Inglés para ingeniería industrial
Nivel C

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 …

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English

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Visión general

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 FoundationCopy
- 1.2
  Focus and Emphasis – Active vs. PassiveCopy
- 1.3
  Logic, Context, and ApplicationCopy
- 1.4
  Vocabulary about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.5
  Speaking about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.6
  Listening about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.7
  Writing about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.8
  Conversational simulationCopy
- 1.9
  Reading about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.10
  Game about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.11
  Quiz about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.12
  Grammar about passive voice, understand its use to shift sentence focus, and explore logical reasonsCopy
- 1.13
  C Passive VoiceCopy
  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 ObligationCopy
- 2.2
  Reporting Structures and Infinitive Constructions in Passive VoiceCopy
- 2.3
  Causatives and Complex Passive ApplicationsCopy
- 2.4
  Vocabulary for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.5
  Writing for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.6
  Speaking for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.7
  Listening for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.8
  Conversational simulationCopy
- 2.9
  Reading for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.10
  Game for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.11
  Quiz for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
- 2.12
  Grammar for complex passive structures, including those with modals, reporting verbs, and infinitive constructionsCopy
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 ContextsCopy
- 3.2
  Passive Voice in Science, Media, and Professional SettingsCopy
- 3.3
  Choosing Voice for Purpose – Style, Nuance, and Audience ImpactCopy
- 3.4
  Vocabulary about stylistic and rhetorical effects of the passive voiceCopy
- 3.5
  Writing about stylistic and rhetorical effects of the passive voiceCopy
- 3.6
  Listening about stylistic and rhetorical effects of the passive voiceCopy
- 3.7
  Speaking about stylistic and rhetorical effects of the passive voiceCopy
- 3.8
  Conversational simulationCopy
- 3.9
  Reading about stylistic and rhetorical effects of the passive voiceCopy
- 3.10
  Game about stylistic and rhetorical effects of the passive voiceCopy
- 3.11
  Quiz about stylistic and rhetorical effects of the passive voiceCopy
- 3.12
  Grammar about stylistic and rhetorical effects of the passive voiceCopy
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 ParticipleCopy
- 4.2
  Tense Variation in Passive Voice – Mastering “Be” FormsCopy
- 4.3
  Function and Focus – Why Use the Passive Voice?Copy
- 4.4
  Vocabulary about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.5
  Writing about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.6
  Listening about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.7
  Speaking about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.8
  Conversational simulationCopy
- 4.9
  Quiz about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.10
  Game about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.11
  Reading about understanding of how to form the passive voice using the structure be + past participleCopy
- 4.12
  Grammar about understanding of how to form the passive voice using the structure be + past participleCopy
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?Copy
- 5.2
  Including or Omitting the Agent – Making Stylistic ChoicesCopy
- 5.3
  Agents and Style – Matching Voice to ContextCopy
- 5.4
  Vocabulary to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.5
  Writing to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.6
  Listening to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.7
  Speaking to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.8
  Conversational simulationCopy
- 5.9
  Reading to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.10
  Game to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.11
  Quiz to understand how and when to include the agent in a passive sentence using “by + noun”Copy
- 5.12
  Grammar to understand how and when to include the agent in a passive sentence using “by + noun”Copy
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 MeaningCopy
- 6.2
  Be-Passive vs. Get-Passive – Tone and ContextCopy
- 6.3
  Using the Get-Passive – Practice with Style and ExpressionCopy
- 6.4
  Vocabulary to understand how get is used to form the passive voiceCopy
- 6.5
  Writing to understand how get is used to form the passive voiceCopy
- 6.6
  Speaking to understand how get is used to form the passive voiceCopy
- 6.7
  Listening to understand how get is used to form the passive voiceCopy
- 6.8
  Conversational simulationCopy
- 6.9
  Reading to understand how get is used to form the passive voiceCopy
- 6.10
  Game to understand how get is used to form the passive voiceCopy
- 6.11
  Quiz to understand how get is used to form the passive voiceCopy
- 6.12
  Grammar to understand how get is used to form the passive voiceCopy
Juegos interactivos: Lección complex sentences
5
- 7.1
  Game 5Copy
- 7.2
  Game 4Copy
- 7.3
  Game 3Copy
- 7.4
  Game 2Copy
- 7.5
  Game 1Copy
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 ThemCopy
- 8.2
  Everyday Stories and Experiences – Making Language Feel RealCopy
- 8.3
  Adding Emotion and Involvement – Making Get-Passives Work for YouCopy
- 8.4
  Vocabulary to explore the pragmatic reasons for using get-passivesCopy
- 8.5
  Writing to explore the pragmatic reasons for using get-passivesCopy
- 8.6
  Speaking to explore the pragmatic reasons for using get-passivesCopy
- 8.7
  Listening to explore the pragmatic reasons for using get-passivesCopy
- 8.8
  Conversational simulationCopy
- 8.9
  Game to explore the pragmatic reasons for using get-passivesCopy
- 8.10
  Reading to explore the pragmatic reasons for using get-passivesCopy
- 8.11
  Quiz to explore the pragmatic reasons for using get-passivesCopy
- 8.12
  Grammar to explore the pragmatic reasons for using get-passivesCopy
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 ItCopy
- 9.2
  Style and Audience – Switching Between Be and GetCopy
- 9.3
  Practical Application – Choosing the Right Passive FormCopy
- 9.4
  Vocabulary to distinguish when it is not appropriate to use the get-passiveCopy
- 9.5
  Speaking to distinguish when it is not appropriate to use the get-passiveCopy
- 9.6
  Listening to distinguish when it is not appropriate to use the get-passiveCopy
- 9.7
  Writing to distinguish when it is not appropriate to use the get-passiveCopy
- 9.8
  Conversational simulationCopy
- 9.9
  Game to distinguish when it is not appropriate to use the get-passiveCopy
- 9.10
  Reading to distinguish when it is not appropriate to use the get-passiveCopy
- 9.11
  Quiz to distinguish when it is not appropriate to use the get-passiveCopy
- 9.12
  Grammar to distinguish when it is not appropriate to use the get-passiveCopy
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 UseCopy
- 10.2
  Using Reporting Verbs in the Impersonal PassiveCopy
- 10.3
  Applying the Impersonal Passive – Practice and Stylistic UseCopy
- 10.4
  Vocabulary to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.5
  Writing to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.6
  Reading to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.7
  Speaking to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.8
  Listening to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.9
  Conversational simulationCopy
- 10.10
  Game to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.11
  Quiz to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.12
  Grammar to recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clauseCopy
- 10.13
  C When and Why We Use Get-PassivesCopy
  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”Copy
- 11.2
  Infinitive Forms in Passive Reporting – Time and AspectCopy
- 11.3
  Mastering the Passive + Infinitive Structure – Practice in ContextCopy
- 11.4
  Vocabulary to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.5
  Writing to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.6
  Speaking to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.7
  Listening to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.8
  Conversational simulationCopy
- 11.9
  Reading to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.10
  Game to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.11
  Quiz to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.12
  Grammar to construct and manipulate impersonal passive sentences using subject + be + past participle + infinitiveCopy
- 11.13
  C The Alternative Form – “Subject + Be + Past Participle + Infinitive”Copy
  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 EmphasisCopy
- 12.2
  Choosing for Tone and Style – Avoiding Repetition and Enhancing ClarityCopy
- 12.3
  Real-World Use – Context-Based Choice and Rewriting PracticeCopy
- 12.4
  Vocabulary to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.5
  Listening to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.6
  Writing to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.7
  Speaking to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.8
  Conversational simulationCopy
- 12.9
  Reading to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.10
  Game to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.11
  Quiz to analyze the stylistic and structural differences between the two impersonal passive formsCopy
- 12.12
  Grammar to analyze the stylistic and structural differences between the two impersonal passive formsCopy
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 TruthsCopy
- 13.2
  Using the Present Continuous – Expressing Evolving RealitiesCopy
- 13.3
  Timeless vs. Evolving – Choosing the Right Tense for the Right MessageCopy
- 13.4
  Vocabulary to distinguish between the present simple for general truthsCopy
- 13.5
  Writing to distinguish between the present simple for general truthsCopy
- 13.6
  Speaking to distinguish between the present simple for general truthsCopy
- 13.7
  Listening to distinguish between the present simple for general truthsCopy
- 13.8
  Conversational simulationCopy
- 13.9
  Reading to distinguish between the present simple for general truthsCopy
- 13.10
  Game to distinguish between the present simple for general truthsCopy
- 13.11
  Quiz to distinguish between the present simple for general truthsCopy
- 13.12
  Grammar to distinguish between the present simple for general truthsCopy
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 LifeCopy
- 14.2
  Describing Temporary Actions – The Present Continuous in ActionCopy
- 14.3
  Refining Your Message – Choosing Between Routine and TemporaryCopy
- 14.4
  Vocabulary to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.5
  Speaking to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.6
  Listening to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.7
  Writing to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.8
  Conversational simulationCopy
- 14.9
  Reading to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.10
  Game to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.11
  Quiz to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.12
  Grammar to analyze how using the present simple vs. the continuous can communicate different time framesCopy
- 14.13
  C Routines vs. Temporary ActionsCopy
  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 EventsCopy
- 15.2
  Future Plans in Action – Present Continuous for Personal ArrangementsCopy
- 15.3
  Mixed Tenses with Future Meaning – Making the Right ChoiceCopy
- 15.4
  Vocabulary for present simple and present continuous and how can be used with future referenceCopy
- 15.5
  Speaking for present simple and present continuous and how can be used with future referenceCopy
- 15.6
  Listening for present simple and present continuous and how can be used with future referenceCopy
- 15.7
  Writing for present simple and present continuous and how can be used with future referenceCopy
- 15.8
  Conversational simulationCopy
- 15.9
  Reading for present simple and present continuous and how can be used with future referenceCopy
- 15.10
  Game for present simple and present continuous and how can be used with future referenceCopy
- 15.11
  Quiz for present simple and present continuous and how can be used with future referenceCopy
- 15.12
  Grammar for present simple and present continuous and how can be used with future referenceCopy
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 MotionCopy
- 16.2
  Categories of State Verbs – Mapping the Non-Action LandscapeCopy
- 16.3
  Practice with State Verbs – Listening, Correcting, and ClarifyingCopy
- 16.4
  Vocabulary applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.5
  Listening applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.6
  Speaking applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.7
  Writing applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.8
  Conversational simulationCopy
- 16.9
  Reading applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.10
  Game applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.11
  Quiz applied to state verbs to understand why they are typically used in the present simpleCopy
- 16.12
  Grammar applied to state verbs to understand why they are typically used in the present simpleCopy
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 LivesCopy
- 17.2
  Using Mixed-Meaning Verbs – From Awareness to AccuracyCopy
- 17.3
  State or Action? The Power of Context in Verb MeaningCopy
- 17.4
  Vocabulary to differentiate between verbs that can be used both statively and activelyCopy
- 17.5
  Writing to differentiate between verbs that can be used both statively and activelyCopy
- 17.6
  Speaking to differentiate between verbs that can be used both statively and activelyCopy
- 17.7
  Listening to differentiate between verbs that can be used both statively and activelyCopy
- 17.8
  Conversational simulationCopy
- 17.9
  Reading to differentiate between verbs that can be used both statively and activelyCopy
- 17.10
  Game to differentiate between verbs that can be used both statively and activelyCopy
- 17.11
  Quiz to differentiate between verbs that can be used both statively and activelyCopy
- 17.12
  Grammar to differentiate between verbs that can be used both statively and activelyCopy
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 WritingCopy
- 18.2
  Style, Exceptions, and Nuance – Beyond the RulebookCopy
- 18.3
  Putting It All Together – Speaking and Writing with ConfidenceCopy
- 18.4
  Vocabulary applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.5
  Writtng applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.6
  Reading applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.7
  Speaking applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.8
  Listening applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.9
  Conversational simulationCopy
- 18.10
  Game applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.11
  Quiz applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.12
  Grammar applied to stative verbs in real-world contexts, avoiding overuse of continuous formsCopy
- 18.13
  C Native-Like NuanceCopy
  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 MomentCopy
- 19.2
  Using Trend Verbs – Speaking About What’s EvolvingCopy
- 19.3
  Describing Trends – From Charts to Real LifeCopy
- 19.4
  Vocabulary applied to present continuous to describe ongoing change and trendsCopy
- 19.5
  Reading applied to present continuous to describe ongoing change and trendsCopy
- 19.6
  Listening applied to present continuous to describe ongoing change and trendsCopy
- 19.7
  Speaking applied to present continuous to describe ongoing change and trendsCopy
- 19.8
  Writing applied to present continuous to describe ongoing change and trendsCopy
- 19.9
  Conversational simulationCopy
- 19.10
  Game applied to present continuous to describe ongoing change and trendsCopy
- 19.11
  Quiz applied to present continuous to describe ongoing change and trendsCopy
- 19.12
  Grammar applied to present continuous to describe ongoing change and trendsCopy
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 ContinuousCopy
- 20.2
  From Routine to Complaint – Giving Your Grammar AttitudeCopy
- 20.3
  Complaining in Context – Speaking Naturally and EmotionallyCopy
- 20.4
  Vocabulary to understand and apply the “always + present continuous” structureCopy
- 20.5
  Writing to understand and apply the “always + present continuous” structureCopy
- 20.6
  Speaking to understand and apply the “always + present continuous” structureCopy
- 20.7
  Listening to understand and apply the “always + present continuous” structureCopy
- 20.8
  Conversational simulationCopy
- 20.9
  Reading to understand and apply the “always + present continuous” structureCopy
- 20.10
  Game to understand and apply the “always + present continuous” structureCopy
- 20.11
  Quiz to understand and apply the “always + present continuous” structureCopy
- 20.12
  Grammar to understand and apply the “always + present continuous” structureCopy
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 StyleCopy
- 21.2
  Voice and Vibe – Expressing Yourself Naturally with Present ContinuousCopy
- 21.3
  Using Present Continuous to Tell Your StoryCopy
- 21.4
  Vocabulary applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.5
  Speaking applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.6
  Listening applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.7
  Writing applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.8
  Conversational simulationCopy
- 21.9
  Reading applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.10
  Game applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.11
  Quiz applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.12
  Grammar applied to present continuous and how can be used stylistically to add immediacy, vividness, or informalityCopy
- 21.13
  C Other Uses of the Present ContinuousCopy
  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 HeadlinesCopy
- 22.2
  From Article to Headline – Mastering Compact News StyleCopy
- 22.3
  Writing Headlines with Impact – Your Turn to Be the EditorCopy
- 22.4
  Vocabulary to understand how the present simple is used in news headlines to report past eventsCopy
- 22.5
  Reading to understand how the present simple is used in news headlines to report past eventsCopy
- 22.6
  Listening to understand how the present simple is used in news headlines to report past eventsCopy
- 22.7
  Writing to understand how the present simple is used in news headlines to report past eventsCopy
- 22.8
  Speaking to understand how the present simple is used in news headlines to report past eventsCopy
- 22.9
  Conversational simulationCopy
- 22.10
  Game to understand how the present simple is used in news headlines to report past eventsCopy
- 22.11
  Quiz to understand how the present simple is used in news headlines to report past eventsCopy
- 22.12
  Grammar to understand how the present simple is used in news headlines to report past eventsCopy
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 InstructionsCopy
- 23.2
  How-To Writing – Building Instructions with Present SimpleCopy
- 23.3
  From Manuals to Menus – Spotting the Present Simple in the Real WorldCopy
- 23.4
  Vocabulary to recognize and use the present simple in instructionsCopy
- 23.5
  Speaking to recognize and use the present simple in instructionsCopy
- 23.6
  Listening to recognize and use the present simple in instructionsCopy
- 23.7
  Writing to recognize and use the present simple in instructionsCopy
- 23.8
  Conversational simulationCopy
- 23.9
  Reading to recognize and use the present simple in instructionsCopy
- 23.10
  Game to recognize and use the present simple in instructionsCopy
- 23.11
  Quiz to recognize and use the present simple in instructionsCopy
- 23.12
  Grammar to recognize and use the present simple in instructionsCopy
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 SchedulesCopy
- 24.2
  Storytelling and the Dramatic Present – Narrating with StyleCopy
- 24.3
  Practice Makes Present – Using the Simple Tense CreativelyCopy
- 24.4
  Vocabulary applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.5
  Speaking applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.6
  Listening applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.7
  Writing applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.8
  Conversational simulationCopy
- 24.9
  Reading applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.10
  Game applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.11
  Quiz applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
- 24.12
  Grammar applied to present simple used for live commentary, scheduled events, and literary/historical narrationCopy
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 SummariesCopy
- 25.2
  Plot in the Present – Telling Stories with StyleCopy
- 25.3
  Practice and Polish – Using Present Simple for Universal StorytellingCopy
- 25.4
  Vocabulary applied to present simple to describe the main actions and key events in a narrativeCopy
- 25.5
  Writing applied to present simple to describe the main actions and key events in a narrativeCopy
- 25.6
  Listening applied to present simple to describe the main actions and key events in a narrativeCopy
- 25.7
  Speaking applied to present simple to describe the main actions and key events in a narrativeCopy
- 25.8
  Conversational simulationCopy
- 25.9
  Game applied to present simple to describe the main actions and key events in a narrativeCopy
- 25.10
  Reading applied to present simple to describe the main actions and key events in a narrativeCopy
- 25.11
  Grammar applied to present simple to describe the main actions and key events in a narrativeCopy
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 ActionsCopy
- 26.2
  Building Dynamic Summaries – Using Present Continuous with PurposeCopy
- 26.3
  Style in Motion – Comparing Narratives with Present ContinuousCopy
- 26.4
  Vocabulary applied to present continuous to describe ongoing actionsCopy
- 26.5
  Listening applied to present continuous to describe ongoing actionsCopy
- 26.6
  Writing applied to present continuous to describe ongoing actionsCopy
- 26.7
  Speaking applied to present continuous to describe ongoing actionsCopy
- 26.8
  Conversational simulationCopy
- 26.9
  Reading applied to present continuous to describe ongoing actionsCopy
- 26.10
  Game applied to present continuous to describe ongoing actionsCopy
- 26.11
  Quiz applied to present continuous to describe ongoing actionsCopy
- 26.12
  Grammar applied to present continuous to describe ongoing actionsCopy
- 26.13
  C Present Continuous for In-Progress or Background ActionsCopy
  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 ContinuousCopy
- 27.2
  Writing for Flow – Practical Use of Mixed Tenses and LinkersCopy
- 27.3
  Professional Patterns – Analyzing and Imitating Expert SummariesCopy
- 27.4
  Vocabulary to blend present simple and present continuousCopy
- 27.5
  Writing to blend present simple and present continuousCopy
- 27.6
  Speaking to blend present simple and present continuousCopy
- 27.7
  Listening to blend present simple and present continuousCopy
- 27.8
  Conversational simulationCopy
- 27.9
  Reading to blend present simple and present continuousCopy
- 27.10
  Game to blend present simple and present continuousCopy
- 27.11
  Quiz to blend present simple and present continuousCopy
- 27.12
  Grammar to blend present simple and present continuousCopy
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 ExplainedCopy
- 28.2
  Hearing and Using the Narrative PresentCopy
- 28.3
  Telling Your Story – Practice with the Narrative PresentCopy
- 28.4
  Vocabulary: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.5
  Writing: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.6
  Speaking: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.7
  Listening: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.8
  Conversational simulationCopy
- 28.9
  Reading: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.10
  Game: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.11
  Quiz: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
- 28.12
  Grammar: focus on present simple to tell anecdotes in a more immediate and vivid wayCopy
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 ActionCopy
- 29.2
  Painting Pictures with Present Continuous – Practice and PlayCopy
- 29.3
  Bringing Stories Alive – Using Present Continuous with ActionCopy
- 29.4
  Vocabulary: focus on present continuous to describe background actionsCopy
- 29.5
  Reading: focus on present continuous to describe background actionsCopy
- 29.6
  Speaking: focus on present continuous to describe background actionsCopy
- 29.7
  Listening: focus on present continuous to describe background actionsCopy
- 29.8
  Writing: focus on present continuous to describe background actionsCopy
- 29.9
  Conversational simulationCopy
- 29.10
  Game: focus on present continuous to describe background actionsCopy
- 29.11
  Quiz: focus on present continuous to describe background actionsCopy
- 29.12
  Grammar: focus on present continuous to describe background actionsCopy
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 StructureCopy
- 30.2
  Practice Makes Perfect – Crafting Anecdotes with Flow and DialogueCopy
- 30.3
  Share and Reflect – Recording and Evaluating Your AnecdoteCopy
- 30.4
  Vocabulary for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.5
  Writing for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.6
  Speaking for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.7
  Listening for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.8
  Conversational simulationCopy
- 30.9
  Reading for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.10
  Game for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.11
  Quiz for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
- 30.12
  Grammar for present tenses, including time expressions, reported and direct speech, and interactive reactionsCopy
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 SmoothCopy
- 31.2
  Practice with Reference Words – Spotting and Using Them CorrectlyCopy
- 31.3
  Writing with Reference Words – Creating Coherent and Connected TextsCopy
- 31.4
  Vocabulary to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.5
  Writing to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.6
  Speaking to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.7
  Listening to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.8
  Conversational simulationCopy
- 31.9
  Reading to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.10
  Game to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.11
  Quiz to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
- 31.12
  Grammar to identify and correctly use reference words to refer back to nouns, noun phrases, or entire clausesCopy
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 DegreeCopy
- 32.2
  Practice Choosing Between “Such” and “So”Copy
- 32.3
  Using “Such” and “So” to Paraphrase and Enhance WritingCopy
- 32.4
  Vocabulary applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.5
  Writing applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.6
  Speaking applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.7
  Listening applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.8
  Conversational simulationCopy
- 32.9
  Reading applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.10
  Game applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.11
  Quiz applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
- 32.12
  Grammar applied to “such” and “so” to refer to types or degrees of things previously mentionedCopy
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 FlowCopy
- 33.2
  Practice with “Do So” and Action SubstitutesCopy
- 33.3
  Style Upgrade – Varying Expression with “Do So” and SynonymsCopy
- 33.4
  Vocabulary applied to full verb phrases by using “do so”Copy
- 33.5
  Writing applied to full verb phrases by using “do so”Copy
- 33.6
  Listening applied to full verb phrases by using “do so”Copy
- 33.7
  Speaking applied to full verb phrases by using “do so”Copy
- 33.8
  Conversational simulationCopy
- 33.9
  Reading applied to full verb phrases by using “do so”Copy
- 33.10
  Game applied to full verb phrases by using “do so”Copy
- 33.11
  Quiz applied to full verb phrases by using “do so”Copy
- 33.12
  Grammar applied to full verb phrases by using “do so”Copy
- 33.13
  C Avoiding Repetition in a Text – Using “do so”Copy
  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 NaturalCopy
- 34.2
  Practice Using “It” for Neutral ReferenceCopy
- 34.3
  Using “It” for Textual Flow – Rewriting for Clarity and CoherenceCopy
- 34.4
  Vocabulary: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.5
  Writing: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.6
  Speaking: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.7
  Listening: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.8
  Conversational simulationCopy
- 34.9
  Reading: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.10
  Game: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.11
  Quiz: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
- 34.12
  Grammar: focus on identify and use “it” to refer neutrally to a previously mentioned ideaCopy
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”Copy
- 35.2
  Writing with “This” and “These” – Connecting Ideas ClearlyCopy
- 35.3
  Using “This” and “These” – Emphasizing and Introducing Important IdeasCopy
- 35.4
  Vocabulary applied to “this/these” to emphasize something newly mentionedCopy
- 35.5
  Writing applied to “this/these” to emphasize something newly mentionedCopy
- 35.6
  Speaking applied to “this/these” to emphasize something newly mentionedCopy
- 35.7
  Listening applied to “this/these” to emphasize something newly mentionedCopy
- 35.8
  Conversational simulationCopy
- 35.9
  Reading applied to “this/these” to emphasize something newly mentionedCopy
- 35.10
  Game applied to “this/these” to emphasize something newly mentionedCopy
- 35.11
  Quiz applied to “this/these” to emphasize something newly mentionedCopy
- 35.12
  Grammar applied to “this/these” to emphasize something newly mentionedCopy
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 CritiqueCopy
- 36.2
  Practice Choosing “This” vs. “That” for Tone and DistanceCopy
- 36.3
  Writing with “That” and “Those” – Critique and Reflective DistanceCopy
- 36.4
  Vocabulary about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.5
  Writing about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.6
  Listening about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.7
  Speaking about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.8
  Conversational simulationCopy
- 36.9
  Reading about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.10
  Quiz about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.11
  Game about “that/those” to signal distance—either emotional, critical, or textualCopy
- 36.12
  Grammar about “that/those” to signal distance—either emotional, critical, or textualCopy
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 SmoothlyCopy
- 37.2
  Practice Using “That of” to Avoid RepetitionCopy
- 37.3
  Writing Comparisons Using “That of” for Formal ClarityCopy
- 37.4
  Vocabulary: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.5
  Writing: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.6
  Speaking: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.7
  Listening: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.8
  Conversational simulationCopy
- 37.9
  Reading: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.10
  Game: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.11
  Quiz: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
- 37.12
  Grammar: focus on understand and apply the use of “that of” to refer to a previously mentioned singular nounCopy
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 EleganceCopy
- 38.2
  Practice Transforming Sentences with “Those of”Copy
- 38.3
  Writing with “Those of” – Formal Comparisons and CohesionCopy
- 38.4
  Vocabulary applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.5
  Listening applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.6
  Speaking applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.7
  Writing applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.8
  Conversational simulationCopy
- 38.9
  Reading applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.10
  Game applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.11
  Quiz applied to “those of” to refer to plural nouns previously mentionedCopy
- 38.12
  Grammar applied to “those of” to refer to plural nouns previously mentionedCopy
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 PeopleCopy
- 39.2
  Practice Building Sentences with “Those Who”Copy
- 39.3
  Writing Precise Group Descriptions Using “Those Who”Copy
- 39.4
  Vocabulary for “those who” to refer to a specific group of peopleCopy
- 39.5
  Writing for “those who” to refer to a specific group of peopleCopy
- 39.6
  Listening for “those who” to refer to a specific group of peopleCopy
- 39.7
  Speaking for “those who” to refer to a specific group of peopleCopy
- 39.8
  Conversational simulationCopy
- 39.9
  Game for “those who” to refer to a specific group of peopleCopy
- 39.10
  Reading for “those who” to refer to a specific group of peopleCopy
- 39.11
  Quiz for “those who” to refer to a specific group of peopleCopy
- 39.12
  Grammar for “those who” to refer to a specific group of peopleCopy
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 ClearlyCopy
- 40.2
  Practice Replacing Nouns with “Such + Noun”Copy
- 40.3
  Writing with “Such” – Summarizing and Generalizing IdeasCopy
- 40.4
  Vocabulary: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.5
  Writing: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.6
  Speaking: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.7
  Listening: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.8
  Conversational simulationCopy
- 40.9
  Reading: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.10
  Game: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.11
  Quiz: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
- 40.12
  Grammar: focus on how to use “such” to refer back to a previously mentioned type of thingCopy
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 RepetitionCopy
- 41.2
  Choosing Accurate Synonyms in ContextCopy
- 41.3
  Activities to Practice Synonym UseCopy
- 41.4
  Vocabulary to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.5
  Writing to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.6
  Speaking to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.7
  Listening to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.8
  Conversational simulationCopy
- 41.9
  Reading to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.10
  Game to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.11
  Quiz to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.12
  Grammar to identify and use appropriate synonyms to avoid repeating the same word or expressionCopy
- 41.13
  C Using Metaphors and Figurative Synonyms for Stylistic VarietyCopy
  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 StyleCopy
- 42.2
  Identifying and Creating Figurative SynonymsCopy
- 42.3
  Practicing Figurative Language in WritingCopy
- 42.4
  Vocabulary about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.5
  Writing about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.6
  Speaking about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.7
  Listening about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.8
  Reading about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.9
  Game about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.10
  Quiz about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.11
  Conversational simulationCopy
- 42.12
  Grammar about how to use creative or figurative synonyms to replace literal expressionsCopy
- 42.13
  C Using Synonyms to Replace Repeated Words or PhrasesCopy
  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 RegisterCopy
- 43.2
  Recognizing Connotation and RegisterCopy
- 43.3
  Practice Activities for Synonym SelectionCopy
- 43.4
  Vocabulary to choose synonyms that fit the tone (formal/informal)Copy
- 43.5
  Listening to choose synonyms that fit the tone (formal/informal)Copy
- 43.6
  Writing to choose synonyms that fit the tone (formal/informal)Copy
- 43.7
  Speaking to choose synonyms that fit the tone (formal/informal)Copy
- 43.8
  Conversational simulationCopy
- 43.9
  Reading to choose synonyms that fit the tone (formal/informal)Copy
- 43.10
  Game to choose synonyms that fit the tone (formal/informal)Copy
- 43.11
  Quiz to choose synonyms that fit the tone (formal/informal)Copy
- 43.12
  Grammar to choose synonyms that fit the tone (formal/informal)Copy
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 ofCopy
- 44.2
  Expressing Contrast and Emotion with Much AsCopy
- 44.3
  Practice with Despite, In Spite Of, and Much AsCopy
- 44.4
  Vocabulary: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.5
  Writing: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.6
  Listening: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.7
  Speaking: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.8
  Conversational simulationCopy
- 44.9
  Reading: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.10
  Game: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.11
  Quiz: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.12
  Grammar: focus on prepositional structures like despite, in spite of, and the phrase much asCopy
- 44.13
  C Contrast with Prepositions and Phrases: Despite / In spite of / Much asCopy
  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 ConnectorsCopy
- 45.2
  Techniques for Varying Contrast Connector PlacementCopy
- 45.3
  Practicing Contrast Connector Placement and Peer EditingCopy
- 45.4
  Vocabulary to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.5
  Listening to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.6
  Writing to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.7
  Speaking to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.8
  Conversational simulationCopy
- 45.9
  Reading to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.10
  Game to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.11
  Quiz to understand how to vary sentence structure by placing contrast connectorsCopy
- 45.12
  Grammar to understand how to vary sentence structure by placing contrast connectorsCopy
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 GerundsCopy
- 46.2
  Common Mistakes and Correct Use of In Spite Of and DespiteCopy
- 46.3
  Practice Activities Using In Spite Of and Despite CorrectlyCopy
- 46.4
  Vocabulary: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.5
  Speaking: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.6
  Listening: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.7
  Writing: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.8
  Conversational simulationCopy
- 46.9
  Reading: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.10
  Game: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.11
  Quiz: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.12
  Grammar: focus on noun phrases or -ing forms to introduce contrasting ideasCopy
- 46.13
  C In Spite Of / Despite + Noun Phrase or GerundCopy
  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 ClausesCopy
- 47.2
  Activities and Tips for Using “In Spite Of/Despite the Fact That”Copy
- 47.3
  Vocabulary: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.4
  Speaking: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.5
  Listening: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.6
  Writing: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.7
  Conversational simulationCopy
- 47.8
  Game: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.9
  Reading: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.10
  Quiz: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.11
  Grammar: focus on full clauses while maintaining a formal and fluent toneCopy
- 47.12
  Vocabulary to practiceCopy
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 ContrastCopy
- 48.2
  Practicing Contrast Strength with Although, Though, and Even ThoughCopy
- 48.3
  Applying and Mastering Although, Though, and Even ThoughCopy
- 48.4
  Vocabulary: focus on choosing between simple or extended formsCopy
- 48.5
  Speaking: focus on choosing between simple or extended formsCopy
- 48.6
  Listening: focus on choosing between simple or extended formsCopy
- 48.7
  Writing: focus on choosing between simple or extended formsCopy
- 48.8
  Conversational simulationCopy
- 48.9
  Reading: focus on choosing between simple or extended formsCopy
- 48.10
  Game: focus on choosing between simple or extended formsCopy
- 48.11
  Quiz: focus on choosing between simple or extended formsCopy
- 48.12
  Grammar: focus on choosing between simple or extended formsCopy
- 48.13
  C Sentence Contrast Using Although, Though, and Even ThoughCopy
  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 EnglishCopy
- 49.2
  Practicing Sentence Transformation with End-Position ThoughCopy
- 49.3
  Using End-Position Though in Dialogue PracticeCopy
- 49.4
  Vocabulary: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.5
  Speaking: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.6
  Listening: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.7
  Writing: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.8
  Conversational simulationCopy
- 49.9
  Reading: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.10
  Game: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.11
  Quiz: focus on informal English, to express contrast in a natural, fluent way.Copy
- 49.12
  Grammar: focus on informal English, to express contrast in a natural, fluent way.Copy
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 IfCopy
- 50.2
  Choosing and Completing Sentences with Even IfCopy
- 50.3
  Transforming Sentences and Strengthening Contrast with Even IfCopy
- 50.4
  Vocabulary: focus on even ifCopy
- 50.5
  Writing: focus on even ifCopy
- 50.6
  Listening: focus on even ifCopy
- 50.7
  Speaking: focus on even ifCopy
- 50.8
  Conversational simulationCopy
- 50.9
  Reading: focus on even ifCopy
- 50.10
  Game: focus on even ifCopy
- 50.11
  Quiz: focus on even ifCopy
- 50.12
  Grammar: focus on even ifCopy
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 IfCopy
- 51.2
  Practicing Argumentative and Commitment Sentences with Even IfCopy
- 51.3
  Debate Roleplay and Using Even If for ConvictionCopy
- 51.4
  Vocabulary: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.5
  Writing: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.6
  Speaking: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.7
  Listening: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.8
  Conversational simulationCopy
- 51.9
  Reading: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.10
  Quiz: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.11
  Game: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
- 51.12
  Grammar: focus to express determination, refusal, or conviction in both formal and emotional contextsCopy
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 IfCopy
- 52.2
  Practicing Sentence Transformation and Connector ChoiceCopy
- 52.3
  Editing for Cohesion with Even If, Even Though, and IfCopy
- 52.4
  Vocabulary: focus on even if, even though, and ifCopy
- 52.5
  Writing: focus on even if, even though, and ifCopy
- 52.6
  Speaking: focus on even if, even though, and ifCopy
- 52.7
  Listening: focus on even if, even though, and ifCopy
- 52.8
  Conversational simulationCopy
- 52.9
  Reading: focus on even if, even though, and ifCopy
- 52.10
  Game: focus on even if, even though, and ifCopy
- 52.11
  Quiz: focus on even if, even though, and ifCopy
- 52.12
  Grammar: focus on even if, even though, and ifCopy
- 52.13
  C Even If vs. Even Though vs. If – Clarifying the DifferencesCopy
  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”Copy
- 53.2
  Practicing Sentences with While for ConcessionCopy
- 53.3
  Soften Opinions and Criticism Using While – Listening and RewritingCopy
- 53.4
  Vocabulary for “although” and “despite the fact that”Copy
- 53.5
  Writing for “although” and “despite the fact that”Copy
- 53.6
  Speaking for “although” and “despite the fact that”Copy
- 53.7
  Listening for “although” and “despite the fact that”Copy
- 53.8
  Conversational simulationCopy
- 53.9
  Reading for “although” and “despite the fact that”Copy
- 53.10
  Game for “although” and “despite the fact that”Copy
- 53.11
  Quiz for “although” and “despite the fact that”Copy
- 53.12
  Grammar for “although” and “despite the fact that”Copy
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 DifferencesCopy
- 54.2
  Practicing Comparisons Using While and WhereasCopy
- 54.3
  Advanced Comparison Exercises and Choosing While vs. WhereasCopy
- 54.4
  Vocabulary: focus on while and whereas to make direct comparisonsCopy
- 54.5
  Listening: focus on while and whereas to make direct comparisonsCopy
- 54.6
  Speaking: focus on while and whereas to make direct comparisonsCopy
- 54.7
  Writing: focus on while and whereas to make direct comparisonsCopy
- 54.8
  Conversational simulationCopy
- 54.9
  Reading: focus on while and whereas to make direct comparisonsCopy
- 54.10
  Game: focus on while and whereas to make direct comparisonsCopy
- 54.11
  Quiz: focus on while and whereas to make direct comparisonsCopy
- 54.12
  Grammar: focus on while and whereas to make direct comparisonsCopy
- 54.13
  C Learners will use while and whereas to make direct comparisons between two people, groups, or situations that show contrast.Copy
  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 ConjunctionsCopy
- 55.2
  Practicing Matching and Rewriting with Contrast ConnectorsCopy
- 55.3
  Editing Paragraphs for Consistent Contrast Tone and StyleCopy
- 55.4
  Vocabulary: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.5
  Reading: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.6
  Writing: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.7
  Listening: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.8
  Speaking: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.9
  Conversational simulationCopy
- 55.10
  Game: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.11
  Quiz: focus on although, even though, and but, based on tone, position, and functionCopy
- 55.12
  Grammar: focus on although, even though, and but, based on tone, position, and functionCopy
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 UsageCopy
- 56.2
  Exploring the Function of “Much As” in Contrast StatementsCopy
- 56.3
  Activities to Practice Using “Much As” in ContextCopy
- 56.4
  Vocabulary: focus on much as to introduces a strong concessionCopy
- 56.5
  Writing: focus on much as to introduces a strong concessionCopy
- 56.6
  Listening: focus on much as to introduces a strong concessionCopy
- 56.7
  Speaking: focus on much as to introduces a strong concessionCopy
- 56.8
  Conversational simulationCopy
- 56.9
  Reading: focus on much as to introduces a strong concessionCopy
- 56.10
  Game: focus on much as to introduces a strong concessionCopy
- 56.11
  Quiz: focus on much as to introduces a strong concessionCopy
- 56.12
  Grammar: focus on much as to introduces a strong concessionCopy
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”Copy
- 57.2
  Practicing the Use of “Much As” for Emotional ContrastsCopy
- 57.3
  Advanced Practice with “Much As” to Show Emotional and Personal ConflictCopy
- 57.4
  Vocabulary to express strong emotional or personal contrastsCopy
- 57.5
  Writing to express strong emotional or personal contrastsCopy
- 57.6
  Speaking to express strong emotional or personal contrastsCopy
- 57.7
  Conversational simulationCopy
- 57.8
  Reading to express strong emotional or personal contrastsCopy
- 57.9
  Game to express strong emotional or personal contrastsCopy
- 57.10
  Quiz to express strong emotional or personal contrastsCopy
- 57.11
  Listening to express strong emotional or personal contrastsCopy
- 57.12
  Grammar to express strong emotional or personal contrastsCopy
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 ConnectorsCopy
- 58.2
  Practicing with Contrastive ConnectorsCopy
- 58.3
  Practicing with Contrastive Connectors part 2Copy
- 58.4
  Final Thoughts on Using Contrastive ConnectorsCopy
- 58.5
  Vocabulary to compare much as with other contrastive connectorsCopy
- 58.6
  Game to compare much as with other contrastive connectorsCopy
- 58.7
  Quiz to compare much as with other contrastive connectorsCopy
- 58.8
  Conversational simulationCopy
- 58.9
  Writing to compare much as with other contrastive connectorsCopy
- 58.10
  Listening to compare much as with other contrastive connectorsCopy
- 58.11
  Speaking to compare much as with other contrastive connectorsCopy
- 58.12
  Reading to compare much as with other contrastive connectorsCopy
- 58.13
  Grammar to compare much as with other contrastive connectorsCopy
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 ClausesCopy
- 59.2
  Practicing Ellipsis in Coordinated ClausesCopy
- 59.3
  Improving Paragraph Flow Using EllipsisCopy
- 59.4
  Vocabulary: focus on ellipsis in compound or coordinated sentencesCopy
- 59.5
  Game: focus on ellipsis in compound or coordinated sentencesCopy
- 59.6
  Quiz: focus on ellipsis in compound or coordinated sentencesCopy
- 59.7
  Grammar: focus on ellipsis in compound or coordinated sentencesCopy
- 59.8
  Conversational simulationCopy
- 59.9
  Speaking: focus on ellipsis in compound or coordinated sentencesCopy
- 59.10
  Reading: focus on ellipsis in compound or coordinated sentencesCopy
- 59.11
  Writing: focus on ellipsis in compound or coordinated sentencesCopy
- 59.12
  Listening: focus on ellipsis in compound or coordinated sentencesCopy
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 ControlCopy
- 60.2
  Balancing Ellipsis in Formal vs. Informal RegistersCopy
- 60.3
  Practice with Ellipsis – Clarity and StyleCopy
- 60.4
  Vocabulary: focus on control when and how to apply ellipsisCopy
- 60.5
  Game: focus on control when and how to apply ellipsisCopy
- 60.6
  Quiz: focus on control when and how to apply ellipsisCopy
- 60.7
  Conversational simulationCopy
- 60.8
  Grammar: focus on control when and how to apply ellipsisCopy
- 60.9
  Speaking: focus on control when and how to apply ellipsisCopy
- 60.10
  LIstening: focus on control when and how to apply ellipsisCopy
- 60.11
  Writing: focus on control when and how to apply ellipsisCopy
- 60.12
  Reading: focus on control when and how to apply ellipsisCopy
- 60.13
  C Advanced Ellipsis – Contextual Clarity and Stylistic ControlCopy
  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 OrCopy
- 61.2
  Practicing Ellipsis After And, But, and OrCopy
- 61.3
  Mastering Ellipsis for EfficiencyCopy
- 61.4
  Vocabulary: focus on recognize and apply ellipsis rulesCopy
- 61.5
  Grammar: focus on recognize and apply ellipsis rulesCopy
- 61.6
  Game: focus on recognize and apply ellipsis rulesCopy
- 61.7
  Quiz: focus on recognize and apply ellipsis rulesCopy
- 61.8
  Conversational simulationCopy
- 61.9
  Speaking: focus on recognize and apply ellipsis rulesCopy
- 61.10
  Reading: focus on recognize and apply ellipsis rulesCopy
- 61.11
  Listening: focus on recognize and apply ellipsis rulesCopy
- 61.12
  Writing: focus on recognize and apply ellipsis rulesCopy
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 SubjectsCopy
- 62.2
  Practicing Omitting Be After LinkersCopy
- 62.3
  Mastering Ellipsis with Be After LinkersCopy
- 62.4
  Vocabulary: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.5
  Game: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.6
  Quiz: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.7
  Conversational simulationCopy
- 62.8
  Reading: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.9
  Writing: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.10
  Speaking: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.11
  Listening: focus on omit both the subject and the verb “be” when used repeatedlyCopy
- 62.12
  Grammar: focus on omit both the subject and the verb “be” when used repeatedlyCopy
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 BasicsCopy
- 63.2
  Subordinating vs. Coordinating Conjunctions – Understanding the DifferenceCopy
- 63.3
  Practicing Correct Usage – Spotting and Fixing Ellipsis ErrorsCopy
- 63.4
  Vocabulary: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.5
  Game: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.6
  Grammar: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.7
  Quiz: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.8
  Conversational simulationCopy
- 63.9
  Listening: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.10
  Writing: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.11
  Speaking: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.12
  Reading: focus on recognize that ellipsis is not appropriate after subordinating conjunctionsCopy
- 63.13
  C When Ellipsis Is Not Allowed – Understanding LimitsCopy
  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 BasicsCopy
- 64.2
  Recognizing and Rewriting with Ellipsis After “To”Copy
- 64.3
  Using Ellipsis After “To” in Natural DialogueCopy
- 64.4
  Vocabulary: focus on recognize when a verb phrase following to can be omittedCopy
- 64.5
  Grammar: focus on recognize when a verb phrase following to can be omittedCopy
- 64.6
  Game: focus on recognize when a verb phrase following to can be omittedCopy
- 64.7
  Quiz: focus on recognize when a verb phrase following to can be omittedCopy
- 64.8
  Conversational simulationCopy
- 64.9
  Writing: focus on recognize when a verb phrase following to can be omittedCopy
- 64.10
  Listening: focus on recognize when a verb phrase following to can be omittedCopy
- 64.11
  Speaking: focus on recognize when a verb phrase following to can be omittedCopy
- 64.12
  Reading: focus on recognize when a verb phrase following to can be omittedCopy
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” MattersCopy
- 65.2
  Patterns and Situations – Using Ellipsis in Real SpeechCopy
- 65.3
  Practicing Natural Speech – Responding with Ellipsis After “To”Copy
- 65.4
  Vocabulary: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.5
  Game: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.6
  Quiz: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.7
  Conversational simulationCopy
- 65.8
  Writing: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.9
  Listening: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.10
  Speaking: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.11
  Reading: focus on incorporate ellipsis after to in spoken interactionCopy
- 65.12
  Grammar: focus on incorporate ellipsis after to in spoken interactionCopy
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 DifferenceCopy
- 66.2
  Tone and Clarity – Choosing the Right FormCopy
- 66.3
  Practicing Choice – When to Use or Avoid EllipsisCopy
- 66.4
  Vocabulary: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.5
  Game: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.6
  Quiz: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.7
  Conversational simulationCopy
- 66.8
  Grammar: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.9
  Listening: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.10
  Speaking: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.11
  Reading: focus on understand when it is appropriate to use ellipsis after toCopy
- 66.12
  Writing: focus on understand when it is appropriate to use ellipsis after toCopy
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 BasicsCopy
- 67.2
  Using Auxiliary Ellipsis Across Tenses and ContextsCopy
- 67.3
  Practicing Ellipsis with Auxiliary Verbs – Fluency in ActionCopy
- 67.4
  Vocabulary: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.5
  Game: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.6
  Quiz: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.7
  Conversational simulationCopy
- 67.8
  Grammar: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.9
  Listening: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.10
  Speaking: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.11
  Writing: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
- 67.12
  Reading: focus on omit part of a verb phrase already mentioned after auxiliary verbsCopy
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 EssentialsCopy
- 68.2
  Exploring Modal Structures and Ellipsis in ContextCopy
- 68.3
  Practicing Ellipsis After Modals – Speak and Write with EaseCopy
- 68.4
  Vocabulary: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.5
  Game: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.6
  Quiz: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.7
  Conversational simulationCopy
- 68.8
  Writing: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.9
  Listening: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.10
  Reading: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.11
  Speaking: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.12
  Grammar: focus on omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.)Copy
- 68.13
  C Omitting Verb Phrases After Modal VerbsCopy
  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 FoundationsCopy
- 69.2
  Auxiliaries, Modals, and Ellipsis in ActionCopy
- 69.3
  Choosing Wisely – Practicing Ellipsis and RepetitionCopy
- 69.4
  Vocabulary: focus on compare elliptical and non-elliptical formsCopy
- 69.5
  Game: focus on compare elliptical and non-elliptical formsCopy
- 69.6
  Quiz: focus on compare elliptical and non-elliptical formsCopy
- 69.7
  Conversational simulationCopy
- 69.8
  Grammar: focus on compare elliptical and non-elliptical formsCopy
- 69.9
  Listening: focus on compare elliptical and non-elliptical formsCopy
- 69.10
  Writing: focus on compare elliptical and non-elliptical formsCopy
- 69.11
  Reading: focus on compare elliptical and non-elliptical formsCopy
- 69.12
  Speaking; focus on compare elliptical and non-elliptical formsCopy
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 EssentialsCopy
- 70.2
  When to Drop the Pronoun – Context and ClarityCopy
- 70.3
  Practicing Natural Speech – Omitting Subject PronounsCopy
- 70.4
  Vocabulary: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.5
  Game: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.6
  Quiz: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.7
  Conversational simulationCopy
- 70.8
  Writing: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.9
  Listening: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.10
  Grammar: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.11
  Reading: understand when it’s natural and acceptable to omit subject pronounsCopy
- 70.12
  Speaking: understand when it’s natural and acceptable to omit subject pronounsCopy
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 SpeechCopy
- 71.2
  Context and Clarity – Using Ellipsis ResponsiblyCopy
- 71.3
  Practicing Real-Time Fluency – Responding with EllipsisCopy
- 71.4
  Vocabulary: responding fluently in conversationCopy
- 71.5
  Grammar: responding fluently in conversationCopy
- 71.6
  Game: responding fluently in conversationCopy
- 71.7
  Quiz: responding fluently in conversationCopy
- 71.8
  Conversational simulationCopy
- 71.9
  Listening: responding fluently in conversationCopy
- 71.10
  Writing: responding fluently in conversationCopy
- 71.11
  Reading: responding fluently in conversationCopy
- 71.12
  Speaking: responding fluently in conversationCopy
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 AcceptableCopy
- 72.2
  Matching Tone to Context – Practical ExamplesCopy
- 72.3
  Formal vs. Informal – Rewriting with Style AwarenessCopy
- 72.4
  Vocabulary: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.5
  Grammar: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.6
  Game: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.7
  Quiz: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.8
  Conversational simulationCopy
- 72.9
  Writing: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.10
  Speaking: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.11
  Listening: learn when omitting subject pronouns is stylistically appropriateCopy
- 72.12
  Reading: learn when omitting subject pronouns is stylistically appropriateCopy
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 BasicsCopy
- 73.2
  Spotting Elliptical Questions in Real DialogueCopy
- 73.3
  Using Ellipsis in Your Own Questions – Practice and ProductionCopy
- 73.4
  Vocabulary: omit both the subject pronoun and the auxiliary verbCopy
- 73.5
  Grammar: omit both the subject pronoun and the auxiliary verbCopy
- 73.6
  Game: omit both the subject pronoun and the auxiliary verbCopy
- 73.7
  Quiz: omit both the subject pronoun and the auxiliary verbCopy
- 73.8
  Conversational simulationCopy
- 73.9
  Listening: omit both the subject pronoun and the auxiliary verbCopy
- 73.10
  Writing: omit both the subject pronoun and the auxiliary verbCopy
- 73.11
  Reading: omit both the subject pronoun and the auxiliary verbCopy
- 73.12
  Speaking: omit both the subject pronoun and the auxiliary verbCopy
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 QuestionsCopy
- 74.2
  Practicing Fluency – Rhythm and Response with EllipsisCopy
- 74.3
  Real-Time Fluency – Role-Play with Elliptical QuestionsCopy
- 74.4
  Vocabulary: elliptical questions accurately and fluentlyCopy
- 74.5
  Game: elliptical questions accurately and fluentlyCopy
- 74.6
  Quiz: elliptical questions accurately and fluentlyCopy
- 74.7
  Grammar: elliptical questions accurately and fluentlyCopy
- 74.8
  Listening: elliptical questions accurately and fluentlyCopy
- 74.9
  Reading: elliptical questions accurately and fluentlyCopy
- 74.10
  Speaking: elliptical questions accurately and fluentlyCopy
- 74.11
  Writing: elliptical questions accurately and fluentlyCopy
- 74.12
  Conversational simulationCopy
- 74.13
  C Speaking Fluently – Using Elliptical Questions NaturallyCopy
  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 RegisterCopy
- 75.2
  Rewriting Informal Questions for Formal ContextsCopy
- 75.3
  Applying Good Judgment – Peer Review and Contextual ChoiceCopy
- 75.4
  Vocabulary: understand the limits of omitting subjects and auxiliariesCopy
- 75.5
  Grammar: understand the limits of omitting subjects and auxiliariesCopy
- 75.6
  Game: understand the limits of omitting subjects and auxiliariesCopy
- 75.7
  Quiz: understand the limits of omitting subjects and auxiliariesCopy
- 75.8
  Conversational simulationCopy
- 75.9
  Writing: understand the limits of omitting subjects and auxiliariesCopy
- 75.10
  Listening: understand the limits of omitting subjects and auxiliariesCopy
- 75.11
  Reading: understand the limits of omitting subjects and auxiliariesCopy
- 75.12
  Speaking: understand the limits of omitting subjects and auxiliariesCopy
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 EssentialsCopy
- 76.2
  Practicing Elliptical Questions – From Full to FluentCopy
- 76.3
  Speaking Practice – Using Elliptical Questions FluentlyCopy
- 76.4
  Vocabulary: identify when auxiliary verbs can be omittedCopy
- 76.5
  Game: identify when auxiliary verbs can be omittedCopy
- 76.6
  Quiz: identify when auxiliary verbs can be omittedCopy
- 76.7
  Grammar: identify when auxiliary verbs can be omittedCopy
- 76.8
  Conversational simulationCopy
- 76.9
  Listening: identify when auxiliary verbs can be omittedCopy
- 76.10
  Reading: identify when auxiliary verbs can be omittedCopy
- 76.11
  Writing: identify when auxiliary verbs can be omittedCopy
- 76.12
  Speaking: identify when auxiliary verbs can be omittedCopy
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 AuxiliariesCopy
- 77.2
  Correcting Unnatural Elliptical QuestionsCopy
- 77.3
  Creating Natural Elliptical QuestionsCopy
- 77.4
  Vocabulary: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.5
  Game: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.6
  Grammar: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.7
  Quiz: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.8
  Conversational simulationCopy
- 77.9
  Listening: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.10
  Reading: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.11
  Writing: understand when it’s not acceptable to omit auxiliary verbsCopy
- 77.12
  Speaking: understand when it’s not acceptable to omit auxiliary verbsCopy
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 WorksCopy
- 78.2
  From Casual to Formal – Rewriting Elliptical SpeechCopy
- 78.3
  Applying Ellipsis – Real Speech vs. Formal RegisterCopy
- 78.4
  Vocabulary: apply ellipsis confidently in spoken EnglishCopy
- 78.5
  Game: apply ellipsis confidently in spoken EnglishCopy
- 78.6
  Grammar: apply ellipsis confidently in spoken EnglishCopy
- 78.7
  Quiz: apply ellipsis confidently in spoken EnglishCopy
- 78.8
  Conversational simulationCopy
- 78.9
  Listening: apply ellipsis confidently in spoken EnglishCopy
- 78.10
  Reading: apply ellipsis confidently in spoken EnglishCopy
- 78.11
  Writing: apply ellipsis confidently in spoken EnglishCopy
- 78.12
  Speaking: apply ellipsis confidently in spoken EnglishCopy
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”Copy
- 79.2
  Highlighting Ideas with “What” Cleft SentencesCopy
- 79.3
  Mastering Emphasis – Real Practice with Cleft SentencesCopy
- 79.4
  Vocabulary: use cleft sentences to shift focusCopy
- 79.5
  Grammar: use cleft sentences to shift focusCopy
- 79.6
  Conversational simulationCopy
- 79.7
  Listening: use cleft sentences to shift focusCopy
- 79.8
  Reading: use cleft sentences to shift focusCopy
- 79.9
  Writing: use cleft sentences to shift focusCopy
- 79.10
  Speaking: use cleft sentences to shift focusCopy
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 AdverbialsCopy
- 80.2
  Conditional Inversion – Dropping “If” for FormalityCopy
- 80.3
  Dramatic Tone – So / Such … That InversionCopy
- 80.4
  Vocabulary: use inversion to add emphasisCopy
- 80.5
  Game: use inversion to add emphasisCopy
- 80.6
  Grammar: use inversion to add emphasisCopy
- 80.7
  Quiz: use inversion to add emphasisCopy
- 80.8
  Conversational simulationCopy
- 80.9
  Writing: use inversion to add emphasisCopy
- 80.10
  Listening: use inversion to add emphasisCopy
- 80.11
  Reading: use inversion to add emphasisCopy
- 80.12
  Speaking: use inversion to add emphasisCopy
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 FocusCopy
- 81.2
  Identifying the Focus in It-Cleft SentencesCopy
- 81.3
  Transforming Sentences – Practicing It-Cleft ConstructionsCopy
- 81.4
  Vocabulary: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.5
  Game: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.6
  Grammar: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.7
  Quiz: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.8
  Conversational simulationCopy
- 81.9
  Reading: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.10
  Listening: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.11
  Writing: use auxiliary verbs for contrast, correction, and emphasisCopy
- 81.12
  Speaking: use auxiliary verbs for contrast, correction, and emphasisCopy
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 SentencesCopy
- 82.2
  Emphasising Objects, Time, and PlaceCopy
- 82.3
  Adjusting Focus – One Sentence, Multiple EmphasesCopy
- 82.4
  Vocabulary: function of it-cleft sentencesCopy
- 82.5
  Game: function of it-cleft sentencesCopy
- 82.6
  Grammar: function of it-cleft sentencesCopy
- 82.7
  Quiz: function of it-cleft sentencesCopy
- 82.8
  Conversational simulationCopy
- 82.9
  Reading: function of it-cleft sentencesCopy
- 82.10
  Listening: function of it-cleft sentencesCopy
- 82.11
  Writing: function of it-cleft sentencesCopy
- 82.12
  Speaking: function of it-cleft sentencesCopy
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 SentencesCopy
- 83.2
  It-Clefts in Storytelling and CorrectionCopy
- 83.3
  Choosing the Right Cleft for the Right ToneCopy
- 83.4
  Vocabulary: how to cleft different sentence elements to adjust focusCopy
- 83.5
  Game: how to cleft different sentence elements to adjust focusCopy
- 83.6
  Grammar: how to cleft different sentence elements to adjust focusCopy
- 83.7
  Quiz: how to cleft different sentence elements to adjust focusCopy
- 83.8
  Conversational simulationCopy
- 83.9
  Listening: how to cleft different sentence elements to adjust focusCopy
- 83.10
  Reading: how to cleft different sentence elements to adjust focusCopy
- 83.11
  Speaking: how to cleft different sentence elements to adjust focusCopy
- 83.12
  Writing: how to cleft different sentence elements to adjust focusCopy
- 83.13
  C Emphasising Different Elements of a SentenceCopy
  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 MattersCopy
- 84.2
  Explaining Reactions, Causes, and Results with What-CleftsCopy
- 84.3
  Transforming Sentences into What-Clefts for EmphasisCopy
- 84.4
  Vocabulary: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.5
  Game: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.6
  Grammar: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.7
  Quiz: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.8
  Conversational simulationCopy
- 84.9
  Writing: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.10
  Speaking: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.11
  Reading: cleft structures with stylistic awareness, adjusting tone for formalCopy
- 84.12
  Listening: cleft structures with stylistic awareness, adjusting tone for formalCopy
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 WhyCopy
- 85.2
  Wh-Clefts for Place and People – Where and WhoCopy
- 85.3
  Practising Wh-Clefts – Building Fluency and FocusCopy
- 85.4
  Vocabulary: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.5
  Game: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.6
  Grammar: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.7
  Quiz: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.8
  Writing: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.9
  Listening: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.10
  Speaking: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.11
  Reading: what-cleft sentences to express what matters most or what caused somethingCopy
- 85.12
  Conversational simulationCopy
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 StyleCopy
- 86.2
  Rewriting for Tone – Reverse What-Cleft PracticeCopy
- 86.3
  Storytelling with Reverse What-CleftsCopy
- 86.4
  Vocabulary: explore and use other wh-cleft constructions for emphasisCopy
- 86.5
  Game: explore and use other wh-cleft constructions for emphasisCopy
- 86.6
  Grammar: explore and use other wh-cleft constructions for emphasisCopy
- 86.7
  Quiz: explore and use other wh-cleft constructions for emphasisCopy
- 86.8
  Speaking: explore and use other wh-cleft constructions for emphasisCopy
- 86.9
  Reading: explore and use other wh-cleft constructions for emphasisCopy
- 86.10
  Conversational simulationCopy
- 86.11
  Writing: explore and use other wh-cleft constructions for emphasisCopy
- 86.12
  Listening: explore and use other wh-cleft constructions for emphasisCopy
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 StructureCopy
- 87.2
  Transforming Sentences – From Neutral to InvertedCopy
- 87.3
  When to Invert – Quiz and Usage TipsCopy
- 87.4
  Vocabulary: reverse what-clefts (emphasised idea + what clause)Copy
- 87.5
  Game: reverse what-clefts (emphasised idea + what clause)Copy
- 87.6
  Grammar: reverse what-clefts (emphasised idea + what clause)Copy
- 87.7
  Quiz: reverse what-clefts (emphasised idea + what clause)Copy
- 87.8
  Conversational simulationCopy
- 87.9
  Writing: reverse what-clefts (emphasised idea + what clause)Copy
- 87.10
  Listening: reverse what-clefts (emphasised idea + what clause)Copy
- 87.11
  Reading: reverse what-clefts (emphasised idea + what clause)Copy
- 87.12
  Speaking: reverse what-clefts (emphasised idea + what clause)Copy
- 87.13
  C Flexible Word Order – What-clefts at the EndCopy
  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 StructureCopy
- 88.2
  Transforming Sentences – From Neutral to InvertedCopy
- 88.3
  When to Invert – Quiz and Usage TipsCopy
- 88.4
  Vocabulary: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.5
  Game: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.6
  Grammar: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.7
  Quiz: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.8
  Conversational simulationCopy
- 88.9
  Listening: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.10
  Writing: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.11
  Speaking: structure and function of inversion when using negative or limiting adverbialsCopy
- 88.12
  Reading: structure and function of inversion when using negative or limiting adverbialsCopy
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 FunctionCopy
- 89.2
  Practice and Application – Matching and CompletionCopy
- 89.3
  Creating Sentences – Emotion, Event, and EmphasisCopy
- 89.4
  Vocabulary: explore the specific meanings and use cases of each negative adverbialCopy
- 89.5
  Game: explore the specific meanings and use cases of each negative adverbialCopy
- 89.6
  Grammar: explore the specific meanings and use cases of each negative adverbialCopy
- 89.7
  Quiz: explore the specific meanings and use cases of each negative adverbialCopy
- 89.8
  Conversational simulationCopy
- 89.9
  Listening: explore the specific meanings and use cases of each negative adverbialCopy
- 89.10
  Reading: explore the specific meanings and use cases of each negative adverbialCopy
- 89.11
  Writing: explore the specific meanings and use cases of each negative adverbialCopy
- 89.12
  Speaking: explore the specific meanings and use cases of each negative adverbialCopy
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 ItCopy
- 90.2
  From Casual to Formal – Rewriting with InversionCopy
- 90.3
  Your Voice – Writing with Inversion for ImpactCopy
- 90.4
  Vocabulary: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.5
  Game: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.6
  Grammar: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.7
  Quiz: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.8
  Conversational simulationCopy
- 90.9
  Listening: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.10
  Writing: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.11
  Reading: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.12
  Speaking: recognise the stylistic impact of inversion and apply it appropriatelyCopy
- 90.13
  C Style and Register – When and Why to Use InversionCopy
  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 MeaningCopy
- 91.2
  Transforming Sentences – From Neutral to Inverted with “Little”Copy
- 91.3
  Practising with Prompts and Listening for ImpactCopy
- 91.4
  Vocabulary: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.5
  Game: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.6
  Grammar: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.7
  Quiz: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.8
  Conversational simulationCopy
- 91.9
  Listening: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.10
  Writing: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.11
  Reading: “little” + auxiliary + subject + verb to express surpriseCopy
- 91.12
  Speaking: “little” + auxiliary + subject + verb to express surpriseCopy
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 EmphasisCopy
- 92.2
  Building Fluency with “No Sooner… Than”Copy
- 92.3
  Using “No Sooner” Creatively – Dialogue and Pair PracticeCopy
- 92.4
  Vocabulary: correctly form and use “No sooner… than” sentencesCopy
- 92.5
  Game: correctly form and use “No sooner… than” sentencesCopy
- 92.6
  Grammar: correctly form and use “No sooner… than” sentencesCopy
- 92.7
  Quiz: correctly form and use “No sooner… than” sentencesCopy
- 92.8
  Conversational simulationCopy
- 92.9
  Reading: correctly form and use “No sooner… than” sentencesCopy
- 92.10
  Writing: correctly form and use “No sooner… than” sentencesCopy
- 92.11
  Speaking: correctly form and use “No sooner… than” sentencesCopy
- 92.12
  Listening: correctly form and use “No sooner… than” sentencesCopy
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 ContrastCopy
- 93.2
  Rewriting for Emphasis – Practising Inversion with “Not”Copy
- 93.3
  Hearing and Using Inversion with “Not” in Real SpeechCopy
- 93.4
  Vocabulary: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.5
  Game: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.6
  Grammar: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.7
  Quiz: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.8
  Conversational simulationCopy
- 93.9
  Listening: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.10
  Reading: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.11
  Writing: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
- 93.12
  Speaking: recognise and use inversion with “not” + phrase at the beginning of a sentenceCopy
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 DialogueCopy
- 94.2
  Emphatic Use of Auxiliary Verbs – Expressing Certainty and EmotionCopy
- 94.3
  Speaking with Emotion – Mastering Emphatic AuxiliariesCopy
- 94.4
  Vocabulary: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.5
  Game: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.6
  Grammar: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.7
  Quiz: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.8
  Conversational simulationCopy
- 94.9
  Listening: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.10
  Writing: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.11
  Reading: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
- 94.12
  Speaking: use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirmCopy
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 EnglishCopy
- 95.2
  Practising Emphatic “Do,” “Does,” and “Did”Copy
- 95.3
  Expressing Contrast and Emotion with “Do,” “Does,” and “Did”Copy
- 95.4
  Vocabulary: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.5
  Game: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.6
  Grammar: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.7
  Quiz: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.8
  Conversational simulationCopy
- 95.9
  Listening: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.10
  Writing: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.11
  Reading: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
- 95.12
  Speaking: add “do,” “does,” or “did” to emphasise the verb in affirmative statementsCopy
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 EnglishCopy
- 96.2
  Practising Emphatic “Do” – From Neutral to Polite or DramaticCopy
- 96.3
  Using Emphatic “Do” in Context – Sounding Natural and ExpressiveCopy
- 96.4
  Vocabulary: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.5
  Game: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.6
  Grammar: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.7
  Quiz: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.8
  Conversational simulationCopy
- 96.9
  Reading: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.10
  Writing: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.11
  Speaking: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
- 96.12
  Listening: use “do + base verb” to create stronger, more formal, or polite-soundingCopy
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 PurposeCopy
- 97.2
  Practising Inversion – Rewrite and CorrectCopy
- 97.3
  Matching Adverbials to Emphasis – Function and UsageCopy
- 97.4
  Vocabulary: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.5
  Game: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.6
  Grammar: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.7
  Quiz: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.8
  Conversational simulationCopy
- 97.9
  Reading: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.10
  Writing: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.11
  Listening: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.12
  Speaking: how negative adverbials like never, not only, barely, etc., trigger inversionCopy
- 97.13
  C What Is Inversion After Negative Adverbials?Copy
  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 PatternsCopy
- 98.2
  Using and Transforming Common Inversion TriggersCopy
- 98.3
  Contrast and Variety – Playing with Negative AdverbialsCopy
- 98.4
  Vocabulary: inversion triggers and use them in nuanced contextsCopy
- 98.5
  Game: inversion triggers and use them in nuanced contextsCopy
- 98.6
  Grammar: inversion triggers and use them in nuanced contextsCopy
- 98.7
  Quiz: inversion triggers and use them in nuanced contextsCopy
- 98.8
  Conversational simulationCopy
- 98.9
  Writing: inversion triggers and use them in nuanced contextsCopy
- 98.10
  Listening: inversion triggers and use them in nuanced contextsCopy
- 98.11
  Reading: inversion triggers and use them in nuanced contextsCopy
- 98.12
  Speaking: inversion triggers and use them in nuanced contextsCopy
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 EnglishCopy
- 99.2
  Practising Inversion – Rewriting Formal TextsCopy
- 99.3
  Combining Inversion Patterns for Advanced StyleCopy
- 99.4
  Vocabulary: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.5
  Game: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.6
  Grammar: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.7
  Quiz: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.8
  Conversational simulationCopy
- 99.9
  Writing: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.10
  Reading: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.11
  Listening: identify contexts where inversion enhances tone, persuasion, and precisionCopy
- 99.12
  Speaking: identify contexts where inversion enhances tone, persuasion, and precisionCopy
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 SeldomCopy
- 100.2
  Why Use Inversion with These Adverbials?Copy
- 100.3
  Examples in ContextCopy
- 100.4
  Vocabulary: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.5
  Game: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.6
  Grammar: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.7
  Quiz: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.8
  Conversational simulationCopy
- 100.9
  Reading: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.10
  Listening: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.11
  Writing: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
- 100.12
  Speaking: understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversionCopy
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 ReviewCopy
- 101.2
  Modal + Have + Past ParticipleCopy
- 101.3
  Practice ActivitiesCopy
- 101.4
  Vocabulary: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interactCopy
- 101.5
  Grammar: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interactCopy
- 101.6
  Conversational simulationCopy
- 101.7
  Listening: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interactCopy
- 101.8
  Writing: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interactCopy
- 101.9
  Reading: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interactCopy
- 101.10
  Speaking: inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interactCopy
- 101.11
  GameCopy
- 101.12
  QuizCopy
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?Copy
- 102.2
  Where It Feels UnnaturalCopy
- 102.3
  Activities to PractiseCopy
- 102.4
  Vocabulary: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.5
  Game: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.6
  Grammar: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.7
  Quiz: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.8
  Conversational simulationCopy
- 102.9
  Listening: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.10
  Writing: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.11
  Reading: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
- 102.12
  Speaking: explore the stylistic purpose of using “never/rarely/seldom” + inversionCopy
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 StructureCopy
- 103.2
  Function and EffectCopy
- 103.3
  Activities to PracticeCopy
- 103.4
  Vocabulary: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.5
  Game: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.6
  Grammar: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.7
  Quiz: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.8
  Conversational simulationCopy
- 103.9
  Listening: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.10
  Writing: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.11
  Reading: use inversion with adverbials that describe two closely linked past eventsCopy
- 103.12
  Speaking: use inversion with adverbials that describe two closely linked past eventsCopy
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 RulesCopy
- 104.2
  Common Errors to AvoidCopy
- 104.3
  ActivitiesCopy
- 104.4
  Vocabulary: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.5
  Game: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.6
  Grammar: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.7
  Quiz: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.8
  Conversational simulationCopy
- 104.9
  Reading: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.10
  Writing: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.11
  Listening: master the correct word order, tense, and connector usage with each adverbialCopy
- 104.12
  Speaking: master the correct word order, tense, and connector usage with each adverbialCopy
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?Copy
- 105.2
  Why Use This Structure?Copy
- 105.3
  ActivitiesCopy
- 105.4
  Vocabulary: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.5
  Game: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.6
  Grammar: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.7
  Quiz: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.8
  Conversational simulationCopy
- 105.9
  Writing: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.10
  Listening: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.11
  Speaking: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.12
  Reading: reports, essays, and anecdotes, to add style, pacing, and emphasisCopy
- 105.13
  C Using Sequential Inversion in Formal Writing and StorytellingCopy
  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 StructureCopy
- 106.2
  Purpose and EffectCopy
- 106.3
  ActivitiesCopy
- 106.4
  Vocabulary: inversion that occurs after “only” followed by a time expressionCopy
- 106.5
  Game: inversion that occurs after “only” followed by a time expressionCopy
- 106.6
  Grammar: inversion that occurs after “only” followed by a time expressionCopy
- 106.7
  Quiz: inversion that occurs after “only” followed by a time expressionCopy
- 106.8
  Conversational simulationCopy
- 106.9
  Listening: inversion that occurs after “only” followed by a time expressionCopy
- 106.10
  Writing: inversion that occurs after “only” followed by a time expressionCopy
- 106.11
  Reading: inversion that occurs after “only” followed by a time expressionCopy
- 106.12
  Speaking: inversion that occurs after “only” followed by a time expressionCopy
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”Copy
- 107.2
  Choosing the Correct Auxiliary in “Only” InversionCopy
- 107.3
  Mastering Inversion through PracticeCopy
- 107.4
  Vocabulary: inversion with “only”, including choosing the right tenseCopy
- 107.5
  Game: inversion with “only”, including choosing the right tenseCopy
- 107.6
  Grammar: inversion with “only”, including choosing the right tenseCopy
- 107.7
  Quiz: inversion with “only”, including choosing the right tenseCopy
- 107.8
  Conversational simulationCopy
- 107.9
  Listening: inversion with “only”, including choosing the right tenseCopy
- 107.10
  Speaking: inversion with “only”, including choosing the right tenseCopy
- 107.11
  Reading: inversion with “only”, including choosing the right tenseCopy
- 107.12
  Writing: inversion with “only”, including choosing the right tenseCopy
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 WritingCopy
- 108.2
  Creating Suspense and Rhythm in Narrative with “Only” InversionCopy
- 108.3
  Writing Formally and Expressively with “Only” InversionCopy
- 108.4
  Vocabulary: using “Only + time expression” inversion to create more formal structuresCopy
- 108.5
  Game: using “Only + time expression” inversion to create more formal structuresCopy
- 108.6
  Grammar: using “Only + time expression” inversion to create more formal structuresCopy
- 108.7
  Quiz: using “Only + time expression” inversion to create more formal structuresCopy
- 108.8
  Conversational simulationCopy
- 108.9
  Listening: using “Only + time expression” inversion to create more formal structuresCopy
- 108.10
  Writing: using “Only + time expression” inversion to create more formal structuresCopy
- 108.11
  Reading: using “Only + time expression” inversion to create more formal structuresCopy
- 108.12
  Speaking: using “Only + time expression” inversion to create more formal structuresCopy
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 InversionCopy
- 109.2
  Applying Inversion with Common Fixed Negative PhrasesCopy
- 109.3
  Practising Inversion and Mastering ToneCopy
- 109.4
  Vocabulary: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.5
  Game: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.6
  Grammar: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.7
  Quiz: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.8
  Conversational simulationCopy
- 109.9
  Listening: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.10
  Reading: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.11
  Writing: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
- 109.12
  Speaking: identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversionCopy
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”Copy
- 110.2
  Using “Not Only” for Emphasis and ContrastCopy
- 110.3
  Rewriting for Emphasis with “Not Until” and “Not Only”Copy
- 110.4
  Vocabulary: inversion triggered by “Not until” and “Not only”Copy
- 110.5
  Game: inversion triggered by “Not until” and “Not only”Copy
- 110.6
  Grammar: inversion triggered by “Not until” and “Not only”Copy
- 110.7
  Quiz: inversion triggered by “Not until” and “Not only”Copy
- 110.8
  Conversational simulationCopy
- 110.9
  Reading: inversion triggered by “Not until” and “Not only”Copy
- 110.10
  Listening: inversion triggered by “Not until” and “Not only”Copy
- 110.11
  Writing: inversion triggered by “Not until” and “Not only”Copy
- 110.12
  Speaking: inversion triggered by “Not until” and “Not only”Copy
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”Copy
- 111.2
  Choosing the Right Auxiliary with “Little” InversionCopy
- 111.3
  Emphatic Tone and Storytelling with “Little”Copy
- 111.4
  Vocabulary: where and why to use these inverted phrases in formal communicationCopy
- 111.5
  Game: where and why to use these inverted phrases in formal communicationCopy
- 111.6
  Grammar: where and why to use these inverted phrases in formal communicationCopy
- 111.7
  Quiz: where and why to use these inverted phrases in formal communicationCopy
- 111.8
  Conversational simulationCopy
- 111.9
  Writing: where and why to use these inverted phrases in formal communicationCopy
- 111.10
  Listening: where and why to use these inverted phrases in formal communicationCopy
- 111.11
  Reading: where and why to use these inverted phrases in formal communicationCopy
- 111.12
  Speaking: where and why to use these inverted phrases in formal communicationCopy
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 WritingCopy
- 112.2
  Using “Little” Inversion in Journalism and Persuasive WritingCopy
- 112.3
  Enhancing Style Through “Little” InversionCopy
- 112.4
  Vocabulary: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.5
  Game: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.6
  Grammar: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.7
  Quiz: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.8
  Conversational simulationCopy
- 112.9
  Listening: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.10
  Reading: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.11
  Writing: understand how “little” can introduce inversion in formal or literary contextsCopy
- 112.12
  Speaking: understand how “little” can introduce inversion in formal or literary contextsCopy
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)Copy
- 113.2
  How to Construct Inverted Conditionals Step by StepCopy
- 113.3
  Practising and Comparing Inverted vs. Standard ConditionalsCopy
- 113.4
  Vocabulary: apply correct grammar rules for inversion after “little”Copy
- 113.5
  Game: apply correct grammar rules for inversion after “little”Copy
- 113.6
  Grammar: apply correct grammar rules for inversion after “little”Copy
- 113.7
  Quiz: apply correct grammar rules for inversion after “little”Copy
- 113.8
  Conversational simulationCopy
- 113.9
  Listening: apply correct grammar rules for inversion after “little”Copy
- 113.10
  Writing: apply correct grammar rules for inversion after “little”Copy
- 113.11
  Reading: apply correct grammar rules for inversion after “little”Copy
- 113.12
  Speaking: apply correct grammar rules for inversion after “little”Copy
- 113.13
  C Inversion in Conditionals (Types 1, 2, and 3)Copy
  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 SentencesCopy
- 114.2
  Building Negative Inversions CorrectlyCopy
- 114.3
  Rewriting and Comparing Negative Inversion for ToneCopy
- 114.4
  Vocabulary: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.5
  Grammar: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.6
  Game: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.7
  Quiz: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.8
  Conversational simulationCopy
- 114.9
  Listening: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.10
  Writing: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.11
  Reading: construct negative conditionals using inversion, placing “not” after the subjectCopy
- 114.12
  Speaking: construct negative conditionals using inversion, placing “not” after the subjectCopy
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 SentencesCopy
- 115.2
  Choosing the Right Structure for the Right ToneCopy
- 115.3
  Applying Inversion for Stylistic EffectCopy
- 115.4
  Vocabulary: explore when and why inversion in conditionals is usedCopy
- 115.5
  Grammar: explore when and why inversion in conditionals is usedCopy
- 115.6
  Game: explore when and why inversion in conditionals is usedCopy
- 115.7
  Quiz: explore when and why inversion in conditionals is usedCopy
- 115.8
  Conversational simulationCopy
- 115.9
  Reading: explore when and why inversion in conditionals is usedCopy
- 115.10
  Listening: explore when and why inversion in conditionals is usedCopy
- 115.11
  Writing: explore when and why inversion in conditionals is usedCopy
- 115.12
  Speaking: explore when and why inversion in conditionals is usedCopy
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 PredictionsCopy
- 116.2
  Constructing and Using Modals with Certainty PhrasesCopy
- 116.3
  Applying Certainty Expressions in Real-Life ContextsCopy
- 116.4
  VocabularyCopy
- 116.5
  GrammarCopy
- 116.6
  GameCopy
- 116.7
  QuizCopy
- 116.8
  Conversational simulationCopy
- 116.9
  ListeningCopy
- 116.10
  WritingCopy
- 116.11
  SpeakingCopy
- 116.12
  ReadingCopy
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 DeductionsCopy
- 117.2
  Building Logical Deductions with “Must”Copy
- 117.3
  Vocabulary: understand and correctly use “must” to express what they believe is true basedCopy
- 117.4
  Grammar: understand and correctly use “must” to express what they believe is true basedCopy
- 117.5
  Quiz: understand and correctly use “must” to express what they believe is true basedCopy
- 117.6
  Game: understand and correctly use “must” to express what they believe is true basedCopy
- 117.7
  Writing: understand and correctly use “must” to express what they believe is true basedCopy
- 117.8
  Listening: understand and correctly use “must” to express what they believe is true basedCopy
- 117.9
  Reading: understand and correctly use “must” to express what they believe is true basedCopy
- 117.10
  Speaking: understand and correctly use “must” to express what they believe is true basedCopy
- 117.11
  Game II: understand and correctly use “must” to express what they believe is true basedCopy
- 117.12
  Conversational simulationCopy
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 DeductionCopy
- 118.2
  Deciding Between “Must” and “Can’t” in Logical DeductionsCopy
- 118.3
  Practising “Can’t” for Logical and Emotional DeductionsCopy
- 118.4
  Vocabulary: use “can’t” to express strong disbeliefCopy
- 118.5
  Grammar: use “can’t” to express strong disbeliefCopy
- 118.6
  Game: use “can’t” to express strong disbeliefCopy
- 118.7
  Quiz: use “can’t” to express strong disbeliefCopy
- 118.8
  Conversational simulationCopy
- 118.9
  Writing: use “can’t” to express strong disbeliefCopy
- 118.10
  Listening: use “can’t” to express strong disbeliefCopy
- 118.11
  Speaking: use “can’t” to express strong disbeliefCopy
- 118.12
  Reading: use “can’t” to express strong disbeliefCopy
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 PredictionsCopy
- 119.2
  Strengthening Predictions with “Be Bound To”Copy
- 119.3
  Practising “Be Bound To” in Real ContextsCopy
- 119.4
  Vocabulary: use “be bound to” to express confident future expectationsCopy
- 119.5
  Grammar: use “be bound to” to express confident future expectationsCopy
- 119.6
  Game: use “be bound to” to express confident future expectationsCopy
- 119.7
  Quiz: use “be bound to” to express confident future expectationsCopy
- 119.8
  Conversational simulationCopy
- 119.9
  Writing: use “be bound to” to express confident future expectationsCopy
- 119.10
  Listening: use “be bound to” to express confident future expectationsCopy
- 119.11
  Reading: use “be bound to” to express confident future expectationsCopy
- 119.12
  Speaking: use “be bound to” to express confident future expectationsCopy
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 ScenariosCopy
- 120.2
  Applying Modals in Health, Plans, and UncertaintyCopy
- 120.3
  Practising Certainty and Uncertainty in Your Own ScenariosCopy
- 120.4
  Vocabulary: express uncertainty or possibility using may, might, and couldCopy
- 120.5
  Grammar: express uncertainty or possibility using may, might, and couldCopy
- 120.6
  Game: express uncertainty or possibility using may, might, and couldCopy
- 120.7
  Quiz: express uncertainty or possibility using may, might, and couldCopy
- 120.8
  Conversational simulationCopy
- 120.9
  Writing: express uncertainty or possibility using may, might, and couldCopy
- 120.10
  Listening: express uncertainty or possibility using may, might, and couldCopy
- 120.11
  Speaking: express uncertainty or possibility using may, might, and couldCopy
- 120.12
  Reading: express uncertainty or possibility using may, might, and couldCopy
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 ClausesCopy
- 121.2
  Using Participle Clauses for Cause, Time, and ConditionCopy
- 121.3
  Practising and Refining Participle ClausesCopy
- 121.4
  Vocabulary: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.5
  Grammar: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.6
  Game: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.7
  Quiz: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.8
  Conversational simulationCopy
- 121.9
  Writing: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.10
  Listening: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.11
  Reading: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.12
  Speaking: choose the appropriate modal based on the speaker’s level of confidenceCopy
- 121.13
  C Comparing Certainty and Uncertainty in Real-Life ScenariosCopy
  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 ClausesCopy
- 122.2
  Rewriting Sentences Using Perfect Participle ClausesCopy
- 122.3
  Refining Use of Perfect Participle ClausesCopy
- 122.4
  Vocabulary: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.5
  Grammar: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.6
  Game: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.7
  Quiz: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.8
  Conversational simulationCopy
- 122.9
  Writing: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.10
  Listening: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.11
  Reading: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
- 122.12
  Speaking: correctly use perfect participle clauses to refer to actions completed before the action in the main clauseCopy
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 WritingCopy
- 123.2
  Using Participle Clauses in Academic and Formal WritingCopy
- 123.3
  Refining Academic Style with Participle ClausesCopy
- 123.4
  Vocabulary: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.5
  Grammar: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.6
  Game: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.7
  Quiz: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.8
  Conversational simulationCopy
- 123.9
  Reading: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.10
  Listening: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.11
  Writing: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.12
  Speaking: avoid dangling participles and misuse, and apply participle clauses naturallyCopy
- 123.13
  C Common Errors and Advanced Usage in Formal WritingCopy
  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 PrepositionsCopy
- 124.2
  Rewriting Sentences with Time-Based Participle ClausesCopy
- 124.3
  Time Relationships and Sentence Transformation PracticeCopy
- 124.4
  Vocabulary: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.5
  Grammar: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.6
  Game: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.7
  Quiz: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.8
  Conversational simulationCopy
- 124.9
  Listening: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.10
  Reading: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.11
  Writing: use -ing participle clauses after time-related prepositions/conjunctionsCopy
- 124.12
  Speaking: use -ing participle clauses after time-related prepositions/conjunctionsCopy
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 ClausesCopy
- 125.2
  Transforming Sentences with Participle Clauses of Contrast and CauseCopy
- 125.3
  Improving Academic Writing with Cause and Contrast Participle ClausesCopy
- 125.4
  Vocabulary: recognize how to express reason and contrast using participle clausesCopy
- 125.5
  Grammar: recognize how to express reason and contrast using participle clausesCopy
- 125.6
  Game: recognize how to express reason and contrast using participle clausesCopy
- 125.7
  Quiz: recognize how to express reason and contrast using participle clausesCopy
- 125.8
  Conversational simulationCopy
- 125.9
  Writing: recognize how to express reason and contrast using participle clausesCopy
- 125.10
  Listening: recognize how to express reason and contrast using participle clausesCopy
- 125.11
  Reading: recognize how to express reason and contrast using participle clausesCopy
- 125.12
  Speaking: recognize how to express reason and contrast using participle clausesCopy
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”Copy
- 126.2
  Rewriting with “Instead of” and “Rather than”Copy
- 126.3
  Using “Instead of” and “Rather than” in Argument and OpinionCopy
- 126.4
  Vocabulary: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.5
  Grammar: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.6
  Game: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.7
  Quiz: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.8
  Conversational simulationCopy
- 126.9
  Writing: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.10
  Listening: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.11
  Reading: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
- 126.12
  Speaking: express alternatives and preferences using participle clauses after “instead of” and “rather than”Copy
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 IntentionsCopy
- 127.2
  Practising Verb + Infinitive Reporting StructuresCopy
- 127.3
  Using Verb + Infinitive in Formal CommunicationCopy
- 127.4
  Vocabulary: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.5
  Grammar: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.6
  Game: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.7
  Quiz: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.8
  Conversational simulationCopy
- 127.9
  Writing: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.10
  Speaking: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.11
  Listening: accurately use reporting verbs that are directly followed by an infinitiveCopy
- 127.12
  Reading: accurately use reporting verbs that are directly followed by an infinitiveCopy
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 StructureCopy
- 128.2
  Practising Verb + Object + Infinitive in Reported SpeechCopy
- 128.3
  Using Verb + Object + Infinitive in Formal CommunicationCopy
- 128.4
  Vocabulary: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.5
  Grammar: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.6
  Game: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.7
  Quiz: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.8
  Conversational simulationCopy
- 128.9
  Writing: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.10
  Listening: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.11
  Reading: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.12
  Speaking: correctly use verbs that require an object before the infinitive, to report instructionsCopy
- 128.13
  C Verb + Object + InfinitiveCopy
  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 StructuresCopy
- 129.2
  Replacing “Said” and “Told” with Accurate VerbsCopy
- 129.3
  Choosing Reporting Verbs for Formal and Professional WritingCopy
- 129.4
  Vocabulary: reporting verb based on tone, intent, and contextCopy
- 129.5
  Grammar: reporting verb based on tone, intent, and contextCopy
- 129.6
  Game: reporting verb based on tone, intent, and contextCopy
- 129.7
  Quiz: reporting verb based on tone, intent, and contextCopy
- 129.8
  Conversational simulationCopy
- 129.9
  Writing: reporting verb based on tone, intent, and contextCopy
- 129.10
  Listening: reporting verb based on tone, intent, and contextCopy
- 129.11
  Reading: reporting verb based on tone, intent, and contextCopy
- 129.12
  Speaking: reporting verb based on tone, intent, and contextCopy
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 ReportingCopy
- 130.2
  Practising Verb + -ing StructuresCopy
- 130.3
  Using Verb + -ing in Formal Writing and SpeechCopy
- 130.4
  Vocabulary: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.5
  Grammar: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.6
  Games: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.7
  Quiz: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.8
  Conversational simulationCopy
- 130.9
  Listening: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.10
  Writing: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.11
  Reading: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
- 130.12
  Speaking: use verbs that are directly followed by a gerund (verb + -ing) to report statementsCopy
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 StructureCopy
- 131.2
  Practising Verb + Preposition + -ingCopy
- 131.3
  Using Verb + Preposition + -ing in Formal CommunicationCopy
- 131.4
  Vocabulary: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.5
  Grammar: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.6
  Game: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.7
  Quiz: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.8
  Listening: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.9
  Writing: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.10
  Reading: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.11
  Speaking: use verbs with dependent prepositions followed by -ing forms, improving the accuracyCopy
- 131.12
  Conversational simulationCopy
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 StructureCopy
- 132.2
  Practising Verb + Object + Preposition + -ingCopy
- 132.3
  Applying Verb + Object + Preposition + -ing in Formal ContextsCopy
- 132.4
  Vocabulary: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.5
  Grammar: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.6
  Game: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.7
  Quiz: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.8
  Conversational simulationCopy
- 132.9
  Listening: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.10
  Writing: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.11
  Reading: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.12
  Speaking: accurately use complex reporting structures that include an object and a preposition before the -ing formCopy
- 132.13
  C Verb + Object + Preposition + -ingCopy
  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 + SubjunctiveCopy
- 133.2
  Practising Verb + That + SubjunctiveCopy
- 133.3
  Using Verb + That + Subjunctive in Formal WritingCopy
- 133.4
  Vocabulary: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.5
  Grammar: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.6
  Game: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.7
  Quiz: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.8
  Conversational simulationCopy
- 133.9
  Listening: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.10
  Writing: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.11
  Reading: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
- 133.12
  Speaking: use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demandsCopy
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 + IndicativeCopy
- 134.2
  Practising Verb + That + IndicativeCopy
- 134.3
  Using Verb + That + Indicative in Formal WritingCopy
- 134.4
  Vocabulary: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.5
  Grammar: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.6
  Game: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.7
  Quiz: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.8
  Conversational simulationCopy
- 134.9
  Listening: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.10
  Writing: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.11
  Reading: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
- 134.12
  Speaking: differentiate when to use indicative tenses after reporting verbs that express opinionsCopy
Verb + Object + that Clause
Verb + Object + that Clause
12
- 135.1
  Introduction to Verb + Object + That-ClauseCopy
- 135.2
  Practising Verb + Object + That-ClauseCopy
- 135.3
  Applying Verb + Object + That-Clause in Formal ContextsCopy
- 135.4
  Vocabulary: Verb + Object + that ClauseCopy
- 135.5
  Grammar: Verb + Object + that ClauseCopy
- 135.6
  Game: Verb + Object + that ClauseCopy
- 135.7
  Quiz: Verb + Object + that ClauseCopy
- 135.8
  Conversational simulationCopy
- 135.9
  Writing: Verb + Object + that ClauseCopy
- 135.10
  Listening: Verb + Object + that ClauseCopy
- 135.11
  Reading: Verb + Object + that ClauseCopy
- 135.12
  Speaking: Verb + Object + that ClauseCopy
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 NounsCopy
- 136.2
  Possession with Time Expressions and Abstract NounsCopy
- 136.3
  Practice and Common Mistakes with ’s PossessionCopy
- 136.4
  Vocabulary: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.5
  Grammar: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.6
  Game: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.7
  Quiz: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.8
  Conversational simulationCopy
- 136.9
  Listening: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.10
  Writing: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.11
  Reading: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
- 136.12
  Speaking: Use apostrophe-‘s correctly with singular and plural nouns to express possessionCopy
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 IdeasCopy
- 137.2
  “Of” in Fixed Phrases and General ConceptsCopy
- 137.3
  Practice and Common Usage with “of” PossessionCopy
- 137.4
  Vocabulary: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.5
  Grammar: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.6
  Game: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.7
  Quiz: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.8
  Conversational simulationCopy
- 137.9
  Listening: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.10
  Reading: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.11
  Speaking: when to use of to indicate possession, especially with inanimate objectsCopy
- 137.12
  Writing: when to use of to indicate possession, especially with inanimate objectsCopy
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 StyleCopy
- 138.2
  Emphasis and Clarity When Choosing ’s or “of”Copy
- 138.3
  Practice and Exceptions in Choosing ’s vs “of”Copy
- 138.4
  Vocabulary: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.5
  Grammar: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.6
  Game: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.7
  Quiz: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.8
  Conversational simulationCopy
- 138.9
  Writing: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.10
  Listening: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.11
  Reading: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
- 138.12
  Speaking: Develop stylistic awareness in choosing between ‘s and of, especially when both are grammatically correctCopy
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 CorrectCopy
- 139.2
  When to Use ’s vs. “of” for People and AnimalsCopy
- 139.3
  Style and Clarity in Choosing Between ’s and “of”Copy
- 139.4
  Vocabulary: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.5
  Grammar: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.6
  Game: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.7
  Quiz: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.8
  Conversational simulationCopy
- 139.9
  Listening: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.10
  Writing: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.11
  Speaking: Understand that sometimes both ‘s and of structures are grammatically correctCopy
- 139.12
  Reading: Understand that sometimes both ‘s and of structures are grammatically correctCopy
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 AdjectivesCopy
- 140.2
  Complex Noun Modifiers and ChainsCopy
- 140.3
  Common Uses of Noun ModifiersCopy
- 140.4
  Vicabulary: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.5
  Grammar: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.6
  Game: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.7
  Quiz: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.8
  Conversational simulationCopy
- 140.9
  Writing: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.10
  Listening: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.11
  Reading: use a noun in place of an adjective to describe another noun — without apostrophesCopy
- 140.12
  Speaking: use a noun in place of an adjective to describe another noun — without apostrophesCopy
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”Copy
- 141.2
  Possessives with People, Animals, and TimeCopy
- 141.3
  When to Use “of” for Formal or Complex IdeasCopy
- 141.4
  Vocabulary: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.5
  Grammar: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.6
  Game: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.7
  Quiz: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.8
  Conversational simulationCopy
- 141.9
  Writing: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.10
  Listening: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.11
  Reading: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.12
  Speaking: use noun modifiers, possessives, or of constructions based on formalityCopy
- 141.13
  C Style Choices – Noun Modifier vs Possessive vs ofCopy
  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 PresentCopy
- 142.2
  Using Negative and Continuous FormsCopy
- 142.3
  Key Note on FormCopy
- 142.4
  Vocabulary: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.5
  Grammar: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.6
  Game: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.7
  Quiz: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.8
  Conversational simulationCopy
- 142.9
  Writing: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.10
  Listening: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.11
  Reading: We use wish or if only + past simple (or past continuous) to express regretCopy
- 142.12
  Speaking: We use wish or if only + past simple (or past continuous) to express regretCopy
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 ActionsCopy
- 143.2
  More Examples and UsageCopy
- 143.3
  Important Note on UsageCopy
- 143.4
  Vocabulary: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.5
  Grammar: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.6
  Game: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.7
  Quiz: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.8
  Conversational simulationCopy
- 143.9
  Reading: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.10
  Listening: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.11
  Writing: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
- 143.12
  Speaking: We use wish + would(n’t) to express that we want someone else to change their behaviorCopy
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 PastCopy
- 144.2
  More Examples and MeaningCopy
- 144.3
  Key Note on Past RegretCopy
- 144.4
  Vocabulary: We use wish / if only + past perfect to express regretCopy
- 144.5
  Grammar: We use wish / if only + past perfect to express regretCopy
- 144.6
  Game: We use wish / if only + past perfect to express regretCopy
- 144.7
  Quiz: We use wish / if only + past perfect to express regretCopy
- 144.8
  Conversational simulationCopy
- 144.9
  Listening: We use wish / if only + past perfect to express regretCopy
- 144.10
  Writing: We use wish / if only + past perfect to express regretCopy
- 144.11
  Reading: We use wish / if only + past perfect to express regretCopy
- 144.12
  Speaking: We use wish / if only + past perfect to express regretCopy
Wishes About the Future
12
- 145.1
  Expressing Wishes About the FutureCopy
- 145.2
  Why Use Hope, Not Wish?Copy
- 145.3
  Practice and ReminderCopy
- 145.4
  Vocabulary: Expressing Wishes About the FutureCopy
- 145.5
  Grammar: Expressing Wishes About the FutureCopy
- 145.6
  Game: Expressing Wishes About the FutureCopy
- 145.7
  Quiz: Expressing Wishes About the FutureCopy
- 145.8
  Conversational simulationCopy
- 145.9
  Reading: Expressing Wishes About the FutureCopy
- 145.10
  Listening: Expressing Wishes About the FutureCopy
- 145.11
  Writing: Expressing Wishes About the FutureCopy
- 145.12
  Speaking: Expressing Wishes About the FutureCopy
If Only vs Wish
12
- 146.1
  Difference Between “If Only” and “Wish”Copy
- 146.2
  Emotional IntensityCopy
- 146.3
  Using Both NaturallyCopy
- 146.4
  Vocabulary: Difference Between “If Only” and “Wish”Copy
- 146.5
  Grammar: Difference Between “If Only” and “Wish”Copy
- 146.6
  Game: Difference Between “If Only” and “Wish”Copy
- 146.7
  Quiz: Difference Between “If Only” and “Wish”Copy
- 146.8
  Conversational simulationCopy
- 146.9
  Reading: Difference Between “If Only” and “Wish”Copy
- 146.10
  Writing: Difference Between “If Only” and “Wish”Copy
- 146.11
  Speaking: Difference Between “If Only” and “Wish”Copy
- 146.12
  Listening: Difference Between “If Only” and “Wish”Copy
It’s (High) Time + Past Verb
13
- 147.1
  Using “It’s Time” + Past VerbCopy
- 147.2
  Adding Urgency with “It’s High Time”Copy
- 147.3
  Practice and TipsCopy
- 147.4
  Vocabulary: Using “It’s Time” + Past VerbCopy
- 147.5
  Grammar: Using “It’s Time” + Past VerbCopy
- 147.6
  Game: Using “It’s Time” + Past VerbCopy
- 147.7
  Quiz: Using “It’s Time” + Past VerbCopy
- 147.8
  Conversational simulationCopy
- 147.9
  Writing: Using “It’s Time” + Past VerbCopy
- 147.10
  Speaking: Using “It’s Time” + Past VerbCopy
- 147.11
  Listening: Using “It’s Time” + Past VerbCopy
- 147.12
  Reading: Using “It’s Time” + Past VerbCopy
- 147.13
  C It’s (High) Time + Past VerbCopy
  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”Copy
- 148.2
  Grammar with Unreal TensesCopy
- 148.3
  Usage and PreferenceCopy
- 148.4
  Vocabulary: Using “As If” and “As Though”Copy
- 148.5
  Grammar: Using “As If” and “As Though”Copy
- 148.6
  Quiz: Using “As If” and “As Though”Copy
- 148.7
  Conversational simulationCopy
- 148.8
  Listening: Using “As If” and “As Though”Copy
- 148.9
  Reading: Using “As If” and “As Though”Copy
- 148.10
  Writing: Using “As If” and “As Though”Copy
- 148.11
  Speaking: Using “As If” and “As Though”Copy
Would Rather
We use would rather to express preference.
13
- 149.1
  Using “Would Rather” with the Same SubjectCopy
- 149.2
  Using “Would Rather” with Different SubjectsCopy
- 149.3
  Unreal Time and PreferenceCopy
- 149.4
  Vocabulary: Using “Would Rather” with the Same SubjectCopy
- 149.5
  Grammar: Using “Would Rather” with the Same SubjectCopy
- 149.6
  Game: Using “Would Rather” with the Same SubjectCopy
- 149.7
  Quiz: Using “Would Rather” with the Same SubjectCopy
- 149.8
  Conversational simulationCopy
- 149.9
  Reading: Using “Would Rather” with the Same SubjectCopy
- 149.10
  Listening: Using “Would Rather” with the Same SubjectCopy
- 149.11
  Writing: Using “Would Rather” with the Same SubjectCopy
- 149.12
  Speaking: Using “Would Rather” with the Same SubjectCopy
- 149.13
  C Would RatherCopy
  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 VerbsCopy
- 150.2
  Rules for Object PlacementCopy
- 150.3
  Practice and Communication TipsCopy
- 150.4
  Vocabulary: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.5
  Grammar: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.6
  Game: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.7
  Quiz: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.8
  Conversational simulationCopy
- 150.9
  Writing: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.10
  Listening: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.11
  Reading: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.12
  Speaking: identify and correctly construct separable phrasal verbs with both noun and pronoun objectsCopy
- 150.13
  C Mastering Separable Phrasal Verbs – Core Structure and Object Placement RulesCopy
  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 SeparationCopy
- 151.2
  Written English – Unseparated Forms and FormalityCopy
- 151.3
  Practical Use and Style AwarenessCopy
- 151.4
  Vocabulary: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.5
  Grammar: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.6
  Game: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.7
  Quiz: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.8
  Conversational simulationCopy
- 151.9
  Listening: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.10
  Writing: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.11
  Reading: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.12
  Speaking: analyze contextual preferences between separated and unseparated forms in both written and spokenCopy
- 151.13
  C Mastering Separable Phrasal Verbs – Emphasis, Stress & Register: Spoken vs Written PreferencesCopy
  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 AmbiguityCopy
- 152.2
  Using Phrasal Verbs in Formal Writing and Business ContextsCopy
- 152.3
  Advanced Separable Phrasal Verbs – Idiomatic UseCopy
- 152.4
  Vocabulary: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.5
  Grammar: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.6
  Game: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.7
  Quiz: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.8
  Conversational simulationCopy
- 152.9
  Listening: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.10
  Reading: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.11
  Writing: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.12
  Speaking: use separable phrasal verbs naturally in complex sentence structures and with idiomatic meaningsCopy
- 152.13
  C Mastering Separable Phrasal Verbs – Advanced Usage with Idiomatic and Complex ObjectsCopy
  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?Copy
- 153.2
  Verbs with Prepositions – Still Non-SeparableCopy
- 153.3
  How to Recognize and Use Non-Separable VerbsCopy
- 153.4
  Vocabulary: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.5
  Grammar: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.6
  Game: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.7
  Quiz: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.8
  Conversational simulationCopy
- 153.9
  Writing: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.10
  Listening: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.11
  Reading: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.12
  Speaking: distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separabilityCopy
- 153.13
  C Mastering Non Separable Phrasal Verbs – Understanding Non-separability and Verb TypesCopy
  1 Minute1 Question
Mastering Non Separable Phrasal Verbs - Prepositional Verbs and Fixed Object Positioning
12
- 154.1
  Prepositional Verbs and Fixed Object PlacementCopy
- 154.2
  Common MistakesCopy
- 154.3
  Practice ExamplesCopy
- 154.4
  Vocabulary: Prepositional Verbs and Fixed Object PlacementCopy
- 154.5
  Grammar: Prepositional Verbs and Fixed Object PlacementCopy
- 154.6
  Game: Prepositional Verbs and Fixed Object PlacementCopy
- 154.7
  Quiz: Prepositional Verbs and Fixed Object PlacementCopy
- 154.8
  Conversational simulationCopy
- 154.9
  Listening: Prepositional Verbs and Fixed Object PlacementCopy
- 154.10
  Writing: Prepositional Verbs and Fixed Object PlacementCopy
- 154.11
  Reading: Prepositional Verbs and Fixed Object PlacementCopy
- 154.12
  Speaking: Prepositional Verbs and Fixed Object PlacementCopy
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?Copy
- 155.2
  In Different ContextsCopy
- 155.3
  Fluency PracticeCopy
- 155.4
  Vocabulary: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.5
  Grammar: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.6
  Game: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.7
  Quiz: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.8
  Conversational simulationCopy
- 155.9
  Writing: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.10
  Listening: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.11
  Reading: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.12
  Speaking: incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and writtenCopy
- 155.13
  C Fluency and Idiomatic Usage of Non-separable Phrasal VerbsCopy
  1 Minute1 Question

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Idioma English
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Inglés para ingeniería industrial Nivel C

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Inglés para ingeniería industrial
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