Inglés para programación y software Nivel B2

Visión general

Congratulations on reaching the B2 Level of English and welcome to this exciting challenge! Achieving this level, also known as upper-intermediate, means you are prepared to communicate with a considerable degree of fluency and spontaneity. This course will help you refine your skills and use English more effectively and with greater nuance.

At the B2 Level, you will focus on understanding the main ideas of complex texts on both concrete and abstract topics, including technical discussions in your field of specialization. You will be able to interact with native speakers with enough fluency and spontaneity to make communication effortless for both parties. You will learn to produce clear, detailed text on a wide range of subjects and explain a viewpoint on topical issues, giving the advantages and disadvantages of various options. We will delve into more complex grammatical structures, enrich your vocabulary with idiomatic expressions and collocations, and work on your ability to argue and debate with greater precision.

By the end of this course, you will be an independent user of the language, capable of confidently navigating most academic, professional, and social situations. You will be equipped to express your ideas with clarity, detail, and a good degree of grammatical accuracy, moving ever closer to an advanced command of English. Get ready to perfect your English and open even more doors!

Currículum

57 Sections
627 Lessons
52 semanas

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

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