  Using “Can’t” to Express Strong Negative Deduction
- 118.2
  Deciding Between “Must” and “Can’t” in Logical Deductions
- 118.3
  Practising “Can’t” for Logical and Emotional Deductions
- 118.4
  Vocabulary: use “can’t” to express strong disbelief
- 118.5
  Grammar: use “can’t” to express strong disbelief
- 118.6
  Game: use “can’t” to express strong disbelief
- 118.7
  Quiz: use “can’t” to express strong disbelief
- 118.8
  Conversational simulation
- 118.9
  Writing: use “can’t” to express strong disbelief
- 118.10
  Listening: use “can’t” to express strong disbelief
- 118.11
  Speaking: use “can’t” to express strong disbelief
- 118.12
  Reading: use “can’t” to express strong disbelief
Using “Be Bound To” for Confident Predictions
Objective: Learners will correctly use “be bound to” to express confident future expectations or inevitability.
12
- 119.1
  Understanding “Be Bound To” for Confident Predictions
- 119.2
  Strengthening Predictions with “Be Bound To”
- 119.3
  Practising “Be Bound To” in Real Contexts
- 119.4
  Vocabulary: use “be bound to” to express confident future expectations
- 119.5
  Grammar: use “be bound to” to express confident future expectations
- 119.6
  Game: use “be bound to” to express confident future expectations
- 119.7
  Quiz: use “be bound to” to express confident future expectations
- 119.8
  Conversational simulation
- 119.9
  Writing: use “be bound to” to express confident future expectations
- 119.10
  Listening: use “be bound to” to express confident future expectations
- 119.11
  Reading: use “be bound to” to express confident future expectations
- 119.12
  Speaking: use “be bound to” to express confident future expectations
Talking about Possibility with “May”, “Might”, and “Could”
Objective: Learners will express uncertainty or possibility using may, might, and could to describe real but uncertain outcomes in the present or future.
12
- 120.1
  Comparing Certainty and Uncertainty in Real-Life Scenarios
- 120.2
  Applying Modals in Health, Plans, and Uncertainty
- 120.3
  Practising Certainty and Uncertainty in Your Own Scenarios
- 120.4
  Vocabulary: express uncertainty or possibility using may, might, and could
- 120.5
  Grammar: express uncertainty or possibility using may, might, and could
- 120.6
  Game: express uncertainty or possibility using may, might, and could
- 120.7
  Quiz: express uncertainty or possibility using may, might, and could
- 120.8
  Conversational simulation
- 120.9
  Writing: express uncertainty or possibility using may, might, and could
- 120.10
  Listening: express uncertainty or possibility using may, might, and could
- 120.11
  Speaking: express uncertainty or possibility using may, might, and could
- 120.12
  Reading: express uncertainty or possibility using may, might, and could
Comparing Certainty and Uncertainty in Real-Life Scenarios
Objective: Learners will choose the appropriate modal based on the speaker’s level of confidence in real-life contexts such as travel, health, plans, or news.
13
- 121.1
  Introduction to Present and Past Participle Clauses
- 121.2
  Using Participle Clauses for Cause, Time, and Condition
- 121.3
  Practising and Refining Participle Clauses
- 121.4
  Vocabulary: choose the appropriate modal based on the speaker’s level of confidence
- 121.5
  Grammar: choose the appropriate modal based on the speaker’s level of confidence
- 121.6
  Game: choose the appropriate modal based on the speaker’s level of confidence
- 121.7
  Quiz: choose the appropriate modal based on the speaker’s level of confidence
- 121.8
  Conversational simulation
- 121.9
  Writing: choose the appropriate modal based on the speaker’s level of confidence
- 121.10
  Listening: choose the appropriate modal based on the speaker’s level of confidence
- 121.11
  Reading: choose the appropriate modal based on the speaker’s level of confidence
- 121.12
  Speaking: choose the appropriate modal based on the speaker’s level of confidence
- 121.13
  C Comparing Certainty and Uncertainty in Real-Life Scenarios
  1 Minute1 Question
Perfect Participle Clauses
Objective: Learners will correctly use perfect participle clauses to refer to actions completed before the action in the main clause.
12
- 122.1
  Introducing Perfect Participle Clauses
- 122.2
  Rewriting Sentences Using Perfect Participle Clauses
- 122.3
  Refining Use of Perfect Participle Clauses
- 122.4
  Vocabulary: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.5
  Grammar: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.6
  Game: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.7
  Quiz: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.8
  Conversational simulation
- 122.9
  Writing: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.10
  Listening: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.11
  Reading: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
- 122.12
  Speaking: correctly use perfect participle clauses to refer to actions completed before the action in the main clause
Common Errors and Advanced Usage in Formal Writing
Objective: Learners will avoid dangling participles and misuse, and apply participle clauses naturally in formal and academic writing.
13
- 123.1
  Avoiding Dangling Participles in Formal Writing
- 123.2
  Using Participle Clauses in Academic and Formal Writing
- 123.3
  Refining Academic Style with Participle Clauses
- 123.4
  Vocabulary: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.5
  Grammar: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.6
  Game: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.7
  Quiz: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.8
  Conversational simulation
- 123.9
  Reading: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.10
  Listening: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.11
  Writing: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.12
  Speaking: avoid dangling participles and misuse, and apply participle clauses naturally
- 123.13
  C Common Errors and Advanced Usage in Formal Writing
  1 Minute1 Question
Time Relations — Using Participle Clauses after “Before”, “After”, “On”, “Since”, “When” and “While”
Objective: Learners will use -ing participle clauses after time-related prepositions/conjunctions to show sequence or simultaneous actions more concisely.
12
- 124.1
  Using -ing Participle Clauses with Time Prepositions
- 124.2
  Rewriting Sentences with Time-Based Participle Clauses
- 124.3
  Time Relationships and Sentence Transformation Practice
- 124.4
  Vocabulary: use -ing participle clauses after time-related prepositions/conjunctions
- 124.5
  Grammar: use -ing participle clauses after time-related prepositions/conjunctions
- 124.6
  Game: use -ing participle clauses after time-related prepositions/conjunctions
- 124.7
  Quiz: use -ing participle clauses after time-related prepositions/conjunctions
- 124.8
  Conversational simulation
- 124.9
  Listening: use -ing participle clauses after time-related prepositions/conjunctions
- 124.10
  Reading: use -ing participle clauses after time-related prepositions/conjunctions
- 124.11
  Writing: use -ing participle clauses after time-related prepositions/conjunctions
- 124.12
  Speaking: use -ing participle clauses after time-related prepositions/conjunctions
Cause and Contrast — Using “In spite of”, “Despite”, “Because of” with Participle Clauses
Objective: Learners will recognize how to express reason and contrast using participle clauses after specific prepositions.
12
- 125.1
  Introducing Cause and Contrast with Participle Clauses
- 125.2
  Transforming Sentences with Participle Clauses of Contrast and Cause
- 125.3
  Improving Academic Writing with Cause and Contrast Participle Clauses
- 125.4
  Vocabulary: recognize how to express reason and contrast using participle clauses
- 125.5
  Grammar: recognize how to express reason and contrast using participle clauses
- 125.6
  Game: recognize how to express reason and contrast using participle clauses
- 125.7
  Quiz: recognize how to express reason and contrast using participle clauses
- 125.8
  Conversational simulation
- 125.9
  Writing: recognize how to express reason and contrast using participle clauses
- 125.10
  Listening: recognize how to express reason and contrast using participle clauses
- 125.11
  Reading: recognize how to express reason and contrast using participle clauses
- 125.12
  Speaking: recognize how to express reason and contrast using participle clauses
Replacement and Preference — Using “Instead of” and “Rather than” with Participle Clauses
Objective: Learners will express alternatives and preferences using participle clauses after “instead of” and “rather than”.
12
- 126.1
  Expressing Alternatives with “Instead of” and “Rather than”
- 126.2
  Rewriting with “Instead of” and “Rather than”
- 126.3
  Using “Instead of” and “Rather than” in Argument and Opinion
- 126.4
  Vocabulary: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.5
  Grammar: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.6
  Game: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.7
  Quiz: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.8
  Conversational simulation
- 126.9
  Writing: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.10
  Listening: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.11
  Reading: express alternatives and preferences using participle clauses after “instead of” and “rather than”
- 126.12
  Speaking: express alternatives and preferences using participle clauses after “instead of” and “rather than”
Verb + Infinitive
Objective: Learners will accurately use reporting verbs that are directly followed by an infinitive, in order to report what someone decided or intended to do.
12
- 127.1
  Introducing Verb + Infinitive for Reported Intentions
- 127.2
  Practising Verb + Infinitive Reporting Structures
- 127.3
  Using Verb + Infinitive in Formal Communication
- 127.4
  Vocabulary: accurately use reporting verbs that are directly followed by an infinitive
- 127.5
  Grammar: accurately use reporting verbs that are directly followed by an infinitive
- 127.6
  Game: accurately use reporting verbs that are directly followed by an infinitive
- 127.7
  Quiz: accurately use reporting verbs that are directly followed by an infinitive
- 127.8
  Conversational simulation
- 127.9
  Writing: accurately use reporting verbs that are directly followed by an infinitive
- 127.10
  Speaking: accurately use reporting verbs that are directly followed by an infinitive
- 127.11
  Listening: accurately use reporting verbs that are directly followed by an infinitive
- 127.12
  Reading: accurately use reporting verbs that are directly followed by an infinitive
Verb + Object + Infinitive
Objective: Learners will correctly use verbs that require an object before the infinitive, to report instructions, advice, and warnings.
13
- 128.1
  Introducing the Verb + Object + Infinitive Structure
- 128.2
  Practising Verb + Object + Infinitive in Reported Speech
- 128.3
  Using Verb + Object + Infinitive in Formal Communication
- 128.4
  Vocabulary: correctly use verbs that require an object before the infinitive, to report instructions
- 128.5
  Grammar: correctly use verbs that require an object before the infinitive, to report instructions
- 128.6
  Game: correctly use verbs that require an object before the infinitive, to report instructions
- 128.7
  Quiz: correctly use verbs that require an object before the infinitive, to report instructions
- 128.8
  Conversational simulation
- 128.9
  Writing: correctly use verbs that require an object before the infinitive, to report instructions
- 128.10
  Listening: correctly use verbs that require an object before the infinitive, to report instructions
- 128.11
  Reading: correctly use verbs that require an object before the infinitive, to report instructions
- 128.12
  Speaking: correctly use verbs that require an object before the infinitive, to report instructions
- 128.13
  C Verb + Object + Infinitive
  1 Minute1 Question
Choosing the Right Verb for Accuracy and Tone
Objective: Learners will learn to select the most appropriate reporting verb based on tone, intent, and context, improving the precision of their communication.
12
- 129.1
  Why Verb Choice Matters in Reporting Structures
- 129.2
  Replacing “Said” and “Told” with Accurate Verbs
- 129.3
  Choosing Reporting Verbs for Formal and Professional Writing
- 129.4
  Vocabulary: reporting verb based on tone, intent, and context
- 129.5
  Grammar: reporting verb based on tone, intent, and context
- 129.6
  Game: reporting verb based on tone, intent, and context
- 129.7
  Quiz: reporting verb based on tone, intent, and context
- 129.8
  Conversational simulation
- 129.9
  Writing: reporting verb based on tone, intent, and context
- 129.10
  Listening: reporting verb based on tone, intent, and context
- 129.11
  Reading: reporting verb based on tone, intent, and context
- 129.12
  Speaking: reporting verb based on tone, intent, and context
Verb + -ing
Objective: Learners will correctly use verbs that are directly followed by a gerund (verb + -ing) to report statements, opinions, or admissions.
12
- 130.1
  Understanding Verb + -ing in Reporting
- 130.2
  Practising Verb + -ing Structures
- 130.3
  Using Verb + -ing in Formal Writing and Speech
- 130.4
  Vocabulary: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.5
  Grammar: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.6
  Games: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.7
  Quiz: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.8
  Conversational simulation
- 130.9
  Listening: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.10
  Writing: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.11
  Reading: use verbs that are directly followed by a gerund (verb + -ing) to report statements
- 130.12
  Speaking: use verbs that are directly followed by a gerund (verb + -ing) to report statements
Verb + Preposition + -ing
Objective: Learners will be able to use verbs with dependent prepositions followed by -ing forms, improving the accuracy and fluency of their reports and complaints.
12
- 131.1
  Understanding Verb + Preposition + -ing Structure
- 131.2
  Practising Verb + Preposition + -ing
- 131.3
  Using Verb + Preposition + -ing in Formal Communication
- 131.4
  Vocabulary: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.5
  Grammar: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.6
  Game: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.7
  Quiz: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.8
  Listening: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.9
  Writing: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.10
  Reading: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.11
  Speaking: use verbs with dependent prepositions followed by -ing forms, improving the accuracy
- 131.12
  Conversational simulation
Verb + Object + Preposition + -ing
Objective: Learners will accurately use complex reporting structures that include an object and a preposition before the -ing form, allowing for clearer reporting of accusations, praise, and blame.
13
- 132.1
  Introduction to Verb + Object + Preposition + -ing Structure
- 132.2
  Practising Verb + Object + Preposition + -ing
- 132.3
  Applying Verb + Object + Preposition + -ing in Formal Contexts
- 132.4
  Vocabulary: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.5
  Grammar: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.6
  Game: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.7
  Quiz: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.8
  Conversational simulation
- 132.9
  Listening: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.10
  Writing: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.11
  Reading: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.12
  Speaking: accurately use complex reporting structures that include an object and a preposition before the -ing form
- 132.13
  C Verb + Object + Preposition + -ing
  1 Minute1 Question
Verb + that + Subjunctive
Objective: Learners will use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands, suggestions, or requirements in a formal and grammatically accurate way.
12
- 133.1
  Introduction to Verb + That + Subjunctive
- 133.2
  Practising Verb + That + Subjunctive
- 133.3
  Using Verb + That + Subjunctive in Formal Writing
- 133.4
  Vocabulary: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.5
  Grammar: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.6
  Game: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.7
  Quiz: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.8
  Conversational simulation
- 133.9
  Listening: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.10
  Writing: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.11
  Reading: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
- 133.12
  Speaking: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands
Verb + that + Indicative
Objective: Learners will differentiate when to use indicative tenses after reporting verbs that express opinions, facts, or mental states (not wishes or demands).
12
- 134.1
  Introduction to Verb + That + Indicative
- 134.2
  Practising Verb + That + Indicative
- 134.3
  Using Verb + That + Indicative in Formal Writing
- 134.4
  Vocabulary: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.5
  Grammar: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.6
  Game: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.7
  Quiz: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.8
  Conversational simulation
- 134.9
  Listening: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.10
  Writing: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.11
  Reading: differentiate when to use indicative tenses after reporting verbs that express opinions
- 134.12
  Speaking: differentiate when to use indicative tenses after reporting verbs that express opinions
Verb + Object + that Clause
Verb + Object + that Clause
12
- 135.1
  Introduction to Verb + Object + That-Clause
- 135.2
  Practising Verb + Object + That-Clause
- 135.3
  Applying Verb + Object + That-Clause in Formal Contexts
- 135.4
  Vocabulary: Verb + Object + that Clause
- 135.5
  Grammar: Verb + Object + that Clause
- 135.6
  Game: Verb + Object + that Clause
- 135.7
  Quiz: Verb + Object + that Clause
- 135.8
  Conversational simulation
- 135.9
  Writing: Verb + Object + that Clause
- 135.10
  Listening: Verb + Object + that Clause
- 135.11
  Reading: Verb + Object + that Clause
- 135.12
  Speaking: Verb + Object + that Clause
Possession with 's – People, Animals, and Time Expressions
Learning Objective: Use apostrophe-'s correctly with singular and plural nouns to express possession related to people, animals, and time.
12
- 136.1
  Understanding Possession with ’s – Singular and Plural Nouns
- 136.2
  Possession with Time Expressions and Abstract Nouns
- 136.3
  Practice and Common Mistakes with ’s Possession
- 136.4
  Vocabulary: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.5
  Grammar: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.6
  Game: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.7
  Quiz: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.8
  Conversational simulation
- 136.9
  Listening: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.10
  Writing: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.11
  Reading: Use apostrophe-‘s correctly with singular and plural nouns to express possession
- 136.12
  Speaking: Use apostrophe-‘s correctly with singular and plural nouns to express possession
Possession with of – Things, Ideas, and Fixed Phrases
Learning Objective: Recognize when to use of to indicate possession, especially with inanimate objects, abstract ideas, and positional descriptions.
12
- 137.1
  Using “of” to Show Possession with Things and Ideas
- 137.2
  “Of” in Fixed Phrases and General Concepts
- 137.3
  Practice and Common Usage with “of” Possession
- 137.4
  Vocabulary: when to use of to indicate possession, especially with inanimate objects
- 137.5
  Grammar: when to use of to indicate possession, especially with inanimate objects
- 137.6
  Game: when to use of to indicate possession, especially with inanimate objects
- 137.7
  Quiz: when to use of to indicate possession, especially with inanimate objects
- 137.8
  Conversational simulation
- 137.9
  Listening: when to use of to indicate possession, especially with inanimate objects
- 137.10
  Reading: when to use of to indicate possession, especially with inanimate objects
- 137.11
  Speaking: when to use of to indicate possession, especially with inanimate objects
- 137.12
  Writing: when to use of to indicate possession, especially with inanimate objects
Choosing between 's and of – Style, Emphasis, and Exceptions
Learning Objective: Develop stylistic awareness in choosing between 's and of, especially when both are grammatically correct.
12
- 138.1
  When Both ’s and “of” Are Correct – Understanding Style
- 138.2
  Emphasis and Clarity When Choosing ’s or “of”
- 138.3
  Practice and Exceptions in Choosing ’s vs “of”
- 138.4
  Vocabulary: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.5
  Grammar: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.6
  Game: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.7
  Quiz: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.8
  Conversational simulation
- 138.9
  Writing: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.10
  Listening: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.11
  Reading: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
- 138.12
  Speaking: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correct
Choosing Between 's and of – Style and Flexibility
Objective: Understand that sometimes both 's and of structures are grammatically correct, and that the choice depends on style, emphasis, and formality.
12
- 139.1
  Understanding When Both ’s and “of” Are Correct
- 139.2
  When to Use ’s vs. “of” for People and Animals
- 139.3
  Style and Clarity in Choosing Between ’s and “of”
- 139.4
  Vocabulary: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.5
  Grammar: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.6
  Game: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.7
  Quiz: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.8
  Conversational simulation
- 139.9
  Listening: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.10
  Writing: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.11
  Speaking: Understand that sometimes both ‘s and of structures are grammatically correct
- 139.12
  Reading: Understand that sometimes both ‘s and of structures are grammatically correct
Noun Modifiers – Using Nouns as Adjectives (Not Possessive)
Recognize that in English, we often use a noun in place of an adjective to describe another noun — without apostrophes.
12
- 140.1
  Understanding Noun Modifiers — Using Nouns as Adjectives
- 140.2
  Complex Noun Modifiers and Chains
- 140.3
  Common Uses of Noun Modifiers
- 140.4
  Vicabulary: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.5
  Grammar: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.6
  Game: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.7
  Quiz: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.8
  Conversational simulation
- 140.9
  Writing: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.10
  Listening: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.11
  Reading: use a noun in place of an adjective to describe another noun — without apostrophes
- 140.12
  Speaking: use a noun in place of an adjective to describe another noun — without apostrophes
Style Choices – Noun Modifier vs Possessive vs of
Learn when to use noun modifiers, possessives, or of constructions based on formality, clarity, and naturalness.
13
- 141.1
  Choosing Between Noun Modifiers, Possessives, and “of”
- 141.2
  Possessives with People, Animals, and Time
- 141.3
  When to Use “of” for Formal or Complex Ideas
- 141.4
  Vocabulary: use noun modifiers, possessives, or of constructions based on formality
- 141.5
  Grammar: use noun modifiers, possessives, or of constructions based on formality
- 141.6
  Game: use noun modifiers, possessives, or of constructions based on formality
- 141.7
  Quiz: use noun modifiers, possessives, or of constructions based on formality
- 141.8
  Conversational simulation
- 141.9
  Writing: use noun modifiers, possessives, or of constructions based on formality
- 141.10
  Listening: use noun modifiers, possessives, or of constructions based on formality
- 141.11
  Reading: use noun modifiers, possessives, or of constructions based on formality
- 141.12
  Speaking: use noun modifiers, possessives, or of constructions based on formality
- 141.13
  C Style Choices – Noun Modifier vs Possessive vs of
  1 Minute1 Question
Wishes About the Present
We use wish or if only + past simple (or past continuous) to express regret or dissatisfaction about a present situation.
12
- 142.1
  Expressing Wishes About the Present
- 142.2
  Using Negative and Continuous Forms
- 142.3
  Key Note on Form
- 142.4
  Vocabulary: We use wish or if only + past simple (or past continuous) to express regret
- 142.5
  Grammar: We use wish or if only + past simple (or past continuous) to express regret
- 142.6
  Game: We use wish or if only + past simple (or past continuous) to express regret
- 142.7
  Quiz: We use wish or if only + past simple (or past continuous) to express regret
- 142.8
  Conversational simulation
- 142.9
  Writing: We use wish or if only + past simple (or past continuous) to express regret
- 142.10
  Listening: We use wish or if only + past simple (or past continuous) to express regret
- 142.11
  Reading: We use wish or if only + past simple (or past continuous) to express regret
- 142.12
  Speaking: We use wish or if only + past simple (or past continuous) to express regret
Wishes About Someone Else’s Actions – Annoyance
We use wish + would(n’t) to express that we want someone else to change their behavior. It often shows annoyance or frustration.
12
- 143.1
  Expressing Wishes About Someone Else’s Actions
- 143.2
  More Examples and Usage
- 143.3
  Important Note on Usage
- 143.4
  Vocabulary: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.5
  Grammar: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.6
  Game: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.7
  Quiz: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.8
  Conversational simulation
- 143.9
  Reading: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.10
  Listening: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.11
  Writing: We use wish + would(n’t) to express that we want someone else to change their behavior
- 143.12
  Speaking: We use wish + would(n’t) to express that we want someone else to change their behavior
Wishes About the Past
We use wish / if only + past perfect to express regret about things that happened (or didn’t happen) in the past.
12
- 144.1
  Expressing Wishes About the Past
- 144.2
  More Examples and Meaning
- 144.3
  Key Note on Past Regret
- 144.4
  Vocabulary: We use wish / if only + past perfect to express regret
- 144.5
  Grammar: We use wish / if only + past perfect to express regret
- 144.6
  Game: We use wish / if only + past perfect to express regret
- 144.7
  Quiz: We use wish / if only + past perfect to express regret
- 144.8
  Conversational simulation
- 144.9
  Listening: We use wish / if only + past perfect to express regret
- 144.10
  Writing: We use wish / if only + past perfect to express regret
- 144.11
  Reading: We use wish / if only + past perfect to express regret
- 144.12
  Speaking: We use wish / if only + past perfect to express regret
Wishes About the Future
12
- 145.1
  Expressing Wishes About the Future
- 145.2
  Why Use Hope, Not Wish?
- 145.3
  Practice and Reminder
- 145.4
  Vocabulary: Expressing Wishes About the Future
- 145.5
  Grammar: Expressing Wishes About the Future
- 145.6
  Game: Expressing Wishes About the Future
- 145.7
  Quiz: Expressing Wishes About the Future
- 145.8
  Conversational simulation
- 145.9
  Reading: Expressing Wishes About the Future
- 145.10
  Listening: Expressing Wishes About the Future
- 145.11
  Writing: Expressing Wishes About the Future
- 145.12
  Speaking: Expressing Wishes About the Future
If Only vs Wish
12
- 146.1
  Difference Between “If Only” and “Wish”
- 146.2
  Emotional Intensity
- 146.3
  Using Both Naturally
- 146.4
  Vocabulary: Difference Between “If Only” and “Wish”
- 146.5
  Grammar: Difference Between “If Only” and “Wish”
- 146.6
  Game: Difference Between “If Only” and “Wish”
- 146.7
  Quiz: Difference Between “If Only” and “Wish”
- 146.8
  Conversational simulation
- 146.9
  Reading: Difference Between “If Only” and “Wish”
- 146.10
  Writing: Difference Between “If Only” and “Wish”
- 146.11
  Speaking: Difference Between “If Only” and “Wish”
- 146.12
  Listening: Difference Between “If Only” and “Wish”
It’s (High) Time + Past Verb
13
- 147.1
  Using “It’s Time” + Past Verb
- 147.2
  Adding Urgency with “It’s High Time”
- 147.3
  Practice and Tips
- 147.4
  Vocabulary: Using “It’s Time” + Past Verb
- 147.5
  Grammar: Using “It’s Time” + Past Verb
- 147.6
  Game: Using “It’s Time” + Past Verb
- 147.7
  Quiz: Using “It’s Time” + Past Verb
- 147.8
  Conversational simulation
- 147.9
  Writing: Using “It’s Time” + Past Verb
- 147.10
  Speaking: Using “It’s Time” + Past Verb
- 147.11
  Listening: Using “It’s Time” + Past Verb
- 147.12
  Reading: Using “It’s Time” + Past Verb
- 147.13
  C It’s (High) Time + Past Verb
  1 Minute1 Question
As If / As Though
We use as if and as though to say that something appears to be the case — often when we don’t believe it's true. When it’s not true or not likely, we use unreal tenses.
11
- 148.1
  Using “As If” and “As Though”
- 148.2
  Grammar with Unreal Tenses
- 148.3
  Usage and Preference
- 148.4
  Vocabulary: Using “As If” and “As Though”
- 148.5
  Grammar: Using “As If” and “As Though”
- 148.6
  Quiz: Using “As If” and “As Though”
- 148.7
  Conversational simulation
- 148.8
  Listening: Using “As If” and “As Though”
- 148.9
  Reading: Using “As If” and “As Though”
- 148.10
  Writing: Using “As If” and “As Though”
- 148.11
  Speaking: Using “As If” and “As Though”
Would Rather
We use would rather to express preference.
13
- 149.1
  Using “Would Rather” with the Same Subject
- 149.2
  Using “Would Rather” with Different Subjects
- 149.3
  Unreal Time and Preference
- 149.4
  Vocabulary: Using “Would Rather” with the Same Subject
- 149.5
  Grammar: Using “Would Rather” with the Same Subject
- 149.6
  Game: Using “Would Rather” with the Same Subject
- 149.7
  Quiz: Using “Would Rather” with the Same Subject
- 149.8
  Conversational simulation
- 149.9
  Reading: Using “Would Rather” with the Same Subject
- 149.10
  Listening: Using “Would Rather” with the Same Subject
- 149.11
  Writing: Using “Would Rather” with the Same Subject
- 149.12
  Speaking: Using “Would Rather” with the Same Subject
- 149.13
  C Would Rather
  1 Minute1 Question
Mastering Separable Phrasal Verbs - Core Structure and Object Placement Rules
Learning Objective: Learners will identify and correctly construct separable phrasal verbs with both noun and pronoun objects, understanding when separation is required and when it's optional.
13
- 150.1
  Introduction to Separable Phrasal Verbs
- 150.2
  Rules for Object Placement
- 150.3
  Practice and Communication Tips
- 150.4
  Vocabulary: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.5
  Grammar: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.6
  Game: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.7
  Quiz: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.8
  Conversational simulation
- 150.9
  Writing: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.10
  Listening: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.11
  Reading: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.12
  Speaking: identify and correctly construct separable phrasal verbs with both noun and pronoun objects
- 150.13
  C Mastering Separable Phrasal Verbs – Core Structure and Object Placement Rules
  1 Minute1 Question
Mastering Separable Phrasal Verbs - Emphasis, Stress & Register: Spoken vs Written Preferences
Learning Objective: Learners will analyze contextual preferences between separated and unseparated forms in both written and spoken English, including prosody and emphasis patterns.
13
- 151.1
  Spoken English – Emphasis and Separation
- 151.2
  Written English – Unseparated Forms and Formality
- 151.3
  Practical Use and Style Awareness
- 151.4
  Vocabulary: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.5
  Grammar: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.6
  Game: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.7
  Quiz: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.8
  Conversational simulation
- 151.9
  Listening: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.10
  Writing: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.11
  Reading: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.12
  Speaking: analyze contextual preferences between separated and unseparated forms in both written and spoken
- 151.13
  C Mastering Separable Phrasal Verbs – Emphasis, Stress & Register: Spoken vs Written Preferences
  1 Minute1 Question
Mastering Separable Phrasal Verbs - Advanced Usage with Idiomatic and Complex Objects
Learning Objective: Learners will use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings, improving their precision and fluency in advanced writing and conversation.
13
- 152.1
  Managing Complex Objects and Avoiding Ambiguity
- 152.2
  Using Phrasal Verbs in Formal Writing and Business Contexts
- 152.3
  Advanced Separable Phrasal Verbs – Idiomatic Use
- 152.4
  Vocabulary: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.5
  Grammar: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.6
  Game: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.7
  Quiz: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.8
  Conversational simulation
- 152.9
  Listening: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.10
  Reading: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.11
  Writing: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.12
  Speaking: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings
- 152.13
  C Mastering Separable Phrasal Verbs – Advanced Usage with Idiomatic and Complex Objects
  1 Minute1 Question
Mastering Non Separable Phrasal Verbs - Understanding Non-separability and Verb Types
Learning Objective: Learners will distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability, including transitivity and particle type.
13
- 153.1
  What Are Non-Separable Phrasal Verbs?
- 153.2
  Verbs with Prepositions – Still Non-Separable
- 153.3
  How to Recognize and Use Non-Separable Verbs
- 153.4
  Vocabulary: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.5
  Grammar: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.6
  Game: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.7
  Quiz: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.8
  Conversational simulation
- 153.9
  Writing: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.10
  Listening: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.11
  Reading: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.12
  Speaking: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability
- 153.13
  C Mastering Non Separable Phrasal Verbs – Understanding Non-separability and Verb Types
  1 Minute1 Question
Mastering Non Separable Phrasal Verbs - Prepositional Verbs and Fixed Object Positioning
12
- 154.1
  Prepositional Verbs and Fixed Object Placement
- 154.2
  Common Mistakes
- 154.3
  Practice Examples
- 154.4
  Vocabulary: Prepositional Verbs and Fixed Object Placement
- 154.5
  Grammar: Prepositional Verbs and Fixed Object Placement
- 154.6
  Game: Prepositional Verbs and Fixed Object Placement
- 154.7
  Quiz: Prepositional Verbs and Fixed Object Placement
- 154.8
  Conversational simulation
- 154.9
  Listening: Prepositional Verbs and Fixed Object Placement
- 154.10
  Writing: Prepositional Verbs and Fixed Object Placement
- 154.11
  Reading: Prepositional Verbs and Fixed Object Placement
- 154.12
  Speaking: Prepositional Verbs and Fixed Object Placement
Fluency and Idiomatic Usage of Non-separable Phrasal Verbs
Learning Objective: Learners will incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written communication.
13
- 155.1
  What Are Non-separable Phrasal Verbs?
- 155.2
  In Different Contexts
- 155.3
  Fluency Practice
- 155.4
  Vocabulary: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.5
  Grammar: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.6
  Game: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.7
  Quiz: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.8
  Conversational simulation
- 155.9
  Writing: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.10
  Listening: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.11
  Reading: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.12
  Speaking: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written
- 155.13
  C Fluency and Idiomatic Usage of Non-separable Phrasal Verbs
  1 Minute1 Question

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Cuestionarios 37
Duración 1 año de acceso
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Idioma English
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