Inglés para administración de empresas </br> Nivel B2 → Looking Back: The Power of «Used To»Copy - Progerente

57 Sections
627 Lessons
52 semanas

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Module 1: Adjectives ✅ Lesson 1: Gradable and Non-Gradable Adjectives
Objective: Understand the difference between gradable and non-gradable adjectives and how to modify them appropriately using intensifiers.
11
- 1.1
  Understanding Gradable AdjectivesCopy
- 1.2
  Exploring Non-Gradable AdjectivesCopy
- 1.3
  Putting Adjectives and Intensifiers into PracticeCopy
- 1.4
  Vocabulary of gradable and non-gradable adjectivesCopy
- 1.5
  Writing of gradable and non-gradable adjectivesCopy
- 1.6
  Speaking of gradable and non-gradable adjectivesCopy
- 1.7
  Listening of gradable and non-gradable adjectivesCopy
- 1.8
  Reading of gradable and non-gradable adjectivesCopy
- 1.9
  Game of gradable and non-gradable adjectivesCopy
- 1.10
  Quiz of gradable and non-gradable adjectivesCopy
- 1.11
  Conversational simulation of gradable and non-gradable adjectivesCopy
Module 1: Adjectives ✅ Lesson 2: Order of Adjectives in a Sentence
Objective: Learn and apply the standard order of multiple adjectives in English to sound more fluent and natural.
11
- 2.1
  The Royal Order of AdjectivesCopy
- 2.2
  Completing the Adjective ChainCopy
- 2.3
  Natural Descriptions and PracticeCopy
- 2.4
  Vocabulary about multiple adjectives to sound more fluent and naturalCopy
- 2.5
  Writing about multiple adjectives to sound more fluent and naturalCopy
- 2.6
  Speaking about multiple adjectives to sound more fluent and naturalCopy
- 2.7
  Listening about multiple adjectives to sound more fluent and naturalCopy
- 2.8
  Conversational simulationCopy
- 2.9
  Reading about multiple adjectives to sound more fluent and naturalCopy
- 2.10
  Game about multiple adjectives to sound more fluent and naturalCopy
- 2.11
  Quiz about multiple adjectives to sound more fluent and naturalCopy
Module 1: Adjectives ✅ Lesson 3: Participial Adjectives (-ed vs -ing forms)
Objective: Distinguish between participial adjectives ending in -ed and -ing to avoid common mistakes and improve clarity in describing emotions and situations.
12
- 3.1
  How Do You Feel? Using -ED AdjectivesCopy
- 3.2
  What Causes the Feeling? Using -ING AdjectivesCopy
- 3.3
  Putting It All Together: -ED vs. -ING PracticeCopy
- 3.4
  Vocabulary about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.5
  Writing about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.6
  Speaking about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.7
  Listening about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.8
  Conversational simulationCopy
- 3.9
  Reading about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.10
  Game about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.11
  Quiz about participial adjectives ending in -ed and -ing to avoid common mistakesCopy
- 3.12
  B2 Module 1: AdjectivesCopy
  5 Minutes5 Questions
Module 2: Adverbs ✅ Lesson 1: Types of Adverbs and Their Functions
Objective: Identify and correctly use the main types of adverbs: manner, time, frequency, degree, and place in various sentence positions.
11
- 4.1
  Adverbs of Manner and PlaceCopy
- 4.2
  Adverbs of Time and FrequencyCopy
- 4.3
  Adverbs of Degree and ReviewCopy
- 4.4
  Vocabulary about main types of adverbs: manner, time, frequency, degree, and placeCopy
- 4.5
  Writing about main types of adverbs: manner, time, frequency, degree, and placeCopy
- 4.6
  Speaking about main types of adverbs: manner, time, frequency, degree, and placeCopy
- 4.7
  Listening about main types of adverbs: manner, time, frequency, degree, and placeCopy
- 4.8
  Conversational simulationCopy
- 4.9
  Reading about main types of adverbs: manner, time, frequency, degree, and placeCopy
- 4.10
  Game about main types of adverbs: manner, time, frequency, degree, and placeCopy
- 4.11
  Quiz about main types of adverbs: manner, time, frequency, degree, and placeCopy
Module 2: Adverbs ✅ Lesson 2: Adverb Positioning and Sentence Emphasis
Objective: Master the correct placement of adverbs in a sentence and understand how word order can affect meaning and emphasis.
11
- 5.1
  The Three Main Homes for AdverbsCopy
- 5.2
  Adverbs with Helping Verbs and PrecisionCopy
- 5.3
  Mastering Emphasis and Final Special CasesCopy
- 5.4
  Vocabulary about correct placement of adverbs in a sentenceCopy
- 5.5
  Wriing about correct placement of adverbs in a sentenceCopy
- 5.6
  Speaking about correct placement of adverbs in a sentenceCopy
- 5.7
  Listening about correct placement of adverbs in a sentenceCopy
- 5.8
  Conversational simulationCopy
- 5.9
  Reading about correct placement of adverbs in a sentenceCopy
- 5.10
  Game about correct placement of adverbs in a sentenceCopy
- 5.11
  Quiz about correct placement of adverbs in a sentenceCopy
Module 2: Adverbs ✅ Lesson 3: Adjective vs. Adverb Confusion
Objective: Recognize and correct common mistakes between adjectives and adverbs, especially with irregular adverbs and confusing forms.
12
- 6.1
  The Indefinite Introduction with “A” and “An”Copy
- 6.2
  Getting Specific with “The”Copy
- 6.3
  Mastering the Flow of InformationCopy
- 6.4
  Vocabulary about common mistakes between adjectives and adverbsCopy
- 6.5
  Writing about common mistakes between adjectives and adverbsCopy
- 6.6
  Speaking about common mistakes between adjectives and adverbsCopy
- 6.7
  Listening about common mistakes between adjectives and adverbsCopy
- 6.8
  Conversational simulationCopy
- 6.9
  Reading about common mistakes between adjectives and adverbsCopy
- 6.10
  Quiz about common mistakes between adjectives and adverbsCopy
- 6.11
  Game about common mistakes between adjectives and adverbsCopy
- 6.12
  B2 Module 2: AdverbsCopy
  5 Minutes5 Questions
Module 3: Articles ✅ Lesson 1: Deep Review of Definite and Indefinite Articles ("a", "an", "the")
Objective: Reinforce the core rules of using "a", "an", and "the", and apply them in nuanced contexts, including new vs. known information and generic vs. specific references.
11
- 7.1
  The Power of General StatementsCopy
- 7.2
  Institutions, Places, and MealsCopy
- 7.3
  Fixed Expressions and Final ReviewCopy
- 7.4
  Vocabulary about core rules of using “a”, “an”, and “the”, and apply themCopy
- 7.5
  Writing about core rules of using “a”, “an”, and “the”, and apply themCopy
- 7.6
  Speaking about core rules of using “a”, “an”, and “the”, and apply themCopy
- 7.7
  Listening about core rules of using “a”, “an”, and “the”, and apply themCopy
- 7.8
  Conversational simulationCopy
- 7.9
  Reading about core rules of using “a”, “an”, and “the”, and apply themCopy
- 7.10
  Game about core rules of using “a”, “an”, and “the”, and apply themCopy
- 7.11
  Quiz about core rules of using “a”, “an”, and “the”, and apply themCopy
Module 3: Articles ✅ Lesson 2: Zero Article – When Not to Use Any Article
Objective: Understand and correctly apply the zero article in common expressions, uncountable nouns, and plural nouns in general statements.
11
- 8.1
  Using “The” to Define Groups of PeopleCopy
- 8.2
  “The” for Systems, Species, and SkillsCopy
- 8.3
  Mastering “The” in Formal ContextsCopy
- 8.4
  Vocabulary about the zero article in common expressions, uncountable nouns, and plural nounsCopy
- 8.5
  Writing about the zero article in common expressions, uncountable nouns, and plural nounsCopy
- 8.6
  Speaking about the zero article in common expressions, uncountable nouns, and plural nounsCopy
- 8.7
  Listening about the zero article in common expressions, uncountable nouns, and plural nounsCopy
- 8.8
  Conversational simulationCopy
- 8.9
  Reading about the zero article in common expressions, uncountable nouns, and plural nounsCopy
- 8.10
  Game about the zero article in common expressions, uncountable nouns, and plural nounsCopy
- 8.11
  Quiz about the zero article in common expressions, uncountable nouns, and plural nounsCopy
Module 3: Articles ✅ Lesson 3: Advanced Uses of "The" in Cultural and Abstract Contexts
Objective: Explore advanced and abstract uses of "the" with groups, institutions, and when referring to systems, species, or concepts.
12
- 9.1
  Introducing the Power of Emphasis with It-CleftsCopy
- 9.2
  Moving the Spotlight with It-CleftsCopy
- 9.3
  Putting It-Clefts into PracticeCopy
- 9.4
  Vocabulary applied to advanced and abstract uses of “the” with groupsCopy
- 9.5
  Writing applied to advanced and abstract uses of “the” with groupsCopy
- 9.6
  Speaking applied to advanced and abstract uses of “the” with groupsCopy
- 9.7
  Listening applied to advanced and abstract uses of “the” with groupsCopy
- 9.8
  Conversational simulationCopy
- 9.9
  Reading applied to advanced and abstract uses of “the” with groupsCopy
- 9.10
  Quiz applied to advanced and abstract uses of “the” with groupsCopy
- 9.11
  Game applied to advanced and abstract uses of “the” with groupsCopy
- 9.12
  B2 Module 3: ArticlesCopy
  5 Minutes5 Questions
Module 4: Cleft sentences ✅ Lesson 1: Cleft Sentences — “It-cleft” Structures
Objective: Understand the structure and purpose of It-cleft sentences, and use them to emphasize specific parts of a sentence.
11
- 10.1
  Focusing on Actions with “What-Clefts”Copy
- 10.2
  Expanding the Focus with Other Wh-WordsCopy
- 10.3
  Mastering the Tone and PracticeCopy
- 10.4
  Vocabulary for structure and purpose of It-cleft sentencesCopy
- 10.5
  Writing for structure and purpose of It-cleft sentencesCopy
- 10.6
  Speaking for structure and purpose of It-cleft sentencesCopy
- 10.7
  Listening for structure and purpose of It-cleft sentencesCopy
- 10.8
  Conversational simulationCopy
- 10.9
  Reading for structure and purpose of It-cleft sentencesCopy
- 10.10
  Quiz for structure and purpose of It-cleft sentencesCopy
- 10.11
  Game for structure and purpose of It-cleft sentencesCopy
Module 4: Cleft sentences ✅ Lesson 2: Wh-cleft Sentences (Pseudo-clefts)
Objective: Learn how to use Wh-cleft structures to focus on actions, reasons, or people, and vary sentence rhythm and structure.
11
- 11.1
  The “All-Cleft” and Negative FocusCopy
- 11.2
  Clarifying Negatives and Introducing InversionCopy
- 11.3
  Advanced Inversion and Mastering the ToneCopy
- 11.4
  Vocabulary for Wh-cleft structures to focus on actions, reasons, or peopleCopy
- 11.5
  Speaking for Wh-cleft structures to focus on actions, reasons, or peopleCopy
- 11.6
  Listening for Wh-cleft structures to focus on actions, reasons, or peopleCopy
- 11.7
  Conversational simulationCopy
- 11.8
  Reading for Wh-cleft structures to focus on actions, reasons, or peopleCopy
- 11.9
  Game for Wh-cleft structures to focus on actions, reasons, or peopleCopy
- 11.10
  Quiz for Wh-cleft structures to focus on actions, reasons, or peopleCopy
- 11.11
  Writing for Wh-cleft structures to focus on actions, reasons, or peopleCopy
Module 4: Cleft sentences ✅ Lesson 3: Advanced Cleft Variations and Inversion for Emphasis
Objective: Explore more advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expression and rhetorical effect.
12
- 12.1
  The Foundation of ComparisonCopy
- 12.2
  Irregular Forms and Common MistakesCopy
- 12.3
  Using “The” Correctly and Final PracticeCopy
- 12.4
  Vocabulary for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.5
  Writing for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.6
  Speaking for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.7
  Listening for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.8
  Conversational simulationCopy
- 12.9
  Reading for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.10
  Game for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.11
  Quiz for advanced cleft structures, including all-clefts, negative clefts, and inversion, to enrich expressionCopy
- 12.12
  B2 Module 4: Cleft sentencesCopy
  5 Minutes5 Questions
Module 5: Making comparisons: comparatives and superlative ✅ Lesson 1: Comparative and Superlative Forms – Beyond the Basics
Objective: Review the rules for forming comparatives and superlatives, and apply them to irregular and longer adjectives, avoiding common mistakes.
11
- 13.1
  Expressing Small and Large DifferencesCopy
- 13.2
  The Double Comparative and Comparing with ExpectationsCopy
- 13.3
  Making Superlatives Even StrongerCopy
- 13.4
  Vocabulary for forming comparatives and superlativesCopy
- 13.5
  Writing for forming comparatives and superlativesCopy
- 13.6
  Speaking for forming comparatives and superlativesCopy
- 13.7
  Listening for forming comparatives and superlativesCopy
- 13.8
  Conversational simulationCopy
- 13.9
  Reading for forming comparatives and superlativesCopy
- 13.10
  Game for forming comparatives and superlativesCopy
- 13.11
  Quiz for forming comparatives and superlativesCopy
Module 5: Making comparisons: comparatives and superlative ✅ Lesson 2: Modifying Comparatives and Superlatives for Nuance
Objective: Use intensifiers, quantifiers, and patterns with comparative structures to express degrees of difference more precisely.
11
- 14.1
  Finding Common Ground: Expressing SimilarityCopy
- 14.2
  The Art of ContrastCopy
- 14.3
  Building Arguments with Advanced ComparisonsCopy
- 14.4
  Vocabulary for intensifiers, quantifiers, and patterns with comparative structuresCopy
- 14.5
  Writing for intensifiers, quantifiers, and patterns with comparative structuresCopy
- 14.6
  Speaking for intensifiers, quantifiers, and patterns with comparative structuresCopy
- 14.7
  Listening for intensifiers, quantifiers, and patterns with comparative structuresCopy
- 14.8
  Conversational simulationCopy
- 14.9
  Game for intensifiers, quantifiers, and patterns with comparative structuresCopy
- 14.10
  Quiz for intensifiers, quantifiers, and patterns with comparative structuresCopy
- 14.11
  Reading for intensifiers, quantifiers, and patterns with comparative structuresCopy
Module 5: Making comparisons: comparatives and superlative ✅ Lesson 3: Expressing Similarity and Contrast with Advanced Structures
Objective: Master advanced patterns to express comparison, contrast, and similarity in fluent, natural English.
12
- 15.1
  The Second Conditional – Imagining a Different RealityCopy
- 15.2
  The Zero Conditional – Rules and RealitiesCopy
- 15.3
  The First Conditional – Real Future PossibilitiesCopy
- 15.4
  Vocabulary for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.5
  Writing for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.6
  Speaking for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.7
  Listening for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.8
  Conversational simulationCopy
- 15.9
  Reading for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.10
  Game for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.11
  Quiz for advanced patterns to express comparison, contrast, and similarity in fluent EnglishCopy
- 15.12
  B2 Module 5: Making comparisons: comparatives and superlativeCopy
  5 Minutes5 Questions
Module 6: Conditionals ✅ Lesson 1: Review of Zero, First, and Second Conditionals – Real vs. Unreal Situations
Objective: Consolidate understanding of basic conditional types and apply them accurately to both real and unreal situations, using appropriate verb tenses and contexts.
11
- 16.1
  The Third Conditional – Imagining a Different PastCopy
- 16.2
  Expanding the Language of Past RegretCopy
- 16.3
  Putting Regret into PracticeCopy
- 16.4
  Vocabulary for basic conditional types and apply them accurately to both real and unreal situationsCopy
- 16.5
  Writing for basic conditional types and apply them accurately to both real and unreal situationsCopy
- 16.6
  Speaking for basic conditional types and apply them accurately to both real and unreal situationsCopy
- 16.7
  Listening for basic conditional types and apply them accurately to both real and unreal situationsCopy
- 16.8
  Conversational simulationCopy
- 16.9
  Game for basic conditional types and apply them accurately to both real and unreal situationsCopy
- 16.10
  Quiz for basic conditional types and apply them accurately to both real and unreal situationsCopy
- 16.11
  Reading for basic conditional types and apply them accurately to both real and unreal situationsCopy
Module 6: Conditionals ✅ Lesson 2: Third Conditional and Regret in the Past
Objective: Use the third conditional to express regret, hypothetical past outcomes, and critical thinking about past decisions or events.
11
- 17.1
  Mixed Conditionals – How the Past Affects an Imaginary PresentCopy
- 17.2
  Mixed Conditionals – How a Different Present Could Have Changed the PastCopy
- 17.3
  Mixed Conditionals in Action and Final ReviewCopy
- 17.4
  Vocabulary applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
- 17.5
  Writing applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
- 17.6
  Speaking applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
- 17.7
  Listening applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
- 17.8
  Conversational simulationCopy
- 17.9
  Reading applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
- 17.10
  Game applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
- 17.11
  Quiz applied to third conditional to express regret, hypothetical past outcomes, and critical thinkingCopy
Module 6: Conditionals ✅ Lesson 3: Mixed Conditionals – Connecting Past and Present/Future
Objective: Identify and use mixed conditional structures to express complex ideas involving hypothetical connections between past and present/future.
12
- 18.1
  How the Past Affects an Imaginary PresentCopy
- 18.2
  How a Different Present Could Have Changed the PastCopy
- 18.3
  Mixed Conditionals in Action and Final ReviewCopy
- 18.4
  Vocabulary for mixed conditional structures to express complex ideasCopy
- 18.5
  Writting for mixed conditional structures to express complex ideasCopy
- 18.6
  Speaking for mixed conditional structures to express complex ideasCopy
- 18.7
  Reading for mixed conditional structures to express complex ideasCopy
- 18.8
  Conversational simulationCopy
- 18.9
  Listening for mixed conditional structures to express complex ideasCopy
- 18.10
  Game for mixed conditional structures to express complex ideasCopy
- 18.11
  Quiz for mixed conditional structures to express complex ideasCopy
- 18.12
  B2 Module 6: ConditionalsCopy
  5 Minutes5 Questions
Module 7: Countable and uncountable nouns and their determiners ✅ Lesson 1: Deep Review – Countable vs. Uncountable Nouns
Objective: Reinforce understanding of which nouns are countable or uncountable, and how their use affects verb agreement and determiner choice.
11
- 19.1
  Mastering Nouns: The Countable-Uncountable DivideCopy
- 19.2
  Grammar in Action: Verbs and Determiners with NounsCopy
- 19.3
  Noun Nuances: When Rules BendCopy
- 19.4
  Vocabulary for understanding which nouns are countable or uncountableCopy
- 19.5
  Writing for understanding which nouns are countable or uncountableCopy
- 19.6
  Listening for understanding which nouns are countable or uncountableCopy
- 19.7
  Speaking for understanding which nouns are countable or uncountableCopy
- 19.8
  Conversational simulationCopy
- 19.9
  Reading for understanding which nouns are countable or uncountableCopy
- 19.10
  Game for understanding which nouns are countable or uncountableCopy
- 19.11
  Quiz for understanding which nouns are countable or uncountableCopy
Module 7: Countable and uncountable nouns and their determiners ✅ Lesson 2: Using Quantifiers and Determiners Correctly
Objective: Learn to accurately use a variety of quantifiers and determiners with both countable and uncountable nouns to express amount, frequency, or limitation.
11
- 20.1
  Expressing Quantity: Your Guide to DeterminersCopy
- 20.2
  The Art of Measuring the UnmeasurableCopy
- 20.3
  Flexible Friends: Quantifiers for All NounsCopy
- 20.4
  Vocabulary to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
- 20.5
  Writing to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
- 20.6
  Listening to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
- 20.7
  Speaking to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
- 20.8
  Game to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
- 20.9
  Quiz to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
- 20.10
  Conversational simulationCopy
- 20.11
  Reading to accurately use a variety of quantifiers and determiners with both countable and uncountable nounsCopy
Module 7: Countable and uncountable nouns and their determiners ✅ Lesson 3: Expressing Quantity and Specificity in Formal Contexts
Objective: Develop fluency in expressing quantity and specificity with complex noun phrases in academic, professional, and persuasive contexts.
12
- 21.1
  Elevating Your Language: Formal QuantifiersCopy
- 21.2
  Precision and Formality: Making the Uncountable CountableCopy
- 21.3
  The Final Polish: Mastering Formal vs. Informal UsageCopy
- 21.4
  Vocabulary for expressing quantity and specificity with complex noun phrasesCopy
- 21.5
  Writing for expressing quantity and specificity with complex noun phrasesCopy
- 21.6
  Listening for expressing quantity and specificity with complex noun phrasesCopy
- 21.7
  Speaking for expressing quantity and specificity with complex noun phrasesCopy
- 21.8
  Conversational simulationCopy
- 21.9
  Reading for expressing quantity and specificity with complex noun phrasesCopy
- 21.10
  Quiz expressing quantity and specificity with complex noun phrasesCopy
- 21.11
  Game for expressing quantity and specificity with complex noun phrasesCopy
- 21.12
  B2 Module 7: Countable and uncountable nouns and their determinersCopy
  5 Minutes5 Questions
Module 8: Future ✅ Lesson 1: Future Forms and Their Uses – Contrast and Clarity
Objective: Understand and accurately use the most common future structures: will, going to, and present continuous for future meaning, depending on the situation.
11
- 22.1
  The Spontaneous Future: Mastering “Will”Copy
- 22.2
  Plans and Predictions: Using “Be Going To”Copy
- 22.3
  Confirmed Arrangements: Present Continuous and Final ContrastsCopy
- 22.4
  Vocabulary to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
- 22.5
  Writing to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
- 22.6
  Listening to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
- 22.7
  Speaking to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
- 22.8
  Conversational simulationCopy
- 22.9
  Reading to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
- 22.10
  Game to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
- 22.11
  Quiz to accurately use the most common future structures: will, going to, and present continuous for future meaningCopy
Module 8: Future ✅ Lesson 2: Future Perfect and Future Continuous – Advanced Future Concepts
Future Perfect and Future Continuous – Advanced Future Concepts
11
- 23.1
  Actions in Progress: The Future ContinuousCopy
- 23.2
  Looking Back from the Future: The Future PerfectCopy
- 23.3
  Mastering Future Timelines: Combining TensesCopy
- 23.4
  Vocabulary applied to Future Perfect and Future ContinuousCopy
- 23.5
  Writing applied to Future Perfect and Future ContinuousCopy
- 23.6
  Listening applied to Future Perfect and Future ContinuousCopy
- 23.7
  Speaking applied to Future Perfect and Future ContinuousCopy
- 23.8
  Conversational simulationCopy
- 23.9
  Reading applied to Future Perfect and Future ContinuousCopy
- 23.10
  Game applied to Future Perfect and Future ContinuousCopy
- 23.11
  Quiz applied to Future Perfect and Future ContinuousCopy
Module 8: Future ✅ Lesson 3: Future in the Past and Conditional Future Structures
Objective: Use future-in-the-past and conditional structures to describe planned or expected future events from a past point of view.
12
- 24.1
  Looking Back at the Future: An IntroductionCopy
- 24.2
  Reporting Future Plans: Using “Would”Copy
- 24.3
  Imagining the Future: ConditionalsCopy
- 24.4
  Vocabulary for future-in-the-past and conditional structuresCopy
- 24.5
  Writing for future-in-the-past and conditional structuresCopy
- 24.6
  Reading for future-in-the-past and conditional structuresCopy
- 24.7
  Speaking for future-in-the-past and conditional structuresCopy
- 24.8
  Listening for future-in-the-past and conditional structuresCopy
- 24.9
  Conversational simulationCopy
- 24.10
  Game for future-in-the-past and conditional structuresCopy
- 24.11
  Quiz for future-in-the-past and conditional structuresCopy
- 24.12
  B2 Module 8: FutureCopy
  5 Minutes5 Questions
Module 9: Gerund and infinitive ✅ Lesson 1: Verb Patterns – When to Use Gerunds or Infinitives
Objective: Learn which verbs are followed by gerunds (-ing) and which take infinitives (to + base form), and use them correctly in common situations.
11
- 25.1
  The Gerund Group: Verbs Followed by “-ing”Copy
- 25.2
  The Infinitive Team: Verbs Followed by “To”Copy
- 25.3
  Fluency and Form: Putting Patterns into PracticeCopy
- 25.4
  Vocabulary applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.5
  Listening applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.6
  Writing applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.7
  Quiz applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.8
  Speaking applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.9
  Reading applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.10
  Game applied to gerunds (-ing) and infinitives (to + base form)Copy
- 25.11
  Conversational simulationCopy
Module 9: Gerund and infinitive ✅ Lesson 2: Verbs That Change Meaning with Gerund vs. Infinitive
Objective: Recognize and use verbs whose meaning changes depending on whether they are followed by a gerund or an infinitive.
11
- 26.1
  A Change in Meaning: The Power of “Stop”Copy
- 26.2
  Memory and Regret: Gerunds vs. InfinitivesCopy
- 26.3
  Effort and Intent: Final Verb Pattern NuancesCopy
- 26.4
  Vocabulary about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
- 26.5
  Writing about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
- 26.6
  Listening about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
- 26.7
  Speaking about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
- 26.8
  Conversational simulationCopy
- 26.9
  Reading about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
- 26.10
  Game about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
- 26.11
  Quiz about verbs whose meaning changes depending on whether they are followed by a gerund or an infinitiveCopy
Module 9: Gerund and infinitive ✅ Lesson 3: Gerunds and Infinitives in Passive and Formal Structures
Objective: Use gerund and infinitive forms in passive, impersonal, and complex structures, especially in formal and academic contexts.
12
- 27.1
  The Passive Infinitive: A Formal ApproachCopy
- 27.2
  Reporting and Perception: Advanced Passive FormsCopy
- 27.3
  The Sophisticated Gerund: Formal Sentence StructuresCopy
- 27.4
  Reading applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.5
  Vocabulary applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.6
  Writing applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.7
  Speaking applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.8
  Listening applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.9
  Conversational simulationCopy
- 27.10
  Game applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.11
  Quiz applied to gerund and infinitive forms in passive, impersonal, and complex structuresCopy
- 27.12
  B2 Module 9: Gerund and infinitiveCopy
  5 Minutes5 Questions
Module 10: Inversion ✅ Lesson 1: Inversion after Negative and Limiting Adverbials
Objective: Use inversion for emphasis after negative or restrictive adverbs to add stylistic variety and emphasis in formal contexts.
11
- 28.1
  A Dramatic Twist: Introduction to InversionCopy
- 28.2
  Beyond “Never”: Expanding Your Inversion ToolkitCopy
- 28.3
  Perfecting the Timing: Inversion with “Hardly,” “Scarcely,” and “No Sooner”Copy
- 28.4
  Vocabulary applied to inversion for emphasis after negative or restrictive adverbsCopy
- 28.5
  Writing applied to inversion for emphasis after negative or restrictive adverbsCopy
- 28.6
  Speaking applied to inversion for emphasis after negative or restrictive adverbsCopy
- 28.7
  Listening applied to inversion for emphasis after negative or restrictive adverbsCopy
- 28.8
  Conversational simulationCopy
- 28.9
  Game applied to inversion for emphasis after negative or restrictive adverbsCopy
- 28.10
  Reading applied to inversion for emphasis after negative or restrictive adverbsCopy
- 28.11
  Quiz applied to inversion for emphasis after negative or restrictive adverbsCopy
Module 10: Inversion ✅ Lesson 2: Inversion after Conditional Structures (Without “If”)
Objective: Use inversion in formal conditional sentences to replace "if", especially in writing and formal speaking.
11
- 29.1
  A Formal Alternative: Inverting the First ConditionalCopy
- 29.2
  Hypothetical Futures: Inverting the Second ConditionalCopy
- 29.3
  Looking Back: Inverting the Third ConditionalCopy
- 29.4
  Vocabulary focus on inversion in formal conditional sentences to replace “if”Copy
- 29.5
  Writing focus on inversion in formal conditional sentences to replace “if”Copy
- 29.6
  Speaking focus on inversion in formal conditional sentences to replace “if”Copy
- 29.7
  Listening focus on inversion in formal conditional sentences to replace “if”Copy
- 29.8
  Conversational simulationCopy
- 29.9
  Reading focus on inversion in formal conditional sentences to replace “if”Copy
- 29.10
  Game focus on inversion in formal conditional sentences to replace “if”Copy
- 29.11
  Quiz focus on inversion in formal conditional sentences to replace “if”Copy
Module 10: Inversion ✅ Lesson 3: Inversion After “So,” “Such,” and “Nor/Neither”
Objective: Use inversion to emphasize result or agreement in formal or dramatic contexts.
12
- 30.1
  Emphasis and Result: Inversion with “So” and “Such”Copy
- 30.2
  Natural Agreement: Inversion with “So,” “Neither,” and “Nor”Copy
- 30.3
  Mastering Inversion: Practice and ApplicationCopy
- 30.4
  Vocabulary applied to inversion to emphasize result or agreementCopy
- 30.5
  Writing applied to inversion to emphasize result or agreementCopy
- 30.6
  Speaking applied to inversion to emphasize result or agreementCopy
- 30.7
  Listening applied to inversion to emphasize result or agreementCopy
- 30.8
  Conversational simulationCopy
- 30.9
  Reading applied to inversion to emphasize result or agreementCopy
- 30.10
  Game applied to inversion to emphasize result or agreementCopy
- 30.11
  Quiz applied to inversion to emphasize result or agreementCopy
- 30.12
  B2 Module 10: InversionCopy
  5 Minutes5 Questions
Module 11: Modals ✅ Lesson 1: Modal Verbs for Deduction and Speculation
Objective: Use modal verbs to make logical conclusions about the present and past, based on available information or evidence.
11
- 31.1
  Present Possibilities: Deduction with ModalsCopy
- 31.2
  Unlocking the Past: Deduction with Modal PerfectsCopy
- 31.3
  Certainty and Speculation: Mastering DeductionCopy
- 31.4
  Vocabulary applied to modal verbs and logical conclusionsCopy
- 31.5
  Writing applied to modal verbs and logical conclusionsCopy
- 31.6
  Speaking applied to modal verbs and logical conclusionsCopy
- 31.7
  Listening applied to modal verbs and logical conclusionsCopy
- 31.8
  Conversational simulationCopy
- 31.9
  Reading applied to modal verbs and logical conclusionsCopy
- 31.10
  Game applied to modal verbs and logical conclusionsCopy
- 31.11
  Quiz applied to modal verbs and logical conclusionsCopy
Module 11: Modals ✅ Lesson 2: Modals of Obligation, Necessity, and Advice
Modals of Obligation, Necessity, and Advice
11
- 32.1
  Rules and Advice: Present and Future ModalsCopy
- 32.2
  Looking Back: Obligation and Regret in the PastCopy
- 32.3
  Mastering Modals: Practice and ApplicationCopy
- 32.4
  Vocabulary about modals of Obligation, Necessity, and AdviceCopy
- 32.5
  Writing about modals of Obligation, Necessity, and AdviceCopy
- 32.6
  Speaking about modals of Obligation, Necessity, and AdviceCopy
- 32.7
  Listening about modals of Obligation, Necessity, and AdviceCopy
- 32.8
  Conversational simulationCopy
- 32.9
  Reading about modals of Obligation, Necessity, and AdviceCopy
- 32.10
  Game about modals of Obligation, Necessity, and AdviceCopy
- 32.11
  Quiz about modals of Obligation, Necessity, and AdviceCopy
Module 11: Modals ✅ Lesson 3: Modals for Hypothetical and Polite Communication
Objective: Use modal verbs to express hypothetical meaning, politeness, and conditionality in both spoken and written English.
12
- 33.1
  The Language of Imagination: Hypothetical ModalsCopy
- 33.2
  The Art of Politeness: Softening Your LanguageCopy
- 33.3
  Mastering Tone: Practice and ApplicationCopy
- 33.4
  Vocabulary to express hypothetical meaning, politeness, and conditionalityCopy
- 33.5
  Writing to express hypothetical meaning, politeness, and conditionalityCopy
- 33.6
  Speaking to express hypothetical meaning, politeness, and conditionalityCopy
- 33.7
  Listening to express hypothetical meaning, politeness, and conditionalityCopy
- 33.8
  Conversational simulationCopy
- 33.9
  Reading to express hypothetical meaning, politeness, and conditionalityCopy
- 33.10
  Game to express hypothetical meaning, politeness, and conditionalityCopy
- 33.11
  Quiz to express hypothetical meaning, politeness, and conditionalityCopy
- 33.12
  B2 Module 11: ModalsCopy
  5 Minutes5 Questions
Module 12: Narrative tenses ✅ Lesson 1: Past Simple and Past Continuous – Describing Main Events and Background Actions
Objective: Use the past simple to narrate completed actions and the past continuous to describe background scenes or actions in progress in the past.
11
- 34.1
  The Backbone of the Story: Mastering the Past SimpleCopy
- 34.2
  Painting the Picture: The Role of the Past ContinuousCopy
- 34.3
  When Worlds Collide: Combining Past TensesCopy
- 34.4
  Vocabulary applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
- 34.5
  Writing applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
- 34.6
  Speaking applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
- 34.7
  Listening applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
- 34.8
  Conversational simulationCopy
- 34.9
  Reading applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
- 34.10
  Game applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
- 34.11
  Quiz applied to past simple to narrate completed actions and the past continuous to describe background scenesCopy
Module 12: Narrative tenses ✅ Lesson 2: Past Perfect Simple – Showing Earlier Past Events
Objective: Use the past perfect simple to show that one action happened before another past event, and add clarity to story timelines.
11
- 35.1
  Viajando al Pasado Anterior: Introducción al Pasado PerfectoCopy
- 35.2
  Claridad Cronológica: Pasado Perfecto vs. Pasado SimpleCopy
- 35.3
  El Pasado Perfecto en Acción: Narrativa y PrácticaCopy
- 35.4
  Vocabulary applied to past perfect simple to show that one action happened before another past eventCopy
- 35.5
  Writing applied to past perfect simple to show that one action happened before another past eventCopy
- 35.6
  Speaking applied to past perfect simple to show that one action happened before another past eventCopy
- 35.7
  Listening applied to past perfect simple to show that one action happened before another past eventCopy
- 35.8
  Conversational simulationCopy
- 35.9
  Reading applied to past perfect simple to show that one action happened before another past eventCopy
- 35.10
  Game applied to past perfect simple to show that one action happened before another past eventCopy
- 35.11
  Quiz applied to past perfect simple to show that one action happened before another past eventCopy
Module 12: Narrative tenses ✅ Lesson 3: Past Perfect Continuous and Narrative Flow
Objective: Use the past perfect continuous to describe longer actions that were happening up to a point in the past, adding richness and temporal depth to narratives.
12
- 36.1
  La Historia Detrás de la Historia: El Pasado Perfecto ContinuoCopy
- 36.2
  Proceso vs. Resultado: Comparando los Tiempos PerfectosCopy
- 36.3
  Flujo Narrativo: Uniendo Todos los Tiempos PasadosCopy
- 36.4
  Vocabulary about past perfect continuous to describe longer actionsCopy
- 36.5
  Writing about past perfect continuous to describe longer actionsCopy
- 36.6
  Speaking about past perfect continuous to describe longer actionsCopy
- 36.7
  Listening about past perfect continuous to describe longer actionsCopy
- 36.8
  Conversational simulationCopy
- 36.9
  Reading about past perfect continuous to describe longer actionsCopy
- 36.10
  Quiz about past perfect continuous to describe longer actionsCopy
- 36.11
  Game about past perfect continuous to describe longer actionsCopy
- 36.12
  B2 Module 12: Narrative tensesCopy
  5 Minutes5 Questions
Module 13: Relative clauses ✅ Lesson 1: Defining and Non-Defining Relative Clauses – Usage and Punctuation
Objective: Distinguish between defining and non-defining relative clauses and apply correct punctuation, pronoun choice, and sentence structure.
11
- 37.1
  Essential Information: An Introduction to Defining ClausesCopy
- 37.2
  Extra Details: Mastering Non-Defining ClausesCopy
- 37.3
  Punctuation and Meaning: A Final ComparisonCopy
- 37.4
  Vocabulary applied to correct punctuation, pronoun choice, and sentence structureCopy
- 37.5
  Writing applied to correct punctuation, pronoun choice, and sentence structureCopy
- 37.6
  Speaking applied to correct punctuation, pronoun choice, and sentence structureCopy
- 37.7
  Listening applied to correct punctuation, pronoun choice, and sentence structureCopy
- 37.8
  Conversational simulationCopy
- 37.9
  Game applied to correct punctuation, pronoun choice, and sentence structureCopy
- 37.10
  Reading applied to correct punctuation, pronoun choice, and sentence structureCopy
- 37.11
  Quiz applied to correct punctuation, pronoun choice, and sentence structureCopy
Module 13: Relative clauses ✅ Lesson 2: Omission of Relative Pronouns and Preposition Placement
Objective: Use reduced forms of relative clauses correctly, including when to omit pronouns and how to place prepositions naturally in both formal and informal English.
11
- 38.1
  The Invisible Pronoun: When to OmitCopy
- 38.2
  Prepositions in Motion: Formal vs. Informal PlacementCopy
- 38.3
  Achieving Fluency: Combining the RulesCopy
- 38.4
  Vocabulary focus on reduced forms of relative clausesCopy
- 38.5
  Writing focus on reduced forms of relative clausesCopy
- 38.6
  Listening focus on reduced forms of relative clausesCopy
- 38.7
  Speaking focus on reduced forms of relative clausesCopy
- 38.8
  Conversational simulationCopy
- 38.9
  Reading focus on reduced forms of relative clausesCopy
- 38.10
  Game focus on reduced forms of relative clausesCopy
- 38.11
  Quiz focus on reduced forms of relative clausesCopy
Module 13: Relative clauses ✅ Lesson 3: Reduced Relative Clauses – Participial and Infinitive Forms
Objective: Use reduced relative clauses to shorten and streamline sentences, especially in written or formal English.
12
- 39.1
  The Story Behind the Story: The Past Perfect ContinuousCopy
- 39.2
  Process vs. Result: Comparing the Perfect TensesCopy
- 39.3
  Narrative Flow: Bringing All Past Tenses TogetherCopy
- 39.4
  Vocabulary about reduced relative clauses to shorten and streamline sentencesCopy
- 39.5
  Writing about reduced relative clauses to shorten and streamline sentencesCopy
- 39.6
  Listening about reduced relative clauses to shorten and streamline sentencesCopy
- 39.7
  Speaking about reduced relative clauses to shorten and streamline sentencesCopy
- 39.8
  Conversational simulationCopy
- 39.9
  Reading about reduced relative clauses to shorten and streamline sentencesCopy
- 39.10
  Game about reduced relative clauses to shorten and streamline sentencesCopy
- 39.11
  Quiz about reduced relative clauses to shorten and streamline sentencesCopy
- 39.12
  B2 Module 13: Relative clausesCopy
  5 Minutes5 Questions
Module 14: Reported speech and reporting verbs ✅ Lesson 1: Backshifting and Time/Place Reference in Reported Speech
Objective: Understand how verb tenses, time expressions, and pronouns shift when turning direct speech into reported speech.
11
- 40.1
  Mastering Reported Speech: The Art of BackshiftingCopy
- 40.2
  Expanding Your Skills: Advanced Tense and Modal ShiftsCopy
- 40.3
  The Final Touches: Time, Place, and Powerful Reporting VerbsCopy
- 40.4
  Vocabulary applied to verb tenses, time expressions, and pronouns shiftCopy
- 40.5
  Writing applied to verb tenses, time expressions, and pronouns shiftCopy
- 40.6
  Listening applied to verb tenses, time expressions, and pronouns shiftCopy
- 40.7
  Speaking applied to verb tenses, time expressions, and pronouns shiftCopy
- 40.8
  Conversational simulationCopy
- 40.9
  Reading applied to verb tenses, time expressions, and pronouns shiftCopy
- 40.10
  Game applied to verb tenses, time expressions, and pronouns shiftCopy
- 40.11
  Quiz applied to verb tenses, time expressions, and pronouns shiftCopy
Module 14: Reported speech and reporting verbs ✅ Lesson 2: Reporting Questions, Commands, and Requests
Objective: Report yes/no questions, wh- questions, commands, and requests using appropriate grammar and structure.
11
- 41.1
  From Question Marks to Full Stops: Reporting Yes/No QuestionsCopy
- 41.2
  Mastering the ‘Wh-‘ Words in Reported SpeechCopy
- 41.3
  Giving Orders and Making Requests: The Infinitive FormCopy
- 41.4
  Vocabulary applied to yes/no questions, wh- questions, commands, and requestsCopy
- 41.5
  Writing applied to yes/no questions, wh- questions, commands, and requestsCopy
- 41.6
  Listening applied to yes/no questions, wh- questions, commands, and requestsCopy
- 41.7
  Speaking applied to yes/no questions, wh- questions, commands, and requestsCopy
- 41.8
  Conversational simulationCopy
- 41.9
  Reading applied to yes/no questions, wh- questions, commands, and requestsCopy
- 41.10
  Game applied to yes/no questions, wh- questions, commands, and requestsCopy
- 41.11
  Quiz applied to yes/no questions, wh- questions, commands, and requestsCopy
Module 14: Reported speech and reporting verbs ✅ Lesson 3: Advanced Reporting Verbs – Attitude and Accuracy
Objective: Expand vocabulary of reporting verbs and use them with correct structures to express different attitudes (agreement, doubt, advice, criticism, etc.).
12
- 42.1
  Beyond ‘Said’: Reporting with Attitude Using ‘That’ ClausesCopy
- 42.2
  Action and Advice: Reporting with Infinitives and GerundsCopy
- 42.3
  Precision Reporting: Verbs with Prepositions and -ingCopy
- 42.4
  Vocabulary applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.5
  Writing applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.6
  Speaking applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.7
  Listening applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.8
  Conversational simulationCopy
- 42.9
  Reading applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.10
  Game applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.11
  Quiz applied to reporting verbs and use them with correct structures to express different attitudesCopy
- 42.12
  B2 Module 14: Reported speech and reporting verbsCopy
  5 Minutes5 Questions
Module 15: Will/would and used to ✅ Lesson 1: Using "Will" for Present Habits and Predictable Behavior
Objective: Use will to talk about repeated actions and predictable behavior in the present, especially in spoken or narrative English.
11
- 43.1
  The Secret Life of ‘Will’: Describing Present HabitsCopy
- 43.2
  From Fact to Feeling: The Emotional Power of ‘Will’Copy
- 43.3
  Putting ‘Will’ to Work: Describing People and PersonalitiesCopy
- 43.4
  Vocabulary applied to repeated actions and predictable behaviorCopy
- 43.5
  Writing applied to repeated actions and predictable behaviorCopy
- 43.6
  Speaking applied to repeated actions and predictable behaviorCopy
- 43.7
  Listening applied to repeated actions and predictable behaviorCopy
- 43.8
  Conversational simulationCopy
- 43.9
  Reading applied to repeated actions and predictable behaviorCopy
- 43.10
  Game applied to repeated actions and predictable behaviorCopy
- 43.11
  Quiz applied to repeated actions and predictable behaviorCopy
Module 15: Will/would and used to ✅ Lesson 2: Using "Would" and "Used to" for Past Habits
Objective: Use would and used to to describe past repeated actions, and understand when each one is appropriate.
11
- 44.1
  Looking Back: The Power of “Used To”Copy
- 44.2
  Storytelling with “Would”: Painting a Picture of the PastCopy
- 44.3
  “Used To” vs. “Would”: Choosing the Right Word for Your StoryCopy
- 44.4
  Vocabulary focus on past repeated actionsCopy
- 44.5
  Writing focus on past repeated actionsCopy
- 44.6
  Speaking focus on past repeated actionsCopy
- 44.7
  Listening focus on past repeated actionsCopy
- 44.8
  Conversational simulationCopy
- 44.9
  Reading focus on past repeated actionsCopy
- 44.10
  Game focus on past repeated actionsCopy
- 44.11
  Quiz focus on past repeated actionsCopy
Module 15: Will/would and used to ✅ Lesson 3: Comparison and Contrast – Choosing the Right Form
Objective: Distinguish clearly between used to, would, and will when describing past or present habits, and learn how to choose based on tone, emphasis, and grammar rules.
12
- 45.1
  Habits Now: Choosing Between Fact and FeelingCopy
- 45.2
  Habits Then: Choosing Between States and StoriesCopy
- 45.3
  The Complete Toolkit: Comparing Habits Across TimeCopy
- 45.4
  Vocabulary about describing past or present habitsCopy
- 45.5
  Writing about describing past or present habitsCopy
- 45.6
  Speaking about describing past or present habitsCopy
- 45.7
  Listening about describing past or present habitsCopy
- 45.8
  Conversational simulationCopy
- 45.9
  Reading about describing past or present habitsCopy
- 45.10
  Game about describing past or present habitsCopy
- 45.11
  Quiz about describing past or present habitsCopy
- 45.12
  B2 Module 15: Will/would and used toCopy
  5 Minutes5 Questions
Module 16: So and such; too and enough ✅ Lesson 1: So vs. Such – Emphasis and Cause-Effect
Objective: Understand and correctly use so and such to express emphasis and introduce result clauses.
11
- 46.1
  The Power of Emphasis: Mastering “So”Copy
- 46.2
  The Perfect Partner: Using “Such” with NounsCopy
- 46.3
  “So” vs. “Such”: Your Complete Guide to EmphasisCopy
- 46.4
  Vocabulary applied to so and such to express emphasisCopy
- 46.5
  Writing applied to so and such to express emphasisCopy
- 46.6
  Speaking applied to so and such to express emphasisCopy
- 46.7
  Listening applied to so and such to express emphasisCopy
- 46.8
  Conversational simulationCopy
- 46.9
  Reading applied to so and such to express emphasisCopy
- 46.10
  Game applied to so and such to express emphasisCopy
- 46.11
  Quiz applied to so and such to express emphasisCopy
Module 16: So and such; too and enough ✅ Lesson 2: Too – Expressing Excess and Negative Meaning
Objective: Use too to describe excess or limitation with a negative implication, and avoid overuse or incorrect placement.
11
- 47.1
  The Problem with “Too”: Expressing ExcessCopy
- 47.2
  How Much is “Too Much”? Quantity and ComplaintsCopy
- 47.3
  Using “Too” Correctly: A Guide to Polite ComplaintsCopy
- 47.4
  Vocabulary applied to excess or limitation with a negative implicationCopy
- 47.5
  Writing applied to excess or limitation with a negative implicationCopy
- 47.6
  Speaking applied to excess or limitation with a negative implicationCopy
- 47.7
  Listening applied to excess or limitation with a negative implicationCopy
- 47.8
  Conversational simulationCopy
- 47.9
  Reading applied to excess or limitation with a negative implicationCopy
- 47.10
  Quiz applied to excess or limitation with a negative implicationCopy
- 47.11
  Game applied to excess or limitation with a negative implicationCopy
Module 16: So and such; too and enough ✅ Lesson 3: Enough – Expressing Sufficiency and Limitations
Objective: Use enough to express that something meets a required level, with correct word order and in various structures.
12
- 48.1
  Are You Good Enough? Mastering Adjectives with “Enough”Copy
- 48.2
  Do You Have Enough Time? Using “Enough” with NounsCopy
- 48.3
  Too Much or Just Enough? The Final ComparisonCopy
- 48.4
  Vocabulary about enough to express that something meets a required levelCopy
- 48.5
  Speaking about enough to express that something meets a required levelCopy
- 48.6
  Writing about enough to express that something meets a required levelCopy
- 48.7
  Listening about enough to express that something meets a required levelCopy
- 48.8
  Conversational simulationCopy
- 48.9
  Reading about enough to express that something meets a required levelCopy
- 48.10
  Game about enough to express that something meets a required levelCopy
- 48.11
  Quiz about enough to express that something meets a required levelCopy
- 48.12
  B2 Module 16: So and such; too and enoughCopy
  5 Minutes5 Questions
Module 17: Transitive and Intransitive ✅ Lesson 1: Identifying Transitive and Intransitive Verbs
Objective: Recognize the difference between transitive and intransitive verbs and identify whether a verb requires an object or not.
11
- 49.1
  The Action and its Target: Understanding Transitive VerbsCopy
- 49.2
  Standing Strong: Verbs That Don’t Need an ObjectCopy
- 49.3
  The Best of Both Worlds: Verbs That Can Be Transitive and IntransitiveCopy
- 49.4
  Vocabulary focus on transitive and intransitive verbsCopy
- 49.5
  Writing focus on transitive and intransitive verbsCopy
- 49.6
  Listening focus on transitive and intransitive verbsCopy
- 49.7
  Speaking focus on transitive and intransitive verbsCopy
- 49.8
  Conversational simulationCopy
- 49.9
  Reading focus on transitive and intransitive verbsCopy
- 49.10
  Game focus on transitive and intransitive verbsCopy
- 49.11
  Quiz focus on transitive and intransitive verbsCopy
Module 17: Transitive and Intransitive ✅ Lesson 2: Verbs That Can Be Both – Meaning and Context
Objective: Understand that many verbs are ambitransitive (can be both transitive and intransitive), and learn how meaning changes depending on usage.
11
- 50.1
  The Two Sides of the Same Verb: An IntroductionCopy
- 50.2
  From Habit to Creation: Verbs like ‘Read’ and ‘Cook’Copy
- 50.3
  Putting It All Together: Verbs of Motion and ChangeCopy
- 50.4
  Vocabulary about ambitransitive verbsCopy
- 50.5
  Writing about ambitransitive verbsCopy
- 50.6
  Speaking about ambitransitive verbsCopy
- 50.7
  Listening about ambitransitive verbsCopy
- 50.8
  Reading about ambitransitive verbsCopy
- 50.9
  Game about ambitransitive verbsCopy
- 50.10
  Conversational simulationCopy
- 50.11
  Quiz about ambitransitive verbsCopy
Module 17: Transitive and Intransitive ✅ Lesson 3: Transitive Verbs and the Passive Voice
Objective: Use transitive verbs to form the passive voice and understand why intransitive verbs cannot be used in passive constructions.
12
- 51.1
  The Passive Voice: Shifting the Sentence FocusCopy
- 51.2
  The Golden Rule: Why Intransitive Verbs Have No Passive VoiceCopy
- 51.3
  The Passive Voice in Action: Advanced Structures and Formal UseCopy
- 51.4
  Vocabulary applied to transitive verbs to form the passive voiceCopy
- 51.5
  Writing applied to transitive verbs to form the passive voiceCopy
- 51.6
  Speaking applied to transitive verbs to form the passive voiceCopy
- 51.7
  Listening applied to transitive verbs to form the passive voiceCopy
- 51.8
  Conversational simulationCopy
- 51.9
  Reading applied to transitive verbs to form the passive voiceCopy
- 51.10
  Game applied to transitive verbs to form the passive voiceCopy
- 51.11
  Quiz applied to transitive verbs to form the passive voiceCopy
- 51.12
  B2 Module 17: Transitive and IntransitiveCopy
  5 Minutes5 Questions
Module 18: Wish ✅ Lesson 1: Wishes About the Present – Expressing Regret or Unreal Situations
Objective: Use "wish + past simple" to express regrets or imaginary situations about the present.
11
- 52.1
  The Grammar of Imagination: Wishing for a Different PresentCopy
- 52.2
  A Special Case: Using ‘Were’ and ‘Could’ with ‘Wish’Copy
- 52.3
  Putting It Into Practice: Common Mistakes with ‘Wish’Copy
- 52.4
  Vocabulary about “wish + past simple” to express regretsCopy
- 52.5
  Writing about “wish + past simple” to express regretsCopy
- 52.6
  Speaking about “wish + past simple” to express regretsCopy
- 52.7
  Listening about “wish + past simple” to express regretsCopy
- 52.8
  Conversational simulationCopy
- 52.9
  Reading about “wish + past simple” to express regretsCopy
- 52.10
  Game about “wish + past simple” to express regretsCopy
- 52.11
  Quiz about “wish + past simple” to express regretsCopy
Module 18: Wish ✅ Lesson 2: Wishes About the Past – Expressing Regrets and Mistakes
Objective: Use "wish + past perfect" to express regret about past actions or events.
11
- 53.1
  The Grammar of Regret: Wishing for a Different PastCopy
- 53.2
  Regretting Actions and Inactions: The Negative FormCopy
- 53.3
  From Regret to Reflection: Using Past Wishes in Real LifeCopy
- 53.4
  Vocabulary about “wish + past perfect” to express regretCopy
- 53.5
  Writing about “wish + past perfect” to express regretCopy
- 53.6
  Speaking about “wish + past perfect” to express regretCopy
- 53.7
  Listening about “wish + past perfect” to express regretCopy
- 53.8
  Conversational simulationCopy
- 53.9
  Reading about “wish + past perfect” to express regretCopy
- 53.10
  Game about “wish + past perfect” to express regretCopy
- 53.11
  Quiz about “wish + past perfect” to express regretCopy
Module 18: Wish ✅ Lesson 3: Wishes About the Future – Desires and Frustrations
Objective: Use wish + would to express annoyance, desire for change, or hope that someone/something will act differently in the future.
12
- 54.1
  The Grammar of Frustration: Wishing for a Different FutureCopy
- 54.2
  The Golden Rule: Why You Can’t ‘Wish You Would’Copy
- 54.3
  From Complaint to Request: Using ‘Wish + Would’ in Real LifeCopy
- 54.4
  Quiz applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.5
  Vocabulary applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.6
  Writing applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.7
  Speaking applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.8
  Listening applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.9
  Conversational simulationCopy
- 54.10
  Reading applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.11
  Game applied to wish + would to express annoyance, desire for change, or hopeCopy
- 54.12
  B2 Module 18: WishCopy
  5 Minutes5 Questions
Module 19: Verb groups ✅ Lesson 1: Verb + Verb Patterns – Gerunds and Infinitives
Objective: Use correct verb patterns following a main verb, knowing when to use gerunds, infinitives, or both depending on meaning.
11
- 55.1
  The To-Infinitive Pattern: Verbs of Intention and DecisionCopy
- 55.2
  The Gerund Pattern: Verbs of Experience and EmotionCopy
- 55.3
  The Tricky Verbs: When Meaning Changes with the PatternCopy
- 55.4
  Vocabulary for knowing when to use gerunds, infinitives, or both depending on meaningCopy
- 55.5
  Writing for knowing when to use gerunds, infinitives, or both depending on meaningCopy
- 55.6
  Speaking for knowing when to use gerunds, infinitives, or both depending on meaningCopy
- 55.7
  Listening for knowing when to use gerunds, infinitives, or both depending on meaningCopy
- 55.8
  Conversational simulationCopy
- 55.9
  Reading for knowing when to use gerunds, infinitives, or both depending on meaningCopy
- 55.10
  Game for knowing when to use gerunds, infinitives, or both depending on meaningCopy
- 55.11
  Quiz for knowing when to use gerunds, infinitives, or both depending on meaningCopy
Module 19: Verb groups ✅ Lesson 2: Verb + Object + Verb – Complex Structures
Objective: Use verb + object + infinitive/gerund/base form correctly, understanding control and causative structures.
11
- 56.1
  Asking and Advising: The Verb + Object + To-Infinitive PatternCopy
- 56.2
  Make, Let, and Help: Verbs Without ‘To’Copy
- 56.3
  Getting Things Done: Causative ‘Have’ and ‘Get’Copy
- 56.4
  Vocabulary applied to verb + object + infinitive/gerund/baseCopy
- 56.5
  Listening applied to verb + object + infinitive/gerund/baseCopy
- 56.6
  Writing applied to verb + object + infinitive/gerund/baseCopy
- 56.7
  Conversational simulationCopy
- 56.8
  Reading applied to verb + object + infinitive/gerund/baseCopy
- 56.9
  Speaking applied to verb + object + infinitive/gerund/baseCopy
- 56.10
  Game applied to verb + object + infinitive/gerund/baseCopy
- 56.11
  Quiz applied to verb + object + infinitive/gerund/baseCopy
Module 19: Verb groups ✅ Lesson 3: Multi-Word Verbs and Phrasal Verb Groups
Objective: Use phrasal verbs, prepositional verbs, and phrasal-prepositional verbs correctly, especially when the verb group carries idiomatic meaning.
12
- 57.1
  The Building Blocks of Fluency: An Introduction to Phrasal VerbsCopy
- 57.2
  Separable or Inseparable? The Golden Rule of Phrasal VerbsCopy
- 57.3
  The Final Challenge: Phrasal-Prepositional VerbsCopy
- 57.4
  Vocabulary for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.5
  Writing for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.6
  Speaking for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.7
  Listening for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.8
  Conversational simulationCopy
- 57.9
  Reading for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.10
  Game for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.11
  Quiz for phrasal verbs, prepositional verbs, and phrasal-prepositional verbsCopy
- 57.12
  B2 Module 19: Verb groupsCopy
  5 Minutes5 Questions