English Program

A1-02 | PRESENT CONTINUOUS

Your 60-minute lesson

Present Continuous

Goal: By the end of this lesson, you'll be able to talk about actions happening right now and temporary situations using the Present Continuous.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you doing right now, besides this class?
What is the weather doing today?
What are you wearing right now?

QUICK GAME — 2 min

Mime it: think of 3 actions (cooking, dancing, reading...) and act them out without speaking. Your tutor guesses using "You're ___ing!" — don't worry about grammar accuracy yet, just have fun.

2. Presentation

~10 min

Let's look at the meaning, form and pronunciation of the Present Continuous — using things happening in this room right now as examples.

Use

An action happening exactly now, at the moment of speaking — I'm studying English right now.
A temporary situation happening around this period of time — I'm working from home this month.
A fixed plan or arrangement in the near future — We're meeting our tutor tomorrow at 5pm.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + am/is/are + verb-ing	Subject + am/is/are + not + verb-ing	Am/Is/Are + subject + verb-ing?
She is working today. They are studying now.	She isn't working today. They aren't studying now.	Is she working today? Are they studying now?

Spelling changes: live → living (drop -e), run → running (double the consonant), study → studying (no change for -y).

Pronunciation — is / are in fast speech

is → 's	are → 're	am → 'm
She's working. He's eating.	They're studying. We're leaving.	I'm learning English.

Check your understanding — click Yes or No

1. "I'm reading a book right now." — Am I reading at this exact moment?

2. "She works in a bank." — Is this Present Continuous?

3. "We're meeting Ana on Friday." — Is this a plan for the future?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe the scene

Look around you (or imagine a busy street) and tell your tutor what's happening right now. Use these prompts to start:

What are you doing right now?
What is someone in your family probably doing at this moment?
What are you working on this month?
What are you doing this weekend?

Now write it down — 5 sentences about what's happening now or this week

Use at least one negative form and one question.

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1. I'm sitting at my desk right now.

2. My sister isn't studying today, she's on vacation.

3. Are you enjoying this lesson?

4. We're painting the kitchen this week.

5. I'm not working this weekend.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am study now.→I am studying now.(missing -ing)

She working now.→She is working now.(missing am/is/are)

I like this book now.→I like this book. (use Present Simple)('like' is a state verb, not usually continuous)

Does she working?→Is she working?(mixing do/does with -ing form)

Check your own progress

I can make affirmative Present Continuous sentences I can make negative sentences with isn't/aren't I can ask questions with Am/Is/Are I can use Present Continuous for future plans

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to talk about actions happening now, temporary situations, and future plans using am/is/are + verb-ing — in affirmative, negative and question form.

Homework

Don't forget to do your homework!

A1-03 | PRESENT SIMPLE

Your 60-minute lesson

Present Simple

Goal: By the end of this lesson, you'll be able to talk about routines, habits and facts using the Present Simple.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What time do you usually wake up?
What do you usually eat for breakfast?
Do you exercise every week?

QUICK GAME — 2 min

Fact race: in 60 seconds, name as many true facts as you can about the world (e.g. "The sun is hot", "Cats sleep a lot") — Spanish is fine, we'll fix the grammar together after.

2. Presentation

~10 min

Let's look at the meaning, form and pronunciation of the Present Simple — using your own daily routine as examples.

Use

A routine or habit that happens regularly — I wake up at 7am every day.
A general fact or something always true — Water boils at 100 degrees.
A permanent situation, like a job or where you live — She works at a hospital.

Form

Affirmative (+)	Negative (−)	Question (?)
I/You/We/They + verb He/She/It + verb + s	I/You/We/They + don't + verb He/She/It + doesn't + verb	Do + I/you/we/they + verb? Does + he/she/it + verb?
She works in Quito. They live in Lima.	She doesn't work in Quito. They don't live in Lima.	Does she work in Quito? Do they live in Lima?

In Spanish there's no equivalent to do/does — but in English they're required in negatives and questions, even though they don't translate.

Pronunciation — the -s/-es ending

/s/	/z/	/ɪz/
works, sleeps, gets	plays, lives, runs	watches, washes, fixes

Check your understanding — click Yes or No

1. "I go to the gym every Monday." — Is this a routine?

2. "She is cooking right now." — Is this Present Simple?

3. "Does he speak French?" — Is this a question about a general fact/habit?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — interview your tutor

Interview your tutor about their daily routine and general facts about their life. Use these prompts, and add your own follow-up questions:

What time do you usually wake up?
Where do you work?
Do you speak any other languages?
What do you usually do on weekends?

Now write it down — 5 sentences about your own routine

Use at least one negative form and one question.

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1. I wake up at 6:30 every morning.

2. I don't drink coffee at night.

3. Do you exercise on weekends?

4. My sister works as a teacher.

5. We don't watch TV during the week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She work every day.→She works every day.(forgetting -s in third person)

She don't like tea.→She doesn't like tea.(wrong auxiliary with he/she/it)

Does she works?→Does she work?(double marking — only does needs the -s, not the verb)

I am liking pizza.→I like pizza.('like' is a state verb, not usually continuous)

Check your own progress

I can add -s/-es correctly for he/she/it I can make negative sentences with don't/doesn't I can ask questions with Do/Does I know Present Simple is for routines and facts, not actions happening now

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to talk about routines, habits and general facts using the Present Simple — remembering the -s for he/she/it, and using do/does in negatives and questions.

Homework

Don't forget to do your homework!

A1-04 | QUESTIONS

Your 60-minute lesson

Questions

Goal: By the end of this lesson, you'll be able to form Yes/No questions and Wh- questions correctly in English.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite question to ask new people?
Do you like answering personal questions?
What questions do you usually ask a new student?

QUICK GAME — 2 min

Question chain: your tutor asks you a question, you answer and then ask a new question back. Keep the chain going for 1 minute — don't worry about grammar accuracy yet.

2. Presentation

~10 min

Let's look at how to build questions in English — the word order is different from Spanish, so this needs practice.

Use

Yes/No questions — ask for a yes or no answer — Do you like pizza? Yes, I do.
Wh- questions — ask for specific information (what, where, when, who, why, how) — Where do you live?
Questions about the subject — no do/does needed — Who called you?

Form

Yes/No question	Wh- question	Subject question
Auxiliary + subject + verb?	Wh-word + auxiliary + subject + verb?	Wh-word + verb (no auxiliary)
Do you work here? Is she coming?	Where do you work? What is she doing?	Who works here? What happened?

The auxiliary (do/does/is/are/did...) always moves before the subject in a question. In subject questions, the Wh-word replaces the subject, so there's no extra auxiliary.

Check your understanding — click Yes or No

1. "Where do you live?" — Is "where" asking for a yes/no answer?

2. "Do you like coffee?" — Can you answer this with just 'Yes' or 'No'?

3. "Who called you?" — Does this question need 'did' before 'who'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — 20 questions

Think of a famous person. Your tutor asks you Yes/No questions to guess who it is. Then switch roles. Try to use these question types:

Is it a man?
Does this person act in movies?
Where is this person from?
What does this person do?

Now write it down — write 5 questions you'd like to ask your tutor

Use at least one Yes/No question and one Wh- question.

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5

1. Do you like your job?

2. Where were you born?

3. What's your favorite food?

4. Are you learning any other languages?

5. Who is your best friend?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Where you live?→Where do you live?(missing auxiliary)

What means this word?→What does this word mean?(wrong word order)

Who did call you?→Who called you?(no extra auxiliary in subject questions)

You like pizza?→Do you like pizza?(missing do/does in yes/no questions)

Check your own progress

I can form Yes/No questions with do/does/is/are I can form Wh- questions in the correct order I know subject questions don't need an extra auxiliary I can answer Yes/No questions correctly (Yes, I do / No, I don't)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to build Yes/No questions, Wh- questions, and subject questions — remembering that the auxiliary moves before the subject, except in subject questions.

Homework

Don't forget to do your homework!

A1-05 | ADJECTIVES: COMMON AND DEMONSTRATIVE

Your 60-minute lesson

Adjectives: Common and Demonstrative

Goal: By the end of this lesson, you'll be able to describe people and things using common adjectives, and point to specific things using this/that/these/those.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something beautiful near you right now?
Describe your city in 3 adjectives.
What's your favorite object in your house?

QUICK GAME — 2 min

Adjective chain: your tutor says an adjective, you say a sentence using it about something in the room, then say a new adjective back — keep it going for 1 minute.

2. Presentation

~10 min

Let's look at how adjectives work in English — they're much simpler than Spanish because they never change form!

Use

Common adjectives describe a noun's qualities — She has a beautiful house.
This/that point to one specific thing (near/far) — This book is mine. That car is fast.
These/those point to more than one thing (near/far) — These shoes are new. Those people are my friends.

Form

Adjective position	Near (this/these)	Far (that/those)
Adjective + noun (never changes for plural/gender)	this (singular) / these (plural)	that (singular) / those (plural)
a tall man, tall women (no -s on the adjective!)	This car is new. These cars are new.	That house is old. Those houses are old.

Unlike Spanish, English adjectives never change for gender or number: 'tall man' and 'tall women' both use 'tall' — never 'talls'.

Check your understanding — click Yes or No

1. "Tall women" — Does the adjective 'tall' change to 'talls' for plural?

2. "This book" (the book is in your hand) — Is the book near you?

3. "Those cars" — Could you use 'those' to point at one car right next to you?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe your surroundings

Look around the room (or a photo) and describe what you see, using adjectives and this/that/these/those. Use these prompts to start:

What's an interesting object near you right now?
Describe your best friend using 3 adjectives.
What does your favorite place look like?
Point to something and describe it.

Now write it down — 5 sentences describing things around you

Use at least 3 adjectives and 2 demonstratives (this/that/these/those).

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1. This is a comfortable chair.

2. Those buildings over there are very tall.

3. My sister is a funny and kind person.

4. These are my favorite books.

5. That restaurant across the street is popular.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She is a talls woman.→She is a tall woman.(adjectives don't take -s)

This books are mine.→These books are mine.(this = singular, these = plural)

I like this shoes.→I like these shoes.(shoes is plural, needs these/those)

That is a interesting book.→That is an interesting book.(use 'an' before a vowel sound)

Check your own progress

I know adjectives never change form in English I can use this/these for things near me I can use that/those for things far away I can put adjectives in the correct position (before the noun)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned that English adjectives never change form, and how to use this/that/these/those to point at things near or far, singular or plural.

Homework

Don't forget to do your homework!

A1-06 | GOING TO

Your 60-minute lesson

Going to

Goal: By the end of this lesson, you'll be able to talk about future plans and predictions using going to.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you going to do after this class?
Do you have any plans for this weekend?
What are your plans for next year?

QUICK GAME — 2 min

Prediction game: look at a photo or think about the sky today, and make 3 quick predictions starting with "It's going to..." — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how to use going to for plans you've already decided, and predictions based on what you see now.

Use

A plan or intention decided before now — I'm going to visit my parents this weekend.
A prediction based on evidence you can see now — Look at those clouds — it's going to rain.
Something that seems certain to happen — She's going to have a baby in July.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + am/is/are + going to + verb	Subject + am/is/are + not + going to + verb	Am/Is/Are + subject + going to + verb?
She is going to study medicine. They are going to travel.	She isn't going to study medicine. They aren't going to travel.	Is she going to study medicine? Are they going to travel?

Don't confuse going to (plans/predictions with evidence) with will (spontaneous decisions/general predictions) — we'll cover will later in the course.

Pronunciation — going to → "gonna" (informal speech)

Formal	Informal (spoken)	Example
going to	gonna	I'm gonna call you later. (never write "gonna" in formal writing!)

Check your understanding — click Yes or No

1. "Look at those clouds, it's going to rain." — Is this a prediction based on evidence?

2. "I go to school every day." — Is this going to + verb?

3. "I'm going to visit my parents this weekend." — Did I decide this before now?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — plan a weekend

Talk with your tutor about your plans. Use these prompts, and add your own follow-up questions:

What are you going to do this weekend?
Are you going to travel anywhere this year?
What is the weather going to be like tomorrow?
What are you going to have for dinner tonight?

Now write it down — 5 sentences about your plans

Use at least one negative form and one question.

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1. I'm going to visit my sister this weekend.

2. We aren't going to travel this month.

3. Are you going to study tonight?

4. It's going to be sunny tomorrow.

5. My friend is going to move to a new city.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I going to study.→I am going to study.(missing am/is/are)

She going to travels.→She is going to travel.(use base verb after going to, not -s)

I will gonna call you.→I'm gonna call you. / I'm going to call you.("gonna" already includes 'going to' — don't double it)

Is going to rain.→It's going to rain.(missing subject 'it')

Check your own progress

I can make affirmative sentences with going to I can make negative sentences with going to I can ask questions with going to I know when to use going to for plans vs predictions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use going to for future plans you've already decided and predictions based on evidence — in affirmative, negative and question form.

Homework

Don't forget to do your homework!

A1-07 | MODALS: CAN / COULD

Your 60-minute lesson

Modals: Can / Could

Goal: By the end of this lesson, you'll be able to talk about ability (present and past) and ask for permission using can, can't, could and couldn't.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something you can do really well?
What's something you can't do at all?
What could you do as a child that surprises people?

QUICK GAME — 2 min

Superpower round: if you could have one superpower, what would it be and why? Talk for 1 minute — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how can and could work — they're modal verbs, which means they follow special rules different from normal verbs.

Use

Can — ability or permission in the present — I can swim. Can I open the window?
Can't — inability or refusal of permission — I can't drive, I don't have a license.
Could/Couldn't — ability in the past — When I was five, I could already read.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + can/could + base verb	Subject + can't/couldn't + base verb	Can/Could + subject + base verb?
She can swim. They could speak French as kids.	She can't swim. They couldn't speak French as kids.	Can she swim? Could they speak French as kids?

Modal verbs never change form: no -s for he/she/it (never "she cans"), no do/does needed in questions or negatives, and always followed by the base verb (no "to").

Check your understanding — click Yes or No

1. "I can swim." — Is this about ability?

2. "She cans speak French." — Is this correct English?

3. "When I was five, I could read." — Is this about the present?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — abilities interview

Interview your tutor about their abilities, now and in the past. Use these prompts to start:

What can you do really well?
Could you swim when you were five?
Can you cook any special dishes?
What couldn't you do as a child that you can do now?

Now write it down — 5 sentences about your abilities

Use at least one sentence about the past (could/couldn't) and one question.

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1. I can speak two languages.

2. I couldn't ride a bike until I was eight.

3. Can you play any instruments?

4. My brother can't cook at all.

5. When I was young, I could run very fast.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She cans swim.→She can swim.(modals never take -s)

I can to swim.→I can swim.(no 'to' after can/could)

Does she can swim?→Can she swim?(no do/does with modal verbs)

I could swim now.→I can swim now.(could is for the past, use can for the present)

Check your own progress

I can use can for present ability and permission I can use could for past ability I know modals never take -s or 'to' I can make negative sentences and questions without do/does

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use can/can't for present ability and permission, and could/couldn't for past ability — remembering that modal verbs never change form.

Homework

Don't forget to do your homework!

A1-08 | PAST SIMPLE OF "TO BE"

Your 60-minute lesson

Past Simple of "To Be"

Goal: By the end of this lesson, you'll be able to talk about people, places and situations in the past using was and were.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where were you this morning before class?
How were you feeling yesterday?
Was your childhood happy?

QUICK GAME — 2 min

Time travel: think of 3 things about your life 10 years ago (where you were, how you felt, what you were like) and tell your tutor — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at was and were — the past forms of to be. This is one of the most useful and irregular verbs in English.

Use

Describing a state or situation in the past — I was tired yesterday.
Describing where someone or something was — They were at the beach last weekend.
Describing people's age, feelings or characteristics in the past — She was very happy when she was young.

Form

Affirmative (+)	Negative (−)	Question (?)
I/He/She/It + was You/We/They + were	I/He/She/It + wasn't You/We/They + weren't	Was + I/he/she/it...? Were + you/we/they...?
She was at home. They were at school.	She wasn't at home. They weren't at school.	Was she at home? Were they at school?

Was goes with I/he/she/it, and were goes with you/we/they — this is different from every other verb in English (which usually only changes for he/she/it).

Check your understanding — click Yes or No

1. "I was tired." — Is this about the present?

2. "They were at the beach." — Do we use 'were' with 'they'?

3. "She were happy." — Is this correct?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — where were you?

Talk with your tutor about where you and people you know were at different times. Use these prompts to start:

Where were you last weekend?
Was school difficult for you as a child?
Were you nervous on your first day of work?
What was your favorite subject in school?

Now write it down — 5 sentences using was/were

Use at least one negative form and one question.

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1. I was at my grandmother's house last weekend.

2. My parents weren't home when I arrived.

3. Were you tired after the trip?

4. School was very hard for me at first.

5. We were happy with the results.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I were tired.→I was tired.('I' always goes with was, not were)

They was at school.→They were at school.('they' always goes with were, not was)

She wasn't happy no.→She wasn't happy.(double negatives don't exist in English)

Was you there?→Were you there?('you' always goes with were, not was)

Check your own progress

I know was goes with I/he/she/it I know were goes with you/we/they I can make negative sentences with wasn't/weren't I can ask questions with Was/Were

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use was (with I/he/she/it) and were (with you/we/they) to talk about the past — in affirmative, negative and question form.

Homework

Don't forget to do your homework!

A1-09 | POSSESSIVE ADJECTIVES

Your 60-minute lesson

Possessive Adjectives

Goal: By the end of this lesson, you'll be able to show who something belongs to using my, your, his, her, its, our and their.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me about your family in one sentence.
What's your favorite possession?
Describe your neighborhood.

QUICK GAME — 2 min

Show and tell: point to 3 things near you and say who they belong to ("This is my pen. That's his book.") — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at possessive adjectives — small words that go before a noun to show ownership, and never change form.

Use

Show who owns or is related to something — This is my house. That's her car.
Always come before a noun (never alone) — I love my job.
Match the owner, not the thing owned — He loves his sister. She loves her brother.

Form

Subject pronoun	Possessive adjective	Example
I / you / he / she / it	my / your / his / her / its	This is my book. That's his phone.
we / they	our / their	This is our house. That's their car.

Don't confuse it's (it is) with its (possessive) — 'its' has no apostrophe when showing ownership: "The dog wagged its tail."

Check your understanding — click Yes or No

1. "This is my book." — Does 'my' come before the noun?

2. "He loves her sister." (talking about a man's own sister) — Is 'her' correct here?

3. "Its" with no apostrophe — Is this the possessive form?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about your things

Talk with your tutor about people and things in your life, using possessive adjectives. Use these prompts to start:

Tell me about your family.
What's your favorite thing in your house?
Describe your best friend and their personality.
What is your dream job?

Now write it down — 5 sentences using possessive adjectives

Try to use at least 4 different possessive adjectives (my, your, his, her, its, our, their).

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1. My sister lives in Guayaquil.

2. Our house has a big garden.

3. His job is very interesting.

4. Their children go to my school.

5. The cat is sleeping in its bed.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is me book.→This is my book.(use possessive adjective, not object pronoun)

She loves his job. (talking about a woman's own job)→She loves her job.(match the possessive to the owner's gender)

The dog wagged it's tail.→The dog wagged its tail.(possessive 'its' has no apostrophe)

Is this you car?→Is this your car?('you' is a pronoun, 'your' is the possessive adjective)

Check your own progress

I can use my/your/his/her/its correctly I can use our/their correctly I know possessive adjectives come before a noun I don't confuse its (possessive) with it's (it is)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use possessive adjectives (my, your, his, her, its, our, their) to show ownership — always placed before the noun, matching the owner.

Homework

Don't forget to do your homework!

A1-10 | POSSESSIVE 'S

Your 60-minute lesson

Possessive 's

Goal: By the end of this lesson, you'll be able to show ownership between two nouns using 's and s'.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your best friend's name?
Describe your parents' house.
What is your favorite family member's job?

QUICK GAME — 2 min

Ownership round: point to 3 objects and say who they belong to using 's ("This is my tutor's pen") — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the possessive 's — a small but very common structure that replaces "the ... of the ..." in everyday English.

Use

Singular owner — add 's after the noun — Maria's car is red.
Plural noun ending in -s — add only an apostrophe — The students' books are on the table.
Irregular plural (not ending in -s) — add 's like a singular — The children's toys are here.

Form

Singular owner	Plural ending in -s	Irregular plural
Noun + 's	Noun + s'	Noun + 's
Maria's book The dog's tail	The students' classroom My parents' house	The children's toys The women's names

For names ending in -s, both John's and Jones's are acceptable — just be consistent. Never use 's for things that aren't people, animals, or (sometimes) places: say "the color of the car", not "the car's color" in most cases.

Check your understanding — click Yes or No

1. "Maria's car" — Is Maria the owner of the car?

2. "The students' books" (many students) — Does the apostrophe go before the s?

3. "The children's toys" — Is 'children' a regular plural ending in -s?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about family and belongings

Talk with your tutor about people you know and their belongings, using possessive 's. Use these prompts to start:

Describe your best friend's house.
What is your parents' favorite place?
Tell me about your sibling's job or studies.
What is your neighbor's name?

Now write it down — 5 sentences using possessive 's or s'

Include at least one singular owner and one plural owner.

1

2

3

4

5

1. My sister's apartment is downtown.

2. My parents' car is new.

3. The teacher's class starts at 9am.

4. My friends' favorite restaurant closed.

5. The children's school is nearby.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The car of Maria.→Maria's car.(use possessive 's instead of 'of' for people)

The students's classroom.→The students' classroom.(plural ending in -s only needs an apostrophe)

The childrens' toys.→The children's toys.(children is already plural — add 's, not just an apostrophe)

This is Marias book.→This is Maria's book.(don't forget the apostrophe)

Check your own progress

I can use 's for a singular owner I can use s' for a plural noun ending in -s I know irregular plurals (children, women, men) take 's like a singular I can rewrite 'the ... of the ...' using possessive 's

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use possessive 's for a singular owner and s' for a plural owner ending in -s, to show ownership between two nouns.

Homework

Don't forget to do your homework!

A1-11 | THERE IS / THERE ARE

Your 60-minute lesson

There is / There are

Goal: By the end of this lesson, you'll be able to describe what exists or is present in a place using there is and there are.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What is there in your bag right now?
Is there a coffee shop near your house?
How many people are there in your family?

QUICK GAME — 2 min

Room description: describe everything you can see in the room right now using "there is/are" — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at there is/are — used to say what exists somewhere, without saying who owns it or does the action.

Use

There is + singular/uncountable noun — say one thing exists — There is a cat in the garden.
There are + plural noun — say more than one thing exists — There are three books on the table.
Ask what exists somewhere — Is there a supermarket near here?

Form

Affirmative (+)	Negative (−)	Question (?)
There is + singular/uncountable There are + plural	There isn't + singular There aren't + plural	Is there + singular? Are there + plural?
There is a park nearby. There are two parks nearby.	There isn't a park nearby. There aren't two parks nearby.	Is there a park nearby? Are there two parks nearby?

There is/are talks about existence ("there is a book"), while It is talks about identity or description ("it is a good book") — don't mix them up.

Check your understanding — click Yes or No

1. "There is a cat in the garden." — Is 'cat' singular?

2. "There are three books." — Do we use 'is' with plural nouns?

3. "Is there a supermarket near here?" — Is this a question?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe a place

Describe your home, city or a favorite place using there is/are. Use these prompts to start:

What is there in your neighborhood?
Is there a park near your house?
How many rooms are there in your house?
Are there good restaurants near you?

Now write it down — 5 sentences describing a place using there is/are

Use at least one negative form and one question.

1

2

3

4

5

1. There is a big park near my house.

2. There aren't any good restaurants in my neighborhood.

3. Is there a hospital nearby?

4. There are three bedrooms in my apartment.

5. There isn't a swimming pool in my building.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

There is three books.→There are three books.(use 'there are' with plural nouns)

Is a bank near here?→Is there a bank near here?(don't forget 'there' in the question)

There have a cat.→There is a cat.(use 'there is/are', not 'there have')

There not a park.→There isn't a park.(use isn't/aren't for negatives, not 'not' alone)

Check your own progress

I can use there is with singular/uncountable nouns I can use there are with plural nouns I can make negative sentences with isn't/aren't I can ask questions with Is there/Are there

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use there is (singular/uncountable) and there are (plural) to describe what exists somewhere — in affirmative, negative and question form.

Homework

Don't forget to do your homework!

A1-12 | TO BE (PRESENT)

Your 60-minute lesson

To Be (Present)

Goal: By the end of this lesson, you'll be able to talk about identity, feelings and characteristics using am, is and are.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How are you feeling today?
What is your favorite thing about your city?
Are you a morning person or a night person?

QUICK GAME — 2 min

Quick facts: say 3 true sentences about yourself using "I am..." — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the verb to be in the present — the most important and most irregular verb in English.

Use

Identity — who or what someone/something is — I am a teacher. This is my car.
Feelings and states — She is happy today.
Characteristics and description — They are very kind.

Form

Affirmative (+)	Negative (−)	Question (?)
I am / You are / He-She-It is We are / They are	I'm not / You aren't / He-She-It isn't We aren't / They aren't	Am I...? / Are you...? / Is he-she-it...? Are we...? / Are they...?
I am a student. She is a doctor.	I'm not tired. She isn't tired.	Am I late? Is she tired?

To be is irregular — it doesn't follow the normal pattern of adding do/does for questions and negatives. Just move am/is/are before the subject for questions, and add not for negatives.

Pronunciation — contractions

am → 'm	is → 's	are → 're
I'm a student.	She's a doctor. He's tired.	We're ready. They're here.

Check your understanding — click Yes or No

1. "She is a doctor." — Is this about identity?

2. "Does she is happy?" — Is this correct English?

3. "Am I late?" — Is this a question?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe yourself and others

Talk with your tutor about identity, feelings and characteristics. Use these prompts to start:

What is your job or what are you studying?
How are you feeling today?
What are your best friends like?
Are you from this city?

Now write it down — 5 sentences using am/is/are

Use at least one negative form and one question.

1

2

3

4

5

1. I am a private English tutor.

2. My students aren't always available in the morning.

3. Are you tired after this lesson?

4. My city is very beautiful.

5. We are excited about the new course.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I is a teacher.→I am a teacher.(use 'am' with 'I', not 'is')

She are happy.→She is happy.(use 'is' with he/she/it)

Does she is tired?→Is she tired?(no do/does with to be — just move 'is')

They is ready.→They are ready.(use 'are' with they/we/you)

Check your own progress

I know am goes with I, is goes with he/she/it, are goes with you/we/they I can make negative sentences with isn't/aren't I can ask questions by moving am/is/are before the subject I don't use do/does with to be

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use am, is and are to talk about identity, feelings and characteristics — in affirmative, negative and question form.

Homework

Don't forget to do your homework!

A1-13 | ADVERBS OF FREQUENCY

Your 60-minute lesson

Adverbs of Frequency

Goal: By the end of this lesson, you'll be able to say how often you do things using adverbs like always, usually, often, sometimes, rarely and never.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How often do you check your phone?
Are you usually a morning person?
How often do you cook at home?

QUICK GAME — 2 min

Habit scale: your tutor names an activity (e.g. "exercise"), you respond with a true sentence using an adverb of frequency — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at adverbs of frequency — small words that tell us how often something happens, and where they go in a sentence.

Use

Always (100%) — every time, no exceptions — I always brush my teeth before bed.
Usually / Often / Sometimes (middle range) — describe regular but not constant habits — I sometimes eat breakfast late.
Rarely / Never (0-10%) — describe things that almost never or never happen — I never eat meat.

Form

With normal verbs	With to be	Frequency scale
Subject + adverb + verb	Subject + to be + adverb	always → usually → often → sometimes → rarely → never
I always wake up early. She never eats meat.	I am usually tired. He is rarely late.	100% ......................... 0%

Adverbs of frequency go before the main verb, but after the verb to be. Compare: "I always work" vs "I am always tired."

Check your understanding — click Yes or No

1. "I always wake up early." — Does 'always' come before the verb 'wake up'?

2. "He is often late." — Does 'often' come before 'is'?

3. "Never" — Does this mean something happens very often?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about habits

Talk with your tutor about how often you do things. Use these prompts to start:

How often do you exercise?
Are you usually on time for appointments?
How often do you eat out?
Do you ever skip breakfast?

Now write it down — 5 sentences using adverbs of frequency

Try to use at least 4 different adverbs of frequency.

1

2

3

4

5

1. I always check my email in the morning.

2. I am rarely late for class.

3. We sometimes go out for dinner on Fridays.

4. She never drinks coffee at night.

5. He is usually very busy on Mondays.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I wake always up early.→I always wake up early.(adverb goes before the whole verb, not in the middle)

He often is late.→He is often late.(with 'to be', the adverb goes after the verb)

I am never eat meat.→I never eat meat.(don't add 'am' with a normal verb)

She is usually happy always.→She is always happy.(don't use two adverbs of frequency together)

Check your own progress

I know adverbs of frequency go before normal verbs I know adverbs of frequency go after to be I can order the adverbs from 100% to 0% I can talk about my own habits using these adverbs

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use adverbs of frequency (always, usually, often, sometimes, rarely, never) — remembering they go before normal verbs but after to be.

Homework

Don't forget to do your homework!

A1-14 | COMMON UNCOUNTABLE NOUNS

Your 60-minute lesson

Common Uncountable Nouns

Goal: By the end of this lesson, you'll be able to recognize and correctly use common uncountable nouns like water, money, information and advice.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How much water do you usually drink a day?
Do you have much free time on weekends?
What's a piece of advice someone gave you recently?

QUICK GAME — 2 min

Countable or not: your tutor says a word (book, water, money, chair...) and you say if it's countable or uncountable — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at uncountable nouns — things we can't count one by one in English, even if we can in Spanish.

Use

Uncountable nouns have no plural form (no -s) — I need some information, not "informations".
Use some/any instead of a/an, and much instead of many — I don't have much money. Do you have any water?
Always take a singular verb — This news is surprising.

Form

Countable (has plural)	Uncountable (no plural)	Common uncountables
a book / two books an idea / many ideas	water, money, information (never "waters", "moneys")	water, money, information, advice, furniture, news, bread, rice, homework
How many books?	How much water?	I need some advice.

Many uncountable nouns in English are countable in Spanish, or vice versa — "advice" (uncountable) vs "consejo/consejos" (countable in Spanish). Learn these as a special group.

Check your understanding — click Yes or No

1. "Informations" — Is this correct English?

2. "How much money do you have?" — Do we use 'much' with uncountable nouns?

3. "The news are good." — Is 'news' a plural word in English?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about everyday things

Talk with your tutor using uncountable nouns. Use these prompts to start:

How much water do you drink a day?
Do you have much free time this week?
What advice would you give a new student?
How much homework do you usually have?

Now write it down — 5 sentences using uncountable nouns

Try to use at least 3 different uncountable nouns from the list.

1

2

3

4

5

1. I don't have much time today.

2. Can you give me some advice about my English?

3. We need to buy new furniture for the office.

4. This news is really surprising.

5. How much money do you need for the trip?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I need some informations.→I need some information.(uncountable nouns have no plural -s)

How many money do you have?→How much money do you have?(use 'much' with uncountable nouns)

The news are good.→The news is good.(uncountable nouns take a singular verb)

Give me an advice.→Give me some advice.(no 'a/an' with uncountable nouns)

Check your own progress

I know common uncountable nouns (water, money, advice, furniture, news) I can use much instead of many with uncountable nouns I know uncountable nouns take a singular verb I don't add -s to uncountable nouns

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned that uncountable nouns (water, money, information, advice, furniture, news) have no plural form, use much instead of many, and take a singular verb.

Homework

Don't forget to do your homework!

A1-15 | I'D LIKE

Your 60-minute lesson

I'd Like

Goal: By the end of this lesson, you'll be able to politely ask for things and order food using I'd like.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What would you like to eat right now?
Where would you like to travel next?
What would you like to learn this year?

QUICK GAME — 2 min

Wish list: say 3 things you'd like to do someday, starting with "I'd like to..." — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at I'd like — a polite way to say what you want, very common in restaurants, shops and everyday requests.

Use

Politely say what you want — I'd like a coffee, please.
Politely ask someone what they want — What would you like to drink?
More polite than 'I want', good for restaurants and shops — I'd like the chicken salad, please.

Form

Affirmative (+)	Question (?)	Short answer
Subject + 'd like + noun/to + verb	Would + subject + like + noun/to + verb?	Yes, I would. / No, I wouldn't.
I'd like a coffee. She'd like to travel.	Would you like some tea? Would she like to come?	Yes, I'd love to. / No, thanks.

'd like = would like. Don't confuse "I'd like" (a polite request) with "I like" (a general preference) — "I like coffee" (in general) vs "I'd like a coffee" (right now, please).

Check your understanding — click Yes or No

1. "I'd like a coffee." — Is this more polite than "I want a coffee"?

2. "I'd like" — Does 'd stand for 'did'?

3. "I like coffee" and "I'd like a coffee" — Do these mean exactly the same thing?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — order at a restaurant

Role-play a restaurant scene with your tutor. Use these prompts to start, taking turns as customer and waiter:

What would you like to order?
I'd like the soup, please. And to drink?
Would you like anything else?
What would you like for dessert?

Now write it down — 5 sentences using I'd like / Would you like

Imagine you're at a restaurant or a shop.

1

2

3

4

5

1. I'd like a glass of orange juice, please.

2. Would you like to see the menu?

3. I'd like to book a table for four.

4. What would you like for your birthday?

5. She'd like to try the chocolate cake.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I like a coffee, please.→I'd like a coffee, please.(use 'd like for a specific polite request, not 'like')

I'd like drink water.→I'd like to drink water. / I'd like some water.(need 'to' before a verb, or a noun)

Do you like to come with us?→Would you like to come with us?(use 'would' for an invitation, not 'do')

I'd liked a tea.→I'd like a tea.('d like never changes to 'liked')

Check your own progress

I can use I'd like to make polite requests I know the difference between I like (general) and I'd like (specific request) I can ask Would you like...? politely I can order food and drinks using I'd like

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use I'd like (would like) to politely ask for things and Would you like...? to politely offer or invite — much more polite than 'I want'.

Homework

Don't forget to do your homework!

A1-16 | IMPERATIVES (+/-)

Your 60-minute lesson

Imperatives (+/-)

Goal: By the end of this lesson, you'll be able to give instructions, directions and advice using the imperative form.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a rule in your house? (e.g. Take off your shoes)
Give me one tip for staying healthy.
What's something you always tell your kids or friends not to do?

QUICK GAME — 2 min

Simon says: your tutor gives simple commands (Stand up! Touch your nose!) and you follow them — a fun way to hear imperatives in action.

2. Presentation

~10 min

Let's look at imperatives — the simplest verb form in English, used for instructions, commands, and advice.

Use

Give instructions or directions — Turn left at the corner.
Give advice or a warning — Don't touch that, it's hot!
Make an offer or invitation — Come in! Sit down, please.

Form

Affirmative (+)	Negative (−)	Polite version
Base verb (no subject)	Don't + base verb	Please + imperative
Open the door. Turn left.	Don't open the door. Don't be late.	Please close the window. Come in, please.

Imperatives never take a subject ("you" is understood) and never change form — always use the base verb, no matter who you're talking to.

Check your understanding — click Yes or No

1. "Turn left." — Does this sentence have a subject like 'you'?

2. "Don't touch that!" — Is this a negative imperative?

3. "Opens the door." — Is this a correct imperative?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — give directions and advice

Give your tutor directions to your favorite place, or advice for learning English. Use these prompts to start:

Give directions from here to your house.
Give me 3 tips for learning English faster.
Tell me how to make your favorite dish.
Give me some advice for visiting your city.

Now write it down — 5 imperative sentences (instructions or advice)

Use at least one negative imperative (Don't...).

1

2

3

4

5

1. Turn right at the corner and walk two blocks.

2. Don't forget to practice every day.

3. Add salt and pepper to taste.

4. Please arrive 10 minutes early.

5. Don't be afraid to make mistakes.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

You open the door.→Open the door.(imperatives don't use a subject)

Opens the door.→Open the door.(always use the base verb, no -s)

No touch that.→Don't touch that.(use 'don't', not 'no', for negative imperatives)

Not be late.→Don't be late.(need 'do' in 'don't', not just 'not')

Check your own progress

I can give instructions using the base verb with no subject I can make negative imperatives with Don't I can use 'please' to make imperatives more polite I know imperatives never change form

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use imperatives — the base verb with no subject — to give instructions, advice and invitations, in affirmative and negative form.

Homework

Don't forget to do your homework!

A1-17 | PREPOSITIONS OF PLACE

Your 60-minute lesson

Prepositions of Place

Goal: By the end of this lesson, you'll be able to describe where things are using prepositions like in, on, under, next to and between.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where is your phone right now?
What's next to you?
What's on your desk or table?

QUICK GAME — 2 min

Point and say: point to 3 objects near you and say where they are using a preposition of place — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at prepositions of place — small words that describe exactly where something is located.

Use

In — inside a space or container — The keys are in my bag.
On — on top of a surface — The book is on the table.
Under / Next to / Between — relative position — The cat is under the chair. The bank is between the pharmacy and the bakery.

Form

in	on	under / next to / between
inside a space (room, box, city)	on top of a surface	under = below next to = beside between = in the middle of two things
The milk is in the fridge.	The lamp is on the desk.	The dog is under the table. The park is next to my house. The store is between the bank and the school.

In takes something as being 'enclosed' (in a box, in a city), while on takes something as touching a surface (on the table, on the wall) — think about the physical relationship, not a fixed rule.

Check your understanding — click Yes or No

1. "The book is on the table." — Is the book touching the surface of the table?

2. "The keys are in my bag." — Are the keys outside the bag?

3. "Between" — Can you use 'between' with only one object nearby?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe a room

Describe your room or a photo, using prepositions of place. Use these prompts to start:

Where is your phone right now?
What's on your desk?
What's next to your bed?
Describe where the furniture is in your living room.

Now write it down — 5 sentences describing locations

Try to use at least 4 different prepositions of place.

1

2

3

4

5

1. My laptop is on the desk.

2. The keys are in the drawer.

3. The lamp is next to the bed.

4. The cat is under the table.

5. The kitchen is between the living room and the bathroom.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The book is in the table.→The book is on the table.(use 'on' for surfaces, not 'in')

I live in Main Street.→I live on Main Street.(use 'on' with street names)

The cat is between the sofa.→The cat is under the sofa.('between' needs two things, not one)

She is on the room.→She is in the room.(use 'in' for enclosed spaces)

Check your own progress

I can use in for enclosed spaces I can use on for surfaces I can use under, next to and between correctly I can describe where objects are located

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use prepositions of place (in, on, under, next to, between) to describe exactly where something is located.

Homework

Don't forget to do your homework!

A1-18 | PREPOSITIONS OF TIME: IN / ON / AT

Your 60-minute lesson

Prepositions of Time: In / On / At

Goal: By the end of this lesson, you'll be able to talk about when things happen using in, on and at.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What time do you usually have lunch?
What do you do on weekends?
What month were you born in?

QUICK GAME — 2 min

Time chain: your tutor says a time expression (Monday, 2020, 8am...) and you say the correct preposition — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at prepositions of time — in, on and at each go with a different type of time expression.

Use

In — months, years, seasons, long periods — I was born in 1998. It's cold in winter.
On — days and dates — The meeting is on Monday. My birthday is on May 3rd.
At — precise clock times, and a few fixed expressions — The class starts at 9am. See you at night!

Form

in	on	at
months, years, seasons long periods (in the morning)	days, dates	exact clock times fixed expressions
in July, in 2024, in summer, in the morning	on Monday, on May 3rd, on my birthday	at 9am, at noon, at night, at the weekend

There's no perfect rule that covers every case — but the general pattern is: in = longer periods, on = specific days, at = exact points in time.

Check your understanding — click Yes or No

1. "I was born in 1998." — Is 1998 a year?

2. "The meeting is on Monday." — Do we use 'on' with days?

3. "The class starts at July." — Is this correct?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about your schedule

Talk with your tutor about your schedule and important dates. Use these prompts to start:

What time do you usually wake up?
What do you usually do on Sundays?
When is your birthday?
What's your favorite season and why?

Now write it down — 5 sentences using in, on or at

Use each preposition (in, on, at) at least once.

1

2

3

4

5

1. My class starts at 6pm.

2. I usually relax on Sundays.

3. I was born in April.

4. We have a test on Friday.

5. I feel more productive in the morning.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I was born on 1998.→I was born in 1998.(use 'in' with years)

The class is in Monday.→The class is on Monday.(use 'on' with days)

See you in 5pm.→See you at 5pm.(use 'at' with clock times)

I wake up at the morning.→I wake up in the morning.(use 'in' with parts of the day (except 'at night'))

Check your own progress

I can use in with months, years and seasons I can use on with days and dates I can use at with clock times I remember 'at night' is an exception

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use in (months/years/seasons), on (days/dates) and at (clock times) to talk about when things happen.

Homework

Don't forget to do your homework!

A1-19 | VERB + -ING: LIKE / HATE / LOVE

Your 60-minute lesson

Verb + -ing: Like / Hate / Love

Goal: By the end of this lesson, you'll be able to talk about things you enjoy or dislike doing using like/hate/love + -ing.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you love doing in your free time?
What's something you hate doing?
Do you like cooking or eating out more?

QUICK GAME — 2 min

Likes and dislikes: name 3 activities you love and 3 you hate, as fast as you can — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how verbs of preference (like, hate, love) are followed by the -ing form when talking about activities.

Use

Like + -ing — enjoy an activity — I like reading books.
Love + -ing — enjoy an activity a lot — She loves dancing.
Hate + -ing — dislike an activity strongly — They hate waiting in line.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + like/love/hate + verb-ing	Subject + don't/doesn't + like/love/hate + verb-ing	Do/Does + subject + like/love/hate + verb-ing?
I love cooking. She likes swimming.	I don't love cooking. She doesn't like swimming.	Do you love cooking? Does she like swimming?

Like/love/hate + -ing describes a general preference. You can also use like/love/hate + to + verb with a similar meaning: "I like to read" = "I like reading."

Check your understanding — click Yes or No

1. "I like reading books." — Is 'reading' the -ing form?

2. "She likes dance." — Is this the correct form?

3. "They hate waiting in line." — Do they enjoy waiting?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about preferences

Talk with your tutor about what you like, love and hate doing. Use these prompts to start:

What do you love doing on weekends?
What do you hate doing?
Do you like cooking?
What does your family like doing together?

Now write it down — 5 sentences using like/love/hate + -ing

Use at least one negative form and one question.

1

2

3

4

5

1. I love listening to music while I work.

2. I don't like waking up early.

3. Do you enjoy reading before bed?

4. My sister hates cleaning her room.

5. We love traveling to new places.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I like read books.→I like reading books.(need the -ing form after like/love/hate)

She likes to swimming.→She likes swimming. / She likes to swim.(don't mix 'to' with the -ing form)

He like cooking.→He likes cooking.(don't forget -s for he/she/it)

I no like waiting.→I don't like waiting.(use don't/doesn't, not 'no')

Check your own progress

I can use like/love/hate + -ing to talk about preferences I remember to add -s for he/she/it I can make negative sentences with don't/doesn't I can ask questions with Do/Does

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use like/love/hate followed by the -ing form to talk about activities you enjoy or dislike — in affirmative, negative and question form.

Homework

Don't forget to do your homework!

A1-20 | ARTICLES: A / AN

Your 60-minute lesson

Articles: A / An

Goal: By the end of this lesson, you'll be able to correctly use a and an before singular countable nouns.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a book you're reading right now?
Do you own an umbrella?
What's an object on your desk?

QUICK GAME — 2 min

A or An: your tutor says a word and you quickly say "a" or "an" before it — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at a/an — small words used before a singular countable noun when we mention it for the first time or talk about it generally.

Use

A — before a word that starts with a consonant sound — I have a dog. She's a teacher.
An — before a word that starts with a vowel sound — I have an apple. He's an engineer.
Talk about one thing in general, not a specific one — I need a pen. (any pen)

Form

Use A	Use An	Sound, not spelling!
before consonant sounds	before vowel sounds (a, e, i, o, u)	it's about pronunciation, not the letter
a book, a university (sounds like "yoo")	an apple, an hour (the h is silent)	a house / an hour — same first letter, different sound!

The choice between a and an depends on the SOUND of the next word, not the letter. "a university" (sounds like 'yoo-') and "an hour" (the h is silent) are common exceptions.

Check your understanding — click Yes or No

1. "an hour" — Is the 'h' in 'hour' pronounced?

2. "a university" — Does 'university' start with a consonant sound?

3. A and an — Do they depend on spelling, not sound?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe your things

Talk with your tutor about things around you or in your life, using a/an. Use these prompts to start:

What do you have in your bag?
Describe your job with 'a' or 'an'.
What's an object you use every day?
Do you own a car or a bike?

Now write it down — 5 sentences using a or an

Try to include at least one word that starts with a silent letter or unusual sound (like 'hour' or 'university').

1

2

3

4

5

1. I have a laptop and a phone on my desk.

2. She's an English teacher.

3. We waited for an hour at the airport.

4. He's a university student.

5. I'd like an orange, please.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have a apple.→I have an apple.(use 'an' before vowel sounds)

She is an teacher.→She is a teacher.('teacher' starts with a consonant sound)

It's an university.→It's a university.('university' starts with a 'yoo' sound (consonant sound))

I waited a hour.→I waited an hour.(the 'h' in hour is silent, so it starts with a vowel sound)

Check your own progress

I can use a before consonant sounds I can use an before vowel sounds I know it depends on sound, not spelling I know the exceptions (an hour, a university)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use a before consonant sounds and an before vowel sounds — remembering it's about sound, not spelling.

Homework

Don't forget to do your homework!

A1-21 | COMPARATIVES AND SUPERLATIVES

Your 60-minute lesson

Comparatives and Superlatives

Goal: By the end of this lesson, you'll be able to compare two or more things using comparative and superlative adjectives.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Who is older, you or your best friend?
What's the best movie you've seen this year?
Is your city bigger or smaller than the capital?

QUICK GAME — 2 min

Quick comparisons: compare 3 pairs of things near you (your phone vs your tutor's, this room vs your room...) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how to compare things in English — comparing two things, and picking the best/worst of a group.

Use

Comparative — compare two things — This car is faster than that one.
Superlative — compare three or more things, pick the extreme — This is the fastest car in the world.
Longer adjectives use more/most instead of -er/-est — This book is more interesting than that one.

Form

Short adjectives (1 syllable)	Long adjectives (2+ syllables)	Irregular
adjective + er / the + adjective + est	more + adjective / the most + adjective	good → better → the best bad → worse → the worst
tall → taller → the tallest	beautiful → more beautiful → the most beautiful	far → farther → the farthest

Always use "than" with comparatives ("bigger than") and "the" with superlatives ("the biggest"). Short adjectives ending in -y change to -ier: happy → happier.

Check your understanding — click Yes or No

1. "This car is faster than that one." — Are we comparing exactly two things?

2. "This is the tallest building in the city." — Is this a comparative?

3. "Good" → comparative — Is it "gooder"?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — compare things

Talk with your tutor comparing people, places or things you know. Use these prompts to start:

Compare your city to another city you know.
Who is taller, you or your best friend?
What's the best restaurant you know?
What's the most difficult part of learning English?

Now write it down — 5 sentences using comparatives and superlatives

Use at least 2 comparatives and 2 superlatives.

1

2

3

4

5

1. My sister is taller than me.

2. This is the best coffee shop in my neighborhood.

3. Learning grammar is more difficult than learning vocabulary.

4. That was the worst movie I've seen this year.

5. My new phone is faster than my old one.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is more tall than that.→This is taller than that.(short adjectives use -er, not more)

She is the intelligentest student.→She is the most intelligent student.(long adjectives use the most, not -est)

This is bigger that my house.→This is bigger than my house.(use 'than', not 'that', with comparatives)

He is the goodest player.→He is the best player.('good' is irregular: good → better → best)

Check your own progress

I can form comparatives with -er and more I can form superlatives with -est and the most I know the irregular forms (good/bad) I use 'than' with comparatives and 'the' with superlatives

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to make comparatives (-er/more) to compare two things, and superlatives (-est/the most) to compare three or more — including the irregular forms good/bad.

Homework

Don't forget to do your homework!

A1-22 | HOW MUCH / HOW MANY / VERY

Your 60-minute lesson

How Much / How Many / Very

Goal: By the end of this lesson, you'll be able to ask about quantity using how much/how many, and add emphasis using very.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How many hours did you sleep last night?
How much coffee do you drink daily?
Is today very busy for you?

QUICK GAME — 2 min

Quantity quiz: your tutor asks you 3 quick how much/how many questions about your life — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how much and how many for asking about quantity, and very for making adjectives stronger.

Use

How much — ask about quantity of uncountable nouns — How much water do you drink?
How many — ask about quantity of countable (plural) nouns — How many books do you have?
Very — makes an adjective stronger — This coffee is very hot.

Form

How much + uncountable	How many + plural noun	Very + adjective
How much + noun + do/does...?	How many + noun (plural) + do/does...?	very + adjective (no change to the adjective)
How much money do you have? How much time do we have?	How many students are there? How many books do you own?	very tired, very happy, very expensive

How much goes with uncountable nouns (money, water, time), how many goes with countable plural nouns (books, people, days). Very just adds emphasis and never changes form.

Check your understanding — click Yes or No

1. "How much water do you drink?" — Is 'water' countable?

2. "How many books do you have?" — Is 'books' plural?

3. "Very tired" — Does 'very' change the word 'tired' itself?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — ask about quantities

Interview your tutor using how much/how many, and describe things using very. Use these prompts to start:

How many languages do you speak?
How much free time do you have this week?
How many hours do you sleep?
Is your job very stressful?

Now write it down — 5 sentences using how much, how many or very

Use at least one how much question and one how many question.

1

2

3

4

5

1. How much water do you drink every day?

2. How many countries have you visited?

3. I'm very excited about my trip.

4. How many hours do you work each week?

5. This test was very difficult.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

How much books do you have?→How many books do you have?(books is countable/plural — use how many)

How many money do you have?→How much money do you have?(money is uncountable — use how much)

This is much hot.→This is very hot.(use 'very' before adjectives, not 'much')

How many time do we have?→How much time do we have?(time is uncountable here — use how much)

Check your own progress

I can use how much with uncountable nouns I can use how many with countable plural nouns I can use very to add emphasis to adjectives I don't confuse very with much/many

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use how much (uncountable), how many (countable plural), and very (to add emphasis to adjectives).

Homework

Don't forget to do your homework!

A1-23 | INTENSIFIERS (BASIC)

Your 60-minute lesson

Intensifiers (Basic)

Goal: By the end of this lesson, you'll be able to make your descriptions more precise using basic intensifiers like very, really, quite and a bit.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How are you feeling right now?
Was your morning busy?
Are you a bit tired today?

QUICK GAME — 2 min

Feelings scale: describe how you feel about 3 things (work, weather, weekend plans) using different intensifiers — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at intensifiers — small words that go before an adjective to say how strong that quality is.

Use

Very / Really — strong intensity — This coffee is very hot. I'm really tired.
Quite — moderate intensity (fairly, but not extremely) — The movie was quite good.
A bit / A little — small intensity, often for negative things — I'm a bit worried about the test.

Form

Strong	Moderate	Small
very / really + adjective	quite + adjective	a bit / a little + adjective
very expensive, really funny	quite interesting, quite tired	a bit cold, a little nervous

Intensifiers always go directly before the adjective they modify. "A bit" and "a little" are often used with adjectives that sound negative (tired, worried, cold) rather than very positive ones.

Check your understanding — click Yes or No

1. "Very" and "really" — Do both add strong intensity?

2. "Quite good" — Is this stronger than "very good"?

3. "A bit tired" — Is this a strong intensity?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe your feelings

Talk with your tutor using intensifiers to describe your feelings and opinions. Use these prompts to start:

How do you feel today?
What did you think of the last movie you watched?
Are you nervous about anything right now?
How was your weekend?

Now write it down — 5 sentences using intensifiers

Try to use very, really, quite and a bit at least once each.

1

2

3

4

5

1. I'm quite happy with my progress in English.

2. This exercise was a bit challenging.

3. The weather is really nice today.

4. I'm very excited about the weekend.

5. The food was a little spicy for me.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am very much tired.→I am very tired.(don't use 'very much' before an adjective)

This is quite the best.→This is the best.(don't use 'quite' with superlatives)

She is a bit beautiful.→She is quite beautiful. / She is very beautiful.('a bit' usually sounds odd with strongly positive adjectives)

I'm really a bit tired.→I'm a bit tired.(don't combine two intensifiers together)

Check your own progress

I can use very and really for strong intensity I can use quite for moderate intensity I can use a bit/a little for small intensity I place intensifiers directly before the adjective

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use intensifiers — very/really (strong), quite (moderate), and a bit/a little (small) — placed directly before an adjective.

Homework

Don't forget to do your homework!

A1-24 | COMMON PREPOSITIONS

Your 60-minute lesson

Common Prepositions

Goal: By the end of this lesson, you'll be able to use common everyday prepositions like to, from, with, about and for correctly.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where are you from?
Who do you live with?
What's a topic you love talking about?

QUICK GAME — 2 min

Preposition fill: your tutor says a sentence with a missing preposition and you fill it in out loud — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at common prepositions that connect words in a sentence — small words, but essential for natural English.

Use

To / From — direction, movement, origin — I walked to the store. She's from Peru.
With / Without — accompaniment — I went with my friend. He left without saying goodbye.
About / For — topic or purpose — This book is about history. This gift is for you.

Form

to / from	with / without	about / for
movement toward / origin	accompaniment / lack of	topic / purpose or recipient
go to work, from Monday to Friday	coffee with milk, a day without rain	talk about the weather, a present for my mom

Prepositions in English don't always match Spanish directly — for example, "depend on" (not "depend of") and "married to" (not "married with"). These need to be learned individually.

Check your understanding — click Yes or No

1. "I'm from Peru." — Does 'from' show origin?

2. "A gift for you." — Does 'for' show the recipient here?

3. "Talk with the weather." — Is 'with' correct here?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about your life

Talk with your tutor using common prepositions. Use these prompts to start:

Where are you from?
Who do you live with?
What was the last movie about?
Did you buy a gift for someone recently?

Now write it down — 5 sentences using common prepositions

Try to use to, from, with, about and for at least once each.

1

2

3

4

5

1. I'm from Quito, but I live in Guayaquil now.

2. I live with my sister and my dog.

3. We talked about our plans for next year.

4. I bought flowers for my mother's birthday.

5. I drove to the airport with my friend.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm from of Ecuador.→I'm from Ecuador.(don't add 'of' after 'from')

This book is for history.→This book is about history.(use 'about' for a topic, 'for' for purpose/recipient)

He is married with her.→He is married to her.('married to', not 'married with' — a common fixed exception)

I depend of my parents.→I depend on my parents.('depend on', not 'depend of')

Check your own progress

I can use to/from for direction and origin I can use with/without for accompaniment I can use about/for for topic and purpose I know some fixed prepositions don't translate directly from Spanish

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use common prepositions (to, from, with, without, about, for) to connect ideas naturally in English.

Homework

Don't forget to do your homework!

A1-25 | PERSONAL PRONOUNS

Your 60-minute lesson

Personal Pronouns

Goal: By the end of this lesson, you'll be able to replace names and nouns with the correct subject pronoun (I, you, he, she, it, we, they).

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me your best friend's name — then describe them using 'he' or 'she'.
Do you have any pets? What is 'it' like?
Tell me about your family using 'they'.

QUICK GAME — 2 min

Pronoun swap: your tutor says a sentence with a name, you repeat it replacing the name with the correct pronoun — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at personal pronouns — the small words that replace a person or thing's name once we've already mentioned it.

Use

Replace a noun already mentioned, to avoid repeating it — Maria is my friend. She is very kind.
Always come before the verb, as the subject of the sentence — He works downtown.
Match the noun they replace (person, number, gender) — The dog is hungry. It wants food.

Form

Singular	Plural	Notes
I, you, he, she, it	we, you, they	'it' is for things/animals, not usually people
I am a student. She is a doctor.	We are friends. They are students.	'you' is the same for singular and plural

Personal pronouns always replace the subject of the sentence. Don't confuse them with possessive adjectives (my, your, his...) — those go before a noun, pronouns replace the noun completely.

Check your understanding — click Yes or No

1. "Maria is my friend. She is kind." — Does 'she' replace 'Maria'?

2. "It" — Can we usually use 'it' for a person?

3. "You" — Is this pronoun different for singular and plural?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about people you know

Talk with your tutor about your family and friends, using pronouns to avoid repeating names. Use these prompts to start:

Tell me about your best friend. What do they do?
Tell me about your parents.
Do you have any pets? What are they like?
Tell me about your coworkers or classmates.

Now write it down — 5 sentences using personal pronouns

Mention a person or thing by name first, then use a pronoun to refer to them again.

1

2

3

4

5

1. My sister lives in Cuenca. She is a nurse.

2. My parents are retired. They travel a lot.

3. I have a dog. It's very playful.

4. My best friend and I met in college. We still talk every week.

5. My teacher is very kind. She always helps me.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Maria is my friend. Her is kind.→Maria is my friend. She is kind.(use the subject pronoun 'she', not the object pronoun 'her', as the subject)

Me am a student.→I am a student.(use 'I' as the subject, not 'me')

The dog is hungry. He wants food. (for an animal, gender unknown)→The dog is hungry. It wants food.(use 'it' for animals/things unless gender is specifically known and relevant)

John and me are friends.→John and I are friends.(use 'I', not 'me', when it's part of the subject)

Check your own progress

I know the subject pronouns: I, you, he, she, it, we, they I can use pronouns to replace a noun already mentioned I don't confuse subject pronouns with object pronouns I use 'it' for animals and things, not usually people

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use personal pronouns (I, you, he, she, it, we, they) as the subject of a sentence, to avoid repeating a name or noun.

Homework

Don't forget to do your homework!

A1-26 | OBJECT PRONOUNS

Your 60-minute lesson

Object Pronouns

Goal: By the end of this lesson, you'll be able to use object pronouns (me, you, him, her, it, us, them) correctly after verbs and prepositions.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Who called you last?
Tell me about a gift you gave to someone.
Who helps you the most in your life?

QUICK GAME — 2 min

Pronoun swap: your tutor says a sentence with a name as the object, you repeat it replacing the name with the correct object pronoun — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at object pronouns — used when a person or thing receives the action, not when it does the action.

Use

After a verb, as the receiver of the action — She loves him.
After a preposition — This gift is for her. Come with us.
Never as the subject of a sentence — He called me yesterday. (not "Me called he")

Form

Subject pronoun	Object pronoun	Example
I / you / he / she / it	me / you / him / her / it	He called me. I saw her.
we / they	us / them	She invited us. I know them.

Subject pronouns do the action ("He calls"), object pronouns receive it ("...calls me"). "You" and "it" have the same form for subject and object.

Check your understanding — click Yes or No

1. "She loves him." — Is 'him' receiving the action?

2. "Me called her." — Is this correct as the subject?

3. "This gift is for her." — Does 'her' come after a preposition here?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about relationships

Talk with your tutor about people in your life, using object pronouns. Use these prompts to start:

Who calls you the most?
Tell me about a gift you gave someone.
Who helps you when you need it?
Tell me about a time someone surprised you.

Now write it down — 5 sentences using object pronouns

Try to use me, him, her, us and them at least once each.

1

2

3

4

5

1. My mom calls me every Sunday.

2. I gave him a book for his birthday.

3. She helped us move to our new apartment.

4. I invited them to my party.

5. My teacher encourages me a lot.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She loves he.→She loves him.(use the object pronoun 'him' after a verb, not the subject pronoun 'he')

Give the book to I.→Give the book to me.(use 'me' after a preposition, not 'I')

I saw they yesterday.→I saw them yesterday.(use 'them' as the object, not 'they')

Come with I.→Come with me.(use 'me' after prepositions like 'with')

Check your own progress

I know the object pronouns: me, you, him, her, it, us, them I can use object pronouns after verbs I can use object pronouns after prepositions I don't confuse subject and object pronouns

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use object pronouns (me, you, him, her, it, us, them) after verbs and prepositions, when a person or thing receives the action.

Homework

Don't forget to do your homework!

A1-27 | ZERO AND FIRST CONDITIONAL (INTRODUCTION)

Your 60-minute lesson

Zero and First Conditional (Introduction)

Goal: By the end of this lesson, you'll be able to talk about general truths and possible future results using the Zero and First Conditional.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What happens if you don't drink water for a day?
What will you do if you finish work early today?
What happens if you don't charge your phone?

QUICK GAME — 2 min

If... then...: complete 3 quick "if" sentences about everyday life, as fast as you can — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at two ways to talk about "if" situations — one for things that are always true, and one for things that will probably happen.

Use

Zero Conditional — general truths and facts, always true — If you heat water to 100°C, it boils.
First Conditional — a real possibility in the future — If it rains tomorrow, I will stay home.
Both use a condition (if...) and a result — If I have time, I'll call you.

Form

Zero Conditional	First Conditional	Notes
If + present simple, + present simple	If + present simple, + will + base verb	the 'if' clause can come first or second
If you don't sleep, you feel tired.	If it rains, I will stay home. I will stay home if it rains.	never use 'will' in the if-clause

A very common mistake is using 'will' in the if-clause — always use present simple after 'if', even when talking about the future: "If it will rain" is incorrect; say "If it rains."

Check your understanding — click Yes or No

1. "If you heat water to 100°C, it boils." — Is this always true?

2. "If it rains tomorrow, I will stay home." — Is this about a general fact?

3. "If it will rain, I will stay home." — Is this correct?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about possibilities

Talk with your tutor about general truths and future possibilities. Use these prompts to start:

What happens if you don't sleep enough?
What will you do if it rains this weekend?
What happens if you mix yellow and blue?
If you have free time this week, what will you do?

Now write it down — 5 sentences using Zero or First Conditional

Use at least 2 Zero Conditional sentences and 2 First Conditional sentences.

1

2

3

4

5

1. If you don't eat, you feel weak.

2. If I finish work early, I will call you.

3. Plants die if you don't water them.

4. If it's sunny tomorrow, we'll go for a walk.

5. If you study every day, you improve quickly.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If it will rain, I will stay home.→If it rains, I will stay home.(never use 'will' in the if-clause)

If you heat water, it will boil at 100°C.→If you heat water, it boils at 100°C.(use present simple in both clauses for general facts)

If I have time, I call you.→If I have time, I will call you.(use 'will' in the result clause for a future possibility)

If she studies, she pass.→If she studies, she will pass.(don't forget 'will' in the result clause)

Check your own progress

I can form the Zero Conditional for general truths I can form the First Conditional for future possibilities I never use 'will' in the if-clause I know the if-clause can come first or second in the sentence

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use the Zero Conditional (if + present, + present) for general truths, and the First Conditional (if + present, + will) for real future possibilities.

Homework

Don't forget to do your homework!

A2-01 | COMPARATIVE ADJECTIVES (REVIEW + EXTENSION)

Your 60-minute lesson

Comparative Adjectives (Review + Extension)

Goal: By the end of this lesson, you'll be able to compare two things more precisely using than, and use the with superlatives correctly.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is your English better now than 3 months ago?
Is your city more or less expensive than the capital?
Compare two phones or laptops you know.

QUICK GAME — 2 min

Quick comparisons: compare 3 things near you with more precision, using a bit/much/a lot — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You already know basic comparatives from A1 — now let's add precision: using than correctly, and comparing with numbers and degrees.

Use

Compare two things directly, always with than — This laptop is faster than my old one.
Show a small or big difference with a bit / much / a lot — She's a lot taller than her sister.
Compare using less (opposite of more) — This route is less expensive than the other one.

Form

Basic comparative	Modified comparative	Less + adjective
adjective + er + than	a bit / much / a lot + comparative + than	less + adjective + than
cheaper than, faster than	a lot cheaper than, a bit faster than	less expensive than, less difficult than

"Less" is the opposite of "more" and works with any adjective (less expensive, less interesting) — it doesn't follow the -er/more rule.

Check your understanding — click Yes or No

1. "This is a lot cheaper than that one." — Is the price difference big?

2. "Less expensive" — Does this mean cheaper?

3. "Better than" — Do comparatives ever appear without 'than'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — compare with precision

Talk with your tutor comparing things with more detail than before. Use these prompts to start:

Compare your current job/studies to your last one.
Is your city a lot bigger than your hometown, or just a bit?
Compare two restaurants you know.
Is learning English less difficult now than when you started?

Now write it down — 5 sentences using modified comparatives

Use a bit, much, a lot, and less at least once each.

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2

3

4

5

1. My new apartment is a lot bigger than my old one.

2. This course is a bit more difficult than the last one.

3. Public transport here is less expensive than a taxi.

4. She is much more experienced than me.

5. This year has been a little better than last year.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is more cheaper than that.→This is cheaper than that.(don't combine more with an -er adjective)

She is more taller.→She is a lot taller.(use a lot/much to intensify, not 'more' again)

This is less cheap than that.→This is cheaper than that. / This is less expensive than that.('less cheap' sounds unnatural — use the opposite adjective instead)

This is better that mine.→This is better than mine.(use 'than', not 'that')

Check your own progress

I can make comparative sentences with than I can intensify comparatives with a bit/much/a lot I can use less + adjective for the opposite of more I don't double-mark comparatives (more + -er together)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you reviewed comparatives and added precision: than, a bit/much/a lot to show degree, and less + adjective as the opposite of more.

Homework

Don't forget to do your homework!

A2-02 | COUNTABLES AND UNCOUNTABLES: MUCH / MANY

Your 60-minute lesson

Countables and Uncountables: Much / Many

Goal: By the end of this lesson, you'll be able to correctly use much, many, a lot of, a little and a few with countable and uncountable nouns.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How much coffee do you drink a day?
How many hours did you sleep last night?
Do you have a lot of free time this week?

QUICK GAME — 2 min

Quantity quiz: your tutor names something (books, water, friends...) and you say if it needs much or many — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's expand on countable/uncountable nouns from A1 by adding a lot of, a few and a little — used to talk about quantity more naturally.

Use

Many + countable plural (mostly in questions/negatives) — I don't have many friends here.
Much + uncountable (mostly in questions/negatives) — There isn't much time left.
A lot of works with both, in affirmative sentences — I have a lot of books. I drink a lot of water.

Form

Countable plural	Uncountable	Small amount
many / a lot of / a few	much / a lot of / a little	a few = countable, a little = uncountable
many books, a few books	much water, a little water	I have a few minutes. I have a little money.

In affirmative sentences, native speakers usually prefer "a lot of" over "much/many" ("I have a lot of time" sounds more natural than "I have much time"). Much/many are more common in questions and negatives.

Check your understanding — click Yes or No

1. "I don't have many friends." — Is 'friends' countable?

2. "A little water" — Is water countable?

3. "I have a lot of time." — Is 'a lot of' only for uncountable nouns?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about quantities in your life

Talk with your tutor about how much/many of things you have. Use these prompts to start:

How much free time do you have this week?
How many books have you read this year?
Do you have a lot of stress at work?
How much water do you drink daily?

Now write it down — 5 sentences using much/many/a lot of/a few/a little

Use at least 3 of the 5 quantity words.

1

2

3

4

5

1. I don't have much free time this month.

2. I have a lot of friends from university.

3. There are only a few days left before the trip.

4. I have a little experience with this software.

5. How many languages do you speak?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have much friends.→I have many friends. / I have a lot of friends.(friends is countable — use many, not much)

I have a few water.→I have a little water.(water is uncountable — use a little, not a few)

I have much of books.→I have a lot of books.('much' doesn't take 'of' — use 'a lot of' instead)

There are a little apples.→There are a few apples.(apples is countable — use a few, not a little)

Check your own progress

I can use many with countable plural nouns I can use much with uncountable nouns I can use a lot of with both I know a few = countable, a little = uncountable

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you reviewed much/many for questions and negatives, and added a lot of (both types), a few (countable) and a little (uncountable) for natural, everyday speech.

Homework

Don't forget to do your homework!

A2-03 | PAST SIMPLE: TELLING A STORY

Your 60-minute lesson

Past Simple: Telling a Story

Goal: By the end of this lesson, you'll be able to narrate a sequence of past events using a wider range of irregular verbs and time sequencers.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's the first thing that happened to you today?
Tell me one thing that went well this week.
What did you do right after you woke up today?

QUICK GAME — 2 min

Story chain: your tutor starts a sentence ("Yesterday, I...") and you continue the story one sentence at a time, using a new time sequencer each turn — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You already know the basic Past Simple from A1 — now let's use it to tell a full story, connecting events in order.

Use

Narrate a sequence of events in the order they happened — First I woke up, then I had breakfast, and finally I left for work.
Use more irregular verbs common in storytelling — She found the keys, took the car, and drove to the airport.
Combine with time sequencers to make the story flow — After that, we went home. In the end, everything was fine.

Form

Time sequencers	More irregular verbs	Example story
first, then, after that, next, finally, in the end	found, took, drove, wrote, broke, chose, fell	First I woke up late. Then I ran to the bus stop. After that, I missed the bus anyway.
show the order of events	past forms to memorize	In the end, I was an hour late for work.

A good story in English uses time sequencers to connect ideas smoothly, instead of just saying "and... and... and..." repeatedly.

Check your understanding — click Yes or No

1. "First I woke up, then I had breakfast." — Does this show a sequence of events?

2. "Found" — Is this the past form of 'find'?

3. "In the end" — Does this usually introduce the first event of a story?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — tell a story

Tell your tutor a short story about something that happened to you, using time sequencers. Use these prompts to start:

Tell me about a day that went completely wrong.
Tell me about your last trip, step by step.
What happened the last time you were late for something?
Tell me a funny story from your childhood.

Now write it down — a short story with 5 sentences

Use at least 3 time sequencers (first, then, after that, next, finally, in the end).

1

2

3

4

5

1. First, I woke up late for my flight.

2. Then, I quickly packed my bag.

3. After that, I ran to catch a taxi.

4. Next, I waited in a huge line at the airport.

5. In the end, I made it to the gate just in time.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

First I woke up, and I had breakfast, and I left.→First I woke up. Then I had breakfast. Finally I left.(avoid repeating 'and' — use time sequencers instead)

She finded her keys.→She found her keys.('find' is irregular: find → found)

He writed a letter.→He wrote a letter.('write' is irregular: write → wrote)

In the end first, we went home.→In the end, we went home.(don't combine two sequencers together)

Check your own progress

I know more irregular verbs (found, took, drove, wrote, broke, chose) I can use time sequencers to connect events I can tell a short story in the correct order I avoid repeating 'and' too many times

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you built on the Past Simple from A1 by learning more irregular verbs and time sequencers (first, then, after that, finally, in the end) to tell a complete story.

Homework

Don't forget to do your homework!

A2-04 | POSSESSIVES: 'S / S' (REVIEW + EXTENSION)

Your 60-minute lesson

Possessives: 's / s' (Review + Extension)

Goal: By the end of this lesson, you'll be able to use possessive 's confidently, including with names, time expressions and double possessives.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's in today's news?
Tell me about a friend of your family's.
What are this week's plans?

QUICK GAME — 2 min

Ownership round: describe 3 things using 's, including at least one time expression — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You learned the basics of possessive 's in A1 — now let's extend it to time expressions and a few trickier cases.

Use

Ownership between two nouns (review) — Maria's book. The children's toys.
Time expressions with 's — Today's news. Yesterday's meeting.
Double possessive: a friend of my sister's — He's a friend of my brother's.

Form

Ownership	Time expressions	Double possessive
singular: noun + 's plural: noun + s'	day/time + 's + noun	a/an + noun + of + possessive
Ana's phone, the boys' room	today's newspaper, a week's vacation	a friend of Maria's a colleague of his

The double possessive ("a friend of Maria's") is used to say one of several — "a friend of Maria's" means one among her many friends, slightly different from "Maria's friend."

Check your understanding — click Yes or No

1. "Today's newspaper" — Is this a time expression with 's?

2. "A friend of my sister's" — Could this mean one of several friends?

3. "The boys' room" — Is 'boys' already plural before adding the apostrophe?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about people and time

Talk with your tutor using possessive 's, including time expressions. Use these prompts to start:

What's in today's news?
Tell me about a friend of your family's.
Describe your boss's personality.
What are this week's plans?

Now write it down — 5 sentences using 's, including at least one time expression

Try to include a double possessive if you can.

1

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3

4

5

1. Today's weather is beautiful.

2. This is a friend of my mom's.

3. My sister's apartment is downtown.

4. I need a week's break from work.

5. The teacher's class starts at 9am.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The news of today.→Today's news.(use possessive 's for time expressions in natural English)

A friend of my sister.→A friend of my sister's.(the double possessive needs 's at the end)

The boys's room.→The boys' room.(plural nouns ending in -s only need an apostrophe)

A week vacation.→A week's vacation.(time expressions before a noun usually need 's)

Check your own progress

I can review basic possessive 's/s' from A1 I can use 's with time expressions (today's, a week's) I can use the double possessive (a friend of hers) I know when to use just an apostrophe vs 's

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended possessive 's from A1 to cover time expressions (today's, a week's) and the double possessive (a friend of hers) for more natural, native-like English.

Homework

Don't forget to do your homework!

A2-05 | PRESENT CONTINUOUS: BEYOND "NOW"

Your 60-minute lesson

Present Continuous: Beyond "Now"

Goal: By the end of this lesson, you'll be able to use the Present Continuous for longer temporary situations and to complain about repeated habits with always.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you working on these days?
Is anything in your life getting better or worse lately?
What's a habit of yours that might annoy others?

QUICK GAME — 2 min

Complain a little: think of something someone always does that's a bit annoying, and describe it using "always + -ing" — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the Present Continuous for actions happening right now — let's extend it to longer situations and a special use for complaining.

Use

A temporary situation over weeks or months (not just this second) — I'm reading a great book these days.
Always + Present Continuous — complain about an annoying repeated habit — He's always losing his keys!
A change happening gradually — The weather is getting colder.

Form

Temporary situation	Complaint (always)	Gradual change
am/is/are + verb-ing (over a longer period)	always + verb-ing (shows frustration)	get/become + comparative + -ing
I'm working on a new project this month.	She's always arriving late!	Things are getting better.

Using "always" with the Present Continuous (instead of Present Simple) adds emotion — usually frustration or annoyance about a habit, not a neutral fact.

Check your understanding — click Yes or No

1. "I'm reading a great book these days." — Is this about right now, this second?

2. "He's always losing his keys!" — Does this sound like a complaint?

3. "The weather is getting colder." — Is this describing a gradual change?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — complain (gently!) and describe change

Talk with your tutor about temporary situations and annoying habits. Use these prompts to start:

What are you working on these days?
Does anyone in your life always do something annoying?
What's getting better or worse in your life right now?
What are you trying to learn this year?

Now write it down — 5 sentences using these extended uses

Include at least one 'always + -ing' complaint and one gradual change.

1

2

3

4

5

1. I'm learning to cook new recipes these days.

2. My roommate is always leaving dishes in the sink!

3. My English is getting better every week.

4. We're planning a trip for next month.

5. He's always interrupting me during meetings!

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I read a book these days.→I'm reading a book these days.(use Present Continuous for temporary ongoing situations, not Present Simple)

She always is losing her keys.→She's always losing her keys.('always' goes after am/is/are, not before)

He's always lose his keys.→He's always losing his keys.(don't forget -ing after 'always' in this structure)

The weather gets colder now.→The weather is getting colder.(use Present Continuous to show a change happening gradually)

Check your own progress

I can use Present Continuous for temporary situations over weeks/months I can use always + -ing to complain about a habit I can describe gradual change with get/become + -ing I understand the emotional difference between Present Simple and always + -ing

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended the Present Continuous beyond right-now actions: for longer temporary situations, for complaining with always, and for describing gradual change.

Homework

Don't forget to do your homework!

A2-06 | PRESENT PERFECT (INTRODUCTION)

Your 60-minute lesson

Present Perfect (Introduction)

Goal: By the end of this lesson, you'll be able to talk about life experiences and recent events using the Present Perfect.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever traveled abroad?
Have you ever tried something really unusual?
Have you ever met someone famous?

QUICK GAME — 2 min

Experience bingo: name 3 things you have never done, that you think your tutor HAS done, and check — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Present Perfect — a tense that connects the past to the present, very different from Spanish grammar.

Use

Life experiences (no specific time mentioned) — I have visited Peru. She has never eaten sushi.
Something that happened recently, with present relevance — I have lost my keys! (I don't have them now)
With ever/never to ask/talk about experience — Have you ever tried Japanese food?

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + have/has + past participle	Subject + haven't/hasn't + past participle	Have/Has + subject + past participle?
I have visited Peru. She has finished her work.	I haven't visited Peru. She hasn't finished her work.	Have you visited Peru? Has she finished her work?

The Present Perfect never mentions a specific past time (no "yesterday", "in 2019") — if you say when it happened, use Past Simple instead: "I have visited Peru" (experience) vs "I visited Peru in 2019" (specific time).

Pronunciation — have/has contractions

I've / You've	He's / She's	haven't / hasn't
I've been there.	She's finished already.	I haven't seen it. He hasn't called.

Check your understanding — click Yes or No

1. "I have visited Peru." — Does this mention a specific date?

2. "I visited Peru in 2019." — Is this Present Perfect?

3. "Have you ever tried sushi?" — Is this asking about life experience?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about experiences

Interview your tutor about life experiences using Have you ever...? Use these prompts to start:

Have you ever traveled outside your country?
Have you ever tried an unusual food?
Have you ever met someone famous?
What's something you've never done, but want to?

Now write it down — 5 sentences about your life experiences

Use at least one negative and one question with the Present Perfect.

1

2

3

4

5

1. I have visited three different countries.

2. I haven't tried Ethiopian food yet.

3. Have you ever climbed a mountain?

4. My sister has lived abroad for two years.

5. We haven't seen that new movie yet.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have visited Peru in 2019.→I visited Peru in 2019. / I have visited Peru.(don't mix Present Perfect with a specific past time)

She has go to Mexico.→She has gone to Mexico.(use the past participle (gone), not the base verb)

I have never went there.→I have never been there.(use the past participle (been), not the past simple form (went))

Have you went there before?→Have you been there before?(questions also need the past participle, not the past simple form)

Check your own progress

I can form the Present Perfect with have/has + past participle I can use it for life experiences without a specific time I can ask questions with Have you ever...? I know not to mix it with a specific past time expression

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Present Perfect (have/has + past participle) to talk about life experiences and recent events, without mentioning a specific past time.

Homework

Don't forget to do your homework!

A2-07 | SUPERLATIVE ADJECTIVES

Your 60-minute lesson

Superlative Adjectives

Goal: By the end of this lesson, you'll be able to describe the extreme of a group using superlative adjectives with the.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's the best trip you've ever taken?
Who's the most interesting person you know?
What's the worst weather you've experienced?

QUICK GAME — 2 min

Superlative round: name the best/worst of 3 categories (food, movies, cities) as fast as you can — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at superlatives in more detail — comparing three or more things and picking the best, worst, or most extreme.

Use

The + superlative — pick the extreme of a group — This is the tallest building in the city.
Short adjectives take -est — the biggest, the smallest, the fastest
Longer adjectives take the most/least — the most beautiful, the least expensive

Form

Short adjectives	Long adjectives	Irregular
the + adjective + est	the most/least + adjective	good → the best bad → the worst
the tallest, the biggest	the most interesting, the least expensive	far → the farthest

Always use "the" before a superlative — it's never optional ("the tallest", not just "tallest"). Often followed by "in" (in the world, in the class) or "of" (of all, of the three).

Check your understanding — click Yes or No

1. "This is the tallest building in the city." — Are we comparing 3+ things?

2. "Tallest building" (no 'the') — Is this correct?

3. "The most beautiful" — Is 'beautiful' a short adjective?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about extremes

Talk with your tutor about the best/worst things you know. Use these prompts to start:

What's the best restaurant you know?
What's the most difficult part of learning English?
Who's the funniest person you know?
What's the worst movie you've seen?

Now write it down — 5 sentences using superlatives

Use at least 2 short adjectives (-est) and 2 long adjectives (the most).

1

2

3

4

5

1. This is the best pizza place in my neighborhood.

2. She is the most hardworking person on my team.

3. That was the worst weather we've had this year.

4. This is the tallest building in the city.

5. He is the most patient teacher I've had.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is best restaurant.→This is the best restaurant.(never skip 'the' with superlatives)

She is the intelligentest.→She is the most intelligent.(long adjectives use 'the most', not -est)

This is the most tall building.→This is the tallest building.(short adjectives use -est, not 'the most')

He is the goodest player.→He is the best player.('good' is irregular: good → the best)

Check your own progress

I always use 'the' before a superlative I can use -est with short adjectives I can use the most/least with long adjectives I know the irregular forms (the best, the worst)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use superlative adjectives (the + -est / the most/least) — always with 'the' — to describe the extreme of a group of three or more things.

Homework

Don't forget to do your homework!

A2-08 | ADVERBIAL PHRASES: TIME, PLACE, FREQUENCY WORD ORDER

Your 60-minute lesson

Adverbial Phrases: Time, Place, Frequency Word Order

Goal: By the end of this lesson, you'll be able to correctly order adverbial phrases of time, place and frequency in a sentence.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where and when do you usually relax?
How often do you cook, and where?
What do you do every Sunday?

QUICK GAME — 2 min

Sentence builder: your tutor gives you 3 pieces of information (place, time, activity) and you combine them into one correct sentence — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the standard order for combining information about manner, place and time in one sentence — English follows a fairly fixed pattern.

Use

Standard order: Manner/Place, then Time — I go to the gym (place) every morning (time).
Frequency expressions often go at the end (or the start for emphasis) — I visit my parents twice a month.
Time expressions at the start add emphasis — Every Sunday, we have a family lunch.

Form

Standard order	Frequency at the end	Time first (emphasis)
Subject + verb + place + time	...+ frequency expression	Time expression, + subject + verb...
I study English at home every day.	I go to the gym twice a week.	Every Sunday, we visit my grandmother.

A common mistake is putting the time expression before the place ("I go every day to the gym") — in English, place usually comes before time.

Check your understanding — click Yes or No

1. "I study at home every day." — Does place come before time here?

2. "I go every day to the gym." — Is this the natural word order?

3. "Every Sunday, we have lunch together." — Can time go at the start for emphasis?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe your routines with detail

Talk with your tutor about your routines, combining place, time and frequency correctly. Use these prompts to start:

Where and when do you usually study English?
How often do you exercise, and where?
Describe your Sunday routine, step by step.
Where do you usually eat lunch, and at what time?

Now write it down — 5 sentences combining place, time and frequency

Follow the pattern: place, then time (or frequency at the end).

1

2

3

4

5

1. I study English at home every evening.

2. We eat dinner together at 7pm every day.

3. She goes running in the park twice a week.

4. Every Sunday, my family has lunch together.

5. He works from home three days a week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go every day to the gym.→I go to the gym every day.(place usually comes before time)

I every morning study English.→I study English every morning.(don't place the time expression between subject and verb)

She studies twice a week English.→She studies English twice a week.(the object usually comes right after the verb, before frequency)

At home I study every day English.→I study English at home every day.(keep the standard subject-verb-object-place-time order)

Check your own progress

I know the standard order: place before time I can put frequency expressions naturally at the end I can start a sentence with a time expression for emphasis I don't separate the verb from its object

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the standard word order for combining place, time and frequency in a sentence — usually place before time, with frequency at the end or time at the start for emphasis.

Homework

Don't forget to do your homework!

A2-09 | ADVERBS OF FREQUENCY: ADVANCED EXPRESSIONS

Your 60-minute lesson

Adverbs of Frequency: Advanced Expressions

Goal: By the end of this lesson, you'll be able to describe frequency more precisely using expressions like twice a week, every other day, and once in a while.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How many times a week do you cook?
Do you clean your house every day or every other day?
How often do you treat yourself to something special?

QUICK GAME — 2 min

Precise frequency: describe 3 of your habits using exact numbers or 'every other' instead of just 'sometimes' — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know always/usually/sometimes/never from A1 — now let's add more precise ways to describe exactly how often something happens.

Use

Exact frequency with numbers — I go to the gym three times a week.
Every other + time period — alternating days — I water the plants every other day.
Once in a while — occasionally, not on a fixed schedule — We eat out once in a while.

Form

Exact frequency	Alternating	Occasional
number + time(s) + a/per + period	every other + day/week/month	once in a while, from time to time
twice a week, three times a month	every other day, every other week	I visit them once in a while.

"Once" = 1 time, "twice" = 2 times, and from 3 onward we say "three times, four times..." — never "threetimes" as one word.

Check your understanding — click Yes or No

1. "Twice a week" — Does this mean 2 times?

2. "Every other day" — Does this mean every single day?

3. "Once in a while" — Is this a fixed, exact schedule?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe precise routines

Talk with your tutor about how often you do things, using precise frequency expressions. Use these prompts to start:

How many times a week do you exercise?
How often do you clean your house?
How often do you eat out?
How often do you talk to your family?

Now write it down — 5 sentences using precise frequency expressions

Use at least one exact number, every other, and once in a while.

1

2

3

4

5

1. I go for a run three times a week.

2. I water my plants every other day.

3. We visit my parents once in a while.

4. I clean my apartment twice a month.

5. We eat pizza from time to time.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go three time a week.→I go three times a week.(use 'times', not 'time', from 2 onward)

Every others day.→Every other day.('other' stays singular, no -s)

Once at while.→Once in a while.(the correct expression is 'once in a while')

I go 2 times a week.→I go twice a week.(use 'twice' for 2 times, not 'two times' (though 'two times' is also acceptable informally))

Check your own progress

I can use exact numbers with 'times a...' I can use every other for alternating days I can use once in a while / from time to time for occasional events I know once = 1, twice = 2, then three times, four times...

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you added precise frequency expressions to your toolkit: exact numbers (twice, three times), every other (alternating), and once in a while / from time to time (occasional).

Homework

Don't forget to do your homework!

A2-10 | ARTICLES: A/AN, THE, AND NO ARTICLE

Your 60-minute lesson

Articles: A/An, The, and No Article

Goal: By the end of this lesson, you'll be able to choose correctly between a/an, the, and no article at all.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me about a book you read recently.
What do you think about social media in general?
Describe something you bought this month.

QUICK GAME — 2 min

First and second mention: describe an object twice — first with a/an, then with the — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know a/an from A1 — now let's add "the" (for specific things) and no article (for general ideas), which is one of the trickiest parts of English.

Use

A/an — one thing, not specific, mentioned for the first time — I saw a movie last night.
The — a specific thing, already known to both speakers — The movie I saw was great. (specific, already mentioned)
No article — general ideas, plural or uncountable nouns — I love movies. Water is essential.

Form

A/An (first mention)	The (specific/known)	No article (general)
a book, an apple	the book (I mentioned before) the sun, the moon (unique)	books (in general), music, love
I bought a car.	The car I bought is red.	Cars are expensive these days.

Once you've mentioned something with a/an, use "the" the next time you refer to it — because now both people know exactly which one you mean.

Check your understanding — click Yes or No

1. "I saw a movie. The movie was great." — Does 'the' refer to the same movie mentioned before?

2. "I love movies." (movies in general) — Do we use 'the' here?

3. "The sun" — Is the sun something unique, so it always takes 'the'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice article choices

Talk with your tutor, describing things you've seen or done recently, paying attention to a/the/no article. Use these prompts to start:

Tell me about a movie you saw recently — then describe it in more detail.
What do you think about music in general?
Describe something you bought recently.
What do you think about coffee in general?

Now write it down — 5 sentences practicing a/an, the, and no article

Try to include at least one example of each type.

1

2

3

4

5

1. I read a great book last month.

2. The book was about a journey across South America.

3. I love books in general.

4. The internet has changed how we communicate.

5. Technology is developing very fast.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I love the movies. (in general)→I love movies.(no article for general plural nouns)

I saw the movie last night. (first mention)→I saw a movie last night.(use 'a' for first mention, not 'the')

Sun is hot.→The sun is hot.(unique things like the sun/moon always take 'the')

I bought a laptop. A laptop is very fast. (referring to same laptop)→I bought a laptop. The laptop is very fast.(use 'the' on the second mention of the same thing)

Check your own progress

I can use a/an for first mention of a singular countable noun I can use the for something specific or already mentioned I can use no article for general ideas (plural/uncountable) I know unique things (the sun, the moon) always take 'the'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended articles beyond a/an from A1 to include the (for specific/known things) and no article (for general ideas) — one of the trickiest parts of English grammar.

Homework

Don't forget to do your homework!

A2-11 | GOING TO: PLANS AND REASONS

Your 60-minute lesson

Going to: Plans and Reasons

Goal: By the end of this lesson, you'll be able to explain the reasons behind your future plans using going to with because.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you going to do after this class, and why?
Do you have any plans for the weekend?
What's something you're going to change this year?

QUICK GAME — 2 min

Plan and reason: say 3 plans, each with a reason using because — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the basic form of going to from A1 — now let's use it to explain and justify plans, and ask others about their intentions in more depth.

Use

State a plan and explain the reason with because — I'm going to save money because I want to travel next year.
Ask about someone's intentions with more detail — What are you going to do about the problem?
Talk about plans that depend on a condition — If it's sunny, we're going to have a picnic.

Form

Plan + reason	Detailed question	Conditional plan
Subject + going to + verb + because + reason	What/How/Why + are + subject + going to + verb?	If + present simple, + going to + verb
I'm going to study abroad because I want new experiences.	What are you going to do this summer?	If it rains, we're not going to go out.

Combining going to with because helps you sound more natural and gives a fuller answer than just stating the plan alone.

Check your understanding — click Yes or No

1. "I'm going to save money because I want to travel." — Does this explain a reason?

2. "If it rains, we're going to stay home." — Is the plan conditional here?

3. "What are you going to do?" — Is this a statement, not a question?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — explain your plans

Talk with your tutor about your plans and the reasons behind them. Use these prompts to start:

What are you going to do this weekend, and why?
What are you going to change in your life this year?
If you have free time this week, what are you going to do?
Why are you going to keep learning English?

Now write it down — 5 sentences about plans with reasons

Use because in at least 3 sentences.

1

2

3

4

5

1. I'm going to exercise more because I want to feel healthier.

2. We're going to move because our apartment is too small.

3. If I save enough money, I'm going to travel to Japan.

4. She's going to change careers because she's not happy anymore.

5. What are you going to do to improve your English this year?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm going to study, I have an exam.→I'm going to study because I have an exam.(don't forget 'because' to connect the reason)

What you are going to do?→What are you going to do?(the auxiliary 'are' moves before the subject in questions)

If it will rain, we won't go.→If it rains, we're not going to go.(use present simple after 'if', not 'will')

She going to move.→She is going to move.(don't forget am/is/are)

Check your own progress

I can explain a plan and its reason with because I can ask detailed questions about someone's plans I can talk about conditional plans (if...) I remember to use present simple after 'if', not 'will'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended going to from A1 to explain the reasons behind your plans (using because), ask more detailed questions, and talk about plans that depend on a condition.

Homework

Don't forget to do your homework!

A2-12 | MODALS: HAVE TO

Your 60-minute lesson

Modals: Have To

Goal: By the end of this lesson, you'll be able to talk about obligation and necessity using have to, and the lack of obligation with don't have to.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you have to do today?
What don't you have to do this weekend?
What did you have to do as a child that you don't have to do now?

QUICK GAME — 2 min

Obligation round: list 3 things you have to do this week — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at have to — used for obligations that come from outside you (rules, laws, other people), different from personal opinions.

Use

An obligation or necessity (often external, like rules) — I have to work on Saturdays.
Don't have to — no obligation, it's optional — You don't have to come if you're busy.
Ask about obligation — Do you have to wear a uniform at work?

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + have/has to + base verb	Subject + don't/doesn't have to + base verb	Do/Does + subject + have to + base verb?
I have to finish this today. She has to wake up early.	I don't have to work today. She doesn't have to wake up early.	Do you have to work today? Does she have to wake up early?

Don't confuse "don't have to" (no obligation — it's optional) with "mustn't" (prohibition — it's forbidden). "You don't have to come" ≠ "You mustn't come."

Check your understanding — click Yes or No

1. "I have to work on Saturdays." — Is this an obligation?

2. "You don't have to come." — Is this forbidding you to come?

3. "She has to wake up early." — Do we use 'has' with 'she'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about your obligations

Talk with your tutor about your obligations, at work and at home. Use these prompts to start:

What do you have to do every day?
What don't you have to do on weekends?
Do you have to wear a uniform for work or school?
What rules do you have to follow at home?

Now write it down — 5 sentences about obligations

Use at least one negative (don't have to) and one question.

1

2

3

4

5

1. I have to submit my report by Friday.

2. I don't have to wake up early on weekends.

3. Do you have to travel a lot for work?

4. My kids have to do their homework before dinner.

5. We don't have to pay for parking here.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I must to work today.→I have to work today. / I must work today.('have to' needs 'to', but 'must' never does)

She have to work.→She has to work.(use 'has' with he/she/it)

You don't have to smoke here. (meaning it's forbidden)→You mustn't smoke here.('don't have to' means no obligation, not prohibition)

Does she has to work?→Does she have to work?(with 'does', the verb goes back to base form: have, not has)

Check your own progress

I can use have to/has to for obligation I know don't have to means no obligation, not prohibition I can ask questions with Do/Does...have to? I use 'has' for he/she/it, and 'have' everywhere else

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use have to/has to for obligation, and don't have to/doesn't have to for lack of obligation — remembering this is different from mustn't (prohibition).

Homework

Don't forget to do your homework!

A2-13 | PAST CONTINUOUS

Your 60-minute lesson

Past Continuous

Goal: By the end of this lesson, you'll be able to describe actions in progress in the past, and interrupted actions, using the Past Continuous.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What were you doing at this exact time yesterday?
What were you doing before this class started?
Do you remember what you were doing when you heard some big news?

QUICK GAME — 2 min

Freeze frame: describe what you were doing at 3 specific times yesterday (8am, noon, 8pm) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Past Continuous — used to set the scene in a story, and to show one action interrupting another.

Use

An action in progress at a specific moment in the past — At 8pm, I was having dinner.
An interrupted action (with Past Simple for the interruption) — I was watching TV when the phone rang.
Two actions happening at the same time in the past — While she was cooking, he was setting the table.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + was/were + verb-ing	Subject + wasn't/weren't + verb-ing	Was/Were + subject + verb-ing?
I was studying at 9pm. They were watching a movie.	I wasn't studying at 9pm. They weren't watching a movie.	Was she studying at 9pm? Were they watching a movie?

The pattern "was/were + verb-ing... when + past simple" is very common: the longer action (continuous) is interrupted by a shorter one (simple past).

Check your understanding — click Yes or No

1. "I was watching TV when the phone rang." — Did the phone interrupt an ongoing action?

2. "At 8pm, I was having dinner." — Was this an action in progress at a specific moment?

3. "I watched TV when the phone rang." — Is this Past Continuous?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — set the scene

Tell your tutor about a moment when something interrupted what you were doing. Use these prompts to start:

What were you doing when you heard some big news recently?
What were you doing at this time yesterday?
Tell me about a time you were interrupted while doing something important.
What was happening around you at a memorable moment?

Now write it down — 5 sentences using Past Continuous

Use at least 2 sentences with the pattern 'was/were + -ing... when...'

1

2

3

4

5

1. I was sleeping when the earthquake happened.

2. They were having a meeting when the fire alarm went off.

3. At 7am, I was getting ready for work.

4. While she was driving, her phone rang.

5. We were eating dinner when the lights went out.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I watched TV when the phone rang. (meaning the watching was ongoing)→I was watching TV when the phone rang.(use Past Continuous for the longer, ongoing action)

I was watching TV when the phone was ringing.→I was watching TV when the phone rang.(the interruption uses Past Simple, not Past Continuous)

She was studies at 9pm.→She was studying at 9pm.(don't forget -ing after was/were)

They was watching a movie.→They were watching a movie.(use 'were' with 'they', not 'was')

Check your own progress

I can form the Past Continuous with was/were + -ing I can describe an action in progress at a specific past moment I can combine Past Continuous and Past Simple for interruptions I know 'when' introduces the interrupting action (Past Simple)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Past Continuous (was/were + -ing) to describe actions in progress in the past, and how to combine it with Past Simple to show an interruption.

Homework

Don't forget to do your homework!

A2-14 | PRESENT CONTINUOUS FOR FUTURE PLANS

Your 60-minute lesson

Present Continuous for Future Plans

Goal: By the end of this lesson, you'll be able to talk about fixed future arrangements using the Present Continuous.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you have any plans this weekend?
Are you meeting anyone this week?
What's on your calendar for next week?

QUICK GAME — 2 min

Calendar check: name 3 real plans you have coming up, with specific days/times — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the Present Continuous for now — let's use it for a specific future meaning: fixed plans and arrangements, usually with a time and place already decided.

Use

A fixed arrangement with a specific time/place already decided — I'm meeting my dentist at 4pm tomorrow.
Personal plans, not general predictions — We're having dinner with friends on Saturday.
Almost always includes a future time expression — She's flying to Lima next Monday.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + am/is/are + verb-ing + future time	Subject + am/is/are + not + verb-ing + future time	Am/Is/Are + subject + verb-ing + future time?
I'm meeting Ana at 5pm tomorrow.	I'm not working this Friday.	Are you meeting Ana tomorrow?

This is different from going to: Present Continuous for future usually implies the plan has a fixed time/place already arranged with someone else (a real appointment), while going to is more about intention in general.

Check your understanding — click Yes or No

1. "I'm meeting my dentist at 4pm tomorrow." — Is this a fixed arrangement?

2. "I'm meeting Ana tomorrow." — Is this happening right now, this second?

3. Present Continuous for future — Does it usually need a future time expression?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about your schedule

Talk with your tutor about arrangements you already have set up. Use these prompts to start:

What are you doing this weekend?
Are you meeting anyone this week?
Do you have any appointments coming up?
What's happening in your calendar next week?

Now write it down — 5 sentences about fixed future plans

Include a specific time or day in each sentence.

1

2

3

4

5

1. I'm having lunch with a friend on Thursday.

2. We're flying to Guayaquil next Friday.

3. She's starting her new job on Monday.

4. Are you coming to the party on Saturday?

5. I'm not working next Tuesday, it's a holiday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I meet my dentist tomorrow.→I'm meeting my dentist tomorrow.(use Present Continuous, not Present Simple, for a specific arranged plan)

I'm going to meet my dentist at 4pm tomorrow. (fixed appointment)→I'm meeting my dentist at 4pm tomorrow.(for a fixed, already-arranged appointment, Present Continuous sounds more natural than going to)

She flying tomorrow.→She's flying tomorrow.(don't forget am/is/are)

I'm meeting Ana. (with no future time, meaning right now unintentionally)→I'm meeting Ana tomorrow.(without a future time expression, this could sound like it's happening right now — add the time to be clear)

Check your own progress

I can use Present Continuous for fixed future plans I usually include a future time expression I know this is slightly different from going to (fixed arrangement vs general intention) I can ask about someone's upcoming plans

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use the Present Continuous for fixed future arrangements — plans with a specific time and place already decided, usually including a future time expression.

Homework

Don't forget to do your homework!

A2-15 | WILL / WON'T

Your 60-minute lesson

Will / Won't

Goal: By the end of this lesson, you'll be able to make predictions, promises and spontaneous decisions using will and won't.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you think will happen this weekend?
Make a quick promise about your English studies.
What do you think the future of your city will look like?

QUICK GAME — 2 min

Fortune teller: make 3 quick predictions about your tutor's week using 'will' — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at will — used differently from going to: for predictions without evidence, promises, and decisions made at the moment of speaking.

Use

A prediction about the future (opinion, not based on evidence) — I think it will rain tomorrow.
A spontaneous decision made right now — It's cold — I'll close the window.
A promise or offer — I'll help you with that. I promise I'll call you.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + will + base verb	Subject + won't + base verb	Will + subject + base verb?
She will call you later. I'll help you.	She won't call you later. I won't be late.	Will she call you later? Will you help me?

Will never changes for he/she/it (no -s), and is followed by the base verb, just like other modals. Compare: going to (already decided, evidence) vs will (decided now, opinion).

Pronunciation — 'll contraction

I'll / You'll	He'll / She'll	won't
I'll call you.	She'll be here soon.	I won't forget. (rhymes with 'don't')

Check your understanding — click Yes or No

1. "It's cold — I'll close the window." — Was this decided before this moment?

2. "I promise I'll call you." — Is this a promise?

3. "I think it will rain tomorrow." — Is this based on clear evidence, like clouds right now?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — predict and promise

Talk with your tutor making predictions and offers with will. Use these prompts to start:

What do you think the weather will be like tomorrow?
Make a promise to your tutor.
What do you think will happen in technology in 10 years?
Offer to help your tutor with something, right now.

Now write it down — 5 sentences using will/won't

Include a prediction, a promise, and a spontaneous offer.

1

2

3

4

5

1. I think English will get easier with practice.

2. I promise I'll study every day this week.

3. It looks heavy — I'll help you with that.

4. She won't be able to come to the party.

5. Will you be free this weekend?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She wills call you.→She will call you.(modals never take -s)

I will to help you.→I will help you.(no 'to' after will)

I am going to help you (right now, spontaneously deciding).→I'll help you.(use will (not going to) for decisions made at the moment of speaking)

Do you will come?→Will you come?(no do/does with will — just move 'will' before the subject)

Check your own progress

I can use will for predictions without clear evidence I can use will for spontaneous decisions I can use will for promises and offers I know the difference between will and going to

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use will/won't for predictions without evidence, spontaneous decisions, and promises — different from going to, which is for plans already decided.

Homework

Don't forget to do your homework!

A2-16 | OBJECT PRONOUNS: INDIRECT OBJECTS

Your 60-minute lesson

Object Pronouns: Indirect Objects

Goal: By the end of this lesson, you'll be able to use object pronouns with two-object verbs and phrasal verbs correctly.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What was the last thing you gave someone?
Can you show me something on your phone?
What do you need to turn off before you sleep?

QUICK GAME — 2 min

Give and show: practice 3 quick sentences using give/show + person + thing — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know basic object pronouns from A1 — now let's use them with verbs that take two objects, like give, show, and send.

Use

Verb + indirect object (person) + direct object (thing) — I gave him the book.
Verb + direct object + to + indirect object (alternative order) — I gave the book to him.
With phrasal verbs, the pronoun usually goes between the verb and particle — Turn it off. (not "Turn off it")

Form

Two objects (no 'to')	With 'to' (alternative)	Phrasal verb + pronoun
verb + person + thing	verb + thing + to + person	verb + pronoun + particle
Give me the book. Show her the photo.	Give the book to me. Show the photo to her.	Turn it off. Give it back. Pick them up.

With separable phrasal verbs, when the object is a pronoun (it, them, him...), it MUST go between the verb and the particle: "turn it off" is correct, but "turn off it" is not.

Check your understanding — click Yes or No

1. "I gave him the book." — Is 'him' the indirect object (the person)?

2. "Turn off it." — Is this correct with a pronoun?

3. "Give the book to me." — Is this also a correct way to say it?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice giving and receiving

Talk with your tutor about giving things to people, using object pronouns. Use these prompts to start:

Tell me about the last gift you gave someone.
Ask your tutor to show you something.
Tell me about something you need to turn off or pick up today.
Tell me about the last thing you sent someone.

Now write it down — 5 sentences using object pronouns with two-object verbs or phrasal verbs

Use at least one phrasal verb + pronoun (turn it off, pick them up...).

1

2

3

4

5

1. I gave her a book for her birthday.

2. Can you show me how to do this?

3. I need to turn it off before I leave.

4. She sent us an invitation to the party.

5. I have to pick them up from the airport.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Turn off it.→Turn it off.(with phrasal verbs, a pronoun goes between the verb and particle)

Give to him the book.→Give him the book. / Give the book to him.('to' goes with the thing, at the end, not right after the verb)

I gave he the keys.→I gave him the keys.(use the object pronoun 'him', not the subject pronoun 'he')

Show to me the photos.→Show me the photos. / Show the photos to me.(don't use 'to' right after the verb with this word order)

Check your own progress

I can use verb + person + thing (give him the book) I can use verb + thing + to + person as an alternative I know pronouns go between the verb and particle in phrasal verbs I don't confuse subject and object pronouns

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended object pronouns from A1 to two-object verbs (give him the book / give the book to him) and phrasal verbs, where the pronoun goes between the verb and particle.

Homework

Don't forget to do your homework!

A2-17 | IMPERATIVES: MULTI-STEP INSTRUCTIONS

Your 60-minute lesson

Imperatives: Multi-Step Instructions

Goal: By the end of this lesson, you'll be able to give a full sequence of instructions, like a recipe or a manual, using imperatives and sequencers.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Can you explain how to make a simple sandwich?
How do you get to your favorite place from your house?
What's something you know how to build or fix?

QUICK GAME — 2 min

Quick instructions: give 3 quick steps for a simple task (brushing teeth, making coffee) using imperatives — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know basic imperatives from A1 — now let's combine them with sequencers to give clear, multi-step instructions.

Use

Combine imperatives with sequencers for clear steps — First, chop the onions. Then, add them to the pan.
Use imperatives for warnings within instructions — Be careful — don't touch the hot pan.
Add detail with prepositional phrases — Put the box on the top shelf.

Form

Step 1	Step 2 (sequencer)	Warning
First, + imperative	Then/Next/After that, + imperative	Be careful! / Don't + imperative
First, preheat the oven.	Then, mix the ingredients.	Don't open the oven too early.

Good instructions in English use a clear sequence (first, then, next, after that, finally) so the listener never loses track of the order.

Check your understanding — click Yes or No

1. "First, chop the onions. Then, add them." — Is there a clear sequence here?

2. "Don't touch the hot pan." — Is this a warning?

3. Multi-step instructions — Is it good to skip sequencers entirely?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — give step-by-step instructions

Explain a multi-step process to your tutor, using imperatives and sequencers. Use these prompts to start:

Explain how to make your favorite dish.
Explain how to get from your house to the nearest store.
Explain how to set up a new phone.
Explain how to assemble a piece of furniture.

Now write it down — a set of instructions with 5 steps

Use sequencers (first, then, next, after that, finally) and at least one warning (Don't...).

1

2

3

4

5

1. First, gather all the ingredients.

2. Then, chop the vegetables into small pieces.

3. Next, heat the oil in a large pan.

4. Be careful — don't let the oil get too hot.

5. Finally, serve the dish while it's still warm.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

First chop the onions and then add them and then cook.→First, chop the onions. Then, add them. Finally, cook.(avoid stringing everything together with 'and' — use separate sequenced steps)

Don't touches the pan.→Don't touch the pan.(always use the base verb after don't)

Put the box in the shelf.→Put the box on the shelf.(use 'on' for surfaces like shelves)

First, then, add the sauce.→Then, add the sauce.(don't combine two sequencers together)

Check your own progress

I can combine imperatives with sequencers I can give a clear multi-step instruction I can add warnings with Don't or Be careful I can add detail with prepositional phrases

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended imperatives from A1 by combining them with sequencers (first, then, next, finally) and warnings, to give clear, multi-step instructions.

Homework

Don't forget to do your homework!

A2-18 | MODALS: CAN / COULD FOR POLITE REQUESTS

Your 60-minute lesson

Modals: Can / Could for Polite Requests

Goal: By the end of this lesson, you'll be able to make polite requests and ask for permission using can and could.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a polite way to ask a stranger for directions?
What do you usually say to ask a waiter for the bill?
How do you politely ask a coworker for help?

QUICK GAME — 2 min

Polite requests: think of 3 everyday situations where you'd need to ask permission or ask for help — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know can/could for ability from A1 — now let's use them for a very common everyday function: making polite requests.

Use

Can I...? — ask for permission (casual) — Can I open the window?
Could I...? — ask for permission (more polite) — Could I leave a bit early today?
Can/Could you...? — ask someone to do something for you — Could you pass the salt, please?

Form

Ask permission (casual)	Ask permission (polite)	Ask someone to do something
Can I + base verb?	Could I + base verb?	Can/Could you + base verb?
Can I sit here?	Could I ask you something?	Could you help me with this?

Could sounds more polite than Can, but both are common in everyday English. Adding "please" makes any request sound friendlier.

Check your understanding — click Yes or No

1. "Could I ask you something?" — Is this asking for permission?

2. "Could you pass the salt?" — Is this asking someone else to do something?

3. "Could" — Is it always less polite than "Can"?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice polite requests

Role-play everyday situations with your tutor, practicing polite requests. Use these prompts to start:

Ask your tutor to repeat something.
Ask permission to leave the room.
Ask your tutor to recommend a book.
Ask someone to pass you something at a restaurant.

Now write it down — 5 polite requests using can/could

Use both can and could at least twice each.

1

2

3

4

5

1. Could you help me carry these bags?

2. Can I ask you a question?

3. Could I leave a bit early today?

4. Can you pass me that book, please?

5. Could you explain that one more time?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Can I to open the window?→Can I open the window?(no 'to' after can/could)

Could you to help me?→Could you help me?(no 'to' after can/could)

Cans I sit here?→Can I sit here?(modals never take -s)

Do I can borrow this?→Can I borrow this?(no do/does with modal verbs)

Check your own progress

I can use Can I...? for casual permission requests I can use Could I...? for more polite permission requests I can use Can/Could you...? to ask someone to do something I know both can and could are common, could is just more formal

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended can/could from ability (A1) to a very practical use: making polite requests and asking for permission, both casually (Can) and more formally (Could).

Homework

Don't forget to do your homework!

A2-19 | PREPOSITIONAL PHRASES: PLACE, TIME AND MOVEMENT

Your 60-minute lesson

Prepositional Phrases: Place, Time and Movement

Goal: By the end of this lesson, you'll be able to describe movement and direction using prepositional phrases like into, out of, through and across.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How did you get into this room/call today?
Describe your route to work or school.
Tell me about the last time you crossed a street, a river, or a bridge.

QUICK GAME — 2 min

Movement story: describe a short journey (real or imaginary) using at least 3 movement prepositions — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know static prepositions of place from A1 (in, on, under) — now let's add prepositions that show movement and direction.

Use

Into / Out of — movement in and out of an enclosed space — She walked into the room. He ran out of the house.
Through — movement from one side to the other — We walked through the park.
Across / Along — movement over a surface or beside something — They swam across the lake. We walked along the beach.

Form

into / out of	through	across / along
movement toward the inside / outside	movement from one side to the other	across = movement to the other side along = movement beside something long
He walked into the store. She ran out of the building.	We drove through the tunnel.	They walked across the street. We jogged along the river.

"In" describes a static position (I am in the room), while "into" describes movement toward that position (I walked into the room) — this distinction is important for natural English.

Check your understanding — click Yes or No

1. "She walked into the room." — Does this describe movement?

2. "I am in the room." — Is this describing movement?

3. "Through the tunnel" — Does this mean from one side to the other?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe movement

Talk with your tutor describing a journey or a physical movement. Use these prompts to start:

Describe your walk or drive to work/school in detail.
Tell me about a hike or walk you took recently.
Describe how you got into your house yesterday.
Tell me about a memorable trip through a city or nature.

Now write it down — 5 sentences describing movement

Use into, out of, through, across and along at least once each.

1

2

3

4

5

1. I walked into the office at 9am.

2. We drove through the mountains on our trip.

3. She ran out of the house in a hurry.

4. They walked across the bridge together.

5. We cycled along the coast all afternoon.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She walked in the room. (describing movement, not static position)→She walked into the room.(use 'into' for movement toward the inside, not 'in')

He ran out the house.→He ran out of the house.(don't forget 'of' after 'out')

We walked cross the street.→We walked across the street.(don't forget the 'a' in 'across')

We drove across the tunnel. (through, not across)→We drove through the tunnel.(use 'through' for movement from one side to the other inside something)

Check your own progress

I can use into/out of for movement in and out of a space I can use through for movement from one side to the other I can use across/along for movement over a surface or beside something I know the difference between static prepositions (in) and movement (into)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended prepositions of place (A1) to prepositions of movement: into/out of, through, and across/along — describing direction, not just static position.

Homework

Don't forget to do your homework!

A2-20 | PREPOSITIONS OF TIME: FOR / SINCE / DURING / BY

Your 60-minute lesson

Prepositions of Time: For / Since / During / By

Goal: By the end of this lesson, you'll be able to talk about duration and deadlines using for, since, during and by.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How long have you studied English?
Since when have you known your best friend?
What do you need to finish by the end of this week?

QUICK GAME — 2 min

Duration round: say 3 things about your life using for or since (how long you've lived somewhere, worked somewhere, known someone) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know in/on/at from A1 — now let's add four more prepositions that describe duration and deadlines, very common with the Present Perfect.

Use

For + a period of time (duration) — I have lived here for five years.
Since + a starting point in time — I have lived here since 2019.
During + a period when something happens — I fell asleep during the movie.
By + a deadline (before or at that time) — Please finish the report by Friday.

Form

for (duration)	since (starting point)	during / by
for + number + time unit	since + specific point in time	during + event/period by + deadline
for two years, for a while	since 2020, since Monday, since I was a child	during the meeting by next week

For and since are often used with the Present Perfect: "for" answers "how long?" and "since" answers "from when?" — "I've worked here for 3 years" = "I've worked here since 2021."

Check your understanding — click Yes or No

1. "I have lived here for five years." — Does 'for' show a duration?

2. "Since 2019" — Does this describe a starting point?

3. "By Friday" — Does this mean anytime after Friday is fine?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about duration and deadlines

Talk with your tutor about how long you've done things, and your deadlines. Use these prompts to start:

How long have you studied English?
Since when have you lived in your current city?
What do you need to finish by next week?
What happened during your last vacation?

Now write it down — 5 sentences using for, since, during and by

Use each preposition at least once.

1

2

3

4

5

1. I've worked at my job for two years.

2. I've known my best friend since high school.

3. I met my partner during a trip abroad.

4. I need to submit this report by Friday.

5. We've been learning English for six months.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I've lived here since five years.→I've lived here for five years.(use 'for' with a period of time, not 'since')

I've worked here for 2019.→I've worked here since 2019.(use 'since' with a specific starting point, not 'for')

I fell asleep during two hours.→I slept for two hours. / I fell asleep during the movie.('during' goes with an event/period, not a duration in hours)

Finish it until Friday.→Finish it by Friday.(use 'by' for a deadline, not 'until' in this context)

Check your own progress

I can use for with a period of time I can use since with a starting point I can use during for something happening within a period I can use by for a deadline

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended prepositions of time from A1 (in/on/at) to for (duration), since (starting point), during (within a period) and by (deadline).

Homework

Don't forget to do your homework!

A2-21 | VERB + -ING OR INFINITIVE

Your 60-minute lesson

Verb + -ing or Infinitive

Goal: By the end of this lesson, you'll be able to correctly follow verbs like want, decide, and hope with the infinitive, and verbs like enjoy and avoid with -ing.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you want to do this weekend?
What do you enjoy doing after work?
What have you decided to try this year?

QUICK GAME — 2 min

Verb groups: your tutor says a verb (want, enjoy, decide, avoid) and you complete a sentence with it correctly — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know like/love/hate + -ing from A1 — now let's add verbs that are followed by the infinitive (to + verb) instead.

Use

Want / Decide / Hope / Plan + infinitive (to + verb) — I want to travel this year. She decided to quit her job.
Enjoy / Avoid / Finish / Keep + -ing — I enjoy cooking. He avoided answering the question.
Some verbs (like, love, start) can take either, with little difference — I like swimming. / I like to swim.

Form

+ infinitive	+ -ing	Either (little difference)
want, decide, hope, plan, need, promise	enjoy, avoid, finish, keep, mind, suggest	like, love, hate, start, begin
I want to learn French.	I enjoy reading.	I like reading. / I like to read.

There's no simple rule for which verbs take -ing vs infinitive — these need to be memorized in groups, like the ones in this lesson.

Check your understanding — click Yes or No

1. "I want to travel." — Does 'want' take the infinitive?

2. "I enjoy to read." — Is this correct?

3. "I like swimming" and "I like to swim" — Do both mean almost the same thing?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about goals and preferences

Talk with your tutor about your goals and habits. Use these prompts to start:

What do you want to achieve this year?
What do you enjoy doing in your free time?
What have you decided to change in your life?
What do you avoid doing when you're stressed?

Now write it down — 5 sentences using infinitive and -ing verbs

Use at least 2 infinitive verbs and 2 -ing verbs.

1

2

3

4

5

1. I want to improve my English this year.

2. I enjoy listening to podcasts while I work.

3. She decided to start her own business.

4. We avoided talking about the problem for weeks.

5. I hope to visit Japan someday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I want traveling.→I want to travel.('want' takes the infinitive, not -ing)

She enjoys to cook.→She enjoys cooking.('enjoy' takes -ing, not the infinitive)

He decided quitting.→He decided to quit.('decide' takes the infinitive, not -ing)

I avoid to eat sugar.→I avoid eating sugar.('avoid' takes -ing, not the infinitive)

Check your own progress

I know want/decide/hope/plan take the infinitive I know enjoy/avoid/finish/keep take -ing I know like/love/hate/start can take either I'm building a list of these verbs to memorize

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended verb patterns from A1: verbs like want/decide/hope take the infinitive, while verbs like enjoy/avoid/finish take -ing — these need to be learned in groups.

Homework

Don't forget to do your homework!

A2-22 | WH- QUESTIONS IN THE PAST

Your 60-minute lesson

Wh- Questions in the Past

Goal: By the end of this lesson, you'll be able to ask detailed Wh- questions about the past using did.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where did you grow up?
How did you spend last weekend?
What happened on your way here today?

QUICK GAME — 2 min

Detective round: ask your tutor 3 quick Wh- questions about their day yesterday — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's combine what you know about Wh- questions and the Past Simple to ask more detailed questions about past events.

Use

Ask about the time something happened — When did you arrive?
Ask about the reason for a past action — Why did you leave early?
Ask about the way something happened — How did you find out?

Form

Object question	Subject question	Notes
Wh-word + did + subject + base verb?	Wh-word + past simple verb (no did)	subject questions don't need 'did'
Where did you go? Why did she call?	Who called you? What happened?	'Who called?' asks about the subject

The verb after 'did' always stays in the base form (not the past form) — "Where did you went?" is a common mistake; it should be "Where did you go?"

Check your understanding — click Yes or No

1. "Where did you go?" — Does the verb after 'did' stay in the base form?

2. "Who called you?" — Does this question need 'did'?

3. "Why did she leave?" — Is this asking about a reason?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — interview about the past

Interview your tutor about a past event, using detailed Wh- questions. Use these prompts to start:

Where did you grow up?
Why did you become a teacher/tutor?
How did you learn English?
What happened on your last birthday?

Now write it down — 5 Wh- questions about the past

Use at least one subject question (no 'did') and 4 object questions (with 'did').

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5

1. Where did you go on your last vacation?

2. Who taught you how to cook?

3. Why did you decide to study English?

4. How did you meet your best friend?

5. What happened at work yesterday?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Where did you went?→Where did you go?(the verb after 'did' stays in the base form)

Who did call you?→Who called you?(subject questions don't need an extra 'did')

Why she left?→Why did she leave?(object questions need 'did' before the subject)

What happened it?→What happened?(don't add an extra pronoun after the verb in subject questions)

Check your own progress

I can form Wh- questions in the past with did I know the verb stays in base form after did I know subject questions don't need did I can ask about when, why, how and what happened

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you combined Wh- questions and the Past Simple to ask detailed questions about the past — remembering the base verb after did, and no did needed for subject questions.

Homework

Don't forget to do your homework!

A2-23 | ZERO AND FIRST CONDITIONAL (REVIEW + UNLESS)

Your 60-minute lesson

Zero and First Conditional (Review + Unless)

Goal: By the end of this lesson, you'll be able to use the Zero and First Conditional with more variety, including unless and as long as.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What will happen unless you get enough sleep tonight?
As long as what happens, would you move to a new city?
What's a condition you set for a friend borrowing something?

QUICK GAME — 2 min

Conditions game: complete 3 quick sentences starting with 'Unless...' or 'As long as...' — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the basic if-clauses from A1 — now let's add unless (meaning "if not") and as long as (meaning "only if").

Use

Unless = if not (a negative condition) — Unless you hurry, you'll miss the bus. (= If you don't hurry...)
As long as = only if (a required condition) — You can go out, as long as you finish your homework.
Review: Zero Conditional (facts) and First Conditional (real future possibility) — If you heat ice, it melts. If it rains, we'll stay home.

Form

Unless	As long as	Review: if
Unless + present simple, + will/imperative	As long as + present simple, + will/imperative	If + present simple, + will (1st) / present simple (0)
Unless you study, you won't pass.	You'll pass, as long as you study.	If you study, you'll pass.

"Unless you study" means the same as "If you don't study" — never use a double negative like "Unless you don't study."

Check your understanding — click Yes or No

1. "Unless you hurry, you'll miss the bus." — Does this mean 'if you don't hurry'?

2. "As long as you finish your homework" — Does this describe a required condition?

3. "Unless you don't study" — Is this correct English?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — set conditions

Talk with your tutor about conditions in your life, using unless and as long as. Use these prompts to start:

Under what conditions would you change jobs?
What will happen unless you study more?
As long as what happens, would you say yes to a big opportunity?
What conditions do you set for lending money to friends?

Now write it down — 5 sentences using unless, as long as, and the conditionals

Use unless and as long as at least once each.

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5

1. Unless I get more sleep, I'll be tired tomorrow.

2. I'll help you move, as long as you buy pizza.

3. If you don't practice, you won't improve.

4. Unless something changes, we'll stay in this city.

5. You can borrow my laptop, as long as you're careful.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Unless you don't hurry, you'll be late.→Unless you hurry, you'll be late.(unless already means 'if not' — don't add another negative)

As long as if you finish, we'll go.→As long as you finish, we'll go.(don't combine 'as long as' with 'if')

If it will rain, we'll stay home.→If it rains, we'll stay home.(use present simple after 'if', not 'will')

Unless it will rain, we'll go out.→Unless it rains, we'll go out.(use present simple after 'unless' too, not 'will')

Check your own progress

I can use unless to mean 'if not' I can use as long as to mean 'only if' I don't use double negatives with unless I still use present simple after if/unless/as long as, never will

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended the Zero and First Conditional from A1 by adding unless (if not) and as long as (only if) for more natural, varied conditional sentences.

Homework

Don't forget to do your homework!

A2-24 | RELATIVE CLAUSES: WHO / WHICH / THAT

Your 60-minute lesson

Relative Clauses: Who / Which / That

Goal: By the end of this lesson, you'll be able to give more information about people and things using defining relative clauses.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe someone who has influenced you a lot.
Tell me about a movie which you loved.
Describe an object that's important to you.

QUICK GAME — 2 min

Definition game: describe 3 people or things using relative clauses, and see if your tutor can guess what/who you mean — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at relative clauses — a way to combine two sentences into one, adding essential information about a noun.

Use

Who — for people — The woman who called you is my sister.
Which — for things — The book which I bought is great.
That — for people or things (informal, very common) — The man that lives next door is friendly.

Form

Who (people)	Which (things)	That (people or things)
noun + who + verb...	noun + which + verb...	noun + that + verb...
The teacher who helped me was kind.	The car which I bought is red.	The book that I read was amazing.

In defining relative clauses (giving essential information), "that" can replace both "who" and "which", and is very common in everyday spoken English — no commas are used in this type of clause.

Check your understanding — click Yes or No

1. "The woman who called you is my sister." — Is 'who' used for a person?

2. "The car which I bought" — Is 'which' used for a thing?

3. "That" — Can it only replace 'who', never 'which'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe people and things

Talk with your tutor describing people and things using relative clauses. Use these prompts to start:

Describe someone who inspires you.
Describe a book or movie which changed your perspective.
Describe a person who helped you recently.
Describe an object which is very important to you.

Now write it down — 5 sentences using who, which or that

Use who for people and which/that for things.

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5

1. The teacher who taught me the most was my high school English teacher.

2. The phone which I bought last year still works perfectly.

3. The friend who helped me move was very generous.

4. The restaurant that we tried last week was excellent.

5. The neighbor who always waters my plants is very kind.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The man which helped me.→The man who helped me.(use 'who' for people, not 'which')

The book who I bought.→The book which I bought.(use 'which' for things, not 'who')

The man, who helped me, is my neighbor. (for essential/defining information)→The man who helped me is my neighbor.(defining relative clauses don't use commas)

The teacher that she is very kind.→The teacher that is very kind.(don't add an extra subject pronoun after the relative pronoun)

Check your own progress

I can use who for people I can use which for things I can use that for people or things I know defining relative clauses don't use commas

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned defining relative clauses: who (people), which (things), and that (either) — used to combine sentences and add essential information without commas.

Homework

Don't forget to do your homework!

A2-25 | GERUNDS

Your 60-minute lesson

Gerunds

Goal: By the end of this lesson, you'll be able to use gerunds (verb + -ing) as subjects and after prepositions.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What activity is good exercise, for you?
What are you interested in learning next?
What are you good at doing?

QUICK GAME — 2 min

Hobby round: describe 3 of your hobbies using -ing as the subject ("Painting is relaxing for me") — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at gerunds — the -ing form of a verb used as a noun, not just in continuous tenses.

Use

As the subject of a sentence — Swimming is good exercise.
After a preposition — I'm interested in learning French.
As the object of a sentence (like a noun) — I love cooking.

Form

As subject	After preposition	As object
Verb-ing + verb...	preposition + verb-ing	verb + verb-ing
Reading helps you relax. Exercising is important.	good at cooking, interested in traveling	I enjoy dancing.

A gerund acts exactly like a noun — it can be the subject of a sentence, just like "Swimming" works the same way as "Sports" would.

Check your understanding — click Yes or No

1. "Swimming is good exercise." — Is 'swimming' the subject here?

2. "I'm interested in learn French." — Is this correct after a preposition?

3. A gerund — Does it function like a noun?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about activities you enjoy

Talk with your tutor about your hobbies and interests, using gerunds. Use these prompts to start:

What activity is good exercise, in your opinion?
What are you good at?
What are you interested in learning?
What are you excited about doing this year?

Now write it down — 5 sentences using gerunds

Use at least 2 gerunds as subjects and 2 after prepositions.

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5

1. Reading before bed helps me relax.

2. I'm interested in learning to play the guitar.

3. Cooking is one of my favorite hobbies.

4. She's good at explaining difficult topics.

5. Traveling teaches you a lot about the world.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Swim is good exercise.→Swimming is good exercise.(use the -ing form (gerund) as the subject, not the base verb)

I'm interested in learn French.→I'm interested in learning French.(always use the -ing form after a preposition)

Cook is my hobby.→Cooking is my hobby.(use the gerund form as a noun-like subject)

She's good at cook.→She's good at cooking.(prepositions are always followed by -ing, never the base verb)

Check your own progress

I can use a gerund as the subject of a sentence I can use a gerund after a preposition I can use a gerund as the object of a sentence I know a gerund acts like a noun

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use gerunds (verb + -ing) as a subject, after a preposition, and as an object — functioning just like a noun in a sentence.

Homework

Don't forget to do your homework!

A2-26 | MODALS: SHOULD

Your 60-minute lesson

Modals: Should

Goal: By the end of this lesson, you'll be able to give advice and opinions using should and shouldn't.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What should someone do to learn a language faster?
What shouldn't people do when they're tired?
What's a piece of advice you'd give your younger self?

QUICK GAME — 2 min

Advice round: give 3 quick pieces of advice using should/shouldn't about everyday life — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at should — a modal used to give advice, recommendations, and opinions about what's the right thing to do.

Use

Give advice — You should drink more water.
Say something is a bad idea with shouldn't — You shouldn't work so much.
Ask for advice — What should I do about this problem?

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + should + base verb	Subject + shouldn't + base verb	Should + subject + base verb?
You should rest more. She should see a doctor.	You shouldn't skip meals. He shouldn't stay up so late.	Should I call him? Should she apologize?

Should is a modal verb — it never changes form (no -s for he/she/it), never takes 'to', and doesn't use do/does in questions or negatives.

Check your understanding — click Yes or No

1. "You should drink more water." — Is this advice?

2. "She shoulds see a doctor." — Is this correct?

3. "What should I do?" — Is this asking for advice?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — give and ask for advice

Talk with your tutor giving advice on everyday problems. Use these prompts to start:

What should someone do to sleep better?
What shouldn't people do before a job interview?
What should I do to improve my English faster?
What advice would you give a new tutor?

Now write it down — 5 sentences giving advice with should/shouldn't

Use at least one negative and one question.

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5

1. You should exercise at least three times a week.

2. You shouldn't check your phone right before bed.

3. Should I talk to my boss about this?

4. She should take a break, she's very stressed.

5. We shouldn't wait any longer to decide.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

You should to rest.→You should rest.(no 'to' after should)

She shoulds see a doctor.→She should see a doctor.(modals never take -s)

Do you should call him?→Should you call him?(no do/does with modal verbs)

You not should skip meals.→You shouldn't skip meals.(the negative is 'shouldn't', not 'not should')

Check your own progress

I can use should to give advice I can use shouldn't to advise against something I can ask for advice with Should I...? I know should never takes -s or 'to'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use should and shouldn't to give advice, opinions and recommendations, and to ask for advice with Should I...?

Homework

Don't forget to do your homework!

A2-27 | COMMON PHRASAL VERBS

Your 60-minute lesson

Common Phrasal Verbs

Goal: By the end of this lesson, you'll be able to use common everyday phrasal verbs like wake up, look for, and give up.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What time do you wake up on weekdays?
Who looks after you when you're sick?
Have you found out any interesting news recently?

QUICK GAME — 2 min

Phrasal verb match: your tutor says a phrasal verb and you explain what it means in your own words — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at phrasal verbs — verb + particle combinations that often have a meaning very different from the individual words.

Use

Everyday actions — I wake up at 7am. Turn off the lights, please.
Searching or looking after something — I'm looking for my keys. Can you look after my dog?
Giving up or continuing an activity — Don't give up! Keep going.

Form

Common phrasal verbs	Meaning	Example
wake up, get up, turn on/off	everyday actions	I wake up early. Turn off the TV.
look for, look after, give up, find out	search, care for, quit, discover	I'm looking for my phone. She looks after her sister.

Phrasal verbs are extremely common in spoken English — the meaning is often not related to the individual words ("give up" means "quit", nothing to do with "give" or "up" separately), so they need to be memorized as whole expressions.

Check your understanding — click Yes or No

1. "Give up" — Does this mean the same as 'give' alone?

2. "Look for my keys" — Does this mean searching for them?

3. "Look after my dog" — Does this mean take care of my dog?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about routines with phrasal verbs

Talk with your tutor using common phrasal verbs. Use these prompts to start:

What time do you usually wake up?
Who looks after your pets or family when you travel?
What are you looking for right now in your life?
Have you ever wanted to give up on something, but didn't?

Now write it down — 5 sentences using common phrasal verbs

Use at least 4 different phrasal verbs from this lesson.

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5

1. I wake up at 6am every day.

2. My neighbor looks after my plants when I'm away.

3. I'm looking for a new job right now.

4. Please turn off your phone during the meeting.

5. I found out about the news yesterday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I look my keys.→I'm looking for my keys.('look for' means to search — don't drop 'for')

I wake at 7am.→I wake up at 7am.(don't drop the particle 'up' in this phrasal verb)

She looks my sister.→She looks after my sister.('look after' means to take care of — don't drop 'after')

Don't give.→Don't give up.('give up' means to quit — the full phrase is needed)

Check your own progress

I know common everyday phrasal verbs (wake up, turn on/off) I can use look for (search) and look after (care for) correctly I can use give up (quit) and find out (discover) I understand these meanings aren't literal — they need memorizing

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common everyday phrasal verbs — wake up, turn on/off, look for, look after, give up, find out — remembering their meanings often aren't literal.

Homework

Don't forget to do your homework!

A2-28 | HOW QUESTIONS

Your 60-minute lesson

How Questions

Goal: By the end of this lesson, you'll be able to ask a variety of questions using how, including how often, how long, and how far.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How far do you live from your workplace?
How long have you studied English?
How often do you go out with friends?

QUICK GAME — 2 min

How quiz: ask your tutor 3 different 'how' questions as fast as you can — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how — combined with other words, it creates many useful everyday questions.

Use

How + adjective — ask about a quality or measurement — How old are you? How tall is he?
How long / How far — ask about duration or distance — How long does it take? How far is the airport?
How often / How much / How many — ask about frequency or quantity — How often do you exercise?

Form

How + adjective	How long/far	How often/much/many
How + adjective + is/are...?	How long/far + does/is...?	How often/much/many + do/does...?
How old are you? How tall is he?	How long does the trip take? How far is it?	How often do you travel? How much does it cost?

"How" combines with many different words to ask specific questions — learn these combinations as fixed expressions rather than translating word by word from Spanish.

Check your understanding — click Yes or No

1. "How old are you?" — Is this asking about age?

2. "How far is it?" — Is this asking about distance?

3. "How often" — Does this ask about price?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — ask a variety of how questions

Interview your tutor using different how questions. Use these prompts to start:

How long have you been teaching/tutoring?
How far do you live from here?
How often do you travel?
How much does a typical lesson cost?

Now write it down — 5 different questions using how

Use at least 4 different 'how' combinations (how old, how long, how far, how often, how much, how many).

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5

1. How long does it take you to get to work?

2. How far is your city from the capital?

3. How often do you cook at home?

4. How much does a coffee cost around here?

5. How old is your youngest sibling?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

How is far the airport?→How far is the airport?(keep 'how far' together, don't split it)

How much often do you travel?→How often do you travel?(don't add 'much' before 'often')

How many does it cost?→How much does it cost?(use 'how much' for price (uncountable), not 'how many')

How time does it take?→How long does it take?(use 'how long' for duration, not 'how time')

Check your own progress

I can use how + adjective (how old, how tall) I can use how long/how far for duration and distance I can use how often/how much/how many appropriately I treat these as fixed expressions, not word-by-word translations

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned many useful combinations with how — how old, how long, how far, how often, how much, how many — to ask about qualities, duration, distance, frequency and quantity.

Homework

Don't forget to do your homework!

A2-29 | WANT VS. WOULD LIKE

Your 60-minute lesson

Want vs. Would Like

Goal: By the end of this lesson, you'll be able to choose correctly between want (direct) and would like (polite) in different situations.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you want to do after this class?
What would you like to order at a restaurant tonight?
What do you want your future to look like?

QUICK GAME — 2 min

Polite or casual: your tutor gives a situation (talking to your boss / talking to your best friend) and you say a sentence with the right level of politeness — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know I'd like from A1 — let's now compare it directly with want, so you know exactly when to use each one.

Use

Want — direct, casual, fine with friends/family — I want a coffee.
Would like — more polite, better for formal situations or strangers — I would like a coffee, please.
Want/Would like + someone + to + verb — talk about wanting someone else to do something — I want you to call me. I'd like you to meet my family.

Form

Want (direct)	Would like (polite)	Want/'d like + person + to + verb
Subject + want + noun/to + verb	Subject + 'd like + noun/to + verb	Subject + want/'d like + person + to + verb
I want a coffee. I want to leave.	I'd like a coffee, please. I'd like to leave.	I want you to help me. I'd like you to meet Ana.

Both are correct — the choice is about politeness and formality, not correctness. Would like is almost always safer with people you don't know well.

Check your understanding — click Yes or No

1. "I want a coffee" and "I'd like a coffee" — Are both grammatically correct?

2. "I'd like a coffee" — Is this more polite than "I want a coffee"?

3. "I want you to call me." — Is this asking someone else to do something?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice both levels of politeness

Role-play situations with your tutor, choosing want or would like appropriately. Use these prompts to start:

Order food at a restaurant (formal).
Ask a close friend what they want to do this weekend (casual).
Offer a guest something to drink (formal).
Tell your sibling what you want them to do (casual).

Now write it down — 5 sentences using want and would like appropriately

Use want in casual contexts and would like in polite contexts.

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3

4

5

1. I'd like to book a table for four, please.

2. I want to go to the beach this weekend.

3. Would you like anything else, sir?

4. My brother wants to borrow my car.

5. I'd like to speak with the manager, please.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I want a coffee, please. (in a very formal setting)→I'd like a coffee, please.('want' can sound too direct/demanding in formal situations)

I'd like you call me.→I'd like you to call me.(don't forget 'to' before the verb)

I want that you help me.→I want you to help me.(use 'want + person + to + verb', not 'that')

Would you want a coffee?→Would you like a coffee?(the polite form is 'would like', not 'would want')

Check your own progress

I can use want in casual, direct situations I can use would like in polite, formal situations I can use want/would like + person + to + verb I choose the right level of politeness for the context

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you compared want (direct, casual) and would like (polite, formal) — both correct, but appropriate for different social situations.

Homework

Don't forget to do your homework!

A2-30 | MODALS: HAD BETTER / WOULD RATHER

Your 60-minute lesson

Modals: Had Better / Would Rather

Goal: By the end of this lesson, you'll be able to give strong advice with had better and express preferences with would rather.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What had you better do before this weekend?
Would you rather live in a big city or a small town?
What's something you'd better not forget to do this week?

QUICK GAME — 2 min

Preferences round: say 3 preferences using 'I'd rather... than...' — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at two useful expressions: had better (stronger than should) and would rather (for preferences).

Use

Had better — strong advice, often with a warning of consequences — You'd better hurry, or you'll miss the train.
Would rather — express a preference between two options — I'd rather stay home than go out tonight.
Would rather + than + alternative — She'd rather walk than take the bus.

Form

Had better	Would rather	Would rather + than
Subject + 'd better + base verb	Subject + 'd rather + base verb	Subject + 'd rather + verb + than + verb
You'd better call her now. We'd better leave.	I'd rather relax today. He'd rather cook at home.	I'd rather read than watch TV.

"Had better" is stronger than "should" and usually implies something bad will happen if the advice isn't followed. "Would rather" is always followed by the base verb, never the infinitive.

Check your understanding — click Yes or No

1. "You'd better hurry, or you'll miss the train." — Is this a warning?

2. "I'd rather stay home than go out." — Does this express a preference?

3. "Had better" — Is it weaker advice than "should"?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — give strong advice and preferences

Talk with your tutor about strong advice and preferences. Use these prompts to start:

What had you better do before an important exam?
Would you rather work from home or in an office?
What should someone do before it's too late?
Would you rather travel alone or with friends?

Now write it down — 5 sentences using had better and would rather

Use each expression at least twice.

1

2

3

4

5

1. You'd better call the doctor if it gets worse.

2. I'd rather cook at home than eat out every day.

3. We'd better leave early to avoid traffic.

4. She'd rather read a book than watch TV.

5. You'd better save some money for emergencies.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

You better hurry.→You'd better hurry.(don't forget the 'd (had) before better)

I'd rather to stay home.→I'd rather stay home.(no 'to' after would rather)

She'd rather walking than driving.→She'd rather walk than drive.(use the base verb, not -ing, after would rather)

You'd better to call her.→You'd better call her.(no 'to' after had better)

Check your own progress

I can use had better for strong advice with a warning I can use would rather to express a preference I can use would rather + verb + than + verb I use the base verb after both expressions, never 'to' or -ing

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned had better (strong advice with a warning) and would rather (expressing preferences) — both followed by the base verb.

Homework

Don't forget to do your homework!

A2-31 | TOO / ENOUGH

Your 60-minute lesson

Too / Enough

Goal: By the end of this lesson, you'll be able to describe excess with too and sufficiency with enough.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is anything too expensive in your daily life?
Do you have enough time for hobbies?
Is your city big enough, or too small?

QUICK GAME — 2 min

Too or enough: describe 3 things in the room or in your life using too/enough — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at too (more than needed, a problem) and enough (the right amount, sufficient).

Use

Too + adjective — more than needed, usually a problem — This coffee is too hot.
Adjective + enough — the right amount, sufficient — This coffee isn't hot enough.
Enough + noun — sufficient quantity — We don't have enough time.

Form

Too + adjective	Adjective + enough	Enough + noun
too + adjective (+ to + verb)	adjective + enough (+ to + verb)	enough + noun
too expensive, too hot, too tired to walk	cheap enough, hot enough, old enough to drive	enough money, enough time

"Too" always goes before the adjective, while "enough" always goes after it — this order is fixed and different from Spanish ("demasiado caliente" vs "suficientemente caliente" follow different patterns than English).

Check your understanding — click Yes or No

1. "This coffee is too hot." — Is this a problem (more than wanted)?

2. "This coffee isn't hot enough." — Is this saying there's too much heat?

3. "Enough" — Does it go before the adjective, like 'too'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe problems and sufficiency

Talk with your tutor about things that are too much or not enough. Use these prompts to start:

What's too expensive in your city?
Do you have enough free time these days?
What's something that's never good enough for you?
Describe a time something was too difficult for you.

Now write it down — 5 sentences using too and enough

Use too and enough at least twice each.

1

2

3

4

5

1. This city is too expensive to live in comfortably.

2. I don't have enough time to finish this project.

3. The test was too difficult for most students.

4. She isn't experienced enough for that position yet.

5. We don't have enough money for a vacation this year.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This coffee is hot too.→This coffee is too hot.('too' goes before the adjective)

This coffee is enough hot.→This coffee is hot enough.('enough' goes after the adjective)

We don't have time enough.→We don't have enough time.('enough' goes before a noun)

She is too young to not drive.→She isn't old enough to drive.(use 'not... enough' or rephrase, avoid double negative-like structures)

Check your own progress

I can use too + adjective for excess (a problem) I can use adjective + enough for sufficiency I can use enough + noun for sufficient quantity I remember too comes before, enough comes after the adjective

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned too (excess, before the adjective) and enough (sufficiency, after the adjective or before a noun) to describe quantity and degree.

Homework

Don't forget to do your homework!

A2-32 | SECOND CONDITIONAL (INTRODUCTION)

Your 60-minute lesson

Second Conditional (Introduction)

Goal: By the end of this lesson, you'll be able to talk about imaginary or unreal present situations using the Second Conditional.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What would you do if you had an extra week of vacation?
If you could have any superpower, what would it be?
If you were the mayor of your city, what would you change?

QUICK GAME — 2 min

Imagine that: complete 3 quick "If I..." sentences about impossible or unlikely situations — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Second Conditional — used for situations that are imaginary, unlikely, or completely untrue right now.

Use

An imaginary or unlikely situation in the present/future — If I won the lottery, I would travel the world.
Give imaginary advice — If I were you, I would apologize.
Something impossible or clearly untrue now — If I had wings, I would fly.

Form

If clause	Result clause	Special case: were
If + past simple	would + base verb	use 'were' for all subjects, not 'was'
If I had more time,	I would learn to paint.	If I were you, I would rest.

Even though the if-clause uses the past simple form, it's NOT talking about the past — it describes something imaginary or unreal right now. This is different from the First Conditional (a real possibility).

Check your understanding — click Yes or No

1. "If I won the lottery, I would travel." — Is winning the lottery likely right now?

2. "If I had more time..." — Even though it's past simple, is this about the past?

3. "If I were you..." — Do we use 'was' here instead of 'were'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — imagine hypothetical situations

Talk with your tutor about imaginary situations using the Second Conditional. Use these prompts to start:

What would you do if you won the lottery?
If you could live anywhere, where would you live?
If you were the president, what would you change?
What would you do if you had an extra day off?

Now write it down — 5 sentences using the Second Conditional

Use 'were' (not 'was') at least once.

1

2

3

4

5

1. If I won the lottery, I would travel the world.

2. If I were you, I would take the job offer.

3. If I had more time, I would learn to cook better.

4. What would you do if you could travel anywhere?

5. If she spoke Japanese, she would move to Tokyo.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If I will win the lottery, I would travel.→If I won the lottery, I would travel.(use past simple after 'if' in the Second Conditional, not will)

If I was you, I would rest.→If I were you, I would rest.(use 'were' for all subjects with 'if I/he/she/it were', it's more traditional/correct)

I would to travel if I had money.→I would travel if I had money.(no 'to' after would)

If I have more time, I would learn to paint. (imaginary, unlikely)→If I had more time, I would learn to paint.(use past simple, not present simple, for the Second Conditional)

Check your own progress

I can form the Second Conditional (if + past simple, would + verb) I know it's for imaginary/unreal present situations, not real ones I can use 'were' instead of 'was' after if I can give imaginary advice with If I were you...

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Second Conditional (if + past simple, would + verb) to talk about imaginary or unreal present situations — using 'were' for all subjects after if.

Homework

Don't forget to do your homework!

A2-33 | FEEL LIKE + GERUND

Your 60-minute lesson

Feel Like + Gerund

Goal: By the end of this lesson, you'll be able to express what you feel like doing right now using feel like + -ing.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you feel like doing right after this class?
What do you never feel like doing on Mondays?
What do you feel like eating today?

QUICK GAME — 2 min

Mood check: say 3 things you feel like doing (or not doing) right now — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at feel like + -ing — a very natural, everyday way to say what you want to do at this moment.

Use

Express a spontaneous desire to do something — I feel like watching a movie tonight.
Negative — say you don't want to do something right now — I don't feel like cooking today.
Ask someone what they feel like doing — What do you feel like doing this weekend?

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + feel(s) like + verb-ing	Subject + don't/doesn't feel like + verb-ing	What + do/does + subject + feel like + verb-ing?
I feel like dancing. She feels like relaxing.	I don't feel like working. He doesn't feel like talking.	What do you feel like doing?

"Feel like" here has nothing to do with physical feelings — it means "want to" in a casual, in-the-moment way. Always followed by -ing, never the infinitive.

Check your understanding — click Yes or No

1. "I feel like dancing." — Does this mean 'I want to dance'?

2. "Feel like" — Is it always followed by the infinitive (to + verb)?

3. "I don't feel like cooking." — Does this mean I want to cook?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about what you feel like doing

Talk with your tutor about your mood right now. Use these prompts to start:

What do you feel like doing right now?
What don't you feel like doing today?
What do you usually feel like doing on rainy days?
What do you feel like eating tonight?

Now write it down — 5 sentences using feel like + -ing

Use at least one negative and one question.

1

2

3

4

5

1. I feel like watching a comedy tonight.

2. I don't feel like cleaning the house today.

3. What do you feel like doing this weekend?

4. She feels like trying a new restaurant.

5. We don't feel like going out in this weather.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I feel like to dance.→I feel like dancing.('feel like' is always followed by -ing, never the infinitive)

She feel like relaxing.→She feels like relaxing.(don't forget -s for he/she/it)

I feel to like watching a movie.→I feel like watching a movie.(the correct order is 'feel like', not 'feel to like')

I don't feel like to cook.→I don't feel like cooking.(no 'to' — use -ing after 'feel like' even in the negative)

Check your own progress

I can use feel like + -ing to express a spontaneous desire I can make it negative with don't/doesn't feel like I can ask what someone feels like doing I always follow feel like with -ing, never the infinitive

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use feel like + -ing to express a spontaneous desire, in affirmative, negative and question form — remember, always followed by -ing.

Homework

Don't forget to do your homework!

A2-34 | VERBS FOLLOWED BY PREPOSITIONS

Your 60-minute lesson

Verbs Followed by Prepositions

Goal: By the end of this lesson, you'll be able to correctly use common verb + preposition combinations like listen to, wait for, and depend on.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you listen to when you relax?
What are you waiting for these days?
What do you worry about most?

QUICK GAME — 2 min

Preposition fill: your tutor says a verb (listen, wait, depend, talk) and you say the correct preposition and finish the sentence — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at verbs that always need a specific preposition — these combinations are fixed and often don't match Spanish directly.

Use

Listen to / Look at — perception verbs need a preposition — I'm listening to music. Look at that!
Wait for / Depend on — these prepositions are fixed — I'm waiting for the bus. It depends on the weather.
Talk about / Think about — topic-related verbs — We talked about the news. I'm thinking about my future.

Form

Verb + to	Verb + for/on	Verb + about
listen to, talk to	wait for, depend on, apply for	talk about, think about, worry about
I listen to podcasts.	I'm waiting for you. It depends on you.	I worry about the future.

These prepositions are fixed and don't always match Spanish ("escuchar música" has no preposition, but "listen TO music" needs one) — they need to be memorized as complete verb+preposition units.

Check your understanding — click Yes or No

1. "Listen to music" — Does 'listen' need the preposition 'to'?

2. "Depend on" — Is 'on' the fixed preposition here?

3. "Wait" alone, with no preposition, for a person — Is this the natural way to say it?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice verb + preposition combinations

Talk with your tutor using verb + preposition combinations. Use these prompts to start:

What kind of music do you listen to?
What do you worry about most?
What are you waiting for right now in your life?
What does your happiness depend on?

Now write it down — 5 sentences using verb + preposition combinations

Use at least 4 different combinations from this lesson.

1

2

3

4

5

1. I listen to podcasts on my way to work.

2. I'm waiting for a response from my boss.

3. Our trip depends on the weather this weekend.

4. We talked about our plans for next year.

5. She applied for a new job last week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm listening music.→I'm listening to music.('listen' always needs 'to' before the object)

I'm waiting the bus.→I'm waiting for the bus.('wait' needs 'for' before the object)

It depends of you.→It depends on you.(the fixed preposition is 'on', not 'of')

We talked of the news.→We talked about the news.(the fixed preposition is 'about', not 'of')

Check your own progress

I know listen to and look at need their prepositions I know wait for and depend on need their prepositions I know talk about and think about need their prepositions I understand these don't always match Spanish word for word

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common verb + preposition combinations (listen to, wait for, depend on, talk about) that are fixed and need to be memorized as units.

Homework

Don't forget to do your homework!

A2-35 | PASSIVE VOICE: SIMPLE PAST

Your 60-minute lesson

Passive Voice: Simple Past

Goal: By the end of this lesson, you'll be able to use the Passive Voice in the past to focus on the action or receiver, not who did it.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

When was your city founded?
Was your favorite book made into a movie?
What's something that was invented in the last 50 years that changed your life?

QUICK GAME — 2 min

Fact round: say 3 facts using the passive voice about famous inventions or buildings — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Passive Voice — used when the action itself is more important than who did it, or when we don't know who did it.

Use

Focus on the action/receiver, not the doer — The window was broken. (we don't know/care who)
The doer is unknown or unimportant — This house was built in 1990.
Add the doer with 'by' if relevant — The book was written by a famous author.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + was/were + past participle	Subject + wasn't/weren't + past participle	Was/Were + subject + past participle?
The house was built in 1990. The letters were sent yesterday.	The house wasn't built in 1990. The letters weren't sent yet.	Was the house built in 1990? Were the letters sent yesterday?

Compare active vs passive: "Someone broke the window" (active, focus on the doer) vs "The window was broken" (passive, focus on the window) — same meaning, different focus.

Check your understanding — click Yes or No

1. "The window was broken." — Do we know for sure who broke it?

2. "This house was built in 1990." — Is the focus on who built it, or on the house?

3. Passive voice — Does it always need 'by' + the doer?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe things without saying who did them

Talk with your tutor using the passive voice to describe facts. Use these prompts to start:

When was your city founded?
What's something famous that was invented in your country?
Was your house/apartment built recently?
What was your favorite book written about?

Now write it down — 5 sentences using the passive voice in the past

Use at least one negative and one question.

1

2

3

4

5

1. This bridge was built over 100 years ago.

2. The email wasn't sent on time.

3. Was this movie filmed in Ecuador?

4. The report was finished last week.

5. My car was repaired yesterday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The house build in 1990.→The house was built in 1990.(don't forget 'was/were' before the past participle)

The letters was sent yesterday.→The letters were sent yesterday.(use 'were' with plural subjects)

This song was write by her.→This song was written by her.(use the past participle (written), not the base verb)

Did the tickets were bought?→Were the tickets bought?(no 'did' needed — just move was/were to the front)

Check your own progress

I can form the passive voice with was/were + past participle I know when to use passive (focus on action, not doer) I can add the doer with 'by' when relevant I can make negative sentences and questions in the passive

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Passive Voice in the Simple Past (was/were + past participle) to focus on the action or receiver, rather than who did it.

Homework

Don't forget to do your homework!

A2-36 | INDEFINITE PRONOUNS: SOMETHING / ANYTHING / NOTHING

Your 60-minute lesson

Indefinite Pronouns: Something / Anything / Nothing

Goal: By the end of this lesson, you'll be able to talk about unspecified things and people using something, anything, nothing, someone, anyone and no one.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is there something you want to learn this year?
Is there anyone you haven't talked to in a while?
Is there anything unusual in your bag right now?

QUICK GAME — 2 min

Mystery round: describe something in the room without naming it, using 'something' and let your tutor guess — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at indefinite pronouns — words used when we don't know or don't need to specify exactly what or who we mean.

Use

Something / Someone — affirmative sentences — I want to tell you something. Someone called earlier.
Anything / Anyone — questions and negatives — Did you see anything? I don't know anyone here.
Nothing / No one — negative meaning, without using 'not' — There's nothing in the fridge. No one answered.

Form

Affirmative	Question / Negative	Negative meaning (no 'not')
something, someone, somewhere	anything, anyone, anywhere	nothing, no one, nowhere
I have something to tell you.	Is there anything to eat? I don't know anyone.	There's nothing to do. No one came to the party.

"Nothing" and "no one" already have a negative meaning built in — never use them with "don't/doesn't" (that would be a double negative, which is incorrect in standard English).

Check your understanding — click Yes or No

1. "I have something to tell you." — Is this an affirmative sentence?

2. "Did you see anything?" — Is this a question?

3. "I don't know nothing." — Is this correct standard English?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about unspecified things and people

Talk with your tutor using indefinite pronouns. Use these prompts to start:

Is there anything you'd like to change about your job?
Is there someone you admire a lot?
What's something you've always wanted to try?
Has anyone ever surprised you with a gift?

Now write it down — 5 sentences using indefinite pronouns

Use something/someone, anything/anyone, and nothing/no one at least once each.

1

2

3

4

5

1. I have something exciting to share with you.

2. Did anyone call while I was out?

3. There's nothing more relaxing than a walk in the park.

4. Is there anyone who can help me with this?

5. No one told me about the change in plans.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I don't have nothing to say.→I don't have anything to say. / I have nothing to say.(avoid double negatives — use anything with don't, or nothing alone)

Did you see something strange?→Did you see anything strange?(use 'anything' in questions, not 'something' (though 'something' is possible when expecting yes))

Anyone called earlier.→Someone called earlier.(use 'someone' in affirmative statements, not 'anyone')

Nobody don't know the answer.→No one knows the answer.('no one' already has negative meaning — don't add 'don't')

Check your own progress

I can use something/someone in affirmative sentences I can use anything/anyone in questions and negatives I can use nothing/no one for a built-in negative meaning I avoid double negatives with nothing/no one

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned indefinite pronouns: something/someone (affirmative), anything/anyone (questions/negatives), and nothing/no one (built-in negative meaning).

Homework

Don't forget to do your homework!

A2-37 | ADVERBS OF MANNER

Your 60-minute lesson

Adverbs of Manner

Goal: By the end of this lesson, you'll be able to describe how an action is done using adverbs of manner like quickly, carefully and well.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you speak English fluently, or are you still learning?
How do you usually work — carefully or fast?
Who in your life does something really well?

QUICK GAME — 2 min

How do you do it: describe 3 actions and how you do them, using adverbs of manner — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at adverbs of manner — words that describe how something happens, usually formed by adding -ly to an adjective.

Use

Describe how an action is performed — She drives carefully. He speaks quickly.
Most are formed with adjective + ly — slow → slowly, careful → carefully
Some are irregular and don't follow the -ly rule — good → well, fast → fast

Form

Regular (-ly)	Irregular	Position
adjective + ly	good → well fast → fast, hard → hard	usually after the verb (or object)
slowly, carefully, quietly	She sings well. He runs fast.	She speaks English fluently.

Don't confuse the adjective (describes a noun: "a good driver") with the adverb (describes a verb: "she drives well") — a very common mix-up for Spanish speakers.

Check your understanding — click Yes or No

1. "She drives carefully." — Does 'carefully' describe how she drives?

2. "Good" — Is the adverb form 'goodly'?

3. "A careful driver" — Is 'careful' an adjective describing 'driver' here?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe how you do things

Talk with your tutor about how you and others do everyday activities. Use these prompts to start:

How do you usually drive — carefully or fast?
Do you speak English fluently yet?
How do you work — carefully or quickly?
Who in your life does something really well?

Now write it down — 5 sentences using adverbs of manner

Use at least one regular (-ly) and one irregular adverb (well, fast, hard).

1

2

3

4

5

1. My sister speaks three languages fluently.

2. He always works hard on his projects.

3. She sings really well.

4. Please drive carefully, the roads are icy.

5. They finished the race really fast.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She drives careful.→She drives carefully.(use the adverb (-ly) to describe how she drives, not the adjective)

He sings goodly.→He sings well.('good' is irregular — the adverb form is 'well', not 'goodly')

She is a well singer.→She is a good singer.(use the adjective 'good' to describe the noun 'singer', not the adverb)

He runs fastly.→He runs fast.('fast' is the same word for adjective and adverb — no -ly needed)

Check your own progress

I can form regular adverbs of manner with -ly I know the irregular forms (good → well, fast → fast, hard → hard) I don't confuse adjectives (describing nouns) with adverbs (describing verbs) I place adverbs of manner correctly, usually after the verb

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned adverbs of manner (mostly -ly) to describe how an action happens — remembering the irregular forms (well, fast, hard) and the difference from adjectives.

Homework

Don't forget to do your homework!

A2-38 | TIME SEQUENCERS AND CONNECTING WORDS

Your 60-minute lesson

Time Sequencers and Connecting Words

Goal: By the end of this lesson, you'll be able to connect ideas smoothly using words like because, but, so, and although.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Why are you learning English? (because)
What's a good decision you made, and what happened as a result? (so)
What's something you do even though it's difficult? (although)

QUICK GAME — 2 min

Reason and result: your tutor gives you a situation and you explain it using because, then again using so — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at connecting words — they link ideas together to explain reasons, contrasts and results, making your English sound more natural.

Use

Because — gives a reason — I stayed home because I was sick.
But / Although — show contrast — It was raining, but we went out anyway. Although it was raining, we went out.
So — shows a result — I was tired, so I went to bed early.

Form

Because (reason)	But / Although (contrast)	So (result)
result + because + reason	idea, but + contrasting idea Although + idea, + contrasting idea	reason + so + result
I left early because I was tired.	I was tired, but I stayed. Although I was tired, I stayed.	I was tired, so I left early.

"Because" and "so" go in opposite directions: because introduces the reason (why), while so introduces the result (what happened because of it) — the same two ideas, connected differently.

Check your understanding — click Yes or No

1. "I stayed home because I was sick." — Does 'because' introduce the reason?

2. "I was tired, so I left." — Does 'so' introduce the reason?

3. "Although" — Does it show a contrast, similar to 'but'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — explain and connect your ideas

Talk with your tutor, explaining reasons and results in your life. Use these prompts to start:

Why did you start learning English? (use because)
What's a decision you made, and what happened as a result? (use so)
What's something you do despite a difficulty? (use although/but)
Tell me about a time something surprised you.

Now write it down — 5 sentences using because, but, so and although

Use each connecting word at least once.

1

2

3

4

5

1. I moved to this city because of my job.

2. It was raining, so we stayed home.

3. Although I was nervous, I did well in the interview.

4. He's very talented, but he never shows it.

5. I couldn't attend because I was traveling.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I was tired because I went to bed early.→I was tired, so I went to bed early.('so' shows the result, 'because' shows the reason — don't mix them up)

Although it was raining, but we went out.→Although it was raining, we went out. / It was raining, but we went out.(don't use 'although' and 'but' together in the same sentence)

I was late so there was traffic.→I was late because there was traffic.(the traffic is the reason, so use 'because', not 'so')

Because I was tired, so I left.→Because I was tired, I left. / I was tired, so I left.(don't use 'because' and 'so' together in the same sentence)

Check your own progress

I can use because to give a reason I can use so to show a result I can use but/although to show contrast I don't combine two connecting words for the same relationship

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned connecting words to link ideas naturally: because (reason), so (result), and but/although (contrast) — remembering not to combine two of them for the same relationship.

Homework

Don't forget to do your homework!

A2-39 | BE LIKE (DESCRIPTIONS)

Your 60-minute lesson

Be Like (Descriptions)

Goal: By the end of this lesson, you'll be able to ask and describe what people, places and things are like using the expression be like.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your hometown like?
What was your day like yesterday?
What's your best friend like?

QUICK GAME — 2 min

Description round: describe 3 people or places you know using 'be like' — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at "What is... like?" — a very common question used to ask for a general description, different from asking about identity or feelings.

Use

What + be + subject + like? — ask for a description — What's she like? (personality/character)
Describe personality, character or appearance — She's like really friendly and outgoing.
Describe a place or experience in general — What was the concert like? It was amazing!

Form

Question	Answer (personality)	Answer (place/experience)
What + is/are/was/were + subject + like?	Subject + be + adjective(s)	Subject + be + adjective(s)
What's your sister like? What was the trip like?	She's funny and kind.	It was incredible, very relaxing.

Don't confuse "What is she like?" (asking for a description of personality/character) with "What does she like?" (asking about her preferences) — they look similar but ask completely different things.

Check your understanding — click Yes or No

1. "What's she like?" — Is this asking about her personality?

2. "What does she like?" and "What is she like?" — Do they ask the same thing?

3. "What was the trip like?" — Could this ask you to describe the experience?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe people and experiences

Talk with your tutor describing people and experiences using What... like? Use these prompts to start:

What's your best friend like?
What was your last vacation like?
What's your hometown like?
What was your first day at your job/school like?

Now write it down — 5 sentences using be like

Use at least 2 questions and 3 descriptions.

1

2

3

4

5

1. What's your sister like? She's very creative and funny.

2. What was the trip like? It was unforgettable.

3. My new coworker is like really helpful and patient.

4. What's the weather like in your city in winter?

5. The restaurant was amazing, the food was delicious.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

How is she like?→What's she like?(use 'What', not 'How', with this expression)

What does she like? (asking for a description)→What is she like?('What does she like' asks about preferences, not description — use 'is' for description)

She's like as very kind.→She's like really kind. / She's very kind.(don't combine 'like' and 'as' together)

What's like your city?→What's your city like?('like' goes at the end of the question, not right after 'is')

Check your own progress

I can ask What is/was... like? for a description I know this is different from What does... like? (preferences) I can describe personality, places and experiences I place 'like' correctly at the end of the question

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use What... like? to ask for a general description of people, places or experiences — different from asking about preferences with What does... like?

Homework

Don't forget to do your homework!

B1-01 | SECOND AND THIRD CONDITIONAL

Your 60-minute lesson

Second and Third Conditional

Goal: By the end of this lesson, you'll be able to talk about imaginary present situations (2nd) and imaginary past situations (3rd) using conditionals.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

If you could live anywhere, where would you live?
If you had studied something different, what would it have been?
What's a decision from your past you sometimes think about?

QUICK GAME — 2 min

Regret or dream: say 2 things using the 3rd conditional (regrets) and 2 using the 2nd conditional (dreams) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You met the Second Conditional briefly in A2 — now let's contrast it clearly with the Third Conditional, used for imaginary situations in the past.

Use

Second Conditional — imaginary/unreal present or future — If I had more money, I would travel more.
Third Conditional — imaginary past (didn't happen), often with regret — If I had studied harder, I would have passed.
Both describe unreal situations — different only in time — 2nd = now/future. 3rd = the past, already finished.

Form

Second Conditional	Third Conditional	Notes
If + past simple, would + base verb	If + past perfect, would have + past participle	were replaces was for all subjects (2nd)
If I were rich, I would buy a house.	If I had known, I would have helped.	3rd often expresses regret about the past

A common mistake is mixing the two: "If I would have known" is incorrect — the if-clause never uses would. Use past perfect in the if-clause of the Third Conditional.

Check your understanding — click Yes or No

1. "If I had more money, I would travel." — Is this about the present/future?

2. "If I had studied harder, I would have passed." — Did the studying actually happen?

3. "If I would have known..." — Is this correct grammar?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — imagine present and past scenarios

Talk with your tutor about imaginary situations. Use these prompts to start:

If you had unlimited money, what would you do?
If you had studied a different career, what would it have been?
If you could change one decision from your past, what would it be?
What would you have done differently last year?

Now write it down — 5 sentences using Second and Third Conditional

Use at least 2 sentences with each conditional.

1

2

3

4

5

1. If I had more free time, I would learn to paint.

2. If I had known about the delay, I would have left later.

3. If I were taller, I would try basketball.

4. If she had asked for help, she would have finished on time.

5. What would you have done if you had missed the flight?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If I would have more time, I would travel.→If I had more time, I would travel.(never use 'would' in the if-clause of a Second Conditional)

If I had study harder, I would pass.→If I had studied harder, I would have passed.(the result clause of a 3rd conditional needs 'would have + past participle')

If I was you, I would rest.→If I were you, I would rest.(use 'were' with all subjects in this fixed expression)

If she had studied, she would pass. (about the past)→If she had studied, she would have passed.(don't mix 2nd and 3rd conditional forms)

Check your own progress

I can form the Second Conditional for imaginary present situations I can form the Third Conditional for imaginary past situations I never use would in the if-clause I know 3rd conditional often expresses regret

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you contrasted the Second Conditional (imaginary present/future) and the Third Conditional (imaginary past, often regret) — never using 'would' in the if-clause of either.

Homework

Don't forget to do your homework!

B1-02 | REPORTED SPEECH

Your 60-minute lesson

Reported Speech

Goal: By the end of this lesson, you'll be able to report what someone said, shifting the tense back one step.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did someone tell you today?
What did the news say this morning?
What's something a teacher once told you that you remember?

QUICK GAME — 2 min

Telephone game: your tutor tells you a short sentence, and you report it back using reported speech — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at reported speech — how we repeat what someone said, changing pronouns and often the tense.

Use

Report a statement, shifting the tense back — "I am tired" → She said (that) she was tired.
Report a question — "Where do you live?" → He asked where I lived.
Change pronouns and time/place words as needed — "I'll see you tomorrow" → He said he would see me the next day.

Form

Direct speech	Reported speech	Tense shift
Present Simple → Past Simple	Present Continuous → Past Continuous	will → would, can → could
"I work here." → He said he worked there.	"I'm eating." → She said she was eating.	"I will call." → He said he would call.

"Say" and "tell" work differently: say (that) + sentence, but tell + person + (that) + sentence. "He said he was tired" vs "He told me he was tired."

Check your understanding — click Yes or No

1. "I am tired" reported as "she said she was tired" — Did the tense shift back?

2. "He said me he was tired." — Is this correct?

3. "He told me..." — Does 'tell' need a person after it?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — report a conversation

Tell your tutor about a recent conversation you had, using reported speech. Use these prompts to start:

What did your friend tell you recently?
What did your boss say in your last meeting?
Report something someone told you about their weekend.
What did a family member say to you recently?

Now write it down — 5 sentences reporting things people said

Use both say and tell, and shift the tense correctly.

1

2

3

4

5

1. She said she was tired after work.

2. He told me he would be late.

3. My friend said she didn't like the movie.

4. They told us they were moving next month.

5. She said she had never been to Peru.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She said me she was tired.→She told me she was tired. / She said she was tired.('say' doesn't take a person directly — use 'tell' for that)

He said that he is tired.→He said that he was tired.(shift the tense back in reported speech)

She said she will come.→She said she would come.(will shifts to would in reported speech)

He told that he was busy.→He said that he was busy. / He told me that he was busy.('tell' needs a person object)

Check your own progress

I can shift tenses back in reported speech I know the difference between say and tell I can change pronouns correctly I can report both statements and questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned reported speech — shifting tenses back one step, changing pronouns, and the difference between say and tell.

Homework

Don't forget to do your homework!

B1-03 | COMPARATIVES AND SUPERLATIVES: NUANCE

Your 60-minute lesson

Comparatives and Superlatives: Nuance

Goal: By the end of this lesson, you'll be able to use more advanced comparative structures like double comparatives and comparisons with as...as.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is your hometown as big as the capital?
What's something that gets easier the more you practice it?
Are you as busy now as you were last year?

QUICK GAME — 2 min

Equal or not: compare 3 pairs of things using as...as or not as...as — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've reviewed comparatives twice already — now let's add two more natural structures: double comparatives and as...as.

Use

Double comparative — shows a change happening together — The more you practice, the better you get.
As + adjective + as — say two things are equal — She's as tall as her brother.
Not as...as — say one thing is less than another — This isn't as expensive as I thought.

Form

Double comparative	as...as (equal)	not as...as (less)
the + comparative, the + comparative	as + adjective + as	not as + adjective + as
The older I get, the wiser I become.	He's as smart as his sister.	This city isn't as big as the capital.

"As...as" compares two things as equal, while a regular comparative (bigger than) shows a difference — choose based on what you want to express.

Check your understanding — click Yes or No

1. "The more you practice, the better you get." — Does this show two things changing together?

2. "She's as tall as her brother." — Does this mean they're equal in height?

3. "Not as expensive as" — Does this mean it's more expensive?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — compare with nuance

Talk with your tutor using these more advanced comparison structures. Use these prompts to start:

Is your city as expensive as the capital?
What's something that gets better the more you do it?
Compare your English now to a year ago.
Are you as busy as you were last year?

Now write it down — 5 sentences using double comparatives and as...as

Use at least 2 double comparatives and 2 as...as structures.

1

2

3

4

5

1. The more I practice English, the more confident I feel.

2. My apartment isn't as big as my parents' house.

3. The earlier you start, the easier it gets.

4. She's as talented as her older sister.

5. This job isn't as stressful as my last one.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The more you study, more you learn.→The more you study, the more you learn.(both clauses need 'the')

She's as tall than her brother.→She's as tall as her brother.(as...as, not as...than)

This isn't so expensive than that.→This isn't as expensive as that.(use as...as for equal comparisons, not so...than)

The older I get the more wise.→The older I get, the wiser I become.(use the comparative form (wiser), and complete the second clause)

Check your own progress

I can use double comparatives (the more..., the more...) I can use as...as for equal comparisons I can use not as...as for lesser comparisons I don't mix as...as with than

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you added double comparatives (the more..., the more...) and as...as / not as...as to your comparison toolkit, for more natural, nuanced English.

Homework

Don't forget to do your homework!

B1-04 | QUESTION TAGS

Your 60-minute lesson

Question Tags

Goal: By the end of this lesson, you'll be able to add question tags to sentences to confirm information or invite agreement.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

You like your job, don't you?
It's a nice day, isn't it?
You've traveled a lot, haven't you?

QUICK GAME — 2 min

Guessing game: make 3 guesses about your tutor using question tags, and see if you're right — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at question tags — the short questions added to the end of a sentence, like "isn't it?" or "don't you?"

Use

Confirm information you believe is true — You're from Peru, aren't you?
Invite agreement in conversation — It's a beautiful day, isn't it?
Positive statement → negative tag, and vice versa — She isn't coming, is she?

Form

Positive statement	Negative statement	Rule
+ negative tag	+ positive tag	match the auxiliary verb of the sentence
You are tired, aren't you? She likes tea, doesn't she?	You aren't tired, are you? She doesn't like tea, does she?	You can swim, can't you? (modal stays the same)

The tag always uses the same auxiliary/modal as the main sentence (is → isn't, can → can't, do → don't) — if the sentence has no clear auxiliary (like Present Simple), use do/does/did.

Check your understanding — click Yes or No

1. "You're tired, aren't you?" — Is the statement positive?

2. "She doesn't like tea, does she?" — Is the statement negative?

3. Question tags — Do they always repeat the exact same verb as the sentence, changing only positive/negative?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — confirm and check with your tutor

Practice adding question tags in a natural conversation. Use these prompts to start:

You've been learning English for a while, haven't you?
It's a nice day today, isn't it?
You don't work on weekends, do you?
Confirm 3 things about your tutor using question tags.

Now write it down — 5 sentences with question tags

Use at least 2 positive statements and 2 negative statements.

1

2

3

4

5

1. You're studying English, aren't you?

2. She doesn't live here anymore, does she?

3. We've met before, haven't we?

4. You can't come to the party, can you?

5. It's getting late, isn't it?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

You are tired, are you?→You are tired, aren't you?(positive statement needs a negative tag)

She doesn't like tea, doesn't she?→She doesn't like tea, does she?(negative statement needs a positive tag)

You like coffee, do you like?→You like coffee, don't you?(the tag is just do/does + n't + subject, not a full question)

He can swim, does he?→He can swim, can't he?(match the modal 'can' in the tag, not 'does')

Check your own progress

I can form negative tags after positive statements I can form positive tags after negative statements I match the auxiliary/modal correctly I use do/does/did when there's no other auxiliary

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned question tags — short questions added at the end of a sentence to confirm information or invite agreement, always matching positive/negative opposite to the main sentence.

Homework

Don't forget to do your homework!

B1-05 | EMBEDDED QUESTIONS

Your 60-minute lesson

Embedded Questions

Goal: By the end of this lesson, you'll be able to ask more polite, indirect questions using embedded question structures.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you know what time it is right now?
Could you tell me a bit about your background?
I wonder what you'll be doing this time next year.

QUICK GAME — 2 min

Polite upgrade: your tutor says a direct question, you rephrase it as a polite embedded question — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at embedded questions — questions inside a longer sentence, which sound more polite and natural than direct questions.

Use

Ask politely with phrases like Could you tell me... — Could you tell me where the station is?
Embed a question inside a statement — I wonder what time it is.
Word order changes: no inversion, no do/does — Where is the station? → Do you know where the station is?

Form

Direct question	Embedded question	Word order
Wh-word + auxiliary + subject + verb?	phrase + Wh-word + subject + verb	no do/does, no inversion in the embedded part
Where is the station?	Do you know where the station is?	subject comes before the verb again

Inside an embedded question, the word order goes back to normal statement order (subject before verb) — this is the opposite of a direct question, and a very common mistake.

Check your understanding — click Yes or No

1. "Do you know where the station is?" — Is this more polite than "Where is the station?"?

2. Inside an embedded question — Does the subject come before the verb, like a statement?

3. "Do you know where is the station?" — Is this the correct word order?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — ask politely

Practice asking polite, embedded questions with your tutor. Use these prompts to start:

Ask politely for directions to somewhere.
Ask politely what time a store opens.
Ask politely how much something costs.
Ask politely why something happened.

Now write it down — 5 embedded questions

Use different starters: Could you tell me, Do you know, I wonder.

1

2

3

4

5

1. Could you tell me where the nearest pharmacy is?

2. Do you know what time the meeting starts?

3. I wonder how much this trip will cost.

4. Could you tell me why the flight was delayed?

5. Do you know when the store closes?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Do you know where is the bank?→Do you know where the bank is?(no inversion inside embedded questions)

Could you tell me what time does it start?→Could you tell me what time it starts?(no do/does inside embedded questions)

I wonder what is she doing.→I wonder what she is doing.(subject comes before the verb in embedded questions)

Do you know where does she live?→Do you know where she lives?(no extra 'does' — the main verb takes the -s instead)

Check your own progress

I can start embedded questions politely (Could you tell me, Do you know) I use normal statement word order inside the embedded part I don't use do/does inside the embedded question I know embedded questions sound more polite than direct questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned embedded questions — polite, indirect questions with normal statement word order inside, without do/does or inversion.

Homework

Don't forget to do your homework!

B1-06 | MODALS: MUST / CAN'T FOR DEDUCTION

Your 60-minute lesson

Modals: Must / Can't for Deduction

Goal: By the end of this lesson, you'll be able to make logical deductions about the present using must and can't.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

If someone is smiling all day, what must be true?
If a store is closed on a weekday, what might that mean?
Make a deduction about your tutor based on what you know so far.

QUICK GAME — 2 min

Detective round: your tutor describes a situation and you make a deduction using must/can't — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at must and can't used not for obligation, but for logical deduction — guessing what's true based on evidence.

Use

Must — a strong, logical conclusion (almost certain) — She's not answering — she must be busy.
Can't — a strong conclusion that something is impossible — He can't be at work, I just saw him at home.
Based on evidence, not obligation — The lights are off — they must be asleep.

Form

Must (positive deduction)	Can't (negative deduction)	Notes
Subject + must + be/base verb	Subject + can't + be/base verb	never 'mustn't' for deduction — that means prohibition
He must be tired, he's been working all day.	She can't be at home, her car isn't there.	must be = it's very likely true

For deduction, the negative of 'must' is 'can't', not 'mustn't' — "mustn't" is only for prohibition ("You mustn't smoke here").

Check your understanding — click Yes or No

1. "She must be busy." — Is this a guess based on evidence?

2. "He can't be at work." — Does this mean it's impossible?

3. For deduction, is the negative of 'must' the word 'mustn't'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — make deductions

Make logical deductions about situations with your tutor. Use these prompts to start:

Someone is yawning constantly — what must be true?
Your friend isn't answering their phone — what could that mean?
A colleague seems very happy today — what might have happened?
The streets are empty on a Tuesday afternoon — what must be true?

Now write it down — 5 sentences using must/can't for deduction

Use both must and can't at least twice each.

1

2

3

4

5

1. She must be exhausted, she worked all weekend.

2. He can't be serious, he's always joking.

3. They must be on vacation, their house is empty.

4. This can't be right, the numbers don't add up.

5. You must be excited about the trip!

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She mustn't be busy. (meaning it's probably not true)→She can't be busy.(use can't for negative deduction, not mustn't)

He musts be tired.→He must be tired.(modals never take -s)

That must to be Ana.→That must be Ana.(no 'to' after must)

He can't tired.→He can't be tired.(don't forget 'be' before an adjective)

Check your own progress

I can use must for a strong positive deduction I can use can't for a strong negative deduction I know mustn't means prohibition, not deduction I can make deductions based on evidence

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to use must and can't for logical deduction based on evidence — remembering that can't, not mustn't, is the negative for deduction.

Homework

Don't forget to do your homework!

B1-07 | MODALS: MUST VS. HAVE TO

Your 60-minute lesson

Modals: Must vs. Have To

Goal: By the end of this lesson, you'll be able to distinguish between must (personal obligation) and have to (external obligation).

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a rule you have to follow at work or home?
Is there something you feel you must do this week?
What's something that's forbidden where you live?

QUICK GAME — 2 min

Obligation sort: your tutor gives a situation and you say if it's must, have to, mustn't or don't have to — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know have to from A2 — now let's contrast it with must, which is similar but comes from a different source of authority.

Use

Must — obligation from the speaker's own opinion/feeling — I must call my mom, I miss her.
Have to — obligation from outside (rules, other people) — I have to wear a uniform at work.
Mustn't — prohibition (forbidden) — You mustn't park here.

Form

Must (personal)	Have to (external)	Mustn't (prohibition)
Subject + must + base verb	Subject + have/has to + base verb	Subject + mustn't + base verb
I must finish this book, it's so good.	I have to submit this by Friday (my boss's rule).	You mustn't tell anyone.

Don't confuse mustn't (forbidden) with don't have to (not necessary, but allowed) — "You mustn't smoke here" (forbidden) vs "You don't have to come" (optional).

Check your understanding — click Yes or No

1. "I must call my mom." — Is this the speaker's own feeling of obligation?

2. "I have to wear a uniform." — Does this come from an external rule?

3. "Mustn't" and "don't have to" — Do they mean the same thing?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — distinguish obligation types

Talk with your tutor about different types of obligations in your life. Use these prompts to start:

What rules do you have to follow at work?
What's something you feel you must do this week, personally?
What's forbidden (mustn't) where you live?
What's something you don't have to do, but people often assume you do?

Now write it down — 5 sentences using must, have to, mustn't, don't have to

Use each expression at least once.

1

2

3

4

5

1. I must call my grandmother, I promised her.

2. I have to submit this report by Friday.

3. You mustn't use your phone during the exam.

4. You don't have to bring a gift, just come.

5. We have to arrive early for the flight.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I musts finish this.→I must finish this.(modals never take -s)

You mustn't come if you're busy. (meaning it's optional)→You don't have to come if you're busy.(mustn't means forbidden, not optional)

I must to call her.→I must call her.(no 'to' after must)

I have must finish this by Friday.→I have to finish this by Friday.(use 'have to', not 'have must')

Check your own progress

I can use must for personal obligation/feeling I can use have to for external obligation I know mustn't means forbidden, not optional I know don't have to means optional, not forbidden

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you distinguished must (personal obligation), have to (external obligation), mustn't (forbidden) and don't have to (optional) — four related but different meanings.

Homework

Don't forget to do your homework!

B1-08 | PAST PERFECT

Your 60-minute lesson

Past Perfect

Goal: By the end of this lesson, you'll be able to describe an action that happened before another past action, using the Past Perfect.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Had you ever tried this kind of class before today?
What's something you had already done before you turned 18?
Tell me about a time you arrived somewhere late and missed something.

QUICK GAME — 2 min

Order of events: describe 2 past events and say which happened first, using Past Perfect for the earlier one — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Past Perfect — used to clarify the order of two past events, showing which one happened first.

Use

An action that happened before another past action — When I arrived, the movie had already started.
Explain the reason for a past situation — She was tired because she hadn't slept well.
Often used with words like already, just, before, when — He had just left when I called.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + had + past participle	Subject + hadn't + past participle	Had + subject + past participle?
I had finished dinner when she arrived. They had already left.	I hadn't finished dinner when she arrived. They hadn't left yet.	Had you finished dinner? Had they left?

The Past Perfect always describes the EARLIER of two past events — the Past Simple describes the later one. "The movie had started (earlier) when I arrived (later)."

Check your understanding — click Yes or No

1. "The movie had already started when I arrived." — Did the movie start before I arrived?

2. "She was tired because she hadn't slept well." — Does this explain a reason?

3. Past Perfect — Does it describe the LATER of two past events?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — narrate with two past events

Tell your tutor a story involving two past events in order, using Past Perfect. Use these prompts to start:

Tell me about a time you arrived somewhere and something had already happened.
Tell me about a decision you made after something had happened.
Describe a situation where you were surprised because of something that had happened before.
Tell me about your life before you had learned English.

Now write it down — 5 sentences using Past Perfect

Use at least one negative and one question.

1

2

3

4

5

1. When I got to the station, the train had already left.

2. She hadn't eaten anything before the meeting.

3. Had you visited that city before your trip last year?

4. We were exhausted because we hadn't slept well.

5. By the time I arrived, everyone had already gone home.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

When I arrived, the movie started already.→When I arrived, the movie had already started.(use Past Perfect for the earlier event)

She has finished before I called. (mixing tenses)→She had finished before I called.(use 'had', not 'has', for past events)

I had finish my homework.→I had finished my homework.(use the past participle (finished), not the base verb)

Did you had eaten before?→Had you eaten before?(no 'did' needed — just move 'had' to the front)

Check your own progress

I can form the Past Perfect with had + past participle I use it for the earlier of two past events I can explain a past reason using Past Perfect I can use words like already, just, before with it

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Past Perfect (had + past participle) to clarify which of two past events happened first — the earlier action always takes the Past Perfect.

Homework

Don't forget to do your homework!

B1-09 | PAST SIMPLE: COMBINING NARRATIVE TENSES

Your 60-minute lesson

Past Simple: Combining Narrative Tenses

Goal: By the end of this lesson, you'll be able to combine Past Simple, Past Continuous and Past Perfect together to tell a rich, layered story.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What were you doing right before this class started?
Tell me briefly about your morning.
Describe a memorable moment using as much detail as you can.

QUICK GAME — 2 min

Story builder: your tutor starts a story with one sentence, and you continue it, alternating between the three past tenses — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know each past tense separately — now let's combine all three to tell a more sophisticated story, like a native speaker would.

Use

Past Simple — the main events, in order — I left the house and walked to the station.
Past Continuous — the background scene — It was raining and people were rushing around.
Past Perfect — something that happened even earlier — I realized I had forgotten my ticket.

Form

Main events	Background	Earlier event
Past Simple	Past Continuous	Past Perfect
I walked to the station.	It was raining.	I had forgotten my ticket.

A well-told story combines all three: Past Continuous sets the scene, Past Simple moves the plot forward, and Past Perfect fills in earlier background information.

Check your understanding — click Yes or No

1. In a story, does Past Continuous usually set the scene?

2. Does Past Simple usually move the main events forward?

3. Does Past Perfect describe something happening at the same moment as the main story?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — tell a layered story

Tell your tutor a detailed story combining background, main events, and earlier context. Use these prompts to start:

Tell me about a day when everything went wrong.
Describe a memorable trip in detail.
Tell me about a time you were surprised by something.
Describe your morning today with as much detail as possible.

Now write it down — a short story with 5 sentences

Use all three tenses: Past Simple, Past Continuous, and Past Perfect.

1

2

3

4

5

1. It was a cold morning and the streets were empty.

2. I walked quickly because I was already late.

3. I realized I had left my phone at home.

4. While I was looking for a taxi, it started to rain.

5. By the time I got to work, I had missed the meeting.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It rained when I left the house. (background, ongoing)→It was raining when I left the house.(use Past Continuous for background scene-setting)

I had walked to the station and bought a ticket. (main sequential events)→I walked to the station and bought a ticket.(use Past Simple for the main sequence of events, not Past Perfect)

I realized I forgot my keys. (earlier than the main story)→I realized I had forgotten my keys.(use Past Perfect for something that happened even earlier)

While I cooked, the phone rang.→While I was cooking, the phone rang.(use Past Continuous for the ongoing background action)

Check your own progress

I can use Past Simple for the main sequence of events I can use Past Continuous for background scenes I can use Past Perfect for earlier context I can combine all three naturally in one story

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you combined Past Simple (main events), Past Continuous (background) and Past Perfect (earlier context) to tell a richer, more natural story.

Homework

Don't forget to do your homework!

B1-10 | PRESENT PERFECT CONTINUOUS

Your 60-minute lesson

Present Perfect Continuous

Goal: By the end of this lesson, you'll be able to emphasize the duration of an activity, or its recent effects, using the Present Perfect Continuous.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How long have you been living in your current city?
What have you been doing this week?
Have you been sleeping well lately?

QUICK GAME — 2 min

Duration round: say 3 things you've been doing, and for how long — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the Present Perfect from A2 — now let's add the continuous form, which emphasizes duration or recent, visible effects.

Use

Emphasize how long an activity has been happening — I've been studying English for three years.
An activity recently finished, with visible present results — I'm tired because I've been running.
An activity still in progress, unfinished — She's been working on this project all week.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + have/has been + verb-ing	Subject + haven't/hasn't been + verb-ing	Have/Has + subject + been + verb-ing?
I've been working here for 5 years. She's been studying all day.	I haven't been sleeping well. He hasn't been feeling well.	Have you been waiting long? Has she been crying?

Present Perfect ("I have read 3 books") focuses on the result/completion, while Present Perfect Continuous ("I have been reading") focuses on the duration or the activity itself, often still ongoing.

Check your understanding — click Yes or No

1. "I've been studying for three years." — Does this emphasize duration?

2. "I'm tired because I've been running." — Are these the visible effects of a recent activity?

3. Present Perfect Continuous — Does it focus on a finished result, like Present Perfect simple?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about ongoing activities

Talk with your tutor about activities you've been doing lately. Use these prompts to start:

How long have you been learning English?
What have you been working on lately?
Why are you tired today — what have you been doing?
What have you been thinking about recently?

Now write it down — 5 sentences using Present Perfect Continuous

Use at least one negative and one question.

1

2

3

4

5

1. I've been learning English for two years.

2. I haven't been sleeping well this week.

3. Have you been working on anything exciting lately?

4. She's been feeling stressed about work.

5. We've been planning this trip for months.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I've studying for three hours.→I've been studying for three hours.(don't forget 'been' before the -ing form)

I've been study English.→I've been studying English.(use the -ing form after 'been')

She has been work all day.→She has been working all day.(don't forget -ing)

I have been know him for years. (state verb)→I have known him for years.(state verbs like 'know' usually don't take the continuous form)

Check your own progress

I can form the Present Perfect Continuous with have/has been + -ing I know it emphasizes duration or recent, visible effects I can contrast it with the simple Present Perfect I know some state verbs don't usually take this form

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Present Perfect Continuous (have/has been + -ing) to emphasize duration and recent, visible effects — different from the simple Present Perfect's focus on results.

Homework

Don't forget to do your homework!

B1-11 | SIMPLE PASSIVE (PRESENT)

Your 60-minute lesson

Simple Passive (Present)

Goal: By the end of this lesson, you'll be able to use the Passive Voice in the present to describe processes and general facts.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What languages are spoken in your family?
What's a product that's made in your country?
Describe a simple process, like how coffee is made.

QUICK GAME — 2 min

Fact round: describe 3 general facts using the passive voice — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You learned the Passive Voice in the past (A2) — now let's use it in the present, very common for describing processes and general facts.

Use

General facts, where the doer is unimportant — English is spoken in many countries.
Describe a process, step by step — The coffee beans are roasted, then ground.
When the doer is unknown — This product is made in Ecuador.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + am/is/are + past participle	Subject + am/is/are + not + past participle	Am/Is/Are + subject + past participle?
English is spoken here. These cars are made in Japan.	English isn't spoken here. These cars aren't made in Japan.	Is English spoken here? Are these cars made in Japan?

Compare active vs passive: "They speak English here" (active, focus on 'they') vs "English is spoken here" (passive, focus on English) — the passive is more common for general facts.

Check your understanding — click Yes or No

1. "English is spoken in many countries." — Is the focus on who speaks it?

2. "The coffee beans are roasted." — Could this describe a step in a process?

3. Passive voice — Does it always need to say who does the action?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe facts and processes

Talk with your tutor describing general facts and processes using the passive. Use these prompts to start:

What languages are spoken in your country?
Describe how your favorite dish is made.
What products are made in your country?
Describe a process at your job, step by step.

Now write it down — 5 sentences using the Present Passive

Use at least one negative and one question.

1

2

3

4

5

1. Spanish is spoken in most of South America.

2. These shoes aren't made locally.

3. Is this software used by many companies?

4. The reports are reviewed every month.

5. Coffee is grown in the mountains here.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

English speak in many countries.→English is spoken in many countries.(don't forget 'is/are' before the past participle)

These cars is made in Japan.→These cars are made in Japan.(use 'are' with plural subjects)

This room is clean every day. (meaning cleaned as a process)→This room is cleaned every day.(use the past participle 'cleaned', not the adjective 'clean')

Does this used for meetings?→Is this used for meetings?(use is/are, not do/does, to form passive questions)

Check your own progress

I can form the Present Passive with am/is/are + past participle I can use it for general facts and processes I can make negative sentences and questions I understand when passive is more natural than active

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Present Passive (am/is/are + past participle) to describe general facts and processes, when the doer is unimportant or unknown.

Homework

Don't forget to do your homework!

B1-12 | MODALS: SHOULD HAVE / MIGHT HAVE

Your 60-minute lesson

Modals: Should Have / Might Have

Goal: By the end of this lesson, you'll be able to express regret about the past with should have, and past possibility with might have.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is there something you should have done differently this week?
Can you guess why a friend might not have replied to a message?
What's a strong deduction you could make about something today?

QUICK GAME — 2 min

Regret round: share 2 small regrets using should have/shouldn't have — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at modal + have + past participle — used to talk about the past with regret, criticism, or uncertainty.

Use

Should have — regret or criticism about a past action — I should have studied more. You shouldn't have said that.
Might have / Could have — a past possibility, not certain — She might have missed the bus.
Must have — a strong past deduction — He must have forgotten, he's usually on time.

Form

Should have (regret)	Might/Could have (possibility)	Must have (deduction)
Subject + should(n't) have + past participle	Subject + might/could have + past participle	Subject + must have + past participle
I should have called you. You shouldn't have left.	She might have forgotten. They could have missed the train.	He must have left already, his car is gone.

All of these are followed by "have + past participle", never the base verb — "should have gone", not "should have go".

Pronunciation — 've in fast speech

should've	might've/could've	must've
I should've called. (sounds like "shoulda")	She might've forgotten.	He must've left already.

Check your understanding — click Yes or No

1. "I should have studied more." — Is this a regret about the past?

2. "She might have forgotten." — Is this certain?

3. "He must have left." — Is this a strong, confident deduction?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express regret and speculation

Talk with your tutor about past regrets and possibilities. Use these prompts to start:

What's something you should have done differently recently?
Why do you think your friend didn't answer — speculate with might have.
What's a decision you regret, using should have?
Make a confident guess about why something happened, using must have.

Now write it down — 5 sentences using should have, might have, must have

Use each modal at least once.

1

2

3

4

5

1. I should have left earlier, I was late.

2. She might have missed my message.

3. He must have forgotten, he's usually so reliable.

4. You shouldn't have worried so much.

5. They could have taken a different route.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I should have study more.→I should have studied more.(use the past participle, not the base verb)

She might had forgotten.→She might have forgotten.(use 'have', not 'had', after might/could/should/must)

I should of called you.→I should have called you.(it's 'have', not 'of' — a common spelling confusion from pronunciation)

He must have leave already.→He must have left already.(use the past participle 'left', not the base verb)

Check your own progress

I can use should have for regret or criticism I can use might/could have for past possibility I can use must have for a strong past deduction I always use the past participle after 'have' in these structures

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned should have (regret), might/could have (past possibility), and must have (strong past deduction) — all followed by the past participle.

Homework

Don't forget to do your homework!

B1-13 | PAST CONTINUOUS: WHEN VS. WHILE

Your 60-minute lesson

Past Continuous: When vs. While

Goal: By the end of this lesson, you'll be able to correctly use when and while to connect Past Simple and Past Continuous actions.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What were you doing when you got here today?
What was happening while you were getting ready this morning?
Tell me about a time you were interrupted while doing something.

QUICK GAME — 2 min

Interruption story: complete 3 sentences combining while/when with Past Continuous and Past Simple — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the Past Continuous from A2 — now let's focus on when to use 'when' and 'while' correctly with it.

Use

While + Past Continuous — introduces the longer, background action — While I was cooking, she called.
When + Past Simple — introduces the shorter, interrupting action — The phone rang when I was cooking.
Two continuous actions happening at the same time — While I was cooking, she was setting the table.

Form

While + continuous	When + simple	Two continuous actions
While + subject + was/were + verb-ing, + Past Simple	Past Continuous + when + subject + Past Simple	While + Past Continuous, + Past Continuous
While I was sleeping, the alarm went off.	I was sleeping when the alarm went off.	While I was cooking, he was cleaning.

"While" typically introduces the longer, background action (usually continuous), and "when" typically introduces the shorter, interrupting action (usually simple past) — though both orders are possible.

Check your understanding — click Yes or No

1. "While I was cooking, she called." — Is 'while' introducing the background action?

2. "I was sleeping when the alarm went off." — Is 'when' introducing the interruption?

3. "While I was cooking, he was cleaning." — Are both actions happening at the same time?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — narrate interrupted moments

Tell your tutor about moments that were interrupted, using when and while correctly. Use these prompts to start:

Tell me about a time something interrupted you while you were working.
What were you doing when you got some big news?
Tell me about two things happening at the same time in your day today.
Describe what was happening when you woke up this morning.

Now write it down — 5 sentences using when and while

Use when at least twice and while at least twice.

1

2

3

4

5

1. While I was studying, my phone kept buzzing.

2. I was cooking when the fire alarm went off.

3. While she was driving, she was listening to music.

4. I lost my wallet when I was traveling.

5. While I was waiting, I read a book.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

When I was cooking, she called. (using when for the background)→While I was cooking, she called.('while' more naturally introduces the ongoing background action)

While the phone rang, I was cooking.→The phone rang while I was cooking. / While I was cooking, the phone rang.(the interrupting action (Past Simple) usually isn't after 'while')

While I cooked, she called.→While I was cooking, she called.(use Past Continuous after 'while' for the ongoing action)

I was sleeping while the alarm went off.→I was sleeping when the alarm went off.('when' more naturally introduces the shorter interruption)

Check your own progress

I can use while + Past Continuous for background actions I can use when + Past Simple for interruptions I can describe two simultaneous continuous actions with while I choose when/while based on which action is longer/shorter

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you focused on when (introducing the shorter, interrupting action) vs while (introducing the longer, background action) with Past Continuous and Past Simple.

Homework

Don't forget to do your homework!

B1-14 | PREPOSITIONS OF PLACE: IDIOMATIC USES

Your 60-minute lesson

Prepositions of Place: Idiomatic Uses

Goal: By the end of this lesson, you'll be able to use prepositions of place in common idiomatic expressions like on the phone and at the top.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where do you usually watch the news, on TV or online?
Are you ever in charge of anything at work?
Have you seen anything interesting on the internet today?

QUICK GAME — 2 min

Fixed phrase quiz: your tutor says a situation and you say the correct preposition phrase — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the basics of prepositions of place — now let's look at fixed, idiomatic expressions that don't always follow the literal rules.

Use

Fixed expressions with on — I'm on the phone. She's on the plane.
Fixed expressions with at — We're at the top of the mountain. He's at work.
Fixed expressions with in — I read it in the newspaper. She's in charge.

Form

on (fixed)	at (fixed)	in (fixed)
on the phone, on the plane, on the news, on the internet	at work, at home, at school, at the top/bottom	in the newspaper, in charge, in the picture
I saw it on TV.	She's at the doctor's.	He's in the photo.

These expressions are fixed and often don't follow the literal logic of the prepositions — they need to be memorized as complete phrases, just like phrasal verbs.

Check your understanding — click Yes or No

1. "I'm on the phone." — Is 'on' used literally here (touching a surface)?

2. "She's at work." — Is this a fixed expression?

3. "He's in charge." — Does this literally mean he's inside something?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice fixed expressions

Talk with your tutor using these fixed prepositional expressions. Use these prompts to start:

Where do you usually watch the news?
Who's in charge at your workplace?
Have you ever seen yourself in a newspaper or online?
Describe being at the top of somewhere memorable.

Now write it down — 5 sentences using fixed prepositional expressions

Use at least 4 different expressions from this lesson.

1

2

3

4

5

1. I saw the announcement on the news this morning.

2. She's at work until 6pm today.

3. He's in charge of the marketing team.

4. I read an interesting article in the newspaper.

5. We were at the top of the mountain by noon.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm in the phone.→I'm on the phone.(the fixed expression uses 'on', not 'in')

She's in work.→She's at work.(the fixed expression uses 'at', not 'in')

I saw it at the newspaper.→I saw it in the newspaper.(the fixed expression uses 'in', not 'at')

He's at charge.→He's in charge.(the fixed expression uses 'in', not 'at')

Check your own progress

I know common fixed expressions with on (on the phone, on TV) I know common fixed expressions with at (at work, at the top) I know common fixed expressions with in (in the newspaper, in charge) I treat these as memorized units, not literal logic

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned fixed, idiomatic expressions with prepositions of place (on the phone, at work, in charge) that need to be memorized as complete units.

Homework

Don't forget to do your homework!

B1-15 | PRESENT PERFECT VS. PAST SIMPLE

Your 60-minute lesson

Present Perfect vs. Past Simple

Goal: By the end of this lesson, you'll be able to correctly choose between the Present Perfect and Past Simple.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What have you done today so far?
What did you do yesterday?
Have you ever visited another country? When?

QUICK GAME — 2 min

Tense sort: your tutor gives you a sentence starter and you decide if it needs Present Perfect or Past Simple — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's contrast these two tenses directly — one of the trickiest distinctions in English for Spanish speakers.

Use

Present Perfect — connects the past to the present, no specific time — I have visited Peru. (at some point)
Past Simple — a finished action at a specific, mentioned time — I visited Peru in 2019.
Present Perfect with unfinished time periods (today, this week) — I've called her twice today.

Form

Present Perfect	Past Simple	Signal words
have/has + past participle (no specific time)	past form (specific time mentioned)	PP: ever, never, already, yet, since, for PS: yesterday, last week, in 2019, ago
I have seen that movie.	I saw that movie last week.	She has just arrived. / She arrived an hour ago.

The key question: does the sentence mention or imply a SPECIFIC finished time? If yes, use Past Simple. If it's about experience/connection to now with no specific time, use Present Perfect.

Check your understanding — click Yes or No

1. "I visited Peru in 2019." — Is there a specific time mentioned?

2. "I have visited Peru." — Is there a specific time mentioned?

3. "I've called her twice today." — Is 'today' a finished time period?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice choosing the right tense

Talk with your tutor, being careful to choose between Present Perfect and Past Simple. Use these prompts to start:

Have you ever traveled abroad? When did you go?
What have you done today so far?
Tell me about something you did last weekend.
Have you ever tried an unusual food? Tell me about it.

Now write it down — 5 sentences using both tenses correctly

Use Present Perfect at least twice and Past Simple at least twice.

1

2

3

4

5

1. I have visited three countries in South America.

2. I visited Peru in 2019, it was amazing.

3. I haven't finished my report yet.

4. She called me an hour ago.

5. Have you ever met someone famous?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have visited Peru in 2019.→I visited Peru in 2019.(don't use Present Perfect with a specific past time)

I saw that movie, it was great. (no specific time, general experience)→I have seen that movie, it was great.(use Present Perfect for experience without a specific time)

Did you ever try sushi?→Have you ever tried sushi?('ever' about life experience usually signals Present Perfect)

I have called her yesterday.→I called her yesterday.('yesterday' is a specific finished time — use Past Simple)

Check your own progress

I can identify when a specific time is mentioned (use Past Simple) I can identify when there's no specific time (use Present Perfect) I know signal words for each tense I understand unfinished time periods (today, this week) usually take Present Perfect

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you contrasted Present Perfect (no specific time, connects to now) and Past Simple (specific finished time) — the key question is always whether a specific time is mentioned.

Homework

Don't forget to do your homework!

B1-16 | WILL VS. GOING TO FOR PREDICTION

Your 60-minute lesson

Will vs. Going To for Prediction

Goal: By the end of this lesson, you'll be able to correctly choose between will and going to when making predictions.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Look outside — what's the weather going to be like later?
What do you think will happen in the news this year?
Based on your plans, is this going to be a busy week?

QUICK GAME — 2 min

Prediction round: make 3 predictions, deciding between will and going to based on evidence — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know both will and going to — let's contrast them directly for predictions, where the choice depends on evidence.

Use

Going to — prediction based on evidence you can see now — Look at those clouds, it's going to rain.
Will — prediction based on opinion, belief, no clear evidence — I think it will rain tomorrow.
Will — for more distant, general future predictions — In 50 years, robots will do most jobs.

Form

Going to (evidence)	Will (opinion)	Notes
can + see/point to evidence now	believe/think/expect + no clear evidence	I think/believe usually pairs with will
She's going to have a baby. (visibly pregnant)	I think she'll have a baby someday.	Look at the sky — it's going to rain.

Ask yourself: can I point to clear evidence right now? If yes, use going to. If it's just my opinion or belief about the future, use will.

Check your understanding — click Yes or No

1. "Look at those clouds, it's going to rain." — Is there visible evidence right now?

2. "I think it will rain tomorrow." — Is this based on clear evidence right now?

3. "In 50 years, robots will do most jobs." — Is this a distant, general prediction?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice both types of predictions

Talk with your tutor, making predictions based on evidence and on opinion. Use these prompts to start:

Look outside — what do you think the weather is going to do?
What do you think will happen with technology in 20 years?
Based on how you're feeling, is today going to be a good day?
What do you believe will happen in your career?

Now write it down — 5 predictions using will and going to appropriately

Use going to for evidence-based predictions and will for opinions, at least twice each.

1

2

3

4

5

1. Look at the traffic — we're going to be late.

2. I think this year will be a great one for me.

3. She's studying so hard, she's going to pass.

4. I believe our relationship will get stronger.

5. The battery is almost dead, it's going to die soon.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I think it's going to rain. (pure opinion, no evidence)→I think it will rain.('I think' without clear evidence usually pairs with will)

Look at the sky, it will rain. (clear visible evidence)→Look at the sky, it's going to rain.(use going to when there's visible evidence right now)

She going to have a baby.→She's going to have a baby.(don't forget am/is/are with going to)

In 50 years, robots are going to do most jobs. (distant, general prediction)→In 50 years, robots will do most jobs.(will is more natural for distant, general predictions)

Check your own progress

I can use going to for evidence-based predictions I can use will for opinion-based predictions I know 'I think/believe' usually pairs with will I can choose correctly based on whether evidence is visible now

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you contrasted going to (evidence-based predictions) and will (opinion-based predictions) — the key is whether you can point to clear evidence right now.

Homework

Don't forget to do your homework!

B1-17 | REAL CONDITIONALS: REVIEW AND CONSOLIDATION

Your 60-minute lesson

Real Conditionals: Review and Consolidation

Goal: By the end of this lesson, you'll be able to confidently use Zero and First Conditional together, choosing the right one for real situations.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a general truth about your job or studies?
What will you do if you have free time this weekend?
What happens if you don't charge your phone? (general fact)

QUICK GAME — 2 min

Fact or plan: your tutor gives a sentence and you decide if it's Zero or First Conditional, and why — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate the Zero and First Conditional you've learned, making sure you can choose between them naturally and quickly.

Use

Zero Conditional — always true, general facts/rules — If you don't water plants, they die.
First Conditional — a specific, real possibility in the future — If it rains tomorrow, I'll take an umbrella.
Mixing them in natural conversation — If you heat metal, it expands — so if we heat this, it'll expand too.

Form

Zero Conditional	First Conditional	Choosing between them
If + present simple, + present simple	If + present simple, + will + verb	Zero = always true. First = one specific future case
If you mix red and blue, you get purple.	If I have time tomorrow, I'll call you.	Compare: general rule vs specific situation

The clearest test: is this true every single time (Zero), or just possibly true in one specific future situation (First)? "If water freezes, it becomes ice" (always) vs "If it's cold tonight, I'll wear a coat" (specific).

Check your understanding — click Yes or No

1. "If you heat water, it boils." — Is this true every time?

2. "If it rains tomorrow, I'll stay home." — Is this about a specific future case?

3. Zero Conditional — Does it use 'will' in the result clause?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — mix general facts and specific plans

Talk with your tutor, using both types of real conditionals naturally. Use these prompts to start:

What's a general truth about learning a language?
What will you do if you finish work early today?
What's a rule of nature you know? (Zero Conditional)
What are your specific plans for this weekend, depending on the weather?

Now write it down — 5 sentences mixing Zero and First Conditional

Use at least 2 of each type.

1

2

3

4

5

1. If you don't practice regularly, you forget vocabulary quickly.

2. If I have time tonight, I'll review my notes.

3. Plants grow faster if you give them enough sunlight.

4. If it's nice out tomorrow, we'll go for a walk.

5. If you don't sleep enough, you feel tired the next day.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If you heat water, it will boil. (general fact, always true)→If you heat water, it boils.(use present simple in both clauses for general facts)

If it rains tomorrow, I stay home. (specific future case)→If it rains tomorrow, I'll stay home.(use will for a specific future possibility)

If it will rain, I'll stay home.→If it rains, I'll stay home.(never use will in the if-clause)

If you don't eat, you will feel weak. (general truth)→If you don't eat, you feel weak.(for a universal fact, use present simple, not will)

Check your own progress

I can distinguish general truths (Zero) from specific future cases (First) I never use will in the if-clause of either type I use present simple for Zero Conditional results I use will for First Conditional results

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated Zero Conditional (always true) and First Conditional (specific future possibility) — choosing correctly based on whether the situation is universal or specific.

Homework

Don't forget to do your homework!

B1-18 | USED TO

Your 60-minute lesson

Used To

Goal: By the end of this lesson, you'll be able to talk about past habits and states that are no longer true using used to.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did you use to do every summer as a child?
Did you use to have a different hairstyle or style?
What's something your city used to be known for?

QUICK GAME — 2 min

Then and now: say 3 things you used to do or believe, and how it's different now — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at used to — a special structure for past habits or states that have changed, contrasting past and present.

Use

A past habit that no longer happens — I used to smoke, but I quit.
A past state that is no longer true — She used to live in Mexico.
Contrast the past with now — I used to hate coffee, but now I love it.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + used to + base verb	Subject + didn't use to + base verb	Did + subject + use to + base verb?
I used to play soccer. She used to live here.	I didn't use to like vegetables. He didn't use to travel much.	Did you use to live here? Did she use to work there?

Don't confuse "used to + verb" (past habit) with "be used to + -ing" (be accustomed to something) — "I used to live in Lima" (past habit) vs "I'm used to living alone" (accustomed to, present).

Check your understanding — click Yes or No

1. "I used to smoke." — Do I smoke now?

2. "She used to live in Mexico." — Does she live there now?

3. "Used to" — Does it describe something happening right now?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about how things used to be

Talk with your tutor about your past, and how things have changed. Use these prompts to start:

What did you use to do as a child that you don't do now?
Did you use to like something you now dislike, or vice versa?
What did your city use to be like?
What did you use to believe that you don't anymore?

Now write it down — 5 sentences using used to

Use at least one negative and one question.

1

2

3

4

5

1. I used to be really shy as a child.

2. She didn't use to enjoy reading, but now she loves it.

3. Did you use to play any sports growing up?

4. We used to live in a small apartment.

5. He used to work in a completely different field.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I use to play soccer.→I used to play soccer.(use 'used to' in affirmative sentences)

I didn't used to like it.→I didn't use to like it.(after 'didn't', use 'use to' without -d)

Did you used to live here?→Did you use to live here?(after 'did', use 'use to' without -d)

I am used to smoke, but I quit.→I used to smoke, but I quit.('used to smoke' (past habit) is different from 'am used to smoking' (accustomed to))

Check your own progress

I can use used to for past habits that have stopped I can make negatives with didn't use to (no -d) I can ask questions with Did...use to (no -d) I don't confuse used to + verb with be used to + -ing

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned used to for past habits and states no longer true — remembering that negatives and questions drop the -d (didn't use to, did you use to).

Homework

Don't forget to do your homework!

B1-19 | ADVERBS: DEGREE AND SENTENCE ADVERBS

Your 60-minute lesson

Adverbs: Degree and Sentence Adverbs

Goal: By the end of this lesson, you'll be able to use degree adverbs and sentence adverbs to add nuance and opinion to your speech.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe today's weather using a degree adverb.
Tell me something fortunate that happened to you recently.
Is your job/study extremely demanding, or fairly relaxed?

QUICK GAME — 2 min

Opinion starter: begin 3 sentences with a sentence adverb (fortunately, obviously, surprisingly) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's go beyond adverbs of manner to look at two more types: degree adverbs (extremely, fairly) and sentence adverbs (fortunately, obviously).

Use

Degree adverbs — modify adjectives/adverbs, showing intensity — It's extremely cold. She's fairly good at tennis.
Sentence adverbs — give the speaker's opinion about the whole sentence — Fortunately, we arrived on time.
Sentence adverbs usually go at the start, with a comma — Obviously, we need to plan ahead.

Form

Degree adverbs	Sentence adverbs	Position
extremely, fairly, quite, rather	fortunately, unfortunately, obviously, surprisingly	degree: before the adjective sentence: start + comma
It's extremely hot today.	Fortunately, no one was hurt.	She's fairly tired. Surprisingly, she agreed.

Sentence adverbs comment on the whole idea, not just one word — they show the speaker's attitude or opinion about what follows, and are common in more formal or written English.

Check your understanding — click Yes or No

1. "It's extremely cold." — Does 'extremely' show intensity?

2. "Fortunately, we arrived on time." — Does this show the speaker's opinion about the whole sentence?

3. Sentence adverbs — Do they usually modify just one adjective?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — add nuance and opinion

Talk with your tutor using degree and sentence adverbs to add nuance. Use these prompts to start:

Describe something extremely difficult you've done.
Tell me about something fortunate that happened to you recently.
What's something rather surprising that happened this year?
Describe your English level using a degree adverb.

Now write it down — 5 sentences using degree and sentence adverbs

Use at least 2 degree adverbs and 2 sentence adverbs.

1

2

3

4

5

1. This year has been extremely busy for me.

2. Fortunately, I found a great apartment quickly.

3. She's quite talented at painting.

4. Surprisingly, the meeting ended early.

5. This topic is rather complex.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It's extreme cold.→It's extremely cold.(use the adverb form (extremely) to modify the adjective)

Fortunate, we arrived on time.→Fortunately, we arrived on time.(use the adverb form (fortunately), not the adjective)

She's fair good at tennis.→She's fairly good at tennis.(use 'fairly' (adverb), not 'fair' (adjective))

Obviously we need obviously to leave.→Obviously, we need to leave.(don't repeat the sentence adverb within the same sentence)

Check your own progress

I can use degree adverbs to modify adjectives (extremely, fairly, quite) I can use sentence adverbs to show my opinion (fortunately, surprisingly) I place sentence adverbs at the start with a comma I use the correct adverb form, not the adjective

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned degree adverbs (extremely, fairly, quite) to show intensity, and sentence adverbs (fortunately, obviously, surprisingly) to show your opinion about a whole idea.

Homework

Don't forget to do your homework!

B1-20 | BOTH, EITHER, NEITHER

Your 60-minute lesson

Both, Either, Neither

Goal: By the end of this lesson, you'll be able to talk about two things using both (both), either (one or the other), and neither (not one or the other).

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do both of your parents live in the same city?
If you had to pick either summer or winter forever, which would you choose?
Is there a food neither you nor your family likes?

QUICK GAME — 2 min

Pairs round: describe 3 pairs of things in your life using both/either/neither — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at three words for talking about two people or things: both, either, and neither.

Use

Both — the two things/people together — Both of my parents are teachers.
Either — one or the other, your choice — You can have either the tea or the coffee.
Neither — not one, not the other — Neither of us likes spicy food.

Form

Both	Either	Neither
both + noun / both of + us/them	either + noun (singular) / either of	neither + noun (singular) / neither of
Both books are good. Both of them agreed.	You can take either bus. Either of them can help.	Neither answer is correct. Neither of us was ready.

Either and neither are followed by a singular noun and usually a singular verb ("Neither option is good"), even though they refer to two things.

Check your understanding — click Yes or No

1. "Both of my parents are teachers." — Does this refer to the two together?

2. "You can have either the tea or the coffee." — Does this offer a choice between two?

3. "Neither of us likes it." — Does this mean both of us like it?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about pairs and choices

Talk with your tutor about things that come in twos. Use these prompts to start:

Do both of your parents work in the same field?
If you had to choose either coffee or tea forever, which would you pick?
Is there something neither you nor your best friend likes?
Talk about two options you're currently choosing between.

Now write it down — 5 sentences using both, either and neither

Use each word at least once.

1

2

3

4

5

1. Both of my siblings live in the same city as me.

2. You can choose either the window seat or the aisle seat.

3. Neither of us had eaten breakfast that day.

4. Both options sound great to me.

5. I don't really like either of those movies.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Both of my parents is a teacher.→Both of my parents are teachers.('both' takes a plural verb)

Either option are good.→Either option is good.('either' + singular noun takes a singular verb)

Neither of us wants to go, do we?→Neither of us wants to go.('neither' takes a singular verb; avoid the tag entirely for simplicity)

I don't like neither of them.→I don't like either of them. / I like neither of them.(avoid double negatives — use either with 'don't', or neither alone)

Check your own progress

I can use both for two things together I can use either for a choice between two I can use neither for 'not one, not the other' I know either/neither take singular nouns and verbs

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned both (two together), either (one or the other), and neither (not one, not the other) — remembering either/neither take singular verbs.

Homework

Don't forget to do your homework!

B1-21 | INTENSIFIERS: SO, SUCH, TOO, ENOUGH

Your 60-minute lesson

Intensifiers: So, Such, Too, Enough

Goal: By the end of this lesson, you'll be able to use so and such to intensify sentences, and review too/enough with more nuance.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something that was so good you'd do it again?
Describe a person you know as 'such a...'
Tell me about a time something was so [adjective] that it caused a result.

QUICK GAME — 2 min

So or such: your tutor says a sentence starter and you finish it with so or such correctly — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know too/enough from A2 — let's add so and such, two very common intensifiers with a specific structure.

Use

So + adjective/adverb — The movie was so boring.
Such + a/an + adjective + noun — It was such a boring movie.
So/Such + that — show a result — It was so cold that we stayed inside.

Form

So + adjective	Such + (a/an) + noun	So/Such...that (result)
so + adjective/adverb	such + a/an + adjective + noun such + adjective + plural noun	so + adj + that.../ such + noun + that...
The food was so good.	It was such a good movie. They are such nice people.	It was so hot that we went swimming.

"So" goes directly before an adjective (no noun), while "such" goes before a noun (with a/an if singular) — "so good" vs "such a good movie."

Check your understanding — click Yes or No

1. "So" — Does it go directly before a noun?

2. "Such a good movie" — Does 'such' go before a noun phrase?

3. "It was so cold that we stayed inside." — Does this show a result?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe with intensity

Talk with your tutor using so and such to add emphasis. Use these prompts to start:

Describe the best meal you've ever had, using so or such.
Tell me about a movie that was so good/bad, and why.
Describe someone you know using such a...
Tell me about a time something was so [adjective] that something happened as a result.

Now write it down — 5 sentences using so and such

Use each word at least twice, including one so...that sentence.

1

2

3

4

5

1. The concert was so amazing.

2. It was such an amazing concert that we bought tickets for the next one.

3. She's such a generous friend.

4. The traffic was so bad today.

5. We had such a relaxing weekend.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It was such delicious.→It was so delicious.(use 'so' directly before an adjective with no noun)

It was so a good movie.→It was such a good movie.(use 'such' before a noun phrase, not 'so')

She is so a kind person.→She is such a kind person.(use 'such' + a/an + adjective + noun)

It was so cold we stayed inside. (missing 'that')→It was so cold that we stayed inside.(the result clause is often introduced with 'that' (though sometimes omitted informally))

Check your own progress

I can use so + adjective/adverb (no noun) I can use such + a/an + adjective + noun I can use so...that / such...that for results I don't mix up so and such before nouns

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned so (before adjectives, no noun) and such (before a/an + adjective + noun) to add emphasis, plus the so/such...that structure for results.

Homework

Don't forget to do your homework!

B1-22 | CONNECTING WORDS: CAUSE, EFFECT AND CONTRAST

Your 60-minute lesson

Connecting Words: Cause, Effect and Contrast

Goal: By the end of this lesson, you'll be able to use more formal connecting words like therefore, however, and due to.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe a recent cause and effect in your life, using therefore.
Describe a contrast in your week, using however.
What's something that happened due to circumstances outside your control?

QUICK GAME — 2 min

Formal upgrade: your tutor gives a casual sentence with because/but/so, and you upgrade it using the formal alternative — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know because/so/but from A2 — let's add more formal alternatives common in writing and professional speech.

Use

Therefore / As a result — introduce an effect (formal) — The flight was cancelled. Therefore, we stayed an extra night.
However / Nevertheless — introduce a contrast (formal) — The plan was risky. However, it worked.
Due to / Because of + noun — introduce a cause (formal) — The event was cancelled due to bad weather.

Form

Effect (formal)	Contrast (formal)	Cause + noun
Therefore, / As a result,	However, / Nevertheless,	due to / because of + noun phrase
It was raining. Therefore, we stayed home.	It was expensive. However, we bought it.	The delay was due to bad weather.

"Because" is followed by a full clause (subject + verb), while "because of/due to" are followed by just a noun phrase — "because it rained" vs "because of the rain."

Check your understanding — click Yes or No

1. "Therefore" — Does it introduce a result?

2. "However" — Does it introduce a contrast?

3. "Due to" — Is it followed by a full clause (subject + verb)?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice formal connectors

Talk with your tutor using more formal connecting words. Use these prompts to start:

Describe a challenge and its result, using therefore.
Describe a situation with an unexpected outcome, using however.
Explain why something happened, using due to.
Tell me about a difficulty you overcame, using nevertheless.

Now write it down — 5 sentences using formal connecting words

Use therefore, however, and due to/because of at least once each.

1

2

3

4

5

1. The meeting ran late. Therefore, I missed my train.

2. The project was difficult. However, we finished on time.

3. The delay was due to heavy traffic.

4. She was exhausted. Nevertheless, she finished the marathon.

5. Prices increased because of the new taxes.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It was raining, therefore we stayed home. (missing comma structure)→It was raining. Therefore, we stayed home.('therefore' usually starts a new sentence or follows a semicolon, with a comma after it)

The trip was cancelled due to it rained.→The trip was cancelled due to the rain. / because it rained.('due to' needs a noun phrase, not a full clause)

However, but it worked.→However, it worked.(don't combine 'however' and 'but' together)

Because of it was raining, we stayed home.→Because it was raining, we stayed home. / Because of the rain, we stayed home.('because of' needs a noun, 'because' needs a clause)

Check your own progress

I can use therefore/as a result to introduce effects formally I can use however/nevertheless to introduce contrast formally I can use due to/because of + noun for causes I know because needs a clause, due to/because of need a noun

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned formal connecting words: therefore/as a result (effect), however/nevertheless (contrast), and due to/because of (cause + noun) — more suited to formal speech and writing.

Homework

Don't forget to do your homework!

B1-23 | FUTURE CONTINUOUS

Your 60-minute lesson

Future Continuous

Goal: By the end of this lesson, you'll be able to describe an action that will be in progress at a specific future time using the Future Continuous.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What will you be doing this time tomorrow?
Will you be traveling anywhere in the next few months?
What will you be doing this time next year, do you think?

QUICK GAME — 2 min

Time capsule: describe what you think you'll be doing at 3 specific future moments — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Future Continuous — used to imagine what will be happening at a specific moment in the future.

Use

An action in progress at a specific future time — At 8pm tonight, I'll be flying to Lima.
A planned, expected activity in the future (not a decision) — I'll be working late this week.
Ask politely about someone's plans — Will you be using the car tomorrow?

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + will be + verb-ing	Subject + won't be + verb-ing	Will + subject + be + verb-ing?
I'll be traveling this time tomorrow. She'll be sleeping at midnight.	I won't be working this weekend. He won't be joining us.	Will you be coming to the party? Will she be attending?

Future Continuous often sounds more natural and less demanding than "will" alone for asking about plans — "Will you be using the car?" sounds softer than "Will you use the car?"

Check your understanding — click Yes or No

1. "At 8pm, I'll be flying to Lima." — Is this describing an action in progress at a specific time?

2. "Will you be using the car?" — Is this a soft way to ask about plans?

3. Future Continuous — Is it formed with will + base verb?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — imagine future moments

Talk with your tutor about what you'll be doing at specific future times. Use these prompts to start:

What will you be doing this time tomorrow?
What will you be doing this time next year?
Will you be traveling anywhere soon?
Politely ask your tutor about their plans for tonight.

Now write it down — 5 sentences using Future Continuous

Use at least one negative and one question.

1

2

3

4

5

1. At this time tomorrow, I'll be sitting on a plane.

2. I won't be working next Friday, it's a holiday.

3. Will you be attending the conference next week?

4. This time next year, we'll be living in a new city.

5. She'll be studying all weekend for her exam.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'll working tonight.→I'll be working tonight.(don't forget 'be' before the -ing form)

She will sleeping at that time.→She will be sleeping at that time.(don't forget 'be')

Will you using the car? (as a soft, planned question)→Will you be using the car?(add 'be' for the softer, more natural Future Continuous form)

I'll be work tomorrow.→I'll be working tomorrow.(don't forget -ing after 'be')

Check your own progress

I can form the Future Continuous with will be + -ing I can describe actions in progress at a specific future time I can use it to softly ask about someone's plans I can make negative sentences and questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Future Continuous (will be + -ing) to describe actions in progress at a specific future time, and to softly ask about someone's plans.

Homework

Don't forget to do your homework!

B1-24 | MODALS OF PROBABILITY: MIGHT, MAY, WILL PROBABLY

Your 60-minute lesson

Modals of Probability: Might, May, Will Probably

Goal: By the end of this lesson, you'll be able to express different levels of certainty about the future using might, may, and will probably.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What might you do this weekend?
What will you probably eat for dinner tonight?
What will you definitely do before the end of this month?

QUICK GAME — 2 min

Certainty scale: say 3 future plans with different levels of certainty (might, probably, definitely) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at a scale of certainty for the future — from very unsure (might) to fairly confident (will probably).

Use

Might/May — a possibility, not very certain (50% or less) — I might travel this summer, I'm not sure yet.
Will probably — fairly confident, likely (around 70-80%) — I'll probably stay home tonight.
Will definitely — very confident, almost certain — I'll definitely be there.

Form

Might/May (uncertain)	Will probably (likely)	Will definitely (certain)
Subject + might/may + base verb	Subject + will probably + base verb	Subject + will definitely + base verb
She might come to the party.	She'll probably come to the party.	She'll definitely come to the party.

"Probably" goes after "will" but before the main verb ("I'll probably go"), and before "won't" ("I probably won't go") — the position shifts slightly in the negative.

Check your understanding — click Yes or No

1. "I might travel this summer." — Is this very certain?

2. "I'll probably stay home." — Is this more certain than 'might'?

3. "I'll definitely be there." — Is this the most certain option?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express degrees of certainty

Talk with your tutor about your future plans, using different levels of certainty. Use these prompts to start:

What might you do this weekend?
What will you probably do tonight?
What will you definitely do this year?
What may happen in your career in the next few years?

Now write it down — 5 sentences using might, will probably, and will definitely

Use different levels of certainty for different sentences.

1

2

3

4

5

1. I might travel abroad this year, but it's not confirmed yet.

2. I'll probably work from home tomorrow.

3. I'll definitely finish this project by Friday.

4. She may join us later, she's not sure.

5. We probably won't go out tonight, we're both tired.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I might will go.→I might go.(don't combine might with will)

I will probably not go.→I probably won't go.('probably' usually comes before 'won't' in the negative)

She mights come.→She might come.(modals never take -s)

I'll definitely will be there.→I'll definitely be there.(don't repeat 'will' after the contraction)

Check your own progress

I can use might/may for uncertain possibilities I can use will probably for likely events I can use will definitely for near-certain events I know the position of 'probably' shifts in negatives

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned a scale of future certainty: might/may (uncertain), will probably (likely), and will definitely (near-certain) — with attention to word position in negatives.

Homework

Don't forget to do your homework!

B1-25 | PAST TENSE SHORT RESPONSES

Your 60-minute lesson

Past Tense Short Responses

Goal: By the end of this lesson, you'll be able to respond naturally to past tense statements using short responses like "So did I" and "I did too."

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me something you did last weekend — see if your tutor did it too!
Tell me something you didn't enjoy recently.
Did you sleep well last night?

QUICK GAME — 2 min

Agree or not: your tutor makes 3 statements about their past, and you respond naturally using short responses — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at short responses in the past — a natural way to agree or add information without repeating the whole sentence.

Use

Agree with a positive statement — "I went to Peru last year." "So did I!" / "I did too!"
Agree with a negative statement — "I didn't like the movie." "Neither did I." / "I didn't either."
Short answers to past questions — "Did you enjoy it?" "Yes, I did." / "No, I didn't."

Form

Agree (positive)	Agree (negative)	Short answer
So + did/was/were + subject Subject + did/was too	Neither + did/was/were + subject Subject + didn't/wasn't either	Yes, subject + did/was. No, subject + didn't/wasn't.
"I loved it." "So did I."	"I wasn't ready." "Neither was I."	"Were you there?" "Yes, I was."

"So did I" uses inverted word order (auxiliary before subject), while "I did too" keeps normal order — both mean the same thing, just different structures.

Check your understanding — click Yes or No

1. "So did I" — Does this agree with a positive statement?

2. "Neither did I" — Does this agree with a negative statement?

3. "I did too" and "So did I" — Do they mean different things?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — respond naturally in a conversation

Have a natural back-and-forth conversation with your tutor about past experiences, using short responses. Use these prompts to start:

Tell your tutor about a trip; they'll respond, and you can too!
Talk about something you didn't like recently, and see if they agree.
Share a childhood memory.
Talk about your weekend and compare experiences.

Now write it down — 5 exchanges using short past tense responses

Use so did I, neither did I, and I did/didn't too/either at least once each.

1

2

3

4

5

1. "I traveled a lot last year." "So did I!"

2. "I didn't enjoy that restaurant." "Neither did I."

3. "I loved the movie." "I did too!"

4. "I wasn't impressed." "I wasn't either."

5. "Did you finish the book?" "Yes, I did."

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

So I did.→So did I.(the auxiliary comes before the subject in this structure)

Neither I was.→Neither was I.(the auxiliary comes before the subject)

I did too either.→I did too. / I didn't either.('too' is for positive agreement, 'either' is for negative agreement — don't mix them)

Yes, I do. (about the past)→Yes, I did.(match the tense of the question)

Check your own progress

I can use So did I / So was I to agree with positive statements I can use Neither did I / Neither was I to agree with negatives I can use I did/was too, and I didn't/wasn't either I can give correct short answers to past questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned short past tense responses — So did I / Neither did I / I did too / I didn't either — for agreeing naturally without repeating the whole sentence.

Homework

Don't forget to do your homework!

B1-26 | PHRASAL VERBS: EXTENDED

Your 60-minute lesson

Phrasal Verbs: Extended

Goal: By the end of this lesson, you'll be able to use more advanced phrasal verbs like put off, come up with, and run into.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you run into anyone interesting recently?
What's something you keep putting off?
Have you figured out something difficult recently?

QUICK GAME — 2 min

Phrasal verb match: your tutor says a phrasal verb and you use it in a sentence about your own life — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know basic phrasal verbs from A2 — let's add more sophisticated ones common in everyday and professional English.

Use

Put off — postpone — Let's not put off this decision any longer.
Come up with — think of, invent — She came up with a great idea.
Run into — meet by chance — I ran into an old friend yesterday.

Form

Common extended phrasal verbs	Meaning	Example
put off, come up with, run into	postpone, invent, meet by chance	I ran into my old teacher downtown.
carry on, figure out, set up	continue, understand/solve, arrange	We finally figured out the problem.

Some of these are separable (put the meeting off / put off the meeting), while others are inseparable (run into someone, never "run someone into") — this needs to be learned per verb.

Check your understanding — click Yes or No

1. "Put off" — Does this mean to postpone?

2. "Run into" — Does this mean to meet by chance?

3. "Come up with" — Does this mean to give up?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice extended phrasal verbs

Talk with your tutor using these phrasal verbs. Use these prompts to start:

Have you ever run into someone unexpectedly?
What's something you tend to put off?
Tell me about a time you and someone came up with a good idea together.
Have you set up anything new recently — a project, a routine?

Now write it down — 5 sentences using extended phrasal verbs

Use at least 4 different phrasal verbs from this lesson.

1

2

3

4

5

1. I ran into my neighbor at the supermarket.

2. We came up with a new plan for the project.

3. I always put off cleaning my closet.

4. It took time, but we figured out the problem.

5. She set up a new system at work.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Let's not put this off decision.→Let's not put off this decision. / Let's not put this decision off.(with separable phrasal verbs, the pronoun goes between, but nouns can go either place)

I ran my friend into.→I ran into my friend.('run into' is inseparable — the object always comes after the whole phrase)

She came with up a great idea.→She came up with a great idea.(the particles 'up with' stay together)

We figured the problem out out.→We figured out the problem.(don't repeat the particle)

Check your own progress

I know put off (postpone), come up with (invent), run into (meet by chance) I know figure out (solve), set up (arrange), carry on (continue) I know some phrasal verbs are separable, others aren't I'm building a growing list of these to memorize

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned more advanced phrasal verbs — put off, come up with, run into, figure out, set up, carry on — common in everyday and professional English.

Homework

Don't forget to do your homework!

B1-27 | WH- QUESTIONS IN THE PAST: INDIRECT FORMS

Your 60-minute lesson

Wh- Questions in the Past: Indirect Forms

Goal: By the end of this lesson, you'll be able to ask indirect Wh- questions about the past politely, combining reported speech patterns.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you know what happened in the news yesterday?
I wonder what you were doing exactly one year ago.
Could you tell me a bit about how you started tutoring?

QUICK GAME — 2 min

Polite upgrade: your tutor asks a direct past question, you turn it into a polite indirect one — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You learned direct Wh- questions in the past (A2) — now let's combine that with polite, indirect structures.

Use

Ask indirectly about a past event, politely — Could you tell me what happened yesterday?
Ask indirectly about someone's past actions — Do you know why she left early?
Indirect word order: no inversion, normal statement order — I wonder why he didn't call.

Form

Direct question	Indirect question	Word order
Wh-word + did + subject + verb?	phrase + Wh-word + subject + past verb	no inversion, no 'did' inside the clause
Why did she leave?	Do you know why she left?	the verb keeps its past form, no extra 'did'

Inside the indirect clause, the verb goes back to its normal past form directly ("why she left"), without "did" — the same principle as embedded questions, applied to the past.

Check your understanding — click Yes or No

1. "Do you know why she left?" — Is this more polite than "Why did she leave?"?

2. Inside an indirect past question, does 'did' still appear?

3. "I wonder why he didn't call." — Does the subject come before the verb here?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — ask about the past politely

Practice asking polite, indirect questions about past events. Use these prompts to start:

Ask politely what happened at an event you missed.
Ask politely why someone made a certain decision in the past.
Ask politely where someone went on their trip.
Ask politely when something happened.

Now write it down — 5 indirect Wh- questions about the past

Use different starters: Do you know, Could you tell me, I wonder.

1

2

3

4

5

1. Do you know why the meeting was cancelled?

2. Could you tell me what happened at the conference?

3. I wonder where she went after the party.

4. Do you know when they got married?

5. Could you tell me why he didn't show up?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Do you know why did she leave?→Do you know why she left?(no 'did' inside the indirect clause)

Could you tell me what did happen?→Could you tell me what happened?(the verb keeps its past form directly, no 'did')

I wonder where did he go.→I wonder where he went.(normal statement word order inside the clause)

Do you know when arrived they?→Do you know when they arrived?(subject before verb, as in a normal statement)

Check your own progress

I can form indirect Wh- questions about the past I don't use 'did' inside the indirect clause I use normal statement word order (subject before verb) I can start politely with Do you know, Could you tell me, I wonder

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you combined Wh- questions in the past with polite indirect structures — remembering no 'did' and normal statement word order inside the clause.

Homework

Don't forget to do your homework!

B1-28 | CAUSATIVE: HAVE/GET SOMETHING DONE

Your 60-minute lesson

Causative: Have/Get Something Done

Goal: By the end of this lesson, you'll be able to talk about services performed for you using have/get something done.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

When did you last have your hair cut?
Have you ever had something delivered to your house?
What do you need to get fixed or done soon?

QUICK GAME — 2 min

Service round: name 3 services you've had done recently, using the causative — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the causative structure — used when someone else does something for you, rather than doing it yourself.

Use

Have something done — a service performed for you — I had my car repaired last week.
Get something done — same meaning, more casual — I need to get my hair cut.
Have someone do something — ask/arrange for a specific person — I had the mechanic check the brakes.

Form

Have/get + object + past participle	Have + person + base verb	Notes
Subject + have/get + object + past participle	Subject + have + person + base verb	focus is on the service, not who does it
I had my car repaired. I need to get my hair cut.	I had the mechanic check the brakes.	I got my phone fixed yesterday.

"I cut my hair" means you did it yourself, but "I had my hair cut" means someone else (a hairdresser) did it for you — a subtle but important difference.

Check your understanding — click Yes or No

1. "I had my car repaired." — Did I repair it myself?

2. "I cut my hair" and "I had my hair cut" — Do they mean the same thing?

3. "I had the mechanic check the brakes." — Did I ask someone specific to do it?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about services

Talk with your tutor about services you've had done. Use these prompts to start:

When did you last have your hair cut?
Have you ever had something repaired professionally?
What do you need to get done soon?
Tell me about a time you had someone do something for you.

Now write it down — 5 sentences using the causative structure

Use both have and get, and try one 'have + person + verb' sentence.

1

2

3

4

5

1. I had my car serviced last month.

2. I need to get my phone screen fixed.

3. She had her portrait painted by a local artist.

4. We're getting our kitchen renovated next year.

5. I had the electrician check the wiring.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I had my car repair.→I had my car repaired.(use the past participle (repaired), not the base verb)

I cut my hair (meaning at a salon).→I had my hair cut.('I cut my hair' means you did it yourself — use the causative for a service)

I had the mechanic checked the brakes.→I had the mechanic check the brakes.(with 'have + person', use the base verb, not the past participle)

I'm getting my hair to cut.→I'm getting my hair cut.(no 'to' — use the past participle directly)

Check your own progress

I can use have/get + object + past participle for services I can use have + person + base verb for a specific person I understand the difference between doing something myself and having it done I know get is more casual than have in this structure

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the causative structure (have/get + object + past participle) to talk about services performed for you, rather than by you.

Homework

Don't forget to do your homework!

B1-29 | RELATIVE CLAUSES: WHOSE AND NON-DEFINING

Your 60-minute lesson

Relative Clauses: Whose and Non-Defining

Goal: By the end of this lesson, you'll be able to use whose to show possession, and understand non-defining relative clauses with commas.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe someone whose opinion you really value.
Tell me an extra fact about your city.
Describe a person whose job you find interesting.

QUICK GAME — 2 min

Whose is it: describe 3 people using 'whose' to show something that belongs to them — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know who/which/that from A2 — now let's add whose (possession) and non-defining clauses (extra, non-essential information).

Use

Whose — shows possession in a relative clause — That's the man whose car was stolen.
Non-defining clauses — extra info, not essential, with commas — My brother, who lives in Lima, is visiting.
Defining vs non-defining — essential vs extra information — The book that I read was good. (defining) / War and Peace, which is very long, took me months. (non-defining)

Form

Whose (possession)	Non-defining (extra info)	Punctuation
noun + whose + noun + verb	noun, + who/which + verb..., + rest of sentence	non-defining clauses ALWAYS use commas
The woman whose dog barked is my neighbor.	My sister, who lives abroad, called me.	defining clauses never use commas

Non-defining clauses give extra, non-essential information — you could remove them and the sentence still makes complete sense. Defining clauses are essential — removing them changes the meaning.

Check your understanding — click Yes or No

1. "The man whose car was stolen" — Does 'whose' show possession?

2. "My sister, who lives abroad, called me." — Is this extra, removable information?

3. Non-defining clauses — Do they ever use commas?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe with more detail

Talk with your tutor using whose and non-defining clauses to add detail. Use these prompts to start:

Describe a friend whose personality you admire.
Tell me about your city, adding an extra fact with a non-defining clause.
Describe someone whose work inspires you.
Tell me about a book or movie, adding extra detail about it.

Now write it down — 5 sentences using whose and non-defining clauses

Use whose at least twice, and include commas correctly for non-defining clauses.

1

2

3

4

5

1. I have a friend whose creativity always amazes me.

2. My hometown, which is very small, has a beautiful lake.

3. That's the author whose books I've read the most.

4. My car, which I bought two years ago, still works great.

5. She's the colleague whose advice I trust the most.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The man who car was stolen.→The man whose car was stolen.(use 'whose' to show possession, not 'who')

My sister who lives abroad called me. (extra, non-essential info)→My sister, who lives abroad, called me.(non-defining clauses need commas)

The book that I read, was great. (essential info)→The book that I read was great.(defining clauses don't use commas)

The woman whose is my neighbor has a dog.→The woman whose dog barks is my neighbor.(whose must be followed directly by a noun)

Check your own progress

I can use whose to show possession in a relative clause I can recognize non-defining clauses (extra info, with commas) I can recognize defining clauses (essential info, no commas) I punctuate correctly based on the type of clause

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you added whose (possession) to relative clauses, and learned to distinguish defining (essential, no commas) from non-defining (extra info, with commas) clauses.

Homework

Don't forget to do your homework!

B1-30 | SUBJECT-VERB AGREEMENT: ABSTRACT AND UNCOUNTABLE NOUNS

Your 60-minute lesson

Subject-Verb Agreement: Abstract and Uncountable Nouns

Goal: By the end of this lesson, you'll be able to correctly match verbs with tricky abstract and uncountable subjects like news, advice, and information.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you heard any interesting news today?
What's a piece of advice that changed your perspective?
Is your family close-knit?

QUICK GAME — 2 min

Singular check: your tutor says a tricky noun (news, furniture, team) and you make a sentence with the correct singular verb — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at subject-verb agreement with nouns that look plural but are grammatically singular — a common source of small errors.

Use

News, advice, information — always singular, even without -s — The news is surprising.
Collective nouns (team, family) — usually singular in American English — The team is winning.
Some plural-looking words are actually singular — Mathematics is difficult. Physics is fascinating.

Form

Always singular	Collective nouns	Plural-looking, singular
news, advice, information, furniture, homework	team, family, company, government (usually singular in US English)	mathematics, physics, economics, news
This news is incredible.	The team is doing great this year.	Economics is a complex subject.

Many of these words look plural (ending in -s, or referring to a group) but grammatically take a singular verb — this is different from Spanish, so it requires special attention.

Check your understanding — click Yes or No

1. "The news is surprising." — Is 'news' treated as singular here?

2. "Mathematics is difficult." — Does 'mathematics' take a singular verb, even though it ends in -s?

3. "The team is winning." — In American English, is 'team' usually treated as plural?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice tricky agreement

Talk with your tutor using these tricky nouns correctly. Use these prompts to start:

What's the best advice you've ever received?
What's a piece of news that surprised you recently?
Do you find mathematics or physics interesting?
How is your family doing these days?

Now write it down — 5 sentences using abstract/uncountable subjects correctly

Use at least 4 different nouns from this lesson (news, advice, furniture, mathematics, team, family).

1

2

3

4

5

1. The news was shocking this morning.

2. Her advice has always been valuable to me.

3. This furniture is quite old but still in good condition.

4. Economics is a difficult subject for many students.

5. My family is very supportive.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The news are good.→The news is good.('news' is always singular, despite ending in -s)

This furniture are expensive.→This furniture is expensive.('furniture' is uncountable, always singular)

Mathematics are difficult.→Mathematics is difficult.(subjects ending in -ics are usually singular)

The advices she gave were helpful.→The advice she gave was helpful.('advice' has no plural form and takes a singular verb)

Check your own progress

I know news, advice, information, furniture are always singular I know collective nouns (team, family) are usually singular I know subjects ending in -ics (mathematics, physics) are singular I match the verb correctly despite appearances

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned that abstract/uncountable nouns like news, advice, furniture, and subjects like mathematics/physics always take a singular verb, despite looking plural.

Homework

Don't forget to do your homework!

B1-31 | VERBS + OBJECT + INFINITIVE: ALLOW, WANT, EXPECT

Your 60-minute lesson

Verbs + Object + Infinitive: Allow, Want, Expect

Goal: By the end of this lesson, you'll be able to use verbs like allow, want and expect followed by an object and the infinitive.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What does your job allow you to do?
What do you want your future self to achieve?
What do you expect from a good friend?

QUICK GAME — 2 min

Permission round: say 3 things you're allowed or not allowed to do, using this structure — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at a pattern where a verb is followed by a person (object) and then the infinitive — very common with verbs of permission and expectation.

Use

Allow/Permit + object + to + verb — My boss allows me to work from home.
Want/Expect + object + to + verb — I want you to succeed. She expects him to call.
Ask/Tell + object + to + verb — She asked me to help her.

Form

Allow/Permit	Want/Expect	Ask/Tell
allow/permit + person + to + verb	want/expect + person + to + verb	ask/tell + person + to + verb
They allowed us to leave early.	I expect you to be on time.	He told me to wait.

This pattern (verb + person + to + verb) is different from verbs like "suggest" or "want" alone — "I want to go" (no object) vs "I want you to go" (with object) both work, but the structure is specific.

Check your understanding — click Yes or No

1. "My boss allows me to work from home." — Does 'allow' take an object before 'to'?

2. "I want you to succeed." — Is 'you' the object here?

3. "She asked me to help." — Does 'ask' follow this same pattern?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about permissions and expectations

Talk with your tutor about what people allow, want, or expect. Use these prompts to start:

What does your boss allow you to do?
What do you want your friends to do more often?
What do you expect from a good tutor?
Tell me about a rule that permits or forbids something.

Now write it down — 5 sentences using verb + object + infinitive

Use allow, want, expect, ask or tell at least once each.

1

2

3

4

5

1. My manager allows us to work remotely twice a week.

2. I want my students to feel confident speaking English.

3. I expect myself to keep improving.

4. She asked me to review her essay.

5. They told us to arrive early.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

My boss allows me work from home.→My boss allows me to work from home.(don't forget 'to' before the verb)

I want that you succeed.→I want you to succeed.(use 'want + object + to', not 'want that')

She expects to him arrive on time.→She expects him to arrive on time.(the object comes right after the verb, before 'to')

He told to me wait.→He told me to wait.(no 'to' before the object with 'tell')

Check your own progress

I can use allow/permit + object + to + verb I can use want/expect + object + to + verb I can use ask/tell + object + to + verb I place the object correctly, right after the main verb

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the verb + object + infinitive pattern with allow, want, expect, ask and tell — always followed by 'to + verb' after the object.

Homework

Don't forget to do your homework!

B1-32 | TOO + ADJECTIVE + TO

Your 60-minute lesson

Too + Adjective + To

Goal: By the end of this lesson, you'll be able to use too + adjective + to + verb to explain why something isn't possible.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is it too cold or too hot where you are right now?
Are you experienced enough at something to teach it?
Is there something too expensive for you to buy right now?

QUICK GAME — 2 min

Possible or not: describe 3 situations using too...to or enough...to — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know too/enough from A2 — now let's add the full structure too + adjective + to + verb, which explains a result.

Use

Too + adjective + to + verb — a result of excess — It's too hot to go outside.
Adjective + enough + to + verb — sufficient result — She's old enough to drive.
Add a person with 'for' — This book is too difficult for me to understand.

Form

too + adjective + to	adjective + enough + to	with 'for' + person
too + adjective + to + verb	adjective + enough + to + verb	too + adjective + for + person + to + verb
It's too late to call her.	He's tall enough to reach it.	This is too hard for me to solve.

This structure explains WHY something can't/can happen — "too hot to go outside" means the heat prevents going outside, more natural than "so hot that I can't go outside."

Check your understanding — click Yes or No

1. "It's too hot to go outside." — Does this explain why going outside isn't a good idea?

2. "She's old enough to drive." — Does this mean she has enough age?

3. "Too difficult for me to understand" — Does 'for me' show who is affected?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — explain what's possible and impossible

Talk with your tutor using too...to and enough...to to explain results. Use these prompts to start:

Is anything too expensive for you to buy right now?
Are you experienced enough to teach someone else?
Was a recent task too difficult for you?
What are you old/young enough to do?

Now write it down — 5 sentences using too...to and enough...to

Use each structure at least twice, including one with 'for'.

1

2

3

4

5

1. This apartment is too expensive for us to afford.

2. She's experienced enough to lead the project.

3. It was too late to change our plans.

4. He's not confident enough to speak in public yet.

5. This puzzle is too complicated for a child to solve.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It's too hot for go outside.→It's too hot to go outside.(use 'to' before the verb, not 'for')

This is too difficult for I to understand.→This is too difficult for me to understand.(use the object pronoun 'me' after 'for', not 'I')

He's enough tall to reach it.→He's tall enough to reach it.('enough' goes after the adjective, not before)

She's old to drive enough.→She's old enough to drive.(keep 'enough' right after the adjective, before 'to')

Check your own progress

I can use too + adjective + to + verb for a negative result I can use adjective + enough + to + verb for a positive result I can add 'for + person' to specify who is affected I place too and enough correctly relative to the adjective

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned too + adjective + to + verb (negative result) and adjective + enough + to + verb (positive result), including how to add 'for + person'.

Homework

Don't forget to do your homework!

B1-33 | MODALS: NECESSITY, PROHIBITION, PERMISSION

Your 60-minute lesson

Modals: Necessity, Prohibition, Permission

Goal: By the end of this lesson, you'll be able to confidently distinguish necessity, prohibition, and permission using modal verbs together.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What must you do before leaving the house?
What's forbidden in a library?
What are you allowed to do on your day off?

QUICK GAME — 2 min

Rule sort: your tutor gives a rule and you say if it's necessity, prohibition or permission — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate the modal verbs you know for rules — necessity, prohibition, and permission — so you can use them confidently and quickly.

Use

Necessity — must/have to (something is required) — You must wear a helmet.
Prohibition — mustn't/can't (something is forbidden) — You mustn't smoke here.
Permission — can/may/be allowed to (something is okay) — You can leave early today.

Form

Necessity	Prohibition	Permission
must / have to + verb	mustn't / can't + verb	can / may / be allowed to + verb
You must sign here.	You mustn't park here.	You can use my phone.

"Don't have to" (not necessary, optional) is very different from "mustn't" (forbidden) — this is one of the most important distinctions in this whole group.

Check your understanding — click Yes or No

1. "You must wear a helmet." — Is this necessity?

2. "You mustn't smoke here." — Is this permission?

3. "You don't have to come." — Does this mean it's forbidden?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about rules

Talk with your tutor about rules in different places. Use these prompts to start:

What rules must you follow at work?
What's forbidden at your workplace or school?
What are you allowed to do that surprises people?
What's something you don't have to do, that people assume you do?

Now write it down — 5 sentences using must, mustn't, can, and don't have to

Use each modal at least once.

1

2

3

4

5

1. You must show your ID to enter.

2. You mustn't use your phone during the meeting.

3. You can bring a guest if you'd like.

4. You don't have to dress formally.

5. Employees must complete this training.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

You mustn't come if you're busy. (meaning optional)→You don't have to come if you're busy.(mustn't means forbidden, not optional)

You can't to park here. (using 'to')→You can't park here.(no 'to' after modal verbs)

You must not to smoke here. (as strong prohibition, correct meaning but check form)→You mustn't smoke here.(no 'to' after mustn't)

You musts wear a helmet.→You must wear a helmet.(modals never take -s)

Check your own progress

I can express necessity with must/have to I can express prohibition with mustn't/can't I can express permission with can/may I don't confuse mustn't (forbidden) with don't have to (optional)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated necessity (must/have to), prohibition (mustn't/can't), and permission (can/may) — with special attention to mustn't vs don't have to.

Homework

Don't forget to do your homework!

B1-34 | INDEFINITE PRONOUNS: EVERYONE, EVERYWHERE, EVERYTHING

Your 60-minute lesson

Indefinite Pronouns: Everyone, Everywhere, Everything

Goal: By the end of this lesson, you'll be able to use every- pronouns (everyone, everything, everywhere) alongside some-/any-/no- pronouns.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Does everyone in your family speak the same language?
Have you looked everywhere for something recently?
Is everything going smoothly in your studies right now?

QUICK GAME — 2 min

Every- round: describe 3 things using everyone/everything/everywhere — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know something/anything/nothing from A2 — now let's add the every- group, meaning all people, things, or places.

Use

Everyone/Everybody — all people — Everyone enjoyed the party.
Everything — all things — I lost everything in the move.
Everywhere — all places — I looked everywhere for my keys.

Form

Every- (all)	Verb agreement	Notes
everyone/everybody, everything, everywhere	takes a singular verb	everyone/everybody are interchangeable
Everyone is here. Everything looks great.	Everybody knows the answer.	I've traveled everywhere in my country.

Even though "everyone" refers to many people, it's grammatically singular — always use a singular verb ("everyone is", not "everyone are").

Check your understanding — click Yes or No

1. "Everyone is here." — Does 'everyone' take a singular verb?

2. "Everybody" and "everyone" — Do they mean the same thing?

3. "I looked everywhere." — Does 'everywhere' refer to people?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about all people, things and places

Talk with your tutor using everyone, everything and everywhere. Use these prompts to start:

Has everyone in your family traveled abroad?
Have you looked everywhere for something you lost?
Is everything going well in your life right now?
Describe a time everyone agreed on something.

Now write it down — 5 sentences using everyone/everybody, everything, everywhere

Use each pronoun at least once.

1

2

3

4

5

1. Everyone at the party had a great time.

2. I've looked everywhere for my glasses.

3. Everything is going well with the new job.

4. Everybody agreed to meet at 7pm.

5. She's traveled almost everywhere in South America.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Everyone are here.→Everyone is here.('everyone' takes a singular verb, even though it means many people)

I lost everyone in the move. (meaning belongings)→I lost everything in the move.(use 'everything' for things, not 'everyone')

I looked everyone for my keys.→I looked everywhere for my keys.(use 'everywhere' for places, not 'everyone')

Everybody know the answer.→Everybody knows the answer.(don't forget the -s for the singular verb form)

Check your own progress

I can use everyone/everybody for all people I can use everything for all things I can use everywhere for all places I always use a singular verb with these pronouns

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you added everyone/everybody (people), everything (things) and everywhere (places) to your indefinite pronouns — remembering they always take a singular verb.

Homework

Don't forget to do your homework!

B1-35 | INFORMATION QUESTIONS: PREPOSITIONS AT THE END

Your 60-minute lesson

Information Questions: Prepositions at the End

Goal: By the end of this lesson, you'll be able to ask natural Wh- questions that end in a preposition, like "Who did you go with?"

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Who do you usually spend weekends with?
What are you most excited about this year?
What do you use your phone for the most?

QUICK GAME — 2 min

Natural questions: ask your tutor 3 quick questions ending in a preposition — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at a very natural pattern in spoken English: questions that end with a preposition instead of starting with it.

Use

Who...with? — ask about a companion — Who did you go with?
What...about? — ask about a topic — What are you thinking about?
What...for? — ask about purpose — What is this tool for?

Form

Formal (preposition first)	Natural (preposition last)	Notes
With whom did you go?	Who did you go with?	the everyday, natural pattern
About what are you thinking?	What are you thinking about?	very common in spoken English

Ending a question with a preposition is completely normal and natural in everyday English — the formal "with whom" style is mostly used in very formal writing.

Check your understanding — click Yes or No

1. "Who did you go with?" — Is this natural, everyday English?

2. "With whom did you go?" — Is this the everyday spoken style?

3. "What is this for?" — Is this asking about purpose?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — ask natural questions

Interview your tutor using questions that end in a preposition. Use these prompts to start:

Who did you grow up with?
What are you excited about these days?
What's your phone mainly used for?
Who do you usually talk to about problems?

Now write it down — 5 questions ending in a preposition

Use with, about, for, and to at least once each.

1

2

3

4

5

1. Who did you travel with last time?

2. What are you most proud of?

3. What's this app used for?

4. Who do you usually go to for advice?

5. What are you worried about right now?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

With who did you go?→Who did you go with?(the natural spoken pattern puts the preposition at the end)

About what are you thinking?→What are you thinking about?(prefer the natural ending-preposition pattern in everyday speech)

Who did you talk?→Who did you talk to?(don't drop the necessary preposition)

What is this for it?→What is this for?(don't add an extra pronoun after the preposition)

Check your own progress

I can form questions ending in with, about, for, to I know this is the natural, everyday pattern I don't drop the necessary preposition I can ask about companions, topics and purpose naturally

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to form natural Wh- questions that end in a preposition (who...with, what...about, what...for) — the everyday spoken pattern in English.

Homework

Don't forget to do your homework!

B1-36 | VERBS OF MOVEMENT

Your 60-minute lesson

Verbs of Movement

Goal: By the end of this lesson, you'll be able to describe movement precisely using verbs like stroll, rush, wander and crawl instead of just "walk" or "go".

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you prefer to stroll or rush when you're outside?
Tell me about a time you had to rush somewhere.
Have you ever wandered around a new city with no plan?

QUICK GAME — 2 min

Movement mime: act out a type of movement (rushing, strolling, tiptoeing) and have your tutor guess the verb — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at specific verbs of movement that add detail and color to your descriptions, instead of relying only on basic verbs.

Use

Slow, relaxed movement — We strolled through the park.
Fast, urgent movement — She rushed to catch the bus.
Movement without a clear direction — He wandered around the city all afternoon.

Form

Slow movement	Fast movement	Directionless / other
stroll, wander, stumble	rush, dash, hurry	crawl, sneak, tiptoe
We strolled along the beach.	He rushed to the meeting.	The baby crawled across the floor.

Using specific verbs of movement instead of always saying "walk" or "go" makes your English sound much more natural and descriptive — very useful for storytelling.

Check your understanding — click Yes or No

1. "We strolled through the park." — Is this a relaxed, slow movement?

2. "She rushed to catch the bus." — Is this a slow movement?

3. "He wandered around the city." — Does this suggest a clear, specific destination?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe movement vividly

Tell your tutor a story or description using varied verbs of movement. Use these prompts to start:

Describe how you moved through the city on a recent trip.
Tell me about a time you rushed somewhere.
Describe how a baby or pet moves around.
Tell me about a relaxed walk you've taken recently.

Now write it down — 5 sentences using specific verbs of movement

Use at least 4 different verbs of movement from this lesson.

1

2

3

4

5

1. We strolled through the old town, taking photos.

2. I rushed to the airport, worried I'd miss my flight.

3. He wandered through the market with no particular plan.

4. The kids crawled under the table to hide.

5. She tiptoed past the sleeping baby.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We walked slowly through the park. (less vivid alternative)→We strolled through the park.(using a specific verb is more natural than 'walked slowly')

She walked fast to catch the bus.→She rushed to catch the bus.('rushed' is more natural than 'walked fast')

He wandered to the store to buy milk. (implies a clear destination)→He walked to the store to buy milk.('wander' implies no clear destination — don't use it for a specific errand)

The baby walked across the floor. (before they can walk)→The baby crawled across the floor.(use 'crawl' for babies who can't walk yet)

Check your own progress

I know verbs for slow movement (stroll, wander) I know verbs for fast movement (rush, dash, hurry) I know verbs for quiet/careful movement (tiptoe, sneak) I use these instead of just 'walk' or 'go' for more vivid English

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned specific verbs of movement (stroll, rush, wander, crawl, tiptoe, sneak) to describe how someone moves more vividly than just 'walk' or 'go'.

Homework

Don't forget to do your homework!

B1-37 | SO / NEITHER + AUXILIARIES (PRESENT)

Your 60-minute lesson

So / Neither + Auxiliaries (Present)

Goal: By the end of this lesson, you'll be able to agree with present tense statements using So + auxiliary and Neither + auxiliary.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you like coffee? See if your tutor agrees using so/neither.
Can you cook well? Compare using so/neither.
Are you tired right now? Compare!

QUICK GAME — 2 min

Quick agree: your tutor makes 3 statements about themselves, and you respond naturally with so/neither — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You practiced this with the past tense — now let's use the same pattern with present tenses and other auxiliaries.

Use

Agree with a positive present statement — "I love coffee." "So do I."
Agree with a negative present statement — "I don't like mornings." "Neither do I."
Works with any auxiliary: be, do, have, can, will — "I can swim." "So can I." "I'm tired." "So am I."

Form

So + auxiliary + subject	Neither + auxiliary + subject	Match the auxiliary
agree with a positive statement	agree with a negative statement	be→am/is/are, do→do/does, can→can, etc.
"I'm hungry." "So am I."	"I can't cook." "Neither can I."	"She has a car." "So does he."

The auxiliary in the response must match the verb type in the original statement: 'be' verb → so am/is/are I, normal verb → so do/does I, modal → so can/will/should I.

Check your understanding — click Yes or No

1. "I love coffee." "So do I." — Does this show agreement?

2. "I can't cook." "Neither can I." — Does this agree with a negative statement?

3. Does the auxiliary in the response always stay the same, no matter the original verb type?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — agree naturally in real time

Have a natural conversation with your tutor, agreeing with statements using so/neither. Use these prompts to start:

Share opinions about food and see if you agree.
Talk about your abilities (can/can't) and compare.
Talk about your plans for later and compare.
Share how you're feeling right now.

Now write it down — 5 exchanges using so/neither + auxiliary

Use different auxiliaries: be, do, can, will.

1

2

3

4

5

1. "I'm really busy today." "So am I."

2. "I don't enjoy waking up early." "Neither do I."

3. "I can speak two languages." "So can I."

4. "I won't be able to come." "Neither will I."

5. "She loves hiking." "So does he."

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

So I am.→So am I.(the auxiliary comes before the subject)

"I love tea." "So am I."→"I love tea." "So do I."(match 'do' with a normal verb (love), not 'am')

"I can't cook." "Neither do I."→"I can't cook." "Neither can I."(match the modal 'can', not 'do')

Neither I can.→Neither can I.(the auxiliary comes before the subject)

Check your own progress

I can use So + auxiliary + I to agree positively I can use Neither + auxiliary + I to agree negatively I match the auxiliary to the original verb type I keep the inverted word order (auxiliary before subject)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you practiced So + auxiliary (positive agreement) and Neither + auxiliary (negative agreement) in the present, matching the auxiliary to be/do/can/will as needed.

Homework

Don't forget to do your homework!

B1-38 | QUESTIONS WITHOUT AUXILIARIES

Your 60-minute lesson

Questions Without Auxiliaries

Goal: By the end of this lesson, you'll be able to correctly form subject questions across all tenses, without adding an unnecessary auxiliary.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Who influenced your career choice the most?
What happened in the world recently that surprised you?
Who usually makes decisions in your family?

QUICK GAME — 2 min

Subject or object: your tutor gives a question, and you decide if it's a subject or object question — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate subject questions — where the Wh-word replaces the subject, and no extra auxiliary (do/does/did) is needed.

Use

Subject question in the present — Who works here? (not "Who does work here?")
Subject question in the past — Who called you? (not "Who did call you?")
Subject question with other tenses — Who has finished? Who is coming?

Form

Object question (needs auxiliary)	Subject question (no extra auxiliary)	Rule
Wh-word + auxiliary + subject + verb	Wh-word (=subject) + verb	the Wh-word replaces the subject completely
Who did you call?	Who called you?	What happened? Who is coming? Who has left?

The test: if the Wh-word IS the subject (asking "who/what did the action"), don't add do/does/did. If the Wh-word is the object (asking about what was affected), you need the auxiliary.

Check your understanding — click Yes or No

1. "Who called you?" — Is 'who' the subject (the one who called)?

2. "Who did you call?" — Is 'who' the object (the one who was called)?

3. Subject questions — Do they need do/does/did?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice subject questions

Ask your tutor subject questions about their life and opinions. Use these prompts to start:

Who inspires you the most?
What happened at work/school recently?
Who usually cooks in your house?
What worries you most about the future?

Now write it down — 5 subject questions across different tenses

Use present, past, and at least one other tense (present perfect or future).

1

2

3

4

5

1. Who taught you English?

2. What happened at the meeting yesterday?

3. Who is organizing the event?

4. What has changed in your life this year?

5. Who will lead the project next?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Who does work here?→Who works here?(no extra 'does' when the Wh-word is the subject)

Who did break the window?→Who broke the window?(no extra 'did' in subject questions)

What does happened?→What happened?(the verb keeps its normal past form directly)

Who is has finished?→Who has finished?(don't add an extra auxiliary — just use the one needed for the tense)

Check your own progress

I can identify when the Wh-word is the subject I don't add do/does/did to subject questions I can form subject questions across different tenses I can distinguish subject questions from object questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated subject questions (Who/What + verb, no extra auxiliary) across different tenses — remembering the Wh-word replaces the subject entirely.

Homework

Don't forget to do your homework!

B1-39 | DYNAMIC AND STATIVE VERBS

Your 60-minute lesson

Dynamic and Stative Verbs

Goal: By the end of this lesson, you'll be able to identify stative verbs (like know, want, believe) that don't normally take the continuous form.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you believe is important in life?
What do you want to achieve this year?
What do you own that you're proud of?

QUICK GAME — 2 min

Stative or dynamic: your tutor says a verb and you decide if it's usually stative or dynamic, then make a sentence — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at stative verbs — verbs describing states, thoughts, or feelings, which usually don't take the -ing form.

Use

Stative verbs describe states, not actions — I know the answer. (not "I'm knowing")
Common categories: thoughts, feelings, senses, possession — believe, want, love, see, own
Some verbs can be both, with a different meaning — I think it's true. (opinion) / I'm thinking about it. (process)

Form

Stative (usually no -ing)	Dynamic (can take -ing)	Both, different meanings
know, believe, want, love, hate, own, understand	run, eat, write, work, play	think, have, see, taste
I know the answer.	I'm running right now.	I think so. (opinion) / I'm thinking. (process)

The verb "have" is stative when it means possession ("I have a car", not "I'm having a car"), but dynamic when it means an action ("I'm having lunch" is correct — an activity).

Check your understanding — click Yes or No

1. "I know the answer." — Is 'know' usually used in the continuous form?

2. "I'm having lunch." — Is 'have' acting as a dynamic verb here (an activity)?

3. "I'm thinking about it" and "I think so" — Do they mean exactly the same thing?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe states and actions

Talk with your tutor using both stative and dynamic verbs correctly. Use these prompts to start:

What do you believe strongly about life?
What are you doing right now, besides this class?
What do you own that's important to you?
What are you thinking about these days (in general, ongoing)?

Now write it down — 5 sentences using stative and dynamic verbs correctly

Use at least 3 stative verbs (no -ing) and 2 dynamic verbs (with -ing).

1

2

3

4

5

1. I believe honesty is very important.

2. I'm currently working on a big project.

3. She owns a small café downtown.

4. We're having a great time on this trip.

5. I want to visit Japan someday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm knowing the answer.→I know the answer.('know' is stative, not usually used in the continuous form)

I'm wanting a coffee.→I want a coffee.('want' is stative, not usually continuous)

I'm believing you.→I believe you.('believe' is stative)

I have a car right now. (as an activity, incorrect context)→I have a car.('have' meaning possession is stative — no need for 'right now' or continuous form)

Check your own progress

I know common stative verbs (know, believe, want, love, own) I know these usually don't take the -ing form I can recognize verbs that are both, with different meanings (think, have) I use the continuous form only for dynamic (action) meanings

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned stative verbs (know, believe, want, own) that usually don't take the -ing form, and verbs like think/have that can be both, with different meanings.

Homework

Don't forget to do your homework!

B1-40 | REFLEXIVE PRONOUNS AND BE ABLE TO

Your 60-minute lesson

Reflexive Pronouns and Be Able To

Goal: By the end of this lesson, you'll be able to use reflexive pronouns (myself, yourself) and be able to as an alternative to can/could.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever taught yourself a new skill?
Will you be able to travel this year?
Do you prefer doing things by yourself or with others?

QUICK GAME — 2 min

Reflexive round: describe 3 things you've done for/to yourself recently — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at two related topics: reflexive pronouns for actions you do to yourself, and be able to for ability in other tenses.

Use

Reflexive pronouns — the subject and object are the same person — I hurt myself. She looked at herself in the mirror.
Be able to — ability, used where can/could doesn't fit (other tenses) — I haven't been able to sleep. I'll be able to help tomorrow.
By + reflexive pronoun — alone, without help — He did it all by himself.

Form

Reflexive pronouns	Be able to (other tenses)	By + reflexive
myself, yourself, himself, herself, itself, ourselves, yourselves, themselves	will be able to, have been able to, hasn't been able to	by myself, by yourself, etc.
I taught myself English.	I'll be able to come tomorrow.	She traveled by herself.

"Can" only has present and past (could) forms — for other tenses like future or present perfect, use "be able to": "I'll be able to" (not "I will can"), "I've been able to" (not "I've could").

Check your understanding — click Yes or No

1. "I hurt myself." — Is the subject and object the same person?

2. "I will can help." — Is this correct English?

3. "He did it by himself." — Does this mean he had help?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about independence and ability

Talk with your tutor about things you've done alone and your abilities. Use these prompts to start:

What have you taught yourself to do?
Will you be able to attend something important soon?
Have you been able to relax lately?
Tell me about something you did completely by yourself.

Now write it down — 5 sentences using reflexive pronouns and be able to

Use at least 2 reflexive pronouns and 2 forms of be able to.

1

2

3

4

5

1. I taught myself how to code.

2. I'll be able to finish this by Friday.

3. She traveled around Europe by herself.

4. We haven't been able to meet in person yet.

5. He always pushes himself to improve.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I hurt me.→I hurt myself.(use the reflexive pronoun when subject and object are the same)

I will can help you.→I will be able to help you.('can' has no future form — use 'be able to')

I've could finish it.→I've been able to finish it.('can/could' has no perfect form — use 'be able to')

He did it by him.→He did it by himself.(use the reflexive pronoun after 'by' to mean alone)

Check your own progress

I know all the reflexive pronouns (myself, yourself, himself...) I can use be able to for tenses where can/could doesn't work I can use by + reflexive pronoun to mean 'alone' I know can/could have no future or perfect forms

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned reflexive pronouns (myself, yourself, himself...) for actions done to oneself, and be able to as the necessary alternative to can/could in other tenses.

Homework

Don't forget to do your homework!

B1-41 | ARTICLES: FULL REVIEW

Your 60-minute lesson

Articles: Full Review

Goal: By the end of this lesson, you'll be able to confidently choose between a/an, the, and no article in more complex, real-world sentences.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's the best trip you've ever taken?
Do you play any instruments?
What do you think about technology in general?

QUICK GAME — 2 min

Article challenge: your tutor gives a sentence with a blank, and you decide a/an/the/no article — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate everything you know about articles, adding a few more nuanced rules for full confidence.

Use

The + superlatives, unique things, and things mentioned before — The best restaurant. The sun. The book I told you about.
No article with plural/uncountable general nouns, and most countries — Dogs are loyal. She lives in France.
The + a few country names with 'the' (plural or formal names) — The United States, the Netherlands, the UK.

Form

Use 'the'	No article	Fixed exceptions
superlatives, unique things, previous mention, specific groups	general plural/uncountable nouns, most country names, most languages	the United States, the Philippines, play the guitar (instruments)
This is the best day ever.	Dogs need exercise. I speak Spanish.	He plays the piano.

There's no single perfect rule for articles — the key is recognizing patterns: is it general or specific? Already known or new information? These questions guide most decisions.

Check your understanding — click Yes or No

1. "This is the best restaurant." — Does a superlative usually take 'the'?

2. "Dogs are loyal" (in general) — Does this need 'the'?

3. "The United States" — Is this one of the fixed exceptions with 'the'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice full article usage

Talk with your tutor practicing all article rules together. Use these prompts to start:

What's the best experience you've ever had?
Do you play any instruments? (using 'the')
What do you think about a general topic — animals, technology, art?
Tell me about a country you'd like to visit that uses 'the'.

Now write it down — 5 sentences practicing articles

Use a/an, the, and no article at least once each.

1

2

3

4

5

1. This is the best decision I've made this year.

2. I love animals in general, especially dogs.

3. She's traveling to the Netherlands next month.

4. He learned to play the piano as a child.

5. The book you recommended was fantastic.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is best restaurant.→This is the best restaurant.(superlatives always take 'the')

The dogs are loyal animals. (general statement)→Dogs are loyal animals.(no article for general plural statements)

She lives in the France.→She lives in France.(most country names take no article)

He plays guitar. (as an instrument, missing article)→He plays the guitar.(musical instruments take 'the')

Check your own progress

I can use the for superlatives, unique things, and previous mentions I can use no article for general plural/uncountable statements I know most country names take no article, with some exceptions I know instruments take 'the' (play the guitar)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated articles: the (superlatives, unique things, previous mentions), no article (general statements, most countries), and fixed exceptions (the United States, play the guitar).

Homework

Don't forget to do your homework!

B1-42 | GERUNDS AND INFINITIVES: FULL REVIEW

Your 60-minute lesson

Gerunds and Infinitives: Full Review

Goal: By the end of this lesson, you'll be able to confidently choose between gerunds and infinitives, including verbs where the meaning changes.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you stopped doing anything for your health recently?
What do you always remember to do before bed?
What's a hobby you enjoy doing?

QUICK GAME — 2 min

Meaning check: your tutor gives two sentences with stop/remember and you explain the difference in meaning — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate gerunds and infinitives, adding verbs where the choice actually changes the meaning of the sentence.

Use

Review: verbs that always take one or the other — enjoy + -ing, want + infinitive
Verbs where meaning changes: remember, stop, try — I stopped smoking. (quit) / I stopped to smoke. (paused to do it)
Gerund as subject, infinitive to express purpose — Swimming is fun. I called to ask a question.

Form

Meaning changes with gerund	Meaning changes with infinitive	Purpose (infinitive)
stop + -ing = quit doing it	stop + to + verb = pause to do something else	to + verb = in order to
I stopped eating meat. (quit)	I stopped to eat. (paused my activity to eat)	I studied hard to pass the exam.

"Remember + -ing" is about a memory of the past ("I remember locking the door"), while "remember + to + verb" is about not forgetting a future task ("Remember to lock the door").

Check your understanding — click Yes or No

1. "I stopped smoking." — Does this mean I quit?

2. "I stopped to smoke." — Does this mean the same as 'I stopped smoking'?

3. "Remember to lock the door" — Is this about a future task, not forgetting?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice nuanced meanings

Talk with your tutor practicing verbs where gerund/infinitive changes meaning. Use these prompts to start:

Have you stopped doing anything recently? (quit)
Tell me about a time you stopped to do something during an activity.
What do you always remember to do before leaving the house?
What's a memory you have of doing something as a child?

Now write it down — 5 sentences using gerunds and infinitives with careful attention to meaning

Include at least one example of stop and one of remember, showing the meaning difference.

1

2

3

4

5

1. I stopped drinking soda a few months ago.

2. We stopped to take some photos during the hike.

3. I always remember to bring my umbrella.

4. I remember visiting this park as a kid.

5. Traveling teaches you so much about the world.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I stopped to smoke. (meaning quit)→I stopped smoking.('stop + -ing' means quit; 'stop + to' means pause for another purpose)

Remember locking the door tomorrow. (future task)→Remember to lock the door tomorrow.(use the infinitive for a future task not to forget)

Swim is great exercise.→Swimming is great exercise.(use the gerund as the subject, not the base verb)

I called for ask a question.→I called to ask a question.(use 'to' alone for purpose, not 'for')

Check your own progress

I can distinguish stop + -ing (quit) from stop + to (pause) I can distinguish remember + -ing (past memory) from remember + to (future task) I can use gerunds as the subject of a sentence I can use infinitives to express purpose (to + verb)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you reviewed gerunds and infinitives, focusing on verbs like stop and remember where the choice actually changes the meaning of the sentence.

Homework

Don't forget to do your homework!

B1-43 | QUANTIFIERS AND SEPARABLE PHRASAL VERBS

Your 60-minute lesson

Quantifiers and Separable Phrasal Verbs

Goal: By the end of this lesson, you'll be able to use quantifiers like several and most confidently, and correctly separate phrasal verbs with pronouns.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How many people are usually in your meetings — several, or most of the team?
What do you always turn off before bed?
Who do you usually pick up or drop off during the week?

QUICK GAME — 2 min

Separate it: your tutor gives a phrasal verb + noun, and you say it two ways, then with a pronoun — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's combine two useful topics: quantifiers for talking about amounts, and the rule for separating phrasal verbs.

Use

Several / Most / A number of — quantifiers for approximate amounts — Several people were late. Most of us agreed.
Separable phrasal verbs — object can go in the middle or at the end — Turn off the light. / Turn the light off.
With a pronoun, the phrasal verb MUST be separated — Turn it off. (never "turn off it")

Form

Quantifiers	Separable phrasal verb + noun	Separable phrasal verb + pronoun
several, most, a number of, a majority of	verb + particle + noun OR verb + noun + particle	verb + pronoun + particle (always)
Several students passed. Most of the cake is gone.	Pick up the kids. / Pick the kids up.	Pick them up. (never "pick up them")

The rule for pronouns with separable phrasal verbs is fixed: the pronoun always goes between the verb and the particle — this is one of the most reliable grammar rules in English.

Check your understanding — click Yes or No

1. "Several people were late." — Does 'several' show an approximate amount?

2. "Turn off it." — Is this correct with a pronoun?

3. "Pick the kids up" and "Pick up the kids" — Are both correct with a noun?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice quantifiers and phrasal verbs

Talk with your tutor using quantifiers and separable phrasal verbs. Use these prompts to start:

How many people usually attend your family gatherings? (use several/most)
What do you usually turn off before leaving the house?
Who do you usually pick up or drop off in your daily routine?
What percentage of your free time do you spend on hobbies?

Now write it down — 5 sentences using quantifiers and separable phrasal verbs

Use at least 2 quantifiers and 2 separable phrasal verbs with pronouns.

1

2

3

4

5

1. Several of my coworkers left the company this year.

2. Most of my time is spent working from home.

3. I always turn off my phone before meetings.

4. Can you pick them up from the airport?

5. A number of students asked for extra help.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Turn off it.→Turn it off.(pronouns always go between the verb and particle)

Several of student passed.→Several students passed. / Several of the students passed.(use 'several + plural noun' or 'several of the + plural noun')

Most of student agreed.→Most students agreed. / Most of the students agreed.('most' follows similar patterns to 'several')

Pick up them.→Pick them up.(always separate the phrasal verb when using a pronoun)

Check your own progress

I can use several, most, a number of for approximate amounts I know separable phrasal verbs can go either way with nouns I know pronouns must always separate the phrasal verb I can combine quantifiers and phrasal verbs naturally

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned quantifiers (several, most) for approximate amounts, and the fixed rule that pronouns must always separate a separable phrasal verb.

Homework

Don't forget to do your homework!

B2-01 | PASSIVES: ACROSS TENSES

Your 60-minute lesson

Passives: Across Tenses

Goal: By the end of this lesson, you'll be able to form the passive voice confidently across present, past and perfect tenses.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What has been announced recently in the news?
What must be finished by you this week?
What was built recently in your city?

QUICK GAME — 2 min

Passive chain: describe 3 things using different passive tenses — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've used the passive in the present and past — let's consolidate it across more tenses so you can use it fluently.

Use

Present Perfect Passive — The report has been finished.
Modal Passive — This must be done today.
Focus on the action/result rather than the doer, in any tense — Mistakes were made. It has been decided.

Form

Tense	Passive form	Example
Present Perfect	have/has been + past participle	The work has been completed.
Modal	modal + be + past participle	This should be fixed immediately.

Whatever the tense, the passive always uses a form of 'be' + past participle — only the form of 'be' changes to match the tense.

Check your understanding — click Yes or No

1. "The report has been finished." — Is this Present Perfect Passive?

2. "This must be done." — Does the modal passive still use 'be' + past participle?

3. Does the passive always need a 'by' phrase?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice passives across tenses

Talk with your tutor using passives in different tenses. Use these prompts to start:

What has been decided about your plans this year?
What must be done before you leave on a trip?
What will be finished by the end of this month at work?
What should be improved in your city?

Now write it down — 5 sentences using passives in different tenses

Use at least 3 different tenses/modals.

1

2

3

4

5

1. The report has been submitted already.

2. This issue must be resolved soon.

3. The building will be finished next year.

4. The rules should be respected by everyone.

5. The tickets were sold out quickly.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The report has finished.→The report has been finished.(don't forget 'been' in Present Perfect Passive)

This must fixed.→This must be fixed.(don't forget 'be' after a modal)

The car is repair.→The car is being repaired.(use the past participle, not the base verb)

It was decide already.→It has already been decided.(match the tense and form correctly)

Check your own progress

I can form the passive across present, past and perfect tenses I can use the passive with modals I always use a form of be + past participle I focus on the action, not necessarily the doer

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated the passive voice across tenses (present perfect, modal, and review of simple forms) — always be + past participle, adjusted for tense.

Homework

Don't forget to do your homework!

B2-02 | ADJECTIVE AND ADVERB ORDER

Your 60-minute lesson

Adjective and Adverb Order

Goal: By the end of this lesson, you'll be able to order multiple adjectives and adverbs correctly in a sentence.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your favorite object using 2-3 adjectives.
Describe how you did something recently, using an adverb.
When did you last do something new?

QUICK GAME — 2 min

Adjective stack: describe 3 objects using multiple adjectives in the correct order — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the fixed order native speakers use when stacking several adjectives or adverbs together.

Use

Adjective order: opinion, size, age, shape, color, origin, material, purpose — a beautiful old Italian leather bag
Adverbs of manner usually after the verb/object — She sang beautifully.
Adverbs of frequency/time usually before the main verb or at the end — She often sings. She sang yesterday.

Form

Adjective order	Adverb of manner position	Adverb of time position
opinion-size-age-shape-color-origin-material-purpose	after verb/object	end of sentence, or before main verb
a lovely small red Italian car	He drove carefully.	I saw her yesterday.

Native speakers rarely think about this order consciously — it's learned through exposure, but knowing the pattern (OSASCOMP) helps you sound more natural quickly.

Check your understanding — click Yes or No

1. "A beautiful old Italian bag" — Does opinion usually come first?

2. "She sang beautifully." — Does the adverb of manner usually go before the verb?

3. Adverbs of time — Can they go at the end of a sentence?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe with multiple adjectives

Describe objects and people with multiple adjectives in the correct order. Use these prompts to start:

Describe your favorite piece of clothing in detail.
Describe a memorable object you own.
Describe someone using 3 adjectives in order.
Describe your ideal house.

Now write it down — 5 sentences using multiple adjectives or adverbs in order

Use at least 3 adjectives together in one sentence.

1

2

3

4

5

1. She wore a beautiful long blue dress.

2. He carefully explained the situation.

3. I recently discovered a great new restaurant.

4. It's a small round wooden table.

5. They finally finished the big old project.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

A red beautiful dress.→A beautiful red dress.(opinion adjectives usually come before color)

She sang the song beautifully well.→She sang the song beautifully.(don't stack two adverbs of manner unnecessarily)

Yesterday I she saw.→I saw her yesterday.(keep normal word order, add the time expression at the end)

A leather small bag.→A small leather bag.(size usually comes before material)

Check your own progress

I know the general adjective order (opinion-size-age-shape-color-origin-material-purpose) I can position adverbs of manner naturally I can position adverbs of time naturally I don't over-stack adjectives unnecessarily

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the natural order for stacking adjectives (opinion-size-age-shape-color-origin-material-purpose) and reviewed adverb positioning.

Homework

Don't forget to do your homework!

B2-03 | FUTURE PERFECT

Your 60-minute lesson

Future Perfect

Goal: By the end of this lesson, you'll be able to describe an action that will be completed before a specific point in the future.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What will you have finished by the end of today?
By this time next year, what do you hope to have achieved?
What will you have learned by the end of this course?

QUICK GAME — 2 min

Milestone round: name 3 things you will have accomplished by specific future dates — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the Future Perfect — used to look back from a future point at something that will already be finished.

Use

An action completed before a specific future time — By next year, I will have finished my degree.
Look back from the future at a completed action — By 6pm, she will have left the office.
Often used with 'by' + time expression — By the time you arrive, we will have eaten.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + will have + past participle	Subject + won't have + past participle	Will + subject + have + past participle?
I will have finished by 5pm. They will have left by then.	I won't have finished by 5pm. They won't have left by then.	Will you have finished by 5pm? Will they have left by then?

Future Perfect looks BACK from a future point ('by next year, this will be done'), unlike Future Continuous which looks AT an ongoing moment in the future.

Check your understanding — click Yes or No

1. "By next year, I will have finished my degree." — Will the action be complete at that future point?

2. Future Perfect — Does it describe an ongoing action at a future moment?

3. "By the time you arrive, we will have eaten." — Will eating be finished before you arrive?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — look ahead to completed milestones

Talk with your tutor about what will be finished by certain future points. Use these prompts to start:

What will you have accomplished by the end of this year?
By the time you retire, what will you have achieved?
What will have changed in your life in 5 years?
By this time next week, what will you have finished?

Now write it down — 5 sentences using Future Perfect

Use at least one negative and one question.

1

2

3

4

5

1. By next year, I will have finished this English course.

2. She won't have finished her project by Friday.

3. Will you have moved by the end of the month?

4. By 2030, we will have traveled to many countries.

5. By the time he arrives, we will have cleaned the house.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

By next year, I will finish my degree. (emphasizing completion before that point)→By next year, I will have finished my degree.(use Future Perfect to emphasize completion before a future point)

I will have finish by 5pm.→I will have finished by 5pm.(use the past participle, not the base verb)

She will has left by then.→She will have left by then.(use 'have', not 'has', after 'will')

Will you finished by Friday?→Will you have finished by Friday?(don't forget 'have' in the question)

Check your own progress

I can form the Future Perfect with will have + past participle I can describe completion before a specific future point I can make negative sentences and questions I distinguish it from Future Continuous

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the Future Perfect (will have + past participle) to describe an action completed before a specific point in the future.

Homework

Don't forget to do your homework!

B2-04 | MODALS OF DEDUCTION AND SPECULATION

Your 60-minute lesson

Modals of Deduction and Speculation

Goal: By the end of this lesson, you'll be able to speculate about present and past situations using a full range of modal verbs.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Speculate about why a friend might not have replied to a message.
Guess why a colleague seemed stressed recently.
What might have happened if you missed a call from an unknown number?

QUICK GAME — 2 min

Mystery speculation: your tutor describes a strange situation and you speculate using different modals — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've used must/can't for deduction — let's build a fuller scale from certain to just possible, in present and past.

Use

Certain: must/can't (+ be) — He must be tired. She can't be serious.
Possible: might/may/could (+ be) — She might be running late.
Past deduction: modal + have + past participle — He must have left already.

Form

Present certain	Present possible	Past deduction
must/can't + be + adj/verb-ing	might/may/could + be + adj/verb-ing	must/might/could/can't + have + past participle
He must be at work.	She might be sleeping.	They must have left already.

The negative of 'must' for deduction is always 'can't', in both present and past — "can't have" (not "mustn't have").

Check your understanding — click Yes or No

1. "He must be tired." — Is this a confident deduction?

2. "She might be sleeping." — Is this certain?

3. "They can't have left." — Is this the correct negative form for past deduction?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — speculate about situations

Speculate with your tutor about mysterious situations. Use these prompts to start:

A friend hasn't replied all day — speculate why.
You see an unfamiliar car outside — whose could it be?
Someone at work seems very happy — what might have happened?
A store is closed on a weekday — what could be the reason?

Now write it down — 5 sentences using modals of speculation

Use at least one present and one past speculation.

1

2

3

4

5

1. She might be stuck in traffic.

2. He must have forgotten about the meeting.

3. They can't be home, the lights are off.

4. That could have been a coincidence.

5. She must be really busy these days.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He mustn't have left. (meaning it's improbable)→He can't have left.(the negative for past deduction is 'can't have', not 'mustn't have')

She might have leave.→She might have left.(use the past participle after 'have')

He could been there.→He could have been there.(don't forget 'have' after the modal)

They must to be tired.→They must be tired.(no 'to' after modal verbs)

Check your own progress

I can use must/can't for confident deductions I can use might/may/could for less certain possibilities I can form past deductions with modal + have + past participle I know can't have is the negative for past deduction

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you built a fuller scale of speculation: must/can't (certain), might/may/could (possible), and past forms with modal + have + past participle.

Homework

Don't forget to do your homework!

B2-05 | NARRATIVE TENSES: FULL COMBINATION

Your 60-minute lesson

Narrative Tenses: Full Combination

Goal: By the end of this lesson, you'll be able to combine Past Simple, Past Continuous, Past Perfect and Past Perfect Continuous to tell a sophisticated story.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How long had you been waiting for something recently before it happened?
Describe the background of a memorable day.
Tell me about a realization you had after a long process.

QUICK GAME — 2 min

Layered story: build a story together, alternating between the four narrative tenses — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've used three past tenses separately — now let's add Past Perfect Continuous and combine all four for rich storytelling.

Use

Past Perfect Continuous — duration before another past event — I had been waiting for an hour when she arrived.
Combine all four narrative tenses — It was raining (background). I had been walking for hours (duration before) when I finally arrived (main event) and realized I had lost my map (earlier event).
Choose the right tense based on the relationship between events — Which happened first? How long did it last?

Form

Past Simple	Past Continuous	Past Perfect (Continuous)
main events	background scene	earlier events / duration before
I arrived at noon.	It was raining.	I had been traveling for days.

Past Perfect Continuous emphasizes duration before another past event, while Past Perfect simple emphasizes completion — "I had been waiting" (duration) vs "I had finished" (completion).

Check your understanding — click Yes or No

1. "I had been waiting for an hour when she arrived." — Does this emphasize duration before the arrival?

2. Does Past Perfect Continuous focus on completion, like Past Perfect simple?

3. Can all four narrative tenses appear together in one well-told story?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — tell a sophisticated story

Tell your tutor a detailed, layered story using all four narrative tenses. Use these prompts to start:

Tell me about a difficult journey or trip.
Describe a stressful day, with lots of background detail.
Tell me a story about waiting for something for a long time.
Describe a moment of realization after a long process.

Now write it down — a short story with 5-6 sentences

Use all four narrative tenses: Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous.

1

2

3

4

5

1. It was a cold evening and the streets were empty.

2. I had been walking for almost two hours.

3. I was starting to feel exhausted when I saw the hotel.

4. I realized I had left my phone in the taxi.

5. By the time I got back, the driver had already left.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I waited for an hour when she arrived. (emphasis on duration before)→I had been waiting for an hour when she arrived.(use Past Perfect Continuous for duration before another past event)

It rained when I left. (background scene)→It was raining when I left.(use Past Continuous for background scenes)

I had walking for hours.→I had been walking for hours.(don't forget 'been' in Past Perfect Continuous)

By the time she arrived, I cooked dinner. (earlier, completed)→By the time she arrived, I had cooked dinner.(use Past Perfect for the earlier, completed action)

Check your own progress

I can use Past Perfect Continuous for duration before a past event I can combine all four narrative tenses naturally I choose the right tense based on order and duration I can tell a sophisticated, layered story

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you added Past Perfect Continuous to your narrative toolkit and combined all four past tenses to tell rich, sophisticated stories.

Homework

Don't forget to do your homework!

B2-06 | REPORTED SPEECH: ADVANCED STRUCTURES

Your 60-minute lesson

Reported Speech: Advanced Structures

Goal: By the end of this lesson, you'll be able to report commands, requests, and complex questions with correct tense and word shifts.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did someone tell you to do today?
What has someone asked you to help with recently?
What did a teacher once tell you not to do?

QUICK GAME — 2 min

Command relay: your tutor gives a command, you report it back using reported speech — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've reported basic statements — now let's report commands, requests, and more complex sentences.

Use

Report a command with tell + object + infinitive — "Close the door!" → He told me to close the door.
Report a request with ask + object + infinitive — "Please help me." → She asked me to help her.
Report a negative command — "Don't be late!" → She told him not to be late.

Form

Command	Request	Negative command
tell + object + to + verb	ask + object + to + verb	tell/ask + object + not + to + verb
He told me to sit down.	She asked me to wait.	She told him not to worry.

Reported commands and requests use the infinitive, not a full clause — "told me to go" (not "told me that I go").

Check your understanding — click Yes or No

1. "Close the door!" → "He told me to close the door." — Does this use the infinitive?

2. "Don't be late!" → "She told him not to be late." — Does 'not' come before 'to'?

3. Reported commands — Do they usually repeat the exact original words?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — report commands and requests

Tell your tutor about commands or requests people have given you. Use these prompts to start:

What did a boss or teacher once tell you to do?
What has someone recently asked you to do?
What did your parents tell you not to do as a child?
Report a request from a recent conversation.

Now write it down — 5 sentences reporting commands and requests

Use both tell and ask, and include one negative command.

1

2

3

4

5

1. My boss told me to finish the report by Friday.

2. She asked me to bring some snacks to the party.

3. My mom told me not to stay out too late.

4. He asked us to be on time for the meeting.

5. The teacher told the students to be quiet.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He told me that I close the door.→He told me to close the door.(use the infinitive for reported commands, not a clause)

She told him to not worry.→She told him not to worry.('not' comes before 'to', not after)

He asked to me help him.→He asked me to help him.(no 'to' before the object with 'ask')

She told don't be late.→She told him not to be late.(don't forget the object after 'tell')

Check your own progress

I can report commands with tell + object + to + verb I can report requests with ask + object + to + verb I can report negative commands correctly (not to) I don't use a full clause for reported commands

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to report commands and requests using tell/ask + object + (not) to + verb, a key structure for natural reported speech.

Homework

Don't forget to do your homework!

B2-07 | WISH

Your 60-minute lesson

Wish

Goal: By the end of this lesson, you'll be able to express wishes about the present, past and about others' behavior using wish.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you wish were different today?
Is there something you wish you had done differently last year?
Is there a habit of someone's you wish would change?

QUICK GAME — 2 min

Wishing well: share 3 wishes — one present, one past regret, one wish + would — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at wish — used to express regret or desire for something different from reality.

Use

Wish + past simple — a present wish (unreal now) — I wish I had more time.
Wish + past perfect — a past wish/regret — I wish I had studied harder.
Wish + would — a wish for someone else's behavior to change (annoyance) — I wish he would stop interrupting.

Form

Present wish	Past wish (regret)	Wish + would (annoyance)
wish + past simple	wish + past perfect	wish + would + base verb
I wish I lived closer.	I wish I hadn't said that.	I wish it would stop raining.

Just like the Second Conditional, use "were" instead of "was" after wish for all subjects: "I wish I were taller," not "I wish I was taller" (though both are heard informally).

Check your understanding — click Yes or No

1. "I wish I had more time." — Is this about the present?

2. "I wish I had studied harder." — Is this about a past regret?

3. "I wish he would stop interrupting." — Does this express annoyance about someone else's behavior?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express wishes and regrets

Talk with your tutor about your wishes and regrets. Use these prompts to start:

What do you wish were different about your life right now?
What's a decision you wish you had made differently?
Is there a habit of someone else's you wish would change?
What do you wish you had learned earlier in life?

Now write it down — 5 sentences using wish

Use all three types: present wish, past regret, and wish + would.

1

2

3

4

5

1. I wish I had more free time these days.

2. I wish I had traveled more when I was younger.

3. I wish my neighbors would be quieter at night.

4. She wishes she lived closer to her family.

5. I wish I hadn't quit that class.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I wish I have more time.→I wish I had more time.(use past simple for present wishes)

I wish I studied harder. (about the past, regret)→I wish I had studied harder.(use past perfect for past regrets)

I wish it will stop raining.→I wish it would stop raining.(use 'would', not 'will', for this structure)

I wish I would have more time.→I wish I had more time.(don't use 'would have' for a present wish)

Check your own progress

I can use wish + past simple for present wishes I can use wish + past perfect for past regrets I can use wish + would for annoyance at others' behavior I use 'were' after wish for all subjects

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned wish + past simple (present wish), wish + past perfect (past regret), and wish + would (annoyance at others) to express unreal desires.

Homework

Don't forget to do your homework!

B2-08 | FUTURE CONTINUOUS: REVIEW AND EXTENSION

Your 60-minute lesson

Future Continuous: Review and Extension

Goal: By the end of this lesson, you'll be able to use Future Continuous fluently, including for polite assumptions about routines.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What will you be doing later today?
Make a polite assumption about your tutor's week.
What will you be doing this time next month?

QUICK GAME — 2 min

Parallel futures: describe 2 things happening at the same time in the future for you and someone else — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You learned Future Continuous in B1 — let's extend it to polite assumptions about someone's likely routine.

Use

A polite assumption based on routine — You'll be needing this back soon, I imagine.
Parallel actions in the future — While I'm working, she'll be traveling.
Review: action in progress at a specific future time — At 9pm, I'll be watching the game.

Form

Polite assumption	Parallel future actions	Review: specific time
subject + will be + verb-ing (assumption)	while + subject + will be + verb-ing, + subject + will be + verb-ing	at + time, + subject + will be + verb-ing
You'll be wanting your money back.	While I'm cooking, she'll be cleaning.	At 9pm, I'll be watching TV.

Future Continuous for polite assumption is common in customer service or formal contexts: "You'll be expecting an answer soon" sounds softer than a direct statement.

Check your understanding — click Yes or No

1. "You'll be needing this back soon." — Is this a polite assumption?

2. Future Continuous — Can it describe two parallel future actions?

3. Does Future Continuous always require 'will be' + base verb (no -ing)?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice extended uses

Talk with your tutor using Future Continuous for assumptions and parallel actions. Use these prompts to start:

What will you be doing while your tutor is preparing the next lesson?
Make a polite assumption about your tutor's plans.
What will you be doing at this time next week?
Describe two parallel activities happening in your life.

Now write it down — 5 sentences using Future Continuous

Include at least one polite assumption and one parallel action.

1

2

3

4

5

1. You'll be expecting my report by Friday, I assume.

2. While I'm traveling, my sister will be taking care of my apartment.

3. At this time next week, I'll be relaxing on vacation.

4. Will you be attending the conference next month?

5. He'll be working late again tonight.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

You'll want your money back. (as a soft assumption)→You'll be wanting your money back.(add 'be' + -ing for the softer, more natural assumption)

While I work, she'll be traveling.→While I'm working, she'll be traveling.(use Present Continuous or Future Continuous consistently for parallel actions)

I be watching TV at 9pm.→I'll be watching TV at 9pm.(don't forget 'will' before 'be')

Will you needing anything?→Will you be needing anything?(don't forget 'be' before the -ing form)

Check your own progress

I can use Future Continuous for polite assumptions I can describe parallel future actions I can review basic Future Continuous for specific future moments I sound more natural using this softer future form

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended Future Continuous to polite assumptions and parallel future actions, building on the specific-moment use you already knew.

Homework

Don't forget to do your homework!

B2-09 | PAST PERFECT CONTINUOUS

Your 60-minute lesson

Past Perfect Continuous

Goal: By the end of this lesson, you'll be able to emphasize the duration of an activity that was happening before another past event.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How long had you been living in your city before something significant changed?
What had you been doing right before you started this course?
Had you been waiting long for anything recently before it finally happened?

QUICK GAME — 2 min

Duration before: describe 3 situations where something had been happening for a while before a change — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's focus specifically on Past Perfect Continuous — emphasizing how long something had been happening before something else occurred.

Use

Duration before another past event — I had been working there for five years when I resigned.
Explain a past situation caused by a duration — She was exhausted because she had been running.
Contrast with Past Perfect simple (completion vs duration) — I had finished (completion) vs I had been working on it (duration).

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + had been + verb-ing	Subject + hadn't been + verb-ing	Had + subject + been + verb-ing?
I had been studying for hours. They had been waiting a long time.	I hadn't been sleeping well. He hadn't been feeling well.	Had you been waiting long? Had she been crying?

Past Perfect Continuous emphasizes the duration/process leading up to a past moment, while Past Perfect simple emphasizes the completed result — choose based on what you want to highlight.

Check your understanding — click Yes or No

1. "I had been working there for five years when I resigned." — Does this emphasize duration before resigning?

2. "She was exhausted because she had been running." — Does this explain a cause through duration?

3. Does Past Perfect Continuous emphasize the completed result, like Past Perfect simple?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe duration before past events

Tell your tutor about durations before something happened in your life. Use these prompts to start:

How long had you been studying/working somewhere before something changed?
What had you been doing right before a big life event?
Tell me about a time exhaustion caught up with you.
How long had you been waiting for something before it finally happened?

Now write it down — 5 sentences using Past Perfect Continuous

Use at least one negative and one question.

1

2

3

4

5

1. I had been living there for three years before I moved.

2. She hadn't been feeling well before the trip.

3. Had you been waiting long when the bus arrived?

4. We had been planning the wedding for a year.

5. He was tired because he had been traveling all week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I had studying for hours.→I had been studying for hours.(don't forget 'been' before the -ing form)

She was tired because she had run. (emphasis on duration, not just completion)→She was tired because she had been running.(use the continuous form to emphasize duration as the cause)

Had you waiting long?→Had you been waiting long?(don't forget 'been')

We had been plan this for months.→We had been planning this for months.(don't forget -ing)

Check your own progress

I can form Past Perfect Continuous with had been + -ing I use it to emphasize duration before another past event I can explain a past situation caused by a duration I distinguish it from Past Perfect simple's focus on completion

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned Past Perfect Continuous (had been + -ing) to emphasize duration before another past event, contrasting with Past Perfect simple's focus on completion.

Homework

Don't forget to do your homework!

B2-10 | RELATIVE CLAUSES: NON-DEFINING IN DEPTH

Your 60-minute lesson

Relative Clauses: Non-Defining in Depth

Goal: By the end of this lesson, you'll be able to confidently use non-defining relative clauses with which referring to a whole idea.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me about your family, adding extra detail with a non-defining clause.
Describe something that happened recently and comment on it with 'which'.
Tell me about your city, with an extra fact.

QUICK GAME — 2 min

Comment round: describe 3 situations and add a comment using 'which' — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've touched on non-defining clauses briefly — now let's go deeper, including 'which' referring to an entire previous clause.

Use

Which can refer to the whole previous clause, not just one noun — He forgot my birthday, which really upset me.
Non-defining clauses always use commas — My father, who is 70, still works full-time.
Non-defining clauses can be dropped without losing essential meaning — Paris, which I visited last year, is beautiful.

Form

Which = whole clause	Who/which = noun (non-defining)	Punctuation
statement, which + comment	noun, who/which + extra info,	always commas around non-defining clauses
She was late, which annoyed everyone.	My car, which is quite old, still runs well.	This never happens with defining clauses

When 'which' refers to the whole previous idea (not a specific noun), it's always non-defining and always follows a comma — this is a very natural way to add a comment.

Check your understanding — click Yes or No

1. "He forgot my birthday, which really upset me." — Does 'which' refer to the whole situation?

2. Non-defining relative clauses — Do they ever appear without commas?

3. "My father, who is 70, still works." — Could this sentence make sense if you removed the clause?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — add comments and extra detail

Talk with your tutor, adding extra comments and detail using non-defining clauses. Use these prompts to start:

Tell me about a person, adding extra detail with a non-defining clause.
Describe an event and comment on it using 'which'.
Tell me about a place, with extra information.
Describe a situation and your reaction to it, using 'which'.

Now write it down — 5 sentences using non-defining relative clauses

Use at least 2 examples where 'which' refers to a whole clause.

1

2

3

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5

1. My best friend, who lives abroad, is visiting next month.

2. The flight was delayed, which made us miss our connection.

3. This city, which has amazing food, is my favorite place.

4. He apologized, which I really appreciated.

5. My grandmother, who is 90, still gardens every day.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He forgot my birthday, that really upset me.→He forgot my birthday, which really upset me.(use 'which' (not 'that') in non-defining clauses)

My father who is 70 still works. (extra info, needs commas)→My father, who is 70, still works.(non-defining clauses always need commas)

She passed the exam, which made she happy.→She passed the exam, which made her happy.(use the object pronoun 'her', not the subject 'she')

That restaurant that opened last year, which is famous. (mixing defining and non-defining)→That restaurant, which opened last year, is already famous.(keep the clause type consistent)

Check your own progress

I can use which to refer to an entire previous clause I always use commas around non-defining clauses I know 'that' is never used in non-defining clauses I can add natural comments using this structure

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you deepened non-defining relative clauses, especially 'which' referring to a whole previous idea — always set off with commas.

Homework

Don't forget to do your homework!

B2-11 | WOULD FOR PAST HABITS

Your 60-minute lesson

Would for Past Habits

Goal: By the end of this lesson, you'll be able to describe repeated past actions using would, as an alternative to used to.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What would you do every weekend as a child?
Did your family have a tradition you would repeat every year?
What would you and your friends do together after school?

QUICK GAME — 2 min

Nostalgia round: share 3 childhood memories using 'would' for repeated actions — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know used to for past habits — let's add would, a common alternative for repeated actions (not states).

Use

Would + verb — a repeated past action — Every summer, we would visit our grandparents.
Would cannot be used for past states — I used to live there. (not "I would live there")
Often used in nostalgic storytelling — My grandfather would tell us stories every night.

Form

Would (action)	Used to (action or state)	Notes
Subject + would + base verb	Subject + used to + base verb	would = only repeated actions
We would play outside for hours.	We used to play outside. / I used to be shy.	used to also works for states

"Would" only works for repeated ACTIONS, never for STATES (like/have/be) — "I would like tea as a kid" is wrong; use "I used to like tea."

Check your understanding — click Yes or No

1. "Every summer, we would visit our grandparents." — Is this a repeated action?

2. "I would be shy as a kid." — Is this correct, since 'be shy' is a state?

3. Can 'would' and 'used to' both describe repeated past actions?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — share nostalgic memories

Talk with your tutor about repeated things you did as a child, using would. Use these prompts to start:

What would you do every summer as a child?
Did a family member have a habit they would repeat often?
What would you and your friends do after school?
Tell me about a family tradition you would follow.

Now write it down — 5 sentences using would for past habits

Use would for actions and used to for at least one state, to contrast them.

1

2

3

4

5

1. Every Christmas, my family would gather at my grandmother's house.

2. I used to be really shy around new people.

3. We would stay up late telling stories.

4. My dad would always sing in the car.

5. I used to have a bicycle I loved.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I would live in Peru as a kid.→I used to live in Peru as a kid.('would' can't describe a past state — use 'used to')

She would be tall.→She used to be tall. / She was tall.('be' is a state — use 'used to', not 'would')

We use to play outside.→We would play outside. / We used to play outside.(spell it 'used to', not 'use to', in affirmative statements)

Every day, I would having breakfast.→Every day, I would have breakfast.(use the base verb after 'would', not -ing)

Check your own progress

I can use would for repeated past actions I know would cannot describe past states I can use used to for both actions and states I can tell nostalgic stories using would naturally

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned would for repeated past actions (not states), a natural alternative to used to, especially common in nostalgic storytelling.

Homework

Don't forget to do your homework!

B2-12 | FUTURE TIME CLAUSES: AFTER, UNTIL, WHEN

Your 60-minute lesson

Future Time Clauses: After, Until, When

Goal: By the end of this lesson, you'll be able to combine future time clauses with after, until, and when using present tense, not will.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What will you do when this lesson ends?
What will you do after you have dinner tonight?
What are you waiting for before you make a decision?

QUICK GAME — 2 min

Time clause chain: complete 3 sentences using when/after/until — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at time clauses about the future — similar to conditionals, they never use 'will' in the time clause itself.

Use

When + present simple, + will (future action) — When I arrive, I'll call you.
After/Before + present simple, + will — After I finish work, I'll go home.
Until + present simple, + will (up to that point) — I'll wait here until you arrive.

Form

When	After/Before	Until
when + present simple, + will + verb	after/before + present simple, + will + verb	will + verb + until + present simple
When she calls, I'll let you know.	After I eat, I'll go for a walk.	I'll stay until you finish.

Just like the First Conditional, never use 'will' in the time clause (after when/until/before/after) — even though the meaning is about the future.

Check your understanding — click Yes or No

1. "When I arrive, I'll call you." — Is 'arrive' in the present tense, even though it's about the future?

2. "When I will arrive, I'll call you." — Is this correct?

3. "I'll wait until you arrive." — Does 'until' show a stopping point?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — plan around future time clauses

Talk with your tutor about your plans using time clauses. Use these prompts to start:

What will you do when you finish this course?
What will you do after you get home today?
What are you waiting for before making a big decision?
What will happen when you save enough money for something?

Now write it down — 5 sentences using when, after, before, and until

Use each connector at least once.

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3

4

5

1. When I finish this project, I'll take a break.

2. After I get home, I'll cook dinner.

3. I'll keep studying until I feel confident.

4. Before I travel, I'll make a checklist.

5. When she arrives, we'll start the meeting.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

When I will arrive, I'll call you.→When I arrive, I'll call you.(never use 'will' in the time clause)

I'll wait until you will finish.→I'll wait until you finish.(use present simple after 'until', not 'will')

After I will eat, I'll leave.→After I eat, I'll leave.(use present simple after 'after', not 'will')

Before you will leave, call me.→Before you leave, call me.(use present simple after 'before')

Check your own progress

I can use when/after/before/until + present simple for future time clauses I never use will in the time clause itself I use will in the main/result clause I can plan and describe sequences of future events

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned future time clauses with when/after/before/until + present simple — never 'will' in the time clause, only in the main result clause.

Homework

Don't forget to do your homework!

B2-13 | EMPHASIS AND SUBSTITUTION

Your 60-minute lesson

Emphasis and Substitution

Goal: By the end of this lesson, you'll be able to avoid repetition using substitution words like one, do so, and so/not.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you hoping for good weather this weekend? (use so/not)
Do you prefer new things or old ones?
Has anyone recently done the same thing as you?

QUICK GAME — 2 min

No repeats: describe 3 things without repeating the noun, using one/ones instead — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how English avoids repeating the same word or phrase, using substitution devices instead.

Use

One/Ones — replace a countable noun — I need a pen. Do you have one?
Do so / Do the same — replace a verb phrase — She left early, and I did so too.
So / Not — replace a whole clause after certain verbs — "Will it rain?" "I think so." / "I hope not."

Form

One/ones (noun)	Do so (verb phrase)	So/not (clause)
replaces a singular/plural countable noun	replaces an action already mentioned	think/hope/believe + so/not
This shirt is nice. I'll buy this one.	He apologized, and she did so too.	"Are we late?" "I think so."

"One" replaces a specific noun (avoiding repetition), while "so/not" replace whole ideas after verbs of opinion like think, hope, believe, guess.

Check your understanding — click Yes or No

1. "I need a pen. Do you have one?" — Does 'one' replace 'a pen'?

2. "I think so" — Does 'so' replace a whole idea?

3. "He did so too" — Does this repeat the exact same verb?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice avoiding repetition

Talk with your tutor, using substitution words naturally. Use these prompts to start:

Talk about buying something, using 'one' to avoid repetition.
Give your opinion using 'I think so' or 'I hope not'.
Talk about someone doing the same thing as someone else.
Compare two similar items using 'one/ones'.

Now write it down — 5 sentences using substitution devices

Use one/ones, so/not, and do so/the same at least once each.

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3

4

5

1. I need new shoes; do you know a good store for ones like these?

2. "Will the flight be delayed?" "I hope not."

3. He submitted his report early, and she did so too.

4. I like the blue mugs better than the white ones.

5. "Did she pass?" "I think so."

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I need a pen, do you have it?→I need a pen, do you have one?(use 'one' for a general, non-specific noun, not 'it')

I hope no.→I hope not.(use 'not', not 'no', after hope/think/believe)

She did it too. (referring to a repeated action, more naturally substituted)→She did so too.('do so' is a more formal, natural substitution for a repeated action)

I prefer the red one. (about plural items)→I prefer the red ones.(use 'ones' for plural nouns)

Check your own progress

I can use one/ones to replace countable nouns I can use do so/the same to replace verb phrases I can use so/not after think/hope/believe I avoid unnecessary repetition in my speech

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned substitution devices — one/ones (nouns), do so/the same (verb phrases), and so/not (whole clauses) — to avoid repetition naturally.

Homework

Don't forget to do your homework!

B2-14 | FUTURE PERFECT CONTINUOUS

Your 60-minute lesson

Future Perfect Continuous

Goal: By the end of this lesson, you'll be able to emphasize the duration of an activity that will continue up to a future point.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

By this time next year, how long will you have been in your current situation (job, city, relationship)?
What's something you'll have been doing for a long time by next year?
By the end of this course, how long will you have studied English?

QUICK GAME — 2 min

Milestone duration: describe 3 long-term processes and how long they'll have lasted by a future point — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at Future Perfect Continuous — combining duration with a future deadline.

Use

Duration up to a specific future point — By June, I will have been working here for 10 years.
Emphasize an ongoing process leading to a future moment — By 5pm, she will have been driving for six hours.
Often used with 'by' + time and 'for' + duration — By next year, we will have been living here for a decade.

Form

Affirmative (+)	Negative (−)	Question (?)
Subject + will have been + verb-ing	Subject + won't have been + verb-ing	Will + subject + have been + verb-ing?
I will have been working here for 5 years by June.	She won't have been living here long by then.	Will you have been studying long by the exam?

This tense combines Future Perfect (completion by a point) with Continuous (duration/process) — it's mostly used with a specific duration mentioned ('for X years/hours').

Check your understanding — click Yes or No

1. "By June, I will have been working here for 10 years." — Does this emphasize duration up to a future point?

2. Is Future Perfect Continuous usually used with a duration expression (for + time)?

3. Does this tense describe an action that hasn't started yet?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe ongoing duration to future points

Talk with your tutor about long-term processes leading to future milestones. Use these prompts to start:

By this time next year, how long will you have been doing your current job/studies?
By the time you finish this course, how long will you have been learning English?
What will you have been working on for a long time by next year?
By the end of this year, what will you have been doing consistently?

Now write it down — 5 sentences using Future Perfect Continuous

Include a specific duration in each sentence.

1

2

3

4

5

1. By next year, I will have been living in this city for five years.

2. By June, she will have been working at that company for a decade.

3. By the time the project ends, we will have been collaborating for six months.

4. Will you have been studying English for two years by December?

5. By Friday, he will have been traveling for a whole week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

By June, I will have working here for 5 years.→By June, I will have been working here for 5 years.(don't forget 'been' before the -ing form)

I will have been work here.→I will have been working here.(don't forget -ing)

She will has been studying.→She will have been studying.(use 'have', not 'has', after 'will')

By then, I will have study for hours.→By then, I will have been studying for hours.(use the continuous form with 'been' + -ing for duration)

Check your own progress

I can form Future Perfect Continuous with will have been + -ing I use it to emphasize duration up to a future point I often include a specific duration (for X years/hours) I can distinguish it from simple Future Perfect (completion)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned Future Perfect Continuous (will have been + -ing) to emphasize an ongoing duration leading up to a specific future point.

Homework

Don't forget to do your homework!

B2-15 | MIXED CONDITIONALS

Your 60-minute lesson

Mixed Conditionals

Goal: By the end of this lesson, you'll be able to combine past and present time in one conditional sentence using mixed conditionals.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

If you had made a different choice years ago, how would your life be different now?
If a personality trait of yours were different, how might your past have changed?
Reflect on one big decision using a mixed conditional.

QUICK GAME — 2 min

Time mix: complete 3 mixed conditional sentences reflecting on your own life — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at mixed conditionals — combining a past condition with a present result, or a present condition with a past result.

Use

Past condition, present result — If I had studied medicine, I would be a doctor now.
Present condition, past result — If I weren't so scared of heights, I would have gone skydiving.
Used for realistic reflections on how past choices affect the present — If she hadn't moved, she would still be living there.

Form

Past condition → Present result	Present condition → Past result	Notes
If + past perfect, + would + base verb	If + past simple, + would have + past participle	mixing time frames within one sentence
If I had taken that job, I would be rich now.	If I weren't so busy, I would have joined you.	reflects how the past affects now, or vice versa

The key to mixed conditionals is identifying the TWO different time frames — one clause about the past, one about the present — and choosing the correct form for each.

Check your understanding — click Yes or No

1. "If I had studied medicine, I would be a doctor now." — Does this combine a past condition with a present result?

2. "If I weren't so scared of heights, I would have gone skydiving." — Is the condition about the present?

3. Do mixed conditionals always use past forms in both clauses?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — reflect on past choices and present life

Talk with your tutor about how past decisions affect your present, and vice versa. Use these prompts to start:

If you had made a different career choice, what would your life be like now?
If you weren't so busy this month, what would you have done?
If a past decision had gone differently, how would your life be now?
If a current trait of yours were different, how would your past have changed?

Now write it down — 5 mixed conditional sentences

Use both types: past condition/present result, and present condition/past result.

1

2

3

4

5

1. If I had studied engineering, I would be working in tech now.

2. If I weren't so afraid of change, I would have moved abroad years ago.

3. If she had learned to drive, she would be more independent now.

4. If he wasn't so private, he would have shared the news already.

5. If we hadn't stayed, we would be living somewhere else today.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If I studied medicine, I would be a doctor now. (about the past)→If I had studied medicine, I would be a doctor now.(use past perfect for the past condition)

If I had taken that job, I would have been rich now. (present result)→If I had taken that job, I would be rich now.(use 'would + base verb' for a present result)

If she wasn't so shy, she would speak up yesterday.→If she weren't so shy, she would have spoken up yesterday.(use 'would have + past participle' for a past result)

If I would have studied, I would be better now.→If I had studied, I would be better now.(never use 'would' in the if-clause)

Check your own progress

I can combine a past condition with a present result I can combine a present condition with a past result I identify the correct time frame for each clause I never use would in the if-clause

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned mixed conditionals — combining a past condition with a present result, or a present condition with a past result — to reflect realistically on cause and effect across time.

Homework

Don't forget to do your homework!

B2-16 | MODALS: CAN'T HAVE, NEEDN'T HAVE

Your 60-minute lesson

Modals: Can't Have, Needn't Have

Goal: By the end of this lesson, you'll be able to express past impossibility with can't have and unnecessary past actions with needn't have.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has something happened recently that seems impossible? (can't have)
Have you ever overprepared for something unnecessarily? (needn't have)
Speculate about something you're not sure happened.

QUICK GAME — 2 min

Alibi game: describe a situation and use can't have to argue something didn't happen — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's add two more precise past modals: can't have (impossible) and needn't have (it happened, but wasn't necessary).

Use

Can't have — a strong belief something didn't happen (impossible) — She can't have finished already, it's too soon.
Needn't have — did something that wasn't necessary — You needn't have brought a gift, but thank you.
Contrast with didn't need to (simply wasn't required, may not have happened) — I didn't need to go, so I stayed home.

Form

Can't have (impossible)	Needn't have (unnecessary, but done)	Didn't need to (not required)
Subject + can't have + past participle	Subject + needn't have + past participle	Subject + didn't need to + base verb
He can't have arrived yet.	You needn't have worried.	I didn't need to bring anything, so I didn't.

"Needn't have done" means the action DID happen, but wasn't necessary; "didn't need to" is neutral about whether it happened — this is a subtle but important difference.

Check your understanding — click Yes or No

1. "She can't have finished already." — Is the speaker confident this is impossible?

2. "You needn't have brought a gift." — Did the person actually bring a gift?

3. "I didn't need to go" — Does this necessarily tell us whether the person went or not?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — speculate about impossibility and unnecessary effort

Talk with your tutor using can't have and needn't have. Use these prompts to start:

Has something impossible-seeming happened recently? Speculate with can't have.
Have you ever done something unnecessary, like over-preparing?
Think of an alibi situation — what can't have happened?
Tell me about a time you needn't have worried about something.

Now write it down — 5 sentences using can't have and needn't have

Use each modal at least twice.

1

2

3

4

5

1. He can't have finished the whole book in one day.

2. You needn't have cleaned the whole house before I arrived.

3. She can't have said that, it doesn't sound like her.

4. We needn't have left so early, there was no traffic.

5. That can't have been a coincidence.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She mustn't have finished. (meaning impossible)→She can't have finished.(use can't have for impossibility, not mustn't have)

You didn't need to have worried.→You needn't have worried.('needn't have' is the correct structure, not 'didn't need to have')

He can't have leaving already.→He can't have left already.(use the past participle, not -ing)

We needn't to have brought food.→We needn't have brought food.(no 'to' after needn't)

Check your own progress

I can use can't have for confident past impossibility I can use needn't have for unnecessary actions that did happen I know the difference from didn't need to (neutral) I can speculate and reflect on past actions precisely

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned can't have (confident past impossibility) and needn't have (unnecessary action that did happen) — precise tools for reflecting on the past.

Homework

Don't forget to do your homework!

B2-17 | PAST PERFECT: COMPLEX NARRATIVE USE

Your 60-minute lesson

Past Perfect: Complex Narrative Use

Goal: By the end of this lesson, you'll be able to use Past Perfect fluently in complex narratives with multiple time references.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What had you done before you arrived here today?
By the time you turned 20, what had you already experienced?
Tell me a chain of things that happened before a big event in your life.

QUICK GAME — 2 min

Chain of events: describe 3 things that had all happened before a specific moment — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've mastered Past Perfect basics — let's use it in more complex sentences with multiple clauses and time markers.

Use

Multiple earlier events before a main past moment — By the time she arrived, we had eaten, cleaned up, and left.
Past Perfect after 'by the time' — By the time I realized, it had already happened.
Combine with reported speech for even more distance in time — She said she had already left when he called.

Form

Multiple earlier events	By the time	In reported speech
had + participle, had + participle, had + participle	by the time + past simple, + past perfect	said/thought + (that) + subject + had + participle
We had eaten, cleaned, and left.	By the time I arrived, they had already gone.	She said she had finished.

In longer, more complex sentences, Past Perfect can appear multiple times to show several actions that all happened before the main past reference point.

Check your understanding — click Yes or No

1. "By the time she arrived, we had eaten, cleaned up, and left." — Did all three actions happen before she arrived?

2. "By the time I realized, it had already happened." — Does 'by the time' introduce the main past reference point?

3. Can Past Perfect appear inside reported speech for extra distance in time?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — tell a complex, layered story

Tell your tutor a story with multiple earlier events, using Past Perfect. Use these prompts to start:

Describe everything you had done before a big event happened.
Tell me about your life before a major turning point.
Describe a chain of events that had all happened before something else.
Report what someone told you about their past.

Now write it down — a mini-story with 5 sentences using Past Perfect

Include at least 2 sentences with multiple Past Perfect events.

1

2

3

4

5

1. By the time I turned 25, I had lived in three cities.

2. We had packed, cleaned, and said goodbye before the taxi arrived.

3. She told me she had already applied for the job.

4. By 2020, he had changed careers twice.

5. By the time we got there, the store had already closed.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

By the time we arrived, the show already started.→By the time we arrived, the show had already started.(use Past Perfect for the earlier event)

She said she has already eaten.→She said she had already eaten.(shift to Past Perfect in reported speech)

We had cook, clean, and left.→We had cooked, cleaned, and left.(keep consistent past participle forms)

By 2020, they have moved three times.→By 2020, they had moved three times.(use 'had', not 'have', for a completed past-by-then action)

Check your own progress

I can use Past Perfect for multiple earlier events in one story I can use Past Perfect after 'by the time' I can use Past Perfect inside reported speech I can tell complex, layered narratives confidently

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you used Past Perfect in more complex, layered narratives — multiple earlier events, 'by the time' structures, and inside reported speech.

Homework

Don't forget to do your homework!

B2-18 | PHRASAL VERBS: BUSINESS AND ADVANCED CONTEXTS

Your 60-minute lesson

Phrasal Verbs: Business and Advanced Contexts

Goal: By the end of this lesson, you'll be able to use professional phrasal verbs like carry out, bring up, and follow through.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has your team carried out any interesting projects lately?
Do you usually follow through on your New Year's resolutions?
How do you typically deal with stress at work?

QUICK GAME — 2 min

Professional match: your tutor gives a scenario and you respond using the right phrasal verb — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's add phrasal verbs common in work and professional contexts, going beyond everyday ones.

Use

Carry out — perform or complete a task — We carried out a survey last month.
Bring up — mention a topic — She brought up an important point in the meeting.
Follow through — complete what you started — He didn't follow through with the plan.

Form

Professional phrasal verbs	Meaning	Example
carry out, bring up, follow through	perform, mention, complete a commitment	We need to follow through on this decision.
deal with, put forward, work out	handle, propose, solve/exercise	Let's work out a solution together.

These phrasal verbs are especially common in meetings, reports, and professional writing — learning them boosts your fluency in work contexts significantly.

Check your understanding — click Yes or No

1. "Carry out" — Does this mean to perform or complete something?

2. "Bring up" — Does this mean to mention a topic?

3. "Follow through" — Does this mean to abandon a plan?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about work situations

Talk with your tutor about professional situations using these phrasal verbs. Use these prompts to start:

Describe a project your team carried out recently.
Have you ever brought up a difficult topic at work?
Do you always follow through on your commitments?
How do you deal with conflicts at work?

Now write it down — 5 sentences using professional phrasal verbs

Use at least 4 different phrasal verbs from this lesson.

1

2

3

4

5

1. We carried out extensive research before launching.

2. I brought up my concerns during the meeting.

3. She always follows through with her promises.

4. We need to deal with this issue immediately.

5. They put forward an interesting proposal.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We carried a survey.→We carried out a survey.(don't drop the particle 'out')

She brought a point.→She brought up a point.(don't drop the particle 'up')

He didn't follow up with his promise. (should be follow through)→He didn't follow through with his promise.('follow up' means to check on something later, 'follow through' means to complete a commitment)

Let's work the details.→Let's work out the details.(don't drop the particle 'out')

Check your own progress

I know carry out (perform), bring up (mention) I know follow through (complete), deal with (handle) I know put forward (propose), work out (solve/exercise) I can use these confidently in professional contexts

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned professional phrasal verbs — carry out, bring up, follow through, deal with, put forward, work out — common in work and meeting contexts.

Homework

Don't forget to do your homework!

B2-19 | WILL AND GOING TO: ADVANCED PREDICTION

Your 60-minute lesson

Will and Going To: Advanced Prediction

Goal: By the end of this lesson, you'll be able to confidently choose between will and going to in nuanced, real-world predictions.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What trend do you notice in your life or work right now?
What do you believe will happen in the next decade?
Based on the weather forecast, what's going to happen this week?

QUICK GAME — 2 min

Trend vs belief: your tutor gives a scenario and you decide if it needs will or going to — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's push further on will vs going to, looking at trickier cases where both might seem possible.

Use

Going to — near-certain, based on current trend/evidence — Prices are going to keep rising, based on the trend.
Will — general belief, especially about distant future — I believe things will improve eventually.
Both used together in longer predictions — It's going to rain today, and it will probably continue tomorrow too.

Form

Going to (evidence/trend)	Will (belief/distant)	Combined
evidence right now or a clear trend	opinion, distant future, spontaneous	can combine in the same paragraph
Based on the trend, prices are going to rise.	I believe the economy will recover.	It's going to rain, and it will probably last all week.

A visible current trend (not just a single instant) still counts as 'evidence' for going to — "sales are going to increase" based on months of data is valid, just like clouds in the sky.

Check your understanding — click Yes or No

1. "Prices are going to keep rising" (based on a trend) — Is this evidence-based?

2. "I believe the economy will recover" — Is this more of an opinion?

3. Can will and going to be combined naturally in the same passage?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — make nuanced predictions

Talk with your tutor about trends and beliefs about the future. Use these prompts to start:

What trend do you see in your industry, and what's going to happen?
What do you believe will happen in the world in 50 years?
Based on current evidence, what's going to happen this year?
Make a distant, general prediction about technology.

Now write it down — 5 predictions using will and going to appropriately

Use going to for evidence/trends and will for beliefs, at least twice each.

1

2

3

4

5

1. Based on the data, our team is going to hit the target.

2. I believe remote work will become even more common.

3. This trend shows that prices are going to rise.

4. In the future, I think AI will change many industries.

5. Given the forecast, it's going to be a rainy week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I believe it's going to happen eventually. (distant, no clear evidence)→I believe it will happen eventually.(use will for distant, belief-based predictions)

Based on the trend, sales will increase. (clear trend, ongoing evidence)→Based on the trend, sales are going to increase.(use going to when there's clear evidence, even if it's a trend over time)

This company going to grow.→This company is going to grow.(don't forget am/is/are with going to)

I think it going to rain.→I think it's going to rain.(don't forget 'is' with going to)

Check your own progress

I can use going to for trends and clear evidence I can use will for beliefs and distant predictions I can combine both naturally in longer predictions I recognize that a trend over time still counts as evidence

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you refined will vs going to for nuanced predictions — going to for evidence/trends (even long-term), will for beliefs and distant, general predictions.

Homework

Don't forget to do your homework!

B2-20 | DOUBLE COMPARATIVES: THE...THE...

Your 60-minute lesson

Double Comparatives: The...The...

Goal: By the end of this lesson, you'll be able to fluently use the double comparative structure to show two changes happening together.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What happens the more you practice a skill?
What's true about sleep and productivity, in your experience?
What happens the older you get, in your opinion?

QUICK GAME — 2 min

Cause and effect: complete 3 the...the... sentences about life — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've briefly seen this structure — let's master it fully, including with nouns and irregular comparatives.

Use

The + comparative, the + comparative — parallel change — The more you practice, the better you get.
Works with adjectives, adverbs, and nouns — The more money you earn, the more you spend.
Can use irregular comparatives too — The worse the weather, the better the soup tastes.

Form

Adjective	Adverb	Noun quantity
the + adjective-er, the + adjective-er	the more + adverb, the more + adverb	the more + noun, the more + noun
The older I get, the wiser I become.	The more carefully you work, the better the results.	The more friends you have, the happier you are.

Both halves of the sentence need "the" — this is one of the most common errors: "the more you study, more you learn" is missing the second "the."

Check your understanding — click Yes or No

1. "The more you practice, the better you get." — Do both clauses need 'the'?

2. Can this structure work with nouns, not just adjectives?

3. "The worse the weather, the better the soup tastes" — Uses an irregular comparative correctly?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe parallel changes

Talk with your tutor using the double comparative to describe cause and effect. Use these prompts to start:

What happens the more you practice English?
What happens the harder you work at something?
What's true about money and happiness, in your opinion?
What happens the older you get?

Now write it down — 5 sentences using the...the... structure

Use adjectives, adverbs, and at least one noun example.

1

2

3

4

5

1. The more you read, the more you learn.

2. The earlier you wake up, the more productive you are.

3. The more friends you have, the more support you get.

4. The harder the challenge, the greater the reward.

5. The less you worry, the happier you become.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The more you study, more you learn.→The more you study, the more you learn.(both clauses need 'the')

The more good you work, the more success.→The harder you work, the more successful you become.(use natural comparative forms, not 'more good')

More you practice, better you get.→The more you practice, the better you get.(never skip 'the' at the start of either clause)

The bigger house, the more expensive.→The bigger the house, the more expensive it is.(include 'the' before the noun too, and complete both clauses)

Check your own progress

I always use 'the' at the start of both clauses I can use this structure with adjectives, adverbs, and nouns I can use irregular comparatives correctly within it I can express parallel cause-and-effect relationships naturally

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you mastered the double comparative (the...the...) to express two changes happening together, with adjectives, adverbs, and nouns.

Homework

Don't forget to do your homework!

B2-21 | INVERSION: NOT ONLY... BUT ALSO

Your 60-minute lesson

Inversion: Not Only... But Also

Goal: By the end of this lesson, you'll be able to use inversion with negative adverbials like Not only... for emphasis in formal English.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe two great things about your job using Not only...but also.
Describe two qualities of a friend using this structure.
Describe a memorable trip with two highlights.

QUICK GAME — 2 min

Double emphasis: describe 3 things with two impressive facts each, using Not only...but also — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at inversion — a formal structure where the auxiliary moves before the subject for emphasis, like in a question.

Use

Not only...but also — add emphasis to two connected facts — Not only did she win, but she also broke the record.
Requires question word order after 'not only' — Not only is he smart, but he's also kind.
Common in formal writing and speech — Not only was the food delicious, but the service was excellent too.

Form

Normal statement	Inverted (Not only...)	Rule
She won and broke the record.	Not only did she win, but she also broke the record.	auxiliary moves before subject, like a question
He is smart and kind.	Not only is he smart, but he's also kind.	add 'did' if there's no other auxiliary

After "Not only" at the start of a sentence, the word order inverts (like a question) — this is a hallmark of more formal, sophisticated English.

Check your understanding — click Yes or No

1. "Not only did she win, but she also broke the record." — Does this add emphasis to two facts?

2. After 'Not only' at the start, does the word order invert like a question?

3. "Not only she won" — Is this correct inverted word order?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — add emphasis to your descriptions

Talk with your tutor using Not only...but also to emphasize two positive facts. Use these prompts to start:

Describe an achievement with two impressive facts.
Describe someone you admire with two qualities.
Describe a great experience you had, with two highlights.
Describe your city with two impressive features.

Now write it down — 5 sentences using Not only...but also with inversion

Vary between using did, is, was, etc.

1

2

3

4

5

1. Not only did she graduate early, but she also got a great job.

2. Not only is he a great teacher, but he's also very patient.

3. Not only was the concert amazing, but the venue was beautiful too.

4. Not only did we finish on time, but we also exceeded expectations.

5. Not only is this city beautiful, but it's also very affordable.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Not only she is smart.→Not only is she smart.(invert the word order after 'not only')

Not only he won, but also broke the record.→Not only did he win, but he also broke the record.(add 'did' since there's no other auxiliary in the original)

Not only was fun the trip.→Not only was the trip fun.(keep 'the trip' as the subject, right after 'was')

Not only did she wins.→Not only did she win.(use the base verb after 'did', not the -s form)

Check your own progress

I can invert word order after 'Not only' at the start I add 'did' when there's no other auxiliary I complete the sentence with 'but also' or 'but...too' I use this for emphasis in more formal contexts

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned inversion with Not only...but also — moving the auxiliary before the subject for formal emphasis, adding 'did' when needed.

Homework

Don't forget to do your homework!

B2-22 | CORRELATIVE CONJUNCTIONS: NEITHER...NOR, EITHER...OR

Your 60-minute lesson

Correlative Conjunctions: Neither...Nor, Either...Or

Goal: By the end of this lesson, you'll be able to use paired conjunctions like neither...nor and either...or correctly.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe two things you neither like nor dislike strongly.
Give a friend a choice between two options using either...or.
Describe two people who share a similar quality using both...and.

QUICK GAME — 2 min

Pair up: complete 3 sentences using neither/nor, either/or, both/and — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at correlative conjunctions — pairs of words that work together to connect two similar elements.

Use

Neither...nor — negative choice, not one and not the other — Neither the manager nor the staff knew about it.
Either...or — positive choice, one or the other — You can either call me or send an email.
Both...and — combine two things together — Both the design and the price are great.

Form

Neither...nor	Either...or	Both...and
neither + X + nor + Y (negative)	either + X + or + Y (choice)	both + X + and + Y (combination)
Neither he nor I was ready.	You can either stay or leave.	Both the food and the service were great.

With neither...nor and either...or, the verb usually agrees with the noun closest to it: "Neither the teacher nor the students were ready" (students is closer, so plural verb).

Check your understanding — click Yes or No

1. "Neither the manager nor the staff knew." — Does this mean nobody knew?

2. "Either...or" — Does this present two possible choices?

3. "Both...and" — Does this present a choice between two things?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice paired conjunctions

Talk with your tutor using neither/nor, either/or, and both/and. Use these prompts to start:

Describe two things you dislike, using neither...nor.
Give someone a choice using either...or.
Describe two good qualities of something, using both...and.
Talk about two people who share a trait, using both...and.

Now write it down — 5 sentences using correlative conjunctions

Use each pair at least once.

1

2

3

4

5

1. Neither the food nor the service impressed me.

2. You can either come with us or meet us there.

3. Both my parents and my siblings support my decision.

4. Neither he nor she wanted to go first.

5. You should either study more or ask for help.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Neither he or I was ready.→Neither he nor I was ready.('neither' pairs with 'nor', not 'or')

Either you call nor email me.→Either you call or email me.('either' pairs with 'or', not 'nor')

Both the food or the service were great.→Both the food and the service were great.('both' pairs with 'and', not 'or')

Neither the teacher nor the students was ready.→Neither the teacher nor the students were ready.(the verb agrees with the closer noun (students, plural))

Check your own progress

I can use neither...nor for negative choices I can use either...or for positive choices I can use both...and to combine two things I match the verb to the noun closest to it

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned correlative conjunctions — neither...nor (negative), either...or (choice), both...and (combination) — matching verbs to the closest noun.

Homework

Don't forget to do your homework!

B2-23 | POSSESSIVE + GERUND

Your 60-minute lesson

Possessive + Gerund

Goal: By the end of this lesson, you'll be able to use possessive forms before a gerund in formal English, like his leaving surprised us.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has someone's decision recently surprised you? (his/her + gerund)
What do you appreciate about your tutor's teaching?
Is there something you're concerned about someone doing?

QUICK GAME — 2 min

Formal upgrade: your tutor gives an informal sentence with object + gerund, you upgrade it to possessive + gerund — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at a more formal structure: using a possessive adjective/noun before a gerund, instead of an object pronoun.

Use

Possessive + gerund as the subject — His leaving surprised everyone.
Possessive + gerund after a preposition — I'm worried about her missing the deadline.
More formal than object + gerund — Formal: I don't mind his coming. Informal: I don't mind him coming.

Form

Possessive + gerund (formal)	Object + gerund (informal)	Notes
my/his/her/their + verb-ing	me/him/her/them + verb-ing	possessive is more formal/written English
I appreciate your helping me.	I appreciate you helping me.	both are understood, possessive is more polished

In everyday spoken English, "I don't mind him coming" is very common and accepted — the possessive form ("his coming") is reserved for more formal writing and speech.

Check your understanding — click Yes or No

1. "His leaving surprised everyone." — Is 'leaving' a gerund used as a subject?

2. "I appreciate your helping me." — Is this a more formal structure?

3. Is the possessive + gerund structure common in casual, everyday speech?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice formal gerund structures

Talk with your tutor using possessive + gerund in formal contexts. Use these prompts to start:

Describe something surprising someone did, using their + gerund.
Express appreciation for something someone did, using your + gerund.
Talk about a concern using her/his + gerund.
Describe an achievement using their + gerund.

Now write it down — 5 sentences using possessive + gerund formally

Use different possessives (my, your, his, her, their) at least once each.

1

2

3

4

5

1. Her winning the competition was inspiring.

2. I appreciate your taking the time to help.

3. Their moving abroad was a big decision.

4. I'm concerned about his missing so many classes.

5. Do you mind my asking a personal question?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Him leaving surprised us. (in formal writing)→His leaving surprised us.(use the possessive form 'his', not the object 'him', in formal register)

I appreciate you help.→I appreciate your helping me.(use the gerund (helping), not the base verb, after 'appreciate')

I'm worried about she missing it.→I'm worried about her missing it.(use the possessive 'her', not the subject 'she')

Their win was surprising. (should use gerund form for the specific act)→Their winning was surprising.(use the gerund 'winning' to describe the act, not the noun 'win')

Check your own progress

I can use possessive + gerund as a subject I can use possessive + gerund after a preposition I know this is more formal than object + gerund I can choose the right register depending on context

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the formal possessive + gerund structure (his leaving, your helping) — more polished than object + gerund, common in formal writing.

Homework

Don't forget to do your homework!

B2-24 | MODAL AND SEMI-MODAL VERBS

Your 60-minute lesson

Modal and Semi-Modal Verbs

Goal: By the end of this lesson, you'll be able to distinguish true modals (can, must) from semi-modals (need to, dare to, used to).

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you need to accomplish this week?
What ought people to do to be healthier?
What did you use to enjoy that you don't do anymore?

QUICK GAME — 2 min

Modal sort: your tutor gives a verb (can, need to, ought to) and you make a sentence with the correct grammar — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's clarify the difference between true modal verbs and semi-modal verbs, which behave a bit differently.

Use

True modals — never change form, no 'to', no do/does — can, could, must, should, will, would
Semi-modals — behave partly like normal verbs — need to, used to, dare to, ought to
Ought to — similar to should, slightly more formal — You ought to apologize.

Form

True modals	Semi-modals	Ought to
can, could, must, should, will, would, may, might	need to, used to, dare (to), have to	ought to + base verb (like should)
She can swim.	She needs to leave. She used to smoke.	You ought to see a doctor.

'Ought to' behaves like a semi-modal (takes 'to') but functions in meaning just like 'should' — a subtle exception to the pattern.

Check your understanding — click Yes or No

1. "Can" — Is this a true modal, taking no 'to'?

2. "Need to" — Does this behave like a normal verb, using do/does?

3. "Ought to" — Does it mean something completely different from 'should'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice modals and semi-modals

Talk with your tutor using both types of modal verbs. Use these prompts to start:

What do you need to do today?
What ought people to do more of, in your opinion?
What did you use to do that you don't anymore?
What can you do really well?

Now write it down — 5 sentences using true modals and semi-modals

Use at least 2 true modals and 2 semi-modals.

1

2

3

4

5

1. I can speak two languages fluently.

2. She needs to finish this report today.

3. You ought to rest more.

4. We used to travel every summer.

5. He must submit this by Friday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She cans swim.→She can swim.(true modals never take -s)

He need to leave.→He needs to leave.('need to' behaves like a normal verb, taking -s for he/she/it)

You ought apologize.→You ought to apologize.('ought' always takes 'to', unlike true modals)

Does she needs to go?→Does she need to go?(with 'does', the verb goes back to base form)

Check your own progress

I can distinguish true modals (no -s, no 'to') from semi-modals I can use semi-modals like need to, used to correctly I know ought to functions like should I use the correct grammar rules for each type

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you distinguished true modals (can, must, should — no -s, no 'to') from semi-modals (need to, used to, ought to — behave more like normal verbs).

Homework

Don't forget to do your homework!

B2-25 | QUANTIFIERS: A LOT OF, EVERY, MUCH (ADVANCED USE)

Your 60-minute lesson

Quantifiers: A Lot Of, Every, Much (Advanced Use)

Goal: By the end of this lesson, you'll be able to use quantifiers precisely in formal and informal registers.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How much free time do you have this week? (informal)
What rule applies to every person at your workplace?
How would you describe your workload more formally?

QUICK GAME — 2 min

Register switch: your tutor gives an informal sentence with 'a lot of' and you rephrase it formally with much/many — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's refine your use of quantifiers, paying attention to formal vs informal register and precise meaning.

Use

A lot of / lots of — informal, both countable/uncountable — I have a lot of friends. We have lots of time.
Much / many — more formal, especially in writing — We don't have much time. Many people agree.
Every + singular noun — each one, no exceptions — Every student passed the test.

Form

Informal (a lot of)	Formal (much/many)	Every (singular)
a lot of, lots of + noun	much (uncountable) / many (countable)	every + singular noun + singular verb
I have a lot of work to do.	Much progress has been made.	Every employee must attend.

In formal writing (reports, essays), "much" and "many" sound more appropriate than "a lot of", which is common in speech and informal writing.

Check your understanding — click Yes or No

1. "A lot of" — Is this more common in informal speech?

2. "Much progress has been made." — Does this sound more formal?

3. "Every" — Does it take a plural verb?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice register with quantifiers

Talk with your tutor using quantifiers appropriately for different registers. Use these prompts to start:

Describe your workload using informal quantifiers.
Describe a formal report using much/many.
Talk about a rule that applies to every person in a group.
Compare informal and formal ways to express quantity.

Now write it down — 5 sentences using quantifiers appropriately

Use a lot of/lots of, much/many, and every at least once each.

1

2

3

4

5

1. I have lots of things to do this weekend.

2. Much attention has been given to this issue.

3. Every team member contributed to the project.

4. Many experts agree on this point.

5. We spent a lot of time preparing for the exam.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We don't have a lot time.→We don't have a lot of time.(don't forget 'of' after 'a lot')

Every students must attend.→Every student must attend.(use a singular noun after 'every')

Every students are ready.→Every student is ready.('every' takes a singular verb)

Much progress has been make. (formal, informal register slip)→Much progress has been made.(use the past participle 'made' in the passive)

Check your own progress

I can use a lot of/lots of in informal contexts I can use much/many in more formal contexts I can use every + singular noun + singular verb correctly I choose quantifiers appropriately based on register

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you refined quantifiers for register: a lot of/lots of (informal), much/many (formal), and every + singular (no exceptions).

Homework

Don't forget to do your homework!

B2-26 | REMEMBER / FORGET + INFINITIVE OR GERUND

Your 60-minute lesson

Remember / Forget + Infinitive or Gerund

Goal: By the end of this lesson, you'll be able to correctly choose between infinitive and gerund after remember and forget, based on meaning.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you always remember to do before bed?
What's something you'll never forget experiencing?
Have you ever forgotten to do something important recently?

QUICK GAME — 2 min

Meaning check: your tutor gives two sentences with remember/forget and you explain the meaning difference — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's focus deeply on remember and forget — verbs where the choice between infinitive and gerund actually changes the meaning.

Use

Remember/Forget + to + verb — a future task (before or after doing it) — Remember to lock the door.
Remember/Forget + -ing — a memory of the past — I remember locking the door. (I have a memory of doing it)
Forget + -ing — usually negative, about a memorable past event — I'll never forget meeting her.

Form

Future task (infinitive)	Past memory (gerund)	Notes
remember/forget + to + verb	remember/forget + verb-ing	infinitive = before doing it; gerund = after, as a memory
Remember to call me.	I remember calling you yesterday.	I forgot to bring my umbrella. / I'll never forget seeing that.

Think of it this way: infinitive = the task comes AFTER the remembering; gerund = the memory comes AFTER the action already happened.

Check your understanding — click Yes or No

1. "Remember to call me" — Is this about a future task?

2. "I remember calling you" — Is this about a memory of something already done?

3. Do infinitive and gerund mean exactly the same thing after remember/forget?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about memories and tasks

Talk with your tutor about things you remember and things you need to remember. Use these prompts to start:

What's something you'll never forget?
What do you always remember to do before leaving home?
Have you ever forgotten to do something important?
What's a memory you have of doing something as a child?

Now write it down — 5 sentences using remember/forget with both infinitive and gerund

Use at least 2 examples of each form, showing the meaning difference.

1

2

3

4

5

1. Remember to bring your ID tomorrow.

2. I remember visiting this city as a child.

3. I forgot to charge my phone last night.

4. I'll never forget graduating from university.

5. Did you remember to submit the form?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Remember locking the door before you leave. (future task)→Remember to lock the door before you leave.(use the infinitive for a future task not yet done)

I remember to visit this place as a kid. (past memory)→I remember visiting this place as a kid.(use the gerund for a memory of something already done)

I forgot bringing my umbrella. (meaning I didn't bring it)→I forgot to bring my umbrella.(use the infinitive when the task wasn't completed)

I'll never forget to see that. (about a vivid past memory)→I'll never forget seeing that.(use the gerund for a memorable past experience)

Check your own progress

I can use remember/forget + to + verb for future tasks I can use remember/forget + -ing for past memories I understand how the meaning changes with each form I can use both forms naturally in conversation

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you mastered remember/forget + infinitive (future task) vs + gerund (past memory) — a distinction where the grammar choice truly changes the meaning.

Homework

Don't forget to do your homework!

B2-27 | PRESENT PERFECT: WH- QUESTIONS

Your 60-minute lesson

Present Perfect: Wh- Questions

Goal: By the end of this lesson, you'll be able to ask detailed Wh- questions using the Present Perfect.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How long have you been doing your current job or studies?
How many times have you traveled outside your country?
What have you been up to this week?

QUICK GAME — 2 min

Interview round: ask your tutor 3 quick Present Perfect Wh- questions — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's combine Wh- question formation with the Present Perfect for deeper, more natural conversations about experience.

Use

Ask how many times something has happened — How many times have you been to Europe?
Ask about unfinished periods of time — How long have you lived here?
Ask about recent, unspecified events — What have you been up to lately?

Form

How many times	How long	What/Where + Present Perfect
How many times + have/has + subject + past participle?	How long + have/has + subject + past participle?	What/Where + have/has + subject + past participle?
How many times have you traveled abroad?	How long have you worked here?	What have you done today?

"How long" with Present Perfect usually implies the situation is still true now ("How long have you lived here?" = you still live there).

Check your understanding — click Yes or No

1. "How long have you lived here?" — Does this imply you still live there?

2. "How many times have you traveled abroad?" — Is this about the total number of experiences?

3. Do Wh- Present Perfect questions need 'did'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — ask about experiences

Interview your tutor using Present Perfect Wh- questions. Use these prompts to start:

How long have you been tutoring?
How many times have you traveled internationally?
What have you learned recently that surprised you?
How long have you known your best friend?

Now write it down — 5 Present Perfect Wh- questions

Use how long, how many times, and what/where at least once each.

1

2

3

4

5

1. How long have you lived in this neighborhood?

2. How many times have you changed careers?

3. What have you accomplished this year?

4. Where have you traveled recently?

5. How long have you been learning English?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

How long did you lived here?→How long have you lived here?(use 'have', not 'did', for an ongoing situation)

How many times did she visited Peru?→How many times has she visited Peru?(use 'has', not 'did', for Present Perfect questions)

What have you did today?→What have you done today?(use the past participle 'done', not 'did')

How long have you live here?→How long have you lived here?(don't forget the past participle form)

Check your own progress

I can ask How long...? with Present Perfect for ongoing situations I can ask How many times...? for total experience I can ask What/Where...? for recent unspecified events I use the past participle correctly in these questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you combined Wh- questions with the Present Perfect — how long (ongoing situations), how many times (total experience), and what/where (recent events).

Homework

Don't forget to do your homework!

B2-28 | FUTURE: PLANS AND FINISHED ACTIONS

Your 60-minute lesson

Future: Plans and Finished Actions

Goal: By the end of this lesson, you'll be able to distinguish future plans from finished future actions using appropriate tenses.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you have any fixed plans this week?
What are your intentions for improving your English?
What will you have achieved by the end of this year?

QUICK GAME — 2 min

Future forms sort: your tutor describes a future situation and you choose the best tense — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate the many ways to talk about the future, focusing on plans versus completed future milestones.

Use

Present Continuous — fixed plans — I'm meeting her at 5pm.
Going to — intentions — I'm going to start a new project.
Future Perfect — a finished action by a point — By June, I will have finished this project.

Form

Fixed plan	Intention	Finished by a point
Present Continuous + future time	going to + verb	will have + past participle + by + time
I'm flying to Lima on Friday.	I'm going to apply for that job.	By Friday, I will have applied.

Choosing the right future form depends on what you want to emphasize: a fixed arrangement, a general intention, or completion by a specific deadline.

Check your understanding — click Yes or No

1. "I'm flying to Lima on Friday." — Is this a fixed, arranged plan?

2. "I'm going to apply for that job." — Is this more about intention than a fixed arrangement?

3. "By Friday, I will have applied." — Does this emphasize completion by a deadline?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — clarify your future plans

Talk with your tutor about your future using the right form for each type. Use these prompts to start:

What fixed plans do you have this month?
What are your intentions for this year?
What will you have accomplished by a specific deadline?
Distinguish between a plan and an intention in your life right now.

Now write it down — 5 sentences distinguishing plans, intentions, and completions

Use all three forms: Present Continuous, going to, and Future Perfect.

1

2

3

4

5

1. I'm having lunch with a client on Thursday.

2. I'm going to learn a new skill this year.

3. By December, I will have finished this certification.

4. We're visiting my parents next weekend.

5. By next year, she will have completed her degree.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm going to meet my dentist at 4pm tomorrow. (fixed, arranged appointment)→I'm meeting my dentist at 4pm tomorrow.(for a fixed, specific appointment, Present Continuous sounds more natural)

By next month, I finish this course.→By next month, I will have finished this course.(use Future Perfect to emphasize completion by a deadline)

I going to start exercising.→I'm going to start exercising.(don't forget am/is/are)

We will traveling this weekend.→We are traveling this weekend. / We are going to travel this weekend.(don't mix 'will' with the continuous form incorrectly here)

Check your own progress

I can use Present Continuous for fixed future plans I can use going to for intentions I can use Future Perfect for completion by a deadline I choose the right form based on what I want to emphasize

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated future forms: Present Continuous (fixed plans), going to (intentions), and Future Perfect (completion by a deadline).

Homework

Don't forget to do your homework!

B2-29 | DYNAMIC AND STATIVE VERBS: ADVANCED REVIEW

Your 60-minute lesson

Dynamic and Stative Verbs: Advanced Review

Goal: By the end of this lesson, you'll be able to handle trickier stative/dynamic verb pairs like see/seeing, taste/tasting with confidence.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you seeing anyone special this week?
What are you thinking about these days?
Describe how your favorite dish tastes.

QUICK GAME — 2 min

Meaning shift: your tutor gives a sentence with see/taste/think and you decide if it's stative or dynamic — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've learned the basics of stative verbs — let's dig into verbs that shift meaning between senses and active use.

Use

See — perceive (stative) vs meet/visit (dynamic) — I see the mountain. (stative) / I'm seeing a friend later. (dynamic, meeting)
Taste — has a flavor (stative) vs sample food (dynamic) — This soup tastes great. / She's tasting the soup to check the seasoning.
Think — opinion (stative) vs mental process (dynamic) — I think it's a good idea. / I'm thinking about my options.

Form

Stative meaning	Dynamic meaning	Verb
perceive/opinion/quality (no -ing)	active process/meeting/testing (-ing OK)	see, taste, think, have, appear
I see what you mean.	I'm seeing the doctor tomorrow.	This tastes good. / She's tasting it now.

Many verbs shift between stative and dynamic depending on their specific meaning in context — always ask: is this a state/perception, or an active process?

Check your understanding — click Yes or No

1. "I see the mountain." — Is 'see' being used as a stative perception here?

2. "I'm seeing a friend later." — Is 'see' being used dynamically here (meeting)?

3. "This tastes great" — Is 'taste' being used dynamically here?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice shifting verb meanings

Talk with your tutor using see, taste, and think in both their stative and dynamic meanings. Use these prompts to start:

Are you seeing anyone this week? (meeting)
Describe how something tastes right now.
What are you thinking about lately?
Do you see what I mean about a recent topic?

Now write it down — 5 sentences using see, taste, and think in different meanings

Use at least one stative and one dynamic use of each verb.

1

2

3

4

5

1. This coffee tastes a bit bitter.

2. The judges are tasting all the dishes now.

3. I'm seeing my old friend this weekend.

4. I see your point, that makes sense.

5. I'm thinking about changing my career.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This soup is tasting great. (stative meaning)→This soup tastes great.(use simple form for the quality/flavor meaning)

I see my friend tomorrow. (meaning meeting, less natural without continuous)→I'm seeing my friend tomorrow.(use the continuous form for the 'meeting' meaning)

I'm thinking it's a good idea. (opinion)→I think it's a good idea.(use the simple form for a stated opinion)

She tastes the soup right now. (active process, ongoing)→She's tasting the soup right now.(use the continuous form for the active testing process)

Check your own progress

I can distinguish stative and dynamic meanings of see I can distinguish stative and dynamic meanings of taste I can distinguish stative and dynamic meanings of think I choose the correct form based on the specific meaning intended

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you refined your understanding of verbs like see, taste, and think, which shift between stative and dynamic meanings depending on context.

Homework

Don't forget to do your homework!

B2-30 | TOO / ENOUGH MODIFYING COMPARISONS

Your 60-minute lesson

Too / Enough Modifying Comparisons

Goal: By the end of this lesson, you'll be able to combine too and enough with comparatives for more precise descriptions.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is anything far too expensive in your city right now?
Is there something that isn't good enough in your daily routine?
Describe something much too complicated you've encountered recently.

QUICK GAME — 2 min

Precision round: describe 3 things using far too / not...enough — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's combine what you know about too/enough with comparative structures for more nuanced descriptions.

Use

Too + comparative — an excessive difference — This is too much bigger than I expected.
Not + comparative + enough — insufficient difference — This isn't cheaper enough to justify buying it.
Far/much too + adjective — strong emphasis on excess — This is far too expensive.

Form

Far/much too + adjective	Comparative + enough	Combined nuance
far/much too + adjective	not + comparative + enough	adds precision to basic too/enough
This is far too expensive.	It's not cheap enough to be worth it.	This isn't good enough compared to the other option.

"Far too" and "much too" intensify "too" for strong emphasis — more natural and precise than just repeating "very."

Check your understanding — click Yes or No

1. "This is far too expensive." — Does 'far too' add strong emphasis?

2. "It's not cheap enough." — Does this mean the price is acceptable?

3. Can too and enough combine with comparatives for more nuance?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express precise excess and insufficiency

Talk with your tutor using these more nuanced structures. Use these prompts to start:

Describe something far too expensive for you right now.
Describe something that isn't good enough compared to an alternative.
Describe a plan that's much too risky.
Describe something insufficient for your needs.

Now write it down — 5 sentences using far too / much too / not...enough

Use each structure at least once.

1

2

3

4

5

1. This apartment is far too small for us.

2. This car isn't fuel-efficient enough for long trips.

3. The exam was much too difficult for beginners.

4. This plan isn't detailed enough to present to the board.

5. This restaurant is far too crowded on weekends.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is too far expensive.→This is far too expensive.(the correct order is 'far too', not 'too far')

This isn't cheap too.→This isn't cheap enough.(use 'enough' for insufficiency, not 'too')

This is much too much difficult.→This is much too difficult.(don't double up 'much')

She isn't experienced too for this role.→She isn't experienced enough for this role.(use 'enough' for insufficiency)

Check your own progress

I can use far too / much too for strong emphasis on excess I can use not + adjective + enough for insufficiency I can combine these structures with comparisons I express nuance beyond basic too/enough

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to combine too/enough with intensifiers (far too, much too) and comparisons (not...enough) for more precise, nuanced descriptions.

Homework

Don't forget to do your homework!

B2-31 | WAS/WERE GOING TO; WAS/WERE SUPPOSED TO

Your 60-minute lesson

Was/Were Going To; Was/Were Supposed To

Goal: By the end of this lesson, you'll be able to talk about unfulfilled past plans and expectations.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What were you going to do this weekend that changed?
Was there something you were supposed to do today that you haven't done yet?
Tell me about a plan that fell through recently.

QUICK GAME — 2 min

Failed plans: share 3 things you were going to do or supposed to do, but didn't — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at two structures for plans that didn't happen — was/were going to, and was/were supposed to.

Use

Was/were going to — a past plan that didn't happen — I was going to call you, but I forgot.
Was/were supposed to — an expectation or obligation that wasn't met — She was supposed to arrive at 6, but she was late.
Both imply the plan/expectation was not fulfilled — We were going to travel, but our flight was cancelled.

Form

Was/were going to	Was/were supposed to	Notes
Subject + was/were going to + verb	Subject + was/were supposed to + verb	both usually followed by a contrast (but...)
I was going to study, but I fell asleep.	He was supposed to call, but he didn't.	implies the plan changed or failed

"Was supposed to" often implies an obligation or expectation set by someone else (a schedule, a promise), while "was going to" is more about personal intention.

Check your understanding — click Yes or No

1. "I was going to call you, but I forgot." — Did the call happen?

2. "She was supposed to arrive at 6, but she was late." — Was there an expectation?

3. Do these structures usually describe plans that WERE completed successfully?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about failed plans

Talk with your tutor about plans that didn't work out. Use these prompts to start:

Tell me about a plan you had that didn't happen.
Was there something you were supposed to do that you forgot?
Tell me about an appointment or deadline you missed.
What were you going to do this week that changed?

Now write it down — 5 sentences using was/were going to and was/were supposed to

Use each structure at least twice, with a contrast (but...).

1

2

3

4

5

1. I was going to exercise this morning, but I overslept.

2. She was supposed to send the invoice yesterday.

3. We were going to eat out, but we decided to cook instead.

4. He was supposed to pick me up, but his car broke down.

5. They were going to launch the product last month.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am going to call you yesterday.→I was going to call you yesterday.(use the past form 'was/were' for unfulfilled past plans)

She was suppose to call.→She was supposed to call.(don't forget the -d in 'supposed')

We were going to travel, and we did.→We were going to travel, but we didn't. / We were going to travel, and we did!(usually 'but' introduces the contrast when the plan failed)

He was supposed calling.→He was supposed to call.(use the infinitive 'to call', not the gerund)

Check your own progress

I can use was/were going to for unfulfilled past intentions I can use was/were supposed to for unmet expectations/obligations I usually follow these with a contrast (but...) I know both imply the plan didn't happen as expected

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned was/were going to (unfulfilled intentions) and was/were supposed to (unmet expectations/obligations) — both usually followed by a contrast.

Homework

Don't forget to do your homework!

B2-32 | PROHIBITION, PERMISSION, OBLIGATION: PRESENT AND PAST

Your 60-minute lesson

Prohibition, Permission, Obligation: Present and Past

Goal: By the end of this lesson, you'll be able to express prohibition, permission, and obligation in both present and past time.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did you have to do as a student that you don't now?
Were you allowed to do something as a teenager that surprised your friends?
What are you currently obligated to do at work?

QUICK GAME — 2 min

Then and now: compare a rule from your past to a rule you have now — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's build a full grid, including the past forms of permission and prohibition, which need different structures than present modals.

Use

Present: must/have to (obligation), can/may (permission), mustn't/can't (prohibition) — You must sign here. You can leave.
Past obligation: had to (must has no past form) — I had to work last weekend.
Past permission/prohibition: was/were allowed to / wasn't/weren't allowed to — We were allowed to leave early.

Form

Present	Past obligation	Past permission/prohibition
must/have to, can/may, mustn't/can't	had to + verb	was/were (not) allowed to + verb
I must finish this.	I had to finish it yesterday.	We were allowed to leave early.

"Must" has no past tense form — always use "had to" for past obligation, and "was/were allowed to" for past permission, since "could" is ambiguous.

Check your understanding — click Yes or No

1. "Must" — Does it have a direct past tense form?

2. "I had to work last weekend." — Is this past obligation?

3. "We were allowed to leave early." — Is this past permission?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe rules across time

Talk with your tutor about obligations, permissions, and prohibitions, past and present. Use these prompts to start:

What did you have to do at your last job that you don't have to do now?
Were you allowed to do something as a child that changed as an adult?
What must you do currently at work or school?
What weren't you allowed to do growing up?

Now write it down — 5 sentences covering present and past rules

Use must/have to, had to, and was/were allowed to.

1

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3

4

5

1. I had to wear a uniform at my old school.

2. We are allowed to work from home now.

3. You must submit this form by Friday.

4. I wasn't allowed to stay out late as a teenager.

5. She had to travel frequently for her previous job.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I musted work last weekend.→I had to work last weekend.('must' has no past form — use 'had to')

We were allowed leave early.→We were allowed to leave early.(don't forget 'to' after 'allowed')

They didn't allowed to enter.→They weren't allowed to enter.(use 'weren't allowed to', not 'didn't allowed')

I have to worked yesterday.→I had to work yesterday.(use 'had to' for past, and the base verb after it)

Check your own progress

I know must has no past form — use had to instead I can use was/were allowed to for past permission I can use wasn't/weren't allowed to for past prohibition I can talk about rules across present and past time

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you built a full grid for obligation, permission, and prohibition across present and past — remembering 'had to' replaces 'must' in the past.

Homework

Don't forget to do your homework!

B2-33 | MODALS OF PAST PROBABILITY

Your 60-minute lesson

Modals of Past Probability

Goal: By the end of this lesson, you'll be able to speculate about past events with different degrees of probability.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Speculate about why someone might not have answered a call.
What must have happened if you found an unexpected surprise?
What could have gone differently in a recent situation?

QUICK GAME — 2 min

Probability scale: describe 3 speculations with different confidence levels (must, probably, might) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's build a full scale of past probability, from very confident to just possible, all using modal + have + past participle.

Use

Must have — very confident (almost certain) — She must have forgotten.
Probably/likely + have — fairly confident — He probably left already.
Might/may/could have — just possible, uncertain — They might have missed the train.

Form

Very confident	Fairly confident	Just possible
must have + past participle	probably/likely + have + past participle	might/may/could have + past participle
He must have left already.	She has probably arrived by now.	They might have gotten lost.

The negative of 'must have' for impossibility is 'can't have', not 'mustn't have' — a rule that applies consistently across all past deduction structures.

Check your understanding — click Yes or No

1. "He must have left already." — Is this a confident deduction?

2. "They might have gotten lost." — Is this very certain?

3. Is the negative of 'must have' (for impossibility) 'mustn't have'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — speculate with a full scale of certainty

Talk with your tutor speculating about past mysteries with different confidence levels. Use these prompts to start:

Why might a friend not have replied all day?
What must have happened if a store is closed unexpectedly?
What could have caused a delay in your plans recently?
What can't have happened, based on what you know?

Now write it down — 5 sentences using different degrees of past probability

Use must have, probably have, might/could have, and can't have.

1

2

3

4

5

1. She must have been really busy this week.

2. He's probably already told them the news.

3. They might have taken a different route.

4. That can't have been a coincidence.

5. She could have forgotten about the meeting.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She mustn't have forgotten. (meaning impossible)→She can't have forgotten.(use 'can't have' for impossibility, not 'mustn't have')

He might has left.→He might have left.(use 'have', not 'has', after modals)

They probably have left. (should place 'probably' correctly)→They have probably left. / They've probably left.('probably' usually goes after the auxiliary 'have')

That must have being a mistake.→That must have been a mistake.(use the past participle 'been', not 'being')

Check your own progress

I can use must have for very confident past deductions I can use probably/likely have for fairly confident guesses I can use might/may/could have for uncertain possibilities I know can't have is the negative for impossibility

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you built a full scale of past probability — must have (confident), probably have (fairly confident), might/could have (possible), and can't have (impossible).

Homework

Don't forget to do your homework!

B2-34 | CAUSATIVE VERBS: HELP, LET, MAKE

Your 60-minute lesson

Causative Verbs: Help, Let, Make

Goal: By the end of this lesson, you'll be able to use help, let, and make followed by an object and the correct verb form.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did your parents make you do as a child?
What do you let your friends or family do that others might not?
Who has helped you achieve something important?

QUICK GAME — 2 min

Causative round: describe 3 things someone made, let, or helped you do — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at causative verbs that cause someone else to do something — each with a different pattern.

Use

Make + object + base verb (force) — She made me clean my room.
Let + object + base verb (allow) — My parents let me stay out late.
Help + object + (to) + verb (assist) — He helped me (to) finish the project.

Form

Make (force)	Let (allow)	Help (assist)
make + object + base verb	let + object + base verb	help + object + (to) + verb
They made him apologize.	She let us leave early.	I helped her (to) move.

Make and let are always followed by the base verb (no 'to'), while help can go either way (with or without 'to') — both are correct.

Check your understanding — click Yes or No

1. "She made me clean my room." — Does 'make' here suggest force/obligation?

2. "My parents let me stay out late." — Does 'let' suggest permission?

3. Does 'make' take 'to' before the verb, like 'help'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — talk about causing and allowing

Talk with your tutor about times someone made, let, or helped you do something. Use these prompts to start:

Did a teacher or boss ever make you do something you didn't want to?
Have your parents ever let you do something surprising?
Has someone helped you achieve a goal recently?
What do you make your kids/students do regularly?

Now write it down — 5 sentences using make, let, and help

Use each verb at least once, with an object and the correct verb form.

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2

3

4

5

1. My mom made me finish my vegetables as a kid.

2. My boss lets us work from home twice a week.

3. My friend helped me move to my new apartment.

4. The teacher made the students redo the assignment.

5. They let their kids stay up late on weekends.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She made me to clean my room.→She made me clean my room.('make' never takes 'to' before the verb)

They let us to leave early.→They let us leave early.('let' never takes 'to' before the verb)

He helped me finished the project.→He helped me finish the project.(use the base verb (or 'to' + base verb), not the past form)

My boss made me working overtime.→My boss made me work overtime.(use the base verb, not -ing, after 'make')

Check your own progress

I can use make + object + base verb (force) I can use let + object + base verb (allow) I can use help + object + (to) + verb (assist) I never add 'to' after make or let

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the causative verbs make (force + base verb), let (allow + base verb), and help (assist + (to) + verb) — each with its own pattern.

Homework

Don't forget to do your homework!

B2-35 | UNGRADABLE ADJECTIVES

Your 60-minute lesson

Ungradable Adjectives

Goal: By the end of this lesson, you'll be able to correctly use ungradable adjectives like perfect, unique, and freezing, which don't take very/more.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe something absolutely perfect you've experienced.
Have you ever been completely exhausted? Describe it.
What's something you find absolutely amazing?

QUICK GAME — 2 min

Gradable or not: your tutor gives an adjective and you decide very or absolutely — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at ungradable adjectives — extreme or absolute qualities that can't be intensified the normal way.

Use

Ungradable adjectives can't take 'very' — It's absolutely freezing. (not "very freezing")
Use absolutely/completely/totally instead — That's absolutely perfect.
Common ungradable adjectives — perfect, unique, impossible, freezing, boiling, exhausted

Form

Gradable (use very)	Ungradable (use absolutely)	Examples
very + good/bad/tired/cold	absolutely/completely/totally + perfect/unique/exhausted	very cold vs absolutely freezing
It's very good.	It's absolutely amazing.	very tired vs completely exhausted

Ungradable adjectives already express an extreme degree — "freezing" already means "very cold," so adding "very" is redundant; use "absolutely" instead.

Check your understanding — click Yes or No

1. "Very freezing" — Is this the natural way to say it?

2. "Absolutely perfect" — Does 'absolutely' work well with ungradable adjectives?

3. Does "freezing" already mean "very cold"?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — use extreme adjectives naturally

Talk with your tutor using ungradable adjectives with the right intensifiers. Use these prompts to start:

Describe something absolutely amazing you've experienced.
Describe a time you were completely exhausted.
Describe something you consider absolutely perfect.
Describe extreme weather using the right intensifier.

Now write it down — 5 sentences using gradable and ungradable adjectives correctly

Use very with gradable adjectives and absolutely/completely with ungradable ones.

1

2

3

4

5

1. The view from the mountain was absolutely breathtaking.

2. I was very happy with the results.

3. That restaurant is absolutely amazing.

4. She was completely exhausted after the marathon.

5. It's very cold today, but not freezing yet.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It's very freezing.→It's absolutely freezing.(ungradable adjectives take absolutely, not very)

This is absolutely good.→This is very good.('good' is gradable, use 'very')

I'm very exhausted. (also acceptable, but less natural than 'completely')→I'm completely exhausted.('exhausted' is ungradable — 'completely' is more natural, though 'very' is sometimes heard)

That's very unique.→That's absolutely unique.('unique' is ungradable — use absolutely)

Check your own progress

I know gradable adjectives take very (good, tired, cold) I know ungradable adjectives take absolutely/completely (perfect, exhausted, freezing) I don't say 'very' before an ungradable adjective I can identify common ungradable adjectives

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned ungradable adjectives (perfect, unique, freezing, exhausted) take absolutely/completely instead of very, since they already express an extreme degree.

Homework

Don't forget to do your homework!

B2-36 | PRESENT PARTICIPLES

Your 60-minute lesson

Present Participles

Goal: By the end of this lesson, you'll be able to use present participles as adjectives and to shorten clauses.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your week using an adjective ending in -ing.
Tell me something that happened while you were doing another activity.
Describe a recent feeling and its cause using a participle clause.

QUICK GAME — 2 min

Reduce it: your tutor gives a full sentence with 'while' or 'because', you reduce it using a participle — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at present participles (-ing forms) used as adjectives, and to combine two sentences elegantly.

Use

Present participle as an adjective — That was a boring movie.
Reduce a clause with the same subject — Walking home, I saw an old friend. (= While I was walking home...)
Describe a cause using a participle clause — Feeling tired, she went to bed early.

Form

Participle as adjective	Reduced time clause	Reduced cause clause
verb-ing + noun	verb-ing, + main clause (same subject)	verb-ing, + main clause (cause/reason)
a fascinating book	Walking to work, I saw the accident.	Feeling exhausted, he went to bed.

This reduction only works when both clauses share the same subject — "Walking home, I saw..." works because "I" is walking AND seeing.

Check your understanding — click Yes or No

1. "A boring movie" — Is 'boring' a present participle used as an adjective?

2. "Walking home, I saw an old friend." — Does this mean 'while I was walking home'?

3. Can this reduction be used when the two clauses have different subjects?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe using participles

Talk with your tutor using present participles as adjectives and reduced clauses. Use these prompts to start:

Describe a recent experience using a participle adjective.
Tell me about something that happened while you were walking/driving somewhere.
Describe a cause and effect using a reduced participle clause.
Describe your day using a participle clause.

Now write it down — 5 sentences using present participles

Use at least 2 as adjectives and 2 as reduced clauses.

1

2

3

4

5

1. That was an absolutely fascinating documentary.

2. Walking to the store, I ran into an old friend.

3. Feeling exhausted, I decided to cancel my plans.

4. It was a really exciting game.

5. Realizing she was late, she rushed out the door.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

That was a very bored movie.→That was a very boring movie.(use the -ing form to describe the thing causing the feeling)

I was walking home, and I saw. (correct but less elegant)→Walking home, I saw an old friend.(the reduced form is more elegant and natural in writing)

Walk home, I saw my friend.→Walking home, I saw my friend.(use the -ing form, not the base verb)

Feeling tired, the bed was where she went.→Feeling tired, she went to bed.(the subject of the main clause must match who is doing the participle action)

Check your own progress

I can use present participles as adjectives I can reduce time clauses with the same subject I can reduce cause clauses with the same subject I ensure both parts share the same subject

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned present participles as adjectives (a boring movie) and as reduced clauses (Walking home, I saw...) — both requiring the same subject in both parts.

Homework

Don't forget to do your homework!

B2-37 | EMPHASIS: EVEN, ONLY, SO...THAT

Your 60-minute lesson

Emphasis: Even, Only, So...That

Goal: By the end of this lesson, you'll be able to use even and only for emphasis, alongside so/such...that for results.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has something ever surprised even you? Describe it.
Is there something only you know about a situation?
Describe something so [adjective] that it had a clear result.

QUICK GAME — 2 min

Emphasis round: describe 3 situations using even, only, or so/such...that — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's add even and only — small words that add strong emphasis by highlighting surprise or restriction.

Use

Even — emphasizes something surprising or extreme — Even the teacher didn't know the answer.
Only — emphasizes restriction, just one thing — Only she knew the truth.
So/such...that — review, expressing intense result — It was so cold that we went inside.

Form

Even (surprise)	Only (restriction)	So/such...that (result)
even + subject/noun + verb	only + subject/noun + verb	so + adj + that / such + noun + that
Even I was surprised.	Only he showed up on time.	It was so hot that we stayed inside.

"Even" and "only" go right before the word they emphasize — their position changes the meaning: "Only she saw it" (nobody else) vs "She only saw it" (didn't do anything else with it).

Check your understanding — click Yes or No

1. "Even the teacher didn't know." — Does this add emphasis of surprise?

2. "Only she knew the truth." — Does this mean other people also knew?

3. Does the position of 'only' in a sentence change its meaning?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — add emphasis to your stories

Talk with your tutor using even, only, and so/such...that. Use these prompts to start:

Describe a surprising moment using 'even'.
Describe an exclusive situation using 'only'.
Describe something so extreme that it caused a result.
Tell me about something surprising that even you didn't expect.

Now write it down — 5 sentences using even, only, and so/such...that

Use each structure at least once.

1

2

3

4

5

1. Even the experts were surprised by the announcement.

2. Only my sister knew about the surprise party.

3. It was so loud that we couldn't hear each other.

4. It was such a great movie that I watched it twice.

5. Even I didn't expect that outcome.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Even I no expect that.→Even I didn't expect that.(use correct negative form 'didn't', not 'no')

It was so a difficult test.→It was such a difficult test.(use 'such' before a noun phrase, not 'so')

It was such difficult.→It was so difficult.(use 'so' directly before an adjective, no noun)

Only knew she the truth.→Only she knew the truth.(keep normal subject-verb word order after 'only')

Check your own progress

I can use even to emphasize surprise I can use only to emphasize restriction I can review so/such...that for intense results I place even/only correctly for the intended meaning

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to add emphasis with even (surprise) and only (restriction), and reviewed so/such...that for expressing intense results.

Homework

Don't forget to do your homework!

B2-38 | CONDITIONALS: ALTERNATIVES TO IF

Your 60-minute lesson

Conditionals: Alternatives to If

Goal: By the end of this lesson, you'll be able to use as long as, provided that, and in case as alternatives to if.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you always carry in case of an emergency?
Under what condition would you change your career?
Suppose you had unlimited time, what would you do?

QUICK GAME — 2 min

Precaution round: name 3 things you do 'in case' something happens — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's expand your conditional vocabulary beyond if/unless with more precise, natural alternatives.

Use

As long as / Provided that — a strict condition (only if) — You can come, as long as you're on time.
In case — a precaution for a possible future event — Take an umbrella in case it rains.
Suppose/Supposing — a hypothetical scenario — Suppose you won the lottery, what would you do?

Form

As long as / Provided that	In case (precaution)	Suppose/Supposing (hypothetical)
as long as / provided (that) + present simple	in case + present simple (or future concern)	suppose/supposing + past simple (hypothetical)
You can go, as long as you call me.	Bring a jacket in case it's cold.	Suppose you lost your job, what would you do?

"In case" is different from "if": "Take an umbrella in case it rains" means take it now as a precaution, regardless of whether it actually rains — not "if it rains, take an umbrella."

Check your understanding — click Yes or No

1. "You can come, as long as you're on time." — Is this a strict condition?

2. "Take an umbrella in case it rains." — Do you take the umbrella only if it starts raining?

3. "Suppose you won the lottery..." — Is this introducing a hypothetical scenario?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — set conditions and precautions

Talk with your tutor using these conditional alternatives. Use these prompts to start:

What precautions do you take in case something goes wrong?
Under what condition would you say yes to a big opportunity?
Suppose you could live anywhere, where would you choose?
What condition do you set for lending things to friends?

Now write it down — 5 sentences using as long as, in case, and suppose/supposing

Use each structure at least once.

1

2

3

4

5

1. You can stay here, as long as you respect the house rules.

2. I always carry a backup battery in case my phone dies.

3. Suppose you could travel anywhere for free, where would you go?

4. You'll get a refund, provided that you keep the receipt.

5. I bring snacks in case the meeting runs long.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Take an umbrella if it rains later, to have it ready now. (mixing up meaning)→Take an umbrella in case it rains later.('in case' means as a precaution now, not conditioned on the event happening)

As long as if you study, you'll pass.→As long as you study, you'll pass.(don't combine 'as long as' with 'if')

Suppose you won the lottery, what will you do?→Suppose you won the lottery, what would you do?(use 'would' for the hypothetical result, matching the past tense condition)

Provided you will study hard, you'll pass.→Provided you study hard, you'll pass.(use present simple after 'provided that', not will)

Check your own progress

I can use as long as / provided that for strict conditions I can use in case for precautions I can use suppose/supposing for hypothetical scenarios I understand in case is different from if

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned conditional alternatives to if: as long as/provided that (strict condition), in case (precaution), and suppose/supposing (hypothetical scenario).

Homework

Don't forget to do your homework!

B2-39 | GERUNDS AND INFINITIVES AFTER ADJECTIVES AND NOUNS

Your 60-minute lesson

Gerunds and Infinitives After Adjectives and Nouns

Goal: By the end of this lesson, you'll be able to correctly follow adjectives and nouns with gerunds or infinitives.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you happy to be doing these days?
What are you interested in learning about?
What's something you're good at?

QUICK GAME — 2 min

Pattern practice: your tutor gives an adjective and you complete a sentence with the right form — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at how certain adjectives and nouns are typically followed by gerunds or infinitives.

Use

Adjective + infinitive (common with feelings/reactions) — I'm happy to help. It's important to arrive on time.
Adjective + preposition + gerund — I'm interested in learning more. She's good at cooking.
Noun + infinitive (purpose or plan) — I have a plan to save money.

Form

Adjective + infinitive	Adjective + prep + gerund	Noun + infinitive
happy/glad/important/easy + to + verb	interested in, good at, afraid of + -ing	a chance/plan/opportunity + to + verb
It's easy to learn.	I'm afraid of flying.	I have an opportunity to travel.

When an adjective is followed by a preposition (interested IN, good AT, afraid OF), the verb after it is always a gerund, since it follows a preposition.

Check your understanding — click Yes or No

1. "I'm happy to help." — Does 'happy' take the infinitive here?

2. "I'm interested in learning." — Does the verb after a preposition take the gerund form?

3. "I have a plan to save money." — Does 'plan' take the gerund here?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe feelings and abilities

Talk with your tutor using adjective + infinitive/gerund patterns. Use these prompts to start:

What are you interested in learning next?
What are you good at doing?
What's something you're excited to try?
What opportunity would you love to have?

Now write it down — 5 sentences using adjective/noun + infinitive or gerund

Use at least 3 different patterns from this lesson.

1

2

3

4

5

1. I'm interested in learning to code.

2. She's afraid of public speaking.

3. It's important to practice every day.

4. He has a plan to open his own business.

5. I'm excited to visit a new country this year.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It's important arrive on time.→It's important to arrive on time.(don't forget 'to' after this type of adjective)

I'm interested to learn.→I'm interested in learning.(use the preposition 'in' + gerund, not 'to' + infinitive)

She's afraid to flying. (mixing preposition and infinitive)→She's afraid of flying.(use the correct preposition (of) + gerund)

I have a plan saving money.→I have a plan to save money.('plan' as a noun typically takes the infinitive)

Check your own progress

I can use adjective + infinitive for feelings/reactions I can use adjective + preposition + gerund I can use noun + infinitive for plans/opportunities I use the correct preposition before gerunds

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned patterns for adjectives and nouns followed by infinitives or gerunds, paying attention to prepositions that require the gerund form.

Homework

Don't forget to do your homework!

B2-40 | MODAL-LIKE EXPRESSIONS WITH BE

Your 60-minute lesson

Modal-Like Expressions with Be

Goal: By the end of this lesson, you'll be able to use be about to, be due to, and be to for near-future and formal plans.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you about to do after this lesson?
Is anything due to happen in your life soon?
Describe a formal event or plan coming up.

QUICK GAME — 2 min

Timing round: describe 3 upcoming events using about to, due to, or to (formal) — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at modal-like expressions with 'be' that describe imminent or formally scheduled future events.

Use

Be about to — an action about to happen immediately — The movie is about to start.
Be due to — a scheduled, expected event — The flight is due to arrive at 6pm.
Be to — a formal instruction or official plan — The president is to visit next week.

Form

Be about to (imminent)	Be due to (scheduled)	Be to (formal plan)
am/is/are + about to + verb	am/is/are + due to + verb	am/is/are + to + verb
We're about to leave.	The train is due to arrive at 9.	The minister is to speak tomorrow.

"Be about to" means right now, in the next few moments — much closer than "going to" — while "be due to" implies a schedule (trains, flights, deadlines).

Check your understanding — click Yes or No

1. "The movie is about to start." — Is this happening very soon, almost immediately?

2. "The flight is due to arrive at 6." — Is this based on a schedule?

3. "Be to" — Is this a very informal, casual structure?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe imminent and scheduled events

Talk with your tutor about upcoming events using these expressions. Use these prompts to start:

What are you about to do right after this lesson?
Is there something due to happen soon in your life?
Describe a scheduled event coming up.
Use a formal 'be to' structure to describe an official plan.

Now write it down — 5 sentences using be about to, be due to, be to

Use each structure at least once.

1

2

3

4

5

1. I'm about to start dinner.

2. The report is due to be finished by Friday.

3. The new policy is to take effect next month.

4. We're about to board the plane.

5. The results are due to come out this week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We are about leave.→We are about to leave.(don't forget 'to' after 'about')

The train is about to arrive at 9am. (scheduled, not imminent)→The train is due to arrive at 9am.(use 'due to' for a schedule, 'about to' for something immediate)

The minister to visit next week.→The minister is to visit next week.(don't forget 'is/are' before 'to' in this structure)

The results due to be announced.→The results are due to be announced.(don't forget 'are' before 'due to')

Check your own progress

I can use be about to for imminent actions I can use be due to for scheduled events I can use be to for formal instructions/plans I distinguish these based on immediacy vs schedule vs formality

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned modal-like expressions with be — about to (imminent), due to (scheduled), and to (formal instruction/plan) — for different types of near-future events.

Homework

Don't forget to do your homework!

B2-41 | GERUNDS AFTER PREPOSITIONS; ADVANCED CAUSATIVE

Your 60-minute lesson

Gerunds After Prepositions; Advanced Causative

Goal: By the end of this lesson, you'll be able to confidently use gerunds after any preposition, and use advanced causative structures.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you good at doing?
Have you gotten anything repaired recently?
Have you ever gotten someone to try something new?

QUICK GAME — 2 min

Preposition + gerund: your tutor gives a preposition and you complete a sentence with a gerund — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate gerunds after prepositions, and look at more advanced causative uses like get something done.

Use

Any preposition + gerund (never infinitive) — She's good at solving problems. He left without saying goodbye.
Advanced causative: get + object + past participle — I got my car washed.
Get + someone + to + verb — persuade someone — I got him to help me.

Form

Preposition + gerund	Get + object + past participle	Get + person + to + verb
preposition + verb-ing	get + object + past participle (service)	get + person + to + verb (persuade)
He's interested in learning.	I got my hair cut.	I got her to agree.

This is one of the most reliable rules in English: a preposition is ALWAYS followed by a gerund, never the infinitive — no exceptions.

Check your understanding — click Yes or No

1. "He left without saying goodbye." — Does the preposition 'without' take a gerund?

2. "I got my car washed." — Did I wash the car myself?

3. "I got him to help me." — Does this mean I persuaded him?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice advanced patterns

Talk with your tutor using gerunds after prepositions and advanced causatives. Use these prompts to start:

What are you interested in doing this year?
Have you gotten anything fixed or done recently?
Have you ever gotten someone to change their mind?
Describe something you're good at or afraid of.

Now write it down — 5 sentences using gerunds after prepositions and causatives

Use at least 2 preposition + gerund and 2 causative structures.

1

2

3

4

5

1. I'm good at organizing events.

2. I got my laptop repaired last week.

3. She got her team to agree on the plan.

4. He's excited about starting his new job.

5. We're getting our roof fixed this summer.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She's good at solve problems.→She's good at solving problems.(always use a gerund after a preposition)

I got my car wash.→I got my car washed.(use the past participle for the causative meaning)

I got him helping me.→I got him to help me.('get someone to do' uses the infinitive, not -ing)

Instead to complain, he acted.→Instead of complaining, he acted.(use 'of' + gerund after 'instead')

Check your own progress

I always use a gerund after any preposition I can use get + object + past participle for services I can use get + person + to + verb for persuasion I never use the infinitive after a preposition

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated gerunds after any preposition (a fixed rule), and learned advanced causative structures: get + object + past participle, and get + person + to + verb.

Homework

Don't forget to do your homework!

B2-42 | ADVERBS MODIFYING ADJECTIVES; COUNTABLE USES OF UNCOUNTABLE NOUNS

Your 60-minute lesson

Adverbs Modifying Adjectives; Countable Uses of Uncountable Nouns

Goal: By the end of this lesson, you'll be able to use adverbs to modify adjectives precisely, and use uncountable nouns as countable in special contexts.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe something incredibly beautiful you've seen.
What's your favorite type of coffee or tea (order one)?
Have you tried different types of a particular food?

QUICK GAME — 2 min

Precision round: describe 3 things using strong adverb+adjective combinations — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at adverbs that intensify adjectives with precision, and how some uncountable nouns become countable with a specific meaning.

Use

Adverb + adjective combinations for precision — incredibly difficult, remarkably calm
Uncountable noun → countable with 'a' (a specific type/portion) — I'd like a coffee. (a cup of coffee)
Uncountable noun → countable plural (types/instances) — They sell many coffees from different regions.

Form

Adverb + adjective	A + uncountable (portion)	Uncountable as plural (types)
incredibly, remarkably, surprisingly + adjective	a coffee, a tea, a beer (a serving)	wines, cheeses, coffees (types/varieties)
She's incredibly talented.	Can I have a water, please?	This shop sells many different cheeses.

Normally uncountable nouns (coffee, water, cheese) become countable when referring to a specific serving ("a coffee" = a cup) or a specific type/variety ("cheeses" = different kinds of cheese).

Check your understanding — click Yes or No

1. "She's incredibly talented." — Does the adverb add precision to the adjective?

2. "Can I have a water?" — Does this mean a serving/glass of water?

3. "Many different cheeses" — Does this refer to different types of cheese?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe with precision

Talk with your tutor using adverb + adjective combinations and countable uses of uncountable nouns. Use these prompts to start:

Describe something incredibly impressive you've seen.
Order a drink at a cafe, using 'a' + uncountable noun.
Talk about different types of a food or drink you enjoy.
Describe a surprising quality of someone you know.

Now write it down — 5 sentences using precise adverbs and countable uncountables

Use at least 2 adverb+adjective combos and 2 countable-uncountable examples.

1

2

3

4

5

1. The performance was incredibly moving.

2. Could I have a coffee and a water, please?

3. This restaurant offers a variety of cheeses.

4. He remained surprisingly calm during the interview.

5. We tasted several excellent wines on the tour.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She's incredible talented.→She's incredibly talented.(use the adverb form to modify an adjective)

Can I have coffee? (in a context needing 'a serving')→Can I have a coffee?(use 'a' for a specific serving of an otherwise uncountable noun)

This store sells many cheese.→This store sells many cheeses.(use the plural form for different types)

He remained remarkable calm.→He remained remarkably calm.(use the adverb form, not the adjective)

Check your own progress

I can use adverbs like incredibly/remarkably to modify adjectives precisely I can use 'a' + uncountable noun for a specific serving I can use uncountable nouns in the plural for types/varieties I choose the correct form based on the intended meaning

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned adverb + adjective combinations for precision, and how uncountable nouns like coffee, wine, and cheese can become countable for servings or types.

Homework

Don't forget to do your homework!

B2-43 | COMPLEX QUESTION FORMATION

Your 60-minute lesson

Complex Question Formation

Goal: By the end of this lesson, you'll be able to form complex questions involving multiple auxiliaries and embedded structures.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has your tutor been teaching for a long time? Ask them!
Ask a negative question about something you expected.
Speculate with a question about a past mystery.

QUICK GAME — 2 min

Question builder: your tutor gives a simple idea and you turn it into a complex question — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's tackle more complex question patterns, including questions with multiple auxiliaries and negative questions.

Use

Questions with two auxiliaries — Has she been working here long?
Negative questions — express surprise or seek confirmation — Didn't you get my message?
Questions with modal + perfect — Could she have known about this?

Form

Two auxiliaries	Negative question	Modal + perfect question
auxiliary 1 + subject + auxiliary 2 + verb-ing/participle	auxiliary + n't + subject + verb	modal + subject + have + past participle?
Has she been working here long?	Didn't you see the email?	Could she have known?

Negative questions often express surprise, mild criticism, or seek confirmation of something expected — "Didn't you get my message?" implies you expected them to have gotten it.

Check your understanding — click Yes or No

1. "Has she been working here long?" — Does this use two auxiliaries?

2. "Didn't you get my message?" — Could this express surprise?

3. "Could she have known?" — Does this combine a modal with the perfect form?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice complex questions

Ask your tutor complex questions using these advanced patterns. Use these prompts to start:

Ask how long someone has been doing something.
Ask a negative question expressing surprise about something.
Speculate with a modal + perfect question about a past event.
Ask a complex question about someone's ongoing situation.

Now write it down — 5 complex questions using these patterns

Use at least one of each type: two auxiliaries, negative question, modal + perfect.

1

2

3

4

5

1. Has he been feeling okay lately?

2. Didn't you already submit that report?

3. Could she have missed the announcement?

4. Have they been planning this for a while?

5. Wouldn't it have been easier to call first?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Does she been working here long?→Has she been working here long?(use 'has', not 'does', with the present perfect continuous)

Not did you see my message?→Didn't you see my message?(the contraction goes on the auxiliary, forming 'didn't')

Could she has known?→Could she have known?(use 'have', not 'has', after a modal)

Have they working on this?→Have they been working on this?(don't forget 'been' for the continuous form)

Check your own progress

I can form questions with two auxiliaries I can form negative questions to express surprise I can form modal + perfect questions for speculation I can combine complex structures confidently in questions

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you practiced complex question formation — questions with two auxiliaries, negative questions for surprise, and modal + perfect questions for speculation.

Homework

Don't forget to do your homework!

B2-44 | POSITION OF ADVERBS AND ADVERBIAL PHRASES

Your 60-minute lesson

Position of Adverbs and Adverbial Phrases

Goal: By the end of this lesson, you'll be able to correctly position adverbs and adverbial phrases for clarity and natural flow.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Say something using 'only' and try changing its position.
Give an honest opinion about something today.
Describe an action with an adverb at the start.

QUICK GAME — 2 min

Position shift: your tutor gives a sentence and you try moving the adverb to see how meaning changes — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look more closely at where adverbs and adverbial phrases go, since position affects both meaning and naturalness.

Use

Focusing adverbs (only, just, even) go directly before what they modify — She only ate the salad. (not the rest)
Sentence adverbs can move for emphasis — Honestly, I don't know. / I honestly don't know.
Adverbial phrases of manner can go at the start for emphasis — Slowly, she opened the door.

Form

Focusing adverbs	Sentence adverbs (flexible)	Manner phrase (start = emphasis)
right before the focused word	start, middle, or end (changes emphasis)	at the start of the sentence
I only need five minutes.	Clearly, this isn't working. / This clearly isn't working.	Carefully, he lifted the box.

The position of "only" can change meaning dramatically: "Only she called me" (nobody else) vs "She only called me" (didn't do anything else) vs "She called only me" (nobody else received the call).

Check your understanding — click Yes or No

1. "She only ate the salad." — Does 'only' modify what comes right after it?

2. Can sentence adverbs like 'honestly' move to different positions in a sentence?

3. Does moving 'only' in a sentence ever change its meaning?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice adverb placement

Talk with your tutor, being precise about adverb placement. Use these prompts to start:

Describe something using 'only' in different positions to change meaning.
Give an honest opinion using a sentence adverb.
Describe an action with an adverb at the start for emphasis.
Use 'even' to emphasize something surprising.

Now write it down — 5 sentences with carefully placed adverbs

Include at least one example where changing the adverb's position would change the meaning.

1

2

3

4

5

1. Only he knew the answer.

2. Honestly, I think we should wait.

3. Slowly, she began to understand.

4. He even finished before the deadline.

5. This clearly needs more attention.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She called only me. (if intending 'she only called, did nothing else')→She only called me.(position 'only' precisely based on the intended meaning)

I think honestly we should wait. (awkward placement)→Honestly, I think we should wait. / I honestly think we should wait.(sentence adverbs sound more natural at the start or right before the verb)

He finished even the race.→He even finished the race.('even' usually goes right before the verb phrase it emphasizes)

Opened the door slowly, she.→Slowly, she opened the door.(keep normal subject-verb order after the fronted adverb)

Check your own progress

I can position focusing adverbs (only, even, just) precisely I can move sentence adverbs for different emphasis I can front adverbial phrases of manner for emphasis I understand how adverb position can change meaning

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned precise adverb placement — focusing adverbs (only, even) change meaning by position, and sentence/manner adverbs can move for emphasis.

Homework

Don't forget to do your homework!

B2-45 | USED TO VS. BE USED TO VS. GET USED TO

Your 60-minute lesson

Used To vs. Be Used To vs. Get Used To

Goal: By the end of this lesson, you'll be able to distinguish these three similar-looking but very different structures.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did you use to do as a kid that you don't now?
What are you used to now that felt strange at first?
What are you currently getting used to?

QUICK GAME — 2 min

Three-way sort: your tutor gives a sentence and you decide which structure fits — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's clearly separate three structures that confuse many learners because they look alike but mean very different things.

Use

Used to + verb — a past habit (no longer true) — I used to live in Lima.
Be used to + -ing — accustomed to something (present state) — I'm used to living alone now.
Get used to + -ing — the process of becoming accustomed — I'm getting used to the new schedule.

Form

Used to (past habit)	Be used to (accustomed, present)	Get used to (becoming accustomed)
used to + base verb	am/is/are used to + -ing	am/is/are getting used to + -ing
I used to smoke.	I'm used to waking up early.	I'm getting used to the new job.

"Used to" is about the PAST; "be used to" and "get used to" are about the PRESENT and describe familiarity, not a past habit — they're grammatically unrelated despite looking similar.

Check your understanding — click Yes or No

1. "I used to live in Lima." — Do I live there now?

2. "I'm used to living alone." — Is this about the present, describing familiarity?

3. "I'm getting used to it." — Does this describe a completed, finished process?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice all three structures

Talk with your tutor using used to, be used to, and get used to correctly. Use these prompts to start:

What did you use to do that you don't anymore?
What are you used to now that surprised you at first?
What are you still getting used to in your life?
Describe a habit from childhood using used to.

Now write it down — 5 sentences using all three structures

Use at least one example of each structure.

1

2

3

4

5

1. I used to live in a much smaller apartment.

2. I'm used to working late nights now.

3. I'm still getting used to the time difference.

4. We used to travel every year before the pandemic.

5. She's getting used to her new role at work.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am used to smoke as a kid. (past habit)→I used to smoke as a kid.(use 'used to' (not 'be used to') for past habits)

I used to living here now. (present familiarity)→I'm used to living here now.(use 'be used to' for present familiarity, not 'used to' alone)

I'm used to work from home. (missing -ing)→I'm used to working from home.('be used to' takes the gerund, not the base verb)

I'm getting used the new schedule.→I'm getting used to the new schedule.(don't forget 'to' in 'get used to')

Check your own progress

I can use used to for past habits no longer true I can use be used to for present familiarity I can use get used to for the process of adapting I don't confuse these three similar-looking structures

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you clearly distinguished used to (past habit), be used to (present familiarity), and get used to (process of adapting) — three commonly confused structures.

Homework

Don't forget to do your homework!

B2-46 | PAST MODALS REVIEW + WOULD RATHER HAVE

Your 60-minute lesson

Past Modals Review + Would Rather Have

Goal: By the end of this lesson, you'll be able to use a full range of past modals together, plus would rather have for past preferences.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is there something you'd rather have done differently this week?
Speculate about a recent mystery using past modals.
What should you have prioritized more this month?

QUICK GAME — 2 min

Modal mix: describe a past situation using at least 2 different past modals — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate all the past modals you've learned, and add would rather have for expressing a past preference.

Use

Review: must/might/should/can't + have + past participle — She must have left. He should have called.
Would rather have — a preference about the past (regret) — I would rather have stayed home.
Combine several past modals in one conversation — He should have told us, but he might have forgotten.

Form

Review: past modals	Would rather have (preference)	Combined use
must/might/should/can't + have + participle	would rather have + past participle	mixing modals to express nuanced opinions
You should have called.	I would rather have stayed home.	He must have known, but he should have told us.

"Would rather have" expresses a preference for how the past should have gone — similar to "should have" but framed as personal preference, not obligation/advice.

Check your understanding — click Yes or No

1. "I would rather have stayed home." — Is this about a past preference?

2. "He should have told us." — Is this advice/criticism about the past?

3. Can several past modals be combined in the same conversation for nuance?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — reflect with nuance on the past

Talk with your tutor about past events, using a mix of past modals and would rather have. Use these prompts to start:

Is there something you would rather have done differently recently?
Speculate about a mystery using several past modals.
What should you have done that you didn't?
Reflect on a decision using would rather have.

Now write it down — 5 sentences combining past modals and would rather have

Use at least 3 different past modals plus would rather have.

1

2

3

4

5

1. I would rather have taken a different route.

2. You should have told me about the change earlier.

3. She might have missed the memo.

4. He can't have known about the surprise.

5. We'd rather have booked an earlier flight.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I would rather stayed home.→I would rather have stayed home.(don't forget 'have' for the past preference structure)

I'd rather have stay home.→I'd rather have stayed home.(use the past participle after 'have')

You should has told me.→You should have told me.(use 'have', not 'has', after modals)

She might had forgotten.→She might have forgotten.(use 'have', not 'had', after modals)

Check your own progress

I can review and combine past modals fluently I can use would rather have for past preferences I always use 'have' + past participle after these modals I can reflect on the past with nuance and precision

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated past modals (must/might/should/can't have) and added would rather have for expressing past preferences and regrets.

Homework

Don't forget to do your homework!

B2-47 | VERBS OF THE SENSES

Your 60-minute lesson

Verbs of the Senses

Goal: By the end of this lesson, you'll be able to use verbs of the senses (see, hear, feel) with base verb or -ing, based on completeness.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe something you saw happen recently, completely.
Describe something you heard happening as you walked by somewhere.
What have you noticed someone doing lately?

QUICK GAME — 2 min

Perception round: describe 3 things you've seen/heard, choosing base verb or -ing based on completeness — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at verbs of perception followed by an object and either the base verb or -ing, which changes the meaning slightly.

Use

See/Hear/Feel + object + base verb — the whole action, start to finish — I saw him leave. (the whole action)
See/Hear/Feel + object + -ing — part of an action in progress — I saw him leaving. (in progress, maybe not the whole thing)
Common senses verbs with this pattern — see, hear, feel, watch, notice

Form

Object + base verb (complete)	Object + -ing (in progress)	Common verbs
saw/heard/felt + object + base verb	saw/heard/felt + object + verb-ing	see, hear, feel, watch, notice
I heard her sing the whole song.	I heard her singing as I walked by.	I watched them play the entire match.

Base verb = you witnessed the complete action from start to finish; -ing = you witnessed part of an ongoing action, possibly briefly or partially.

Check your understanding — click Yes or No

1. "I heard her sing the whole song." — Did I hear the complete performance?

2. "I heard her singing as I walked by." — Did I necessarily hear the whole song?

3. Do both forms (base verb and -ing) mean exactly the same thing?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — describe what you perceived

Talk with your tutor about things you've seen, heard, or felt. Use these prompts to start:

Describe something you saw happen completely.
Describe something you noticed happening as you passed by.
Tell me about a sound you heard recently.
Describe a feeling you had during an event.

Now write it down — 5 sentences using verbs of the senses

Use at least 2 with the base verb (complete) and 2 with -ing (in progress).

1

2

3

4

5

1. I saw the whole accident happen.

2. I heard someone laughing in the next room.

3. We watched the entire concert from the front row.

4. I noticed her looking worried during the call.

5. I felt the building shake during the earthquake.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I saw him entering the whole time from start to finish. (should use base verb for complete)→I saw him enter from start to finish.(use the base verb when you witnessed the complete action)

I heard her sing as I walked by. (implies brief, partial)→I heard her singing as I walked by.(use -ing for a brief or partial perception while passing)

I saw him to leave.→I saw him leave.(no 'to' with this structure — use the base verb directly)

We watched them playing the whole match.→We watched them play the whole match.(use the base verb for the complete match, not -ing)

Check your own progress

I can use senses verb + object + base verb for a complete action I can use senses verb + object + -ing for a partial/ongoing action I choose the form based on what I actually perceived I know common senses verbs following this pattern

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned verbs of the senses (see, hear, feel, watch, notice) followed by base verb (complete action) or -ing (action in progress) — a subtle but meaningful distinction.

Homework

Don't forget to do your homework!

B2-48 | IT IS SAID THAT... (REPORTING GENERAL BELIEF)

Your 60-minute lesson

It Is Said That... (Reporting General Belief)

Goal: By the end of this lesson, you'll be able to report general beliefs and claims using the passive structure it is said that.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is there a legend about a place in your country?
What's a common belief about a famous historical figure?
What's something people generally say about your hometown?

QUICK GAME — 2 min

Legend round: report 3 general beliefs or legends using it is said that — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the causative have something done — now let's add another passive structure: reporting what people generally believe or say.

Use

It is said that + clause — report a general belief — It is said that the house is haunted.
Subject + is said to + verb — alternative structure — The house is said to be haunted.
Similar structures: it is believed/thought/reported that... — It is believed that the ancient city was destroyed by fire.

Form

It is said/believed/thought that	Subject + is said/believed to + verb	Notes
It + is + said/believed/thought + that + clause	Subject + is/are + said/believed + to + verb	used for unverified claims, legends, general opinion
It is said that he was a great king.	He is said to have been a great king.	It is reported that sales have increased.

This structure is very common in news, history, and formal writing when the source of information is general/unclear — softer and more objective than stating something as fact.

Check your understanding — click Yes or No

1. "It is said that the house is haunted." — Is this presented as a proven fact?

2. "He is said to have been a king." — Is this an alternative way to express the same idea?

3. Is this structure common in formal writing and news?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — report common beliefs

Talk with your tutor about legends, myths, or common beliefs using this structure. Use these prompts to start:

Is there a legend or myth about a place you know? Report it.
What is a common belief about your city or country?
Report a general opinion about a famous person.
Report something that's said about a historical event.

Now write it down — 5 sentences using it is said that / subject + is said to

Use different verbs: said, believed, thought, reported.

1

2

3

4

5

1. It is said that this castle is haunted.

2. The recipe is believed to be over 200 years old.

3. It is reported that the company is expanding rapidly.

4. She is thought to be one of the best in her field.

5. It is said that the treasure was never found.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It is say that the house is haunted.→It is said that the house is haunted.(use the past participle 'said', not 'say')

He is said be a great king.→He is said to be a great king.(don't forget 'to' before the verb)

It is believed which the treasure is buried there.→It is believed that the treasure is buried there.(use 'that', not 'which', to introduce the clause)

She said to be talented.→She is said to be talented.(don't forget 'is/are' before 'said')

Check your own progress

I can use it is said/believed/thought that + clause I can use subject + is said to + verb as an alternative I know this structure reports general, unverified beliefs I can use it appropriately in more formal contexts

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to report general beliefs and claims using it is said/believed/thought that, and the alternative subject + is said to + verb structure.

Homework

Don't forget to do your homework!

B2-49 | CLAUSES OF CONTRAST, PURPOSE, AND WHATEVER/WHENEVER

Your 60-minute lesson

Clauses of Contrast, Purpose, and Whatever/Whenever

Goal: By the end of this lesson, you'll be able to use despite/in spite of for contrast, so that for purpose, and whatever/whenever for open possibilities.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me about something you achieved despite a challenge.
What's something you do so that you can feel more relaxed?
Offer flexible help to someone using whatever/whenever.

QUICK GAME — 2 min

Contrast and purpose: describe 3 situations using despite and so that — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's expand your range of connecting clauses for contrast, purpose, and flexible open situations.

Use

Despite/In spite of + noun/-ing — contrast — Despite the rain, we went out.
So that + clause — purpose — I left early so that I wouldn't be late.
Whatever/Whenever/Wherever — open possibility, no restriction — Whatever you decide, I'll support you.

Form

Despite/In spite of (contrast)	So that (purpose)	Whatever/whenever (open)
despite/in spite of + noun/-ing	so that + subject + can/could/will/would	whatever/whenever/wherever + clause
Despite being tired, she finished the race.	I saved money so that I could travel.	Whenever you're ready, let me know.

"Despite" and "in spite of" are followed by a noun or -ing (never a full clause with a subject+verb directly) — use "despite the fact that" if you need a full clause.

Check your understanding — click Yes or No

1. "Despite the rain, we went out." — Does this show contrast?

2. "I left early so that I wouldn't be late." — Does this show purpose?

3. "Despite" — Can it be directly followed by a full clause (subject + verb)?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express contrast, purpose, and flexibility

Talk with your tutor using despite, so that, and whatever/whenever. Use these prompts to start:

Describe an achievement despite a difficulty.
Tell me a goal and the purpose behind an action you took.
Offer flexible support to someone using whatever/whenever.
Describe something you did in spite of obstacles.

Now write it down — 5 sentences using these structures

Use despite/in spite of, so that, and whatever/whenever at least once each.

1

2

3

4

5

1. Despite the challenges, we finished the project on time.

2. I woke up early so that I could catch the sunrise.

3. Whatever you need, just let me know.

4. In spite of the setbacks, she remained optimistic.

5. Come by whenever it's convenient for you.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Despite it was raining, we went out.→Despite the rain, we went out. / Despite it being rainy, we went out.('despite' needs a noun or -ing, not a full clause with a conjugated verb)

I studied hard so I can pass. (mismatched tense)→I studied hard so that I could pass.(match the modal tense to the main clause (past → could))

Whatever you decide, I'll to support you.→Whatever you decide, I'll support you.(no 'to' after 'will' in the main clause)

In spite the rain, we went out.→In spite of the rain, we went out.(don't forget 'of' after 'in spite')

Check your own progress

I can use despite/in spite of + noun/-ing for contrast I can use so that + clause for purpose I can use whatever/whenever/wherever for open possibilities I match tenses correctly within these structures

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you expanded your connectors: despite/in spite of (contrast), so that (purpose), and whatever/whenever/wherever (open possibility).

Homework

Don't forget to do your homework!

B2-50 | SPECIAL UNCOUNTABLE AND PLURAL NOUNS

Your 60-minute lesson

Special Uncountable and Plural Nouns

Goal: By the end of this lesson, you'll be able to correctly handle nouns that are always plural (scissors, clothes) or unusually uncountable.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your favorite pair of shoes or jeans.
Do you own much furniture in your current home?
Have you ever lost your luggage while traveling?

QUICK GAME — 2 min

Noun sort: your tutor names a noun and you decide if it's always plural, uncountable, or normal — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at special noun categories: things that are always plural, and things that are uncountable in English but might not be in Spanish.

Use

Always plural nouns (two-part items) — scissors, trousers, glasses, jeans
Use 'a pair of' to count these items — I bought a pair of scissors.
Uncountable in English, but countable in Spanish — furniture, luggage, advice, information

Form

Always plural (two parts)	Counting with 'a pair of'	Uncountable (tricky)
scissors, trousers, glasses, jeans, pants	a pair of scissors, two pairs of jeans	furniture, luggage, advice, information, news
My scissors are missing.	I need a new pair of glasses.	This furniture is expensive.

Always-plural nouns take a plural verb ("My jeans are torn"), and to count them, use "a pair of" — you can't say "a scissor" or "a jean."

Check your understanding — click Yes or No

1. "My scissors are missing." — Does 'scissors' take a plural verb?

2. "A pair of jeans" — Is this how you count this type of noun?

3. "Furniture" — Is this countable in English, with a plural form?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice special noun categories

Talk with your tutor using always-plural nouns and tricky uncountables. Use these prompts to start:

Describe your favorite pair of jeans or glasses.
Talk about furniture in your home.
Describe luggage you use for travel.
Give someone advice, using the uncountable noun correctly.

Now write it down — 5 sentences using these special noun categories

Use at least 2 always-plural nouns and 2 tricky uncountables.

1

2

3

4

5

1. My favorite jeans are getting old.

2. I need to buy a new pair of glasses.

3. This furniture is from my grandmother.

4. My luggage was lost at the airport.

5. Her advice really helped me decide.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

My glasses is on the table.→My glasses are on the table.(always-plural nouns take a plural verb)

I bought a scissor.→I bought a pair of scissors.(use 'a pair of' to count these items)

This furnitures are old.→This furniture is old.('furniture' is uncountable — no plural, singular verb)

I need an advice.→I need some advice.('advice' is uncountable — no 'an', use 'some')

Check your own progress

I know always-plural nouns (scissors, jeans, glasses) take plural verbs I can use 'a pair of' to count these items I know tricky uncountables (furniture, luggage, advice, news) I use the correct verb form for each type

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned special noun categories — always-plural nouns (scissors, jeans, counted with 'a pair of') and tricky uncountables (furniture, luggage, advice).

Homework

Don't forget to do your homework!

B2-51 | QUANTIFIERS: ALL, EVERY, BOTH; ADVANCED ARTICLES

Your 60-minute lesson

Quantifiers: All, Every, Both; Advanced Articles

Goal: By the end of this lesson, you'll be able to precisely use all, every, and both, plus handle advanced article cases.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What rule applies to all employees where you work?
What's true of every person in your family?
What do you and a sibling or friend both enjoy?

QUICK GAME — 2 min

Quantifier check: your tutor gives a sentence and you decide if it needs all, every, or both — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's refine all/every/both, which often get confused, and add a few advanced article rules.

Use

All + plural noun — the whole group as one idea — All students must attend.
Every + singular noun — each one individually — Every student must attend.
Both + plural (exactly two) — Both answers are correct.

Form

All (group)	Every (individually)	Both (exactly two)
all + plural noun + plural verb	every + singular noun + singular verb	both + plural noun + plural verb
All the students passed.	Every student passed.	Both answers are correct.

"All" and "every" often overlap in meaning but differ grammatically: "all" needs a plural noun and verb, while "every" needs a singular noun and verb, even though the meaning is similar.

Check your understanding — click Yes or No

1. "All students must attend." — Does 'all' take a plural noun?

2. "Every student must attend." — Does 'every' take a plural verb?

3. "Both" — Can it refer to three or more things?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice quantifiers precisely

Talk with your tutor using all, every, and both correctly. Use these prompts to start:

Describe a rule that applies to all employees at a company.
Describe something true of every person in your family.
Talk about two things you both enjoy with a friend.
Describe something all students need to do.

Now write it down — 5 sentences using all, every, and both

Use each quantifier at least once.

1

2

3

4

5

1. All the team members contributed to the project.

2. Every employee must complete the training.

3. Both of my parents support my decision.

4. All the information was very helpful.

5. Every country has unique traditions.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Every students are ready.→Every student is ready.('every' takes a singular noun and verb)

All student passed.→All students passed. / Every student passed.('all' needs a plural noun)

Both my parent are doctors.→Both my parents are doctors.('both' needs a plural noun)

Both of my three sisters live abroad.→All three of my sisters live abroad.('both' only works for exactly two, not three)

Check your own progress

I can use all + plural noun for a group I can use every + singular noun for individuals I can use both + plural for exactly two I match verbs correctly to each quantifier

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you refined all (group, plural), every (individually, singular), and both (exactly two, plural) — precise but often confused quantifiers.

Homework

Don't forget to do your homework!

B2-52 | DISCOURSE MARKERS AND CONNECTORS

Your 60-minute lesson

Discourse Markers and Connectors

Goal: By the end of this lesson, you'll be able to organize your speech using discourse markers like by the way, anyway, and on the other hand.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is there something unrelated you'd like to mention, by the way?
Practice returning to a topic after a small digression.
Present two sides of an opinion using on the other hand.

QUICK GAME — 2 min

Natural flow: have a short conversation with your tutor, intentionally using at least 3 discourse markers — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at discourse markers — small phrases that organize conversation, change topics, or add contrast smoothly.

Use

By the way — introduce a related, extra topic — By the way, did you hear the news?
Anyway — return to the main topic after a digression — Anyway, back to what I was saying...
On the other hand — introduce a contrasting viewpoint — On the other hand, some people disagree.

Form

By the way	Anyway	On the other hand
introduces a related side topic	returns to the main topic	introduces a contrasting view
By the way, I saw your sister yesterday.	Anyway, as I was saying...	On the other hand, it could be risky.

Discourse markers don't change the grammatical meaning of a sentence — they organize the flow of conversation, making you sound more natural and fluent.

Check your understanding — click Yes or No

1. "By the way" — Does it introduce a related side topic?

2. "Anyway" — Does it help return to the main topic?

3. "On the other hand" — Does it introduce agreement, not contrast?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice natural conversation flow

Have a natural conversation with your tutor, using discourse markers. Use these prompts to start:

Change topics mid-conversation using 'by the way'.
Return to a point after a digression using 'anyway'.
Present two sides of an issue using 'on the other hand'.
Practice a natural, flowing conversation with markers.

Now write it down — 5 sentences using discourse markers

Use by the way, anyway, and on the other hand at least once each.

1

2

3

4

5

1. By the way, I forgot to tell you about the change in plans.

2. Anyway, let's focus on finishing this project.

3. Some people prefer working from home. On the other hand, others miss the office.

4. By the way, did you get my message?

5. It was a long day. Anyway, we got everything done.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

By the way, anyway, I forgot to mention...→By the way, I forgot to mention...(don't combine two discourse markers with similar functions together)

On the other hand, everyone agreed. (should show contrast, not agreement)→On the other hand, some people disagreed.('on the other hand' should introduce a contrasting view, not agreement)

Anyway, by the way, back to the topic.→Anyway, back to the topic.(use one clear discourse marker at a time)

By the way did you saw the news?→By the way, did you see the news?(add the comma, and use correct question grammar)

Check your own progress

I can use by the way to introduce a side topic I can use anyway to return to the main topic I can use on the other hand to introduce contrast I sound more natural and fluent in conversation

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned discourse markers — by the way (side topic), anyway (return to topic), on the other hand (contrast) — for more natural conversation flow.

Homework

Don't forget to do your homework!

B2-53 | "HAVE": LEXICAL AND AUXILIARY USES

Your 60-minute lesson

"Have": Lexical and Auxiliary Uses

Goal: By the end of this lesson, you'll be able to distinguish have as a main (lexical) verb from have as an auxiliary verb.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you have to do this week?
Have you finished any big projects recently?
What did you have for breakfast today?

QUICK GAME — 2 min

Have sort: your tutor gives a sentence with 'have' and you decide if it's main verb, auxiliary, or have to — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's untangle the many uses of 'have' — sometimes it's the main verb, sometimes just a grammar helper.

Use

Have as a main verb — possession, activities — I have a car. We had lunch.
Have as an auxiliary — forms perfect tenses — I have finished. She has left.
Have to — expresses obligation (semi-modal) — I have to go now.

Form

Main verb (lexical)	Auxiliary (perfect tenses)	Have to (obligation)
have/has/had + noun/activity	have/has/had + past participle	have/has/had to + base verb
I have two brothers.	I have finished my homework.	I have to leave early today.

As a main verb, 'have' uses do/does/did for questions and negatives in some dialects ("Do you have a car?"), while as an auxiliary, it never needs do/does ("Have you finished?").

Check your understanding — click Yes or No

1. "I have a car." — Is 'have' the main verb here?

2. "I have finished." — Is 'have' an auxiliary here?

3. Does 'have' as an auxiliary ever need 'do/does' for questions?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice have in different roles

Talk with your tutor using 'have' in its different functions. Use these prompts to start:

What do you have to do today?
Have you ever visited an unusual place?
Describe an activity you had recently (using have as main verb).
What possessions are important to you?

Now write it down — 5 sentences using have in different roles

Use have as a main verb, as an auxiliary, and as have to at least once each.

1

2

3

4

5

1. I have three pets at home.

2. I have finished all my assignments.

3. I have to attend a meeting this afternoon.

4. We had a wonderful trip last summer.

5. Have you ever tried skydiving?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Have you a car? (informal/dialect confusion in main US English usage)→Do you have a car?(in most contexts, 'have' as a main verb uses do/does for questions)

Do you have finished?→Have you finished?(as an auxiliary, 'have' doesn't use do/does)

I has to go.→I have to go.(use 'have' with 'I', not 'has')

She have two sisters.→She has two sisters.(use 'has' for he/she/it)

Check your own progress

I can identify have as a main verb (possession/activity) I can identify have as an auxiliary (perfect tenses) I can use have to as a semi-modal for obligation I form questions/negatives correctly for each use

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you distinguished have as a main verb (possession/activities), an auxiliary (perfect tenses), and have to (obligation) — three very different grammatical roles.

Homework

Don't forget to do your homework!

B2-54 | PRONOUNS: ADVANCED SYNTAX

Your 60-minute lesson

Pronouns: Advanced Syntax

Goal: By the end of this lesson, you'll be able to handle tricky pronoun cases, like after 'than/as', and impersonal 'it/one'.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How's the weather today? (use impersonal it)
How far is your home from here?
Compare yourself to a family member using than.

QUICK GAME — 2 min

Formal or casual: your tutor gives a comparison and you say it both formally and informally — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's tackle advanced pronoun cases that often trip up even confident learners.

Use

Pronoun after than/as — formal subject vs informal object — She is taller than I. (formal) / She is taller than me. (informal, common)
Impersonal 'it' for weather, time, distance — It's raining. It's 5 o'clock. It's far from here.
Impersonal 'one' — formal, general statements — One should always be polite.

Form

After than/as	Impersonal it	Impersonal one
formal: subject pronoun / informal: object pronoun	it + be + weather/time/distance	one + modal/verb (formal, general)
He is older than she (is). / He is older than her.	It's cold today. It's 10 miles away.	One must be careful with this.

In modern spoken English, "than me/her/him" (object pronoun) is completely standard and common — the formal "than I/she/he" is mostly used in careful, formal writing.

Check your understanding — click Yes or No

1. "She is taller than me." — Is this common and accepted in everyday speech?

2. "It's raining." — Does 'it' refer to a specific object here?

3. "One should always be polite." — Is this a formal, general statement?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice advanced pronoun cases

Talk with your tutor using these advanced pronoun structures. Use these prompts to start:

Compare yourself to someone using than + pronoun.
Describe the weather using impersonal 'it'.
Make a formal, general statement using 'one'.
Describe distance or time using impersonal 'it'.

Now write it down — 5 sentences using these pronoun structures

Use than + pronoun, impersonal it, and impersonal one at least once each.

1

2

3

4

5

1. My brother is taller than me.

2. It's quite warm today.

3. One should always plan ahead.

4. It's about 20 minutes to the airport.

5. She's more experienced than him.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He is older than I (in casual speech, this can sound overly formal, but it's correct in formal writing)→He is older than I am. / He is older than me.(both forms are correct depending on register — 'than I am' is complete, 'than me' is casual)

Is raining outside.→It's raining outside.(don't drop the impersonal 'it' in English (unlike Spanish))

You should always be polite. (in a formal, general written statement)→One should always be polite.(use 'one' for a more formal, impersonal generalization)

Is far from here.→It's far from here.(always include 'it' for distance/weather/time statements)

Check your own progress

I can use pronoun after than/as, formal or informal I always include impersonal 'it' for weather/time/distance I can use impersonal 'one' for formal generalizations I choose the register appropriate to context

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you tackled advanced pronoun cases: pronoun after than/as (formal vs informal), impersonal it (weather/time/distance), and impersonal one (formal generalizations).

Homework

Don't forget to do your homework!

B2-55 | "GET": IDIOMATIC AND STRUCTURAL USES

Your 60-minute lesson

"Get": Idiomatic and Structural Uses

Goal: By the end of this lesson, you'll be able to use the many meanings of 'get' — become, receive, arrive, and causative.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you getting better at these days?
What's something nice you got recently?
What time do you usually get home from work/school?

QUICK GAME — 2 min

Meaning match: your tutor says a sentence with 'get' and you identify which meaning it has — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's untangle 'get' — one of the most versatile and confusing verbs in English, with many different meanings.

Use

Get = become (change of state) — It's getting dark. She got angry.
Get = receive/obtain — I got a new phone for my birthday.
Get = arrive / causative (get something done) — I got home late. I got my car fixed.

Form

Get = become	Get = receive	Get = arrive / causative
get + adjective	get + noun	get + place / get + object + past participle
It's getting cold.	I got a present.	I got home. / I got my hair cut.

'Get' is extremely common in spoken English and often replaces more formal verbs (become, receive, arrive, obtain) — learning its patterns makes you sound much more natural.

Check your understanding — click Yes or No

1. "It's getting dark." — Does 'get' mean 'become' here?

2. "I got a new phone." — Does 'get' mean 'receive' here?

3. "I got my car fixed." — Is this the causative use of 'get'?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice the many uses of get

Talk with your tutor using get in its different meanings. Use these prompts to start:

What are you getting better at?
What did you get for your last birthday?
What time did you get home yesterday?
Have you gotten anything fixed or done recently?

Now write it down — 5 sentences using get with different meanings

Use become, receive, arrive, and causative meanings at least once each.

1

2

3

4

5

1. I'm getting more comfortable speaking English.

2. I got a nice gift from my sister.

3. We got to the venue right on time.

4. I got my laptop repaired last month.

5. It's getting late, we should head home.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It's become colder. (should use 'getting' for natural speech)→It's getting colder.('get' is more natural and common than 'become' in everyday speech)

I received a gift for my birthday. (correct, but 'got' is more common informally)→I got a gift for my birthday.('got' is the natural, everyday choice over 'received')

I got fix my car. (word order)→I got my car fixed.(causative 'get' needs object + past participle)

We arrived home very late. (also correct, but note 'got' is common alternative)→We got home very late.('got' is a very natural alternative to 'arrived')

Check your own progress

I can use get to mean become (change of state) I can use get to mean receive/obtain I can use get to mean arrive I can use the causative get + object + past participle

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you explored the many meanings of 'get' — become, receive, arrive, and causative — one of the most versatile verbs in everyday English.

Homework

Don't forget to do your homework!

B2-56 | DISTANCING: UNREAL USES OF PAST TENSES

Your 60-minute lesson

Distancing: Unreal Uses of Past Tenses

Goal: By the end of this lesson, you'll be able to use past tenses to sound more polite or tentative, not just to talk about the past.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Practice a polite request using 'I was wondering if...'
Politely ask your tutor for feedback using 'would'.
Make a tentative suggestion for your next lesson.

QUICK GAME — 2 min

Politeness upgrade: your tutor gives a direct request and you make it more polite using distancing — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at a surprising use of past tenses — making requests and suggestions sound softer and more polite, unrelated to time.

Use

Past simple for politeness (distancing) — Did you want something? (softer than 'Do you want')
Past continuous for tentative suggestions — I was wondering if you could help me.
Could/Would instead of can/will for politeness — Could you help me? Would you mind?

Form

Past simple (polite)	Past continuous (tentative)	Could/Would (polite)
Did you want...? (softer than Do you want)	I was wondering if...	Could/Would you...?
Did you need anything else?	I was hoping you could help.	Would you mind closing the door?

This is called "distancing" — using a past tense form creates psychological distance, making a request feel less direct and more polite, even though it's about the present.

Check your understanding — click Yes or No

1. "Did you want something?" — Is this about the past, or is it a polite present request?

2. "I was wondering if you could help." — Does this sound more tentative and polite?

3. Does using past tense here always mean the action happened in the past?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice polite distancing

Practice making polite requests with your tutor using distancing structures. Use these prompts to start:

Politely ask your tutor for help with something.
Make a tentative suggestion using 'I was wondering'.
Ask a polite question using 'Did you...'
Politely ask permission using 'Would you mind'.

Now write it down — 5 polite requests using distancing past tenses

Use I was wondering, did you, and would/could you at least once each.

1

2

3

4

5

1. I was wondering if you could review my essay.

2. Did you want to grab lunch together?

3. Would you mind sending me that document?

4. I was hoping you could give me some feedback.

5. Could you help me understand this better?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Do you wanted something? (mixing tenses awkwardly)→Did you want something?(keep it consistently past tense for this polite structure)

I am wondering if you could help. (less soft/tentative)→I was wondering if you could help.('was' sounds more tentative and polite than 'am')

Will you mind if I open the window?→Would you mind if I opened the window?(use 'would' and past simple for this polite structure)

Can you help me? (direct, less polite in some contexts)→Could you help me?('could' sounds softer and more polite than 'can' in requests)

Check your own progress

I can use past simple for polite, present-tense requests I can use 'I was wondering' for tentative suggestions I can use could/would instead of can/will for politeness I understand this 'distancing' doesn't refer to actual past time

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned distancing — using past tense forms (did, was, could, would) to make requests and suggestions sound softer and more polite, regardless of actual time.

Homework

Don't forget to do your homework!

B2-57 | VERB + OBJECT + INFINITIVE OR GERUND: FULL REVIEW

Your 60-minute lesson

Verb + Object + Infinitive or Gerund: Full Review

Goal: By the end of this lesson, you'll be able to confidently choose the correct pattern for verbs followed by an object and infinitive or gerund.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you expect from your ideal job?
Have you ever caught someone doing something surprising?
Can you picture your life in 5 years?

QUICK GAME — 2 min

Pattern sort: your tutor gives a verb and you say which pattern it follows, then make a sentence — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's consolidate everything you know about verb + object patterns, adding a few more advanced verbs.

Use

Verb + object + infinitive (want, expect, allow, tell) — I want you to succeed.
Verb + object + base verb (make, let, help) — She made him apologize.
Verb + object + gerund (catch, imagine, picture) — I caught him lying.

Form

+ object + infinitive	+ object + base verb	+ object + gerund
want, expect, allow, tell, ask	make, let, help	catch, imagine, picture, keep
I expect you to arrive on time.	They let us leave early.	I imagine him living abroad.

These patterns need to be memorized per verb — there's no universal rule, but grouping verbs by pattern (like we've done) makes them easier to remember.

Check your understanding — click Yes or No

1. "I want you to succeed." — Does 'want' take object + infinitive?

2. "She made him apologize." — Does 'make' take the infinitive (to + verb)?

3. "I caught him lying." — Does 'catch' take the gerund?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice full verb patterns

Talk with your tutor using the full range of verb + object patterns. Use these prompts to start:

What do you expect from a good friend?
Have you ever caught someone doing something unexpected?
Has someone ever helped you accomplish something?
Can you picture yourself doing something different in 10 years?

Now write it down — 5 sentences using different verb + object patterns

Use at least one example of each pattern: infinitive, base verb, and gerund.

1

2

3

4

5

1. I expect my team to communicate openly.

2. My boss let us leave early on Friday.

3. I caught my cat sleeping on my laptop.

4. She helped me prepare for the interview.

5. I can't imagine him living anywhere else.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I expect you arrive on time.→I expect you to arrive on time.('expect' takes object + infinitive, don't forget 'to')

They let us to leave early.→They let us leave early.('let' never takes 'to')

I caught him to steal.→I caught him stealing.('catch' takes the gerund, not the infinitive)

I can't picture him to live there.→I can't picture him living there.('picture' (imagine) takes the gerund)

Check your own progress

I can use verb + object + infinitive (want, expect, allow, tell) I can use verb + object + base verb (make, let, help) I can use verb + object + gerund (catch, imagine, picture) I've memorized these verb groups by pattern

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated verb + object patterns: + infinitive (want, expect), + base verb (make, let, help), and + gerund (catch, imagine, picture).

Homework

Don't forget to do your homework!

B2-58 | PERMISSION, OBLIGATION, NECESSITY: COMPLEX MARKERS

Your 60-minute lesson

Permission, Obligation, Necessity: Complex Markers

Goal: By the end of this lesson, you'll be able to use more formal and nuanced expressions for permission, obligation, and necessity.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you entitled to at your workplace or school?
What are you required to do for an official process you've completed?
What's essential for someone starting a new job?

QUICK GAME — 2 min

Formal rules: describe 3 official rules using these formal expressions — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's add formal alternatives to the modal verbs you know, common in official and written English.

Use

Be permitted to / be entitled to — formal permission/right — Employees are entitled to paid leave.
Be obliged to / be required to — formal obligation — Applicants are required to submit ID.
It is necessary/essential for someone to — formal necessity — It is essential for candidates to arrive early.

Form

Formal permission	Formal obligation	Formal necessity
be permitted to / entitled to + verb	be obliged to / required to + verb	it is necessary/essential for + person + to + verb
Visitors are permitted to take photos.	Staff are required to wear badges.	It is necessary for all guests to register.

These formal expressions are common in official documents, contracts, and announcements — using them appropriately signals a more professional register.

Check your understanding — click Yes or No

1. "Employees are entitled to paid leave." — Is this a formal way of expressing a right?

2. "Staff are required to wear badges." — Is this a formal obligation?

3. "It is necessary for all guests to register." — Is this casual, informal English?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice formal rules and rights

Talk with your tutor about formal rules using these expressions. Use these prompts to start:

What are employees entitled to at your workplace?
What are you required to do for an important process (visa, job application)?
What is necessary for someone to do before traveling internationally?
Describe a formal rule using 'permitted to'.

Now write it down — 5 sentences using formal permission, obligation, and necessity expressions

Use each type at least once.

1

2

3

4

5

1. Employees are entitled to sick leave.

2. Applicants are required to submit references.

3. It is necessary for all members to renew their membership annually.

4. Guests are permitted to use the pool until 10pm.

5. It is essential for drivers to carry insurance documents.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Employees is entitled to leave.→Employees are entitled to leave.(match plural subject with plural verb)

It is necessary of everyone to register.→It is necessary for everyone to register.(use 'for', not 'of', in this structure)

Staff are require to wear badges.→Staff are required to wear badges.(use the past participle 'required' in the passive)

Visitors permitted to take photos.→Visitors are permitted to take photos.(don't forget 'are' in the passive structure)

Check your own progress

I can use be permitted to / entitled to for formal permission/rights I can use be obliged to / required to for formal obligation I can use it is necessary/essential for...to for formal necessity I use these appropriately in formal, professional contexts

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned formal expressions for permission (entitled to), obligation (required to), and necessity (it is necessary for...to) — common in official contexts.

Homework

Don't forget to do your homework!

B2-59 | COMPOUND AND POSSESSIVE NOUNS

Your 60-minute lesson

Compound and Possessive Nouns

Goal: By the end of this lesson, you'll be able to form compound nouns correctly and combine them with possessives.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your morning routine using compound nouns.
Do you have a mother-in-law or father-in-law? Tell me about them.
What's on your desk right now, using compound nouns?

QUICK GAME — 2 min

Compound match: your tutor gives two nouns and you decide if they combine as one word, two words, or hyphenated — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at compound nouns — two words combined to make a new noun — and how they work with possessives.

Use

Compound nouns — two nouns combined into one concept — toothbrush, bus stop, website
Compound nouns can be one word, two words, or hyphenated — notebook, coffee cup, mother-in-law
Possessive with compound nouns — my mother-in-law's car, the bus stop's location

Form

One word	Two words	Hyphenated
toothbrush, notebook, website	coffee cup, bus stop, credit card	mother-in-law, check-in, well-being
I need a new toothbrush.	Where's the bus stop?	My mother-in-law is visiting.

There's no fixed rule for when a compound noun is one word, two words, or hyphenated — this needs to be learned per word, often by seeing it written multiple times.

Check your understanding — click Yes or No

1. "Toothbrush" — Is this a compound noun written as one word?

2. "Bus stop" — Is this a compound noun written as two words?

3. Is there one universal rule for whether a compound noun is one word or two?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice compound nouns

Talk with your tutor using compound nouns naturally. Use these prompts to start:

Describe your daily routine using compound nouns (toothbrush, coffee cup, etc.).
Talk about your family using compound relationship nouns.
Describe your commute using compound nouns like bus stop.
Talk about technology using compound nouns like website, laptop.

Now write it down — 5 sentences using compound nouns

Include at least one possessive form with a compound noun.

1

2

3

4

5

1. I bought a new toothbrush yesterday.

2. My mother-in-law's cooking is amazing.

3. The bus stop is just around the corner.

4. I need to update my credit card information.

5. This website has really useful information.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I need a tooth brush.→I need a toothbrush.('toothbrush' is written as one word)

My mother in law's car.→My mother-in-law's car.(don't forget the hyphens in 'mother-in-law')

I forgot my credit-card.→I forgot my credit card.('credit card' is written as two words, no hyphen)

The website's of this company is great. (awkward possessive use)→This company's website is great.(use possessive 's on the owner (company), not the compound noun itself here)

Check your own progress

I know common one-word compound nouns (toothbrush, notebook) I know common two-word compound nouns (bus stop, credit card) I know common hyphenated compound nouns (mother-in-law, check-in) I can combine compound nouns with possessive 's correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned compound nouns (one word, two words, or hyphenated) and how to combine them with possessive 's — remembering there's no single fixed rule for their form.

Homework

Don't forget to do your homework!

B2-60 | EMPHASIS: CLEFT SENTENCES

Your 60-minute lesson

Emphasis: Cleft Sentences

Goal: By the end of this lesson, you'll be able to use cleft sentences (It was... who/that / What... is...) to emphasize specific information.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Correct a common misunderstanding using 'It wasn't me who...'
What do you really need right now? (use a what-cleft)
Emphasize who is responsible for something positive in your life.

QUICK GAME — 2 min

Emphasis round: describe 3 situations using it-cleft or what-cleft sentences — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at cleft sentences — a way to split a sentence into two parts to highlight exactly what's most important.

Use

It + be + emphasized part + who/that + rest — It was Maria who called, not John.
What + clause + is/was + emphasized part — What I need is more time.
Used to correct misunderstandings or add strong focus — It wasn't me who broke it.

Form

It-cleft	Wh-cleft (What...)	Notes
It + be + focus + who/that + rest of sentence	What + subject + verb + is/was + focus	both emphasize one specific part of the idea
It was Ana who won the prize.	What Ana won was the prize.	It was yesterday that it happened.

Cleft sentences are especially useful for correcting misunderstandings ("It wasn't me who said that") or emphasizing exactly what matters most in a sentence.

Check your understanding — click Yes or No

1. "It was Maria who called." — Does this emphasize that Maria specifically called?

2. "What I need is more time." — Does this emphasize 'more time' as the key need?

3. Are cleft sentences useful for correcting misunderstandings?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — emphasize what matters most

Talk with your tutor using cleft sentences to add emphasis. Use these prompts to start:

Correct a misunderstanding using an it-cleft sentence.
Emphasize what you really need right now, using a what-cleft.
Emphasize who did something specific.
Emphasize when or where something happened.

Now write it down — 5 sentences using cleft sentences for emphasis

Use both it-clefts and what-clefts.

1

2

3

4

5

1. It was my sister who helped me move.

2. What I love most about this job is the flexibility.

3. It was last year that we met.

4. What surprised everyone was the final result.

5. It wasn't me who forgot the tickets.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It was Maria that called who told me. (redundant structure)→It was Maria who told me.(use either 'who' or 'that' for people, not both together)

What I need are more time.→What I need is more time.(use 'is' since 'more time' is treated as singular/uncountable)

Is Maria who called.→It was Maria who called.(don't forget 'it' to start the cleft sentence)

What I want it a quiet vacation.→What I want is a quiet vacation.(use 'is', not 'it', to connect the clauses)

Check your own progress

I can form it-cleft sentences (It was...who/that...) I can form what-cleft sentences (What...is/was...) I can use cleft sentences to correct misunderstandings I can emphasize specific information naturally

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned cleft sentences (It was...who/that... and What...is/was...) to emphasize specific information and correct misunderstandings clearly.

Homework

Don't forget to do your homework!

C1-01 | MIXED CONDITIONALS: PAST, PRESENT AND FUTURE

Your 60-minute lesson

Mixed Conditionals: Past, Present and Future

Goal: By the end of this lesson, you'll be able to weave past, present and future time freely within conditional sentences.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

If one decision in your past had gone differently, how would your future look?
If you had a different personality trait, how would that affect both your past and your future?
Reflect on a 'what if' that spans your whole life story.

QUICK GAME — 2 min

Time weave: build a mixed conditional sentence together with your tutor, adding one more time frame each turn — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've mastered basic mixed conditionals — let's extend them to include future results and more fluid combinations across all three time frames.

Use

Past condition affecting the future — If I hadn't dropped out, I would be graduating next year.
Present condition affecting a past-to-future arc — If I weren't so cautious, I would have already quit and started my own business by now.
Fluid combination across a conversation, not just one sentence — If she'd taken that job, she'd be living abroad now, and by next year she'd probably be running her own team.

Form

Past → Future	Present → complex arc	Notes
If + past perfect, + would + be + verb-ing (future-in-progress)	If + past simple, + would already have + past participle	mixing three time references naturally
If I hadn't dropped out, I'd be graduating next year.	If I weren't so cautious, I'd have already quit by now.	combines with future continuous/perfect for nuance

At this level, mixed conditionals aren't just a fixed formula — they're a flexible tool. The key skill is tracking which time each clause refers to and choosing the verb form that matches, even across three points in time in one exchange.

Check your understanding — click Yes or No

1. "If I hadn't dropped out, I'd be graduating next year." — Does the result point to the future?

2. "If I weren't so cautious, I'd have already quit by now." — Is the condition about the present?

3. Are mixed conditionals at this level limited to a single fixed pattern?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — reflect fluidly across time

Talk with your tutor, weaving past, present and future freely in your reflections. Use these prompts to start:

If a past decision had gone differently, where would you be heading in the future?
If a current trait of yours changed, how would your past and future both look different?
Reflect on your career using a mixed conditional that spans multiple time frames.
Imagine an alternate version of your life using layered conditionals.

Now write it down — 5 sentences with fluid mixed conditionals

Try to include at least one sentence spanning all three time frames.

1

2

3

4

5

1. If I hadn't studied abroad, I wouldn't be fluent now, and I probably wouldn't be moving to London next year.

2. If she weren't so ambitious, she wouldn't have started her business, and she wouldn't be expanding internationally now.

3. If we had saved earlier, we'd already be planning our next trip.

4. If he hadn't taken that risk, he wouldn't be where he is today.

5. If I were braver, I would have applied for that role months ago.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If I hadn't taken that job, I would traveling now.→If I hadn't taken that job, I would be traveling now.(don't forget 'be' before the -ing form in the result clause)

If she wasn't so busy, she would finished this already.→If she weren't so busy, she would have finished this already.(use 'weren't' and 'would have + participle' correctly together)

If we had invest then, we'd be retiring now.→If we had invested then, we'd be retiring now.(use the past participle 'invested' after 'had')

If I would study law, I'd be a lawyer.→If I had studied law, I'd be a lawyer.(never use 'would' in the if-clause)

Check your own progress

I can combine past, present and future within one conditional idea I track which time frame each clause refers to I can use more advanced result forms (would be + -ing, would have + participle) I use mixed conditionals fluidly, not just as a fixed formula

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you extended mixed conditionals to flow fluidly across past, present and future — tracking multiple time references within connected reflections, not just isolated sentences.

Homework

Don't forget to do your homework!

C1-02 | NARRATIVE TENSES WITH THE PASSIVE

Your 60-minute lesson

Narrative Tenses with the Passive

Goal: By the end of this lesson, you'll be able to tell rich, past-focused stories combining narrative tenses with the passive voice.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell me about a time you received unexpected news.
Describe a place that was being renovated or changed while you visited.
What had already happened before you arrived at a memorable event?

QUICK GAME — 2 min

Experience story: build a short passive-narrative story together with your tutor, alternating sentences — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've mastered narrative tenses and the passive separately — let's combine them to describe experiences with a more sophisticated, literary feel.

Use

Passive within a narrative sequence — By the time we arrived, the building had already been evacuated.
Passive Continuous in the past for background — The room was being cleaned when we walked in.
Shift focus from the doer to the experience itself — I was told the news right before the ceremony began.

Form

Past Perfect Passive	Past Continuous Passive	Past Simple Passive (experience)
had been + past participle	was/were being + past participle	was/were + past participle
The email had been sent before I even asked.	The house was being renovated at the time.	I was invited to speak at the event.

Combining passive with narrative tenses shifts the story's focus onto what happened TO the speaker or scene, rather than who did it — a hallmark of more literary, reflective storytelling.

Check your understanding — click Yes or No

1. "The building had already been evacuated." — Does this happen before the main story moment?

2. "The room was being cleaned when we walked in." — Is this describing an ongoing background action?

3. Does combining passive with narrative tenses put the focus on who performed the action?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — tell an experience-focused story

Tell your tutor a story focusing on your experience rather than who acted, using passive narrative structures. Use these prompts to start:

Describe a time you received important news, focusing on the moment.
Tell a story about something that had already happened before you arrived somewhere.
Describe a place being changed or worked on while you were there.
Tell a story where the passive helps focus on you as the experiencer.

Now write it down — a short story with 5 sentences

Use at least 3 different passive narrative forms.

1

2

3

4

5

1. By the time I got the message, the meeting had already been cancelled.

2. The bridge was being repaired when we tried to cross it.

3. I was given the news in a quiet, empty room.

4. The house had already been sold before we made an offer.

5. The report had been reviewed by three different people before it reached me.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

By the time we arrived, the news announced. (missing passive)→By the time we arrived, the news had been announced.(don't drop the passive structure — 'had been' is essential here)

The house was paint when we arrived.→The house was being painted when we arrived.(use the past participle after 'being', and don't forget 'being' itself)

I was tell the results.→I was told the results.(use the past participle 'told', not the base verb)

The room had cleaned already.→The room had already been cleaned.(don't forget 'been' in the Past Perfect Passive)

Check your own progress

I can combine Past Perfect with the passive I can combine Past Continuous with the passive I can use simple passive to focus on experience I can tell sophisticated, experience-centered stories

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you combined narrative tenses with the passive voice to tell more sophisticated, experience-centered stories — shifting focus away from who did the action.

Homework

Don't forget to do your homework!

C1-03 | PASSIVE FORMS: COMPLETE MASTERY REVIEW

Your 60-minute lesson

Passive Forms: Complete Mastery Review

Goal: By the end of this lesson, you'll be able to produce any passive form fluently, across all tenses and modal combinations.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe a process at your workplace using the passive.
What has already been finished this week?
What should have been done by now, in your opinion?

QUICK GAME — 2 min

Passive marathon: your tutor names a tense/modal and you produce the correct passive form on the spot — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's do a full, consolidated review of every passive form you know, making sure you can produce any of them instantly and correctly.

Use

All simple and continuous passive tenses — It is done. It was done. It is being done. It has been done.
All perfect passive forms — It had been done. It will have been done.
All modal passive forms — It must be done. It should have been done. It might be being tested.

Form

Simple/Continuous	Perfect	Modal
is/was done, is/was being done	has/had been done, will have been done	must/should/might/could + be/have been + done
The report is reviewed weekly.	It has been finished already.	It should have been sent yesterday.

There are technically 10+ passive forms in English, but they all follow the same core rule: some form of 'be' + past participle — the challenge is just matching the right auxiliary combination to the tense.

Check your understanding — click Yes or No

1. Do all passive forms include some form of 'be' plus a past participle?

2. "It should have been sent." — Is this a modal passive in the past?

3. Is there a completely different rule for each passive tense?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice full passive mastery

Talk with your tutor across a wide range of tenses using the passive. Use these prompts to start:

Describe a routine process using present passive.
Describe something that has already been completed at your work/school.
Speculate about something that should have been done.
Describe a future deadline using future perfect passive.

Now write it down — 5 sentences covering different passive forms

Use at least 4 different passive tenses or modal combinations.

1

2

3

4

5

1. This form is reviewed by two people before approval.

2. The proposal has already been submitted.

3. The kitchen is being renovated this month.

4. By Friday, the report will have been completed.

5. This should have been fixed weeks ago.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The report reviewed every Monday.→The report is reviewed every Monday.(don't forget the auxiliary 'be' form)

It has being done.→It has been done.(use 'been', not 'being', after 'has')

It will has been done.→It will have been done.(use 'have', not 'has', after 'will')

It should has been sent.→It should have been sent.(use 'have', not 'has', after modal verbs)

Check your own progress

I can produce simple and continuous passive forms I can produce perfect passive forms I can produce modal passive forms I can move fluidly between all passive forms as needed

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated every passive form — simple, continuous, perfect, and modal — solidifying instant, accurate production across the full range of English tenses.

Homework

Don't forget to do your homework!

C1-04 | PHRASAL VERBS: SPLITTING RULES AND THREE-WORD VERBS

Your 60-minute lesson

Phrasal Verbs: Splitting Rules and Three-Word Verbs

Goal: By the end of this lesson, you'll be able to correctly split (or not split) two- and three-word phrasal verbs.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you look forward to most this year?
Have you run into anyone interesting lately?
What do you have to put up with in your daily life?

QUICK GAME — 2 min

Split or not: your tutor gives a phrasal verb + object and you decide if/how it splits — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's master the precise rules for when phrasal verbs can be split, and how three-word phrasal verbs behave differently.

Use

Separable two-word verbs — split with pronouns, optional with nouns — Turn it off. / Turn the light off. / Turn off the light.
Inseparable two-word verbs — never split — I ran into her. (never "ran her into")
Three-word verbs — never split, object goes at the end — I look forward to it. I put up with him.

Form

Separable (2 words)	Inseparable (2 words)	Three-word (never split)
verb + particle + object OR verb + object + particle verb + pronoun + particle (fixed)	verb + particle + object (fixed)	verb + particle + particle + object (fixed)
Turn it off. Turn the TV off.	I ran into her.	I look forward to the trip.

Three-word phrasal verbs (look forward to, put up with, get along with) behave like inseparable verbs — the object always comes at the very end, and pronouns don't change this.

Check your understanding — click Yes or No

1. "Turn it off." — Is 'it' placed between the verb and particle?

2. "I ran into her." — Could this be split as 'ran her into'?

3. "I look forward to it." — Does the three-word verb ever get split?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice splitting rules with fluency

Talk with your tutor using separable, inseparable, and three-word phrasal verbs correctly. Use these prompts to start:

Talk about something you look forward to.
Have you ever run into someone unexpectedly?
What do you put up with at work that's frustrating?
Do you get along well with your coworkers or classmates?

Now write it down — 5 sentences using different types of phrasal verbs

Use at least one separable, one inseparable, and one three-word phrasal verb.

1

2

3

4

5

1. Can you turn the lights off before we leave?

2. I ran into my old professor at the conference.

3. I look forward to visiting my family next month.

4. She puts up with a lot of noise living downtown.

5. I get along with almost everyone on my team.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Turn off it.→Turn it off.(pronouns must go between the verb and particle in separable phrasal verbs)

I ran her into.→I ran into her.(inseparable phrasal verbs never split)

I look forward it to.→I look forward to it.(three-word verbs never split — 'to it' stays together)

She puts with up a lot.→She puts up with a lot.(keep 'up with' together in this fixed three-word verb)

Check your own progress

I know separable phrasal verbs split with pronouns I know inseparable phrasal verbs never split I know three-word phrasal verbs never split I can identify which category a phrasal verb belongs to

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you mastered the precise rules for splitting phrasal verbs — separable (splits with pronouns), inseparable (never splits), and three-word verbs (never split).

Homework

Don't forget to do your homework!

C1-05 | IF ONLY: INTENSIFIED REGRET

Your 60-minute lesson

If Only: Intensified Regret

Goal: By the end of this lesson, you'll be able to use if only as a more emotional, intense alternative to wish.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something you deeply wish were different right now?
What's a regret you feel strongly about?
Is there something someone does that really frustrates you?

QUICK GAME — 2 min

Emotional wishes: share 3 intense wishes/regrets using if only — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know wish for regrets — let's add if only, which expresses the same idea with much stronger emotional intensity.

Use

If only + past simple — an intense present wish — If only I had more time!
If only + past perfect — an intense past regret — If only I had listened to her advice!
If only + would — frustration at someone's behavior, intensified — If only he would stop complaining!

Form

Present wish (intense)	Past regret (intense)	Frustration (intense)
If only + past simple	If only + past perfect	If only + would + base verb
If only I lived closer!	If only I hadn't said that!	If only she would listen!

"If only" is grammatically identical to "wish" but carries much stronger emotion — often used alone as an exclamation, without a following clause: "If only!"

Check your understanding — click Yes or No

1. "If only I had more time!" — Does this express a stronger emotion than 'I wish I had more time'?

2. "If only I hadn't said that!" — Is this about a past regret?

3. Can 'If only' be used alone, as a short exclamation?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express intense wishes and regrets

Talk with your tutor about your strongest wishes and regrets. Use these prompts to start:

What's your biggest regret, expressed with intense emotion?
What do you wish were true right now, intensely?
Is there a behavior of someone's that really frustrates you?
Express a strong wish about your future using if only.

Now write it down — 5 sentences using if only for emotional emphasis

Use all three types: present wish, past regret, and frustration.

1

2

3

4

5

1. If only I had taken that opportunity when I had the chance!

2. If only I had more free time these days!

3. If only he would listen to reason for once!

4. If only I hadn't wasted so much time worrying!

5. If only she were here to see this!

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

If only I have more time!→If only I had more time!(use past simple for a present wish, just like with 'wish')

If only I would have known!→If only I had known!(don't use 'would have' for a past regret — use past perfect)

If only it will stop raining!→If only it would stop raining!(use 'would', not 'will', for frustration at behavior)

If only she was here!→If only she were here!(use 'were' for all subjects in this structure)

Check your own progress

I can use if only + past simple for an intense present wish I can use if only + past perfect for an intense past regret I can use if only + would for intense frustration I know if only is grammatically identical to wish, but more emotional

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned if only as an emotionally intensified alternative to wish — expressing present wishes, past regrets, and frustration with much stronger feeling.

Homework

Don't forget to do your homework!

C1-06 | FUTURES: COMPLETE REVISION

Your 60-minute lesson

Futures: Complete Revision

Goal: By the end of this lesson, you'll be able to choose confidently and instantly among all the future forms in English.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are your fixed plans for this week?
What have you decided to do this year?
Make a spontaneous offer to help your tutor with something right now.

QUICK GAME — 2 min

Future form sort: your tutor describes a future situation and you choose instantly which future form fits best — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's do a complete, consolidated review of every way to talk about the future, so you can choose the right one instantly in real conversation.

Use

Will — predictions, promises, spontaneous decisions — I think it will rain. I'll help you.
Going to — plans and evidence-based predictions — I'm going to travel. It's going to rain.
Present Continuous / Simple — fixed plans and schedules — I'm meeting her at 5. The train leaves at 6.

Form

Will	Going to	Present forms
opinion, promise, spontaneous	plan/intention, evidence-based prediction	Continuous: fixed plan / Simple: schedule
I'll call you later.	I'm going to change careers.	I'm flying on Friday. / The flight leaves at 9am.

At this level, the goal isn't just knowing the rules — it's choosing the right form instantly and combining several in the same conversation naturally, the way native speakers do.

Check your understanding — click Yes or No

1. "I'll help you with that." — Is this a spontaneous decision?

2. "I'm going to change careers." — Is this describing a fixed appointment?

3. "The train leaves at 6." — Is this based on a timetable/schedule?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — switch fluidly between future forms

Talk with your tutor about your future using a natural mix of forms. Use these prompts to start:

Talk about your fixed plans, intentions, and predictions for the next month, mixing forms naturally.
Make a spontaneous offer to help your tutor with something right now.
Describe a scheduled event and a personal intention in the same conversation.
Predict something based on evidence, then something based on belief.

Now write it down — 5 sentences mixing different future forms naturally

Use at least 4 different future structures.

1

2

3

4

5

1. I'm meeting a friend for coffee tomorrow at 10.

2. I've decided I'm going to start exercising more.

3. The conference starts at 9am sharp.

4. I think things will get easier with time.

5. By next year, I will have finished this certification.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm going to help you. (spontaneous decision, right now)→I'll help you.(use 'will' for decisions made at the moment of speaking)

I will meet my dentist at 4pm tomorrow. (fixed, arranged appointment)→I'm meeting my dentist at 4pm tomorrow.(use Present Continuous for fixed, pre-arranged plans)

The movie is starting at 8pm. (fixed schedule, more natural as simple present)→The movie starts at 8pm.(use Present Simple for timetables and schedules)

By next year, I have finished my degree.→By next year, I will have finished my degree.(use Future Perfect to show completion by a future point)

Check your own progress

I can choose the right future form instantly based on context I can mix multiple future forms naturally in one conversation I understand the subtle differences between will, going to, and present forms I sound fluent and natural when talking about the future

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you did a complete review of future forms — will, going to, and present forms — focusing on choosing and combining them fluently and naturally.

Homework

Don't forget to do your homework!

C1-07 | INVERSION WITH NEGATIVE ADVERBIALS

Your 60-minute lesson

Inversion with Negative Adverbials

Goal: By the end of this lesson, you'll be able to use inversion after negative adverbials like never, rarely, and seldom for sophisticated emphasis.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has something rarely happened to you that was memorable?
Tell me about a time you had no idea what was coming.
Describe two things that happened in very quick succession recently.

QUICK GAME — 2 min

Dramatic upgrade: your tutor gives a plain sentence, and you rewrite it with inversion for dramatic effect — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You've used inversion with Not only — let's extend it to other negative adverbials, a hallmark of advanced, formal English.

Use

Never/Rarely/Seldom + inversion — strong emphasis at the start — Never have I seen such dedication.
Little did + subject + know — emphasizes surprise/ignorance — Little did she know what awaited her.
No sooner...than / Hardly...when — emphasize immediate sequence — No sooner had I sat down than the phone rang.

Form

Never/Rarely/Seldom	Little did	No sooner...than
negative adverb + auxiliary + subject + verb	Little did + subject + auxiliary + verb	No sooner + had + subject + past participle + than + clause
Never have I felt so proud.	Little did he know the truth.	No sooner had we left than it started raining.

This is a hallmark of very advanced, literary or formal English — used sparingly for dramatic effect, not in everyday casual conversation.

Check your understanding — click Yes or No

1. "Never have I seen such dedication." — Does this use inverted word order for emphasis?

2. "Little did she know..." — Does this emphasize that she was unaware of something?

3. Is this type of inversion common in everyday casual speech?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice formal, dramatic emphasis

Talk with your tutor using inversion for dramatic or formal emphasis. Use these prompts to start:

Describe an intense feeling you've rarely experienced, using inversion.
Tell a story where you 'little knew' what would happen.
Describe two events happening in quick succession, using no sooner...than.
Use inversion to emphasize something you've never done before.

Now write it down — 5 sentences using negative adverbial inversion

Use never/rarely/seldom, little did, and no sooner...than at least once each.

1

2

3

4

5

1. Never have I felt so nervous before a presentation.

2. Rarely do we get the chance to travel together.

3. Little did I know that this decision would change everything.

4. No sooner had I finished speaking than the room erupted in applause.

5. Seldom have I seen such teamwork.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Never I have seen such dedication.→Never have I seen such dedication.(invert to auxiliary + subject, not subject + auxiliary)

Little did she knew.→Little did she know.(use the base verb after 'did', not the past form)

No sooner had we arrived when it started raining. (also possible, but 'than' is more traditional with 'no sooner')→No sooner had we arrived than it started raining.('no sooner' typically pairs with 'than', while 'hardly' pairs with 'when')

Rarely he complains.→Rarely does he complain.(add 'does' for inversion when there's no other auxiliary)

Check your own progress

I can invert after never/rarely/seldom for emphasis I can use little did + subject + know I can use no sooner...than / hardly...when for immediate sequence I use these sparingly, for formal or dramatic effect

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned inversion with negative adverbials (never, rarely, seldom, little did, no sooner...than) — a hallmark of advanced, formal or literary English used for emphasis.

Homework

Don't forget to do your homework!

C1-08 | MODALS IN THE PAST: FULL CONSOLIDATION

Your 60-minute lesson

Modals in the Past: Full Consolidation

Goal: By the end of this lesson, you'll be able to fluently use every past modal to express deduction, regret, criticism, and possibility.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Speculate about something mysterious that happened recently.
Share a small regret using should have.
Consider a few possible explanations for something uncertain.

QUICK GAME — 2 min

Modal fluency drill: your tutor gives a situation and you respond instantly with the right past modal — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's bring together every past modal you've learned into one fluent, flexible toolkit for talking about the past with precision.

Use

Deduction: must have / can't have — She must have forgotten. He can't have known.
Regret/criticism: should have / shouldn't have — I should have called. You shouldn't have worried.
Possibility: might/may/could have — They might have missed the train.

Form

Deduction	Regret/Criticism	Possibility
must/can't + have + past participle	should(n't) + have + past participle	might/may/could + have + past participle
He must have left already.	I should have told you sooner.	She could have taken a different route.

At this level, the goal is fluency: being able to select the right past modal instantly in conversation, based on your exact level of confidence and the function you need (deduction, regret, or possibility).

Check your understanding — click Yes or No

1. "He must have left already." — Is this expressing deduction?

2. "I should have told you sooner." — Is this expressing regret?

3. "She could have taken a different route." — Is this expressing certainty?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — reflect fluently on the past

Talk with your tutor about past events, choosing the right modal instantly. Use these prompts to start:

Speculate about a mystery using deduction modals.
Reflect on a regret using should have/shouldn't have.
Speculate about an uncertain past event using might/could have.
Combine several past modals in one story about a confusing situation.

Now write it down — 5 sentences combining different past modal functions

Use at least one deduction, one regret, and one possibility modal.

1

2

3

4

5

1. He must have forgotten our meeting.

2. I should have double-checked before sending that email.

3. She might have taken an earlier flight.

4. You shouldn't have apologized, it wasn't your fault.

5. That can't have been a coincidence.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She mustn't have forgotten. (deduction, impossibility)→She can't have forgotten.(use 'can't have' for impossibility, not 'mustn't have')

I should have call you.→I should have called you.(use the past participle after 'have')

They might has taken a taxi.→They might have taken a taxi.(use 'have', not 'has', after modals)

You shouldn't worried so much. (about the past)→You shouldn't have worried so much.(don't forget 'have' for the past modal structure)

Check your own progress

I can fluently use must/can't have for deduction I can fluently use should(n't) have for regret/criticism I can fluently use might/may/could have for possibility I select the right past modal instantly based on function and confidence

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you consolidated all past modals — deduction (must/can't have), regret (should(n't) have), and possibility (might/could have) — for fluent, precise reflection on the past.

Homework

Don't forget to do your homework!

C1-09 | THIRD CONDITIONAL: DEEP DIVE

Your 60-minute lesson

Third Conditional: Deep Dive

Goal: By the end of this lesson, you'll be able to use the Third Conditional with nuance, including inverted and alternative forms.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Reflect on a past decision using 'Had I...'
What would have happened if you'd had different information about something?
Use a formal reflection about your academic or professional past.

QUICK GAME — 2 min

Formal upgrade: your tutor gives a standard Third Conditional sentence and you convert it to the inverted form — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's go deeper into the Third Conditional, adding the formal inverted form and alternatives to 'if'.

Use

Standard Third Conditional — imaginary past — If I had known, I would have helped.
Inverted form (formal, no 'if') — Had I known, I would have helped.
Alternatives to 'if': provided/as long as + past perfect — Provided you had told me, I would have come.

Form

Standard	Inverted (formal)	Alternative connector
If + past perfect, + would have + participle	Had + subject + past participle, + would have + participle	provided/as long as + past perfect, + would have + participle
If she had asked, I would have said yes.	Had she asked, I would have said yes.	As long as you had warned me, I would have prepared.

The inverted form ("Had I known...") drops 'if' entirely and moves 'had' before the subject — this is more formal and literary, common in writing but less so in casual speech.

Check your understanding — click Yes or No

1. "If I had known, I would have helped." — Is this the standard Third Conditional?

2. "Had I known, I would have helped." — Does this drop 'if' and invert the word order?

3. Is the inverted form more common in casual spoken English than in formal writing?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — reflect formally on the imaginary past

Talk with your tutor about the past using both standard and inverted Third Conditional forms. Use these prompts to start:

Reflect on a decision using the inverted form (Had I...).
Describe how a past outcome would have changed with different information.
Use 'provided' or 'as long as' with a past perfect condition.
Reflect formally on a professional or academic decision.

Now write it down — 5 sentences using standard and inverted Third Conditional

Include at least 2 examples of the inverted form.

1

2

3

4

5

1. Had I known about the deadline, I would have submitted earlier.

2. If she had asked for feedback, I would have given it gladly.

3. Had we planned better, the trip would have gone more smoothly.

4. I would have joined, provided I had been invited.

5. Had they listened to the warnings, the outcome would have been different.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Had I known, I would help. (present result, incorrect for 3rd conditional)→Had I known, I would have helped.(the result clause needs 'would have + past participle' for the Third Conditional)

If had I known, I would have helped.→Had I known, I would have helped. / If I had known, I would have helped.(don't combine 'if' with the inverted form — choose one or the other)

Had I know, I would have helped.→Had I known, I would have helped.(use the past participle 'known' after 'had')

Provided you told me, I would have come.→Provided you had told me, I would have come.(use past perfect after 'provided' in this structure, matching the Third Conditional)

Check your own progress

I can use the standard Third Conditional confidently I can use the inverted (no 'if') formal form I can use provided/as long as as alternatives to if I recognize the inverted form as more formal/literary

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you deepened the Third Conditional with the formal inverted form (Had I known...) and alternative connectors (provided, as long as) for more sophisticated reflection on the past.

Homework

Don't forget to do your homework!

C1-10 | PRESENT PERFECT: YET, STILL, ALREADY (NUANCE)

Your 60-minute lesson

Present Perfect: Yet, Still, Already (Nuance)

Goal: By the end of this lesson, you'll be able to precisely use yet, still, and already with the Present Perfect for subtle shades of meaning.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you finished any big tasks yet this week?
Have you already accomplished something surprising recently?
Is there something you still haven't done that's been on your list?

QUICK GAME — 2 min

Time marker check: your tutor gives a sentence and you decide if it needs yet, already, or still — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's refine your use of yet, still, and already — three small words that add important nuance to the Present Perfect.

Use

Yet — in questions/negatives, asking if something has happened up to now — Have you finished yet? I haven't finished yet.
Already — in affirmatives, showing something happened sooner than expected — I've already finished!
Still + negative — emphasizes something hasn't happened despite time passing — I still haven't heard back.

Form

Yet (questions/negatives)	Already (affirmative, surprise)	Still + negative (emphasis)
have/has + subject + past participle + yet?	have/has + already + past participle	still + haven't/hasn't + past participle
Has she arrived yet?	She has already arrived!	I still haven't received the package.

"Still haven't" is more emphatic than "haven't...yet" — it highlights frustration or surprise that something continues to be unfinished, despite time passing.

Check your understanding — click Yes or No

1. "Have you finished yet?" — Is this a natural question about now?

2. "I've already finished!" — Does this suggest surprise at how soon it happened?

3. "I still haven't heard back." — Does 'still' add extra emphasis of frustration?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice precise time markers

Talk with your tutor about things done or still pending, using yet, already, and still. Use these prompts to start:

Have you finished a task earlier than expected recently?
Is there something you still haven't done that you should have?
Ask your tutor if they've done something yet.
Describe your progress on a goal using these words.

Now write it down — 5 sentences using yet, already, and still

Use each word at least once, in the correct context.

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5

1. Have you tried that new restaurant yet?

2. I've already read that book, it's excellent.

3. I still haven't replied to that email.

4. She hasn't called back yet.

5. We've already finished the project ahead of schedule.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I've finished already yet.→I've already finished.(don't combine already and yet together)

Have you finished already?→Have you finished yet?(use 'yet' for a neutral question, 'already' sounds like you expect it's done)

I haven't finished still.→I still haven't finished.('still' usually comes before the auxiliary in this structure)

She already has arrived.→She has already arrived.('already' usually goes between the auxiliary and the past participle)

Check your own progress

I can use yet in questions and negatives I can use already in affirmatives for surprise/earliness I can use still + negative for emphasis I place these words in the correct position

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you refined yet (questions/negatives), already (affirmative surprise), and still + negative (emphasis) — three nuanced markers with the Present Perfect.

Homework

Don't forget to do your homework!

C1-11 | PRESENT PERFECT: FRAMING ACHIEVEMENTS

Your 60-minute lesson

Present Perfect: Framing Achievements

Goal: By the end of this lesson, you'll be able to present your life experiences and achievements persuasively using the Present Perfect.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's an achievement you're proud of, framed as ongoing relevance?
What skills have you developed over the years?
What has been your biggest challenge so far?

QUICK GAME — 2 min

Interview practice: your tutor asks 'Tell me about your achievements' and you answer using Present Perfect persuasively — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's use the Present Perfect strategically — the way people do in interviews, biographies, and personal statements to highlight achievements.

Use

Highlight a career/life achievement with impact — I have successfully led three major projects.
Combine with superlatives for emphasis — This has been the most rewarding experience of my career.
Use with 'over the years/course of' for accumulated experience — I have developed strong skills over the past five years.

Form

Achievement statement	Superlative + Present Perfect	Accumulated experience
I have + successfully/effectively + past participle	This has been the + superlative + noun	I have + past participle + over/during + time period
I have increased sales by 20%.	This has been my greatest challenge.	I have worked in this field for over a decade.

In professional contexts (interviews, resumes, personal statements), the Present Perfect frames your experience as directly relevant to now — more persuasive than Past Simple, which sounds more distant and finished.

Check your understanding — click Yes or No

1. "I have successfully led three major projects." — Does this sound persuasive and relevant to now?

2. "This has been the most rewarding experience." — Does this use a superlative with Present Perfect?

3. Is Past Simple generally more persuasive than Present Perfect in interviews for ongoing relevance?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — present your achievements persuasively

Practice describing your accomplishments as if in an interview, using the Present Perfect. Use these prompts to start:

Describe a professional achievement you're proud of.
Talk about skills you've developed over the years.
Describe your greatest challenge and how you've grown from it.
Present a personal accomplishment persuasively.

Now write it down — 5 sentences framing achievements with Present Perfect

Use at least one superlative and one 'over the years' style expression.

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1. I have successfully managed a team of ten people.

2. This has been the most challenging yet rewarding project of my career.

3. I have built strong relationships with clients over the past three years.

4. We have consistently exceeded our targets.

5. I have developed excellent problem-solving skills throughout my career.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I successfully managed several teams. (in an ongoing-relevance context)→I have successfully managed several teams.(use Present Perfect to connect the achievement to your current profile)

This was the highlight of my career. (implies it's over/no longer relevant)→This has been the highlight of my career.(Present Perfect suggests ongoing relevance to who you are now)

I have develop strong skills.→I have developed strong skills.(use the past participle 'developed', not the base verb)

I have achieve this last year. (specific past time)→I achieved this last year.(with a specific past time mentioned, use Past Simple instead)

Check your own progress

I can frame achievements persuasively with Present Perfect I can combine superlatives with Present Perfect I can express accumulated experience over time I know when Present Perfect is more persuasive than Past Simple

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to frame achievements persuasively using the Present Perfect — connecting past accomplishments to present relevance, as in interviews and personal statements.

Homework

Don't forget to do your homework!

C1-12 | RELATIVE PRONOUNS: WHOM (FORMAL USE)

Your 60-minute lesson

Relative Pronouns: Whom (Formal Use)

Goal: By the end of this lesson, you'll be able to use whom correctly in formal writing and speech.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe someone whom you deeply respect.
Talk about a person to whom you're grateful.
Practice a formal sentence using whom.

QUICK GAME — 2 min

Formal register: your tutor gives a casual sentence with 'who' and you make it more formal with 'whom' where appropriate — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know who/which/whose — let's add whom, the formal object pronoun used in careful writing and speech.

Use

Whom — object of a verb (formal) — The man whom I met was very kind.
Whom — object of a preposition (formal) — The person to whom I spoke was helpful.
Who — used almost everywhere in modern speech, even where 'whom' is technically correct — The man who I met... (very common and accepted)

Form

Whom (object, formal)	Preposition + whom (very formal)	Who (common, all registers)
noun + whom + subject + verb	preposition + whom + subject + verb	noun + who + subject + verb (also accepted for whom's role)
The woman whom I admire is a scientist.	The colleague with whom I worked was excellent.	The woman who I admire...

In modern English, "whom" is largely reserved for formal writing — in speech, "who" is used almost universally, even in contexts where "whom" would be grammatically "correct."

Check your understanding — click Yes or No

1. "The man whom I met was kind." — Is 'whom' the object of 'met' here?

2. "The person to whom I spoke" — Is this a very formal structure?

3. Is 'whom' commonly used in everyday spoken English?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice formal register

Talk with your tutor using formal relative pronouns appropriately. Use these prompts to start:

Describe a mentor using a formal relative clause.
Talk about a colleague you collaborated with, using formal language.
Describe someone you wrote to formally.
Practice distinguishing who (subject) from whom (object) in your own sentences.

Now write it down — 5 sentences using who and whom appropriately

Use whom at least twice in formal contexts.

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1. The mentor whom I admire most taught me resilience.

2. The client to whom we presented was impressed.

3. The teacher who guided me is retiring this year.

4. The colleague with whom I worked closely has moved abroad.

5. This is the person who recommended me for the job.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The man who I met yesterday (in very formal writing)→The man whom I met yesterday(in careful formal writing, use 'whom' for the object)

The person to who I spoke.→The person to whom I spoke.(after a preposition, use 'whom', not 'who', in formal register)

Whom helped me was kind. (as subject)→Who helped me was kind.(never use 'whom' as the subject of a clause)

The teacher whom inspired me. (as subject)→The teacher who inspired me.('inspired' has 'the teacher' as its subject, so use 'who', not 'whom')

Check your own progress

I can use whom as the object of a verb in formal writing I can use whom after a preposition in formal writing I know who is standard for the subject role, and common everywhere I can choose the right register for who vs whom

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned whom for formal object relative clauses — used in careful writing, while who remains standard and common in everyday speech for both roles.

Homework

Don't forget to do your homework!

C1-13 | THE SUBJUNCTIVE: SUGGESTIONS AND REQUESTS

Your 60-minute lesson

The Subjunctive: Suggestions and Requests

Goal: By the end of this lesson, you'll be able to use the subjunctive (that + base verb) after verbs of suggestion and requirement.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What would you suggest to a friend facing a difficult decision?
What's essential for success in your field?
Has anyone ever insisted that you do something?

QUICK GAME — 2 min

Formal suggestions: make 3 suggestions using the subjunctive structure — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at the subjunctive — a special form used after certain verbs to express suggestions, demands, or recommendations.

Use

Suggest/Recommend + that + subject + base verb — I suggest that she call him.
Insist/Demand + that + subject + base verb — They insisted that he apologize.
It is important/essential that + subject + base verb — It is essential that everyone arrive on time.

Form

Suggest/Recommend	Insist/Demand/Require	It is important/essential that
that + subject + base verb (no -s, no past)	that + subject + base verb	that + subject + base verb
I suggest that he study more.	She demanded that he leave.	It's important that she know this.

The subjunctive verb NEVER changes for tense or subject — always the base form, even for he/she/it or past contexts: "I suggested that he call" (not "called").

Check your understanding — click Yes or No

1. "I suggest that she call him." — Does 'call' take an -s for 'she'?

2. "They insisted that he apologize." — Does the subjunctive verb change for past tense here?

3. Is the subjunctive form the same regardless of subject or tense?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — make formal suggestions and demands

Talk with your tutor using the subjunctive for suggestions and requirements. Use these prompts to start:

Suggest something important to your tutor using this structure.
What's essential for a team to succeed?
What would you demand in a difficult situation?
Recommend something using this formal structure.

Now write it down — 5 sentences using the subjunctive

Use suggest/recommend, insist/demand, and it's important/essential at least once each.

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1. I suggest that we meet earlier next time.

2. It's essential that everyone follow the safety rules.

3. She insisted that he reconsider his decision.

4. The teacher recommends that students review the material daily.

5. It's important that the team communicate clearly.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I suggest that he calls more often.→I suggest that he call more often.(the subjunctive never takes -s, even for he/she/it)

She recommended that we arrived early.→She recommended that we arrive early.(the subjunctive stays in base form, even after a past tense main verb)

It's important that she is here.→It's important that she be here.(use 'be', the base form, not 'is')

They insisted that he apologized.→They insisted that he apologize.(use the base form 'apologize', not the past form)

Check your own progress

I can use the subjunctive after suggest/recommend I can use the subjunctive after insist/demand/require I can use the subjunctive after it's important/essential that I know the subjunctive verb never changes for tense or subject

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the subjunctive (that + base verb) after verbs like suggest, insist, and expressions like it's essential that — a fixed form that never changes for tense or subject.

Homework

Don't forget to do your homework!

C1-14 | NOUN CLAUSES: HOPE THAT, BELIEVE THAT

Your 60-minute lesson

Noun Clauses: Hope That, Believe That

Goal: By the end of this lesson, you'll be able to use noun clauses after verbs like hope, believe, and think to express opinions and expectations.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you hope for this weekend?
What do you believe strongly about?
What do you think will happen in the near future for you?

QUICK GAME — 2 min

Hopes and beliefs: share 3 hopes or beliefs using these noun clause structures — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at noun clauses — full sentences acting as the object of a verb like hope, believe, or think.

Use

Hope + that + clause — express a wish about a future/present outcome — I hope that you feel better soon.
Believe/Think + that + clause — express an opinion — I believe that this is the right choice.
That can often be omitted informally — I hope you feel better. / I think this is right.

Form

Hope that + present/future	Believe/Think that + opinion	That omission (informal)
hope + (that) + subject + present/future verb	believe/think + (that) + subject + verb	the clause works with or without 'that'
I hope that she arrives safely.	I believe that this will work.	I hope she's okay. (that omitted)

Unlike "wish" (which uses unreal past forms), "hope" uses normal present or future tenses because it expresses a realistic, possible wish — "I hope she comes" is different from "I wish she would come."

Check your understanding — click Yes or No

1. "I hope that you feel better." — Does 'hope' use a normal, realistic tense?

2. "I believe that this is right." — Is this expressing an opinion?

3. Can 'that' always be omitted in these noun clauses in casual speech?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — express hopes and opinions naturally

Talk with your tutor about your hopes and opinions using noun clauses. Use these prompts to start:

What do you hope happens this year?
What do you believe is important in life?
What do you think will happen in your field in the future?
Share a hope for a friend or family member.

Now write it down — 5 sentences using hope/believe/think + that

Try omitting 'that' in at least 2 sentences for a more casual tone.

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5

1. I hope that everything works out for you.

2. I believe hard work pays off eventually.

3. I think this project will be successful.

4. We hope you have a wonderful vacation.

5. She believes that honesty is the best policy.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I hope that you will felt better. (mixed up tense)→I hope that you feel better.(use present simple, not a mixed or unreal form, for realistic hopes)

I wish that things will get better. (should be hope, or use unreal form with wish)→I hope that things will get better.('hope' pairs with realistic future forms; 'wish' needs unreal past forms)

I believe which this is right.→I believe that this is right.(use 'that', not 'which', to introduce this type of noun clause)

I think that this be the best option.→I think that this is the best option.(use normal present tense, not the subjunctive, after 'think')

Check your own progress

I can use hope that + realistic present/future clause I can use believe/think that + opinion clause I know 'that' can often be omitted informally I distinguish hope (realistic) from wish (unreal)

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned noun clauses after hope, believe, and think — using realistic present/future tenses, with 'that' often optional in casual speech.

Homework

Don't forget to do your homework!

C1-15 | ARTICLES: ADVANCED AND IDIOMATIC USES

Your 60-minute lesson

Articles: Advanced and Idiomatic Uses

Goal: By the end of this lesson, you'll be able to handle advanced, idiomatic article uses that don't follow the basic rules.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What time do you usually go to bed?
Do you listen to the radio or podcasts more?
Do you have some free time this week?

QUICK GAME — 2 min

Fixed expression check: your tutor gives a phrase and you decide if it needs 'the' or no article — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at trickier article cases — idiomatic expressions and exceptions that go beyond the standard rules.

Use

Fixed expressions with no article — go to bed, go to school, by car, at night
Fixed expressions with 'the' — the internet, in the morning, play the piano
Some — used with plural/uncountable for an unspecified amount — I need some advice. There are some issues.

Form

No article (fixed)	The (fixed)	Some (unspecified amount)
go to bed/school/work, by car/bus, at night	the internet, the radio, in the morning, the piano	some + plural/uncountable noun
I go to work by bus.	I listen to the radio every morning.	I have some questions.

Many article uses are simply fixed expressions that must be memorized — "go to bed" (no article) vs "go to the hospital" (with article, in American English) don't follow one universal logic.

Check your understanding — click Yes or No

1. "Go to bed" — Does this fixed expression use an article?

2. "Listen to the radio" — Does this fixed expression use 'the'?

3. "I have some questions." — Does 'some' specify an exact number?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice idiomatic article use

Talk with your tutor using these fixed article expressions naturally. Use these prompts to start:

Describe your typical morning routine using fixed expressions.
Do you play any instruments? Describe using 'the'.
How do you usually travel? Use 'by + transport'.
Share some information or advice with your tutor.

Now write it down — 5 sentences using these idiomatic article patterns

Include at least 2 no-article expressions and 2 with 'the'.

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5

1. I usually go to bed around 11pm.

2. I listen to the news on the radio every morning.

3. I have some ideas for the project.

4. She plays the piano every evening.

5. We got there by train instead of by car.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go to the bed at 10pm.→I go to bed at 10pm.('go to bed' is a fixed expression with no article)

I listen to radio every day.→I listen to the radio every day.('the radio' is the fixed expression here)

I have a questions.→I have some questions.(use 'some' with plural nouns, not 'a')

He plays guitar. (missing article for the instrument)→He plays the guitar.(musical instruments take 'the')

Check your own progress

I know common no-article fixed expressions (go to bed, by car) I know common 'the' fixed expressions (the radio, the internet, instruments) I can use 'some' for unspecified plural/uncountable amounts I treat these as memorized expressions, not universal rules

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned advanced, idiomatic article uses — fixed no-article expressions (go to bed), fixed 'the' expressions (the radio, instruments), and 'some' for unspecified amounts.

Homework

Don't forget to do your homework!

C1-16 | UNLESS: ADVANCED NUANCE

Your 60-minute lesson

Unless: Advanced Nuance

Goal: By the end of this lesson, you'll be able to use unless precisely, including in formal warnings and negative combinations.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a rule at your workplace that uses a condition like unless?
Write a formal notice using 'unless otherwise stated'.
What happens unless you complete a certain task?

QUICK GAME — 2 min

Formal notice: write 3 formal rules or notices using unless — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

You know the basics of unless — let's refine its use in more formal, nuanced contexts.

Use

Unless = if not (review) — Unless you hurry, you'll be late.
Unless in formal warnings/notices — Unless otherwise stated, all sales are final.
Unless with Present Perfect for a condition already relevant — Unless you have already paid, please do so now.

Form

Unless (basic)	Unless otherwise (formal)	Unless + Present Perfect
unless + present simple, + result	unless otherwise + past participle	unless + present perfect, + result
Unless you study, you won't pass.	Unless otherwise noted, prices include tax.	Unless you've already registered, please do so.

"Unless otherwise + past participle" (unless otherwise stated/noted/specified) is a very common formal phrase in contracts, notices, and official documents.

Check your understanding — click Yes or No

1. "Unless you hurry, you'll be late." — Does this mean 'if you don't hurry'?

2. "Unless otherwise stated" — Is this a common formal phrase in documents?

3. "Unless you have already paid" — Does this use Present Perfect for a relevant past-to-now condition?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice formal unless structures

Talk with your tutor using formal unless expressions. Use these prompts to start:

Write a formal rule for a document using unless otherwise stated.
Describe a condition for a service using unless.
Use unless with present perfect for something that might already be done.
Create a formal policy statement using unless.

Now write it down — 5 sentences using unless in formal contexts

Include at least one 'unless otherwise' and one 'unless + present perfect' example.

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5

1. Unless otherwise specified, all deadlines are at midnight.

2. Unless you've already completed the form, please do so before Friday.

3. The offer is void unless redeemed within 30 days.

4. Unless otherwise agreed, the standard terms apply.

5. We can't process your request unless you've provided all the documents.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Unless you don't hurry, you'll be late.→Unless you hurry, you'll be late.(unless already means 'if not' — avoid the double negative)

Unless otherwise state, prices include tax.→Unless otherwise stated, prices include tax.(use the past participle 'stated' in this fixed formal phrase)

Unless you will pay, we can't proceed.→Unless you pay, we can't proceed.(use present simple after 'unless', not 'will')

Unless you have paid already, do so.→Unless you've already paid, please do so.('already' typically goes between the auxiliary and participle)

Check your own progress

I can use unless for basic negative conditions I can use unless otherwise + past participle in formal contexts I can use unless + present perfect for already-relevant conditions I avoid double negatives with unless

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you refined unless for formal contexts — unless otherwise + past participle (common in documents), and unless + present perfect for already-relevant conditions.

Homework

Don't forget to do your homework!

C1-17 | OTHERWISE

Your 60-minute lesson

Otherwise

Goal: By the end of this lesson, you'll be able to use otherwise to show consequence, contrast, and as a general reference.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Give a warning to a friend using otherwise.
Describe an experience that had one flaw but was otherwise great.
What should someone remember to do, otherwise something goes wrong?

QUICK GAME — 2 min

Two meanings: your tutor gives a scenario and you use otherwise for either warning or contrast — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

Let's look at otherwise — a versatile connector meaning 'if not' as a consequence, or 'apart from that' as a contrast.

Use

Otherwise = or else (consequence of not doing something) — Leave now, otherwise you'll miss the train.
Otherwise = apart from that (contrast/exception) — The service was slow, but otherwise the meal was great.
Otherwise = differently (general reference) — I had planned to leave, but I was otherwise persuaded.

Form

Otherwise = or else	Otherwise = apart from that	Otherwise = differently
imperative/statement, otherwise + consequence	negative point, but otherwise + positive	verb + otherwise (formal, general)
Hurry up, otherwise we'll be late.	It was cold, but otherwise a lovely day.	I thought otherwise about the plan.

"Otherwise" as "or else" is very common and useful for warnings, while "otherwise" as "apart from that" is great for balanced, nuanced descriptions (mentioning one flaw, then praising the rest).

Check your understanding — click Yes or No

1. "Hurry up, otherwise we'll be late." — Does this show a consequence of not hurrying?

2. "It was cold, but otherwise a lovely day." — Does this mean 'apart from the cold'?

3. Does 'otherwise' always mean exactly the same thing in every sentence?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — practice both meanings of otherwise

Talk with your tutor using otherwise for both consequence and contrast. Use these prompts to start:

Give someone a warning using otherwise.
Describe an experience with one flaw, using otherwise to praise the rest.
Give advice with a consequence using otherwise.
Describe a mixed experience balanced with otherwise.

Now write it down — 5 sentences using otherwise

Use at least 2 examples of each meaning (consequence and contrast).

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5

1. Submit the form today, otherwise you'll miss the deadline.

2. The wifi was slow, but otherwise the hotel was fantastic.

3. Charge your phone, otherwise it will die during the trip.

4. The presentation was a bit long, but otherwise very informative.

5. Back up your files, otherwise you risk losing everything.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Hurry up, unless we'll be late.→Hurry up, otherwise we'll be late.(use 'otherwise' for a warning/consequence, not 'unless' in this structure)

It was cold, but otherwise it was cold too. (redundant)→It was cold, but otherwise it was a lovely day.(the part after 'otherwise' should present a contrast, not repeat the same idea)

Study hard, if you'll fail.→Study hard, otherwise you'll fail.(use 'otherwise' to link the warning to the consequence)

The room was otherwise small.→The room was small, but otherwise comfortable.('otherwise' needs a clear preceding negative point to contrast with)

Check your own progress

I can use otherwise to mean 'or else' for consequences I can use otherwise to mean 'apart from that' for contrast I know otherwise can also mean 'differently' in formal contexts I use the correct meaning based on context

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned otherwise for consequence (or else) and contrast (apart from that) — a versatile connector for warnings and balanced descriptions.

Homework

Don't forget to do your homework!

C1-18 | USED TO: FINAL MASTERY REVIEW

Your 60-minute lesson

Used To: Final Mastery Review

Goal: By the end of this lesson, you'll be able to fluently choose among used to, would, be used to, and get used to in any context.

1. Warm-up

~5 min

Let's get you talking before we look at the grammar rule.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did you use to do as a child that you don't anymore?
What are you used to now that felt unusual when you started?
What are you still getting used to in your life right now?

QUICK GAME — 2 min

Final review: your tutor gives a sentence and you decide which of the four structures fits best, and why — Spanish is fine, we'll polish the grammar together.

2. Presentation

~10 min

As our final topic, let's bring together every 'used to' related structure you've learned into one complete, fluent system.

Use

Used to + verb — past habit/state, no longer true — I used to live in Lima.
Would + verb — past repeated action only (not states) — Every summer, we would visit our grandparents.
Be/Get used to + -ing — present familiarity / becoming familiar — I'm used to the noise now. I'm getting used to my new job.

Form

Used to (past)	Would (past action)	Be/Get used to (present)
used to + base verb	would + base verb (actions only)	am/is/are (getting) used to + -ing
I used to smoke.	We would play outside for hours.	I'm used to waking up early now.

This is your final consolidation: "used to" and "would" both look backward at the past, while "be used to" and "get used to" describe the present — completely different in meaning despite the similar words.

Check your understanding — click Yes or No

1. "I used to live in Lima." — Is this about the past?

2. "I would visit my grandparents every summer." — Can 'would' describe a past state like 'be tall'?

3. "I'm used to the noise now." — Is this about the present?

4. Production

~15 min

Now let's use what you learned in real conversation — focus on fluency, not perfect grammar. Small mistakes are okay here; we'll review them together in Feedback.

SPEAKING — final fluency practice

Talk with your tutor, moving fluidly between all four structures. Use these prompts to start:

Describe your childhood using used to and would.
Describe something you're now used to that felt strange at first.
Talk about something you're still getting used to.
Tell a nostalgic story using would for repeated actions.

Now write it down — 5 sentences using all four structures

Use used to, would, be used to, and get used to at least once each.

1

2

3

4

5

1. I used to be terrified of public speaking.

2. Every Christmas, my family would gather at my grandmother's.

3. I'm used to working independently now.

4. I'm still getting used to living in a bigger city.

5. We used to travel every summer before life got busy.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I would be shy as a kid. (state, needs used to)→I used to be shy as a kid.('would' can't describe past states — use 'used to')

I used to working late now. (present familiarity, needs be used to)→I'm used to working late now.(for present familiarity, use 'be used to', not 'used to' alone)

I'm used working from home. (missing 'to')→I'm used to working from home.(don't forget 'to' in 'be used to')

I'm getting used working from home. (missing 'to')→I'm getting used to working from home.(don't forget 'to' in 'get used to' either)

Check your own progress

I can use used to for past habits and states I can use would for past repeated actions only I can use be used to for present familiarity I can use get used to for the process of adapting

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

This is the final topic of the full A1-C1 grammar pensum. Today you consolidated used to, would, be used to, and get used to — completing your journey through every level of this curriculum. Congratulations!

Homework

Don't forget to do your homework!

A1-V01 | VOCABULARY

Your 60-minute lesson

Family Members

Goal: By the end of this lesson, you'll be able to name at least 10 family members, pronounce them correctly, and talk about your own family.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How many people are in your family?
Do you have any brothers or sisters?
Who do you live with?

QUICK GAME — 2 min

Family flash: in 60 seconds, name as many family members as you can in Spanish, then we'll learn them in English — don't worry about English yet, just brainstorm.

2. Presentation

~10 min

Let's learn the words for family members — with their pronunciation (American English IPA), so you can say them with confidence.

New Words

Word	IPA (American)	Part of Speech	Meaning
mother	/ˈmʌðər/	noun	a female parent
father	/ˈfɑːðər/	noun	a male parent
parents	/ˈpɛrənts/	noun (plural)	your mother and father together
sister	/ˈsɪstər/	noun	a female sibling
brother	/ˈbrʌðər/	noun	a male sibling
grandmother	/ˈɡrænˌmʌðər/	noun	the mother of your mother or father
grandfather	/ˈɡrænˌfɑːðər/	noun	the father of your mother or father
aunt	/ænt/	noun	the sister of your mother or father
uncle	/ˈʌŋkəl/	noun	the brother of your mother or father
cousin	/ˈkʌzən/	noun	the child of your aunt or uncle (used for both male and female!)

In Context

My mother and father are my parents.
I have one brother and two sisters.
My grandmother is my mother's mother.
My aunt is my father's sister.
My cousin is the same age as me — we grew up together.

Useful expression: "take after (someone)" /teɪk ˈæftər/

to look or behave like an older family member

I take after my mother — we both love cooking.

Unlike Spanish, English does NOT change the word for gender in "cousin" — it's the same word for male and female ("primo" and "prima" are both just "cousin"). Also, "parents" is always plural — you can't say "a parent's" to mean just one, if you mean both.

Check your understanding — click Yes or No

1. "My mother's brother is my uncle." — Is this true?

2. "Cousin" is only used for female family members.

3. "Parents" can refer to just one person.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about your family

Talk with your tutor about your own family, using the new words. Use these prompts to start:

How many people are there in your family?
Describe your parents in one sentence each.
Do you take after anyone in your family? How?
Tell me about your favorite aunt, uncle, or cousin.

Now write it down — 5 sentences about your own family

Use at least 5 different family words from this lesson.

1

2

3

4

5

1. My mother is a teacher and my father is an engineer.

2. I have two brothers and one sister.

3. My grandmother lives with us at home.

4. I take after my father — we're both very tall.

5. My favorite cousin lives in another city.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

My cousin is a very pretty prima. (mixing languages, or assuming gendered word)→My cousin is very nice. (same word for male or female)(cousin has no gender-specific form in English)

I have a parent. (meaning both mother and father)→I have two parents. / I have a mother and a father.('parents' is normally plural — 'a parent' usually means only one)

She is the sister of my mother. (overly literal)→She is my aunt.(use the specific family word instead of a literal translation)

I look like my mother. (correct, but less natural than the idiom)→I take after my mother.('take after' is the more natural, idiomatic way to say this)

Check your own progress

I can name at least 8 family members in English I can pronounce family words correctly using the IPA I know 'cousin' doesn't change for gender I can use 'take after' to talk about family resemblance

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned 10 words for family members, plus the useful expression 'take after' — remembering that 'cousin' has no gender form and 'parents' is always plural.

Homework

Don't forget to do your homework!

A1-V02 | VOCABULARY

Your 60-minute lesson

Numbers 1-100

Goal: By the end of this lesson, you'll be able to say and understand numbers from 1 to 100 in English.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Count from 1 to 10 in English.
How old are you?
What's your favorite number?

QUICK GAME — 2 min

Number race: your tutor says a number in Spanish, you say it in English as fast as you can — don't worry about mistakes yet.

2. Presentation

~10 min

Let's learn how to count and say numbers — with the pronunciation patterns that trip up most Spanish speakers (like thirteen vs. thirty).

New Words

Word	IPA (American)	Part of Speech	Meaning
one / two / three	/wʌn/ /tuː/ /θriː/	number	1, 2, 3
ten	/tɛn/	number	10
eleven / twelve	/ɪˈlɛvən/ /twɛlv/	number	11, 12
thirteen	/ˌθɜːrˈtiːn/	number	13 (stress on the second part)
twenty	/ˈtwɛnti/	number	20
thirty	/ˈθɜːrti/	number	30 (stress on the first part)
fifty	/ˈfɪfti/	number	50
hundred	/ˈhʌndrəd/	number	100
zero	/ˈzɪəroʊ/	number	0
dozen	/ˈdʌzən/	noun	a group of 12

In Context

I have thirty dollars in my wallet.
She's thirteen years old.
There are a hundred students in this school.
Can I have a dozen eggs, please?
My phone number has ten digits.

Useful expression: "give or take" /ɡɪv ɔːr teɪk/

approximately, more or less

There were fifty people, give or take.

The -teen numbers (13, 14, 15...) stress the SECOND part: thirTEEN. The -ty numbers (30, 40, 50...) stress the FIRST part: THIRty. This is the #1 pronunciation confusion for Spanish speakers with numbers!

Check your understanding — click Yes or No

1. "Thirteen" and "thirty" sound exactly the same.

2. "A dozen" means exactly 12.

3. The stress in "thirteen" is on the first syllable.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice numbers out loud

Practice saying numbers naturally with your tutor. Use these prompts to start:

Say your phone number out loud.
How old are you and your family members?
Count from 1 to 20 as fast as you can.
How many students are usually in your English classes?

Now write it down — 5 sentences using numbers

Include at least one -teen number and one -ty number.

1

2

3

4

5

1. I'm thirty-two years old.

2. There are twenty students in my class.

3. I need a dozen roses for the party.

4. My address has three numbers.

5. The bill was fifty dollars, give or take.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm thirteen. (meaning 30, said with wrong stress)→I'm thirty.(confusing thirteen/thirty is very common — practice the stress difference)

I have twelve dollars. (meaning a dozen of something else)→I have a dozen eggs.('dozen' is used for counting items in groups of 12, not usually for money)

There are hundred people.→There are a hundred people.(don't forget the article 'a' before 'hundred')

I am zero years old. (nonsensical, but shows misuse)→The temperature is zero degrees.('zero' is used for measurements, not usually for age)

Check your own progress

I can say numbers from 1 to 100 I can pronounce the difference between -teen and -ty numbers I can use 'a dozen' and 'a hundred' correctly I can say my age and phone number in English

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned numbers 1-100 in English, focusing on the tricky -teen vs -ty pronunciation pattern, plus 'dozen' and 'hundred'.

Homework

Don't forget to do your homework!

A1-V03 | VOCABULARY

Your 60-minute lesson

Colors

Goal: By the end of this lesson, you'll be able to name common colors and describe objects using them.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite color?
What color is your bedroom?
What color are you wearing today?

QUICK GAME — 2 min

Color hunt: look around you and name 5 objects and their colors as fast as you can, in Spanish first, then we'll do it in English.

2. Presentation

~10 min

Let's learn the basic colors — simple words, but with a few pronunciation traps for Spanish speakers.

New Words

Word	IPA (American)	Part of Speech	Meaning
red	/rɛd/	adjective	the color of blood or a tomato
blue	/bluː/	adjective	the color of the sky
green	/ɡriːn/	adjective	the color of grass
yellow	/ˈjɛloʊ/	adjective	the color of the sun or a banana
black	/blæk/	adjective	the darkest color, like night
white	/waɪt/	adjective	the color of snow or milk
orange	/ˈɔːrɪndʒ/	adjective	a mix of red and yellow
purple	/ˈpɜːrpəl/	adjective	a mix of red and blue
brown	/braʊn/	adjective	the color of chocolate or wood
gray	/ɡreɪ/	adjective	a mix of black and white

In Context

My favorite color is blue.
The sky is gray today, it might rain.
She's wearing a red dress.
I bought a green car last year.
His hair is turning gray.

Useful expression: "out of the blue" /aʊt əv ðə bluː/

suddenly, unexpectedly

She called me out of the blue after years of silence.

In American English, it's spelled "gray" (in British English, "grey") — both are pronounced the same. Also, colors in English never change for gender or number: "red car," "red cars," never "reds."

Check your understanding — click Yes or No

1. "Gray" and "grey" are pronounced differently.

2. Colors in English change their ending for plural nouns.

3. "Out of the blue" means something happened suddenly.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe things with colors

Talk with your tutor describing things around you using colors. Use these prompts to start:

What color is your favorite piece of clothing?
Describe the colors in the room around you.
What color was your childhood bedroom?
Has anything ever happened to you 'out of the blue'?

Now write it down — 5 sentences describing things with colors

Use at least 5 different colors.

1

2

3

4

5

1. My car is black and my bike is red.

2. I love wearing blue shirts.

3. The walls in my house are white.

4. My dog has brown and white fur.

5. I got some great news out of the blue yesterday.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The cars are reds.→The cars are red.(colors never take a plural -s in English)

Is a grey day. (missing subject)→It's a gray day.(don't forget the subject 'it' in English)

She has hairs black.→She has black hair.(the adjective goes before the noun, and 'hair' is usually uncountable)

It happened of the blue.→It happened out of the blue.(don't forget 'out' in this fixed expression)

Check your own progress

I can name at least 8 colors in English I can pronounce each color correctly I know colors never take a plural form I can use 'out of the blue' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the basic colors in English, plus the expression 'out of the blue' — remembering colors never change for plural.

Homework

Don't forget to do your homework!

A1-V04 | VOCABULARY

Your 60-minute lesson

Days, Months, and Seasons

Goal: By the end of this lesson, you'll be able to name the days of the week, months, and seasons in English.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What day is it today?
What's your favorite month?
What do you like doing on weekends?

QUICK GAME — 2 min

Calendar chain: name the days of the week in order as fast as you can, then the months.

2. Presentation

~10 min

Let's learn how to talk about time periods — days, months, and seasons — all important building blocks for scheduling and small talk.

New Words

Word	IPA (American)	Part of Speech	Meaning
Monday	/ˈmʌndeɪ/	noun	the first day of the work week
weekend	/ˈwiːkɛnd/	noun	Saturday and Sunday
January	/ˈdʒænjuˌɛri/	noun	the first month of the year
month	/mʌnθ/	noun	one of the 12 parts of a year
year	/jɪər/	noun	a period of 12 months
spring	/sprɪŋ/	noun	the season after winter, before summer
summer	/ˈsʌmər/	noun	the hottest season
fall / autumn	/fɔːl/ /ˈɔːtəm/	noun	the season after summer, before winter
winter	/ˈwɪntər/	noun	the coldest season
holiday	/ˈhɑːləˌdeɪ/	noun	a special day off, or vacation (British English)

In Context

I work from Monday to Friday.
My birthday is in January.
We're going on vacation next month.
I love spring because of the flowers.
It's very cold in winter here.

Useful expression: "once in a blue moon" /wʌns ɪn ə bluː muːn/

very rarely, almost never

I only see my cousins once in a blue moon.

Days and months always start with a CAPITAL letter in English — Monday, January — even in the middle of a sentence, unlike in Spanish (lunes, enero).

Check your understanding — click Yes or No

1. "Weekend" means Saturday and Sunday.

2. In English, months start with a lowercase letter.

3. "Once in a blue moon" means very often.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about your calendar

Talk with your tutor about your schedule and favorite times of year. Use these prompts to start:

What day is it today?
What's your favorite season and why?
What month is your birthday in?
What do you usually do on weekends?

Now write it down — 5 sentences using days, months, or seasons

Use at least one day, one month, and one season.

1

2

3

4

5

1. My birthday is in March.

2. I love summer because I can go to the beach.

3. I always relax on Sundays.

4. We usually travel in December.

5. I only see my grandparents once in a blue moon.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

My birthday is in january.→My birthday is in January.(months always start with a capital letter)

I work monday to friday.→I work Monday to Friday.(days always start with a capital letter)

It's autumn season. (redundant)→It's autumn.('autumn'/'fall' already means a season, no need to add 'season')

I have holiday next month. (missing article)→I have a holiday next month.(use 'a' before 'holiday' when referring to one specific occasion)

Check your own progress

I can name all 7 days of the week I can name at least 6 months I can name all 4 seasons I always capitalize days and months

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned days, months, and seasons in English, plus 'once in a blue moon' — remembering that days and months are always capitalized.

Homework

Don't forget to do your homework!

A1-V05 | VOCABULARY

Your 60-minute lesson

Telling Time

Goal: By the end of this lesson, you'll be able to ask for and tell the time in English.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What time is it right now?
What time did you wake up today?
What time do you usually eat dinner?

QUICK GAME — 2 min

Clock race: your tutor says a time in Spanish, you say it in English as fast as you can.

2. Presentation

~10 min

Let's learn how to talk about clock time — a very practical, everyday skill.

New Words

Word	IPA (American)	Part of Speech	Meaning
o'clock	/əˈklɒk/	expression	used for exact hours (3 o'clock)
half past	/hæf pæst/	expression	30 minutes after the hour
quarter past	/ˈkwɔːrtər pæst/	expression	15 minutes after the hour
quarter to	/ˈkwɔːrtər tuː/	expression	15 minutes before the hour
noon	/nuːn/	noun	12:00 in the daytime
midnight	/ˈmɪdnaɪt/	noun	12:00 at night
a.m.	/eɪ ɛm/	abbreviation	before noon (morning)
p.m.	/piː ɛm/	abbreviation	after noon (afternoon/evening)
early	/ˈɜːrli/	adjective/adverb	before the expected time
late	/leɪt/	adjective/adverb	after the expected time

In Context

It's three o'clock.
The meeting is at half past two.
I woke up at quarter past six.
Let's meet at noon for lunch.
Please don't be late for class.

Useful expression: "in the nick of time" /ɪn ðə nɪk əv taɪm/

just in time, at the last possible moment

I caught the bus in the nick of time.

"Half past" three means 3:30 — the number comes BEFORE, unlike Spanish "las tres y media." Also, "quarter to four" means 3:45 — think forward to the next hour.

Check your understanding — click Yes or No

1. "Half past three" means 3:30.

2. "Quarter to four" means 4:15.

3. "Noon" is 12:00 at night.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice telling time

Talk with your tutor about your daily schedule using time expressions. Use these prompts to start:

What time do you usually wake up?
What time do you have lunch?
What time do you go to bed?
Have you ever arrived somewhere in the nick of time?

Now write it down — 5 sentences using time expressions

Use o'clock, half past, quarter past/to at least once each.

1

2

3

4

5

1. I wake up at seven o'clock.

2. I have lunch at half past twelve.

3. My class starts at quarter past nine.

4. I go to bed at quarter to eleven.

5. I got to the airport in the nick of time.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It's three and half. (translating literally from Spanish)→It's half past three.(the English structure is different — don't translate word for word)

It's quarter four. (missing to/past)→It's quarter past four. / It's quarter to four.(you must specify 'past' or 'to' with quarter)

See you at 3 p.m. in the morning. (contradiction)→See you at 3 p.m.(p.m. already means afternoon/evening — don't add 'in the morning')

I am late early today. (contradiction)→I am early today.('early' and 'late' are opposites — don't use both together)

Check your own progress

I can say exact hours with o'clock I can use half past, quarter past, and quarter to I know the difference between noon and midnight I can use a.m. and p.m. correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned how to tell time in English (o'clock, half past, quarter past/to) plus the expression 'in the nick of time.'

Homework

Don't forget to do your homework!

A1-V06 | VOCABULARY

Your 60-minute lesson

Parts of the Body

Goal: By the end of this lesson, you'll be able to name common body parts and describe simple aches and pains.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Point to and name 5 body parts right now.
Do you exercise? Which body parts do you use most?
Have you ever hurt a body part playing sports?

QUICK GAME — 2 min

Simon says: your tutor gives commands like "touch your head" and you follow them quickly.

2. Presentation

~10 min

Let's learn the parts of the body — essential for describing how you feel and understanding a doctor.

New Words

Word	IPA (American)	Part of Speech	Meaning
head	/hɛd/	noun	the top part of your body
hand	/hænd/	noun	the part at the end of your arm
arm	/ɑːrm/	noun	the part between your shoulder and hand
leg	/lɛɡ/	noun	the part you use to walk
foot	/fʊt/	noun	the part at the end of your leg (plural: feet)
eye	/aɪ/	noun	the part you see with
ear	/ɪər/	noun	the part you hear with
mouth	/maʊθ/	noun	the part you eat and speak with
stomach	/ˈstʌmək/	noun	the part where food goes after eating
back	/bæk/	noun	the part behind your body, from shoulders to hips

In Context

My head hurts, I think I have a headache.
She broke her arm playing sports.
I have a stomachache after eating too much.
Wash your hands before eating.
My back hurts from sitting all day.

Useful expression: "to keep an eye on" /tuː kiːp ən aɪ ɒn/

to watch or supervise something/someone

Can you keep an eye on my bag for a minute?

"Foot" changes to "feet" in the plural (irregular!) — "one foot, two feet." Also, use "ache" attached to body parts for pain: headache, stomachache, backache — but say "sore throat," not "throatache."

Check your understanding — click Yes or No

1. The plural of "foot" is "foots."

2. "Headache" means pain in your head.

3. "To keep an eye on" means to ignore something.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about how you feel

Talk with your tutor about your body and how you feel. Use these prompts to start:

Do you have any aches or pains right now?
What do you do when you have a headache?
Describe your favorite way to exercise (using body parts).
Have you ever broken a bone?

Now write it down — 5 sentences using body parts

Use at least 5 different body parts.

1

2

3

4

5

1. My back hurts from sitting at my desk.

2. I have a headache today.

3. She hurt her foot playing soccer.

4. Wash your hands before you eat.

5. Can you keep an eye on my things?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have two foots.→I have two feet.('foot' has an irregular plural — 'feet')

I have head pain. (less natural)→I have a headache.('ache' words are more natural for common body pains)

I have a throatache.→I have a sore throat.('throat' is an exception — use 'sore throat', not 'throatache')

Keep an eye in my bag.→Keep an eye on my bag.(the fixed expression uses 'on', not 'in')

Check your own progress

I can name at least 8 body parts I know the irregular plural of 'foot' (feet) I can use -ache words for common pains I can use 'keep an eye on' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned parts of the body and how to describe common pains (headache, stomachache), plus 'keep an eye on' — remembering feet is the irregular plural of foot.

Homework

Don't forget to do your homework!

A1-V07 | VOCABULARY

Your 60-minute lesson

Clothes

Goal: By the end of this lesson, you'll be able to name common clothing items and talk about what you're wearing.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you wearing today?
What's your favorite piece of clothing?
What do you wear to sleep?

QUICK GAME — 2 min

Fashion show: describe what you're wearing right now, item by item, as fast as you can.

2. Presentation

~10 min

Let's learn clothing vocabulary — useful for shopping, describing people, and talking about weather.

New Words

Word	IPA (American)	Part of Speech	Meaning
shirt	/ʃɜːrt/	noun	a piece of clothing for your upper body
pants	/pænts/	noun (plural)	clothing for your legs (American English)
dress	/drɛs/	noun	a one-piece garment, usually for women
shoes	/ʃuːz/	noun (plural)	footwear
jacket	/ˈdʒækɪt/	noun	a light coat
socks	/sɒks/	noun (plural)	worn on your feet, under shoes
hat	/hæt/	noun	worn on your head
skirt	/skɜːrt/	noun	a garment that hangs from the waist
sweater	/ˈswɛtər/	noun	a warm knitted top
wear	/wɛər/	verb	to have clothes on your body

In Context

I'm wearing a blue shirt today.
She bought a new dress for the party.
It's cold outside, wear a jacket!
These shoes are very comfortable.
He always wears a hat in the summer.

Useful expression: "dressed to the nines" /drɛst tuː ðə naɪnz/

dressed very elegantly, for a special occasion

She was dressed to the nines for the wedding.

Words like "pants," "shoes," and "socks" are always plural in English, even for one item — you never say "a pant" for one pair. Use "a pair of pants" if you need to count them.

Check your understanding — click Yes or No

1. "Pants" is always used in the plural form.

2. "Wear" is a verb.

3. "Dressed to the nines" means dressed casually.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe what you're wearing

Talk with your tutor about clothes. Use these prompts to start:

What are you wearing right now?
What do you wear when it's cold?
Describe your favorite outfit.
Have you ever been dressed to the nines for an event?

Now write it down — 5 sentences describing clothes

Use at least 5 different clothing words.

1

2

3

4

5

1. I'm wearing jeans and a white shirt.

2. I wear a jacket when it's cold.

3. She always wears elegant dresses.

4. My favorite shoes are black.

5. We were dressed to the nines for the wedding.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have a pant.→I have a pair of pants.('pants' is always plural — use 'a pair of' to count them)

I use a jacket. (mixing up use/wear)→I wear a jacket.(use 'wear' for clothes, not 'use')

She has dress blue.→She has a blue dress.(the adjective goes before the noun in English)

He was dress to the nines.→He was dressed to the nines.(don't forget the past participle 'dressed')

Check your own progress

I can name at least 8 clothing items I know pants/shoes/socks are always plural I use 'wear', not 'use', for clothes I can use 'dressed to the nines' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned clothing vocabulary and the verb 'wear', plus 'dressed to the nines' — remembering pants/shoes/socks are always plural.

Homework

Don't forget to do your homework!

A1-V08 | VOCABULARY

Your 60-minute lesson

Food and Drink

Goal: By the end of this lesson, you'll be able to name common foods and drinks and order at a restaurant.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did you eat for breakfast today?
Are you hungry or thirsty right now?
What's your favorite food?

QUICK GAME — 2 min

Menu game: name 5 foods you'd order at a restaurant, as fast as you can.

2. Presentation

~10 min

Let's learn essential food and drink vocabulary — useful for restaurants, shopping, and daily conversation.

New Words

Word	IPA (American)	Part of Speech	Meaning
bread	/brɛd/	noun	a basic food made from flour
rice	/raɪs/	noun	small white or brown grains, a common staple food
meat	/miːt/	noun	food from an animal
vegetable	/ˈvɛdʒtəbəl/	noun	a plant food like carrots or lettuce
fruit	/fruːt/	noun	sweet food from plants, like apples
water	/ˈwɔːtər/	noun	the clear liquid we drink
juice	/dʒuːs/	noun	liquid from fruit
breakfast	/ˈbrɛkfəst/	noun	the first meal of the day
hungry	/ˈhʌŋɡri/	adjective	wanting to eat
thirsty	/ˈθɜːrsti/	adjective	wanting to drink

In Context

I eat rice almost every day.
Can I have a glass of water, please?
I'm hungry, let's have breakfast.
She's thirsty after the run.
Vegetables and fruit are good for you.

Useful expression: "to grab a bite" /tuː ɡræb ə baɪt/

to eat something quickly

Let's grab a bite before the movie.

In English, "I am hungry/thirsty" uses "to be," not "to have" like in Spanish ("tengo hambre/sed"). Saying "I have hunger" is a very common and understandable mistake, but not correct.

Check your understanding — click Yes or No

1. "I am hungry" is the correct way to say you want to eat.

2. "Rice" is a type of meat.

3. "To grab a bite" means to eat slowly, in a formal way.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about food

Talk with your tutor about food and eating habits. Use these prompts to start:

What do you usually eat for breakfast?
What's your favorite fruit and vegetable?
Do you prefer water or juice?
When was the last time you grabbed a bite quickly?

Now write it down — 5 sentences about food and drink

Use at least 5 different food/drink words.

1

2

3

4

5

1. I usually have bread and juice for breakfast.

2. My favorite fruit is mango.

3. I'm thirsty, I need some water.

4. We ate rice and vegetables for dinner.

5. I grabbed a bite before the meeting.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have hungry.→I am hungry.(use 'to be', not 'to have', with hungry/thirsty)

I have thirst.→I am thirsty.(use the adjective 'thirsty' with 'to be')

I eat a rice.→I eat rice.('rice' is uncountable — no article 'a')

Let's grab a bite slow.→Let's grab a bite.('grab a bite' already implies quickly — don't add contradicting words)

Check your own progress

I can name at least 8 foods and drinks I use 'am hungry/thirsty', not 'have hunger/thirst' I know rice is uncountable I can use 'grab a bite' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned food and drink vocabulary, plus 'grab a bite' — remembering to use 'am hungry/thirsty', not 'have hunger/thirst'.

Homework

Don't forget to do your homework!

A1-V09 | VOCABULARY

Your 60-minute lesson

Common Objects

Goal: By the end of this lesson, you'll be able to name everyday objects you use at home, school, and work.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's in your pocket or bag right now?
What object do you use the most every day?
Have you ever lost something important?

QUICK GAME — 2 min

Object hunt: name 5 objects you can see right now, as fast as you can.

2. Presentation

~10 min

Let's learn the names of common objects around us — practical vocabulary you'll use constantly.

New Words

Word	IPA (American)	Part of Speech	Meaning
phone	/foʊn/	noun	a device for calling and texting
key	/kiː/	noun	used to open a lock
bag	/bæɡ/	noun	used to carry things
wallet	/ˈwɒlɪt/	noun	used to carry money and cards
book	/bʊk/	noun	pages with text, used for reading
pen	/pɛn/	noun	used for writing with ink
computer	/kəmˈpjuːtər/	noun	an electronic device for work and internet
chair	/tʃɛər/	noun	furniture for sitting
table	/ˈteɪbəl/	noun	furniture for putting things on
umbrella	/ʌmˈbrɛlə/	noun	used to protect from rain

In Context

I forgot my phone at home.
Where are my keys?
She always carries a big bag.
Bring an umbrella, it might rain.
My computer is very old.

Useful expression: "to lose track of" /tuː luːz træk əv/

to forget where something is, or forget about something

I lost track of my keys this morning.

Many object names in English are false friends or simply different — for example, "library" (biblioteca) is different from "bookstore" (librería), a very common confusion for Spanish speakers.

Check your understanding — click Yes or No

1. You use an umbrella to protect from rain.

2. A "library" is a place to buy books.

3. "To lose track of" means to remember perfectly.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe your everyday objects

Talk with your tutor about the objects you use every day. Use these prompts to start:

What's in your bag right now?
Do you always carry an umbrella?
Describe your desk or workspace.
Have you ever lost track of something important?

Now write it down — 5 sentences describing everyday objects

Use at least 5 different object words.

1

2

3

4

5

1. I always carry my phone and wallet.

2. My computer is on the table.

3. I use a pen to take notes.

4. I brought an umbrella today.

5. I lost track of my keys this morning.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go to the library to buy books.→I go to the bookstore to buy books.('library' is for borrowing books, 'bookstore' is for buying them)

I have my telephone in my pocket. (also correct, but 'phone' is more common now)→I have my phone in my pocket.('phone' is the more everyday word, 'telephone' sounds more formal/old-fashioned)

I lose track my wallet.→I lost track of my wallet.(don't forget 'of' in this expression)

I sit in a chair. (also correct, but 'on' is more standard)→I sit on a chair.('on a chair' is the more standard preposition)

Check your own progress

I can name at least 8 everyday objects I know 'library' is different from 'bookstore' I can use 'lose track of' correctly I can describe the objects I carry daily

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common everyday objects and 'lose track of' — remembering that 'library' and 'bookstore' are different words.

Homework

Don't forget to do your homework!

A1-V10 | VOCABULARY

Your 60-minute lesson

The House: Rooms and Furniture

Goal: By the end of this lesson, you'll be able to name the rooms in a house and common furniture.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How many rooms are in your house?
What's your favorite piece of furniture?
Do you have a garden or balcony?

QUICK GAME — 2 min

House tour: describe your house room by room, as fast as you can.

2. Presentation

~10 min

Let's learn how to describe your home — the rooms and the furniture inside them.

New Words

Word	IPA (American)	Part of Speech	Meaning
kitchen	/ˈkɪtʃɪn/	noun	the room where you cook
bathroom	/ˈbæθˌruːm/	noun	the room with the toilet and shower
bedroom	/ˈbɛdˌruːm/	noun	the room where you sleep
living room	/ˈlɪvɪŋ ruːm/	noun	the room for relaxing and watching TV
bed	/bɛd/	noun	furniture for sleeping
sofa / couch	/ˈsoʊfə/ /kaʊtʃ/	noun	furniture for sitting, in the living room
fridge	/frɪdʒ/	noun	keeps food cold (short for refrigerator)
shower	/ˈʃaʊər/	noun	used for washing your body standing up
stairs	/stɛərz/	noun (plural)	used to go up or down between floors
garden / yard	/ˈɡɑːrdən/ /jɑːrd/	noun	outdoor area of a house

In Context

I cook dinner in the kitchen.
The bathroom is next to my bedroom.
We watch TV in the living room.
The fridge is empty, we need groceries.
The kids play in the garden.

Useful expression: "to feel at home" /tuː fiːl æt hoʊm/

to feel comfortable and relaxed

Please, make yourself at home.

"Stairs" is always plural — you never say "a stair" for the whole staircase. Also, Americans usually say "yard" for a home's outdoor space, while British English prefers "garden."

Check your understanding — click Yes or No

1. "Stairs" is used in the singular form.

2. You cook in the kitchen.

3. "To feel at home" means to feel nervous.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe your home

Talk with your tutor about your house or apartment. Use these prompts to start:

Describe your favorite room in your house.
How many bedrooms does your home have?
Do you have a garden or yard?
Where do you feel most at home?

Now write it down — 5 sentences describing your home

Use at least 5 different room/furniture words.

1

2

3

4

5

1. My kitchen is small but comfortable.

2. I have two bedrooms in my apartment.

3. We relax on the sofa every evening.

4. The bathroom is next to my bedroom.

5. I always feel at home in my grandmother's house.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have a stair in my house.→I have stairs in my house.('stairs' is always plural)

I sleep in the bed room. (two words, incorrect spacing)→I sleep in the bedroom.('bedroom' is written as one word)

The refrigerator is call fridge.→The fridge is the short form of refrigerator.('fridge' is simply a shorter, informal word for 'refrigerator')

I feel at house.→I feel at home.(the fixed expression is 'at home', not 'at house')

Check your own progress

I can name at least 4 rooms in a house I can name at least 5 pieces of furniture I know 'stairs' is always plural I can use 'feel at home' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned rooms and furniture vocabulary, plus 'feel at home' — remembering that 'stairs' is always plural.

Homework

Don't forget to do your homework!

A1-V11 | VOCABULARY

Your 60-minute lesson

Jobs and Occupations

Goal: By the end of this lesson, you'll be able to name common jobs and talk about what people do for work.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your job?
What job did you want when you were a child?
What job would you never want to do?

QUICK GAME — 2 min

Job charades: act out a job without speaking, and see if your tutor can guess it.

2. Presentation

~10 min

Let's learn job vocabulary — essential for introducing yourself and talking about others.

New Words

Word	IPA (American)	Part of Speech	Meaning
teacher	/ˈtiːtʃər/	noun	someone who teaches students
doctor	/ˈdɒktər/	noun	someone who treats sick people
nurse	/nɜːrs/	noun	someone who helps doctors care for patients
engineer	/ˌɛndʒɪˈnɪər/	noun	someone who designs or builds things
lawyer	/ˈlɔɪər/	noun	someone who works with law
chef	/ʃɛf/	noun	a professional cook
waiter / waitress	/ˈweɪtər/ /ˈweɪtrəs/	noun	someone who serves food in a restaurant
driver	/ˈdraɪvər/	noun	someone who drives a vehicle for work
job	/dʒɒb/	noun	the work someone does for money
unemployed	/ˌʌnɪmˈplɔɪd/	adjective	not having a job

In Context

My sister is a doctor.
He works as an engineer.
She's a chef at a famous restaurant.
I've been unemployed for two months.
What's your job?

Useful expression: "to make a living" /tuː meɪk ə ˈlɪvɪŋ/

to earn money to support yourself

She makes a living as a freelance writer.

Use "work as a..." or "be a..." to talk about jobs: "I work as a teacher" or "I am a teacher" — never "I work like a teacher," which sounds like you're comparing yourself to one, not describing your actual job.

Check your understanding — click Yes or No

1. "I work as a teacher" and "I am a teacher" mean the same thing.

2. "Unemployed" means having a good job.

3. "To make a living" means to earn money for yourself.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about jobs

Talk with your tutor about jobs and occupations. Use these prompts to start:

What's your job?
What job would you like to have?
What does someone in your family do for work?
How do most people make a living in your city?

Now write it down — 5 sentences about jobs

Use at least 5 different job words.

1

2

3

4

5

1. My mother is a nurse.

2. I work as an engineer.

3. My uncle is a lawyer.

4. She makes a living as a chef.

5. He's been unemployed since last year.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I work like a teacher.→I work as a teacher.(use 'as', not 'like', when describing your actual job)

She has doctor.→She is a doctor.(use 'to be' with jobs, not 'to have')

He is unemployed job.→He is unemployed.('unemployed' is already an adjective, no need for 'job')

She makes a life as an artist.→She makes a living as an artist.(the correct expression is 'make a living', not 'make a life')

Check your own progress

I can name at least 8 jobs I can use 'work as a...' correctly I know 'unemployed' means not having a job I can use 'make a living' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common jobs and occupations, plus 'make a living' — remembering to use 'work as a...' or 'be a...' for jobs.

Homework

Don't forget to do your homework!

A1-V12 | VOCABULARY

Your 60-minute lesson

Animals

Goal: By the end of this lesson, you'll be able to name common animals and talk about pets.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you have a pet? What kind?
What's your favorite animal?
Have you ever visited a farm or a zoo?

QUICK GAME — 2 min

Animal sounds: make the sound of 5 different animals and see if your tutor can guess them.

2. Presentation

~10 min

Let's learn common animal vocabulary — useful for talking about pets, farms, and nature.

New Words

Word	IPA (American)	Part of Speech	Meaning
dog	/dɒɡ/	noun	a common pet that barks
cat	/kæt/	noun	a common pet that meows
bird	/bɜːrd/	noun	an animal that flies and has feathers
fish	/fɪʃ/	noun	an animal that lives in water
horse	/hɔːrs/	noun	a large animal people can ride
cow	/kaʊ/	noun	a farm animal that gives milk
pig	/pɪɡ/	noun	a farm animal, source of pork
chicken	/ˈtʃɪkɪn/	noun	a farm bird that lays eggs
pet	/pɛt/	noun	an animal you keep at home
wild	/waɪld/	adjective	living in nature, not tamed

In Context

I have a dog and a cat at home.
Birds can fly, but not all of them do.
We saw horses and cows on the farm.
Tigers are wild animals.
My pet fish lives in a small tank.

Useful expression: "to let the cat out of the bag" /tuː lɛt ðə kæt aʊt əv ðə bæɡ/

to accidentally reveal a secret

I let the cat out of the bag about the surprise party.

"Fish" usually stays the same in the plural: "one fish, two fish" (not "fishes", unless talking about different species). This is an important exception to remember.

Check your understanding — click Yes or No

1. The plural of "fish" (for the same species) is usually "fish," not "fishes."

2. A cow is a wild animal.

3. "To let the cat out of the bag" means to reveal a secret.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about animals

Talk with your tutor about animals and pets. Use these prompts to start:

Do you have any pets?
What's your favorite animal?
Have you ever seen a wild animal up close?
Have you ever let the cat out of the bag about a secret?

Now write it down — 5 sentences about animals

Use at least 5 different animal words.

1

2

3

4

5

1. I have two dogs and a cat.

2. My favorite animal is the horse.

3. We saw wild birds on our hike.

4. My grandmother has chickens and pigs on her farm.

5. I let the cat out of the bag about the surprise.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have three fishes. (same species)→I have three fish.('fish' usually stays the same in the plural for the same species)

A cow is a wild animal.→A cow is a farm animal.(farm animals like cows, pigs, and chickens are not wild)

I let out the cat of the bag.→I let the cat out of the bag.(keep the fixed word order in this idiom)

I have a pet dog cat. (redundant)→I have a pet dog and a pet cat.(combine correctly with 'and' rather than stacking words)

Check your own progress

I can name at least 8 animals I know the plural of 'fish' usually stays the same I know the difference between farm and wild animals I can use 'let the cat out of the bag' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common animal vocabulary, plus the idiom 'let the cat out of the bag' — remembering that 'fish' usually doesn't change in the plural.

Homework

Don't forget to do your homework!

A1-V13 | VOCABULARY

Your 60-minute lesson

Weather

Goal: By the end of this lesson, you'll be able to describe the weather and understand a simple forecast.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's the weather like today?
What's your favorite season for weather?
Do you check the forecast often?

QUICK GAME — 2 min

Weather report: pretend you're a TV weather reporter and describe today's weather.

2. Presentation

~10 min

Let's learn weather vocabulary — great for small talk in any English-speaking context.

New Words

Word	IPA (American)	Part of Speech	Meaning
sunny	/ˈsʌni/	adjective	bright with sunshine
rainy	/ˈreɪni/	adjective	with rain
cloudy	/ˈklaʊdi/	adjective	covered with clouds
windy	/ˈwɪndi/	adjective	with strong wind
hot	/hɒt/	adjective	high temperature
cold	/koʊld/	adjective	low temperature
snow	/snoʊ/	noun	frozen white precipitation
storm	/stɔːrm/	noun	strong wind and rain together
temperature	/ˈtɛmprətʃər/	noun	how hot or cold it is
forecast	/ˈfɔːrkæst/	noun	a prediction of future weather

In Context

It's very sunny today.
The forecast says it will be rainy tomorrow.
It's too cold to go outside without a jacket.
There's a storm coming this weekend.
What's the temperature like today?

Useful expression: "under the weather" /ˈʌndər ðə ˈwɛðər/

feeling slightly sick

I'm feeling a bit under the weather today.

Use "It's + adjective" for weather ("It's sunny," "It's cold") — always with the impersonal "it," which doesn't refer to anything specific but is grammatically required in English.

Check your understanding — click Yes or No

1. "It's sunny" uses the impersonal 'it'.

2. "Under the weather" means feeling great.

3. "Forecast" means a prediction of future weather.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about the weather

Talk with your tutor about the weather. Use these prompts to start:

What's the weather like today?
What's your favorite type of weather?
Do you prefer hot or cold weather?
Have you felt under the weather recently?

Now write it down — 5 sentences describing the weather

Use at least 5 different weather words.

1

2

3

4

5

1. It's sunny and warm today.

2. The forecast says it will rain tomorrow.

3. I love snowy days in winter.

4. It's very windy outside right now.

5. I've been feeling a bit under the weather lately.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Is sunny today. (missing 'it')→It's sunny today.(don't forget the impersonal 'it' for weather)

The weather is very hotly.→The weather is very hot.(use the adjective 'hot', not the adverb 'hotly')

I am under weather.→I am under the weather.(don't forget 'the' in this fixed expression)

It's snow today.→It's snowing today. / There's snow today.(use 'snowing' (verb) or 'snow' as a noun, not 'is snow')

Check your own progress

I can describe weather using at least 8 words I always use 'it's' with weather adjectives I can use 'forecast' correctly I can use 'under the weather' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned weather vocabulary and 'under the weather' — remembering to always use the impersonal 'it's' with weather descriptions.

Homework

Don't forget to do your homework!

A1-V14 | VOCABULARY

Your 60-minute lesson

Places in Town

Goal: By the end of this lesson, you'll be able to name common places in a town or city and ask for directions.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What places are near your home?
Where do you usually go on weekends?
What's your favorite place in your city?

QUICK GAME — 2 min

City map: describe 5 places in your neighborhood, in order from your house.

2. Presentation

~10 min

Let's learn vocabulary for places around town — essential for getting around and giving directions.

New Words

Word	IPA (American)	Part of Speech	Meaning
bank	/bæŋk/	noun	a place to keep and manage money
hospital	/ˈhɒspɪtəl/	noun	a place for medical treatment
supermarket	/ˈsuːpərˌmɑːrkɪt/	noun	a large store for groceries
pharmacy	/ˈfɑːrməsi/	noun	a store that sells medicine
restaurant	/ˈrɛstərənt/	noun	a place to eat a meal
park	/pɑːrk/	noun	an outdoor public green space
station	/ˈsteɪʃən/	noun	a place where trains or buses stop
church	/tʃɜːrtʃ/	noun	a building for Christian worship
street	/striːt/	noun	a road in a town or city
corner	/ˈkɔːrnər/	noun	where two streets meet

In Context

The bank is on Main Street.
I need to go to the pharmacy for medicine.
Let's meet at the park at 5pm.
The restaurant is around the corner.
The bus station is very busy in the morning.

Useful expression: "just around the corner" /dʒʌst əˈraʊnd ðə ˈkɔːrnər/

very close by, or happening soon

The pharmacy is just around the corner. / Summer is just around the corner.

In American English, "downtown" refers to the central business area of a city — a word that doesn't translate directly and is used very often in everyday conversation.

Check your understanding — click Yes or No

1. "Just around the corner" always refers to a physical location.

2. A pharmacy sells medicine.

3. "Downtown" refers to the central area of a city.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe your town

Talk with your tutor about places in your town or city. Use these prompts to start:

What places are near your house?
Where do you usually buy groceries?
Describe your favorite restaurant in town.
Is anything exciting just around the corner in your life?

Now write it down — 5 sentences about places in town

Use at least 5 different place words.

1

2

3

4

5

1. There's a pharmacy near my house.

2. I buy groceries at the supermarket every week.

3. My favorite restaurant is downtown.

4. The park is a great place to relax.

5. My birthday is just around the corner!

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go to bank. (missing article)→I go to the bank.(don't forget the article 'the' before specific places)

The hospital is in the corner.→The hospital is around the corner. / on the corner.(use 'around' or 'on', not 'in', with 'corner' in this context)

I need go to supermarket.→I need to go to the supermarket.(don't forget 'to' after 'need', and 'the' before 'supermarket')

Summer is around corner. (missing articles)→Summer is just around the corner.(don't drop 'the' in this fixed expression)

Check your own progress

I can name at least 8 places in a town I can use 'the' correctly before place names I can use 'just around the corner' for both location and time I can describe places near my home

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned places in town and 'just around the corner' — remembering to use 'the' before specific place names.

Homework

Don't forget to do your homework!

A1-V15 | VOCABULARY

Your 60-minute lesson

Common Adjectives: Opposites

Goal: By the end of this lesson, you'll be able to use common adjective pairs to describe things and people.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe something big near you and something small.
Are you a fast or slow eater?
What's something you find difficult?

QUICK GAME — 2 min

Opposite pairs: your tutor says an adjective, you say its opposite as fast as you can.

2. Presentation

~10 min

Let's learn essential adjectives in opposite pairs — a powerful way to describe almost anything.

New Words

Word	IPA (American)	Part of Speech	Meaning
big / small	/bɪɡ/ /smɔːl/	adjective	large in size / little in size
happy / sad	/ˈhæpi/ /sæd/	adjective	feeling good / feeling bad
fast / slow	/fæst/ /sloʊ/	adjective	quick / not quick
easy / difficult	/ˈiːzi/ /ˈdɪfɪkəlt/	adjective	simple / hard to do
expensive / cheap	/ɪkˈspɛnsɪv/ /tʃiːp/	adjective	costs a lot / costs little
new / old	/nuː/ /oʊld/	adjective	recently made / made a long time ago
clean / dirty	/kliːn/ /ˈdɜːrti/	adjective	not dirty / not clean
beautiful / ugly	/ˈbjuːtɪfəl/ /ˈʌɡli/	adjective	pretty / not pretty
strong / weak	/strɒŋ/ /wiːk/	adjective	powerful / not powerful
full / empty	/fʊl/ /ˈɛmpti/	adjective	has a lot inside / has nothing inside

In Context

This exercise is easy, but that one is difficult.
My old car is slow, but my new one is fast.
The room is clean now, but it was dirty before.
This restaurant is expensive, but that one is cheap.
The glass is full, not empty.

Useful expression: "over the moon" /ˈoʊvər ðə muːn/

extremely happy

She was over the moon when she got the job.

Learning adjectives in opposite pairs (big/small, happy/sad) helps you remember twice as many words at once, and makes it easier to describe differences and comparisons.

Check your understanding — click Yes or No

1. "Cheap" is the opposite of "expensive."

2. "Weak" means the same as "strong."

3. "Over the moon" means extremely happy.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe things with opposites

Talk with your tutor comparing things using opposite adjectives. Use these prompts to start:

Describe something big and something small near you.
What's something expensive and something cheap you own?
Describe a time you felt over the moon.
Compare two things using easy/difficult.

Now write it down — 5 sentences using opposite adjectives

Use at least 5 different adjectives.

1

2

3

4

5

1. My old car is slow, but my new bike is fast.

2. This test was difficult, but the last one was easy.

3. My room is clean, but my desk is dirty.

4. This phone is expensive, but that one is cheap.

5. I was over the moon when I got accepted.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is more big.→This is bigger.(use the -er comparative form for short adjectives like 'big')

The room is very dirty and not clean. (redundant)→The room is very dirty.(don't repeat the opposite meaning unnecessarily)

I am over moon.→I am over the moon.(don't forget 'the' in this fixed expression)

This bag is expensive money.→This bag is expensive.('expensive' already means costs a lot of money — don't add 'money')

Check your own progress

I can use at least 8 adjectives in opposite pairs I can compare two things using these adjectives I can use 'over the moon' correctly I can describe people and objects with these words

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common adjectives in opposite pairs, plus 'over the moon' — a great way to describe things and people with contrast.

Homework

Don't forget to do your homework!

A1-V16 | VOCABULARY

Your 60-minute lesson

Daily Routine Verbs

Goal: By the end of this lesson, you'll be able to describe your daily routine using common action verbs.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What time did you wake up today?
What's the first thing you do every morning?
What time do you usually go to bed?

QUICK GAME — 2 min

Routine mime: act out 5 daily routine actions without speaking, and see if your tutor can guess them.

2. Presentation

~10 min

Let's learn verbs for everyday actions — the building blocks for talking about your typical day.

New Words

Word	IPA (American)	Part of Speech	Meaning
wake up	/weɪk ʌp/	verb	to stop sleeping
get up	/ɡɛt ʌp/	verb	to get out of bed
get dressed	/ɡɛt drɛst/	verb	to put on clothes
brush (your teeth)	/brʌʃ/	verb	to clean with a brush
have breakfast	/hæv ˈbrɛkfəst/	verb phrase	to eat the first meal
go to work/school	/ɡoʊ tuː wɜːrk/	verb phrase	to travel to your job/school
take a shower	/teɪk ə ˈʃaʊər/	verb phrase	to wash your body
relax	/rɪˈlæks/	verb	to rest and feel calm
go to bed	/ɡoʊ tuː bɛd/	verb phrase	to lie down to sleep
fall asleep	/fɔːl əˈsliːp/	verb phrase	to start sleeping

In Context

I wake up at 7am every day.
She gets dressed before breakfast.
I take a shower every morning.
We relax on the sofa after dinner.
I usually fall asleep around 11pm.

Useful expression: "to hit the hay" /tuː hɪt ðə heɪ/

to go to bed (informal)

I'm exhausted, I'm going to hit the hay.

Notice that many of these are TAKE/HAVE/GET + noun combinations (take a shower, have breakfast, get dressed) — English uses different "helper" verbs than Spanish would, so these need to be memorized as fixed phrases.

Check your understanding — click Yes or No

1. "Wake up" and "get up" mean exactly the same thing.

2. "To hit the hay" means to go to sleep.

3. "Fall asleep" means to wake up.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe your day

Talk with your tutor about your daily routine. Use these prompts to start:

What time do you wake up?
Describe your morning routine step by step.
How do you relax after a long day?
What time do you usually hit the hay?

Now write it down — 5 sentences describing your daily routine

Use at least 5 different routine verbs.

1

2

3

4

5

1. I wake up at 6:30 every day.

2. I take a shower and get dressed quickly.

3. I have breakfast before going to work.

4. I relax by reading in the evening.

5. I usually hit the hay around 10pm.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I make breakfast every morning. (meaning eat, not cook)→I have breakfast every morning.(use 'have' for eating a meal, 'make' is for cooking it)

I take breakfast.→I have breakfast.(use 'have', not 'take', with meals)

I do a shower.→I take a shower.(use 'take', not 'do', with 'a shower')

I go to sleep bed. (redundant/confused)→I go to bed.('go to bed' already implies sleeping — don't combine both words)

Check your own progress

I can describe my morning routine using at least 6 verbs I know to use 'have' with breakfast, 'take' with a shower I can use 'hit the hay' informally I can talk about my full day from waking up to sleeping

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned daily routine verbs (wake up, take a shower, have breakfast) plus 'hit the hay' — remembering the fixed take/have/get combinations.

Homework

Don't forget to do your homework!

A1-V17 | VOCABULARY

Your 60-minute lesson

Nationalities and Countries

Goal: By the end of this lesson, you'll be able to talk about countries, nationalities, and languages.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your nationality?
How many languages do you speak?
Have you ever traveled abroad?

QUICK GAME — 2 min

Flag game: name 5 countries and their nationalities as fast as you can.

2. Presentation

~10 min

Let's learn how to talk about where people are from — countries, nationalities, and languages.

New Words

Word	IPA (American)	Part of Speech	Meaning
country	/ˈkʌntri/	noun	a nation, like Ecuador or the USA
nationality	/ˌnæʃəˈnæləti/	noun	the country a person belongs to
language	/ˈlæŋɡwɪdʒ/	noun	a way of speaking, like Spanish or English
American	/əˈmɛrɪkən/	adjective	from the United States
British	/ˈbrɪtɪʃ/	adjective	from the United Kingdom
Ecuadorian	/ˌɛkwəˈdɔːriən/	adjective	from Ecuador
Mexican	/ˈmɛksɪkən/	adjective	from Mexico
Chinese	/tʃaɪˈniːz/	adjective	from China
foreign	/ˈfɒrɪn/	adjective	from another country
abroad	/əˈbrɔːd/	adverb	in or to another country

In Context

I'm from Ecuador, I'm Ecuadorian.
She speaks three languages.
He's studying abroad this year.
They have many foreign friends.
What's your nationality?

Useful expression: "to broaden your horizons" /tuː ˈbrɔːdən jɔːr həˈraɪzənz/

to gain new experiences and knowledge, often through travel

Living abroad really broadened my horizons.

Nationalities in English always start with a CAPITAL letter, just like in the case of "American" or "Mexican" — this is different from Spanish, where nationalities are lowercase (americano, mexicano).

Check your understanding — click Yes or No

1. Nationalities in English start with a capital letter.

2. "Abroad" means in your own country.

3. "To broaden your horizons" means to gain new experiences.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about countries and languages

Talk with your tutor about nationalities and languages. Use these prompts to start:

What's your nationality?
How many languages do you speak?
Would you like to study or live abroad?
How has travel broadened your horizons?

Now write it down — 5 sentences about nationalities and languages

Use at least 5 different words from this lesson.

1

2

3

4

5

1. I'm Ecuadorian and I speak Spanish and English.

2. She's studying abroad in Canada.

3. He has many foreign friends from Asia.

4. Learning a new language broadens your horizons.

5. What's your nationality?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am ecuadorian.→I am Ecuadorian.(nationalities are always capitalized in English)

She lives in abroad.→She lives abroad.('abroad' doesn't need 'in' before it)

I speak spanish.→I speak Spanish.(languages are also capitalized in English)

This is a country foreign.→This is a foreign country.(the adjective 'foreign' goes before the noun)

Check your own progress

I can name at least 5 nationalities I always capitalize nationalities and languages I can use 'abroad' correctly (no 'in' needed) I can use 'broaden your horizons' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned nationalities, countries, and languages, plus 'broaden your horizons' — remembering to always capitalize nationalities and languages.

Homework

Don't forget to do your homework!

A1-V18 | VOCABULARY

Your 60-minute lesson

Transportation

Goal: By the end of this lesson, you'll be able to name common types of transportation and talk about how you get around.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How did you get here today?
What's your favorite way to travel?
Do you have a car or a bike?

QUICK GAME — 2 min

Transportation race: name 5 types of transportation as fast as you can.

2. Presentation

~10 min

Let's learn transportation vocabulary — essential for travel and daily commuting conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
car	/kɑːr/	noun	a vehicle for a small number of people
bus	/bʌs/	noun	a large vehicle for many passengers
train	/treɪn/	noun	travels on rails
airplane	/ˈɛərˌpleɪn/	noun	flies in the sky
bike / bicycle	/baɪk/ /ˈbaɪsɪkəl/	noun	a two-wheeled vehicle you pedal
taxi	/ˈtæksi/	noun	a car you pay to ride in
walk	/wɔːk/	verb	to travel on foot
ride	/raɪd/	verb	to travel on/in a vehicle
traffic	/ˈtræfɪk/	noun	vehicles on the road, especially when busy
ticket	/ˈtɪkɪt/	noun	a paper/pass to travel

In Context

I take the bus to work every day.
She rides her bike to school.
The traffic was terrible this morning.
I need to buy a train ticket.
We walked to the store, it's close.

Useful expression: "to miss the boat" /tuː mɪs ðə boʊt/

to miss an opportunity (not literally about a boat)

I missed the boat on that job opportunity.

Use "by" for most transportation methods ("by car," "by bus," "by train") but say "on foot" for walking — never "by foot," which is a very common mistake.

Check your understanding — click Yes or No

1. You say "by foot" to describe walking.

2. "Traffic" refers to vehicles on the road.

3. "To miss the boat" is always about literal boats.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about transportation

Talk with your tutor about how you get around. Use these prompts to start:

How do you usually get to work or school?
Do you prefer traveling by car, bus, or train?
Have you ever been stuck in bad traffic?
Have you ever missed the boat on an opportunity?

Now write it down — 5 sentences about transportation

Use at least 5 different transportation words.

1

2

3

4

5

1. I usually go to work by car.

2. I love riding my bike on weekends.

3. The traffic today was really bad.

4. I bought a plane ticket for my trip.

5. I missed the boat on that job opportunity.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go by foot.→I go on foot. / I walk.(use 'on foot', never 'by foot')

I ride the bus. (also correct informally, but 'take' is more standard)→I take the bus.('take' is the standard verb with public transportation)

I have a lot of traffics.→I have a lot of traffic.('traffic' is uncountable, no plural)

I missed boat.→I missed the boat.(don't forget 'the' in this fixed expression)

Check your own progress

I can name at least 6 types of transportation I know to say 'on foot', never 'by foot' I can use 'traffic' correctly (uncountable) I can use 'miss the boat' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned transportation vocabulary and 'miss the boat' — remembering to say 'on foot', not 'by foot'.

Homework

Don't forget to do your homework!

A1-V19 | VOCABULARY

Your 60-minute lesson

Sports and Hobbies

Goal: By the end of this lesson, you'll be able to talk about sports and hobbies using the correct verbs (play, do, go).

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What sports do you play?
What's your favorite hobby?
Are you more active or a couch potato?

QUICK GAME — 2 min

Play, do, or go: your tutor says an activity and you say the correct verb (play/do/go).

2. Presentation

~10 min

Let's learn sports and hobby vocabulary, plus the tricky play/do/go rule that confuses many learners.

New Words

Word	IPA (American)	Part of Speech	Meaning
play soccer/basketball/tennis	/pleɪ/	verb + noun	used with team sports and ball games
do yoga/exercise	/duː/	verb + noun	used with individual activities
go swimming/running	/ɡoʊ/	verb + noun	used with -ing activities
hobby	/ˈhɒbi/	noun	an activity you do for fun in your free time
team	/tiːm/	noun	a group of people playing together
win	/wɪn/	verb	to succeed in a game or competition
lose	/luːz/	verb	to not win
practice	/ˈpræktɪs/	verb/noun	to do something repeatedly to improve
reading	/ˈriːdɪŋ/	noun (hobby)	the activity of reading books
painting	/ˈpeɪntɪŋ/	noun (hobby)	the activity of creating art with paint

In Context

I play soccer every weekend.
She does yoga every morning.
We go swimming in the summer.
My hobby is painting.
Our team won the game last night.

Useful expression: "to be a couch potato" /tuː biː ə kaʊtʃ pəˈteɪtoʊ/

someone who spends a lot of time sitting and watching TV, without exercising

On weekends, I'm a total couch potato.

PLAY is for sports with a ball or a team (play soccer, play tennis). DO is for individual activities without a ball (do yoga, do exercise). GO is for activities ending in -ing (go swimming, go running). This is one of the most useful patterns to memorize in English!

Check your understanding — click Yes or No

1. We say "play yoga."

2. We say "go swimming," not "do swimming."

3. "A couch potato" is someone who exercises a lot.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about your hobbies

Talk with your tutor about sports and hobbies. Use these prompts to start:

What sports do you play?
What's your favorite hobby?
Do you prefer playing sports or being a couch potato on weekends?
Have you ever won or lost an important game?

Now write it down — 5 sentences using play/do/go correctly

Use at least 2 examples of each verb (play, do, go).

1

2

3

4

5

1. I play soccer every Sunday.

2. She does exercise every morning.

3. We go swimming in the summer.

4. My hobby is painting.

5. I'm a bit of a couch potato on rainy days.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I play yoga.→I do yoga.(use 'do', not 'play', with individual activities like yoga)

I do swimming.→I go swimming.(use 'go' with -ing activities like swimming)

I do soccer.→I play soccer.(use 'play' with ball sports and team games)

I am a couch potato exercise. (contradiction)→I am a couch potato.('couch potato' already means someone who doesn't exercise)

Check your own progress

I can use play with ball sports and team games I can use do with individual activities I can use go with -ing activities I can use 'couch potato' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned the play/do/go rule for sports and hobbies, plus 'couch potato' — a very useful pattern for everyday conversation.

Homework

Don't forget to do your homework!

A1-V20 | VOCABULARY

Your 60-minute lesson

School and Classroom Language

Goal: By the end of this lesson, you'll be able to use classroom vocabulary and understand common teacher instructions.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you have any homework this week?
What's your favorite subject to study?
Have you memorized anything by heart recently?

QUICK GAME — 2 min

Classroom instructions: your tutor gives quick classroom commands (repeat, listen, write) and you follow them.

2. Presentation

~10 min

Let's learn classroom vocabulary and instructions — practical for any English class you take.

New Words

Word	IPA (American)	Part of Speech	Meaning
student	/ˈstuːdənt/	noun	a person who studies
teacher	/ˈtiːtʃər/	noun	a person who teaches
lesson	/ˈlɛsən/	noun	a period of learning about a topic
homework	/ˈhoʊmˌwɜːrk/	noun	school work done at home
test / exam	/tɛst/ /ɪɡˈzæm/	noun	a way to check what you've learned
mistake	/mɪˈsteɪk/	noun	an error
repeat	/rɪˈpiːt/	verb	to say or do again
understand	/ˌʌndərˈstænd/	verb	to know the meaning of something
practice	/ˈpræktɪs/	verb/noun	to do something repeatedly to improve
improve	/ɪmˈpruːv/	verb	to get better at something

In Context

Can you repeat that, please?
I don't understand this word.
I made a mistake in my homework.
We have a test next Monday.
Practice makes you improve faster.

Useful expression: "to learn something by heart" /tuː lɜːrn ˈsʌmθɪŋ baɪ hɑːrt/

to memorize something completely

I learned the poem by heart.

"Mistake" is a normal, expected part of learning — native English teachers often say "don't worry about mistakes" (no te preocupes por los errores) because making mistakes is how you improve, not a sign of failure.

Check your understanding — click Yes or No

1. "Homework" is work done at school.

2. "To learn by heart" means to memorize completely.

3. Making mistakes is a normal part of learning.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about learning

Talk with your tutor about your learning experience. Use these prompts to start:

What's the most difficult part of learning English for you?
Do you have any homework this week?
Have you ever learned something by heart?
How do you feel about making mistakes?

Now write it down — 5 sentences about school and learning

Use at least 5 different classroom words.

1

2

3

4

5

1. I need to finish my homework tonight.

2. I made a mistake on my test.

3. Practice really helps me improve.

4. Can you repeat that, please?

5. I learned the vocabulary list by heart.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have homeworks.→I have homework.('homework' is uncountable, no plural form)

I don't understand not.→I don't understand.(don't add an extra negative word)

I learn by heart the poem. (word order)→I learned the poem by heart.(the object comes before 'by heart')

I do a mistake.→I make a mistake.(use 'make', not 'do', with 'mistake')

Check your own progress

I can use at least 8 classroom words I know 'homework' is uncountable I use 'make a mistake', not 'do a mistake' I can use 'learn by heart' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned classroom and school vocabulary, plus 'learn by heart' — remembering that mistakes are a normal part of learning, and completing the full A1 Vocabulary pensum!

Homework

Don't forget to do your homework!

A2-V01 | VOCABULARY

Your 60-minute lesson

Physical Appearance

Goal: By the end of this lesson, you'll be able to describe what someone looks like in detail.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your own appearance in 3 sentences.
Do people say you look like someone in your family?
Describe a celebrity's appearance.

QUICK GAME — 2 min

Guess who: describe someone's appearance without naming them, and see if your tutor can guess who it is.

2. Presentation

~10 min

Let's learn how to describe physical appearance — height, hair, and general looks.

New Words

Word	IPA (American)	Part of Speech	Meaning
tall / short	/tɔːl/ /ʃɔːrt/	adjective	having a lot of height / not having much height
curly / straight (hair)	/ˈkɜːrli/ /streɪt/	adjective	having curls / having no curls
bald	/bɔːld/	adjective	having no hair on the head
beard	/bɪərd/	noun	facial hair on the chin and cheeks
slim	/slɪm/	adjective	thin, in a positive way
overweight	/ˌoʊvərˈweɪt/	adjective	heavier than average (polite term)
middle-aged	/ˈmɪdəl eɪdʒd/	adjective	neither young nor old
look like	/lʊk laɪk/	verb phrase	to resemble in appearance
wrinkles	/ˈrɪŋkəlz/	noun	lines on skin, usually from age
handsome / attractive	/ˈhænsəm/ /əˈtræktɪv/	adjective	good-looking

In Context

He's tall with curly black hair.
My grandfather is bald and has a beard.
She looks like her mother.
He's middle-aged with a few wrinkles.
My brother is quite slim.

Useful expression: "to be the spitting image of" /tuː biː ðə ˈspɪtɪŋ ˈɪmɪdʒ əv/

to look exactly like someone else

She's the spitting image of her mother.

Use "have" for hair, eyes, and facial features ("She has blue eyes," "He has a beard") but "be" for general descriptions like height ("He is tall"). Mixing these up is a very common mistake.

Check your understanding — click Yes or No

1. "He has tall." is correct English.

2. "Look like" means to resemble someone.

3. "Spitting image" means completely different in appearance.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe people you know

Talk with your tutor describing the appearance of people you know. Use these prompts to start:

Describe your best friend's appearance.
Do you look like anyone in your family?
Describe a family member who is the spitting image of someone else.
What do you think makes someone attractive?

Now write it down — 5 sentences describing appearance

Use both 'is/are' and 'has/have' correctly.

1

2

3

4

5

1. My sister is tall with straight brown hair.

2. My dad has a beard and a few wrinkles.

3. I look like my mother, especially our eyes.

4. My cousin is the spitting image of our grandfather.

5. She's slim and has curly hair.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He has tall.→He is tall.(use 'be' for height, not 'have')

She is curly hair.→She has curly hair.(use 'have' for hair descriptions, not 'be')

He is fat. (less polite)→He is a bit overweight.('overweight' is a more polite, neutral term)

She is spitting image of her mom.→She is the spitting image of her mom.(don't forget 'the' in this expression)

Check your own progress

I can describe height, build, and hair using has/is correctly I know when to use 'have' vs 'be' for appearance I can use polite terms like 'overweight' I can use 'spitting image' and 'look like'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned to describe physical appearance, plus 'spitting image' — remembering to use 'have' for features and 'be' for general descriptions.

Homework

Don't forget to do your homework!

A2-V02 | VOCABULARY

Your 60-minute lesson

Personality Adjectives

Goal: By the end of this lesson, you'll be able to describe someone's personality and character.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your own personality in 3 words.
Who's the most generous person you know?
Are you more of a shy or outgoing person?

QUICK GAME — 2 min

Personality match: describe a personality trait and see if your tutor can think of someone who fits it.

2. Presentation

~10 min

Let's learn adjectives to describe what people are like on the inside, not just their appearance.

New Words

Word	IPA (American)	Part of Speech	Meaning
kind	/kaɪnd/	adjective	caring and generous toward others
funny	/ˈfʌni/	adjective	makes people laugh
shy	/ʃaɪ/	adjective	nervous around new people
confident	/ˈkɒnfɪdənt/	adjective	sure of yourself
honest	/ˈɒnɪst/	adjective	tells the truth
stubborn	/ˈstʌbərn/	adjective	refuses to change your mind
generous	/ˈdʒɛnərəs/	adjective	likes to give and share
lazy	/ˈleɪzi/	adjective	doesn't like to work or do things
patient	/ˈpeɪʃənt/	adjective	able to wait calmly
outgoing	/ˈaʊtˌɡoʊɪŋ/	adjective	friendly and social, likes meeting people

In Context

My best friend is very kind and generous.
He's a bit shy when he meets new people.
She's honest, she always tells the truth.
My grandfather is stubborn, he never changes his mind.
I'm quite outgoing, I love meeting new people.

Useful expression: "to have a heart of gold" /tuː hæv ə hɑːrt əv ɡoʊld/

to be extremely kind and generous

My grandmother has a heart of gold.

Some personality adjectives look similar to Spanish but have different meanings — "sensible" in English means "reasonable/practical," not "sensitive" (sensible in Spanish). This is a classic false friend.

Check your understanding — click Yes or No

1. "Sensible" in English means the same as "sensible" in Spanish (sensitive).

2. "Stubborn" means easy to convince.

3. "A heart of gold" describes someone very kind.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe personalities

Talk with your tutor about personality. Use these prompts to start:

Describe your own personality.
Who has a heart of gold in your life?
Are you more shy or outgoing?
Describe the personality of your best friend.

Now write it down — 5 sentences describing personalities

Use at least 5 different personality adjectives.

1

2

3

4

5

1. My mom is kind and patient with everyone.

2. I'm quite shy when I meet new people.

3. My best friend is honest and generous.

4. He can be stubborn sometimes.

5. She has a heart of gold.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She is sensible. (meaning sensitive)→She is sensitive.('sensible' means reasonable/practical in English, not sensitive — a false friend)

He is very confidence.→He is very confident.(use the adjective 'confident', not the noun 'confidence')

She has heart of gold.→She has a heart of gold.(don't forget the article 'a')

He is patient person very.→He is a very patient person.(keep correct word order: article + intensifier + adjective + noun)

Check your own progress

I can use at least 8 personality adjectives I know 'sensible' is a false friend (means reasonable, not sensitive) I can use 'confident' correctly (not 'confidence') I can use 'heart of gold' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned personality adjectives and 'heart of gold' — remembering that 'sensible' is a false friend meaning reasonable, not sensitive.

Homework

Don't forget to do your homework!

A2-V03 | VOCABULARY

Your 60-minute lesson

Feelings and Emotions

Goal: By the end of this lesson, you'll be able to express a wide range of feelings beyond just happy and sad.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How are you feeling right now?
What's something that makes you excited?
What's something that frustrates you?

QUICK GAME — 2 min

Emotion charades: act out an emotion without speaking, and see if your tutor can guess it.

2. Presentation

~10 min

Let's expand your emotional vocabulary — very useful for real, nuanced conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
excited	/ɪkˈsaɪtɪd/	adjective	very happy and enthusiastic about something
nervous	/ˈnɜːrvəs/	adjective	worried or anxious about something
bored	/bɔːrd/	adjective	not interested, nothing to do
frustrated	/frʌˈstreɪtɪd/	adjective	annoyed because something isn't working
embarrassed	/ɪmˈbærəst/	adjective	feeling shy or ashamed in front of others
relieved	/rɪˈliːvd/	adjective	no longer worried, feeling relaxed after stress
jealous	/ˈdʒɛləs/	adjective	wanting what someone else has
proud	/praʊd/	adjective	pleased about an achievement
confused	/kənˈfjuːzd/	adjective	not understanding something
grateful	/ˈɡreɪtfəl/	adjective	thankful

In Context

I'm so excited about my trip next week!
She's nervous about her job interview.
I felt embarrassed when I forgot his name.
We were relieved when the test was over.
I'm really proud of my daughter.

Useful expression: "to be over the moon" /tuː biː ˈoʊvər ðə muːn/

to be extremely happy

She was over the moon when she got the promotion.

"Embarrassed" is a false friend! "Embarazada" in Spanish means "pregnant," not "embarrassed." This is one of the most famous mistakes Spanish speakers make in English — be careful!

Check your understanding — click Yes or No

1. "Embarrassed" means pregnant in English.

2. "Relieved" means feeling less worried after stress.

3. "Jealous" means wanting what someone else has.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about your feelings

Talk with your tutor about emotions you've experienced. Use these prompts to start:

When was the last time you felt really excited?
Have you ever felt embarrassed in public?
What makes you feel frustrated?
Have you ever been over the moon about something?

Now write it down — 5 sentences about your feelings

Use at least 5 different emotion words.

1

2

3

4

5

1. I felt nervous before my presentation.

2. I was so embarrassed when I tripped in front of everyone.

3. I'm proud of how far I've come with English.

4. I get frustrated when my internet is slow.

5. I was over the moon when I passed my exam.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm embarrassed, the baby is due in June. (confusing with pregnant)→I'm pregnant, the baby is due in June.('embarrassed' does NOT mean pregnant — a classic false friend mistake)

I have boring today. (mixing up bored/boring)→I'm bored today.('bored' describes how you feel, 'boring' describes the thing causing it)

This movie is bored.→This movie is boring.(use '-ing' for the thing that causes the feeling, '-ed' for the person feeling it)

I am jealous of her, she has thing I want. (informal grammar slip)→I'm jealous of her, she has something I want.(use 'something', a complete word, not 'thing' alone)

Check your own progress

I can use at least 8 emotion adjectives I know 'embarrassed' does NOT mean pregnant I know the difference between -ed and -ing emotion adjectives I can use 'over the moon' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned emotion vocabulary and 'over the moon' — remembering that 'embarrassed' is a famous false friend and does NOT mean pregnant.

Homework

Don't forget to do your homework!

A2-V04 | VOCABULARY

Your 60-minute lesson

Health and Illness

Goal: By the end of this lesson, you'll be able to describe symptoms and talk to a doctor about being sick.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you allergic to anything?
When was the last time you had a cold?
What do you do to recover quickly when you're sick?

QUICK GAME — 2 min

Symptom charades: act out a symptom and see if your tutor can guess the illness.

2. Presentation

~10 min

Let's learn health vocabulary — essential for describing symptoms and understanding medical advice.

New Words

Word	IPA (American)	Part of Speech	Meaning
fever	/ˈfiːvər/	noun	a higher than normal body temperature
cough	/kɒf/	noun/verb	a sudden noise from your throat when sick
sore throat	/sɔːr θroʊt/	noun	pain in the throat
cold	/koʊld/	noun	a common mild illness with sneezing and coughing
flu	/fluː/	noun	a stronger illness than a cold
medicine	/ˈmɛdəsɪn/	noun	used to treat illness
prescription	/prɪˈskrɪpʃən/	noun	a doctor's written order for medicine
recover	/rɪˈkʌvər/	verb	to get better after being sick
allergic	/əˈlɜːrdʒɪk/	adjective	having a bad body reaction to something
symptom	/ˈsɪmptəm/	noun	a sign that shows you're sick

In Context

I have a fever and a sore throat.
She caught a bad cold last week.
The doctor gave me a prescription.
I'm allergic to peanuts.
He's still recovering from the flu.

Useful expression: "to feel under the weather" /tuː fiːl ˈʌndər ðə ˈwɛðər/

to feel slightly sick

I'm feeling a bit under the weather today.

"Constipated" in English means having trouble with digestion (estreñido), NOT having a cold as in Spanish "constipado" — this false friend can cause a very embarrassing misunderstanding at the doctor's office!

Check your understanding — click Yes or No

1. "Constipated" in English means having a cold.

2. "Recover" means to get better after being sick.

3. "Symptom" is a sign that shows you're sick.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about health

Talk with your tutor about health and symptoms. Use these prompts to start:

Are you allergic to anything?
What do you usually do when you have a cold?
Describe the last time you were sick.
Have you ever felt under the weather this week?

Now write it down — 5 sentences about health

Use at least 5 different health words.

1

2

3

4

5

1. I have a bad cold and a sore throat.

2. I'm allergic to shellfish.

3. The doctor gave me a prescription for antibiotics.

4. I'm slowly recovering from the flu.

5. I've been feeling under the weather this week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am constipated. (meaning to have a cold)→I have a cold.('constipated' in English means digestive trouble, not having a cold — a dangerous false friend!)

I have flu cold. (mixing them up)→I have a cold. / I have the flu.(cold and flu are two different, separate illnesses)

I recover of the flu.→I recovered from the flu.(use 'from', not 'of', after 'recover')

She is allergic with cats.→She is allergic to cats.(use 'to', not 'with', after 'allergic')

Check your own progress

I can describe common symptoms I know 'constipated' does NOT mean having a cold I can use 'allergic to' correctly I can use 'under the weather' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned health and illness vocabulary, plus 'under the weather' — remembering that 'constipated' is a dangerous false friend in English.

Homework

Don't forget to do your homework!

A2-V05 | VOCABULARY

Your 60-minute lesson

Shopping and Money

Goal: By the end of this lesson, you'll be able to shop confidently and talk about prices and payment.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you prefer paying by cash or card?
When was the last time you tried on clothes at a store?
What's something that cost you an arm and a leg?

QUICK GAME — 2 min

Shopping role-play: pretend your tutor is a shop assistant and practice a quick purchase conversation.

2. Presentation

~10 min

Let's learn shopping vocabulary — useful for stores, prices, and everyday transactions.

New Words

Word	IPA (American)	Part of Speech	Meaning
price	/praɪs/	noun	how much something costs
expensive / cheap	/ɪkˈspɛnsɪv/ /tʃiːp/	adjective	costs a lot / costs little
discount	/ˈdɪskaʊnt/	noun	a reduction in price
receipt	/rɪˈsiːt/	noun	a paper proof of purchase
cash	/kæʃ/	noun	paper money and coins
credit card	/ˈkrɛdɪt kɑːrd/	noun	a card used to pay electronically
refund	/ˈriːfʌnd/	noun	money given back after returning an item
size	/saɪz/	noun	how big or small (for clothes/shoes)
try on	/traɪ ɒn/	verb phrase	to put clothes on to see if they fit
afford	/əˈfɔːrd/	verb	to have enough money to buy something

In Context

This jacket is on sale, 20% discount.
Can I pay by credit card?
I'd like to try on this shirt, please.
I can't afford this right now.
Can I have a refund for this item?

Useful expression: "to cost an arm and a leg" /tuː kɒst ən ɑːrm ænd ə lɛɡ/

to be very expensive

That watch cost an arm and a leg.

"Cheap" can sometimes sound negative in English, suggesting poor quality — "inexpensive" or "affordable" often sound more polite and neutral, especially when talking about something you actually like.

Check your understanding — click Yes or No

1. "Cost an arm and a leg" means very expensive.

2. "Afford" means to not have enough money.

3. "Cheap" and "affordable" always sound equally positive.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice shopping

Role-play a shopping scenario with your tutor. Use these prompts to start:

Ask about the price of something.
Ask to try on a piece of clothing.
Ask if there's a discount.
Describe something that cost you an arm and a leg.

Now write it down — 5 sentences about shopping

Use at least 5 different shopping words.

1

2

3

4

5

1. I'd like to try on this dress, please.

2. Can I pay by credit card?

3. This bag was on sale with a big discount.

4. I can't afford this right now.

5. My new phone cost an arm and a leg.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I want to test this shirt. (mistranslating 'probar')→I want to try on this shirt.(use 'try on' for clothes, not 'test')

I don't afford it.→I can't afford it.('afford' is normally used with 'can/can't', not alone)

This cost arm and leg.→This cost an arm and a leg.(don't forget the articles 'an' and 'a' in this expression)

I pay in credit card.→I pay by credit card.(use 'by', not 'in', with payment methods)

Check your own progress

I can talk about prices and payment methods I can use 'try on' correctly for clothes I know 'afford' is usually used with can/can't I can use 'cost an arm and a leg'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned shopping and money vocabulary, plus 'cost an arm and a leg' — remembering to use 'try on' for clothes and 'by' with payment methods.

Homework

Don't forget to do your homework!

A2-V06 | VOCABULARY

Your 60-minute lesson

Technology and Devices

Goal: By the end of this lesson, you'll be able to talk about everyday technology and common tech problems.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How often do you charge your phone?
What apps do you use most?
Are you tech-savvy?

QUICK GAME — 2 min

Tech troubleshoot: describe a tech problem you've had, and your tutor suggests a solution.

2. Presentation

~10 min

Let's learn technology vocabulary — essential in today's connected world.

New Words

Word	IPA (American)	Part of Speech	Meaning
charge	/tʃɑːrdʒ/	verb	to add power to a battery
battery	/ˈbætəri/	noun	stores power for a device
download	/ˈdaʊnloʊd/	verb	to get a file from the internet
app	/æp/	noun	a program on a phone or computer (application)
password	/ˈpæswɜːrd/	noun	a secret word to access an account
screen	/skriːn/	noun	the flat surface where you see information
Wi-Fi	/ˈwaɪ faɪ/	noun	wireless internet connection
update	/ʌpˈdeɪt/	verb	to install the newest version
crash	/kræʃ/	verb	when a device suddenly stops working
device	/dɪˈvaɪs/	noun	a piece of electronic equipment

In Context

My phone battery is almost dead.
I need to charge my laptop.
I downloaded a new app yesterday.
I forgot my password again.
My computer crashed while I was working.

Useful expression: "to be tech-savvy" /tuː biː tɛk ˈsævi/

to be good with technology

My daughter is very tech-savvy, she helps me with everything.

"Actually" is a false friend related to technology talk — in English, it means "in fact/really" ("Actually, I use a different app now"), NOT "currently/at the moment" as in Spanish "actualmente." Use "currently" for that meaning instead.

Check your understanding — click Yes or No

1. "Actually" means "currently" in English.

2. "Tech-savvy" means good with technology.

3. "Crash" describes a device working perfectly.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about technology

Talk with your tutor about your relationship with technology. Use these prompts to start:

How many devices do you use every day?
Have you ever had a device crash on you?
Are you tech-savvy or do you need help with technology?
What apps do you use most often?

Now write it down — 5 sentences about technology

Use at least 5 different technology words.

1

2

3

4

5

1. I need to charge my phone every night.

2. I downloaded a new app for exercise.

3. My laptop crashed last week.

4. I forgot my password for my email.

5. My brother is really tech-savvy.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Actually, I'm working on a new project. (meaning 'currently')→Currently, I'm working on a new project.('actually' means 'in fact', not 'currently' — a common false friend)

I need charge my phone.→I need to charge my phone.(don't forget 'to' after 'need')

My computer is crash.→My computer crashed.('crash' is a verb, use the correct past tense form)

I download an app yesterday.→I downloaded an app yesterday.(use the past tense with a specific past time expression)

Check your own progress

I can talk about common tech problems and devices I know 'actually' does NOT mean 'currently' I can use 'charge', 'download', and 'update' correctly I can use 'tech-savvy' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned technology vocabulary and 'tech-savvy' — remembering that 'actually' means 'in fact', not 'currently'.

Homework

Don't forget to do your homework!

A2-V07 | VOCABULARY

Your 60-minute lesson

Free Time and Entertainment

Goal: By the end of this lesson, you'll be able to talk about movies, music, and how you spend your free time.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite movie genre?
Have you binge-watched anything recently?
What's the last concert you went to?

QUICK GAME — 2 min

Movie pitch: describe a movie plot without saying the title, and see if your tutor can guess it.

2. Presentation

~10 min

Let's learn entertainment vocabulary — perfect for casual conversations about what you enjoy.

New Words

Word	IPA (American)	Part of Speech	Meaning
movie / film	/ˈmuːvi/ /fɪlm/	noun	a motion picture
series	/ˈsɪəriːz/	noun	a TV show with multiple episodes
genre	/ˈʒɑːnrə/	noun	a type or category (of movie, music, etc.)
boring	/ˈbɔːrɪŋ/	adjective	not interesting
exciting	/ɪkˈsaɪtɪŋ/	adjective	causing excitement
concert	/ˈkɒnsərt/	noun	a live music performance
band	/bænd/	noun	a group of musicians
binge-watch	/bɪndʒ wɒtʃ/	verb	to watch many episodes in a row
plot	/plɒt/	noun	the story of a movie or book
review	/rɪˈvjuː/	noun	an opinion about a movie, book, etc.

In Context

I love watching action movies.
We binge-watched the whole series in a weekend.
The concert was amazing last night.
This movie's plot is very confusing.
I read the reviews before watching it.

Useful expression: "to be a couch potato" /tuː biː ə kaʊtʃ pəˈteɪtoʊ/

to spend a lot of time sitting and watching TV

I've been a couch potato all weekend, binge-watching shows.

"Actually" comes up again here too: "I actually loved that movie" means "in fact, surprisingly, I loved it" — very common when giving opinions about entertainment, and different from "currently."

Check your understanding — click Yes or No

1. "Binge-watch" means to watch one episode very slowly.

2. "Genre" refers to a type or category, like action or comedy.

3. "Plot" refers to the actors in a movie.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about entertainment

Talk with your tutor about your entertainment habits. Use these prompts to start:

What's your favorite movie genre?
Have you binge-watched a series recently?
Have you ever been to a concert?
Are you a couch potato on weekends?

Now write it down — 5 sentences about entertainment

Use at least 5 different entertainment words.

1

2

3

4

5

1. I love watching comedy movies.

2. I binge-watched a great series last weekend.

3. The concert I went to was incredible.

4. This show has a really exciting plot.

5. I've been a couch potato all week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am boring. (meaning 'I feel bored')→I am bored.(use 'bored' for how you feel, 'boring' for what causes it)

This movie is bored.→This movie is boring.(use '-ing' for the thing that causes the feeling)

I binge-watch the series last night. (mixing tenses)→I binge-watched the series last night.(use the past tense with a specific past time)

This is a movie of comedy.→This is a comedy movie.(put the genre before 'movie', don't use 'of')

Check your own progress

I can talk about movies, series, and music using these words I know the difference between bored and boring I can use 'binge-watch' correctly I can use 'couch potato' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned entertainment vocabulary and 'couch potato' — remembering the difference between bored (feeling) and boring (causing the feeling).

Homework

Don't forget to do your homework!

A2-V08 | VOCABULARY

Your 60-minute lesson

Travel and Holidays

Goal: By the end of this lesson, you'll be able to talk about trips, bookings, and vacations.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where would you love to travel next?
Have you ever had a bad travel experience?
Do you have the travel bug?

QUICK GAME — 2 min

Dream trip: describe your dream vacation destination and itinerary.

2. Presentation

~10 min

Let's learn travel vocabulary — essential for planning trips and talking about vacations.

New Words

Word	IPA (American)	Part of Speech	Meaning
luggage / baggage	/ˈlʌɡɪdʒ/ /ˈbæɡɪdʒ/	noun	your bags for traveling
flight	/flaɪt/	noun	a journey by airplane
passport	/ˈpæspɔːrt/	noun	a document for international travel
book	/bʊk/	verb	to reserve a hotel, flight, etc.
destination	/ˌdɛstɪˈneɪʃən/	noun	the place you're traveling to
sightseeing	/ˈsaɪtˌsiːɪŋ/	noun	visiting interesting places as a tourist
souvenir	/ˌsuːvəˈnɪər/	noun	an object you buy to remember a trip
delay	/dɪˈleɪ/	noun/verb	when something happens later than planned
abroad	/əˈbrɔːd/	adverb	in or to another country
itinerary	/aɪˈtɪnəˌrɛri/	noun	a planned schedule of a trip

In Context

I need to book my flight soon.
Don't forget your passport!
We spent the day sightseeing in the old town.
There was a two-hour delay at the airport.
I bought some souvenirs for my family.

Useful expression: "to have the travel bug" /tuː hæv ðə ˈtrævəl bʌɡ/

to love traveling and want to do it often

Ever since college, she's had the travel bug.

"Actually" (again!) is very common in travel talk too: "I actually prefer to travel alone" means "in fact, surprisingly." And remember: "embarrassed" ≠ pregnant, and "constipated" ≠ having a cold — useful reminders when traveling and talking to doctors abroad!

Check your understanding — click Yes or No

1. "To have the travel bug" means to be sick while traveling.

2. "Itinerary" means a planned schedule of a trip.

3. "Delay" means something happens earlier than planned.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about travel

Talk with your tutor about your travel experiences and plans. Use these prompts to start:

Where would you like to travel next?
Have you ever had a flight delay?
Do you like to plan a detailed itinerary or travel spontaneously?
Do you have the travel bug?

Now write it down — 5 sentences about travel

Use at least 5 different travel words.

1

2

3

4

5

1. I need to book my flight for next month.

2. We spent a whole day sightseeing downtown.

3. My flight had a three-hour delay.

4. I bought some nice souvenirs for my friends.

5. I definitely have the travel bug.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I go to travel abroad next year.→I'm going to travel abroad next year.(use the correct future form with 'going to')

I have a delay of my flight.→My flight was delayed. / There was a delay.(use natural sentence structures with 'delay')

I want to visit in abroad.→I want to visit abroad. / travel abroad.(don't add 'in' before 'abroad')

She has travel bug.→She has the travel bug.(don't forget 'the' in this expression)

Check your own progress

I can talk about flights, luggage, and bookings I can use 'abroad' correctly (no extra preposition) I know 'delay' means later than planned I can use 'have the travel bug' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned travel vocabulary and 'have the travel bug' — remembering to use 'abroad' without extra prepositions.

Homework

Don't forget to do your homework!

A2-V09 | VOCABULARY

Your 60-minute lesson

Giving Directions

Goal: By the end of this lesson, you'll be able to ask for and give directions confidently.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How do you get from your house to the nearest supermarket?
Have you ever gotten lost in a new city?
Do you prefer using a map app or asking people for directions?

QUICK GAME — 2 min

Direction relay: give directions to a place, and your tutor guesses where you're describing.

2. Presentation

~10 min

Let's learn how to navigate a city — asking for and giving directions using clear, practical language.

New Words

Word	IPA (American)	Part of Speech	Meaning
turn left / right	/tɜːrn lɛft/ /raɪt/	verb phrase	to change direction toward the left or right
go straight	/ɡoʊ streɪt/	verb phrase	to continue in the same direction
cross	/krɒs/	verb	to go from one side to the other
block	/blɒk/	noun	a section of a street between two corners
corner	/ˈkɔːrnər/	noun	where two streets meet
intersection	/ˌɪntərˈsɛkʃən/	noun	where two roads cross
traffic light	/ˈtræfɪk laɪt/	noun	a signal that controls traffic
opposite	/ˈɒpəzɪt/	preposition	across from, facing
nearby	/ˌnɪərˈbaɪ/	adjective/adverb	close, not far away
lost	/lɒst/	adjective	not knowing where you are

In Context

Turn left at the next corner.
Go straight for two blocks.
The bank is opposite the park.
I'm lost, can you help me?
There's a pharmacy nearby.

Useful expression: "to be on the right track" /tuː biː ɒn ðə raɪt træk/

to be doing something correctly, making progress

You're on the right track, keep going straight.

"Actually" appears once more here: when correcting directions, natives often say "Actually, it's the other way" meaning "in fact, that's wrong" — very natural in conversation, and again unrelated to "currently."

Check your understanding — click Yes or No

1. "To be on the right track" always refers to a literal train track.

2. "Opposite" means across from or facing something.

3. "Nearby" means far away.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice giving directions

Practice asking for and giving directions with your tutor. Use these prompts to start:

Give directions from your house to the nearest store.
Ask your tutor for directions to their favorite restaurant.
Describe a time you got lost somewhere.
Explain how to get to school or work from downtown.

Now write it down — 5 sentences giving directions

Use at least 5 different direction words.

1

2

3

4

5

1. Turn left at the next corner.

2. Go straight for three blocks.

3. The pharmacy is opposite the bank.

4. Cross the street at the traffic light.

5. You're on the right track, almost there.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Turn to the left.→Turn left.(no 'to' needed before 'left/right' with 'turn')

Go direct.→Go straight.('straight' is the correct word for going in the same direction, not 'direct')

The bank is opposite of the park.→The bank is opposite the park.('opposite' doesn't need 'of' before the noun)

I am losing. (meaning lost)→I am lost.(use the adjective 'lost' to describe your state, not the verb 'losing')

Check your own progress

I can give basic directions (turn, go straight, cross) I can use 'opposite' and 'nearby' correctly I know 'lost' describes a state, not an action I can use 'on the right track'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned direction vocabulary and 'on the right track' — remembering to say 'turn left', not 'turn to the left'.

Homework

Don't forget to do your homework!

A2-V10 | VOCABULARY

Your 60-minute lesson

Cooking and Kitchen Verbs

Goal: By the end of this lesson, you'll be able to describe cooking steps and follow a simple recipe.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite dish to cook?
Do you prefer baking or frying?
Do you follow recipes exactly, or improvise?

QUICK GAME — 2 min

Recipe steps: describe the steps to make a simple dish, in order, as fast as you can.

2. Presentation

~10 min

Let's learn cooking verbs — useful for following recipes and describing how you prepare food.

New Words

Word	IPA (American)	Part of Speech	Meaning
chop	/tʃɒp/	verb	to cut into small pieces
boil	/bɔɪl/	verb	to cook in very hot, bubbling water
fry	/fraɪ/	verb	to cook in hot oil
bake	/beɪk/	verb	to cook in an oven
mix	/mɪks/	verb	to combine ingredients together
add	/æd/	verb	to put in more of something
peel	/piːl/	verb	to remove the skin of a fruit or vegetable
recipe	/ˈrɛsəpi/	noun	instructions for preparing a dish
ingredient	/ɪnˈɡriːdiənt/	noun	one part of a recipe, like an item of food
taste	/teɪst/	verb	to try food to check its flavor

In Context

Chop the onions finely.
Boil the water before adding the pasta.
I like to bake bread on weekends.
Mix all the ingredients together.
Taste the soup before serving it.

Useful expression: "too many cooks spoil the broth" /tuː ˈmɛni kʊks spɔɪl ðə brɒθ/

too many people trying to do something can ruin it

Let's let just one person lead this project — too many cooks spoil the broth.

"Recipe" and "receipt" are often confused because they look and sound similar — "recipe" is for cooking instructions, "receipt" is the paper proof you get after buying something.

Check your understanding — click Yes or No

1. "Recipe" and "receipt" mean the same thing.

2. "Boil" means to cook in hot oil.

3. "Too many cooks spoil the broth" means too many people can ruin a task.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe how you cook

Talk with your tutor about cooking. Use these prompts to start:

Describe how to make your favorite dish, step by step.
Do you prefer baking or frying food?
What's your favorite recipe?
Have you ever worked on a project where too many cooks spoiled the broth?

Now write it down — 5 sentences describing a simple recipe

Use at least 5 different cooking verbs.

1

2

3

4

5

1. First, chop the onions and garlic.

2. Then, fry them in a pan with oil.

3. Boil the pasta for ten minutes.

4. Mix everything together in a bowl.

5. Taste it before serving to check the flavor.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I need the receipt for this dish. (meaning cooking instructions)→I need the recipe for this dish.('recipe' is for cooking, 'receipt' is a purchase proof)

Cook the water. (unnatural)→Boil the water.(use the specific verb 'boil' for water, not the general 'cook')

I bake the chicken in oil.→I fry the chicken in oil.('bake' is for the oven, 'fry' is for oil in a pan)

Peel the onions with a knife. (technically correct, but 'chop' is more natural for cooking prep)→Chop the onions with a knife.('peel' removes skin, 'chop' cuts into pieces — different actions)

Check your own progress

I can describe cooking steps using the right verbs I know 'recipe' and 'receipt' are different words I can use 'boil', 'fry', and 'bake' correctly I can use 'too many cooks spoil the broth'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned cooking verbs and 'too many cooks spoil the broth' — remembering that 'recipe' and 'receipt' are different words.

Homework

Don't forget to do your homework!

A2-V11 | VOCABULARY

Your 60-minute lesson

Describing a Neighborhood or City

Goal: By the end of this lesson, you'll be able to describe what a neighborhood or city is like.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe your neighborhood in 3 words.
Is your city more crowded or quiet?
Do you know a hidden gem off the beaten path?

QUICK GAME — 2 min

City comparison: compare two neighborhoods or cities you know using these adjectives.

2. Presentation

~10 min

Let's learn vocabulary to describe places — useful for talking about where you live or want to live.

New Words

Word	IPA (American)	Part of Speech	Meaning
crowded	/ˈkraʊdɪd/	adjective	full of people
quiet	/ˈkwaɪət/	adjective	not noisy, calm
safe	/seɪf/	adjective	not dangerous
polluted	/pəˈluːtɪd/	adjective	having dirty air or environment
convenient	/kənˈviːniənt/	adjective	easy and useful, close to things you need
neighborhood	/ˈneɪbərˌhʊd/	noun	an area within a city
suburb	/ˈsʌbɜːrb/	noun	a residential area outside a city center
downtown	/ˌdaʊnˈtaʊn/	noun/adverb	the central business area of a city
resident	/ˈrɛzɪdənt/	noun	a person who lives in a place
vibrant	/ˈvaɪbrənt/	adjective	full of energy and life

In Context

My neighborhood is very quiet and safe.
Downtown is always crowded on weekends.
I live in a suburb, it's very convenient for families.
This city has a vibrant nightlife.
Air pollution is a big problem here, it's very polluted.

Useful expression: "off the beaten path" /ɒf ðə ˈbiːtən pæθ/

a place not well-known or often visited

This little café is off the beaten path, but it's amazing.

"Actually" strikes again in descriptions: "Actually, this neighborhood is safer than people think" means "in fact, contrary to what you might expect" — a very common way to correct assumptions when describing places.

Check your understanding — click Yes or No

1. "Off the beaten path" means a very popular, crowded place.

2. "Vibrant" means full of energy and life.

3. "Suburb" refers to the center of a city.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe your city

Talk with your tutor about your neighborhood or city. Use these prompts to start:

Describe your neighborhood.
Is your city crowded or quiet?
Do you prefer living downtown or in a suburb?
Do you know any places off the beaten path?

Now write it down — 5 sentences describing a place

Use at least 5 different place-description words.

1

2

3

4

5

1. My neighborhood is quiet and safe.

2. Downtown gets very crowded on weekends.

3. I prefer living in a suburb, it's more peaceful.

4. This city has a vibrant art scene.

5. There's a great little restaurant off the beaten path near my house.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This place is much polluted.→This place is very polluted.(use 'very', not 'much', before an adjective)

I live in downtown. (missing preposition or extra 'the')→I live downtown.('downtown' works as an adverb without a preposition in American English)

This is a beaten path place.→This place is off the beaten path.(keep the correct word order in this fixed expression)

There are many resident here.→There are many residents here.(don't forget the plural -s)

Check your own progress

I can describe neighborhoods and cities using these adjectives I can use 'downtown' correctly (no preposition needed) I know the difference between suburb and downtown I can use 'off the beaten path'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary to describe places, plus 'off the beaten path' — remembering that 'downtown' doesn't need a preposition.

Homework

Don't forget to do your homework!

A2-V12 | VOCABULARY

Your 60-minute lesson

Work and the Office

Goal: By the end of this lesson, you'll be able to talk about your job, meetings, and office life.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you have any deadlines this week?
Describe your ideal boss.
Are you usually swamped with work?

QUICK GAME — 2 min

Work vocabulary chain: name as many work-related words as you can in one minute.

2. Presentation

~10 min

Let's learn office and work vocabulary — useful for professional conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
colleague / coworker	/ˈkɒliːɡ/ /ˈkoʊˌwɜːrkər/	noun	someone you work with
meeting	/ˈmiːtɪŋ/	noun	a gathering to discuss work
deadline	/ˈdɛdˌlaɪn/	noun	the date something must be finished
boss	/bɒs/	noun	the person you report to at work
salary	/ˈsæləri/	noun	the money you earn from your job
promotion	/prəˈmoʊʃən/	noun	a move to a higher position at work
resign / quit	/rɪˈzaɪn/ /kwɪt/	verb	to leave your job
hire	/ˈhaɪər/	verb	to give someone a job
overtime	/ˈoʊvərˌtaɪm/	noun	extra hours worked beyond normal schedule
task	/tæsk/	noun	a piece of work to be done

In Context

I have a meeting with my boss tomorrow.
The deadline for this project is Friday.
She got a promotion last month.
I worked overtime this week.
They hired three new employees.

Useful expression: "to be swamped" /tuː biː swɒmpt/

to have a lot of work, very busy

I can't talk now, I'm completely swamped at work.

"Actually" once more: "Actually, my boss is very understanding" means "in fact, contrary to what you'd think" — extremely common in work-related small talk to correct assumptions.

Check your understanding — click Yes or No

1. "To be swamped" means to have very little work.

2. "Deadline" is the date something must be finished.

3. "Resign" and "quit" mean the same thing.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about work

Talk with your tutor about your work life. Use these prompts to start:

Describe your relationship with your boss or colleagues.
Have you ever gotten a promotion?
How do you manage tight deadlines?
Are you usually swamped at work?

Now write it down — 5 sentences about work

Use at least 5 different work words.

1

2

3

4

5

1. I have a meeting with my colleagues every Monday.

2. My deadline for this project is next week.

3. She got a well-deserved promotion.

4. I worked overtime to finish on time.

5. I've been completely swamped lately.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have much work, I'm swamped much.→I have a lot of work, I'm really swamped.(use 'a lot of' with nouns, 'really' with adjectives, not 'much' in this context)

She resigned of her job.→She resigned from her job.(use 'from', not 'of', after 'resign')

I have deadline tomorrow.→I have a deadline tomorrow.(don't forget the article 'a')

My boss hired me a promotion. (confusing verbs)→My boss gave me a promotion.('hire' means to give someone a NEW job, not to promote an existing employee)

Check your own progress

I can talk about meetings, deadlines, and colleagues I know 'resign' and 'quit' mean the same thing I can use 'hire' correctly (for new employees) I can use 'swamped' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned office and work vocabulary, plus 'swamped' — remembering that 'hire' is for new employees, not promotions.

Homework

Don't forget to do your homework!

A2-V13 | VOCABULARY

Your 60-minute lesson

Making Plans and Invitations

Goal: By the end of this lesson, you'll be able to invite people, make plans, and respond to invitations naturally.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you available this weekend?
Have you ever had to cancel plans last minute?
Do you prefer hanging out in small or big groups?

QUICK GAME — 2 min

Plan a party: invite your tutor to an imaginary event and negotiate the details.

2. Presentation

~10 min

Let's learn vocabulary for arranging plans — inviting, accepting, and canceling.

New Words

Word	IPA (American)	Part of Speech	Meaning
invite	/ɪnˈvaɪt/	verb	to ask someone to join an event
available	/əˈveɪləbəl/	adjective	free, not busy
cancel	/ˈkænsəl/	verb	to stop a planned event from happening
postpone	/poʊstˈpoʊn/	verb	to move an event to a later time
reschedule	/riːˈskɛdʒuːl/	verb	to change the time of a plan
confirm	/kənˈfɜːrm/	verb	to make sure a plan is definite
show up	/ʃoʊ ʌp/	verb phrase	to arrive at an event
hang out	/hæŋ aʊt/	verb phrase	to spend casual time with friends
RSVP	/ɑːr ɛs viː piː/	verb	to reply to an invitation
get together	/ɡɛt təˈɡɛðər/	verb phrase / noun	to meet with others, or a small casual gathering

In Context

I'd like to invite you to my birthday party.
Are you available this Saturday?
We had to cancel the trip because of the weather.
Let's reschedule for next week.
Can you RSVP by Friday?

Useful expression: "to take a rain check" /tuː teɪk ə reɪn tʃɛk/

to postpone an invitation for another time

I can't make it tonight, can I take a rain check?

"Actually" is common here too: "Actually, I'm free this weekend" corrects a previous assumption (maybe someone thought you were busy). Also note: "hang out" is very informal and common among friends, while "get together" can be slightly more general.

Check your understanding — click Yes or No

1. "To take a rain check" means to postpone an invitation.

2. "Available" means busy.

3. "Show up" means to cancel a plan.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice making plans

Role-play making plans with your tutor. Use these prompts to start:

Invite your tutor to a hypothetical event.
Practice canceling and rescheduling a plan politely.
Ask if your tutor is available this weekend.
Have you ever had to take a rain check on something?

Now write it down — 5 sentences about making plans

Use at least 5 different plans/invitations words.

1

2

3

4

5

1. I'd like to invite you to my house this weekend.

2. I'm available on Saturday afternoon.

3. We had to postpone the trip.

4. Let's hang out sometime next week.

5. Can I take a rain check on tonight?

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I invite you to my party. (should specify time, or use future tense for a real invitation)→I'd like to invite you to my party.('I'd like to' sounds more natural and polite for an actual invitation)

Let's cancel to next week. (confusing cancel/postpone)→Let's postpone to next week. / Let's reschedule.('cancel' means stop completely, 'postpone/reschedule' means move to later)

Can I take rain check?→Can I take a rain check?(don't forget the article 'a')

I confirm you tomorrow.→I'll confirm with you tomorrow.(use 'confirm with someone', and include the future form)

Check your own progress

I can invite someone and respond to invitations I know the difference between cancel and postpone/reschedule I can use 'available' correctly I can use 'take a rain check'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for making plans and invitations, plus 'take a rain check' — remembering the difference between cancel and postpone.

Homework

Don't forget to do your homework!

A2-V14 | VOCABULARY

Your 60-minute lesson

Past Experiences

Goal: By the end of this lesson, you'll be able to talk about memorable past experiences with more descriptive vocabulary.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite childhood memory?
What's your biggest achievement so far?
Do you have any regrets?

QUICK GAME — 2 min

Memory lane: share 3 quick memories from your childhood, one after another.

2. Presentation

~10 min

Let's learn vocabulary for describing memories and past experiences vividly.

New Words

Word	IPA (American)	Part of Speech	Meaning
memory	/ˈmɛməri/	noun	something you remember from the past
unforgettable	/ˌʌnfərˈɡɛtəbəl/	adjective	impossible to forget, very memorable
adventure	/ədˈvɛntʃər/	noun	an exciting or unusual experience
childhood	/ˈtʃaɪldhʊd/	noun	the period of being a child
achievement	/əˈtʃiːvmənt/	noun	something successfully accomplished
regret	/rɪˈɡrɛt/	noun/verb	a feeling of sadness about something in the past
nostalgic	/nɒˈstældʒɪk/	adjective	feeling sentimental about the past
experience	/ɪkˈspɪəriəns/	noun	something that happened to you
milestone	/ˈmaɪlˌstoʊn/	noun	an important event or achievement
recall	/rɪˈkɔːl/	verb	to remember something

In Context

That trip was an unforgettable experience.
I have great memories from my childhood.
Graduating was a huge achievement for me.
I feel nostalgic when I hear this song.
I don't recall exactly what happened.

Useful expression: "a blast from the past" /ə blæst frəm ðə pæst/

something that reminds you strongly of an earlier time

Seeing that old photo was a blast from the past.

"Actually" continues to show up in storytelling too: "I actually didn't like it at first" adds a surprising twist to a memory. This word is one of the most useful and frequent in natural spoken English!

Check your understanding — click Yes or No

1. "A blast from the past" describes something that strongly reminds you of an earlier time.

2. "Milestone" means an unimportant, small detail.

3. "Nostalgic" means feeling sentimental about the past.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — share memories

Talk with your tutor about your past experiences and memories. Use these prompts to start:

What's an unforgettable memory from your childhood?
What's your proudest achievement?
Is there anything you regret?
Has anything given you a blast from the past recently?

Now write it down — 5 sentences about past experiences

Use at least 5 different memory-related words.

1

2

3

4

5

1. I have unforgettable memories from my childhood.

2. Graduating was a big achievement in my life.

3. I sometimes feel nostalgic about my hometown.

4. I don't regret any of my big decisions.

5. Finding my old diary was a blast from the past.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I remember of my childhood.→I remember my childhood.('remember' doesn't need 'of' before the object)

I recall of the event.→I recall the event.('recall' also doesn't need 'of' before the object)

That was a achievement big.→That was a big achievement.(the adjective goes before the noun in English)

I have nostalgic of my childhood.→I feel nostalgic about my childhood.(use 'feel nostalgic about', not 'have nostalgic of')

Check your own progress

I can describe memories using at least 8 words I know 'remember' and 'recall' don't need 'of' I can use 'nostalgic' correctly I can use 'a blast from the past'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for past experiences and memories, plus 'a blast from the past' — remembering that 'remember' and 'recall' don't need 'of'.

Homework

Don't forget to do your homework!

A2-V15 | VOCABULARY

Your 60-minute lesson

Opinions and Preferences

Goal: By the end of this lesson, you'll be able to give opinions and express preferences naturally.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your opinion on remote work?
Do you prefer city life or countryside life?
Do you and your friends usually see eye to eye?

QUICK GAME — 2 min

Opinion round: share your quick opinion on 3 random topics your tutor gives you.

2. Presentation

~10 min

Let's learn phrases for sharing your opinion and preferences politely and naturally.

New Words

Word	IPA (American)	Part of Speech	Meaning
in my opinion	/ɪn maɪ əˈpɪnjən/	phrase	used to introduce your view
prefer	/prɪˈfɜːr/	verb	to like one thing more than another
agree / disagree	/əˈɡriː/ /ˌdɪsəˈɡriː/	verb	to have the same / a different opinion
point of view	/pɔɪnt əv vjuː/	noun	a way of thinking about something
convince	/kənˈvɪns/	verb	to make someone believe something
argument	/ˈɑːrɡjəmənt/	noun	a reason given to support an opinion (or a disagreement)
definitely	/ˈdɛfɪnətli/	adverb	without doubt, certainly
personally	/ˈpɜːrsənəli/	adverb	speaking for myself
rather	/ˈræðər/	adverb	used to express a preference
as far as I'm concerned	/æz fɑːr æz aɪm kənˈsɜːrnd/	phrase	in my opinion (slightly more formal)

In Context

In my opinion, this movie is overrated.
I prefer tea to coffee.
I disagree, I think it's a great idea.
Personally, I don't like spicy food.
As far as I'm concerned, this is the best option.

Useful expression: "to see eye to eye" /tuː siː aɪ tuː aɪ/

to agree completely with someone

We don't always see eye to eye, but we respect each other.

"Actually" is extremely common when giving opinions that contrast with what was expected: "Actually, I think it's a great idea" — this softens disagreement and makes your opinion sound more natural, not abrupt.

Check your understanding — click Yes or No

1. "To see eye to eye" means to disagree strongly.

2. "Personally" is used to give your own individual opinion.

3. "I prefer tea to coffee" means I like coffee more.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — share your opinions

Talk with your tutor about your opinions and preferences. Use these prompts to start:

What's your opinion on social media?
Do you prefer mornings or evenings?
Do you and your family always see eye to eye?
Share your point of view on a current topic.

Now write it down — 5 sentences sharing opinions

Use at least 5 different opinion words/phrases.

1

2

3

4

5

1. In my opinion, technology has changed our lives for the better.

2. I prefer reading books to watching TV.

3. I disagree with that idea completely.

4. Personally, I think travel is the best way to learn.

5. We don't always see eye to eye, but we respect each other.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

In my opinion that this is wrong.→In my opinion, this is wrong.(don't add 'that' after 'in my opinion')

I prefer tea than coffee.→I prefer tea to coffee.(use 'to', not 'than', after 'prefer')

I am agree with you.→I agree with you.('agree' is a verb by itself, don't add 'am')

We see eye to eyes.→We see eye to eye.(keep both words singular in this fixed expression)

Check your own progress

I can introduce opinions with several different phrases I can use 'prefer...to' correctly I can use 'agree/disagree' without 'am' I can use 'see eye to eye'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned phrases for opinions and preferences, plus 'see eye to eye' — remembering to use 'prefer...to', not 'prefer...than'.

Homework

Don't forget to do your homework!

A2-V16 | VOCABULARY

Your 60-minute lesson

Environment and Nature

Goal: By the end of this lesson, you'll be able to talk about the environment and simple ecological topics.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you recycle at home?
What's an environmental issue that worries you?
What's one thing you could do to go green?

QUICK GAME — 2 min

Green ideas: brainstorm 5 ways to help the environment, as fast as you can.

2. Presentation

~10 min

Let's learn environmental vocabulary — increasingly important in everyday conversation.

New Words

Word	IPA (American)	Part of Speech	Meaning
recycle	/riːˈsaɪkəl/	verb	to reuse materials instead of throwing them away
pollution	/pəˈluːʃən/	noun	harmful substances in the environment
climate change	/ˈklaɪmɪt tʃeɪndʒ/	noun	long-term changes in global weather patterns
forest	/ˈfɒrɪst/	noun	a large area covered with trees
waste	/weɪst/	noun/verb	garbage, or to use something carelessly
renewable	/rɪˈnuːəbəl/	adjective	able to be used again, naturally (like solar energy)
endangered	/ɪnˈdeɪndʒərd/	adjective	at risk of disappearing (species)
sustainable	/səˈsteɪnəbəl/	adjective	able to continue without harming the environment
protect	/prəˈtɛkt/	verb	to keep safe from harm
reduce	/rɪˈduːs/	verb	to make smaller or less

In Context

We should recycle more plastic.
Air pollution is a serious problem in big cities.
Many animals are endangered because of deforestation.
Solar power is a renewable energy source.
We need to reduce our waste.

Useful expression: "to go green" /tuː ɡoʊ ɡriːn/

to adopt environmentally friendly habits

Our company decided to go green last year.

"Actually" fits here too: "Actually, recycling alone isn't enough" introduces a surprising or corrective fact — a natural way to add nuance when discussing environmental topics.

Check your understanding — click Yes or No

1. "To go green" means to adopt environmentally friendly habits.

2. "Renewable" energy cannot be used again.

3. "Endangered" animals are at risk of disappearing.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about the environment

Talk with your tutor about environmental topics. Use these prompts to start:

Do you recycle at home?
What's an environmental problem in your city?
What can people do to go green?
Do you know any endangered animals in your country?

Now write it down — 5 sentences about the environment

Use at least 5 different environment words.

1

2

3

4

5

1. I recycle paper and plastic at home.

2. Air pollution is a serious problem in my city.

3. We should use more renewable energy.

4. Many species are endangered because of deforestation.

5. My family is trying to go green this year.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I recycle the garbage. (less natural)→I recycle paper and plastic.('recycle' is usually used with specific materials, not general 'garbage')

This animal is danger. (missing prefix)→This animal is endangered.(use 'endangered', not just 'danger', as the adjective)

We go green our company.→Our company decided to go green.(keep the natural sentence structure with 'go green')

Solar energy is renewable resource. (missing article)→Solar energy is a renewable resource.(don't forget the article 'a')

Check your own progress

I can talk about basic environmental topics I can use 'endangered' correctly I know 'renewable' means able to be reused naturally I can use 'go green' correctly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned environmental vocabulary and 'go green' — remembering to use 'endangered', not just 'danger', for at-risk species.

Homework

Don't forget to do your homework!

A2-V17 | VOCABULARY

Your 60-minute lesson

Celebrations and Special Occasions

Goal: By the end of this lesson, you'll be able to talk about celebrations, parties, and special occasions.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite celebration of the year?
Describe the last party you went to.
Has anyone you know recently popped the question?

QUICK GAME — 2 min

Party planning: plan a surprise party together, describing decorations, guests, and gifts.

2. Presentation

~10 min

Let's learn vocabulary for celebrations — birthdays, weddings, and other special moments.

New Words

Word	IPA (American)	Part of Speech	Meaning
celebrate	/ˈsɛləˌbreɪt/	verb	to do something special to mark an occasion
anniversary	/ˌænɪˈvɜːrsəri/	noun	the yearly date of an important event
wedding	/ˈwɛdɪŋ/	noun	a marriage ceremony
gift / present	/ɡɪft/ /ˈprɛzənt/	noun	something given to someone
guest	/ɡɛst/	noun	a person invited to an event
toast	/toʊst/	noun/verb	a short speech before drinking to celebrate
decorate	/ˈdɛkəˌreɪt/	verb	to make something look festive
surprise	/sərˈpraɪz/	noun/adjective	something unexpected
graduation	/ˌɡrædʒuˈeɪʃən/	noun	completing a school or university program
congratulations	/kənˌɡrætʃəˈleɪʃənz/	noun (exclamation)	used to express happiness for someone's success

In Context

We celebrated our anniversary at a nice restaurant.
I went to my cousin's wedding last weekend.
She gave me a beautiful gift.
They decorated the house for the party.
Congratulations on your graduation!

Useful expression: "to pop the question" /tuː pɒp ðə ˈkwɛstʃən/

to propose marriage

He finally popped the question last night!

"Congratulations" is ALWAYS plural, even when talking about one achievement — never say "a congratulation." Also, remember: use "congratulations ON" something, not "congratulations FOR."

Check your understanding — click Yes or No

1. "Congratulations" is always used in the singular.

2. "To pop the question" means to propose marriage.

3. "Toast" can only mean bread in English.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about celebrations

Talk with your tutor about celebrations and special occasions. Use these prompts to start:

Describe your favorite celebration.
Have you ever been to a wedding?
How do you usually celebrate your birthday?
Have you ever given or received a memorable gift?

Now write it down — 5 sentences about celebrations

Use at least 5 different celebration words.

1

2

3

4

5

1. We celebrated my mom's birthday with a big dinner.

2. I went to a beautiful wedding last summer.

3. She gave a touching toast at the party.

4. We decorated the house for the holidays.

5. Congratulations on your new job!

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

A congratulation for you!→Congratulations on your achievement!('congratulations' is always plural, and use 'on', not 'for')

We celebrate to my birthday.→We celebrate my birthday.('celebrate' doesn't need 'to' before the object)

He pop the question.→He popped the question.(use the past tense correctly)

It was surprise party.→It was a surprise party.(don't forget the article 'a')

Check your own progress

I can talk about celebrations and special occasions I know 'congratulations' is always plural I use 'congratulations on', not 'for' I can use 'pop the question'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned celebration vocabulary and 'pop the question' — remembering that 'congratulations' is always plural and takes 'on'.

Homework

Don't forget to do your homework!

A2-V18 | VOCABULARY

Your 60-minute lesson

At the Restaurant

Goal: By the end of this lesson, you'll be able to order food, ask questions, and handle a restaurant experience in English.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your favorite dish to order at a restaurant?
Do you always make a reservation before going out?
Have you ever footed the bill for a group?

QUICK GAME — 2 min

Restaurant role-play: your tutor is the waiter, order a full three-course meal.

2. Presentation

~10 min

Let's learn restaurant vocabulary — beyond basic food words, for real dining situations.

New Words

Word	IPA (American)	Part of Speech	Meaning
menu	/ˈmɛnjuː/	noun	a list of food and drinks available
reservation	/ˌrɛzərˈveɪʃən/	noun	a booked table in advance
waiter / waitress	/ˈweɪtər/ /ˈweɪtrəs/	noun	someone who serves food at a restaurant
order	/ˈɔːrdər/	verb/noun	to ask for food, or the food requested
bill / check	/bɪl/ /tʃɛk/	noun	the paper showing how much you owe
tip	/tɪp/	noun	extra money given for good service
starter / appetizer	/ˈstɑːrtər/ /ˈæpɪˌtaɪzər/	noun	a small dish before the main course
main course	/meɪn kɔːrs/	noun	the biggest, central dish of a meal
dessert	/dɪˈzɜːrt/	noun	a sweet dish eaten after the main meal
recommend	/ˌrɛkəˈmɛnd/	verb	to suggest something as good

In Context

I made a reservation for two people.
Can I see the menu, please?
What do you recommend?
Can we have the bill, please?
I usually leave a good tip.

Useful expression: "to foot the bill" /tuː fʊt ðə bɪl/

to pay for something, especially a meal

Don't worry, I'll foot the bill this time.

"Dessert" (postre) has double S and is stressed on the second syllable, while "desert" (desierto) has one S and is often stressed differently — a very common spelling and pronunciation confusion!

Check your understanding — click Yes or No

1. "Dessert" and "desert" are spelled and mean the same thing.

2. "To foot the bill" means to pay for something.

3. "Reservation" means a booked table in advance.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice a restaurant scene

Role-play a restaurant experience with your tutor. Use these prompts to start:

Order a full meal (starter, main course, dessert).
Ask the waiter for a recommendation.
Ask for the bill and discuss the tip.
Have you ever footed the bill for a big group?

Now write it down — 5 sentences about a restaurant experience

Use at least 5 different restaurant words.

1

2

3

4

5

1. I made a reservation for 7pm.

2. The waiter recommended the fish.

3. I ordered soup as a starter.

4. We asked for the bill after dessert.

5. My friend footed the bill for dinner.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Can I have the check menu? (confusing bill and menu)→Can I have the menu, please? / Can I have the check, please?('menu' is for choosing food, 'check/bill' is for paying)

I want dessert of chocolate cake. (unnatural)→I'd like chocolate cake for dessert.(use this more natural word order)

I foot bill.→I'll foot the bill.(don't forget 'the' and the future form)

What you recommend?→What do you recommend?(don't forget the auxiliary 'do' in the question)

Check your own progress

I can order food and ask for recommendations I know the difference between dessert and desert I can ask for the bill politely I can use 'foot the bill'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned restaurant vocabulary and 'foot the bill' — remembering the difference between dessert (postre) and desert (desierto).

Homework

Don't forget to do your homework!

A2-V19 | VOCABULARY

Your 60-minute lesson

Describing Routines and Frequency

Goal: By the end of this lesson, you'll be able to describe routines with more precise frequency expressions.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you do on a regular basis?
What's something you rarely do?
Have you fallen into any new routines recently?

QUICK GAME — 2 min

Frequency scale: describe 3 habits from most to least frequent, using different frequency phrases.

2. Presentation

~10 min

Let's expand beyond always/usually/sometimes to describe routines with more nuance and precision.

New Words

Word	IPA (American)	Part of Speech	Meaning
occasionally	/əˈkeɪʒənəli/	adverb	sometimes, but not often
rarely / hardly ever	/ˈrɛərli/ /ˈhɑːrdli ˈɛvər/	adverb	almost never
on a regular basis	/ɒn ə ˈrɛɡjələr ˈbeɪsɪs/	phrase	regularly, often
from time to time	/frəm taɪm tuː taɪm/	phrase	occasionally
every other day	/ˈɛvri ˈʌðər deɪ/	phrase	on alternate days
routine	/ruːˈtiːn/	noun	a fixed pattern of regular activities
habit	/ˈhæbɪt/	noun	something you do regularly, often without thinking
consistently	/kənˈsɪstəntli/	adverb	always doing something the same way
skip	/skɪp/	verb	to not do something you usually do
stick to	/stɪk tuː/	verb phrase	to continue doing something without stopping

In Context

I go to the gym on a regular basis.
I occasionally eat fast food.
I rarely skip breakfast.
I try to stick to a healthy routine.
We see each other from time to time.

Useful expression: "to fall into a routine" /tuː fɔːl ˈɪntuː ə ruːˈtiːn/

to develop a regular pattern of behavior

After moving, we quickly fell into a new routine.

"Actually" fits routines too: "Actually, I don't exercise as often as people think" corrects an assumption. Also, note the small but important difference: "habit" is often personal/automatic, while "routine" refers to a broader pattern of scheduled activities.

Check your understanding — click Yes or No

1. "Rarely" and "hardly ever" mean the same thing.

2. "To stick to" a routine means to give it up quickly.

3. "From time to time" means every single day.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe your routines precisely

Talk with your tutor about your habits and routines. Use these prompts to start:

What do you do on a regular basis?
What's something you rarely do?
Have you ever fallen into a new routine after a big change?
What's a habit you're trying to stick to?

Now write it down — 5 sentences describing routines precisely

Use at least 5 different frequency words/phrases.

1

2

3

4

5

1. I exercise on a regular basis.

2. I occasionally treat myself to dessert.

3. I rarely skip my morning coffee.

4. I'm trying to stick to a new sleep schedule.

5. We fell into a new routine after moving.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I exercise in a regular basis.→I exercise on a regular basis.(use 'on', not 'in', with 'a regular basis')

I stick my routine.→I stick to my routine.(don't forget 'to' after 'stick')

I rarely never skip breakfast. (double negative-like redundancy)→I rarely skip breakfast.('rarely' already means almost never — don't add 'never' too)

We fall in a routine.→We fell into a routine.(use 'fall into', and the correct past tense)

Check your own progress

I can use more nuanced frequency expressions I know 'on a regular basis' takes 'on' I can use 'stick to' correctly I can use 'fall into a routine'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned nuanced frequency expressions and 'fall into a routine' — remembering to use 'on a regular basis' and 'stick to'.

Homework

Don't forget to do your homework!

A2-V20 | VOCABULARY

Your 60-minute lesson

Common Phrasal Verbs for Daily Life

Goal: By the end of this lesson, you'll be able to use common everyday phrasal verbs naturally in conversation.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What are you looking for in a good friend?
Have you ever run out of gas or battery at a bad time?
Has anyone hit the nail on the head about something recently?

QUICK GAME — 2 min

Phrasal verb match: your tutor gives a phrasal verb and you use it in a sentence about your own life.

2. Presentation

~10 min

Let's learn phrasal verbs beyond A1 basics — essential for sounding more natural in everyday English.

New Words

Word	IPA (American)	Part of Speech	Meaning
look for	/lʊk fɔːr/	phrasal verb	to search for something
find out	/faɪnd aʊt/	phrasal verb	to discover information
get on / get off	/ɡɛt ɒn/ /ɡɛt ɒf/	phrasal verb	to enter / exit a vehicle (bus, train)
put off	/pʊt ɒf/	phrasal verb	to postpone
give up	/ɡɪv ʌp/	phrasal verb	to stop trying, to quit
run out of	/rʌn aʊt əv/	phrasal verb	to have no more of something
come across	/kʌm əˈkrɒs/	phrasal verb	to find something by chance
check out	/tʃɛk aʊt/	phrasal verb	to look at or investigate something
set up	/sɛt ʌp/	phrasal verb	to arrange or organize something
figure out	/ˈfɪɡjər aʊt/	phrasal verb	to understand or solve something

In Context

I'm looking for my keys.
I found out the truth yesterday.
Don't give up on your goals!
We ran out of milk this morning.
I came across an old photo of us.

Useful expression: "to hit the nail on the head" /tuː hɪt ðə neɪl ɒn ðə hɛd/

to describe something exactly right

You hit the nail on the head with that comment.

Phrasal verbs are extremely common in everyday spoken English but rare in very formal writing — using them naturally (instead of more formal single-word verbs like 'discover' instead of 'find out') makes you sound much more like a native speaker.

Check your understanding — click Yes or No

1. "Run out of" means to have plenty of something.

2. "Figure out" means to understand or solve something.

3. "To hit the nail on the head" means to say something exactly right.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice everyday phrasal verbs

Talk with your tutor using these phrasal verbs naturally. Use these prompts to start:

What are you looking for these days (in life, or literally)?
Have you ever run out of something important?
Have you ever come across something interesting by chance?
When did someone hit the nail on the head about you?

Now write it down — 5 sentences using phrasal verbs

Use at least 5 different phrasal verbs from this lesson.

1

2

3

4

5

1. I'm looking for a new apartment.

2. We ran out of time during the meeting.

3. I came across an old photo album.

4. I finally figured out the problem.

5. She hit the nail on the head with her feedback.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I look my keys.→I'm looking for my keys.(don't drop 'for' — 'look for' means search)

We run out coffee.→We ran out of coffee.(don't forget 'of' in 'run out of')

I figure out the answer. (present, but meant past)→I figured out the answer.(use the correct past tense)

He hit nail on head.→He hit the nail on the head.(don't forget the articles 'the' in this fixed expression)

Check your own progress

I can use at least 8 common phrasal verbs I don't drop the particles (for, of, out) I can use these phrasal verbs in the correct tense I can use 'hit the nail on the head'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned common everyday phrasal verbs and 'hit the nail on the head' — completing the full A2 Vocabulary pensum! Great work.

Homework

Don't forget to do your homework!

B1-V01 | VOCABULARY

Your 60-minute lesson

Relationships and Social Connections

Goal: By the end of this lesson, you'll be able to discuss friendships and relationships with more depth and nuance.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Who do you trust the most in your life?
Do you have any close acquaintances who became good friends?
Have you ever had to rebuild trust with someone?

QUICK GAME — 2 min

Relationship words: name as many relationship-related words as you can in one minute.

2. Presentation

~10 min

Let's learn vocabulary for describing relationships — beyond simple family/friend words, into how relationships work and change.

New Words

Word	IPA (American)	Part of Speech	Meaning
trust	/trʌst/	noun/verb	belief that someone is reliable and honest
acquaintance	/əˈkweɪntəns/	noun	someone you know but not closely
bond	/bɒnd/	noun	a close connection between people
betray	/bɪˈtreɪ/	verb	to break trust with someone
reconcile	/ˈrɛkənˌsaɪl/	verb	to become friends again after a disagreement
supportive	/səˈpɔːrtɪv/	adjective	helping and encouraging someone
distant	/ˈdɪstənt/	adjective	emotionally not close, cold
break up	/breɪk ʌp/	verb phrase	to end a romantic relationship
get along with	/ɡɛt əˈlɒŋ wɪð/	verb phrase	to have a good relationship with someone
loyal	/ˈlɔɪəl/	adjective	faithful and supportive over time

In Context

It takes years to build real trust.
He's just an acquaintance, not a close friend.
We have a very strong bond.
They broke up after five years together.
I get along well with my coworkers.

Useful expression: "to burn bridges" /tuː bɜːrn ˈbrɪdʒɪz/

to damage a relationship permanently

Don't burn bridges when you leave a job.

"Sympathetic" is a false friend here — in English it means "showing kindness/understanding toward someone's problem," not "nice/friendly" as "simpático" means in Spanish. Use "friendly" or "nice" for that meaning instead.

Check your understanding — click Yes or No

1. "Sympathetic" in English means the same as "simpático" in Spanish.

2. "To burn bridges" means to damage a relationship permanently.

3. "Acquaintance" describes a very close friend.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about relationships

Talk with your tutor about your relationships. Use these prompts to start:

Describe a supportive relationship in your life.
Have you ever had to reconcile with someone?
Do you get along well with your coworkers or classmates?
Have you ever burned bridges with someone?

Now write it down — 5 sentences about relationships

Use at least 5 different relationship words.

1

2

3

4

5

1. I have a strong bond with my sister.

2. We reconciled after a small argument.

3. My best friend is always supportive.

4. I get along really well with my team at work.

5. I try never to burn bridges, even in difficult situations.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She is very sympathetic. (meaning nice/friendly)→She is very nice/friendly.('sympathetic' means showing understanding for someone's problem, not 'friendly' — a false friend)

I get along with well my sister.→I get along well with my sister.('well' goes right after 'get along', before 'with')

We reconcile last week.→We reconciled last week.(use the correct past tense)

He betray me.→He betrayed me.(don't forget the past tense -ed)

Check your own progress

I can describe relationships with more nuanced vocabulary I know 'sympathetic' is a false friend I can use 'get along with' correctly I can use 'burn bridges'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned deeper relationship vocabulary and 'burn bridges' — remembering that 'sympathetic' is a false friend, not meaning 'friendly'.

Homework

Don't forget to do your homework!

B1-V02 | VOCABULARY

Your 60-minute lesson

Education and Learning

Goal: By the end of this lesson, you'll be able to discuss education systems, degrees, and learning experiences.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What did you study, or what would you like to study?
Are you self-taught in any skill?
How long did it take you to learn the ropes at your job?

QUICK GAME — 2 min

Skill share: name 3 skills you have and how you learned them.

2. Presentation

~10 min

Let's learn vocabulary for education — beyond basic classroom words, into degrees, skills, and learning processes.

New Words

Word	IPA (American)	Part of Speech	Meaning
degree	/dɪˈɡriː/	noun	a qualification from a university
curriculum	/kəˈrɪkjələm/	noun	the subjects taught in a school program
scholarship	/ˈskɒlərˌʃɪp/	noun	money given to a student to help pay for education
graduate	/ˈɡrædʒuˌeɪt/	verb/noun	to complete a degree, or a person who has
skill	/skɪl/	noun	an ability to do something well
qualification	/ˌkwɒlɪfɪˈkeɪʃən/	noun	an official record of achievement
enroll	/ɪnˈroʊl/	verb	to officially join a course or school
lecture	/ˈlɛktʃər/	noun	a formal talk given to teach a subject
self-taught	/sɛlf tɔːt/	adjective	learned something without a teacher
expertise	/ˌɛkspɜːrˈtiːz/	noun	special skill or knowledge in a field

In Context

She has a degree in economics.
I received a scholarship to study abroad.
He's mostly self-taught in programming.
I enrolled in an online course last month.
This job requires expertise in marketing.

Useful expression: "to learn the ropes" /tuː lɜːrn ðə roʊps/

to learn how to do a new job or task

It took me a few weeks to learn the ropes at my new job.

"Actually" appears in education talk too: "Actually, I studied law, not medicine" corrects an assumption. Also, "career" is a false friend for "carrera" — in English, "career" means your professional path over time, while a specific university program is called a "degree" or "major," not "career."

Check your understanding — click Yes or No

1. "Career" in English always means the same as "carrera" (a specific degree program).

2. "Self-taught" means learned without a teacher.

3. "To learn the ropes" means to learn a new job or task.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about education

Talk with your tutor about your educational background and skills. Use these prompts to start:

What degree or qualification do you have?
Are you self-taught in anything?
Have you ever received a scholarship?
How long did it take you to learn the ropes at your current job?

Now write it down — 5 sentences about education

Use at least 5 different education words.

1

2

3

4

5

1. I have a degree in engineering.

2. I'm mostly self-taught in web design.

3. I received a scholarship for my master's program.

4. This course has a very interesting curriculum.

5. It took me months to learn the ropes at my new job.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I studied a career in law. (meaning a degree program)→I studied law. / I have a degree in law.('career' means your professional path, not a specific degree — a false friend)

I enrolled to the course.→I enrolled in the course.(use 'in', not 'to', after 'enroll')

She is self-teach.→She is self-taught.(use the past participle form 'taught', not 'teach')

I have expertise of marketing.→I have expertise in marketing.(use 'in', not 'of', with 'expertise')

Check your own progress

I can discuss degrees, qualifications, and skills I know 'career' is a false friend for 'carrera' (degree program) I can use 'enroll in' and 'expertise in' correctly I can use 'learn the ropes'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned education vocabulary and 'learn the ropes' — remembering that 'career' is a false friend, different from a specific degree.

Homework

Don't forget to do your homework!

B1-V03 | VOCABULARY

Your 60-minute lesson

Money and Personal Finance

Goal: By the end of this lesson, you'll be able to discuss budgeting, saving, and personal finance.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you follow a budget?
What's something you're saving up for?
Have you ever invested in something?

QUICK GAME — 2 min

Money habits: share 3 of your money habits, good or bad, as fast as you can.

2. Presentation

~10 min

Let's learn personal finance vocabulary — increasingly important for real-world English.

New Words

Word	IPA (American)	Part of Speech	Meaning
budget	/ˈbʌdʒɪt/	noun/verb	a plan for spending money
save	/seɪv/	verb	to keep money instead of spending it
invest	/ɪnˈvɛst/	verb	to put money into something to make more money
debt	/dɛt/	noun	money you owe
loan	/loʊn/	noun	money borrowed that must be paid back
income	/ˈɪnkʌm/	noun	money you earn regularly
expense	/ɪkˈspɛns/	noun	money spent on something
afford	/əˈfɔːrd/	verb	to have enough money for something
in debt	/ɪn dɛt/	phrase	owing money
financial	/faɪˈnænʃəl/	adjective	related to money

In Context

I need to stick to my monthly budget.
She saves 20% of her income every month.
He invested in stocks last year.
We're still paying off a student loan.
I'm in debt because of my car loan.

Useful expression: "to live paycheck to paycheck" /tuː lɪv ˈpeɪtʃɛk tuː ˈpeɪtʃɛk/

to spend all your income with nothing saved

After the rent increase, we're living paycheck to paycheck.

"Actually" applies to money talk too: "Actually, I've been saving more than I thought" adds a surprising correction. Also, "actual" (the adjective) is a false friend — it means "real," not "current/actualizado" as in Spanish.

Check your understanding — click Yes or No

1. "Actual" in English means "current" like in Spanish.

2. "To live paycheck to paycheck" means to save a lot of money.

3. "Debt" means money you owe.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about personal finance

Talk with your tutor about money habits. Use these prompts to start:

Do you follow a monthly budget?
Have you ever invested in anything?
What's something you'd like to save up for?
Have you ever lived paycheck to paycheck?

Now write it down — 5 sentences about personal finance

Use at least 5 different finance words.

1

2

3

4

5

1. I try to stick to a strict monthly budget.

2. I've been saving for a house down payment.

3. My parents invested in a small business.

4. I still have some student debt.

5. We used to live paycheck to paycheck, but now we save more.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is the actual price. (meaning current)→This is the current price.('actual' means 'real', not 'current' — a false friend)

I have debt of money.→I have debt. / I'm in debt.('debt' already implies money — don't add 'of money')

I can afford of this.→I can afford this.('afford' doesn't need 'of' before the object)

We live paycheck to the paycheck.→We live paycheck to paycheck.(no articles needed in this fixed expression)

Check your own progress

I can discuss budgets, savings, and debt I know 'actual' is a false friend meaning 'real', not 'current' I can use 'afford' correctly (no 'of') I can use 'live paycheck to paycheck'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned personal finance vocabulary and 'live paycheck to paycheck' — remembering that 'actual' means 'real', not 'current'.

Homework

Don't forget to do your homework!

B1-V04 | VOCABULARY

Your 60-minute lesson

Media and News

Goal: By the end of this lesson, you'll be able to discuss news, journalism, and media sources.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Where do you get most of your news?
Do you trust social media as a news source?
What's a recent headline you remember?

QUICK GAME — 2 min

Headline game: create a funny or interesting fake headline, and see if your tutor believes it.

2. Presentation

~10 min

Let's learn media vocabulary — useful for discussing news and current events.

New Words

Word	IPA (American)	Part of Speech	Meaning
headline	/ˈhɛdlaɪn/	noun	the title of a news story
journalist / reporter	/ˈdʒɜːrnəlɪst/ /rɪˈpɔːrtər/	noun	someone who writes or reports news
broadcast	/ˈbrɔːdkæst/	noun/verb	to send out on TV or radio
source	/sɔːrs/	noun	where information comes from
coverage	/ˈkʌvərɪdʒ/	noun	how much a story is reported
biased	/ˈbaɪəst/	adjective	unfairly favoring one side
reliable	/rɪˈlaɪəbəl/	adjective	trustworthy, dependable
breaking news	/ˈbreɪkɪŋ nuːz/	noun	very recent, important news
article	/ˈɑːrtɪkəl/	noun	a written piece in a newspaper or website
fake news	/feɪk nuːz/	noun	false information presented as real news

In Context

The headline caught my attention immediately.
She works as a journalist for a major newspaper.
This is breaking news!
I don't trust that source, it's often biased.
It's important to check if news is reliable.

Useful expression: "to take something with a grain of salt" /tuː teɪk ˈsʌmθɪŋ wɪð ə ɡreɪn əv sɔːlt/

to not fully believe something, be skeptical

I take everything on social media with a grain of salt.

"News" is always singular grammatically in English, even though it looks plural — "The news is good," never "The news are good." This is a very common mistake for Spanish speakers.

Check your understanding — click Yes or No

1. "News" takes a plural verb in English.

2. "To take something with a grain of salt" means to fully believe it.

3. "Biased" means fair and neutral.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about news and media

Talk with your tutor about news and media habits. Use these prompts to start:

Where do you usually get your news?
Have you noticed biased coverage recently?
Do you take social media news with a grain of salt?
What's a recent piece of breaking news you remember?

Now write it down — 5 sentences about media and news

Use at least 5 different media words.

1

2

3

4

5

1. I read the headlines every morning.

2. This news source is usually very reliable.

3. I take most social media posts with a grain of salt.

4. There was breaking news about the elections yesterday.

5. Some channels give biased coverage of events.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

The news are good today.→The news is good today.('news' is grammatically singular in English)

I read a notice in the newspaper. (mistranslating 'noticia')→I read an article/story in the newspaper.('notice' means a short announcement, not a news story — 'article' is correct here)

This channel is biased of politics.→This channel is biased toward a political side.(use 'toward', not 'of', with 'biased' when specifying direction)

I take it with grain of salt.→I take it with a grain of salt.(don't forget the article 'a')

Check your own progress

I can discuss news sources and journalism I know 'news' is always grammatically singular I know 'notice' is a false friend for 'noticia' — use 'article/story' I can use 'take with a grain of salt'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned media and news vocabulary and 'take with a grain of salt' — remembering that 'news' is always grammatically singular.

Homework

Don't forget to do your homework!

B1-V05 | VOCABULARY

Your 60-minute lesson

Crime and Law

Goal: By the end of this lesson, you'll be able to discuss basic crime and legal vocabulary.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever witnessed something unusual?
Do you believe strongly in the justice system in your country?
What's a fine you've had to pay before?

QUICK GAME — 2 min

Crime scene: describe a simple mystery scenario, and your tutor guesses who's guilty.

2. Presentation

~10 min

Let's learn crime and law vocabulary — common in news, TV shows, and everyday conversation.

New Words

Word	IPA (American)	Part of Speech	Meaning
steal	/stiːl/	verb	to take something that isn't yours (stole, stolen)
thief	/θiːf/	noun	a person who steals
arrest	/əˈrɛst/	verb/noun	to take someone into police custody
guilty / innocent	/ˈɡɪlti/ /ˈɪnəsənt/	adjective	did the crime / did not do the crime
witness	/ˈwɪtnəs/	noun	someone who sees a crime happen
evidence	/ˈɛvɪdəns/	noun	proof used in an investigation
sue	/suː/	verb	to take legal action against someone
fine	/faɪn/	noun	money paid as punishment
law	/lɔː/	noun	a rule made by the government
victim	/ˈvɪktɪm/	noun	a person harmed by a crime

In Context

Someone stole my bike yesterday.
The police arrested the suspect.
He was found guilty of the crime.
There wasn't enough evidence to convict him.
She had to pay a large fine.

Useful expression: "to be innocent until proven guilty" /tuː biː ˈɪnəsənt ənˈtɪl ˈpruːvən ˈɡɪlti/

a legal principle: assumed not guilty until proven otherwise

In this country, you're innocent until proven guilty.

"Actually" comes up in legal talk too: "Actually, he was found innocent" corrects an assumption. Also, "actual" (real) vs "current" is important here too — legal documents often use "actual damages" to mean "real, exact" damages.

Check your understanding — click Yes or No

1. "Innocent" means guilty of a crime.

2. "Evidence" is proof used in an investigation.

3. "Innocent until proven guilty" is a legal principle.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about crime and law

Talk with your tutor about crime and law topics. Use these prompts to start:

Have you ever had something stolen from you?
Have you ever been a witness to something?
What's a law you think should change?
Do you believe strongly in 'innocent until proven guilty'?

Now write it down — 5 sentences about crime and law

Use at least 5 different crime/law words.

1

2

3

4

5

1. Someone stole my phone last year.

2. The police arrested two suspects.

3. He was found innocent after the trial.

4. There wasn't enough evidence for a conviction.

5. She had to pay a fine for parking illegally.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He is guilty of stole my bike. (mixing verb forms)→He stole my bike. / He is guilty of stealing my bike.(use 'stole' for a direct statement, or 'guilty of + -ing')

She was arrest yesterday.→She was arrested yesterday.(use the past participle 'arrested' in the passive)

I sue him for the money.→I'm suing him for the money.(use the correct tense — often continuous for an ongoing legal action)

He is innocent of guilty.→He is innocent.(don't combine both words — choose one)

Check your own progress

I can discuss basic crime and legal vocabulary I know the difference between guilty and innocent I can use 'steal/stole/stolen' correctly I can use 'innocent until proven guilty'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned crime and law vocabulary, plus 'innocent until proven guilty' — a foundational legal concept and phrase.

Homework

Don't forget to do your homework!

B1-V06 | VOCABULARY

Your 60-minute lesson

Describing Change and Trends

Goal: By the end of this lesson, you'll be able to describe changes, trends, and statistics with precision.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a trend you've noticed recently?
Has anything changed rapidly in your life this year?
What's something that's been steady in your life?

QUICK GAME — 2 min

Trend talk: describe 3 trends (in fashion, technology, or society) using these words.

2. Presentation

~10 min

Let's learn vocabulary for describing how things change over time — useful for discussing trends, graphs, and society.

New Words

Word	IPA (American)	Part of Speech	Meaning
increase	/ɪnˈkriːs/	verb/noun	to become larger or more
decrease	/dɪˈkriːs/	verb/noun	to become smaller or less
trend	/trɛnd/	noun	a general direction of change
gradually	/ˈɡrædʒuəli/	adverb	slowly, over time
rapidly	/ˈræpɪdli/	adverb	quickly
significant	/sɪɡˈnɪfɪkənt/	adjective	important, large enough to notice
fluctuate	/ˈflʌktʃuˌeɪt/	verb	to go up and down repeatedly
steady	/ˈstɛdi/	adjective	not changing much, stable
double	/ˈdʌbəl/	verb	to become twice as much
decline	/dɪˈklaɪn/	verb/noun	to become less or worse over time

In Context

Prices have increased significantly this year.
The population has been declining for years.
Sales fluctuate depending on the season.
The economy grew gradually over the decade.
The company's profits doubled last year.

Useful expression: "to be on the rise" /tuː biː ɒn ðə raɪz/

to be increasing

Remote work has been on the rise since the pandemic.

"Actually" fits statistics too: "Actually, the numbers decreased, not increased" corrects an assumption. Also note: "significant" doesn't always mean "large" — it often just means "noticeable" or "meaningful," even for a small but important change.

Check your understanding — click Yes or No

1. "To be on the rise" means to be decreasing.

2. "Gradually" means quickly.

3. "Fluctuate" means to go up and down repeatedly.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe trends and changes

Talk with your tutor about trends you've noticed. Use these prompts to start:

What's a trend that's on the rise in your industry?
Has anything in your life changed rapidly recently?
Describe a gradual change you've experienced.
What's something that has been fluctuating in your life?

Now write it down — 5 sentences describing change and trends

Use at least 5 different trend words.

1

2

3

4

5

1. Remote work has been on the rise for years.

2. Prices have increased significantly this year.

3. My savings have fluctuated a lot recently.

4. My English has improved gradually over time.

5. The company's sales doubled last year.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Prices increased of 10%.→Prices increased by 10%.(use 'by', not 'of', to show the amount of change)

This change is very significant big.→This change is very significant.('significant' already conveys importance — don't add 'big' redundantly)

The market fluctuate a lot.→The market fluctuates a lot.(don't forget -s for third person singular)

This is on rise.→This is on the rise.(don't forget 'the' in this expression)

Check your own progress

I can describe increases, decreases, and trends I can use gradually vs rapidly correctly I know 'significant' means noticeable, not necessarily large I can use 'on the rise'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for describing change and trends, plus 'on the rise' — useful for discussing statistics and society.

Homework

Don't forget to do your homework!

B1-V07 | VOCABULARY

Your 60-minute lesson

Arts and Culture

Goal: By the end of this lesson, you'll be able to discuss art, museums, and cultural experiences.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you enjoy visiting museums or galleries?
What's something you consider a masterpiece?
What's part of your cultural heritage that you're proud of?

QUICK GAME — 2 min

Art description: describe a piece of art (real or imaginary) using these words.

2. Presentation

~10 min

Let's learn arts and culture vocabulary — useful for discussing museums, exhibitions, and creative works.

New Words

Word	IPA (American)	Part of Speech	Meaning
exhibition	/ˌɛksɪˈbɪʃən/	noun	a public display of art or objects
sculpture	/ˈskʌlptʃər/	noun	a three-dimensional work of art
masterpiece	/ˈmæstərˌpiːs/	noun	an outstanding work of art
gallery	/ˈɡæləri/	noun	a place where art is shown or sold
performance	/pərˈfɔːrməns/	noun	a live artistic presentation
artistic	/ɑːrˈtɪstɪk/	adjective	related to creative art
inspire	/ɪnˈspaɪər/	verb	to give someone an idea or motivation to create
heritage	/ˈhɛrɪtɪdʒ/	noun	traditions and history passed down through generations
contemporary	/kənˈtɛmpəˌrɛri/	adjective	modern, from the present time
appreciate	/əˈpriːʃiˌeɪt/	verb	to value and understand the quality of something

In Context

We visited an amazing art exhibition.
This sculpture is over 500 years old.
It's considered a true masterpiece.
I really appreciate contemporary art.
Our cultural heritage should be protected.

Useful expression: "to be a work of art" /tuː biː ə wɜːrk əv ɑːrt/

to describe something as beautifully made

This cake is a work of art!

"Actual" appears here too: "actual size" means the real/exact size, not "current size" (a false friend). Also, "realize" is a false friend — in English it means "to become aware of," not "to make real" as "realizar" often means in Spanish.

Check your understanding — click Yes or No

1. "Realize" in English means the same as "realizar" (to make real/achieve).

2. "Masterpiece" describes an outstanding work of art.

3. "Contemporary" means very old.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about art and culture

Talk with your tutor about art and culture. Use these prompts to start:

Have you visited an art exhibition recently?
Do you appreciate contemporary art?
What's part of your country's cultural heritage?
Describe something that's a real work of art to you.

Now write it down — 5 sentences about arts and culture

Use at least 5 different arts/culture words.

1

2

3

4

5

1. I visited an incredible art exhibition last month.

2. This sculpture is a true masterpiece.

3. I really appreciate contemporary art.

4. Our traditional dances are part of our heritage.

5. This meal was a work of art.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I realize a painting. (meaning create/make)→I paint / create a painting.('realize' means to become aware of something, not to create it — a false friend)

This is masterpiece.→This is a masterpiece.(don't forget the article 'a')

I appreciate of art.→I appreciate art.('appreciate' doesn't need 'of' before the object)

This is a art of work.→This is a work of art.(keep the correct word order in this fixed phrase)

Check your own progress

I can discuss art, exhibitions, and culture I know 'realize' is a false friend (means become aware, not create) I can use 'appreciate' correctly (no 'of') I can use 'a work of art'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned arts and culture vocabulary and 'a work of art' — remembering that 'realize' is a false friend meaning to become aware, not to create.

Homework

Don't forget to do your homework!

B1-V08 | VOCABULARY

Your 60-minute lesson

Science and Discovery

Goal: By the end of this lesson, you'll be able to discuss scientific research and discoveries.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a scientific discovery that amazes you?
Have you ever had to think outside the box to solve a problem?
What's an invention that changed your daily life?

QUICK GAME — 2 min

Invention pitch: invent a fictional gadget and describe what problem it solves.

2. Presentation

~10 min

Let's learn science vocabulary — useful for discussing research, experiments, and discoveries.

New Words

Word	IPA (American)	Part of Speech	Meaning
experiment	/ɪkˈspɛrɪmənt/	noun/verb	a scientific test to discover something
research	/rɪˈsɜːrtʃ/	noun/verb	careful study to find new information
discovery	/dɪˈskʌvəri/	noun	finding something new
invent	/ɪnˈvɛnt/	verb	to create something new for the first time
theory	/ˈθɪəri/	noun	an idea used to explain something
evidence	/ˈɛvɪdəns/	noun	facts that support an idea
hypothesis	/haɪˈpɒθəsɪs/	noun	an idea to be tested by experiment
breakthrough	/ˈbreɪkˌθruː/	noun	an important new discovery or development
prove	/pruːv/	verb	to show something is true with evidence
innovative	/ˈɪnəˌveɪtɪv/	adjective	using new ideas or methods

In Context

The scientist conducted a series of experiments.
This research took years to complete.
It was an important scientific discovery.
This company is known for innovative solutions.
They finally proved their hypothesis.

Useful expression: "to think outside the box" /tuː θɪŋk aʊtˈsaɪd ðə bɒks/

to think creatively, differently from usual

Scientists had to think outside the box to solve this problem.

"Actually" is common in scientific correction too: "Actually, that theory has been disproven" — correcting a common misconception. Also, "eventually" is a false friend — it means "in the end, finally," NOT "possibly" as "eventualmente" often means in Spanish.

Check your understanding — click Yes or No

1. "Eventually" means "possibly" in English.

2. "Breakthrough" means an important new discovery.

3. "To think outside the box" means to think in a very traditional way.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about science

Talk with your tutor about science and discovery. Use these prompts to start:

What's a scientific discovery that fascinates you?
Do you know anyone who works in research?
Describe a time you had to think outside the box.
What's an invention you couldn't live without?

Now write it down — 5 sentences about science

Use at least 5 different science words.

1

2

3

4

5

1. Scientists made an important breakthrough last year.

2. This research could change how we treat diseases.

3. He invented a useful tool for his job.

4. They need more evidence to prove their theory.

5. We had to think outside the box to solve the problem.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Eventually, I will call you. (meaning 'maybe')→Maybe I'll call you. / I'll call you eventually. (meaning 'at some point, in the end')('eventually' means 'in the end', not 'possibly' — a false friend)

This is a discover.→This is a discovery.(use the noun form 'discovery', not the verb 'discover')

They prove of their theory.→They proved their theory.('prove' doesn't need 'of' before the object)

Think outside of the box.→Think outside the box.(no 'of' needed in this fixed expression)

Check your own progress

I can discuss experiments, research, and discoveries I know 'eventually' is a false friend for 'eventualmente' I can use 'discovery' (noun) vs 'discover' (verb) correctly I can use 'think outside the box'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned science vocabulary and 'think outside the box' — remembering that 'eventually' is a false friend meaning 'in the end', not 'possibly'.

Homework

Don't forget to do your homework!

B1-V09 | VOCABULARY

Your 60-minute lesson

Social Issues

Goal: By the end of this lesson, you'll be able to discuss social issues like poverty and inequality thoughtfully.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever volunteered for a cause?
What's a social issue that concerns you?
How do you think individuals can make a difference?

QUICK GAME — 2 min

Cause brainstorm: name 3 charitable causes you'd like to support and why.

2. Presentation

~10 min

Let's learn vocabulary for discussing society's challenges — important for meaningful, mature conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
poverty	/ˈpɒvərti/	noun	the state of being extremely poor
inequality	/ˌɪnɪˈkwɒlɪti/	noun	unfair difference between groups
homeless	/ˈhoʊmləs/	adjective	having no home
charity	/ˈtʃærɪti/	noun	an organization that helps people in need
donate	/ˈdoʊneɪt/	verb	to give money or goods to help others
volunteer	/ˌvɒlənˈtɪər/	noun/verb	someone who works without pay to help others
discrimination	/dɪˌskrɪmɪˈneɪʃən/	noun	unfair treatment based on group identity
awareness	/əˈwɛərnəs/	noun	knowledge or understanding of an issue
vulnerable	/ˈvʌlnərəbəl/	adjective	easily hurt or affected negatively
community	/kəˈmjuːnəti/	noun	a group of people living in the same area or sharing interests

In Context

Many families still live in poverty.
We need to raise awareness about this issue.
I donate to a local charity every month.
She volunteers at a shelter on weekends.
Discrimination should never be tolerated.

Useful expression: "to make a difference" /tuː meɪk ə ˈdɪfrəns/

to have a positive impact

Even small actions can make a difference.

"Actually" appears here too, often to challenge assumptions about social issues: "Actually, poverty rates have decreased" corrects an expectation. This word is one of the most versatile in English conversation across every topic.

Check your understanding — click Yes or No

1. "To make a difference" means to have a positive impact.

2. "Vulnerable" means strong and protected.

3. "Volunteer" means to work for a large salary.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss social issues

Talk with your tutor about social issues thoughtfully. Use these prompts to start:

What's a social issue you care about?
Have you ever volunteered or donated to charity?
How can individuals make a difference?
What groups do you think are most vulnerable in society?

Now write it down — 5 sentences about social issues

Use at least 5 different social issues words.

1

2

3

4

5

1. Poverty affects millions of families worldwide.

2. I donate to a children's charity every year.

3. We need more awareness about mental health.

4. Volunteers make a huge difference in their communities.

5. Discrimination should never be accepted.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I do volunteer. (unnatural)→I volunteer. / I'm a volunteer.('volunteer' works as a verb by itself, no need for 'do')

This charity help people poor.→This charity helps poor people.(the adjective goes before the noun in English)

I donate for this charity.→I donate to this charity.(use 'to', not 'for', with 'donate')

It make a difference.→It makes a difference.(don't forget -s for third person singular)

Check your own progress

I can discuss social issues thoughtfully I can use 'donate to' and 'volunteer' correctly I know how to use 'vulnerable' appropriately I can use 'make a difference'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for discussing social issues, plus 'make a difference' — important for thoughtful, mature conversations.

Homework

Don't forget to do your homework!

B1-V10 | VOCABULARY

Your 60-minute lesson

Advanced Adjectives for Describing Things

Goal: By the end of this lesson, you'll be able to use stronger, more precise adjectives instead of basic words like 'good' and 'bad'.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe something breathtaking you've seen.
What's something you found fascinating recently?
Has anything blown you away lately?

QUICK GAME — 2 min

Upgrade it: your tutor says 'good' or 'bad' in a sentence, you upgrade it with a stronger adjective.

2. Presentation

~10 min

Let's upgrade your descriptive vocabulary beyond good/bad/nice — these adjectives make your English sound much more expressive.

New Words

Word	IPA (American)	Part of Speech	Meaning
fascinating	/ˈfæsɪˌneɪtɪŋ/	adjective	extremely interesting
remarkable	/rɪˈmɑːrkəbəl/	adjective	worthy of attention, unusual
overwhelming	/ˌoʊvərˈwɛlmɪŋ/	adjective	very intense, hard to manage emotionally
outstanding	/aʊtˈstændɪŋ/	adjective	exceptionally good
disappointing	/ˌdɪsəˈpɔɪntɪŋ/	adjective	not as good as expected
unbearable	/ʌnˈbɛərəbəl/	adjective	impossible to tolerate
breathtaking	/ˈbrɛθˌteɪkɪŋ/	adjective	extremely beautiful or impressive
dreadful	/ˈdrɛdfəl/	adjective	extremely bad
delightful	/dɪˈlaɪtfəl/	adjective	very pleasant
exhausting	/ɪɡˈzɔːstɪŋ/	adjective	extremely tiring

In Context

The view from the mountain was breathtaking.
That documentary was absolutely fascinating.
The customer service was dreadful.
It was an outstanding performance.
The whole trip was exhausting but worth it.

Useful expression: "to be blown away" /tuː biː bloʊn əˈweɪ/

to be extremely impressed

I was blown away by the concert last night.

These stronger adjectives are often ungradable — you shouldn't say "very fascinating" or "very breathtaking" (they're already extreme); use "absolutely" or "completely" instead of "very" with these words.

Check your understanding — click Yes or No

1. "Very fascinating" is the most natural way to intensify this word.

2. "To be blown away" means to be extremely impressed.

3. "Dreadful" means extremely good.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe with stronger adjectives

Talk with your tutor using stronger, more expressive adjectives. Use these prompts to start:

Describe something breathtaking you've seen.
Describe a fascinating topic you enjoy.
Describe a dreadful experience you've had.
What's blown you away recently?

Now write it down — 5 sentences using strong adjectives

Use at least 5 different strong adjectives, and 'absolutely' or 'completely' instead of 'very' where needed.

1

2

3

4

5

1. The mountain view was absolutely breathtaking.

2. The documentary was fascinating.

3. The customer service was dreadful.

4. I was completely blown away by the concert.

5. The whole week was exhausting.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

It was very fascinating.→It was absolutely fascinating.('fascinating' is ungradable — use 'absolutely', not 'very')

The view was very breathtaking.→The view was breathtaking.('breathtaking' is already extreme — no intensifier needed, or use 'absolutely')

I blew away by the show.→I was blown away by the show.(use the passive form 'was blown away')

This is dreadful good.→This is dreadful.('dreadful' already means extremely bad — don't combine with 'good')

Check your own progress

I can use stronger adjectives instead of good/bad I know these adjectives usually take 'absolutely', not 'very' I can use 'blown away' correctly I can describe experiences more vividly

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned stronger, more expressive adjectives and 'blown away' — remembering to use 'absolutely', not 'very', with these extreme adjectives.

Homework

Don't forget to do your homework!

B1-V11 | VOCABULARY

Your 60-minute lesson

Giving Advice and Suggestions

Goal: By the end of this lesson, you'll be able to give advice and warnings using varied vocabulary.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's the best piece of advice you've received?
Have you ever warned a friend about something?
Do you consider yourself a cautious or spontaneous person?

QUICK GAME — 2 min

Advice column: your tutor describes a small problem, and you give advice using these words.

2. Presentation

~10 min

Let's expand beyond 'should' to give advice with more natural, varied vocabulary.

New Words

Word	IPA (American)	Part of Speech	Meaning
advice	/ədˈvaɪs/	noun	a suggestion about what to do
suggestion	/səˈdʒɛstʃən/	noun	an idea proposed for consideration
recommend	/ˌrɛkəˈmɛnd/	verb	to suggest something as good
warn	/wɔːrn/	verb	to tell someone about a possible danger
urge	/ɜːrdʒ/	verb	to strongly encourage someone to do something
consider	/kənˈsɪdər/	verb	to think carefully about an option
wise	/waɪz/	adjective	showing good judgment
reasonable	/ˈriːzənəbəl/	adjective	sensible, fair
tempting	/ˈtɛmptɪŋ/	adjective	attractive but maybe not wise
regret	/rɪˈɡrɛt/	verb/noun	to feel sorry about a past decision

In Context

Can I give you some advice?
I recommend seeing a doctor about that.
She warned me about the risks.
It would be wise to save some money first.
That's a very reasonable suggestion.

Useful expression: "to take something with a pinch of salt" /tuː teɪk ˈsʌmθɪŋ wɪð ə pɪntʃ əv sɔːlt/

to not fully trust advice or information (British variant of 'grain of salt')

Take his advice with a pinch of salt, he's not an expert.

"Advice" is uncountable — you can't say "an advice" or "advices." Say "a piece of advice" if you need to count it, or just "advice" in general: "I have some advice for you."

Check your understanding — click Yes or No

1. "Advice" can be used in the plural ("advices").

2. "To warn" means to tell someone about a danger.

3. "Tempting" means definitely a wise choice.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — give and receive advice

Talk with your tutor about advice. Use these prompts to start:

What's the best advice you've ever received?
Give your tutor advice about learning a new skill.
Has anyone ever warned you about something important?
Do you take social media advice with a pinch of salt?

Now write it down — 5 sentences about giving advice

Use at least 5 different advice words.

1

2

3

4

5

1. I have some advice for you about job interviews.

2. I recommend traveling alone at least once.

3. My mom warned me about that decision.

4. It's wise to think before you act.

5. I take online reviews with a pinch of salt.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have an advice for you.→I have some advice for you. / a piece of advice.('advice' is uncountable, don't use 'an')

She give me advices.→She gave me advice.('advice' has no plural form)

I recommend you to try this.→I recommend trying this. / I recommend that you try this.('recommend' takes -ing or 'that', not 'to + verb' directly with an object)

Take it with pinch of salt.→Take it with a pinch of salt.(don't forget the article 'a')

Check your own progress

I know 'advice' is uncountable I can use recommend, warn, urge, and consider correctly I can use 'wise' and 'reasonable' to describe good decisions I can use 'take with a pinch of salt'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for giving advice and 'take with a pinch of salt' — remembering that 'advice' is always uncountable.

Homework

Don't forget to do your homework!

B1-V12 | VOCABULARY

Your 60-minute lesson

Describing Problems and Solutions

Goal: By the end of this lesson, you'll be able to describe problems and propose solutions with precise vocabulary.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a problem you solved recently?
What's the biggest obstacle you've overcome?
How do you cope with a busy schedule?

QUICK GAME — 2 min

Problem solvers: your tutor describes a problem, you brainstorm solutions using these words.

2. Presentation

~10 min

Let's learn vocabulary for identifying problems and discussing how to solve them.

New Words

Word	IPA (American)	Part of Speech	Meaning
issue	/ˈɪʃuː/	noun	a problem or topic to be discussed
solve	/sɒlv/	verb	to find an answer to a problem
resolve	/rɪˈzɒlv/	verb	to settle a problem or disagreement
tackle	/ˈtækəl/	verb	to deal with a difficult problem directly
obstacle	/ˈɒbstəkəl/	noun	something that blocks progress
overcome	/ˌoʊvərˈkʌm/	verb	to successfully deal with a difficulty
cope with	/koʊp wɪð/	verb phrase	to manage a difficult situation
solution	/səˈluːʃən/	noun	an answer to a problem
root cause	/ruːt kɔːz/	noun	the main reason a problem exists
workaround	/ˈwɜːrkəˌraʊnd/	noun	a temporary solution to a problem

In Context

We need to tackle this issue immediately.
It's not always easy to cope with stress.
She overcame many obstacles to succeed.
We found a temporary workaround for now.
Let's find the root cause of the problem.

Useful expression: "to kill two birds with one stone" /tuː kɪl tuː bɜːrdz wɪð wʌn stoʊn/

to solve two problems with one action

By working from the café, I killed two birds with one stone — I got wifi and coffee.

"Actually" fits problem-solving talk too: "Actually, the root cause was something else entirely" corrects an assumption. Also, note the difference between "solve" (find the answer) and "resolve" (settle a disagreement/situation) — they're not always interchangeable.

Check your understanding — click Yes or No

1. "Solve" and "resolve" always mean exactly the same thing.

2. "To kill two birds with one stone" means to solve two problems at once.

3. "Workaround" means a permanent, ideal solution.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss problems and solutions

Talk with your tutor about problem-solving. Use these prompts to start:

Describe a problem you recently solved.
What's an obstacle you've overcome?
How do you usually cope with stress?
Have you ever killed two birds with one stone?

Now write it down — 5 sentences about problems and solutions

Use at least 5 different problem-solving words.

1

2

3

4

5

1. We need to tackle this issue as a team.

2. I overcame a lot of obstacles to get here.

3. We found a good workaround for now.

4. It's important to find the root cause of a problem.

5. This plan kills two birds with one stone.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We need to solve this conflict. (should be resolve for a disagreement)→We need to resolve this conflict.(use 'resolve' for disagreements/conflicts, 'solve' for problems/puzzles)

I cope stress.→I cope with stress.(don't forget 'with' after 'cope')

This is workaround temporary.→This is a temporary workaround.(the adjective goes before the noun)

Kill two bird with one stone.→Kill two birds with one stone.(don't forget the plural 's' on 'birds')

Check your own progress

I can describe problems and propose solutions I know the difference between solve and resolve I can use 'cope with' correctly I can use 'kill two birds with one stone'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned problem-solving vocabulary and 'kill two birds with one stone' — remembering the difference between solve and resolve.

Homework

Don't forget to do your homework!

B1-V13 | VOCABULARY

Your 60-minute lesson

Body Language and Communication

Goal: By the end of this lesson, you'll be able to describe body language and communication styles.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you think you're a good listener?
Is eye contact important in your culture?
Have you ever misread someone's tone of voice?

QUICK GAME — 2 min

Body language charades: express an emotion using only gestures and facial expressions.

2. Presentation

~10 min

Let's learn vocabulary for describing how people communicate beyond just words.

New Words

Word	IPA (American)	Part of Speech	Meaning
gesture	/ˈdʒɛstʃər/	noun	a movement of the body to express something
eye contact	/aɪ ˈkɒntækt/	noun	looking directly into someone's eyes
tone of voice	/toʊn əv vɔɪs/	noun	the way something is said, showing emotion
facial expression	/ˈfeɪʃəl ɪkˈsprɛʃən/	noun	the look on someone's face
nod	/nɒd/	verb/noun	to move your head up and down (agreement)
interrupt	/ˌɪntəˈrʌpt/	verb	to speak while someone else is talking
fluent	/ˈfluːənt/	adjective	able to speak smoothly and accurately
hesitate	/ˈhɛzɪˌteɪt/	verb	to pause before doing/saying something
convey	/kənˈveɪ/	verb	to communicate a message or feeling
assertive	/əˈsɜːrtɪv/	adjective	confident and direct in expressing views

In Context

He nodded to show he understood.
Her tone of voice showed she was upset.
Please don't interrupt me while I'm speaking.
She's fluent in three languages.
His facial expression showed surprise.

Useful expression: "to read between the lines" /tuː riːd bɪˈtwiːn ðə laɪnz/

to understand a hidden meaning not directly stated

You need to read between the lines to understand what she really meant.

"Actually" is common when clarifying communication: "Actually, I meant something different" — very useful for correcting misunderstandings, a key communication skill itself!

Check your understanding — click Yes or No

1. "To read between the lines" means to understand only the literal words.

2. "Assertive" means confident and direct.

3. "To hesitate" means to act immediately without pause.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about communication

Talk with your tutor about communication styles. Use these prompts to start:

How important is eye contact in your culture?
Are you more assertive or reserved when communicating?
Have you ever had to read between the lines in a conversation?
What's a gesture that means something specific in your culture?

Now write it down — 5 sentences about communication

Use at least 5 different communication words.

1

2

3

4

5

1. Eye contact is very important during interviews.

2. Her tone of voice showed she was excited.

3. I try to be assertive but respectful.

4. Sometimes you have to read between the lines.

5. He hesitated before giving his answer.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She has a good fluent. (mixing noun/adjective)→She is fluent. / She has good fluency.('fluent' is an adjective, 'fluency' is the noun)

Don't interrupt to me.→Don't interrupt me.('interrupt' doesn't need 'to' before the object)

This convey a message of respect.→This conveys a message of respect.(don't forget -s for third person singular)

Read between lines.→Read between the lines.(don't forget 'the' in this expression)

Check your own progress

I can describe body language and communication styles I know 'fluent' (adjective) vs 'fluency' (noun) I can use 'interrupt' correctly (no 'to') I can use 'read between the lines'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned communication vocabulary and 'read between the lines' — remembering the difference between 'fluent' (adjective) and 'fluency' (noun).

Homework

Don't forget to do your homework!

B1-V14 | VOCABULARY

Your 60-minute lesson

Describing Skills and Abilities

Goal: By the end of this lesson, you'll be able to describe skills and abilities with precision, useful for interviews and resumes.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's your greatest strength?
What skill would you like to master?
Do you consider yourself a jack of all trades?

QUICK GAME — 2 min

Skill interview: practice answering 'What are your strengths and weaknesses?' as if in a job interview.

2. Presentation

~10 min

Let's learn vocabulary for describing what you're good at — perfect for job interviews and self-introductions.

New Words

Word	IPA (American)	Part of Speech	Meaning
talented	/ˈtæləntɪd/	adjective	having a natural ability
skilled	/skɪld/	adjective	having ability from training or practice
capable	/ˈkeɪpəbəl/	adjective	able to do something well
expert	/ˈɛkspɜːrt/	noun/adjective	someone with deep knowledge in a field
proficient	/prəˈfɪʃənt/	adjective	competent, skilled at something
versatile	/ˈvɜːrsətaɪl/	adjective	able to do many different things well
strength	/strɛŋkθ/	noun	something you're good at
weakness	/ˈwiːknəs/	noun	something you're not good at
master	/ˈmæstər/	verb	to become highly skilled at something
excel	/ɪkˈsɛl/	verb	to do extremely well at something

In Context

She's very talented at painting.
He's a skilled negotiator.
I'm capable of handling this project alone.
She's proficient in three programming languages.
What do you consider your greatest strength?

Useful expression: "to be a jack of all trades" /tuː biː ə dʒæk əv ɔːl treɪdz/

to be able to do many different things reasonably well

He's a jack of all trades — he can cook, fix cars, and code.

"Actually" in interviews: "Actually, my biggest weakness is delegating tasks" softens an honest admission. Also, note: "talented" is natural ability, while "skilled" usually comes from training — a useful nuance for describing yourself accurately.

Check your understanding — click Yes or No

1. "Skilled" always refers to a natural, untrained talent.

2. "A jack of all trades" describes someone who can do many things reasonably well.

3. "Weakness" describes something you're very good at.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — talk about your skills

Talk with your tutor about your skills and abilities. Use these prompts to start:

What's your greatest strength?
What's a skill you'd like to master?
Are you more of a specialist or a jack of all trades?
What are you naturally talented at?

Now write it down — 5 sentences about skills and abilities

Use at least 5 different skills words.

1

2

3

4

5

1. I'm proficient in three languages.

2. My greatest strength is adaptability.

3. I'm working on mastering public speaking.

4. I'm quite versatile, I can handle many tasks.

5. I'm more of a jack of all trades than a specialist.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am expert in marketing. (missing article)→I am an expert in marketing.(don't forget the article 'an' before 'expert')

I am proficient of Excel.→I am proficient in Excel.(use 'in', not 'of', with 'proficient')

I master in cooking.→I have mastered cooking. / I'm skilled at cooking.('master' as a verb doesn't need 'in' — or use a different structure)

He is jack of all trades.→He is a jack of all trades.(don't forget the article 'a')

Check your own progress

I can describe my strengths and skills precisely I know the nuance between talented (natural) and skilled (trained) I can use 'proficient in' and 'expert in' correctly I can use 'jack of all trades'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for describing skills and 'jack of all trades' — useful for interviews and self-introductions.

Homework

Don't forget to do your homework!

B1-V15 | VOCABULARY

Your 60-minute lesson

History and Historical Events

Goal: By the end of this lesson, you'll be able to discuss historical events and periods.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's an important historical event in your country?
Do you enjoy learning about ancient history?
What monument would you like to visit?

QUICK GAME — 2 min

Timeline game: name 3 historical events in chronological order.

2. Presentation

~10 min

Let's learn vocabulary for talking about history — useful for cultural and educational conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
century	/ˈsɛntʃəri/	noun	a period of 100 years
ancient	/ˈeɪnʃənt/	adjective	very old, from a long time ago
empire	/ˈɛmpaɪər/	noun	a group of countries ruled by one power
civilization	/ˌsɪvɪlaɪˈzeɪʃən/	noun	an organized human society
conquer	/ˈkɒŋkər/	verb	to take control by force
revolution	/ˌrɛvəˈluːʃən/	noun	a major change, often political
independence	/ˌɪndɪˈpɛndəns/	noun	freedom from control by others
monument	/ˈmɒnjəmənt/	noun	a structure built to remember an event or person
era	/ˈɪərə/	noun	a period of time in history
heritage	/ˈhɛrɪtɪdʒ/	noun	traditions passed down through history

In Context

This building is from the 18th century.
The Incas built an impressive ancient civilization.
The country gained independence in 1822.
This monument honors our national heroes.
We're living in a new digital era.

Useful expression: "to make history" /tuː meɪk ˈhɪstəri/

to do something significant enough to be remembered

She made history as the first woman in that role.

"Actually" comes up in historical corrections too: "Actually, that event happened a century earlier" — very common when discussing dates and facts. Note also: "historic" (important in history) is different from "historical" (related to history in general).

Check your understanding — click Yes or No

1. "Historic" and "historical" always mean exactly the same thing.

2. "To make history" means to do something significant and memorable.

3. "Ancient" describes something very recent.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss history

Talk with your tutor about history. Use these prompts to start:

What's an important historical event in your country?
Do you find ancient civilizations interesting?
Describe a monument you've visited.
Who do you think made history in a positive way?

Now write it down — 5 sentences about history

Use at least 5 different history words.

1

2

3

4

5

1. My country gained independence in the 19th century.

2. This ancient civilization built incredible monuments.

3. The revolution changed everything for our nation.

4. We're living in an interesting technological era.

5. This scientist made history with her discovery.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is a historic building. (meaning simply old, not significant)→This is a historical building.('historic' means significant/important, 'historical' just means related to the past)

They conquer the empire. (present tense for past event)→They conquered the empire.(use the correct past tense for historical events)

The country win independence.→The country won/gained independence.(use 'win/won' or 'gain/gained', not the base form)

She make history.→She made history.(use the correct past tense)

Check your own progress

I can discuss historical events and periods I know the difference between 'historic' and 'historical' I can use past tense correctly for historical facts I can use 'make history'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned history vocabulary and 'make history' — remembering the difference between 'historic' (significant) and 'historical' (related to the past).

Homework

Don't forget to do your homework!

B1-V16 | VOCABULARY

Your 60-minute lesson

Politics and Government

Goal: By the end of this lesson, you'll be able to discuss basic political and government topics.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you think voting is important?
Are you usually decisive or on the fence about issues?
What's a policy you'd like to see in your country?

QUICK GAME — 2 min

Debate lite: pick a mild topic and each give one reasonable point of view, practicing respectful disagreement.

2. Presentation

~10 min

Let's learn basic political vocabulary — useful for discussing government, elections, and current events.

New Words

Word	IPA (American)	Part of Speech	Meaning
election	/ɪˈlɛkʃən/	noun	the process of voting for a leader
vote	/voʊt/	verb/noun	to choose officially in an election
government	/ˈɡʌvərnmənt/	noun	the group that officially runs a country
president	/ˈprɛzɪdənt/	noun	the elected head of a country
citizen	/ˈsɪtɪzən/	noun	a legal member of a country
policy	/ˈpɒləsi/	noun	an official plan of action
campaign	/kæmˈpeɪn/	noun	an organized effort to win support (e.g. election)
democracy	/dɪˈmɒkrəsi/	noun	a system where citizens vote for leaders
protest	/ˈproʊtɛst/	noun/verb	a public expression of disagreement
corruption	/kəˈrʌpʃən/	noun	dishonest use of power for personal gain

In Context

The election is next month.
It's your right to vote.
The government announced a new policy.
Thousands joined the protest downtown.
Corruption remains a serious problem here.

Useful expression: "to be on the fence" /tuː biː ɒn ðə fɛns/

to be undecided about something

I'm still on the fence about who to vote for.

"Actually" is crucial in political discussions to soften disagreement: "Actually, I see it differently" — a polite, natural way to introduce a contrasting political opinion without sounding aggressive.

Check your understanding — click Yes or No

1. "To be on the fence" means to be completely certain about a decision.

2. "Democracy" is a system where citizens vote for leaders.

3. "Corruption" means honest use of power.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss politics respectfully

Talk with your tutor about basic political topics respectfully. Use these prompts to start:

How important is voting to you?
What's a policy you'd like to see change?
Are you on the fence about any current issue?
Have you ever participated in a protest or campaign?

Now write it down — 5 sentences about politics

Use at least 5 different politics words.

1

2

3

4

5

1. Voting is an important civic duty.

2. The government introduced a new policy last week.

3. Thousands joined the peaceful protest.

4. I'm still on the fence about that issue.

5. Corruption is a challenge in many countries.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I vote for the president. (in general, not a specific instance)→I voted for the president. (specific past event) / I always vote in elections. (general habit)(be specific about tense — 'vote' as a habit vs a specific past action)

This is a politic issue. (wrong word form)→This is a political issue.(use the adjective 'political', not the noun 'politic')

I am on fence about this.→I am on the fence about this.(don't forget 'the' in this expression)

The government have new policy.→The government has a new policy.(use 'has' (singular) and don't forget the article 'a')

Check your own progress

I can discuss basic political topics respectfully I know 'political' (adjective) vs 'politics' (noun) I can use 'government' with the correct singular verb I can use 'on the fence'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned basic political vocabulary and 'on the fence' — useful for respectful, mature discussions about government and society.

Homework

Don't forget to do your homework!

B1-V17 | VOCABULARY

Your 60-minute lesson

Advanced Phrasal Verbs for Work and Life

Goal: By the end of this lesson, you'll be able to use more sophisticated phrasal verbs common in work and daily life.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What do you deal with regularly at work?
Have you come up with any good ideas lately?
Do you go the extra mile for others?

QUICK GAME — 2 min

Phrasal verb match: your tutor gives a situation and you respond using the right phrasal verb.

2. Presentation

~10 min

Let's expand your phrasal verb range with expressions common in professional and everyday contexts.

New Words

Word	IPA (American)	Part of Speech	Meaning
carry out	/ˈkæri aʊt/	phrasal verb	to perform or complete a task
bring about	/brɪŋ əˈbaʊt/	phrasal verb	to cause something to happen
come up with	/kʌm ʌp wɪð/	phrasal verb	to think of an idea
deal with	/diːl wɪð/	phrasal verb	to handle a situation or problem
put up with	/pʊt ʌp wɪð/	phrasal verb	to tolerate something unpleasant
set up	/sɛt ʌp/	phrasal verb	to establish or arrange something
work out	/wɜːrk aʊt/	phrasal verb	to have a successful result, or to exercise
take over	/teɪk ˈoʊvər/	phrasal verb	to take control of something
follow up	/ˈfɒloʊ ʌp/	phrasal verb	to continue or check on something later
get ahead	/ɡɛt əˈhɛd/	phrasal verb	to make progress, succeed

In Context

We carried out a survey among customers.
This change brought about huge improvements.
She came up with a brilliant solution.
I have to deal with this issue today.
I'll follow up with you next week.

Useful expression: "to go the extra mile" /tuː ɡoʊ ðə ˈɛkstrə maɪl/

to make a special extra effort

She always goes the extra mile for her clients.

Many of these phrasal verbs sound more natural in speech than their formal single-word equivalents ("deal with" vs "address," "come up with" vs "devise") — using them appropriately makes you sound fluent, not just "correct."

Check your understanding — click Yes or No

1. "To go the extra mile" means to do the bare minimum.

2. "Come up with" means to think of an idea.

3. "Put up with" means to enjoy something a lot.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice advanced phrasal verbs

Talk with your tutor using these phrasal verbs naturally. Use these prompts to start:

What do you have to deal with at work regularly?
Have you ever come up with a great idea?
What do you put up with that frustrates you?
Who goes the extra mile in your life?

Now write it down — 5 sentences using advanced phrasal verbs

Use at least 5 different phrasal verbs from this lesson.

1

2

3

4

5

1. We carried out extensive research before launching.

2. She came up with a brilliant marketing strategy.

3. I have to deal with a difficult situation this week.

4. He took over the project when the manager left.

5. I always try to go the extra mile for my clients.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I deal a problem.→I deal with a problem.(don't forget 'with' after 'deal')

I put up a lot of noise.→I put up with a lot of noise.(don't forget 'with' — 'put up' alone means something different (like putting up a sign))

She come up an idea.→She came up with an idea.(don't forget 'with', and use the correct past tense)

He goes extra mile.→He goes the extra mile.(don't forget 'the' in this expression)

Check your own progress

I can use carry out, bring about, and come up with correctly I know 'deal with' and 'put up with' need 'with' I can use these phrasal verbs in professional contexts I can use 'go the extra mile'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned advanced phrasal verbs and 'go the extra mile' — useful for sounding more natural in professional and daily contexts.

Homework

Don't forget to do your homework!

B1-V18 | VOCABULARY

Your 60-minute lesson

Weather and Natural Disasters

Goal: By the end of this lesson, you'll be able to discuss extreme weather and natural disasters.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Has your region ever had a natural disaster?
How do people prepare for severe weather where you live?
Have you ever felt like something was 'the calm before the storm'?

QUICK GAME — 2 min

Disaster prep: name 3 things people should do to prepare for a hurricane or earthquake.

2. Presentation

~10 min

Let's go beyond basic weather words (A1) to discuss extreme weather events and natural disasters.

New Words

Word	IPA (American)	Part of Speech	Meaning
hurricane	/ˈhɜːrɪˌkeɪn/	noun	a very powerful tropical storm
earthquake	/ˈɜːrθˌkweɪk/	noun	a sudden shaking of the ground
flood	/flʌd/	noun/verb	an overflow of water onto land
drought	/draʊt/	noun	a long period without rain
wildfire	/ˈwaɪldˌfaɪər/	noun	an uncontrolled fire in nature
tsunami	/tsuːˈnɑːmi/	noun	a huge wave, often caused by an earthquake
evacuate	/ɪˈvækjuˌeɪt/	verb	to leave a dangerous area for safety
damage	/ˈdæmɪdʒ/	noun/verb	harm caused to something
shelter	/ˈʃɛltər/	noun	a safe place during danger
severe	/sɪˈvɪər/	adjective	very serious or intense

In Context

A hurricane is approaching the coast.
The earthquake caused a lot of damage.
Thousands had to evacuate their homes.
The region has suffered a severe drought.
People sought shelter during the storm.

Useful expression: "the calm before the storm" /ðə kɑːm bɪˈfɔːr ðə stɔːrm/

a quiet period before something difficult happens

Everything seems fine now, but it might just be the calm before the storm.

"Actually" appears in weather reporting too: "Actually, the storm changed direction" corrects earlier predictions. Also, remember: "sensible" doesn't mean "sensitive" — useful when discussing sensitive topics like disaster impact.

Check your understanding — click Yes or No

1. "The calm before the storm" describes a difficult period that's already happening.

2. "Evacuate" means to leave a dangerous area.

3. "Drought" means too much rain.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss weather and disasters

Talk with your tutor about extreme weather. Use these prompts to start:

Has your area ever experienced a natural disaster?
How do people usually prepare for hurricanes or earthquakes?
What's the most severe weather you've experienced?
Describe a time that felt like the calm before the storm.

Now write it down — 5 sentences about weather and disasters

Use at least 5 different disaster-related words.

1

2

3

4

5

1. A severe hurricane hit the coast last year.

2. The earthquake caused significant damage downtown.

3. Thousands had to evacuate during the flood.

4. The drought affected farmers across the region.

5. It felt like the calm before the storm all week.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

There was a earthquake.→There was an earthquake.(use 'an' before a vowel sound)

We evacuate yesterday.→We evacuated yesterday.(use the correct past tense)

This caused many damage.→This caused a lot of damage.('damage' is uncountable — use 'a lot of', not 'many')

It's calm before storm.→It's the calm before the storm.(don't forget both articles 'the' in this expression)

Check your own progress

I can discuss extreme weather and natural disasters I know 'damage' is uncountable I can use 'evacuate' correctly in the past tense I can use 'the calm before the storm'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for weather and natural disasters, plus 'the calm before the storm' — useful for discussing serious events sensitively.

Homework

Don't forget to do your homework!

B1-V19 | VOCABULARY

Your 60-minute lesson

Describing Success and Failure

Goal: By the end of this lesson, you'll be able to discuss achievements, setbacks, and perseverance.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's an achievement you're proud of?
Have you faced any big setbacks recently?
Do you usually fall on your feet after difficulties?

QUICK GAME — 2 min

Success story: share a short story about overcoming a setback.

2. Presentation

~10 min

Let's learn vocabulary for discussing success and failure — important for talking about goals and growth.

New Words

Word	IPA (American)	Part of Speech	Meaning
achieve	/əˈtʃiːv/	verb	to successfully complete a goal
accomplish	/əˈkɒmplɪʃ/	verb	to successfully finish something
fail	/feɪl/	verb	to not succeed
setback	/ˈsɛtˌbæk/	noun	a problem that delays progress
overcome	/ˌoʊvərˈkʌm/	verb	to successfully deal with a difficulty
persevere	/ˌpɜːrsəˈvɪər/	verb	to continue trying despite difficulty
give up	/ɡɪv ʌp/	verb phrase	to stop trying
determined	/dɪˈtɜːrmɪnd/	adjective	having a firm intention to achieve something
milestone	/ˈmaɪlˌstoʊn/	noun	an important stage or achievement
potential	/pəˈtɛnʃəl/	noun	the ability to develop or succeed in the future

In Context

She achieved her goal of running a marathon.
We faced a major setback last year.
He never gives up, no matter what.
This was a big milestone for our company.
She has a lot of potential.

Useful expression: "to fall on your feet" /tuː fɔːl ɒn jɔːr fiːt/

to recover quickly and successfully from a difficult situation

He lost his job, but he always falls on his feet.

"Actually" softens admissions of failure too: "Actually, that project failed at first" adds honesty gracefully. Also, remember: "fail" is direct and can sound harsh — "didn't work out" or "wasn't successful" often sound softer in casual conversation.

Check your understanding — click Yes or No

1. "To fall on your feet" means to recover quickly from difficulty.

2. "Setback" describes a big success.

3. "Persevere" means to give up easily.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss success and failure

Talk with your tutor about achievements and setbacks. Use these prompts to start:

What's a major achievement in your life?
Have you ever faced a big setback?
How do you usually persevere through difficulty?
Do you always fall on your feet?

Now write it down — 5 sentences about success and failure

Use at least 5 different success/failure words.

1

2

3

4

5

1. I achieved my goal of learning a new language.

2. We faced a significant setback last year.

3. She's determined to finish her degree.

4. This was an important milestone for my career.

5. He always falls on his feet, no matter what happens.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I achieve my goal last year. (wrong tense)→I achieved my goal last year.(use the past tense with a specific past time)

This is very potential.→This has a lot of potential.('potential' is a noun here, not an adjective for this structure)

He give up easily.→He gives up easily.(don't forget -s for third person singular)

He falls in his feet.→He falls on his feet.(use 'on', not 'in', in this expression)

Check your own progress

I can discuss achievements and setbacks I know 'fail' can sound harsh — softer alternatives exist I can use 'potential' correctly as a noun I can use 'fall on your feet'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for success and failure and 'fall on your feet' — useful for discussing goals, growth, and resilience.

Homework

Don't forget to do your homework!

B1-V20 | VOCABULARY

Your 60-minute lesson

Idioms for Everyday Situations

Goal: By the end of this lesson, you'll be able to use common English idioms naturally in everyday conversation.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something that was a piece of cake for you recently?
Do you need to hit the books for anything?
Has 'speak of the devil' ever happened to you?

QUICK GAME — 2 min

Idiom charades: act out an idiom and see if your tutor can guess it.

2. Presentation

~10 min

Let's bring together a set of very common idioms — natural expressions that make your English sound fluent and native-like.

New Words

Word	IPA (American)	Part of Speech	Meaning
piece of cake	/piːs əv keɪk/	idiom	something very easy
under the weather	/ˈʌndər ðə ˈwɛðər/	idiom	feeling slightly sick
break the ice	/breɪk ðə aɪs/	idiom	to start a conversation in an awkward situation
hit the books	/hɪt ðə bʊks/	idiom	to study hard
on the ball	/ɒn ðə bɔːl/	idiom	alert, quick to understand
cost a fortune	/kɒst ə ˈfɔːrtʃən/	idiom	to be very expensive
call it a day	/kɔːl ɪt ə deɪ/	idiom	to stop working on something
get the ball rolling	/ɡɛt ðə bɔːl ˈroʊlɪŋ/	idiom	to start something in motion
speak of the devil	/spiːk əv ðə ˈdɛvəl/	idiom	said when someone appears right after being mentioned
hit the nail on the head	/hɪt ðə neɪl ɒn ðə hɛd/	idiom	to describe something exactly right

In Context

Don't worry, this test will be a piece of cake.
I'm feeling a bit under the weather today.
He told a joke to break the ice.
I need to hit the books before the exam.
She's really on the ball at work.

Useful expression: "the whole nine yards" /ðə hoʊl naɪn jɑːrdz/

everything, the complete thing

For the wedding, they did the whole nine yards — flowers, band, everything.

Idioms should generally be used casually and appropriately — while they make you sound fluent, using too many at once, or in very formal writing, can sound unnatural. Use them the way you'd season food: enough to add flavor, not so much it's overwhelming.

Check your understanding — click Yes or No

1. "A piece of cake" means something very difficult.

2. "Speak of the devil" is said when someone appears right after being mentioned.

3. "The whole nine yards" means only a small part of something.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice idioms naturally

Talk with your tutor using idioms naturally in conversation. Use these prompts to start:

Describe something that was a piece of cake for you.
Have you ever had to break the ice in an awkward situation?
Do you need to hit the books for anything soon?
Has anyone ever hit the nail on the head about you?

Now write it down — 5 sentences using idioms naturally

Use at least 5 different idioms from this lesson.

1

2

3

4

5

1. That test was a piece of cake!

2. I've been feeling under the weather all week.

3. She broke the ice with a funny story.

4. I need to hit the books this weekend.

5. Let's call it a day and continue tomorrow.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This was piece of cake.→This was a piece of cake.(don't forget the article 'a')

I hit books.→I hit the books.(don't forget 'the' in this idiom)

Let's call it day.→Let's call it a day.(don't forget the article 'a')

This cost fortune.→This cost a fortune.(don't forget the article 'a')

Check your own progress

I can use at least 8 common English idioms naturally I know idioms should be used in moderation I don't drop necessary articles (a, the) in idioms I've completed the full B1 Vocabulary pensum!

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Congratulations — today you learned essential everyday idioms and completed the full B1 Vocabulary pensum! You now have a rich, natural-sounding vocabulary toolkit.

Homework

Don't forget to do your homework!

B2-V01 | VOCABULARY

Your 60-minute lesson

Debate and Argumentation

Goal: By the end of this lesson, you'll be able to construct and respond to arguments in a debate.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you enjoy debating topics with friends?
Have you ever had to concede a point you didn't want to?
Do you ever play devil's advocate in conversations?

QUICK GAME — 2 min

Quick debate: pick a light topic (pizza vs tacos) and argue your side for one minute.

2. Presentation

~10 min

Let's learn vocabulary for structuring arguments and engaging in a debate persuasively.

New Words

Word	IPA (American)	Part of Speech	Meaning
viewpoint	/ˈvjuːpɔɪnt/	noun	a personal opinion or perspective
counterargument	/ˈkaʊntərˌɑːrɡjəmənt/	noun	an argument opposing another argument
valid	/ˈvælɪd/	adjective	logically sound, well-reasoned
concede	/kənˈsiːd/	verb	to admit that a point is true
undermine	/ˌʌndərˈmaɪn/	verb	to weaken an argument or position
substantiate	/səbˈstænʃiˌeɪt/	verb	to support with evidence
biased	/ˈbaɪəst/	adjective	unfairly favoring one side
consensus	/kənˈsɛnsəs/	noun	general agreement among a group
refute	/rɪˈfjuːt/	verb	to prove an argument wrong
compelling	/kəmˈpɛlɪŋ/	adjective	convincing, hard to dismiss

In Context

That's a valid point, but consider this counterargument.
She presented a compelling case.
He couldn't substantiate his claim with evidence.
We eventually reached a consensus.
I have to concede that you're right about this.

Useful expression: "to play devil's advocate" /tuː pleɪ ˈdɛvəlz ˈædvəkeɪt/

to argue the opposite side just to test an idea

I don't actually believe this, I'm just playing devil's advocate.

"Argue" is a false friend to be careful with — in English it can mean either "to have a disagreement/fight" OR "to present reasons for a position," while "discutir" in Spanish usually implies conflict. Context determines the meaning.

Check your understanding — click Yes or No

1. "To play devil's advocate" means you truly believe the opposing argument.

2. "Concede" means to admit a point is true.

3. "Refute" means to agree completely with an argument.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice debating

Debate a light topic with your tutor. Use these prompts to start:

Present a viewpoint and defend it with evidence.
Try to find a counterargument to something your tutor says.
Play devil's advocate on a topic you actually agree with.
Practice conceding a point gracefully.

Now write it down — 5 sentences using debate vocabulary

Use at least 5 different debate words.

1

2

3

4

5

1. That's a valid point, but I see it differently.

2. Her argument was compelling and well-researched.

3. We eventually reached a consensus on the plan.

4. He couldn't substantiate his claim.

5. I'm just playing devil's advocate here.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I argue with him yesterday. (meaning had a discussion, not a fight)→I discussed this with him yesterday. / I argued that point yesterday.('argue' can mean fight OR present a reasoned case — be clear about which you mean)

This point is very valid strong.→This is a very valid point.(don't stack adjectives awkwardly — restructure the sentence)

I concede you are right. (missing 'that')→I concede that you are right.('concede' is usually followed by 'that' before a clause)

We reach consensus.→We reached a consensus.(don't forget the article 'a' and correct past tense)

Check your own progress

I can construct and respond to arguments I know 'argue' can mean fight OR present reasons I can use 'concede', 'refute', and 'substantiate' correctly I can use 'play devil's advocate'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned debate and argumentation vocabulary, plus 'play devil's advocate' — useful for constructing persuasive, well-reasoned arguments.

Homework

Don't forget to do your homework!

B2-V02 | VOCABULARY

Your 60-minute lesson

Ethics and Morality

Goal: By the end of this lesson, you'll be able to discuss ethical dilemmas and moral principles.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What principles are most important to you?
Have you faced a difficult ethical dilemma?
Do you generally have a clear conscience?

QUICK GAME — 2 min

Ethics quick-fire: your tutor gives a short scenario, you decide if it's ethical or not, and why.

2. Presentation

~10 min

Let's learn vocabulary for discussing right and wrong, values, and difficult moral choices.

New Words

Word	IPA (American)	Part of Speech	Meaning
dilemma	/dɪˈlɛmə/	noun	a difficult choice between two options
integrity	/ɪnˈtɛɡrəti/	noun	strong moral principles, honesty
principle	/ˈprɪnsəpəl/	noun	a basic rule or belief guiding behavior
unethical	/ʌnˈɛθɪkəl/	adjective	morally wrong
hypocrite	/ˈhɪpəkrɪt/	noun	someone who doesn't practice what they preach
justify	/ˈdʒʌstɪˌfaɪ/	verb	to give good reasons for an action
conscience	/ˈkɒnʃəns/	noun	an inner sense of right and wrong
virtue	/ˈvɜːrtʃuː/	noun	a good moral quality
moral compass	/ˈmɒrəl ˈkʌmpəs/	phrase	a person's inner sense of right and wrong
condone	/kənˈdoʊn/	verb	to accept or allow behavior considered wrong

In Context

She faced a difficult ethical dilemma.
He acted with great integrity throughout the crisis.
I can't justify what he did.
My conscience wouldn't let me lie.
I don't condone that kind of behavior.

Useful expression: "to have a clear conscience" /tuː hæv ə klɪər ˈkɒnʃəns/

to feel you have done nothing wrong

I have a clear conscience about my decision.

"Ethics" and "morals" are closely related but slightly different: "ethics" often refers to formal codes of conduct (professional ethics), while "morals" refers to personal beliefs about right and wrong.

Check your understanding — click Yes or No

1. "To have a clear conscience" means to feel guilty.

2. "Hypocrite" describes someone who doesn't practice what they preach.

3. "Condone" means to strongly reject something.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss ethics

Talk with your tutor about ethical topics. Use these prompts to start:

Describe a difficult ethical dilemma you've faced.
What principles guide your decisions?
Do you always have a clear conscience about your choices?
What's something you would never condone?

Now write it down — 5 sentences about ethics

Use at least 5 different ethics words.

1

2

3

4

5

1. I faced a difficult dilemma at work last year.

2. Integrity is one of my core values.

3. I couldn't justify breaking my promise.

4. I have a clear conscience about my decision.

5. I don't condone dishonesty of any kind.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I have integrity of honesty. (redundant/awkward)→I value honesty and integrity.('integrity' already implies strong moral character — avoid awkward combinations)

This is unethic.→This is unethical.(use the adjective form 'unethical', not 'unethic')

I justify of my decision.→I justify my decision.('justify' doesn't need 'of' before the object)

She has clear conscience.→She has a clear conscience.(don't forget the article 'a')

Check your own progress

I can discuss ethical dilemmas and principles I know the difference between ethics (codes) and morals (personal beliefs) I can use 'justify' and 'condone' correctly I can use 'a clear conscience' and 'moral compass'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for discussing ethics and morality, plus 'a clear conscience' and 'moral compass' — useful for thoughtful, mature discussions.

Homework

Don't forget to do your homework!

B2-V03 | VOCABULARY

Your 60-minute lesson

Psychology and the Mind

Goal: By the end of this lesson, you'll be able to discuss basic psychological concepts and human behavior.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something that triggers stress for you?
Do you consider yourself to have a growth mindset?
What's something that recently gave you food for thought?

QUICK GAME — 2 min

Mindset check: describe 3 situations and whether you'd approach them with a fixed or growth mindset.

2. Presentation

~10 min

Let's learn vocabulary for discussing the mind, perception, and behavior — increasingly common in everyday conversation.

New Words

Word	IPA (American)	Part of Speech	Meaning
subconscious	/sʌbˈkɒnʃəs/	noun/adjective	the part of the mind not fully aware
perception	/pərˈsɛpʃən/	noun	the way something is understood or interpreted
behavior	/bɪˈheɪvjər/	noun	the way a person acts
cope	/koʊp/	verb	to manage a difficult situation
trigger	/ˈtrɪɡər/	noun/verb	something that causes a reaction
self-esteem	/sɛlf ɪˈstiːm/	noun	confidence in your own worth
insight	/ˈɪnˌsaɪt/	noun	a deep understanding of something
bias	/ˈbaɪəs/	noun	an unfair preference or prejudice
mindset	/ˈmaɪndˌsɛt/	noun	a person's way of thinking
cognitive	/ˈkɒɡnətɪv/	adjective	related to thinking and understanding

In Context

This might be a subconscious habit.
Her perception of the situation was different.
He's learning to cope with stress better.
Loud noises can be a trigger for anxiety.
She has a growth mindset.

Useful expression: "food for thought" /fuːd fɔːr θɔːt/

something that makes you think deeply

That documentary gave me a lot of food for thought.

"Sensible" (reasonable) vs "sensitive" (easily affected emotionally) is especially important in psychology talk — these are commonly confused false friends, and mixing them up can completely change the meaning of a sentence about someone's personality.

Check your understanding — click Yes or No

1. "Sensible" and "sensitive" mean exactly the same thing.

2. "Food for thought" means something that makes you think deeply.

3. "Mindset" refers to a person's physical health.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss psychology

Talk with your tutor about the mind and behavior. Use these prompts to start:

What's a trigger for your stress?
How do you usually cope with difficult emotions?
Do you have a fixed or growth mindset?
What's something that gave you a lot of food for thought recently?

Now write it down — 5 sentences about psychology

Use at least 5 different psychology words.

1

2

3

4

5

1. I try to cope with stress through meditation.

2. This experience gave me new insight into myself.

3. Loud environments can be a trigger for me.

4. I have a growth mindset about learning.

5. This book gave me a lot of food for thought.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She is very sensible. (meaning sensitive)→She is very sensitive.('sensible' means reasonable/practical, not 'sensitive' — a critical false friend)

I cope stress.→I cope with stress.(don't forget 'with' after 'cope')

This is a bias good.→This is a positive bias. / This is good bias.(restructure — 'bias' is usually negative, be careful combining with 'good')

He have a fix mindset.→He has a fixed mindset.(use 'has' and the correct adjective form 'fixed')

Check your own progress

I can discuss psychological concepts and behavior I know 'sensible' does NOT mean 'sensitive' I can use 'cope with' and 'mindset' correctly I can use 'food for thought'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned psychology vocabulary and 'food for thought' — remembering that 'sensible' is a critical false friend, not meaning 'sensitive'.

Homework

Don't forget to do your homework!

B2-V04 | VOCABULARY

Your 60-minute lesson

Economics Basics

Goal: By the end of this lesson, you'll be able to discuss basic economic concepts like inflation and supply and demand.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you noticed inflation affecting your budget?
Have you ever had to tighten your belt?
Do you follow economic news regularly?

QUICK GAME — 2 min

Economics quiz: your tutor gives a term, you explain it in your own words.

2. Presentation

~10 min

Let's learn essential economics vocabulary — useful for understanding news and everyday financial discussions.

New Words

Word	IPA (American)	Part of Speech	Meaning
supply and demand	/səˈplaɪ ænd dɪˈmænd/	noun	the amount available vs. the amount wanted
inflation	/ɪnˈfleɪʃən/	noun	a general rise in prices over time
recession	/rɪˈsɛʃən/	noun	a period of economic decline
GDP	/dʒiː diː piː/	noun	gross domestic product, a measure of a country's economy
revenue	/ˈrɛvəˌnuː/	noun	money a business earns
unemployment	/ˌʌnɪmˈplɔɪmənt/	noun	the state of not having a job
trade	/treɪd/	noun/verb	buying and selling between countries or people
consumer	/kənˈsuːmər/	noun	a person who buys goods or services
subsidy	/ˈsʌbsɪdi/	noun	money given by the government to support something
monopoly	/məˈnɒpəli/	noun	complete control of a market by one company

In Context

Prices rise due to supply and demand.
Inflation has affected everyone's budget.
The country entered a recession last year.
This company's revenue increased significantly.
The government provides subsidies for farmers.

Useful expression: "to tighten your belt" /tuː ˈtaɪtən jɔːr bɛlt/

to spend less money, especially during hard times

During the recession, many families had to tighten their belts.

"Actually" is common in economic discussions to correct assumptions: "Actually, unemployment has decreased this year." Also note: "economic" (related to the economy) vs "economical" (efficient, not wasteful) are easily confused adjectives.

Check your understanding — click Yes or No

1. "Economic" and "economical" mean exactly the same thing.

2. "To tighten your belt" means to spend more money.

3. "Recession" means a period of economic decline.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss the economy

Talk with your tutor about basic economics. Use these prompts to start:

How has inflation affected your daily life?
Have you ever had to tighten your belt financially?
What's a product with high demand right now?
Do you think monopolies are bad for consumers?

Now write it down — 5 sentences about economics

Use at least 5 different economics words.

1

2

3

4

5

1. Inflation has increased the cost of groceries.

2. We had to tighten our belts during the recession.

3. This company's revenue grew significantly.

4. Unemployment rates have improved this year.

5. The government offers subsidies for renewable energy.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is an economical crisis. (meaning related to the economy)→This is an economic crisis.('economic' relates to the economy, 'economical' means cost-efficient — don't confuse them)

The company earn revenue.→The company earns revenue.(don't forget -s for third person singular)

We tighten belt.→We tightened our belts.(don't forget the possessive and correct past tense)

This is monopoly of market.→This is a monopoly of the market. / on the market.(don't forget the article 'a' and correct preposition)

Check your own progress

I can discuss basic economic concepts I know 'economic' vs 'economical' are different words I can use 'inflation', 'recession', and 'revenue' correctly I can use 'tighten your belt'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned basic economics vocabulary and 'tighten your belt' — remembering that 'economic' and 'economical' are different words.

Homework

Don't forget to do your homework!

B2-V05 | VOCABULARY

Your 60-minute lesson

Globalization

Goal: By the end of this lesson, you'll be able to discuss globalization and its effects on society.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What products do you use that come from other countries?
Have you ever had a 'small world' moment?
Do you think globalization is mostly positive or negative?

QUICK GAME — 2 min

Global goods: name 5 products in your home and guess where they were made.

2. Presentation

~10 min

Let's learn vocabulary for discussing how the world is becoming more interconnected.

New Words

Word	IPA (American)	Part of Speech	Meaning
globalization	/ˌɡloʊbələˈzeɪʃən/	noun	the process of the world becoming more connected
multinational	/ˌmʌltiˈnæʃənəl/	adjective	operating in many countries
outsource	/ˈaʊtˌsɔːrs/	verb	to hire outside a company/country for work
interconnected	/ˌɪntərkəˈnɛktɪd/	adjective	linked together
import / export	/ˈɪmpɔːrt/ /ˈɛkspɔːrt/	verb/noun	to bring in / send out goods internationally
cultural exchange	/ˈkʌltʃərəl ɪksˈtʃeɪndʒ/	noun	sharing ideas and customs between cultures
supply chain	/səˈplaɪ tʃeɪn/	noun	the process of getting a product from source to customer
emerging market	/ɪˈmɜːrdʒɪŋ ˈmɑːrkɪt/	noun	a developing economy gaining global influence
homogenize	/həˈmɒdʒəˌnaɪz/	verb	to make things more similar or uniform
interdependence	/ˌɪntərdɪˈpɛndəns/	noun	mutual reliance between countries or groups

In Context

Globalization has connected economies worldwide.
This is a large multinational corporation.
Many companies outsource their customer service.
The supply chain was disrupted by the crisis.
Emerging markets are growing rapidly.

Useful expression: "it's a small world" /ɪts ə smɔːl wɜːrld/

said when you find an unexpected connection between distant people or events

You know my cousin too? It's a small world!

"Actually" appears in globalization discussions too: "Actually, this product is made in several countries" — highlighting how interconnected modern supply chains really are.

Check your understanding — click Yes or No

1. "It's a small world" is used to describe a large, disconnected planet.

2. "Multinational" means operating in many countries.

3. "Outsource" means to keep all work within the same company.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss globalization

Talk with your tutor about globalization. Use these prompts to start:

How has globalization affected your daily life?
Do you think globalization homogenizes cultures too much?
Have you had a 'small world' experience?
What products do you use that come from other countries?

Now write it down — 5 sentences about globalization

Use at least 5 different globalization words.

1

2

3

4

5

1. Globalization has made cultures more interconnected.

2. This multinational company operates in 50 countries.

3. Many businesses outsource their production overseas.

4. Emerging markets are becoming more influential.

5. It's a small world, we have mutual friends!

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This company outsource to India.→This company outsources to India.(don't forget -s for third person singular)

This is world small.→It's a small world.(keep the correct fixed word order)

The economy is interconnect.→The economy is interconnected.(use the adjective form 'interconnected', not the base verb)

They export of many products.→They export many products.('export', as a verb, doesn't need 'of' before the object)

Check your own progress

I can discuss globalization and its effects I can use 'multinational', 'outsource', and 'supply chain' correctly I know 'interconnected' describes global links I can use 'it's a small world'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned globalization vocabulary and 'it's a small world' — useful for discussing our interconnected modern world.

Homework

Don't forget to do your homework!

B2-V06 | VOCABULARY

Your 60-minute lesson

Leadership and Management

Goal: By the end of this lesson, you'll be able to discuss leadership styles and management skills.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever had a great mentor?
Do you consider yourself a good team player?
What leadership quality do you admire most?

QUICK GAME — 2 min

Leadership qualities: name 5 qualities of a great leader, as fast as you can.

2. Presentation

~10 min

Let's learn vocabulary for discussing leadership — essential for professional and management conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
delegate	/ˈdɛlɪˌɡeɪt/	verb	to give a task to someone else to do
mentor	/ˈmɛntɔːr/	noun/verb	an experienced person who guides someone else
empower	/ɪmˈpaʊər/	verb	to give someone confidence or authority
accountable	/əˈkaʊntəbəl/	adjective	responsible for one's actions
initiative	/ɪˈnɪʃətɪv/	noun	the ability to act independently
vision	/ˈvɪʒən/	noun	a clear idea of future goals
micromanage	/ˈmaɪkroʊˌmænɪdʒ/	verb	to control every small detail of someone's work
influential	/ˌɪnfluˈɛnʃəl/	adjective	having a strong effect on others
team player	/tiːm ˈpleɪər/	noun	someone who works well with others
morale	/məˈræl/	noun	the confidence and enthusiasm of a group

In Context

A good leader knows how to delegate.
She's been a great mentor to me.
He empowers his team to make decisions.
Everyone should be accountable for their work.
Team morale has improved a lot.

Useful expression: "to lead by example" /tuː liːd baɪ ɪɡˈzæmpəl/

to show others how to behave through your own actions

A good manager leads by example.

"Actually" is common in leadership feedback too: "Actually, I think you should delegate more" softens direct advice. Also note: "delegate" is both a verb (to assign) and a noun (a representative) — context determines pronunciation and meaning slightly.

Check your understanding — click Yes or No

1. "To lead by example" means to only give verbal instructions.

2. "Micromanage" means to give employees full independence.

3. "Empower" means to give someone confidence or authority.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss leadership

Talk with your tutor about leadership. Use these prompts to start:

Describe a great mentor you've had.
Do you think you're good at delegating tasks?
Have you ever worked for someone who micromanaged?
How do you lead by example in your own life?

Now write it down — 5 sentences about leadership

Use at least 5 different leadership words.

1

2

3

4

5

1. A good leader knows how to delegate effectively.

2. My mentor taught me so much about my career.

3. She empowers her team to take initiative.

4. He always leads by example.

5. Team morale improved after the new policy.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I delegate to him a task.→I delegate a task to him.(keep the natural word order: verb + object + to + person)

He is accountable of his mistakes.→He is accountable for his mistakes.(use 'for', not 'of', with 'accountable')

She has vision clear.→She has a clear vision.(the adjective goes before the noun in English)

He lead by the example.→He leads by example.(no article 'the' needed, and don't forget -s for third person)

Check your own progress

I can discuss leadership styles and skills I can use 'delegate', 'empower', and 'accountable' correctly I know 'micromanage' is generally negative I can use 'lead by example'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned leadership vocabulary and 'lead by example' — useful for discussing management and professional growth.

Homework

Don't forget to do your homework!

B2-V07 | VOCABULARY

Your 60-minute lesson

Risk and Uncertainty

Goal: By the end of this lesson, you'll be able to discuss risk, uncertainty, and decision-making.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you generally a cautious or risk-taking person?
Describe a calculated risk you've taken.
Have you ever had to bite the bullet on a hard decision?

QUICK GAME — 2 min

Risk scale: describe 3 decisions in your life, from most cautious to most risky.

2. Presentation

~10 min

Let's learn vocabulary for discussing risky decisions and uncertain situations.

New Words

Word	IPA (American)	Part of Speech	Meaning
gamble	/ˈɡæmbəl/	verb/noun	to take a risky action hoping for a good result
precaution	/prɪˈkɔːʃən/	noun	an action taken to prevent a problem
unpredictable	/ˌʌnprɪˈdɪktəbəl/	adjective	impossible to predict
cautious	/ˈkɔːʃəs/	adjective	careful to avoid danger
uncertainty	/ʌnˈsɜːrtənti/	noun	a state of not being sure
reckless	/ˈrɛkləs/	adjective	acting without thinking of consequences
hedge your bets	/hɛdʒ jɔːr bɛts/	phrase	to protect yourself by not committing fully to one option
worst-case scenario	/wɜːrst keɪs sɪˈnɛəriˌoʊ/	noun	the most negative possible outcome
take a chance	/teɪk ə tʃæns/	phrase	to do something risky
calculated risk	/ˈkælkjəˌleɪtɪd rɪsk/	noun	a risk taken after careful thought

In Context

He decided to take a chance on the new job.
It's important to take precautions before traveling.
The market is very unpredictable right now.
She's usually cautious with her money.
In the worst-case scenario, we lose the investment.

Useful expression: "to bite the bullet" /tuː baɪt ðə ˈbʊlɪt/

to face a difficult or unpleasant situation with courage

I finally bit the bullet and quit my stable job to start my own business.

"Actually" is common in risk discussions: "Actually, the risk was smaller than we thought" corrects an assumption. Also note the nuance: "reckless" (careless, negative) vs "bold" (brave, often positive) — both involve risk but with very different connotations.

Check your understanding — click Yes or No

1. "To bite the bullet" means to avoid a difficult decision entirely.

2. "Reckless" and "bold" always have the same positive connotation.

3. "Hedge your bets" means to commit fully to one option.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss risk and decisions

Talk with your tutor about risk-taking. Use these prompts to start:

Describe a calculated risk you've taken.
Are you usually cautious or bold with decisions?
Have you ever had to bite the bullet on something difficult?
What's a worst-case scenario you've prepared for?

Now write it down — 5 sentences about risk and uncertainty

Use at least 5 different risk words.

1

2

3

4

5

1. I took a calculated risk when I changed careers.

2. It's important to take precautions when traveling alone.

3. The stock market can be very unpredictable.

4. I finally bit the bullet and moved abroad.

5. In the worst-case scenario, we'll need a backup plan.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I take chance on this.→I'll take a chance on this.(don't forget the article 'a' in this expression)

He is reckless careful. (contradiction)→He is reckless. / He is careful.('reckless' and 'careful' are opposites — don't combine them)

I bite bullet.→I bit the bullet.(don't forget 'the', and use the correct past tense)

This is scenario worst-case.→This is the worst-case scenario.(keep the correct fixed word order and article)

Check your own progress

I can discuss risk-taking and uncertainty I know 'reckless' and 'bold' have different connotations I can use 'calculated risk' and 'precaution' correctly I can use 'bite the bullet'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for discussing risk and uncertainty, plus 'bite the bullet' — useful for describing decisions and their consequences.

Homework

Don't forget to do your homework!

B2-V08 | VOCABULARY

Your 60-minute lesson

Innovation and Creativity

Goal: By the end of this lesson, you'll be able to discuss innovation, creativity, and new ideas.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a groundbreaking invention you admire?
Have you learned anything through trial and error recently?
What sparks your creativity?

QUICK GAME — 2 min

Invention brainstorm: brainstorm a creative solution to a small everyday problem.

2. Presentation

~10 min

Let's learn vocabulary for discussing creative thinking and groundbreaking ideas.

New Words

Word	IPA (American)	Part of Speech	Meaning
groundbreaking	/ˈɡraʊndˌbreɪkɪŋ/	adjective	highly original and innovative
ingenuity	/ˌɪndʒəˈnuːɪti/	noun	cleverness in inventing or solving problems
prototype	/ˈproʊtəˌtaɪp/	noun	a first, early model of a product
revolutionary	/ˌrɛvəˈluːʃəˌnɛri/	adjective	completely new and different, causing major change
visionary	/ˈvɪʒəˌnɛri/	noun/adjective	having original ideas about the future
disrupt	/dɪsˈrʌpt/	verb	to change an industry or system dramatically
trial and error	/ˈtraɪəl ænd ˈɛrər/	phrase	learning by testing and making mistakes
brainstorm	/ˈbreɪnˌstɔːrm/	verb/noun	to generate ideas creatively
cutting-edge	/ˈkʌtɪŋ ɛdʒ/	adjective	the most advanced, modern
spark	/spɑːrk/	verb/noun	to start or trigger an idea

In Context

This was a groundbreaking invention.
They built a prototype to test the design.
This technology is truly revolutionary.
We learned through trial and error.
Let's brainstorm some new ideas.

Useful expression: "to think outside the box" /tuː θɪŋk aʊtˈsaɪd ðə bɒks/

to think creatively, beyond usual limits

The team had to think outside the box to solve this.

"Actually" appears in innovation talk too: "Actually, this idea came from trial and error, not a sudden inspiration" — a natural way to correct assumptions about the creative process.

Check your understanding — click Yes or No

1. "Groundbreaking" describes something ordinary and unoriginal.

2. "Trial and error" means learning through testing and mistakes.

3. "To disrupt" an industry means to keep it exactly the same.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss innovation

Talk with your tutor about creativity and innovation. Use these prompts to start:

Describe a groundbreaking invention you admire.
Have you ever learned something through trial and error?
What sparked your interest in learning English?
Describe a time you had to think outside the box.

Now write it down — 5 sentences about innovation and creativity

Use at least 5 different innovation words.

1

2

3

4

5

1. This was a truly groundbreaking discovery.

2. We built a prototype before the final version.

3. This idea disrupted the entire industry.

4. We learned through trial and error.

5. We had to think outside the box to find a solution.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is a groundbreak idea.→This is a groundbreaking idea.(use the adjective form 'groundbreaking', not 'groundbreak')

We learn by trial and errors.→We learned through trial and error.('error' stays singular in this fixed phrase, and use 'through')

This spark an idea.→This sparked an idea.(use the correct past tense)

Think outside of box.→Think outside the box.(use 'the', not 'of', in this fixed expression)

Check your own progress

I can discuss innovation and creative thinking I can use 'groundbreaking', 'prototype', and 'disrupt' correctly I can use 'trial and error' I can use 'think outside the box'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned innovation vocabulary and 'think outside the box' — useful for discussing creativity and new ideas.

Homework

Don't forget to do your homework!

B2-V09 | VOCABULARY

Your 60-minute lesson

Cultural Differences

Goal: By the end of this lesson, you'll be able to discuss cultural differences, customs, and etiquette respectfully.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's a custom unique to your culture?
Have you ever experienced culture shock?
What's a stereotype about your country you'd like to correct?

QUICK GAME — 2 min

Culture share: describe 3 customs from your culture that might surprise a foreigner.

2. Presentation

~10 min

Let's learn vocabulary for discussing cultural differences — important for respectful, global conversations.

New Words

Word	IPA (American)	Part of Speech	Meaning
custom	/ˈkʌstəm/	noun	a traditional practice of a group
etiquette	/ˈɛtɪkət/	noun	polite behavior expected in a society
stereotype	/ˈstɛriəˌtaɪp/	noun	an oversimplified idea about a group
diversity	/dɪˈvɜːrsɪti/	noun	a range of different people or things
assimilate	/əˈsɪmɪˌleɪt/	verb	to become part of a different culture
culture shock	/ˈkʌltʃər ʃɒk/	noun	the confusion felt in an unfamiliar culture
norm	/nɔːrm/	noun	a standard or usual way of behaving
taboo	/təˈbuː/	noun/adjective	something forbidden by social custom
tolerant	/ˈtɒlərənt/	adjective	accepting of different beliefs or practices
heritage	/ˈhɛrɪtɪdʒ/	noun	traditions passed down through generations

In Context

Every culture has its own customs.
Business etiquette varies by country.
We should avoid stereotypes about other cultures.
She experienced culture shock when she moved abroad.
This topic is taboo in some cultures.

Useful expression: "when in Rome, do as the Romans do" /wɛn ɪn roʊm duː æz ðə ˈroʊmənz duː/

adapt to the customs of the place you're visiting

I tried the strange local dish — when in Rome, do as the Romans do.

"Actually" is very useful when correcting cultural misconceptions: "Actually, that's a stereotype, not a common practice." This phrase helps discuss cultural nuance respectfully and accurately.

Check your understanding — click Yes or No

1. "When in Rome, do as the Romans do" means to reject local customs.

2. "Stereotype" describes an accurate, detailed understanding of a culture.

3. "Culture shock" describes confusion in an unfamiliar culture.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss cultural differences

Talk with your tutor about cultural differences respectfully. Use these prompts to start:

What's a custom in your culture that surprises foreigners?
Have you ever experienced culture shock?
What's a stereotype about your country that isn't true?
Have you ever had to adapt using 'when in Rome'?

Now write it down — 5 sentences about cultural differences

Use at least 5 different culture words.

1

2

3

4

5

1. Every culture has unique customs and traditions.

2. I experienced culture shock when I first traveled abroad.

3. We should avoid stereotypes about other countries.

4. This company values diversity in its workforce.

5. When in Rome, do as the Romans do — I tried the local food.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is custom of my country.→This is a custom of my country.(don't forget the article 'a')

She assimilate quickly.→She assimilated quickly.(use the correct past tense)

This topic is very taboo strong.→This topic is very taboo.('taboo' already carries strong meaning — avoid redundant intensifiers)

When in Rome, do Romans.→When in Rome, do as the Romans do.(keep the full fixed phrase, don't shorten it incorrectly)

Check your own progress

I can discuss cultural differences respectfully I can use 'stereotype', 'custom', and 'etiquette' correctly I know 'culture shock' describes unfamiliar confusion I can use 'when in Rome, do as the Romans do'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for discussing cultural differences respectfully, plus 'when in Rome, do as the Romans do'.

Homework

Don't forget to do your homework!

B2-V10 | VOCABULARY

Your 60-minute lesson

Negotiation and Diplomacy

Goal: By the end of this lesson, you'll be able to discuss negotiation strategies and diplomatic language.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever had to negotiate something important?
Are you good at compromising?
Have you ever helped mediate a disagreement?

QUICK GAME — 2 min

Negotiation practice: negotiate a fun scenario, like splitting the last slice of pizza fairly.

2. Presentation

~10 min

Let's learn vocabulary for negotiating and resolving disagreements diplomatically.

New Words

Word	IPA (American)	Part of Speech	Meaning
compromise	/ˈkɒmprəˌmaɪz/	noun/verb	an agreement where each side gives up something
mediate	/ˈmiːdiˌeɪt/	verb	to help two sides reach an agreement
concession	/kənˈsɛʃən/	noun	something given up to reach an agreement
leverage	/ˈlɛvərɪdʒ/	noun/verb	power or advantage used to influence a situation
diplomatic	/ˌdɪpləˈmætɪk/	adjective	tactful, careful not to offend
stalemate	/ˈsteɪlˌmeɪt/	noun	a situation where neither side can proceed
terms	/tɜːrmz/	noun	the conditions of an agreement
mutual	/ˈmjuːtʃuəl/	adjective	shared by both sides
tactful	/ˈtæktfəl/	adjective	careful not to upset others
deadlock	/ˈdɛdˌlɒk/	noun	a situation where no agreement can be reached

In Context

They finally reached a compromise.
She helped mediate the conflict.
We need to agree on the terms first.
The negotiations ended in a stalemate.
He was very diplomatic about the criticism.

Useful expression: "to meet someone halfway" /tuː miːt ˈsʌmwʌn hæfˈweɪ/

to compromise with someone

Let's meet halfway on this — I'll agree to your price if you cover shipping.

"Actually" is very useful in negotiations to soften disagreement diplomatically: "Actually, I was hoping for slightly different terms" — much gentler than a direct rejection.

Check your understanding — click Yes or No

1. "To meet someone halfway" means to refuse any compromise.

2. "Stalemate" describes a situation with no progress.

3. "Mutual" means only benefiting one side.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice negotiation

Practice negotiating with your tutor. Use these prompts to start:

Negotiate a hypothetical price for something.
Describe a time you had to compromise.
Practice being diplomatic about a disagreement.
Have you ever helped mediate a conflict?

Now write it down — 5 sentences about negotiation and diplomacy

Use at least 5 different negotiation words.

1

2

3

4

5

1. We finally reached a fair compromise.

2. She mediated the disagreement between the two teams.

3. We agreed on mutually beneficial terms.

4. He was very diplomatic during the difficult conversation.

5. Let's meet halfway to solve this.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We reach a compromise. (wrong tense)→We reached a compromise.(use the correct past tense)

This is mutual for both. (redundant)→This is mutually beneficial.('mutual' already implies 'for both' — avoid redundancy)

He is diplomat about it. (wrong word form)→He is diplomatic about it.(use the adjective 'diplomatic', not the noun 'diplomat')

Meet me in halfway.→Meet me halfway.(no preposition needed before 'halfway' in this expression)

Check your own progress

I can discuss negotiation strategies and outcomes I can use 'compromise', 'mediate', and 'concession' correctly I know 'diplomatic' (adjective) vs 'diplomat' (noun) I can use 'meet someone halfway'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned negotiation and diplomacy vocabulary, plus 'meet someone halfway' — useful for resolving disagreements tactfully.

Homework

Don't forget to do your homework!

B2-V11 | VOCABULARY

Your 60-minute lesson

Mental Health Awareness

Goal: By the end of this lesson, you'll be able to discuss mental health and wellbeing with sensitivity.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something you do for self-care?
How do you usually cope with a stressful week?
Do you think mental health is discussed openly in your culture?

QUICK GAME — 2 min

Self-care ideas: brainstorm 5 simple self-care activities.

2. Presentation

~10 min

Let's learn vocabulary for discussing mental health — an increasingly important, sensitive topic in everyday conversation.

New Words

Word	IPA (American)	Part of Speech	Meaning
anxiety	/æŋˈzaɪəti/	noun	a feeling of worry or nervousness
burnout	/ˈbɜːrnˌaʊt/	noun	extreme exhaustion from prolonged stress
resilience	/rɪˈzɪljəns/	noun	the ability to recover from difficulty
wellbeing	/wɛlˈbiːɪŋ/	noun	the state of being comfortable, healthy, and happy
therapy	/ˈθɛrəpi/	noun	treatment for mental or emotional problems
cope with	/koʊp wɪð/	verb phrase	to manage a difficult situation
self-care	/sɛlf kɛər/	noun	actions taken to care for your own wellbeing
overwhelmed	/ˌoʊvərˈwɛlmd/	adjective	having too much to deal with
stigma	/ˈstɪɡmə/	noun	negative judgment attached to something
mindfulness	/ˈmaɪndfəlnəs/	noun	being fully present and aware

In Context

She's dealing with a lot of anxiety lately.
He experienced burnout after months of overwork.
Therapy has helped her a lot.
I try to practice self-care every week.
There's still stigma around mental health in some places.

Useful expression: "to reach out for help" /tuː riːtʃ aʊt fɔːr hɛlp/

to ask someone for support

It's okay to reach out for help when you need it.

This topic requires extra sensitivity — avoid casually using clinical terms (like "depressed" or "anxious") to describe everyday moods, as this can minimize the experience of people with real mental health conditions.

Check your understanding — click Yes or No

1. "To reach out for help" means to refuse support.

2. "Burnout" describes feeling energized and rested.

3. "Resilience" is the ability to recover from difficulty.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss wellbeing sensitively

Talk with your tutor about mental health and self-care thoughtfully. Use these prompts to start:

What do you do for self-care?
How do you usually cope with stress?
Do you think there's still stigma around mental health?
What helps you build resilience?

Now write it down — 5 sentences about wellbeing

Use at least 5 different wellbeing words, with sensitivity.

1

2

3

4

5

1. I practice self-care by taking walks outside.

2. It's important to reach out for help when needed.

3. She's building resilience after a difficult year.

4. I try to manage my anxiety through breathing exercises.

5. There's still stigma around discussing mental health openly.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I'm so depressed about this small thing. (casual overuse of clinical term)→I'm a bit down about this.(avoid using clinical terms casually — it can minimize real experiences)

I have burnout of my job.→I'm experiencing burnout from my job.(use 'experiencing... from', not 'have... of')

I reach out help.→I reach out for help.(don't forget 'for' in this expression)

She go to therapy.→She goes to therapy.(don't forget -s for third person singular)

Check your own progress

I can discuss mental health topics with sensitivity I avoid casually using clinical terms I can use 'self-care', 'burnout', and 'resilience' correctly I can use 'reach out for help'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for discussing mental health sensitively, plus 'reach out for help' — an increasingly important topic in modern conversation.

Homework

Don't forget to do your homework!

B2-V12 | VOCABULARY

Your 60-minute lesson

Digital Communication and Etiquette

Goal: By the end of this lesson, you'll be able to discuss online communication and digital manners.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever been ghosted or left on read?
Has something you shared ever gone viral?
Do you get too many notifications on your phone?

QUICK GAME — 2 min

Digital habits: describe 3 of your online communication habits, good or bad.

2. Presentation

~10 min

Let's learn vocabulary for discussing how we communicate online — a huge part of modern life.

New Words

Word	IPA (American)	Part of Speech	Meaning
netiquette	/ˈnɛtɪkət/	noun	polite behavior expected online
notification	/ˌnoʊtɪfɪˈkeɪʃən/	noun	an alert sent by an app or device
viral	/ˈvaɪrəl/	adjective	spreading quickly online
troll	/troʊl/	noun/verb	someone who posts to provoke others online
screenshot	/ˈskriːnˌʃɒt/	noun/verb	a captured image of a screen
ghost	/ɡoʊst/	verb	to suddenly stop responding to someone
double-check	/ˈdʌbəl tʃɛk/	verb	to verify something carefully
inbox	/ˈɪnˌbɒks/	noun	where received messages are stored
read receipt	/riːd rɪˈsiːt/	noun	a notification showing a message was read
typo	/ˈtaɪpoʊ/	noun	a small typing mistake

In Context

This video went viral overnight.
Please don't feed the trolls.
I took a screenshot of the conversation.
He completely ghosted me after our date.
I noticed a typo in your message.

Useful expression: "to leave someone on read" /tuː liːv ˈsʌmwʌn ɒn riːd/

to see a message but not reply

She left me on read for two days!

"Actually" is common in digital miscommunication too: "Actually, I never got that notification" — a natural way to explain a delayed or missed response online.

Check your understanding — click Yes or No

1. "To leave someone on read" means to reply immediately.

2. "Viral" describes content spreading quickly online.

3. "Ghost" someone means to communicate very actively with them.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss digital communication

Talk with your tutor about online communication habits. Use these prompts to start:

Have you ever been ghosted or left on read?
What's proper netiquette for group chats?
Has anything you've seen ever gone viral?
Do you always double-check messages before sending?

Now write it down — 5 sentences about digital communication

Use at least 5 different digital communication words.

1

2

3

4

5

1. This video went viral within hours.

2. I always double-check my emails before sending.

3. She left me on read for a whole week.

4. I found a typo in the report.

5. Please don't feed the trolls online.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He ghost me.→He ghosted me.(use the correct past tense)

This is a typo error. (redundant)→This is a typo.('typo' already means a typing error — don't add 'error')

I leave her in read.→I left her on read.(use 'on', not 'in', and correct past tense)

This go viral.→This went viral. / This is going viral.(use the correct tense)

Check your own progress

I can discuss digital communication habits I can use 'viral', 'ghost', and 'troll' correctly I can use 'leave someone on read' I know common digital communication vocabulary

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned digital communication vocabulary and 'leave someone on read' — essential for discussing modern online interactions.

Homework

Don't forget to do your homework!

B2-V13 | VOCABULARY

Your 60-minute lesson

Humor and Wit

Goal: By the end of this lesson, you'll be able to discuss different types of humor in English.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What kind of humor makes you laugh the most?
Do you know any good puns?
Has a comedian or friend ever had you in stitches?

QUICK GAME — 2 min

Pun challenge: try to come up with a pun using a word your tutor gives you.

2. Presentation

~10 min

Let's learn vocabulary for discussing humor — a subtle but important part of fluent, natural English.

New Words

Word	IPA (American)	Part of Speech	Meaning
sarcasm	/ˈsɑːrkæzəm/	noun	saying the opposite of what you mean, often mockingly
pun	/pʌn/	noun	a joke using a word with two meanings
irony	/ˈaɪrəni/	noun	when something happens opposite to what's expected
witty	/ˈwɪti/	adjective	cleverly funny
deadpan	/ˈdɛdˌpæn/	adjective	showing no emotion while being funny
slapstick	/ˈslæpˌstɪk/	noun	physical, exaggerated comedy
self-deprecating	/sɛlf ˈdɛprɪˌkeɪtɪŋ/	adjective	making jokes about yourself
cheesy	/ˈtʃiːzi/	adjective	corny, overly simple humor
crack a joke	/kræk ə dʒoʊk/	phrase	to tell a joke
punchline	/ˈpʌntʃˌlaɪn/	noun	the funny final part of a joke

In Context

He's known for his dry sarcasm.
That was a clever pun!
It's ironic that the fire station burned down.
She has a very witty sense of humor.
He told a joke and the punchline was hilarious.

Useful expression: "to have someone in stitches" /tuː hæv ˈsʌmwʌn ɪn ˈstɪtʃɪz/

to make someone laugh a lot

His stories always have us in stitches.

Sarcasm doesn't always translate well across cultures and languages — tone of voice is crucial in English sarcasm, and what sounds funny in one culture might sound rude in another. Use it carefully with people you don't know well.

Check your understanding — click Yes or No

1. "To have someone in stitches" means to make them cry from sadness.

2. "Deadpan" humor is delivered with no visible emotion.

3. "Cheesy" humor is considered very sophisticated.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss humor

Talk with your tutor about humor styles. Use these prompts to start:

What kind of humor do you enjoy most?
Do you use sarcasm often?
Has anyone ever had you in stitches?
Can you think of a good pun?

Now write it down — 5 sentences about humor

Use at least 5 different humor words.

1

2

3

4

5

1. My brother has a very witty sense of humor.

2. That comedian had the whole audience in stitches.

3. I love a good pun, even if it's cheesy.

4. It's ironic that I'm always late to punctuality classes.

5. He told a joke with a hilarious punchline.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is very much ironic. (awkward intensifier)→This is very ironic.(use 'very', not 'very much', with this adjective)

He crack a joke.→He cracked a joke.(use the correct past tense)

She has us in stitch.→She has us in stitches.('stitches' is always plural in this expression)

This is coincidence, not irony. (sometimes confused)→This is ironic, not just coincidental.(be careful — true irony involves a reversal of expectation, not just a coincidence)

Check your own progress

I can discuss different types of humor I can use 'sarcasm', 'irony', and 'pun' correctly I know irony is different from simple coincidence I can use 'have someone in stitches'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for discussing humor and 'have someone in stitches' — a subtle but important part of natural, fluent English.

Homework

Don't forget to do your homework!

B2-V14 | VOCABULARY

Your 60-minute lesson

Formal vs Informal Register

Goal: By the end of this lesson, you'll be able to recognize and use appropriate register in different situations.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you use different vocabulary with friends vs at work?
What slang do you use in your own language?
Have you ever failed to read the room?

QUICK GAME — 2 min

Formality switch: your tutor gives a casual sentence, you make it more formal.

2. Presentation

~10 min

Let's learn vocabulary for describing and choosing the right level of formality in English.

New Words

Word	IPA (American)	Part of Speech	Meaning
colloquial	/kəˈloʊkwiəl/	adjective	casual, conversational language
slang	/slæŋ/	noun	very informal, often trendy words
formal	/ˈfɔːrməl/	adjective	proper, official style of language
register	/ˈrɛdʒɪstər/	noun	the level of formality in language
jargon	/ˈdʒɑːrɡən/	noun	specialized vocabulary of a profession
polished	/ˈpɒlɪʃt/	adjective	refined and professional
casual	/ˈkæʒuəl/	adjective	relaxed, informal
tone	/toʊn/	noun	the general attitude or feeling of language
abbreviation	/əˌbriːviˈeɪʃən/	noun	a shortened form of a word or phrase
appropriate	/əˈproʊpriət/	adjective	suitable for the situation

In Context

This email needs a more formal tone.
That word is slang, not appropriate for an interview.
Try to keep the register consistent throughout.
This report is full of technical jargon.
That greeting is too casual for a job application.

Useful expression: "to read the room" /tuː riːd ðə ruːm/

to understand the mood or expectations of a situation

He didn't read the room and made a joke at the funeral.

Choosing the wrong register (too formal or too casual) can sound just as strange as using incorrect grammar — matching your language to the context is a key sign of advanced fluency.

Check your understanding — click Yes or No

1. "To read the room" means to ignore the social context.

2. "Jargon" refers to specialized vocabulary of a profession.

3. "Colloquial" language is appropriate for formal essays.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice adjusting register

Talk with your tutor about formality in language. Use these prompts to start:

Describe a time you used the wrong register.
What slang do you use with friends but not at work?
Practice rewriting a casual sentence formally.
Has anyone ever failed to read the room?

Now write it down — 5 sentences about register and formality

Use at least 5 different register-related words.

1

2

3

4

5

1. I always try to match my tone to the situation.

2. That phrase is too colloquial for a formal essay.

3. His email had a very polished, professional tone.

4. This industry has a lot of specific jargon.

5. She really knows how to read the room.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is very formal casual. (contradiction)→This is quite formal. / This is casual.('formal' and 'casual' are opposites — don't combine them)

This word is jargon of doctors.→This word is medical jargon.(use the adjective form before 'jargon', not 'of')

He no read the room.→He didn't read the room.(use the correct negative form 'didn't')

This tone is very appropriate for.→This tone is appropriate for the situation.('appropriate for' needs an object after it)

Check your own progress

I can identify formal vs informal register I can use 'jargon', 'slang', and 'colloquial' correctly I know matching register to context is a sign of fluency I can use 'read the room'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned vocabulary for register and formality, plus 'read the room' — key for sounding naturally fluent in different contexts.

Homework

Don't forget to do your homework!

B2-V15 | VOCABULARY

Your 60-minute lesson

Academic and Analytical Language

Goal: By the end of this lesson, you'll be able to use academic verbs common in essays, reports, and analysis.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What conclusion have you drawn about learning English?
How would you assess your own progress?
What would you outline as your top priorities this year?

QUICK GAME — 2 min

Analyze this: your tutor gives a simple statement, you analyze it using these academic verbs.

2. Presentation

~10 min

Let's learn academic verbs that make your writing and speaking sound more analytical and precise.

New Words

Word	IPA (American)	Part of Speech	Meaning
analyze	/ˈænəˌlaɪz/	verb	to examine something in detail
assess	/əˈsɛs/	verb	to evaluate the quality or value of something
examine	/ɪɡˈzæmɪn/	verb	to look at something carefully
justify	/ˈdʒʌstɪˌfaɪ/	verb	to give reasons for a claim
demonstrate	/ˈdɛmənˌstreɪt/	verb	to show clearly through evidence
indicate	/ˈɪndɪˌkeɪt/	verb	to suggest or show a result
interpret	/ɪnˈtɜːrprɪt/	verb	to explain the meaning of something
outline	/ˈaʊtˌlaɪn/	verb/noun	to give a general summary
conclude	/kənˈkluːd/	verb	to reach a final decision based on evidence
critique	/krɪˈtiːk/	noun/verb	a detailed analysis and judgment

In Context

This study analyzes the effects of climate change.
We need to assess the risks carefully.
The results indicate a clear trend.
Let me outline the main points first.
We can conclude that the theory is correct.

Useful expression: "to draw a conclusion" /tuː drɔː ə kənˈkluːʒən/

to reach a final judgment based on evidence

Based on the data, we can draw a clear conclusion.

These academic verbs are much more precise than everyday words like "look at" or "think about" — using them appropriately signals a more sophisticated, analytical level of English, useful for essays and presentations.

Check your understanding — click Yes or No

1. "To draw a conclusion" means to make a random guess.

2. "Assess" means to evaluate the quality of something.

3. "Demonstrate" means to hide evidence.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice analytical language

Talk with your tutor using academic verbs to analyze a topic. Use these prompts to start:

Analyze a recent decision you made.
Assess the pros and cons of remote work.
Outline your plans for next year.
What conclusion can you draw from a recent experience?

Now write it down — 5 sentences using academic verbs

Use at least 5 different academic verbs.

1

2

3

4

5

1. I analyzed the situation before making a decision.

2. We need to assess the risks involved.

3. The data indicates a positive trend.

4. Let me outline my main points first.

5. We can conclude that this approach works well.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This demonstrate the point. (missing -s)→This demonstrates the point.(don't forget -s for third person singular)

I conclude of this that...→I conclude that...('conclude' doesn't need 'of' before 'that')

We assess of the situation.→We assess the situation.('assess' doesn't need 'of' before the object)

Let me outline about my points.→Let me outline my points.('outline' doesn't need 'about' before the object)

Check your own progress

I can use academic verbs like analyze, assess, and examine I can use 'demonstrate' and 'indicate' correctly I know these verbs don't need extra prepositions like 'of' or 'about' I can use 'draw a conclusion'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned academic and analytical verbs, plus 'draw a conclusion' — useful for essays, reports, and sophisticated conversation.

Homework

Don't forget to do your homework!

B2-V16 | VOCABULARY

Your 60-minute lesson

Environmental Policy

Goal: By the end of this lesson, you'll be able to discuss environmental policy and sustainability at a more advanced level.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you try to reduce your carbon footprint?
What environmental regulation would you introduce if you could?
What eco-friendly habit have you adopted recently?

QUICK GAME — 2 min

Policy brainstorm: propose 3 environmental policies you think would help your country.

2. Presentation

~10 min

Let's go beyond basic environment vocabulary (A2) into policy-level discussions about sustainability.

New Words

Word	IPA (American)	Part of Speech	Meaning
sustainability	/səˌsteɪnəˈbɪləti/	noun	the ability to continue without depleting resources
carbon footprint	/ˈkɑːrbən ˈfʊtprɪnt/	noun	the amount of carbon emissions a person/thing causes
regulation	/ˌrɛɡjəˈleɪʃən/	noun	an official rule controlling behavior
emissions	/ɪˈmɪʃənz/	noun	gases released into the air
conservation	/ˌkɒnsərˈveɪʃən/	noun	protecting and preserving nature
biodiversity	/ˌbaɪoʊdaɪˈvɜːrsɪti/	noun	the variety of life in an ecosystem
eco-friendly	/ˈiːkoʊ ˈfrɛndli/	adjective	not harmful to the environment
deforestation	/diːˌfɒrɪˈsteɪʃən/	noun	the cutting down of forests
carbon neutral	/ˈkɑːrbən ˈnuːtrəl/	adjective	balancing carbon emissions with removal
enforce	/ɪnˈfɔːrs/	verb	to make sure a rule is followed

In Context

We should reduce our carbon footprint.
The government introduced new emissions regulations.
Deforestation threatens biodiversity worldwide.
This company aims to be carbon neutral by 2030.
These laws need to be enforced strictly.

Useful expression: "to leave a smaller footprint" /tuː liːv ə ˈsmɔːlər ˈfʊtprɪnt/

to have less negative environmental impact

We're trying to leave a smaller footprint by cycling more.

"Actually" is useful for correcting environmental misconceptions: "Actually, recycling alone doesn't solve the emissions problem" — a natural way to add nuance to policy discussions.

Check your understanding — click Yes or No

1. "Carbon neutral" means producing zero emissions at all times.

2. "Deforestation" threatens biodiversity.

3. "To leave a smaller footprint" means to increase environmental harm.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss environmental policy

Talk with your tutor about sustainability and policy. Use these prompts to start:

What's your carbon footprint like?
Do you think environmental regulations are strict enough?
What eco-friendly changes have you made recently?
How can individuals help leave a smaller footprint?

Now write it down — 5 sentences about environmental policy

Use at least 5 different environmental policy words.

1

2

3

4

5

1. I'm trying to reduce my carbon footprint.

2. The government introduced stricter emissions regulations.

3. Deforestation is a major threat to biodiversity.

4. This company aims to be carbon neutral soon.

5. We're leaving a smaller footprint by using public transport.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is eco-friend product.→This is an eco-friendly product.(use the adjective form 'eco-friendly', not 'eco-friend')

We need enforce this law.→We need to enforce this law.(don't forget 'to' after 'need')

This company is carbon neutral fully.→This company is fully carbon neutral.(place the adverb 'fully' before the adjective)

This threat biodiversity.→This threatens biodiversity.(don't forget -s for third person singular)

Check your own progress

I can discuss environmental policy at an advanced level I can use 'carbon footprint', 'emissions', and 'sustainability' correctly I know 'carbon neutral' means balanced, not zero emissions I can use 'leave a smaller footprint'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned advanced environmental policy vocabulary and 'leave a smaller footprint' — useful for discussing sustainability seriously.

Homework

Don't forget to do your homework!

B2-V17 | VOCABULARY

Your 60-minute lesson

Consumer Behavior and Marketing

Goal: By the end of this lesson, you'll be able to discuss marketing, branding, and consumer habits.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you loyal to any brands?
Have you ever made an impulse buy you regretted?
Do you follow influencers on social media?

QUICK GAME — 2 min

Ad pitch: create a quick fake advertisement slogan for a silly product.

2. Presentation

~10 min

Let's learn vocabulary for discussing how companies market products and how consumers behave.

New Words

Word	IPA (American)	Part of Speech	Meaning
brand	/brænd/	noun	a company's identity and reputation
target audience	/ˈtɑːrɡɪt ˈɔːdiəns/	noun	the specific group a product is aimed at
consumerism	/kənˈsuːməˌrɪzəm/	noun	the culture of buying and consuming goods
advertisement	/ˌædvərˈtaɪzmənt/	noun	a paid promotion for a product
loyalty	/ˈlɔɪəlti/	noun	continued support for a brand or company
impulse buy	/ˈɪmpʌls baɪ/	noun	an unplanned purchase
trend	/trɛnd/	noun	a current popular style or behavior
influencer	/ˈɪnfluənsər/	noun	someone who promotes products on social media
packaging	/ˈpækɪdʒɪŋ/	noun	the material used to wrap a product
demand	/dɪˈmænd/	noun/verb	consumer desire for a product

In Context

This brand is very popular with young people.
Their target audience is teenagers.
I made an impulse buy at the store.
This influencer promotes many products.
The packaging is very eco-friendly.

Useful expression: "to jump on the bandwagon" /tuː dʒʌmp ɒn ðə ˈbændˌwæɡən/

to follow a popular trend

Many companies jumped on the bandwagon of eco-friendly packaging.

"Actually" is useful for correcting marketing assumptions: "Actually, this brand targets an older demographic" — a natural way to clarify marketing strategy.

Check your understanding — click Yes or No

1. "To jump on the bandwagon" means to avoid following any trend.

2. "Impulse buy" describes a carefully planned purchase.

3. "Target audience" is the specific group a product is aimed at.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss marketing and consumer habits

Talk with your tutor about marketing and shopping habits. Use these prompts to start:

Are you loyal to any particular brands?
Have you ever made an impulse buy?
Do you follow any influencers?
Have you ever jumped on a trend/bandwagon?

Now write it down — 5 sentences about consumer behavior and marketing

Use at least 5 different marketing words.

1

2

3

4

5

1. This brand has a very loyal customer base.

2. I made an impulse buy at the mall yesterday.

3. This company's target audience is young professionals.

4. Many brands jumped on the sustainability bandwagon.

5. This influencer promotes a lot of skincare products.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is target audience of teenagers.→This is the target audience: teenagers.(restructure — 'target audience' doesn't need 'of' this way)

I do an impulse buy.→I made an impulse buy.(use 'make', not 'do', with 'impulse buy')

This company jump on bandwagon.→This company jumped on the bandwagon.(don't forget 'the' and the correct past tense)

This brand have loyalty.→This brand has loyalty. / This brand has loyal customers.(use 'has', and consider a more natural phrasing)

Check your own progress

I can discuss marketing and consumer behavior I can use 'brand', 'target audience', and 'influencer' correctly I can use 'impulse buy' correctly (with 'make') I can use 'jump on the bandwagon'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned marketing and consumer behavior vocabulary, plus 'jump on the bandwagon' — useful for discussing brands and shopping habits.

Homework

Don't forget to do your homework!

B2-V18 | VOCABULARY

Your 60-minute lesson

Collocations with Make, Do, Take, Have

Goal: By the end of this lesson, you'll be able to correctly pair make/do/take/have with common nouns.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What decision have you made recently?
Have you done any research on something interesting lately?
Have you taken any risks this year?

QUICK GAME — 2 min

Collocation match: your tutor gives a noun, you say the correct verb (make/do/take/have).

2. Presentation

~10 min

Let's master one of the trickiest parts of English vocabulary — which 'helper' verb goes with which noun.

New Words

Word	IPA (American)	Part of Speech	Meaning
make a decision	/meɪk ə dɪˈsɪʒən/	collocation	to decide
make an effort	/meɪk ən ˈɛfərt/	collocation	to try hard
do a favor	/duː ə ˈfeɪvər/	collocation	to help someone
do business	/duː ˈbɪznɪs/	collocation	to trade or work commercially
take a risk	/teɪk ə rɪsk/	collocation	to do something risky
take responsibility	/teɪk rɪˌspɒnsəˈbɪləti/	collocation	to accept accountability
have a conversation	/hæv ə ˌkɒnvərˈseɪʃən/	collocation	to talk with someone
have an impact	/hæv ən ˈɪmpækt/	collocation	to influence or affect something
make progress	/meɪk ˈprɒɡrəs/	collocation	to improve or move forward
do research	/duː rɪˈsɜːrtʃ/	collocation	to study a topic carefully

In Context

I need to make a decision soon.
Can you do me a favor?
She took a big risk starting her own business.
We had a long conversation about it.
This decision will have a big impact.

Useful expression: "to make or break" /tuː meɪk ɔːr breɪk/

to be the deciding factor in success or failure

This presentation could make or break the deal.

There's no simple rule for make/do/take/have collocations — native speakers just "know" which verb goes with which noun through exposure. The best strategy is to learn them as fixed phrases, not word by word.

Check your understanding — click Yes or No

1. "Make a decision" is the correct collocation, not "do a decision."

2. "Take responsibility" means to avoid blame.

3. "To make or break" means to have no effect at all.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice these collocations

Talk with your tutor using make/do/take/have collocations. Use these prompts to start:

What decision have you had to make recently?
Have you ever taken a big risk?
What effort are you making to improve your English?
Describe something that could make or break a situation for you.

Now write it down — 5 sentences using these collocations

Use at least 2 each of make, do, take, and have collocations.

1

2

3

4

5

1. I made a decision to change careers.

2. She took a risk by moving abroad.

3. We had a good conversation about the future.

4. I'm making an effort to practice daily.

5. This meeting could make or break the partnership.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I do a decision.→I make a decision.('decision' pairs with 'make', not 'do')

She made a risk.→She took a risk.('risk' pairs with 'take', not 'make')

We made a conversation.→We had a conversation.('conversation' pairs with 'have', not 'make')

I make research.→I do research.('research' pairs with 'do', not 'make')

Check your own progress

I can correctly pair make with decision, effort, and progress I can correctly pair do with favor, business, and research I can correctly pair take with risk and responsibility I can correctly pair have with conversation and impact

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned essential make/do/take/have collocations, plus 'make or break' — remember, these are best learned as fixed phrases, not individual words.

Homework

Don't forget to do your homework!

B2-V19 | VOCABULARY

Your 60-minute lesson

Advanced Idioms and Figurative Language

Goal: By the end of this lesson, you'll be able to use more sophisticated idioms than the basics learned in B1.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Is there an 'elephant in the room' in any area of your life right now?
Have you ever bitten off more than you could chew?
Describe a blessing in disguise you've experienced.

QUICK GAME — 2 min

Idiom stories: your tutor gives an idiom, you make up a short story using it.

2. Presentation

~10 min

Let's step up from B1 idioms to more sophisticated figurative expressions common among advanced speakers.

New Words

Word	IPA (American)	Part of Speech	Meaning
the elephant in the room	/ði ˈɛlɪfənt ɪn ðə ruːm/	idiom	an obvious problem no one wants to discuss
to beat around the bush	/tuː biːt əˈraʊnd ðə bʊʃ/	idiom	to avoid getting to the point
to bite off more than you can chew	/tuː baɪt ɒf mɔːr ðæn juː kæn tʃuː/	idiom	to take on more than you can handle
to be on thin ice	/tuː biː ɒn θɪn aɪs/	idiom	to be in a risky or precarious situation
to go back to the drawing board	/tuː ɡoʊ bæk tuː ðə ˈdrɔːɪŋ bɔːrd/	idiom	to start planning again from the beginning
a blessing in disguise	/ə ˈblɛsɪŋ ɪn dɪsˈɡaɪz/	idiom	something bad that turns out to be good
to add fuel to the fire	/tuː æd fjuːəl tuː ðə ˈfaɪər/	idiom	to make a bad situation worse
to be in the same boat	/tuː biː ɪn ðə seɪm boʊt/	idiom	to be in the same difficult situation as someone else
to jump the gun	/tuː dʒʌmp ðə ɡʌn/	idiom	to act too soon, before the right time
to hit close to home	/tuː hɪt kloʊs tuː hoʊm/	idiom	to affect someone personally, emotionally

In Context

Nobody wanted to mention the elephant in the room.
Stop beating around the bush and tell me what happened.
I think I bit off more than I could chew with this project.
That movie hit close to home for me.
Losing that job was a blessing in disguise.

Useful expression: "to read the writing on the wall" /tuː riːd ðə ˈraɪtɪŋ ɒn ðə wɔːl/

to recognize clear signs that something bad is going to happen

When sales started dropping, we read the writing on the wall.

At this level, idioms are less about basic communication and more about sounding truly fluent and nuanced — use them when they fit naturally, not forced into every sentence, or it can sound unnatural.

Check your understanding — click Yes or No

1. "The elephant in the room" is an obvious problem nobody wants to discuss.

2. "A blessing in disguise" describes something purely negative with no silver lining.

3. "To jump the gun" means to act at exactly the right moment.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice advanced idioms

Talk with your tutor using these sophisticated idioms naturally. Use these prompts to start:

Describe a situation where there was an 'elephant in the room'.
Have you ever bitten off more than you could chew?
Describe something that was a blessing in disguise.
Have you ever had to go back to the drawing board on a plan?

Now write it down — 5 sentences using advanced idioms

Use at least 5 different idioms from this lesson.

1

2

3

4

5

1. We finally addressed the elephant in the room.

2. I definitely bit off more than I could chew with this project.

3. Losing that opportunity was actually a blessing in disguise.

4. We had to go back to the drawing board after the setback.

5. That movie really hit close to home for me.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is elephant in room.→This is the elephant in the room.(don't forget both articles 'the' in this idiom)

I bite off more than I chew. (wrong tense in a past context)→I bit off more than I could chew.(use the correct past tense structure)

This hit close home.→This hit close to home.(don't forget 'to' in this expression)

We are same boat.→We are in the same boat.(don't forget 'in the' in this expression)

Check your own progress

I can use at least 8 advanced idioms naturally I use idioms sparingly, when they truly fit I don't drop necessary articles or prepositions I can use 'read the writing on the wall'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned sophisticated advanced idioms, plus 'read the writing on the wall' — a step up in fluency from basic everyday expressions.

Homework

Don't forget to do your homework!

B2-V20 | VOCABULARY

Your 60-minute lesson

Nuanced Synonyms

Goal: By the end of this lesson, you'll be able to choose between similar words based on subtle differences in meaning and intensity.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe a time you were truly ecstatic.
Describe a time you felt completely burnt out.
What's something truly outstanding you've experienced?

QUICK GAME — 2 min

Intensity scale: your tutor gives a basic word (happy, tired, angry), you provide 3 increasingly intense synonyms.

2. Presentation

~10 min

Let's explore fine distinctions between words that seem like simple synonyms but actually carry different shades of meaning — a hallmark of truly advanced vocabulary.

New Words

Word	IPA (American)	Part of Speech	Meaning
happy → content → delighted → ecstatic	/ˈhæpi/ /kənˈtɛnt/ /dɪˈlaɪtɪd/ /ɪkˈstætɪk/	adjective scale	increasing intensity: satisfied → pleased → very happy → extremely happy
angry → irritated → furious → livid	/ˈæŋɡri/ /ˈɪrɪˌteɪtɪd/ /ˈfjʊəriəs/ /ˈlɪvɪd/	adjective scale	increasing intensity: mad → annoyed → very angry → extremely angry
sad → down → miserable → devastated	/sæd/ /daʊn/ /ˈmɪzərəbəl/ /ˈdɛvəˌsteɪtɪd/	adjective scale	increasing intensity: unhappy → a bit low → very unhappy → extremely upset
tired → exhausted → drained → burnt out	/ˈtaɪərd/ /ɪɡˈzɔːstɪd/ /dreɪnd/ /bɜːrnt aʊt/	adjective scale	increasing intensity: sleepy → very tired → emotionally/physically empty → long-term exhaustion
good → great → excellent → outstanding	/ɡʊd/ /ɡreɪt/ /ˈɛksələnt/ /aʊtˈstændɪŋ/	adjective scale	increasing intensity: fine → very good → superb → exceptional

In Context

I'm content with my current job, but not ecstatic about it.
She was irritated at first, but by the end she was livid.
He wasn't just sad, he was devastated.
I'm not just tired, I'm completely burnt out.
The performance wasn't just good, it was outstanding.

Useful expression: "to hit the nail on the head" /tuː hɪt ðə neɪl ɒn ðə hɛd/

to describe something exactly right (useful when finding the perfect word)

'Livid' hits the nail on the head for how I felt.

Choosing the right intensity word (irritated vs furious, tired vs burnt out) is one of the clearest markers of advanced fluency — it shows you can express precisely how you feel, not just a generic 'good' or 'bad'.

Check your understanding — click Yes or No

1. "Livid" describes a milder feeling than "irritated."

2. "Ecstatic" describes a more intense feeling than "content."

3. "Burnt out" describes brief, temporary tiredness.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice precise emotional vocabulary

Talk with your tutor, choosing precise words for how you feel. Use these prompts to start:

Describe a time you were ecstatic, not just happy.
Describe a time you were livid, not just irritated.
Describe a time you were completely burnt out.
Describe something truly outstanding you've experienced.

Now write it down — 5 sentences using nuanced synonyms

Use at least 5 different intensity words, choosing the most precise one for each situation.

1

2

3

4

5

1. I was ecstatic when I got the job offer.

2. She was livid when she found out the truth.

3. I felt devastated after the loss.

4. I'm completely burnt out after this project.

5. The concert was absolutely outstanding.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am very ecstatic.→I am ecstatic.('ecstatic' is already extreme — avoid 'very', use 'absolutely' if needed)

She is a little livid.→She is a little irritated. / She is livid.('livid' is already extreme — don't minimize it with 'a little')

I am burnt out today. (implying brief tiredness)→I am tired today. / I've been burnt out for months.('burnt out' implies prolonged exhaustion, not one tiring day)

This is more outstanding than that.→This is more impressive than that. / This is outstanding.('outstanding' is already a superlative-like word — avoid comparative forms)

Check your own progress

I can choose precise words based on intensity I know extreme adjectives don't usually take 'very' I can distinguish burnt out (long-term) from tired (short-term) I've completed the full B2 Vocabulary pensum!

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Congratulations — today you learned nuanced synonyms for precise emotional expression, completing the full B2 Vocabulary pensum! You now have a rich, precise vocabulary toolkit for advanced conversation.

Homework

Don't forget to do your homework!

C1-V01 | VOCABULARY

Your 60-minute lesson

Nuanced Connectors and Discourse Markers

Goal: By the end of this lesson, you'll be able to use sophisticated connectors common in formal speech and writing.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe a challenge, albeit one with a silver lining.
What's something that changed in light of recent events?
What's something that was frustrating, to say the least?

QUICK GAME — 2 min

Formal upgrade: your tutor gives a casual connector (but, so), you replace it with a formal equivalent.

2. Presentation

~10 min

Let's learn advanced connectors that go beyond 'but' and 'however' — these signal a truly fluent, educated register.

New Words

Word	IPA (American)	Part of Speech	Meaning
nevertheless	/ˌnɛvərðəˈlɛs/	adverb	in spite of that, still (formal 'however')
notwithstanding	/ˌnɒtwɪθˈstændɪŋ/	preposition/adverb	despite, without being affected by
albeit	/ɔːlˈbiːɪt/	conjunction	although (very formal, compact)
whereby	/wɛərˈbaɪ/	adverb	by which, through which
insofar as	/ˌɪnsoʊˈfɑːr æz/	phrase	to the extent that
in light of	/ɪn laɪt əv/	phrase	considering, because of
conversely	/kənˈvɜːrsli/	adverb	in contrast, on the other hand
hence	/hɛns/	adverb	for this reason, therefore
thereby	/ðɛərˈbaɪ/	adverb	by that means, as a result
hitherto	/ˈhɪðərˌtuː/	adverb	until now, up to this point

In Context

The plan was risky; nevertheless, we proceeded.
Notwithstanding the criticism, she stood by her decision.
It was a small victory, albeit an important one.
In light of recent events, we've changed our approach.
This policy remained hitherto unchanged.

Useful expression: "to say the least" /tuː seɪ ðə liːst/

used to emphasize something is a huge understatement

The meeting was tense, to say the least.

These connectors are largely reserved for formal writing and speech (essays, reports, speeches) — using too many in casual conversation can sound stiff or overly formal. Reserve them for the right register.

Check your understanding — click Yes or No

1. "Albeit" is a casual, everyday word used constantly in texting.

2. "Hitherto" means 'until now'.

3. "To say the least" means to exaggerate wildly.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice formal connectors

Talk with your tutor using these sophisticated connectors. Use these prompts to start:

Describe a difficult situation, albeit one with a positive outcome.
Explain a decision you made in light of certain information.
Describe something that was disappointing, to say the least.
Practice using 'notwithstanding' in a sentence about your life.

Now write it down — 5 sentences using formal connectors

Use at least 5 different connectors from this lesson.

1

2

3

4

5

1. The project was challenging, albeit rewarding.

2. Notwithstanding the criticism, she continued her work.

3. In light of the new data, we changed our strategy.

4. He apologized; nevertheless, the damage was done.

5. The trip was stressful, to say the least.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Albeit, it was a good idea. (used at the start incorrectly)→It was a good idea, albeit a risky one.('albeit' usually connects directly to the qualifying phrase, not used to start independently)

Hitherto, we will continue. (wrong tense direction)→Hitherto, we have continued.('hitherto' refers to the past up to now, pairs naturally with perfect tenses)

This is very formal word for casual talk.→This word suits formal writing, not casual conversation.(reserve these connectors for appropriate formal contexts)

Notwithstanding of the problems.→Notwithstanding the problems.('notwithstanding' doesn't need 'of' before the noun)

Check your own progress

I can use nevertheless, albeit, and notwithstanding correctly I know these connectors suit formal register, not casual speech I can use 'in light of' and 'hitherto' correctly I can use 'to say the least'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned sophisticated formal connectors, plus 'to say the least' — markers of truly advanced, educated English.

Homework

Don't forget to do your homework!

C1-V02 | VOCABULARY

Your 60-minute lesson

Understatement and Hedging

Goal: By the end of this lesson, you'll be able to soften claims and express caution using hedging language.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's arguably the best decision you've made?
Describe something that was ostensibly fine, but actually wasn't.
What's something you'd describe as frustrating, to put it mildly?

QUICK GAME — 2 min

Hedge it: your tutor gives a direct statement, you soften it using hedging language.

2. Presentation

~10 min

Let's learn hedging language — a hallmark of sophisticated, careful English used in academic and professional contexts.

New Words

Word	IPA (American)	Part of Speech	Meaning
arguably	/ˈɑːrɡjuəbli/	adverb	it could be argued that, possibly
somewhat	/ˈsʌmˌwʌt/	adverb	to a certain extent, a little
to some extent	/tuː sʌm ɪkˈstɛnt/	phrase	partially, not completely
presumably	/prɪˈzuːməbli/	adverb	probably, one assumes
ostensibly	/ɒˈstɛnsəbli/	adverb	apparently, though maybe not truly
seemingly	/ˈsiːmɪŋli/	adverb	as it appears, based on appearance
it could be argued that	/ɪt kʊd biː ˈɑːrɡjuːd ðæt/	phrase	a cautious way to state an opinion
purportedly	/pərˈpɔːrtɪdli/	adverb	supposedly, according to claims (often doubtful)
relatively	/ˈrɛlətɪvli/	adverb	compared to something else, moderately
not entirely	/nɒt ɪnˈtaɪərli/	phrase	not completely, only partly

In Context

This is arguably the best solution.
The results were somewhat disappointing.
Presumably, they left because of the weather.
He was ostensibly busy, but I suspect otherwise.
It could be argued that the policy failed.

Useful expression: "to put it mildly" /tuː pʊt ɪt ˈmaɪldli/

used to indicate the real situation is worse or stronger than stated

The service was slow, to put it mildly.

Hedging language is essential in academic and professional English — stating things too directly ("This IS the best solution") can sound overconfident or naive, while hedged language ("This is arguably...") sounds more careful and credible.

Check your understanding — click Yes or No

1. "Ostensibly" means something is definitely, certainly true.

2. "To put it mildly" is used when the real situation is stronger than what's stated.

3. "Purportedly" often implies some doubt about a claim.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice hedging language

Talk with your tutor using hedging language to soften your opinions. Use these prompts to start:

Give an opinion using 'arguably'.
Describe something that was ostensibly one thing, but actually another.
Use 'it could be argued that' to present a controversial idea.
Describe something frustrating, to put it mildly.

Now write it down — 5 sentences using hedging language

Use at least 5 different hedging words/phrases.

1

2

3

4

5

1. This is arguably the best decision I've made.

2. The meeting was somewhat productive.

3. It could be argued that remote work is more efficient.

4. He was ostensibly supportive, but his actions said otherwise.

5. The traffic was terrible, to put it mildly.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is the best solution arguably. (misplaced)→This is arguably the best solution.('arguably' usually goes right before the adjective/claim it modifies)

He was ostensible busy.→He was ostensibly busy.(use the adverb form 'ostensibly', not the adjective 'ostensible')

It could argued that...→It could be argued that...(don't forget 'be' in this fixed academic phrase)

To put mildly.→To put it mildly.(don't forget 'it' in this expression)

Check your own progress

I can use arguably, presumably, and ostensibly correctly I know hedging softens claims in academic/professional contexts I can use 'it could be argued that' correctly I can use 'to put it mildly'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned hedging language for careful, sophisticated claims, plus 'to put it mildly' — essential for academic and professional English.

Homework

Don't forget to do your homework!

C1-V03 | VOCABULARY

Your 60-minute lesson

Nuanced Verbs of Speech

Goal: By the end of this lesson, you'll be able to use precise verbs for reporting what people say, beyond 'say' and 'tell'.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you ever have to read between the lines with people?
Has someone ever insinuated something unfair about you?
Are you good at articulating your feelings?

QUICK GAME — 2 min

Verb precision: your tutor gives a basic sentence with 'say', you upgrade it with a more precise verb.

2. Presentation

~10 min

Let's replace basic 'say/tell' with more precise verbs that capture exactly how something was communicated.

New Words

Word	IPA (American)	Part of Speech	Meaning
assert	/əˈsɜːrt/	verb	to state confidently and firmly
imply	/ɪmˈplaɪ/	verb	to suggest without saying directly
insinuate	/ɪnˈsɪnjuˌeɪt/	verb	to suggest something negative indirectly
allude to	/əˈluːd tuː/	verb phrase	to mention something indirectly
elaborate on	/ɪˈlæbəˌreɪt ɒn/	verb phrase	to explain in more detail
articulate	/ɑːrˈtɪkjəˌleɪt/	verb	to express clearly and effectively
reiterate	/riˈɪtəˌreɪt/	verb	to say again for emphasis
digress	/daɪˈɡrɛs/	verb	to move away from the main topic
retort	/rɪˈtɔːrt/	verb/noun	to reply quickly and sharply
acknowledge	/əkˈnɒlɪdʒ/	verb	to admit or recognize something is true

In Context

She asserted that the plan would work.
Are you implying that I'm wrong?
He alluded to a possible resignation.
Let me elaborate on that point.
She articulated her concerns clearly.

Useful expression: "to read between the lines" /tuː riːd bɪˈtwiːn ðə laɪnz/

to understand a hidden meaning behind what's stated

He didn't say it directly, but if you read between the lines, he's unhappy.

"Insinuate" always carries a negative connotation (suggesting something bad), while "imply" is neutral and can suggest anything, positive or negative — an important distinction when choosing the right verb.

Check your understanding — click Yes or No

1. "Insinuate" is a neutral word that can suggest positive things too.

2. "Articulate" means to express something clearly and effectively.

3. "Digress" means to stay perfectly on topic.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice precise speech verbs

Talk with your tutor using precise verbs for communication. Use these prompts to start:

Describe a time someone asserted something you disagreed with.
Has anyone ever insinuated something negative about you?
Practice elaborating on an idea in detail.
Describe a time you had to read between the lines.

Now write it down — 5 sentences using nuanced speech verbs

Use at least 5 different speech verbs from this lesson.

1

2

3

4

5

1. She asserted her opinion confidently.

2. He alluded to some upcoming changes.

3. I had to elaborate on my proposal.

4. She articulated her feelings very well.

5. He kept digressing from the main topic.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He implied something bad about her. (should probably be insinuated for negative connotation)→He insinuated something bad about her.(use 'insinuate' when the suggestion is specifically negative)

She elaborate the point.→She elaborated on the point.(don't forget 'on' after 'elaborate')

He allude a scandal.→He alluded to a scandal.(don't forget 'to' after 'allude')

I acknowledge of my mistake.→I acknowledge my mistake.('acknowledge' doesn't need 'of' before the object)

Check your own progress

I can use assert, imply, and insinuate with the correct nuance I know insinuate always carries a negative connotation I can use 'elaborate on' and 'allude to' correctly I can use 'read between the lines'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned nuanced verbs for reporting speech, plus 'read between the lines' — essential for precise, sophisticated communication.

Homework

Don't forget to do your homework!

C1-V04 | VOCABULARY

Your 60-minute lesson

Nuanced Adjectives for Character Judgment

Goal: By the end of this lesson, you'll be able to describe people's character with precision, including subtle negative traits.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Describe someone shrewd or astute you admire.
Have you ever been too naive about something?
Do you know anyone who has a real way with words?

QUICK GAME — 2 min

Character sketch: describe a fictional character using 3 nuanced adjectives from this lesson.

2. Presentation

~10 min

Let's learn sophisticated adjectives for judging character — words that capture subtle shades of cleverness, honesty, and naivety.

New Words

Word	IPA (American)	Part of Speech	Meaning
shrewd	/ʃruːd/	adjective	sharp judgment, especially in practical matters
cunning	/ˈkʌnɪŋ/	adjective	clever in a deceptive way
naive	/naɪˈiːv/	adjective	lacking experience or judgment, too trusting
astute	/əˈstuːt/	adjective	having sharp judgment, perceptive
manipulative	/məˈnɪpjəˌleɪtɪv/	adjective	controlling others unfairly for personal gain
candid	/ˈkændɪd/	adjective	honest and direct, even if blunt
pretentious	/prɪˈtɛnʃəs/	adjective	trying to seem more important or intelligent than one is
meticulous	/məˈtɪkjələs/	adjective	extremely careful about details
condescending	/ˌkɒndɪˈsɛndɪŋ/	adjective	acting superior to others
resourceful	/rɪˈsɔːrsfəl/	adjective	able to find clever solutions with limited means

In Context

She's a shrewd businesswoman.
His cunning plan almost worked.
I was too naive to see the warning signs.
He gave a very candid opinion.
Her pretentious tone annoyed everyone.

Useful expression: "to have a way with words" /tuː hæv ə weɪ wɪð wɜːrdz/

to be skilled at expressing oneself, often persuasively

He really has a way with words during negotiations.

"Shrewd" and "astute" are usually positive (smart, sharp judgment), while "cunning" and "manipulative" carry negative connotations (clever but dishonest) — choosing the wrong one can accidentally insult or unfairly praise someone.

Check your understanding — click Yes or No

1. "Shrewd" and "cunning" both always have exactly the same positive connotation.

2. "Naive" describes someone who is very experienced and cautious.

3. "To have a way with words" means to be skilled with language.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe character with precision

Talk with your tutor about people's character using these nuanced adjectives. Use these prompts to start:

Describe someone shrewd or astute you know.
Have you ever been naive about a situation?
Describe someone who has a way with words.
Have you met someone condescending or pretentious?

Now write it down — 5 sentences describing character precisely

Use at least 5 different character adjectives.

1

2

3

4

5

1. My boss is shrewd and always thinks several steps ahead.

2. I was naive to trust that offer so easily.

3. She's meticulous about every detail in her work.

4. He can be condescending when he's stressed.

5. My grandmother really has a way with words.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

She is shrewd, meaning she cheats people. (mixing connotation)→She is shrewd, meaning she has sharp judgment.('shrewd' is generally positive — don't confuse it with 'cunning' or 'manipulative')

He is very naive experienced. (contradiction)→He is very naive. / He is very experienced.('naive' and 'experienced' are near-opposites — don't combine them)

She has way with words.→She has a way with words.(don't forget the article 'a')

He is meticulous of details.→He is meticulous about details.(use 'about', not 'of', with 'meticulous')

Check your own progress

I can use nuanced positive and negative character adjectives I know shrewd/astute are positive, cunning/manipulative are negative I can use 'candid', 'pretentious', and 'condescending' correctly I can use 'a way with words'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned nuanced character adjectives, plus 'a way with words' — essential for precise, sophisticated character descriptions.

Homework

Don't forget to do your homework!

C1-V05 | VOCABULARY

Your 60-minute lesson

Expressing Nuanced Agreement and Disagreement

Goal: By the end of this lesson, you'll be able to express degrees of agreement and disagreement diplomatically.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something you agree with wholeheartedly?
Do you have reservations about anything currently?
Have you ever had to agree to disagree with someone close to you?

QUICK GAME — 2 min

Diplomatic disagreement: your tutor states an opinion, you practice disagreeing politely.

2. Presentation

~10 min

Let's go beyond simple 'I agree/disagree' to express more precise shades of opinion.

New Words

Word	IPA (American)	Part of Speech	Meaning
concur	/kənˈkɜːr/	verb	to agree, often formally
dissent	/dɪˈsɛnt/	verb/noun	to disagree, especially publicly
reservations	/ˌrɛzərˈveɪʃənz/	noun	doubts or hesitations about something
wholeheartedly	/ˌhoʊlˈhɑːrtɪdli/	adverb	completely, with full enthusiasm
partially	/ˈpɑːrʃəli/	adverb	to some degree, not completely
beg to differ	/bɛɡ tuː ˈdɪfər/	phrase	a polite way to say you disagree
see eye to eye	/siː aɪ tuː aɪ/	phrase	to agree completely
on the same page	/ɒn ðə seɪm peɪdʒ/	phrase	to have the same understanding or plan
objection	/əbˈdʒɛkʃən/	noun	a formal statement of disagreement
unanimous	/juˈnænɪməs/	adjective	agreed by everyone

In Context

I concur with your assessment.
Several members dissented from the majority view.
I have some reservations about this plan.
I agree wholeheartedly with your proposal.
The decision was unanimous.

Useful expression: "to agree to disagree" /tuː əˈɡriː tuː dɪsəˈɡriː/

to accept that you won't reach agreement and stop arguing

We never resolved it, so we just agreed to disagree.

"I beg to differ" is a polite, somewhat formal way of disagreeing, softer than a blunt "I disagree" — very useful in professional settings where tact matters.

Check your understanding — click Yes or No

1. "To beg to differ" is a rude, aggressive way to disagree.

2. "Unanimous" means agreed by everyone.

3. "To have reservations" means to be completely certain and confident.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — express nuanced opinions

Talk with your tutor practicing degrees of agreement and disagreement. Use these prompts to start:

Express wholehearted agreement about something.
Politely say 'I beg to differ' about a topic.
Describe a time you had reservations about a decision.
Have you ever had to agree to disagree with someone?

Now write it down — 5 sentences expressing nuanced agreement/disagreement

Use at least 5 different words/phrases from this lesson.

1

2

3

4

5

1. I agree wholeheartedly with this plan.

2. I have some reservations about the timeline.

3. I'm afraid I beg to differ on this point.

4. We're finally on the same page about the budget.

5. We agreed to disagree in the end.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I concur you.→I concur with you.(don't forget 'with' after 'concur')

I have reservation about this.→I have reservations about this.('reservations' is usually plural in this expression)

I beg differ.→I beg to differ.(don't forget 'to' in this phrase)

We are in same page.→We are on the same page.(use 'on', not 'in', and don't forget 'the')

Check your own progress

I can express degrees of agreement and disagreement I can use 'concur', 'dissent', and 'reservations' correctly I can use 'beg to differ' politely I can use 'on the same page' and 'agree to disagree'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned nuanced ways to express agreement and disagreement, plus 'agree to disagree' — useful for diplomatic, mature conversation.

Homework

Don't forget to do your homework!

C1-V06 | VOCABULARY

Your 60-minute lesson

Words for Change Over Time

Goal: By the end of this lesson, you'll be able to describe gradual change with precise, sophisticated verbs.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

How has your English evolved over time?
Has your motivation ever waned for a project?
Have you ever hit a plateau while learning something?

QUICK GAME — 2 min

Change verbs: describe 3 changes in your life using different precise verbs.

2. Presentation

~10 min

Let's go beyond 'increase' and 'decrease' with more precise, vivid verbs for describing change.

New Words

Word	IPA (American)	Part of Speech	Meaning
evolve	/ɪˈvɒlv/	verb	to develop gradually over time
wane	/weɪn/	verb	to gradually become weaker or smaller
dwindle	/ˈdwɪndəl/	verb	to gradually decrease in size or amount
proliferate	/prəˈlɪfəˌreɪt/	verb	to increase rapidly in number
diminish	/dɪˈmɪnɪʃ/	verb	to become smaller or less
surge	/sɜːrdʒ/	verb/noun	to increase suddenly and powerfully
stagnate	/ˈstæɡˌneɪt/	verb	to stop developing, remain the same
transform	/trænsˈfɔːrm/	verb	to change completely
taper off	/ˈteɪpər ɒf/	verb phrase	to gradually decrease and stop
peak	/piːk/	verb/noun	to reach the highest point

In Context

The industry has evolved significantly over the decade.
His interest in the project began to wane.
Resources are dwindling rapidly.
Fake news has proliferated online.
Sales peaked in December.

Useful expression: "to hit a plateau" /tuː hɪt ə plæˈtoʊ/

to reach a stage where progress stops

My English improved fast at first, but then I hit a plateau.

Choosing precise change verbs (wane vs dwindle vs diminish) shows sophisticated command of English — each implies a slightly different pace or cause of decline, unlike the generic 'decrease.'

Check your understanding — click Yes or No

1. "To hit a plateau" means to suddenly improve rapidly.

2. "Proliferate" means to increase rapidly in number.

3. "Stagnate" means to develop and grow quickly.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — describe change precisely

Talk with your tutor describing changes using precise verbs. Use these prompts to start:

Describe something that has evolved in your life.
Has your motivation ever waned for something?
Have you ever hit a plateau while learning a skill?
Describe something that has transformed your career.

Now write it down — 5 sentences describing change precisely

Use at least 5 different change verbs from this lesson.

1

2

3

4

5

1. My interest in the project began to wane.

2. Technology has transformed how we work.

3. Resources have dwindled over the years.

4. My progress hit a plateau after the first month.

5. Demand surged unexpectedly last quarter.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Her interest is wane. (missing tense marker)→Her interest is waning. / waned.(use the correct continuous or past form)

The company stagnate for years.→The company stagnated for years.(use the correct past tense)

I hit plateau.→I hit a plateau.(don't forget the article 'a')

This proliferate quickly.→This proliferated quickly. / is proliferating quickly.(don't forget -s or the correct tense form)

Check your own progress

I can use evolve, wane, and dwindle with the right nuance I can use proliferate and surge for rapid increases I can use stagnate for lack of progress I can use 'hit a plateau'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned precise verbs for describing change over time, plus 'hit a plateau' — for sophisticated, vivid descriptions of progress and decline.

Homework

Don't forget to do your homework!

C1-V07 | VOCABULARY

Your 60-minute lesson

Sophisticated Adverbs

Goal: By the end of this lesson, you'll be able to use precise adverbs that add nuance to your sentences.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What invariably happens to you every morning?
Have you ever inadvertently caused a funny situation?
To be frank, what's something you'd like to change about your routine?

QUICK GAME — 2 min

Adverb precision: your tutor gives a basic sentence, you add a sophisticated adverb to it.

2. Presentation

~10 min

Let's learn sophisticated adverbs that native speakers use to add subtle precision to their statements.

New Words

Word	IPA (American)	Part of Speech	Meaning
invariably	/ɪnˈvɛəriəbli/	adverb	always, without exception
inadvertently	/ˌɪnədˈvɜːrtəntli/	adverb	accidentally, without intending to
predominantly	/prɪˈdɒmɪnəntli/	adverb	mainly, mostly
meticulously	/məˈtɪkjələsli/	adverb	with extreme care and attention to detail
unwittingly	/ʌnˈwɪtɪŋli/	adverb	without realizing, unknowingly
profoundly	/prəˈfaʊndli/	adverb	very deeply, greatly
inevitably	/ɪnˈɛvɪtəbli/	adverb	certainly, as an unavoidable result
vehemently	/ˈviːəməntli/	adverb	with strong feeling or force
sporadically	/spəˈrædɪkli/	adverb	occasionally, at irregular intervals
candidly	/ˈkændɪdli/	adverb	honestly and directly

In Context

He invariably arrives late.
I inadvertently deleted the file.
The team is predominantly composed of engineers.
She vehemently denied the accusation.
Candidly, I don't think this will work.

Useful expression: "to be frank" /tuː biː fræŋk/

used to introduce an honest, direct opinion

To be frank, I don't think this plan will succeed.

These precise adverbs each carry distinct nuance (invariably=always without exception, inadvertently=accidentally, unwittingly=without realizing) — choosing the exact right one signals truly advanced command of English.

Check your understanding — click Yes or No

1. "Invariably" means occasionally, with many exceptions.

2. "Inadvertently" means intentionally and on purpose.

3. "To be frank" introduces an honest, direct statement.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice sophisticated adverbs

Talk with your tutor using precise, sophisticated adverbs. Use these prompts to start:

Describe something that invariably happens to you.
Have you ever inadvertently caused a problem?
Describe something that profoundly affected you.
Use 'to be frank' to give an honest opinion.

Now write it down — 5 sentences using sophisticated adverbs

Use at least 5 different adverbs from this lesson.

1

2

3

4

5

1. He invariably shows up early to meetings.

2. I inadvertently offended my colleague.

3. This book profoundly changed my perspective.

4. She candidly shared her concerns.

5. To be frank, I think we need a new approach.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He invariable arrives late.→He invariably arrives late.(use the adverb form 'invariably', not the adjective 'invariable')

I inadvertent broke it.→I inadvertently broke it.(use the adverb form 'inadvertently')

This is profound sad.→This is profoundly sad.(use the adverb 'profoundly' before an adjective)

Frank, I disagree.→To be frank, I disagree.(don't forget 'to be' before 'frank' in this expression)

Check your own progress

I can use invariably, inadvertently, and unwittingly correctly I can use predominantly and meticulously with precision I know these adverbs add sophisticated nuance I can use 'to be frank'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned sophisticated adverbs for precise nuance, plus 'to be frank' — hallmarks of truly advanced English fluency.

Homework

Don't forget to do your homework!

C1-V08 | VOCABULARY

Your 60-minute lesson

Euphemisms and Politeness Strategies

Goal: By the end of this lesson, you'll be able to use euphemisms to discuss sensitive topics tactfully.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you prefer people to sugarcoat bad news or be direct with you?
Can you think of other polite euphemisms in your own language?
When might too much sugarcoating be a problem?

QUICK GAME — 2 min

Softening challenge: your tutor gives a blunt statement, you soften it using a euphemism.

2. Presentation

~10 min

Let's learn euphemisms — softer, more polite ways to talk about difficult or sensitive subjects in English.

New Words

Word	IPA (American)	Part of Speech	Meaning
pass away	/pæs əˈweɪ/	verb phrase	to die (softer alternative)
let go	/lɛt ɡoʊ/	verb phrase	to fire someone from a job (softer alternative)
between jobs	/bɪˈtwiːn dʒɒbz/	phrase	unemployed (softer alternative)
economical with the truth	/ˌɛkəˈnɒmɪkəl wɪð ðə truːθ/	phrase	not being fully honest (softer for 'lying')
differently abled	/ˈdɪfrəntli ˈeɪbəld/	phrase	a softer alternative for 'disabled'
senior citizen	/ˈsiːnjər ˈsɪtɪzən/	noun	an elderly person (softer alternative)
plus-sized	/plʌs saɪzd/	adjective	a softer term for larger body sizes
under the weather	/ˈʌndər ðə ˈwɛðər/	phrase	feeling slightly ill (softer than 'sick')
downsize	/ˈdaʊnˌsaɪz/	verb	to reduce staff (softer for 'firing many people')
collateral damage	/kəˈlætərəl ˈdæmɪdʒ/	noun	unintended negative side effects (often used to soften harm)

In Context

Her grandfather passed away last year.
He was let go from his job.
She's between jobs right now.
The company had to downsize last quarter.
I'm feeling a bit under the weather today.

Useful expression: "to sugarcoat something" /tuː ˈʃʊɡərˌkoʊt ˈsʌmθɪŋ/

to make something unpleasant sound more pleasant than it is

Don't sugarcoat it — just tell me the truth.

Euphemisms are powerful tools for tact, but overusing them (or using them to hide serious issues) can also be seen as dishonest — there's a balance between politeness and directness, especially in professional and medical contexts.

Check your understanding — click Yes or No

1. "To sugarcoat something" means to be brutally honest and direct.

2. "Pass away" is a softer way to say 'die'.

3. "Between jobs" is a direct, blunt way to say someone is unemployed.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice tactful language

Talk with your tutor using euphemisms for sensitive topics. Use these prompts to start:

Practice describing a job loss tactfully.
How would you tell someone unpleasant news without sugarcoating it too much?
Describe feeling slightly unwell using a softer expression.
Discuss the balance between tact and honesty.

Now write it down — 5 sentences using euphemisms appropriately

Use at least 5 different euphemisms from this lesson.

1

2

3

4

5

1. My uncle passed away peacefully.

2. She was let go during the restructuring.

3. He's between jobs at the moment.

4. I'm feeling under the weather today.

5. Please don't sugarcoat the results, just tell me directly.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

He die last year. (blunt and grammatically incorrect)→He passed away last year.(use the softer, grammatically correct euphemism)

She was fired, let go. (redundant)→She was let go.(just use one term, not both together)

Don't sugarcoat this news too much good.→Don't sugarcoat this news too much.(avoid redundant or awkward extra words)

I am between the jobs.→I am between jobs.(no article needed before 'jobs' in this expression)

Check your own progress

I can use euphemisms for sensitive topics tactfully I know when euphemisms are helpful vs when directness is needed I can use 'let go', 'between jobs', and 'pass away' correctly I can use 'sugarcoat'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned euphemisms for tactful communication, plus 'sugarcoat' — balancing politeness with honesty in sensitive conversations.

Homework

Don't forget to do your homework!

C1-V09 | VOCABULARY

Your 60-minute lesson

Advanced Business and Corporate Language

Goal: By the end of this lesson, you'll be able to understand and use common corporate jargon and business idioms.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's some low-hanging fruit you could tackle this week?
What would really move the needle in your career?
Do you ever find business jargon overused or annoying?

QUICK GAME — 2 min

Buzzword bingo: your tutor names a business situation, you respond using a corporate idiom.

2. Presentation

~10 min

Let's learn sophisticated corporate vocabulary — common in meetings, emails, and business strategy discussions.

New Words

Word	IPA (American)	Part of Speech	Meaning
synergy	/ˈsɪnərdʒi/	noun	combined effect greater than individual parts
streamline	/ˈstriːmˌlaɪn/	verb	to make a process simpler and more efficient
leverage	/ˈlɛvərɪdʒ/	verb	to use something to maximum advantage
scalable	/ˈskeɪləbəl/	adjective	able to grow or expand easily
bottom line	/ˈbɒtəm laɪn/	noun	the final, most important point (often financial)
stakeholder	/ˈsteɪkˌhoʊldər/	noun	a person with an interest in a business
benchmark	/ˈbɛntʃˌmɑːrk/	noun/verb	a standard used for comparison
touch base	/tʌtʃ beɪs/	verb phrase	to make brief contact with someone
circle back	/ˈsɜːrkəl bæk/	verb phrase	to return to a topic later
low-hanging fruit	/loʊ ˈhæŋɪŋ fruːt/	noun	the easiest tasks or opportunities to achieve

In Context

There's great synergy between our two teams.
We need to streamline this process.
Let's leverage our existing network.
This is a scalable business model.
Let's circle back to this next week.

Useful expression: "to move the needle" /tuː muːv ðə ˈniːdəl/

to make a significant, noticeable difference

This new strategy really moved the needle for sales.

Corporate jargon like "synergy" and "circle back" is sometimes criticized as overused or even mocked in casual contexts — use it appropriately in business settings, but be aware that overusing buzzwords can sound insincere or evasive.

Check your understanding — click Yes or No

1. "To move the needle" means to make no difference at all.

2. "Low-hanging fruit" refers to the easiest tasks to accomplish.

3. "To circle back" means to permanently abandon a topic.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice corporate vocabulary

Talk with your tutor using business jargon appropriately. Use these prompts to start:

Describe a project that could benefit from streamlining.
What's some low-hanging fruit in your work right now?
Practice saying you'll 'touch base' or 'circle back' with someone.
Describe something that really moved the needle in your career.

Now write it down — 5 sentences using business jargon

Use at least 5 different business terms from this lesson.

1

2

3

4

5

1. We should streamline our onboarding process.

2. Let's leverage our current partnerships.

3. I'll touch base with the team tomorrow.

4. This affects our bottom line significantly.

5. Let's tackle the low-hanging fruit first.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

We have synergy of our teams.→There's synergy between our teams.(use 'between', not 'of', with 'synergy')

Let's touch bases tomorrow.→Let's touch base tomorrow.('base' stays singular in this fixed expression)

This moves needle.→This moves the needle.(don't forget 'the' in this expression)

I circle back you later.→I'll circle back to you later.(don't forget 'to' after 'circle back')

Check your own progress

I can use corporate jargon like synergy, streamline, and leverage I know overusing buzzwords can sound insincere I can use 'touch base' and 'circle back' correctly I can use 'move the needle' and 'low-hanging fruit'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned advanced business vocabulary and corporate idioms, plus 'move the needle' — useful for professional meetings and strategy talk.

Homework

Don't forget to do your homework!

C1-V10 | VOCABULARY

Your 60-minute lesson

Legal and Formal Document Language

Goal: By the end of this lesson, you'll be able to recognize and use common vocabulary found in contracts and formal documents.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Have you ever carefully read a contract's fine print?
Have you ever signed something you didn't fully understand?
Why is understanding legal language important?

QUICK GAME — 2 min

Contract clues: your tutor gives a legal term, you explain its meaning in plain English.

2. Presentation

~10 min

Let's learn vocabulary common in legal and formal documents — useful for reading contracts, agreements, and official letters.

New Words

Word	IPA (American)	Part of Speech	Meaning
hereby	/hɪərˈbaɪ/	adverb	by this means, formally (legal document language)
aforementioned	/əˌfɔːrˈmɛnʃənd/	adjective	mentioned previously in the same document
pursuant to	/pərˈsuːənt tuː/	phrase	in accordance with, following (a rule)
null and void	/nʌl ænd vɔɪd/	phrase	having no legal force, invalid
binding	/ˈbaɪndɪŋ/	adjective	legally required to be followed
liable	/ˈlaɪəbəl/	adjective	legally responsible for something
clause	/klɔːz/	noun	a specific section of a legal document
terminate	/ˈtɜːrmɪˌneɪt/	verb	to formally end an agreement
breach	/briːtʃ/	noun/verb	to break a rule or contract
waive	/weɪv/	verb	to voluntarily give up a right or claim

In Context

The tenant is hereby notified of the change.
The aforementioned terms apply to both parties.
This action was taken pursuant to company policy.
The contract is now null and void.
Both parties are legally bound by this agreement.

Useful expression: "the fine print" /ðə faɪn prɪnt/

the small, detailed text in a contract, often containing important conditions

Always read the fine print before signing anything.

This formal, legal register is deliberately different from everyday English — words like "hereby" and "aforementioned" almost never appear in casual speech, but recognizing them is essential for reading contracts, leases, and official correspondence confidently.

Check your understanding — click Yes or No

1. "The fine print" refers to the large, bold headline of a document.

2. "Null and void" means having no legal force.

3. "Breach" of a contract means to fully honor its terms.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — discuss formal documents

Talk with your tutor about contracts and formal agreements. Use these prompts to start:

Have you ever had to read the fine print carefully?
Describe a time you had to sign a formal contract.
Why is it important to understand liability in agreements?
Have you ever had to terminate a contract or agreement?

Now write it down — 5 sentences using legal/formal vocabulary

Use at least 5 different legal/formal words.

1

2

3

4

5

1. Always read the fine print before signing a contract.

2. The agreement is legally binding for both parties.

3. He may be liable for any damages caused.

4. The company decided to terminate the contract early.

5. This action was taken pursuant to the new policy.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is hereby notice. (informal misuse)→You are hereby notified.('hereby' is used in specific formal legal phrasing, not casually)

He is liable of the damages.→He is liable for the damages.(use 'for', not 'of', with 'liable')

This contract is null void.→This contract is null and void.(don't forget 'and' in this fixed legal phrase)

I waive of my right.→I waive my right.('waive' doesn't need 'of' before the object)

Check your own progress

I can recognize common legal/formal document vocabulary I know these words are reserved for formal, written contexts I can use 'binding', 'liable', and 'terminate' correctly I can use 'the fine print'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned legal and formal document vocabulary, plus 'the fine print' — useful for confidently reading contracts and official documents.

Homework

Don't forget to do your homework!

C1-V11 | VOCABULARY

Your 60-minute lesson

Advanced Collocations with Abstract Nouns

Goal: By the end of this lesson, you'll be able to use natural collocations with abstract nouns like attention, terms, and account.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

What's something you've had to come to terms with?
Have you made headway on any goals recently?
How do you strike a balance between work and life?

QUICK GAME — 2 min

Collocation match: your tutor gives a noun (attention, terms, balance), you complete the collocation.

2. Presentation

~10 min

Let's master fixed collocations with abstract nouns — combinations native speakers use automatically.

New Words

Word	IPA (American)	Part of Speech	Meaning
draw attention to	/drɔː əˈtɛnʃən tuː/	collocation	to make people notice something
bear in mind	/bɛər ɪn maɪnd/	collocation	to remember, keep in consideration
come to terms with	/kʌm tuː tɜːrmz wɪð/	collocation	to accept a difficult situation
take into account	/teɪk ˈɪntuː əˈkaʊnt/	collocation	to consider something when deciding
give rise to	/ɡɪv raɪz tuː/	collocation	to cause something to happen
pay tribute to	/peɪ ˈtrɪbjuːt tuː/	collocation	to show respect or admiration
strike a balance	/straɪk ə ˈbæləns/	collocation	to find a middle point between two things
raise concerns	/reɪz kənˈsɜːrnz/	collocation	to express worries about something
set a precedent	/sɛt ə ˈprɛsɪdənt/	collocation	to establish an example for future situations
make headway	/meɪk ˈhɛdˌweɪ/	collocation	to make progress

In Context

This report draws attention to a serious issue.
Bear in mind that the deadline is tomorrow.
It took time to come to terms with the loss.
We need to take his experience into account.
This decision could set a precedent.

Useful expression: "food for thought" /fuːd fɔːr θɔːt/

an idea worth thinking about carefully

That article gave me a lot of food for thought.

These collocations often appear in formal reports, speeches, and articles — replacing them with simpler phrasing (like 'think about' instead of 'bear in mind') isn't wrong, but using the collocation shows more advanced, natural fluency.

Check your understanding — click Yes or No

1. "To come to terms with" means to fully reject a difficult situation.

2. "To set a precedent" means to establish an example for the future.

3. "To strike a balance" means to focus entirely on just one side.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice advanced collocations

Talk with your tutor using these natural collocations. Use these prompts to start:

Describe something you had to come to terms with.
Have you ever raised concerns about something at work?
Describe a time you had to strike a balance between two priorities.
Have you made headway on a personal goal recently?

Now write it down — 5 sentences using advanced collocations

Use at least 5 different collocations from this lesson.

1

2

3

4

5

1. This article draws attention to an important issue.

2. I finally came to terms with the change.

3. We need to take everyone's opinion into account.

4. She raised concerns about the new policy.

5. We're finally making headway on this project.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Bear mind that...→Bear in mind that...(don't forget 'in' in this collocation)

I come to term with it.→I came to terms with it.('terms' is plural in this expression, and use the correct past tense)

Take account this.→Take this into account.(keep the correct word order with 'into account')

This give rise a problem.→This gives rise to a problem.(don't forget -s and 'to' in this collocation)

Check your own progress

I can use draw attention to, bear in mind, and come to terms with I can use take into account and give rise to correctly I can use strike a balance and raise concerns I can use set a precedent and make headway

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned advanced collocations with abstract nouns, plus 'food for thought' — natural phrase combinations for sophisticated English.

Homework

Don't forget to do your homework!

C1-V12 | VOCABULARY

Your 60-minute lesson

Register Shifts in Storytelling

Goal: By the end of this lesson, you'll be able to shift between literary and conversational storytelling styles.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Tell a quick story using 'long story short'.
Has anything happened to you against all odds?
Practice telling a casual story using 'so anyway'.

QUICK GAME — 2 min

Register switch: tell a short story formally, then retell it casually.

2. Presentation

~10 min

Let's explore how vocabulary changes between literary/narrative style and everyday conversational storytelling.

New Words

Word	IPA (American)	Part of Speech	Meaning
once upon a time	/wʌns əˈpɒn ə taɪm/	phrase	a traditional story opening (literary, fairy-tale)
so anyway	/soʊ ˈɛniˌweɪ/	phrase	used to return to a story after a digression (conversational)
little did I know	/ˈlɪtəl dɪd aɪ noʊ/	phrase	used to show dramatic irony in a story (literary)
long story short	/lɒŋ ˈstɔːri ʃɔːrt/	phrase	summarizing quickly (conversational)
against all odds	/əˈɡɛnst ɔːl ɒdz/	phrase	despite being very unlikely to succeed (literary/dramatic)
you know	/juː noʊ/	filler phrase	a conversational filler, softens statements
as fate would have it	/æz feɪt wʊd hæv ɪt/	phrase	by an unexpected turn of events (literary)
anyway, moving on	/ˈɛniˌweɪ ˈmuːvɪŋ ɒn/	phrase	used to change topics casually (conversational)
thus	/ðʌs/	adverb	therefore, as a result (formal/literary)
basically	/ˈbeɪsɪkli/	adverb	in simple terms (conversational)

In Context

Once upon a time, in a small village...
So anyway, I ended up missing the train.
Little did I know, this would change everything.
Long story short, we got the job done.
As fate would have it, we met again years later.

Useful expression: "to cut to the chase" /tuː kʌt tuː ðə tʃeɪs/

to get to the main point quickly

Let's cut to the chase — are you coming or not?

Native storytellers naturally switch register depending on the audience — a formal narrative uses "thus" and "against all odds," while a casual retelling among friends uses "so anyway" and "basically." Both are correct; the skill is choosing the right one.

Check your understanding — click Yes or No

1. "Little did I know" is typically used in casual chit-chat, not storytelling.

2. "To cut to the chase" means to get to the main point quickly.

3. "Thus" fits a casual, conversational register better than a formal one.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice register shifts in storytelling

Tell your tutor a story, shifting between literary and casual register. Use these prompts to start:

Tell a short story starting with 'once upon a time' (playfully).
Retell the same story casually, using 'so anyway' and 'basically'.
Describe something that happened against all odds.
Practice using 'long story short' to summarize an experience.

Now write it down — 5 sentences mixing storytelling registers

Use at least 5 different storytelling phrases from this lesson.

1

2

3

4

5

1. Long story short, we ended up lost for hours.

2. Little did I know, that meeting would change my career.

3. Against all odds, the team won the championship.

4. So anyway, I finally made it home very late.

5. As fate would have it, I met my best friend by accident.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Once a time, there was a king. (missing words)→Once upon a time, there was a king.(don't drop words from this fixed literary opening)

Long story shorts.→Long story short.('short' stays singular in this fixed phrase)

This happened against odds all.→This happened against all odds.(keep the correct fixed word order)

Cut the chase.→Cut to the chase.(don't forget 'to' in this expression)

Check your own progress

I can use literary storytelling phrases (once upon a time, little did I know) I can use conversational storytelling phrases (so anyway, basically) I can shift register based on my audience I can use 'cut to the chase'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned how to shift register in storytelling, plus 'cut to the chase' — a sign of truly flexible, advanced fluency.

Homework

Don't forget to do your homework!

C1-V13 | VOCABULARY

Your 60-minute lesson

Formal Written Connectors

Goal: By the end of this lesson, you'll be able to use connectors specific to formal academic and professional writing.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Summarize your week 'in a nutshell'.
Practice adding a point using 'furthermore'.
Have you ever written a formal report or email?

QUICK GAME — 2 min

Formal report: describe a simple event as if writing an official report, using these connectors.

2. Presentation

~10 min

Let's learn connectors used almost exclusively in written English — essays, reports, and formal correspondence.

New Words

Word	IPA (American)	Part of Speech	Meaning
furthermore	/ˈfɜːrðərˌmɔːr/	adverb	in addition, moreover (formal written)
henceforth	/ˌhɛnsˈfɔːrθ/	adverb	from now on (very formal)
thereby	/ðɛərˈbaɪ/	adverb	by that action, as a result
hitherto	/ˈhɪðərˌtuː/	adverb	until this point (formal written)
moreover	/mɔːrˈoʊvər/	adverb	besides, in addition
consequently	/ˈkɒnsɪkwəntli/	adverb	as a result, therefore
namely	/ˈneɪmli/	adverb	that is to say, specifically
notably	/ˈnoʊtəbli/	adverb	especially, particularly
to this end	/tuː ðɪs ɛnd/	phrase	for this purpose
with regard to	/wɪð rɪˈɡɑːrd tuː/	phrase	concerning, about

In Context

Furthermore, the data supports this conclusion.
Henceforth, all reports must be submitted electronically.
This measure reduced costs, thereby increasing profit.
Two factors stand out, namely cost and time.
With regard to your question, I have no further comment.

Useful expression: "in a nutshell" /ɪn ə ˈnʌtʃɛl/

in summary, briefly

In a nutshell, the project was a success.

These formal written connectors are almost exclusively used in essays, reports, and official correspondence — using "henceforth" or "hitherto" in casual conversation would sound unusually stiff and out of place.

Check your understanding — click Yes or No

1. "In a nutshell" means to explain something in great, exhaustive detail.

2. "Namely" is used to specify exactly what you mean.

3. "Henceforth" is a common word in everyday text messages.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice formal written connectors

Talk with your tutor, imagining you're writing a formal report. Use these prompts to start:

Summarize a project 'in a nutshell'.
Use 'furthermore' to add a point to an argument.
Practice writing a formal sentence with 'with regard to'.
Use 'consequently' to explain a cause and effect.

Now write it down — 5 formal sentences using written connectors

Use at least 5 different formal connectors from this lesson.

1

2

3

4

5

1. Furthermore, the data supports our conclusion.

2. This measure improved efficiency, thereby reducing costs.

3. With regard to your proposal, we have some concerns.

4. In a nutshell, the results were very promising.

5. Consequently, we decided to revise our approach.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

Furthermore is my point. (used casually mid-conversation)→Furthermore, I'd like to add another point.(reserve 'furthermore' for formal written contexts, not casual chat)

This is namely the problem. (misused)→This is, namely, the main problem.('namely' typically specifies a list item, used carefully in structure)

Regard to your question...→With regard to your question...(don't forget 'with' before 'regard to')

In nutshell, it worked.→In a nutshell, it worked.(don't forget the article 'a')

Check your own progress

I can use furthermore, moreover, and consequently in formal writing I know these connectors suit written, not casual spoken, register I can use 'with regard to' and 'namely' correctly I can use 'in a nutshell'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you learned formal written connectors, plus 'in a nutshell' — essential vocabulary for academic and professional writing.

Homework

Don't forget to do your homework!

C1-V14 | VOCABULARY

Your 60-minute lesson

Wordplay, Puns, and Linguistic Creativity

Goal: By the end of this lesson, you'll be able to recognize and create sophisticated wordplay in English.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Do you enjoy puns and wordplay in English?
Have you ever made a funny malapropism?
Who do you know that has a real way with words?

QUICK GAME — 2 min

Pun challenge: try to create a pun using your tutor's name or a common word.

2. Presentation

~10 min

Let's explore advanced wordplay — a fun, culturally rich part of native-level English fluency.

New Words

Word	IPA (American)	Part of Speech	Meaning
double entendre	/ˈdʌbəl ɒnˈtɒndrə/	noun	a phrase with two meanings, one often suggestive
spoonerism	/ˈspuːnərɪzəm/	noun	swapping the initial sounds of two words for humor
malapropism	/ˈmæləprɒpɪzəm/	noun	mistakenly using a similar-sounding wrong word
tongue-in-cheek	/tʌŋ ɪn tʃiːk/	adjective/adverb	said humorously, not meant seriously
wordsmith	/ˈwɜːrdˌsmɪθ/	noun	someone skilled with words
play on words	/pleɪ ɒn wɜːrdz/	phrase	a clever or humorous use of a word's multiple meanings
alliteration	/əˌlɪtəˈreɪʃən/	noun	repetition of the same starting sound
witticism	/ˈwɪtɪˌsɪzəm/	noun	a clever, funny remark
innuendo	/ˌɪnjuˈɛndoʊ/	noun	an indirect, often suggestive remark
coin a phrase	/kɔɪn ə freɪz/	phrase	to invent a new expression

In Context

That headline is a clever play on words.
His comment was tongue-in-cheek, not serious.
She's a real wordsmith, always finding the perfect phrase.
That title uses alliteration nicely.
He accidentally made a malapropism during the speech.

Useful expression: "to have a way with words" /tuː hæv ə weɪ wɪð wɜːrdz/

to be especially skilled at expressing things cleverly

The comedian really has a way with words.

A "malapropism" is an accidental, incorrect word substitution (funny by mistake), while a "pun" or "play on words" is an intentional, clever use of double meaning — the key difference is intent.

Check your understanding — click Yes or No

1. A "malapropism" is always an intentional joke.

2. "Tongue-in-cheek" means said humorously, not seriously.

3. "To coin a phrase" means to repeat an old, common saying.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — practice wordplay

Talk with your tutor about wordplay and humor in language. Use these prompts to start:

Try to create a play on words with your name.
Have you ever made a malapropism by accident?
Describe someone who's a real wordsmith.
Make a tongue-in-cheek comment about something silly.

Now write it down — 5 sentences using wordplay vocabulary

Use at least 5 different wordplay terms from this lesson.

1

2

3

4

5

1. That headline was a clever play on words.

2. My comment was tongue-in-cheek, not serious at all.

3. She's a talented wordsmith with a great sense of humor.

4. He made a funny malapropism during his speech.

5. The poem used beautiful alliteration.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

This is malapropism intentional. (contradiction — malapropisms are unintentional)→This is an intentional pun. / This is an accidental malapropism.('malapropism' is by definition a mistake, not intentional wordplay)

He is wordsmith.→He is a wordsmith.(don't forget the article 'a')

This tongue in cheek.→This is tongue-in-cheek.(don't forget 'is' and the hyphens)

She coin a phrase.→She coined a phrase.(use the correct past tense)

Check your own progress

I can recognize puns, malapropisms, and double entendres I know malapropisms are accidental, unlike intentional wordplay I can use 'tongue-in-cheek' and 'wordsmith' correctly I can use 'a way with words'

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Today you explored sophisticated wordplay and 'a way with words' — a fun, culturally rich marker of near-native English fluency.

Homework

Don't forget to do your homework!

C1-V15 | VOCABULARY

Your 60-minute lesson

Advanced Idioms for Emotional Nuance

Goal: By the end of this lesson, you'll be able to express complex emotional states using sophisticated idioms.

1. Warm-up

~5 min

Let's get you talking before we look at the new words.

SPEAKING — talk with your tutor

Before we start, talk with your tutor for a minute about these questions:

Are you at a crossroads about anything currently?
Do you tend to bottle up emotions or express them openly?
Describe a time you felt a weight lifted off your shoulders.

QUICK GAME — 2 min

Emotional idiom match: describe a situation and let your tutor guess the matching idiom.

2. Presentation

~10 min

Let's learn idioms for expressing complex, layered emotions — beyond simple happy/sad/angry.

New Words

Word	IPA (American)	Part of Speech	Meaning
to be at a crossroads	/tuː biː æt ə ˈkrɒsˌroʊdz/	idiom	to be facing a major life decision
to be torn	/tuː biː tɔːrn/	idiom	to be unable to choose between two options
to come to grips with	/tuː kʌm tuː ɡrɪps wɪð/	idiom	to begin to understand and accept something difficult
to have mixed feelings	/tuː hæv mɪkst ˈfiːlɪŋz/	idiom	to feel both positive and negative about something
to be at peace with	/tuː biː æt piːs wɪð/	idiom	to have accepted something calmly
to be on edge	/tuː biː ɒn ɛdʒ/	idiom	to feel nervous or anxious
to be at the end of your rope	/tuː biː æt ði ɛnd əv jɔːr roʊp/	idiom	to have no patience or energy left
to feel a weight lifted	/tuː fiːl ə weɪt ˈlɪftɪd/	idiom	to feel relieved after a burden is removed
to wear your heart on your sleeve	/tuː wɛər jɔːr hɑːrt ɒn jɔːr sliːv/	idiom	to openly show your emotions
to bottle up	/tuː ˈbɒtəl ʌp/	idiom	to hide or suppress emotions

In Context

She's at a crossroads in her career.
I'm torn between two great job offers.
It took time to come to grips with the news.
I have mixed feelings about the move.
I finally feel a weight lifted off my shoulders.

Useful expression: "to let off steam" /tuː lɛt ɒf stiːm/

to release built-up stress or anger

I went for a run to let off some steam.

These idioms allow you to express layered, realistic emotions (feeling both relieved AND anxious, for example) rather than simplifying everything to one basic feeling — a hallmark of emotionally intelligent, nuanced English.

Check your understanding — click Yes or No

1. "To be torn" means to be completely certain about a decision.

2. "To wear your heart on your sleeve" means to hide your emotions well.

3. "To let off steam" means to release built-up stress.

4. Production

~15 min

Now let's use these words in real conversation — focus on fluency, not perfect grammar.

SPEAKING — express complex emotions

Talk with your tutor about layered emotional experiences. Use these prompts to start:

Describe a time you were at a crossroads.
Have you ever felt torn between two choices?
Do you tend to bottle up your feelings or wear your heart on your sleeve?
Describe a time you felt a weight lifted.

Now write it down — 5 sentences expressing nuanced emotions

Use at least 5 different emotional idioms from this lesson.

1

2

3

4

5

1. I'm at a crossroads in my career right now.

2. I have mixed feelings about moving abroad.

3. It took time to come to grips with the change.

4. I finally feel a weight lifted off my shoulders.

5. I tend to bottle up my emotions instead of expressing them.

5. Feedback / Error correction

~10 min

Let's review what matters most — then check your own progress below.

Watch out for these common mistakes

I am torn about two options. (should be 'between')→I am torn between two options.(use 'between', not 'about', with 'torn')

I come to grips the situation.→I came to grips with the situation.(don't forget 'with' and use the correct past tense)

She wear heart on sleeve.→She wears her heart on her sleeve.(don't forget the possessives 'her' and -s for third person)

I feel weight lifted.→I feel a weight lifted.(don't forget the article 'a')

Check your own progress

I can express complex, layered emotions using idioms I can use 'torn', 'mixed feelings', and 'come to grips with' correctly I can use 'bottle up' and 'wear your heart on your sleeve' I've completed the full C1 Vocabulary pensum!

0 / 4 completed

6. Closure / Wrap-up

~5 min

Let's sum up what you learned and note your homework.

Recap

Congratulations — today you learned sophisticated idioms for emotional nuance, completing the full C1 Vocabulary pensum! You now have a rich, precise vocabulary toolkit for near-native fluency.

Homework

Don't forget to do your homework!

A1-R01 | READING: ONESELF

Task-Based Lesson

Welcoming a New Classmate

Level: A1 | Text type: A Form | Grammar focus: To be; Possessive adjectives; Simple Present | Skills: Finding specific info; Identifying names/numbers/places

The real task: Daniel is a new student joining your class next week. Read his personal information form to get everything ready to welcome him: a welcome card, a short introduction, and a decision about tomorrow's weather.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kind of person do you think Daniel is? Guess one thing.

2. What information do you expect to find in a personal form? Name two things.

This step isn't graded — it just gets your brain ready to read.

2. The Text — Daniel's Personal Information Form

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Full name	Daniel Thomas Green
Age	19
Birthday	September 14, 2006
Home address	24 King Street, Bristol, UK
Nationality	British
Student / Job	College student
Favorite place	The city library
Family	My parents and my sister, Emma
Free-time activities	I like reading, listening to music, and playing football.
Abilities	I can speak English and I can play football. I can't drive a car yet.
Plans	Tomorrow I am going to visit my grandmother. At 10:00, I am meeting my friend Leo.
Advice / Instructions	Please bring your student card. Don't forget your notebook. If it rains, I am going to take the bus.

Keep this text visible — you'll scroll back up to it while doing Task A and Task C.

4. Task B — Introduce Daniel to a Partner

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner (in class) or record yourself on video (if working alone). Using your Welcome Card from Task A, introduce Daniel out loud:

"This is Daniel. He is ___ years old and he is from ___. He is a ___. He likes ___. One interesting thing about him is that ___."

If you have a partner: they listen and check your information against the form.
If you're alone: record a short video and send it to your teacher through the class channel — not through this page.

I practiced / recorded this activity.

5. Task C — Make a Decision for Daniel

~5 min

Use the "Plans" and "Advice / Instructions" parts of the form to answer.

Context you need: Bristol is a city in the UK. Rainy days are very common there, even in September — so it's very normal for people in Bristol to plan ahead for rain.

1According to his plan in the form, is Daniel going to bring an umbrella if it rains?

Yes No

2What should Daniel remember to bring, according to the form? (select two)

Student card Notebook Umbrella Football

6. Post-Task — Language You Needed

~5 min

While doing Tasks A, B and C, you used some useful language. Let's notice it now — after using it, not before.

1Which of these is an expression of ability (a modal verb)?

can't usually beside

2Which sentence expresses a future plan?

I am going to visit my grandmother. I usually get up at 7:00. These books are on my desk.

3Which sentence is an instruction (imperative form)?

Please bring your student card. He is a college student. Did you call me?

A1-R02 | READING: FAMILY

Task-Based Lesson

Meet the Rodríguez Family

Level: A1 | Text type: Personal Profile | Grammar focus: Possessive 's; Possessive adjectives; To be | Skills: Matching words with meaning; Understanding simple sentences

The real task: A new pen-pal, Sofía, sent your class her family profile. You need to fill in her family tree and write two sentences about her family to send back to her.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. Guess: how many people do you think are in Sofía's family?

2. What words do you already know for family members? Write two.

This step isn't graded — it just gets your brain ready to read.

2. The Text — Sofía's Family Profile

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Name	Sofía Martínez
Age	12
Lives in	Valencia, Spain
Father	Carlos, 40 years old, a taxi driver
Mother	Ana, 38 years old, a teacher
Brother	Pablo, 15 years old, a student
Sister	None — Sofía is the only daughter
Pet	A dog named Rocky
Grandparents	Her grandmother, Rosa, lives with the family
Family activity	On Sundays, the whole family has lunch together at Rosa's house.

Look carefully — not every family member has the same job or age.

4. Task B — Describe Your Own Family

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Using Sofía's profile as a model, describe your own family out loud:

"My father/mother is ___. I have ___ brother(s) and ___ sister(s). On [day], my family usually ___."

If you have a partner: take turns describing your families and ask one follow-up question each.
If you're alone: record a short video describing your family and send it to your teacher — not through this page.

I practiced / recorded this activity.

5. Task C — Write Back to Sofía

~5 min

Decide which sentences would be a good, accurate reply to send back to Sofía.

Context you need: In many Spanish-speaking countries, extended family (like grandparents) often lives with or very close to the family and shares regular meals together — that's why Sofía mentions her grandmother living with them.

1Which sentence is TRUE and could go in your reply to Sofía?

Your grandmother lives with your family. You have two sisters. Your father is a teacher.

2What could you honestly ask Sofía in your reply, based on her profile?

"Does your family eat together on Sundays too?" "Do you have three brothers?" "Is your mother a taxi driver?"

6. Post-Task — Language You Needed

~5 min

Let's notice some of the language you used to talk about Sofía's family.

1Which of these shows possession (belonging to someone)?

Rosa's house lives with on Sundays

2Which word is a possessive adjective?

her lives together

3Complete: "Sofía ___ a brother."

has have is

A1-R03 | READING: ROUTINES

Task-Based Lesson

Planning the Morning with a Roommate

Level: A1 | Text type: Short Messages | Grammar focus: Simple Present; Adverbs of frequency | Skills: Sequencing simple events; Understanding basic instructions

The real task: You share an apartment with Mia. She sent you three short messages this morning about her routine. You need to figure out her schedule so you don't use the bathroom or kitchen at the same time as her.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. Guess: what time do you think Mia wakes up?

2. Name two things people usually do in the morning before work.

This step isn't graded — it just gets your brain ready to read.

2. The Text — Mia's Morning Messages

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Mia (7:02 AM):

Good morning! I always wake up at 6:30 and I take a shower first, around 6:45.

Mia (7:05 AM):

I usually have breakfast at 7:15. I never eat breakfast after 7:30 — I have to leave for work at 8:00!

Mia (7:06 AM):

By the way, I sometimes work from home on Fridays, so the kitchen is free all morning that day.

Notice the adverbs of frequency (always, usually, sometimes, never) — they tell you how regular each habit is.

4. Task B — Agree on a Shared Schedule

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner playing the roommate. Using Mia's schedule, agree out loud on when you'll use the bathroom and kitchen:

"I usually wake up at ___. Since you shower at ___, I can shower at ___ instead. I'll have breakfast at ___ so we don't need the kitchen at the same time."

If you have a partner: one of you plays Mia and confirms if the plan works.
If you're alone: record yourself explaining your proposed shared schedule — send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Avoid a Schedule Conflict

~5 min

Use Mia's messages to solve a small scheduling problem.

1You need 20 minutes alone in the kitchen this week without rushing. Which day is the safest choice, based on the messages?

Friday Monday Tuesday

2Is it a good idea to plan a shower for 6:50 AM on a regular weekday?

Yes No

6. Post-Task — Language You Needed

~5 min

Let's look at the frequency words that helped you understand Mia's routine.

1Which word means "100% of the time"?

always sometimes never

2Which word means "0% of the time"?

never usually always

3"I ___ have breakfast at 7:15" (a regular habit, but not 100% fixed) uses which word?

usually never always

A1-R04 | READING: HOME

Task-Based Lesson

Choosing a New Apartment

Level: A1 | Text type: Simple Email | Grammar focus: There is / there are; Prepositions of place | Skills: Finding specific information; Basic inference from context

The real task: Your friend Tom emailed you about his new apartment because he wants your opinion. Read his email and decide if the apartment sounds like a good fit for him.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What information do people usually include when describing an apartment?

2. Guess: how many rooms do you think Tom's new apartment has?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Tom's Email About His New Apartment

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

From: Tom  |  Subject: My new apartment!Hi! I just moved into my new apartment and I love it. There is a small kitchen and a big living room. There are two bedrooms, but only one bathroom. The apartment is on the third floor, and there isn't an elevator in the building, so I walk up the stairs every day! There is a park in front of the building, which is great because I have a dog. There isn't a garage, so I don't have a car anymore. What do you think — should I stay here?

Pay attention to "there is / there are" (something exists) vs. "there isn't / there aren't" (something doesn't exist).

4. Task B — Give Tom Your Opinion

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner or record yourself. Give Tom your opinion about his apartment out loud:

"I think your apartment is ___ because there is/isn't ___. If I were you, I would/wouldn't ___."

If you have a partner: one of you plays Tom and responds to the opinion.
If you're alone: record your opinion and send it to your teacher — not through this page.

I practiced / recorded this activity.

5. Task C — Is This Apartment Right for Tom?

~5 min

Use the facts in the email to make a decision.

Context you need: In many cities, older apartment buildings (especially ones without an elevator) are common and are usually cheaper than modern buildings with elevators and garages.

1Based on the email, is this apartment convenient for someone who has a car?

Yes No

2Is this apartment a good fit for someone with a dog?

Yes No

6. Post-Task — Language You Needed

~5 min

Let's notice how "there is / there are" worked in the email.

1Which form do we use for ONE thing (singular)?

there is there are

2Which form do we use for MORE THAN ONE thing (plural)?

there are there is

3Which preposition tells us WHERE the park is, in the email?

in front of under behind

A1-R05 | READING: FOOD

Task-Based Lesson

Choosing a Restaurant for a Birthday

Level: A1 | Text type: Advertisement | Grammar focus: Simple Present; Prepositions of time (opening hours) | Skills: Finding specific information; Identifying names, numbers, dates and places

The real task: You're organizing a birthday dinner for a friend who loves pizza and doesn't eat meat. Read this restaurant advertisement and decide if it's a good choice.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What information do restaurant ads usually include?

2. Guess: what kind of food do you think this ad might be for?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Advertisement: Bella Napoli Pizzeria

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

BELLA NAPOLI — Real Italian PizzaCome and try the best pizza in town! We open every day from 12:00 to 23:00, except Mondays, when we are closed. We have 15 kinds of pizza, including 5 vegetarian options. We don't serve meat-free pasta, only pizza is vegetarian-friendly here. Free delivery for orders over $20. Group tables for up to 10 people — perfect for birthdays! Call us at 555-0199 to book a table.

Look closely at the days and hours — one day is different from the rest.

4. Task B — Call to Book a Table

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one of you calls the restaurant, the other answers as the restaurant staff. Practice this short phone call out loud:

"Hello, I'd like to book a table for ___ people on ___. Do you have vegetarian options?"

If you have a partner: take turns being the customer and the restaurant staff.
If you're alone: record yourself making the call and send it to your teacher — not through this page.

I practiced / recorded this activity.

5. Task C — Is This the Right Restaurant?

~5 min

Your friend loves pizza and doesn't eat meat. Decide if Bella Napoli is a good choice.

1Is this a good restaurant choice for your vegetarian, pizza-loving friend?

Yes No

2If the birthday is on a Monday, what should you do?

Choose a different day or restaurant Go anyway, it's fine Call after 23:00

6. Post-Task — Language You Needed

~5 min

Let's notice how time expressions worked in the advertisement.

1Which preposition is used with opening hours ("___ 12:00")?

from on in

2Which preposition is used with days ("___ Mondays")?

on at from

3"We open every day" uses which verb tense?

Simple Present Simple Past Future

A1-R06 | READING: TIME

Task-Based Lesson

Catching the Right Bus

Level: A1 | Text type: Schedule | Grammar focus: Prepositions of time; Wh- questions | Skills: Finding specific information; Identifying names, numbers, dates and places

The real task: You need to be at a job interview at 9:15 AM downtown. Use this bus schedule to find the best bus to take from your neighborhood stop.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What information does a bus schedule usually show?

2. Guess: how long do you think a short bus ride usually takes?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Bus Route 12 — Weekday Schedule

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Bus A	Leaves Elm Street at 8:20, arrives Downtown at 8:50
Bus B	Leaves Elm Street at 8:40, arrives Downtown at 9:10
Bus C	Leaves Elm Street at 8:55, arrives Downtown at 9:25
Bus D	Leaves Elm Street at 9:10, arrives Downtown at 9:40
Note	On Saturdays, only Bus A and Bus C run.
Note	All buses stop running after 9:40 AM until 12:00 PM.

Compare the arrival times carefully — you need to arrive with a few minutes to spare, not exactly at 9:15.

4. Task B — Ask for Bus Information

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one of you asks about the schedule, the other answers using the table. Practice out loud:

"What time does Bus ___ leave Elm Street? What time does it arrive Downtown?"

If you have a partner: take turns asking about different buses.
If you're alone: record yourself asking and answering both parts — send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Choose the Best Bus

~5 min

You need to arrive downtown BEFORE 9:15 AM, with a few minutes to spare.

1Which bus should you take to arrive with time to spare before 9:15?

Bus A Bus C Bus D

2If your interview is on a Saturday, is Bus B an option?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's look at the question words and time prepositions you used.

1"What time ___ Bus A leave?" — which word completes this Wh- question?

does is do

2Which preposition goes with a specific clock time ("___ 8:20")?

at on in

3Which preposition goes with a day ("___ Saturdays")?

on at from

A1-R07 | READING: FOOD

Task-Based Lesson

Ordering Lunch on a Budget

Level: A1 | Text type: Menu | Grammar focus: Would like (offers/preferences); Countable nouns | Skills: Finding specific information; Basic inference from context

The real task: You have $12 for lunch. Use this café menu to choose a meal and a drink without going over budget.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What sections does a menu usually have?

2. Guess: what's the most expensive item on a typical café menu?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Green Leaf Café Menu

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Tomato soup — $4
Chicken sandwich — $7
Veggie sandwich — $6
Caesar salad — $8
French fries (small) — $3
Orange juice — $3
Coffee — $2
Water (free with any meal)
Chocolate cake — $5

Remember: water is free only if you order a meal — check the note next to it.

4. Task B — Order Your Lunch

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one of you is the customer, the other is the waiter. Practice ordering out loud:

"I would like the ___ and a ___, please. How much is that in total?"

If you have a partner: the waiter should add up the total price and say if it's within $12.
If you're alone: record yourself ordering a full meal under $12 and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Stay Within Budget

~5 min

You have exactly $12. Choose a combination that fits.

1Can you order the Caesar salad ($8) + orange juice ($3) + coffee ($2) with $12?

No Yes

2Which combination fits exactly within $12: chicken sandwich + fries + coffee, or Caesar salad + water?

Chicken sandwich + fries + coffee Caesar salad + water

6. Post-Task — Language You Needed

~5 min

Let's look at how we politely ask for food.

1Which phrase is used to politely order something?

I would like... I have... I am...

2"How much ___ that?" — which word completes this question about price?

is are do

3Which of these is a countable noun (you can say "one ___, two ___")?

sandwich water juice

A1-R08 | READING: NUMBERS

Task-Based Lesson

Reading a Food Package Label

Level: A1 | Text type: Product Label | Grammar focus: Numbers; Prepositions common (per, before) | Skills: Identifying names, numbers, dates and places; Basic inference from context

The real task: You're checking if a box of cereal is still good to eat and how much you should pour for one serving. Read the label carefully.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kind of information do food labels usually show?

2. Guess: how many grams do you think one cereal serving is?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Cereal Box Label

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Product	Golden Crunch Cereal
Net weight	500 g
Serving size	40 g (about 1 cup)
Servings per box	12
Price	$4.50
Best before	12/03/2027
Ingredients	Corn, sugar, honey, salt
Storage	Store in a cool, dry place. Close the bag well after opening.

"Best before" dates in this format are usually written as day/month/year.

4. Task B — Explain the Label to Someone

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Explain the key facts on this label out loud, as if helping someone who doesn't understand it:

"This box has ___ grams in total. One serving is ___ grams, so there are ___ servings in the box. It's best before ___."

If you have a partner: they should check your numbers against the label.
If you're alone: record your explanation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Is It Still Good to Eat?

~5 min

Use today's date to check the label. Assume today is January 15, 2027.

1Is the cereal still good to eat on January 15, 2027?

Yes No

2If you eat 2 servings today, how many grams is that?

80 g 40 g 120 g

6. Post-Task — Language You Needed

~5 min

Let's notice how numbers and prepositions worked on this label.

1"Best ___ 12/03/2027" — which preposition completes this phrase?

before after for

2Which number is bigger: net weight or serving size, on this label?

Net weight Serving size They are equal

3"Store ___ a cool, dry place" — which preposition completes this instruction?

in on at

A1-R09 | READING: PLACES

Task-Based Lesson

Finding Your Way Around Town

Level: A1 | Text type: Simple Map | Grammar focus: Prepositions of place; Imperatives | Skills: Understanding basic instructions; Finding specific information

The real task: A tourist stopped you on the street and needs directions. Use this simple description of the town center to help them find three places.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What words do we use in English to give directions? Name one.

2. Guess: what places do you think are usually near a town's main square?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Map of the Town Center (Described in Words)

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

The Main Square is in the center of town.
The Post Office is next to the Main Square, on the left side.
The Bank is across from the Post Office, on the right side of the square.
The Library is behind the Bank, on Oak Street.
The Bus Station is in front of the Main Square, on Elm Avenue.
The Supermarket is between the Bank and the Library.

Words like "next to", "across from", "behind", "in front of", and "between" describe exact positions — read them carefully.

4. Task B — Give Directions Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one of you is the tourist, the other gives directions using imperatives. Practice out loud:

"Go straight to the Main Square. Turn ___ and you'll see the ___. It's ___ the ___."

If you have a partner: the tourist should repeat the directions back to check understanding.
If you're alone: record yourself giving directions to the Library and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Help the Tourist Choose a Route

~5 min

The tourist wants to visit the Library and the Supermarket in one short walk.

1Are the Library and the Supermarket close to each other?

Yes No

2If the tourist starts at the Main Square, which place should they NOT expect to see immediately on Oak Street?

The Bus Station The Library

6. Post-Task — Language You Needed

~5 min

Let's notice the position words and imperative verbs you used.

1Which word describes something located exactly opposite another place?

across from next to between

2Which of these is an imperative (a command/instruction) form?

Turn left. He turns left. Turning left.

3Which word describes a place with something on each side of it?

between behind next to

A1-R10 | READING: FOOD

Task-Based Lesson

Ordering at a Restaurant

Level: A1 | Text type: Written Dialogue | Grammar focus: Would like; Simple Present (questions) | Skills: Sequencing simple events; Understanding simple sentences

The real task: A friend is learning English and wants to know what a real restaurant conversation sounds like before their trip abroad. Read this dialogue and prepare a short summary to explain it to them.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do you usually say first when you sit down at a restaurant?

2. Guess: what question does a waiter usually ask at the end of a meal?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Dialogue: At the Restaurant

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Waiter:

Good evening! Table for how many?

Customer:

Table for two, please.

Waiter:

Right this way. Here are your menus. Would you like something to drink first?

Customer:

Yes, please. Two waters and one orange juice.

Waiter:

Great. Are you ready to order your food, or do you need a few more minutes?

Customer:

We're ready. I'd like the chicken sandwich, and my friend would like the veggie sandwich.

Waiter:

Perfect. Anything else? Some fries, maybe?

Customer:

Yes, one order of fries to share, please.

Waiter:

Coming right up!

Notice the order of events: greeting → seating → drinks → food order → confirmation.

4. Task B — Act Out the Dialogue

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays the waiter, the other the customer. Act out a similar conversation out loud, changing the food and drinks:

"Table for ___, please. I'd like ___ to drink, and I'd like the ___ to eat."

If you have a partner: switch roles and do it a second time with different food choices.
If you're alone: record yourself playing both roles and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Explain It to Your Friend

~5 min

Your friend needs one clear tip based on this dialogue before their trip.

1Did the customer order dessert in this dialogue?

No Yes

2What phrase is the most polite way to order food, based on the dialogue?

"I'd like the..." "Give me the..." "I want..."

6. Post-Task — Language You Needed

~5 min

Let's notice the polite question and offer forms used in the dialogue.

1Which phrase does the waiter use to offer something?

Would you like...? Do you have...? Can I have...?

2Which is the correct short form of "I would like"?

I'd like I'll like I've like

3"Are you ready to order?" is an example of which type of sentence?

A question A command A statement

A2-R01 | READING: WORK

Task-Based Lesson

Choosing the Right Job Ad

Level: A2 | Text type: Job Advertisement | Grammar focus: Modals: have to; Present Continuous | Skills: Scanning; Distinguishing fact from simple opinion

The real task: A friend is looking for a part-time job while studying. Read this job ad and decide if it's a realistic option for a student.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What information do job ads usually include?

2. Guess: what kind of part-time jobs are common for students?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Job Advertisement: Café Assistant

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Position	Café Assistant (Part-time)
Hours	Weekends only, 9:00 AM to 3:00 PM
Salary	$11 per hour
Requirements	You have to be 16 or older. You don't have to have experience — we train you.
Responsibilities	Taking orders, making coffee, cleaning tables
Other info	We are looking for someone friendly and responsible. English and basic math skills required.
How to apply	Send your CV to jobs@cafesol.com before Friday.

Notice the difference between "have to" (required) and "don't have to" (not required).

4. Task B — Practice a Mini Job Interview

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one is the interviewer, the other is the applicant. Practice a short interview out loud based on the ad:

"Why do you want this job? Are you available on weekends? Do you have any experience?"

If you have a partner: switch roles after the first round.
If you're alone: record yourself answering the interview questions and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Is This Job Right for a Student?

~5 min

Your friend studies Monday to Friday and wants to keep their weekdays free for homework.

1Does this job's schedule conflict with weekday classes?

No Yes

2Would a 15-year-old be able to apply for this job?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's notice how obligation was expressed in the ad.

1"You ___ be 16 or older" expresses an obligation. Which word fits?

have to can would

2"You don't have to have experience" means experience is ___.

optional required forbidden

3Which phrase describes an ongoing search (Present Continuous)?

We are looking for... We look for... We looked for...

A2-R02 | READING: TRAVEL

Task-Based Lesson

Planning a Weekend Trip

Level: A2 | Text type: Travel Information | Grammar focus: Comparatives; Future: going to | Skills: Skimming; Identifying the main idea

The real task: You and a friend have one free weekend and $150 total. Use this travel information sheet to decide between two nearby destinations.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What information do you usually check before choosing a weekend trip?

2. Guess: which is usually more expensive, a beach trip or a mountain trip?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Weekend Getaway Options

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Destination 1: Lake Hollow	2 hours by bus ($15 round trip). Cabins from $40/night. Activities: hiking, kayaking, campfires.
Destination 2: Sunset Beach	3.5 hours by bus ($25 round trip). Hotels from $60/night. Activities: swimming, surfing lessons, beach volleyball.
Weather this weekend	Lake Hollow: sunny, 18°C. Sunset Beach: cloudy with a chance of rain, 22°C.
Good to know	Lake Hollow is quieter and better for relaxing. Sunset Beach is livelier and better for nightlife.

Compare both destinations across price, distance, and weather before deciding.

4. Task B — Convince Your Friend

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: each person picks a different destination and tries to convince the other, out loud, using the information sheet:

"I think we should go to ___ because it's ___ than the other option, and we're going to ___."

If you have a partner: try to reach an agreement by the end of the conversation.
If you're alone: record yourself arguing for one destination and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Make the Final Decision

~5 min

You and your friend have $150 total for one night, including transportation for two people.

1Can you afford one night at Sunset Beach for two people ($25 x 2 bus + $60 hotel)?

Yes No

2Given this weekend's weather forecast, which destination looks like the safer choice for outdoor activities?

Lake Hollow Sunset Beach

6. Post-Task — Language You Needed

~5 min

Let's notice the comparative forms and future expressions you used.

1Which is the comparative form of "cheap"?

cheaper more cheap cheapest

2Which is the comparative form of "expensive"?

more expensive expensiver most expensive

3"We are going to hike this weekend" expresses ___.

a future plan a past habit a general truth

A2-R03 | READING: SHOPPING

Task-Based Lesson

Deciding If a Sale Is Worth It

Level: A2 | Text type: Advertisement | Grammar focus: Too vs. Enough; Simple Present | Skills: Scanning; Guessing meaning from context

The real task: A clothing store is having a big sale. Read the advertisement and decide which items are worth buying with your $50 budget.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What words do sale ads usually use to attract customers?

2. Guess: what discount percentage would make you want to buy something?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Advertisement: Mega Sale at StyleHub

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

STYLEHUB — END OF SEASON SALEEverything must go! T-shirts: was $20, now $10 (50% off). Jeans: was $45, now $27 (40% off). Jackets: was $60, now $48 (20% off — not enough of a discount, in our opinion, but still on sale). Shoes: buy one pair, get the second pair 50% off. The sale is too good to miss, but it ends this Sunday at midnight. No returns or exchanges on sale items.

The ad's own opinion ("not enough of a discount") is mixed in with the facts — separate the two.

4. Task B — Plan Your Purchase Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner or record yourself. Explain what you would buy with $50 and why:

"I would buy ___ because it's ___ enough for my budget. I wouldn't buy ___ because it's too ___."

If you have a partner: they should check your math — does it really fit $50?
If you're alone: record your shopping plan and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Is It Worth Buying?

~5 min

You have $50 and no returns are allowed on sale items.

1Can you buy one t-shirt ($10) and one pair of jeans ($27) with $50?

Yes No

2If you're not 100% sure about the jacket, is buying it during this sale a safe decision?

No, it's risky Yes, totally safe

6. Post-Task — Language You Needed

~5 min

Let's notice how "too" and "enough" changed the meaning in the ad.

1"Not enough of a discount" suggests the discount is ___.

too small too big just right

2"Too good to miss" suggests the sale is ___.

excellent average bad

3Which sentence pattern uses "enough" correctly?

cheap enough enough cheap cheap too

A2-R04 | READING: HEALTH

Task-Based Lesson

Should You Change Your Sleep Habits?

Level: A2 | Text type: Short Article | Grammar focus: Should (advice); Present Perfect: since & for | Skills: Identifying the main idea; Distinguishing fact from simple opinion

The real task: A friend has been sleeping badly for two months and asks for your advice. Read this short health article and decide what advice to give them.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What habits do you think affect how well people sleep?

2. Guess: how many hours of sleep do adults usually need?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Article: Simple Habits for Better Sleep

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Health Corner: Sleep Better TonightMany adults have trouble sleeping well, and doctors say simple habits can help. You should avoid screens for at least 30 minutes before bed, because the light from phones and TVs can keep your brain awake. You shouldn't drink coffee after 4 PM, since caffeine can stay in your body for hours. Doctors also recommend going to bed at the same time every night. One study followed people who have had sleep problems for over a year, and found that those who followed a fixed bedtime slept 45 minutes longer, on average, after just two weeks.

Notice which sentences give advice ("should") and which give facts ("a study found...").

4. Task B — Give Advice to Your Friend

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays the friend with sleep problems, the other gives advice based on the article, out loud:

"You should ___. You shouldn't ___. It might help if you ___."

If you have a partner: the "friend" should ask one follow-up question.
If you're alone: record your advice and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Advice to Your Friend's Situation

~5 min

Your friend has been sleeping badly for two months and drinks coffee at 5 PM every day.

1Based on the article, is your friend's 5 PM coffee habit a likely part of the problem?

Yes No

2Should your friend expect results after just one night of a fixed bedtime?

No, it takes time Yes, immediately

6. Post-Task — Language You Needed

~5 min

Let's notice how "should" and Present Perfect with "for/since" were used.

1"You should avoid screens" is used to give ___.

advice an order a fact

2"People who have had sleep problems for over a year" — "for" is used with ___.

a period of time a specific point in time a place

3Which would we use for a specific starting point, like "___ 2020"?

since for during

A2-R05 | READING: CITY LIFE

Task-Based Lesson

Understanding a Public Notice

Level: A2 | Text type: Notice | Grammar focus: Passive Voice: Simple Past; Modals: should | Skills: Scanning; Understanding reference words

The real task: Your street has a public notice posted about road work. Read it and figure out how it affects your daily commute this week.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kind of information do public notices usually give?

2. Guess: how long do you think road repairs usually take?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Public Notice: Road Work on Elm Street

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

CITY OF RIVERDALE — PUBLIC NOTICEElm Street will be closed to traffic from Monday to Thursday this week, from 8:00 AM to 5:00 PM, while new water pipes are installed by the city. The road was damaged last month during heavy rain, and it will be repaired at the same time. Pedestrians can still walk on the sidewalk, but cars, bikes, and buses should use Oak Avenue instead. The work is expected to be finished by Friday morning. We apologize for any inconvenience.

Notice how some verbs are passive ("was damaged", "will be repaired") — the focus is on the street, not on who does the action.

4. Task B — Explain the Notice to a Neighbor

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Explain this notice out loud to a neighbor who hasn't read it:

"Elm Street will be closed from ___ to ___. You should use ___ instead if you drive. It should be finished by ___."

If you have a partner: they should ask you one clarifying question about the notice.
If you're alone: record your explanation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Plan Your Week

~5 min

You usually drive down Elm Street to get to work every morning at 8:30 AM.

1On Tuesday morning, should you plan to use Oak Avenue instead of Elm Street?

Yes No

2If you need to drive down Elm Street on Friday at 9:00 AM, is that likely to be a problem?

No, it should be fine Yes, it's still closed

6. Post-Task — Language You Needed

~5 min

Let's notice the passive voice forms used in the notice.

1"The road was damaged" is an example of ___.

passive voice active voice future tense

2In passive voice, the focus is usually on ___.

the thing affected by the action the person doing the action the time of the action

3"It will be repaired" — which auxiliary verb shows this is passive AND future?

will be was is

A2-R06 | READING: RELATIONSHIPS

Task-Based Lesson

Responding to a Friend's Letter

Level: A2 | Text type: Personal Letter | Grammar focus: Present Perfect: still, yet, already; Past Simple | Skills: Understanding sequence; Identifying simple opinions

The real task: Your old friend Marta wrote you a letter after moving to a new city. Read it and decide how to reply in a way that actually addresses what she said.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do people usually write about in a personal letter to an old friend?

2. Guess: what's hard about moving to a new city and making friends?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Marta's Letter

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Dear friend,I hope you're doing well! I've already been living in Porto for three months now, but I still haven't made many friends here. I've already joined a photography club, which was a great decision, but I haven't met anyone from my job yet because everyone seems busy. Last week, I finally talked to a neighbor for the first time, and we had coffee together on Saturday. It felt nice. I still miss our old group a lot, though. Do you think I'm just being impatient, or does it really take this long to feel at home somewhere new?

Notice the difference between "already" (something happened) and "still haven't" / "not yet" (something hasn't happened).

4. Task B — Talk It Through With a Partner

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays Marta, the other is the friend responding. Discuss her question out loud:

"I think it's normal that you still haven't ___, because ___. You've already ___, which is a great first step."

If you have a partner: "Marta" should react to the advice given.
If you're alone: record your response to Marta's question and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Decide How to Reply

~5 min

Choose the reply that best responds to what Marta actually asked and said.

1Which reply best addresses Marta's actual question?

"No, three months isn't very long — it takes time to feel at home." "You should move back immediately." "I haven't heard from you in ages!"

2Is it accurate to tell Marta "you haven't made any effort to meet people"?

No, that's not accurate Yes, that's accurate

6. Post-Task — Language You Needed

~5 min

Let's notice how "already", "still", and "yet" changed the meaning of each sentence.

1"I've already joined a club" means the action ___.

happened hasn't happened will happen

2"I still haven't made many friends" means the situation ___.

continues, unchanged has just changed will never change

3"I haven't met anyone yet" — "yet" is typically used in ___.

negative sentences and questions positive statements only past simple only

A2-R07 | READING: ACTIVITIES

Task-Based Lesson

Deciding Whether to Join a Weekend Activity

Level: A2 | Text type: Social Media Post | Grammar focus: Verb + ing/infinitive; How questions | Skills: Skimming; Recognizing basic connectors

The real task: A local sports group posted about a weekend hiking activity. Read the post and decide if it's a good fit for a beginner friend of yours.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What details do event posts usually include?

2. Guess: what would make a hiking trip too difficult for a beginner?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Social Media Post: Weekend Hike

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

@RiverdaleHikingClubWho's up for hiking this Saturday?! We're planning to walk the Blue Trail, which is about 8 km long and takes around 3 hours. It's a moderate trail, so you don't need to be super fit, but you should enjoy walking uphill for short sections. Beginners are welcome, although we don't recommend it for your very first hike ever — try a shorter trail first if you've never hiked before. Bring water, snacks, and comfortable shoes. Meeting point: Central Park entrance, 8:00 AM sharp. Can't wait to see you there!

Notice how the post uses connectors like "although" and "so" to add extra conditions to the main information.

4. Task B — Invite a Friend Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one invites the other to this hike, based on the post. Practice out loud:

"Do you want to go hiking on Saturday? It's about ___ km and takes ___ hours. You should bring ___."

If you have a partner: the invited person should ask at least one question about the hike.
If you're alone: record yourself inviting a friend and answering a possible question, then send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Is This the Right Hike for a Total Beginner?

~5 min

Your friend has never hiked before in their life.

1Does the post recommend this specific hike for someone who has NEVER hiked before?

No Yes

2Would this hike be a reasonable choice for a friend who has hiked a few easier trails before?

Yes No

6. Post-Task — Language You Needed

~5 min

Let's notice the verb patterns and connectors used in the post.

1"We're planning to walk" uses which verb pattern?

infinitive (to + verb) gerund (verb + ing) past tense

2"You should enjoy walking uphill" uses which verb pattern after "enjoy"?

gerund (verb + ing) infinitive (to + verb) base form

3"Although we don't recommend it..." — "although" introduces a ___.

contrast reason result

A2-R08 | READING: WORK

Task-Based Lesson

Solving a Scheduling Problem at Work

Level: A2 | Text type: Messages | Grammar focus: Modals: should; Object pronouns | Skills: Understanding sequence; Understanding reference words

The real task: Your coworker sent you a series of messages about a scheduling conflict. Read them and help find a solution before your shift starts.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kinds of problems do coworkers usually message each other about?

2. Guess: what's a fair way to solve a shift conflict between two people?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Messages from Your Coworker, Alex

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Alex (2:10 PM):

Hey, quick problem — I just saw that we're both scheduled for the Saturday morning shift, but no one is scheduled for Saturday evening.

Alex (2:11 PM):

I can't do evenings because of a class, but you mentioned before that evenings work better for you.

Alex (2:12 PM):

Should I ask the manager to switch me, or should we just swap directly between us?

Alex (2:15 PM):

Also, if we swap, I'll need you to confirm it with the manager yourself, since I already asked for a favor last week.

Notice the pronouns (I, you, me, us) — they refer to specific people mentioned earlier in the messages.

4. Task B — Respond to Alex Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays Alex, the other responds to the messages. Practice the conversation out loud:

"I think we should ___. I can talk to the manager myself if ___."

If you have a partner: "Alex" should react to your proposed solution.
If you're alone: record your response to Alex and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Propose a Fair Solution

~5 min

Decide what to do about the schedule, based on what Alex said.

1Is it reasonable for Alex to ask you to confirm the swap with the manager this time?

Yes No

2Based on the messages, would asking Alex to take the Saturday evening shift solve the problem well?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's notice the object pronouns and modal "should" used in the messages.

1In "I'll need you to confirm it", what does "it" refer to?

the shift swap the manager the class

2"Should I ask the manager...?" is used to ___.

ask for advice/suggestion give a command state a fact

3Which is an object pronoun in "I'll need you to confirm it"?

you I need

A2-R09 | READING: CITY LIFE

Task-Based Lesson

Understanding Local News

Level: A2 | Text type: Short News Story | Grammar focus: Simple Past: Wh- questions; Passive Voice | Skills: Identifying the main idea; Finding supporting details

The real task: A short news story was published about your neighborhood. Read it and decide what it means for your daily commute this month.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kind of stories usually appear in local city news?

2. Guess: what could cause a new bike lane to be built in a city?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Local News: New Bike Lane Opens Downtown

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Riverdale Daily — City SectionA new bike lane was opened yesterday on Main Street, connecting the downtown area to the river park. The lane was built after residents complained about the lack of safe cycling routes in the city. It cost the city $200,000 and took four months to complete. Local cyclists have already started using it, and the city says two more lanes are planned for next year. However, some shop owners on Main Street say the construction reduced parking spaces, and they are worried about losing customers.

Notice both perspectives in the story: cyclists are happy, but some shop owners are concerned.

4. Task B — Discuss the News Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays a cyclist, the other a shop owner. Discuss the new bike lane out loud from each point of view:

"I think the new bike lane is ___ because ___. However, I understand that ___."

If you have a partner: try to find one point you both agree on by the end.
If you're alone: record both points of view yourself and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — What Does This Mean for You?

~5 min

You drive to work on Main Street and usually park near your office.

1Based on the story, is it likely that parking on Main Street has become more limited?

Yes No

2If you decide to start cycling to work instead, does the story support that this is now safer than before?

Yes No

6. Post-Task — Language You Needed

~5 min

Let's notice the passive voice and Wh- question forms used in the story.

1"The lane was built" is an example of ___.

passive voice active voice present tense

2Which Wh- question would this story answer? "___ did the project cost?"

How much Who Why

3"A new bike lane was opened" — who performed the action of opening it?

Not stated directly The cyclists The shop owners

A2-R10 | READING: ACTIVITIES

Task-Based Lesson

Learning From Someone's Story

Level: A2 | Text type: Biography | Grammar focus: Simple Past, Present Perfect, Past Continuous, Used to | Skills: Understanding sequence; Summarizing (basic)

The real task: A short biography about an amateur runner was shared in a sports newsletter. Read it and decide what advice she would probably give to someone starting to run.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What life events do short biographies usually include?

2. Guess: what's hard about starting a new hobby as an adult?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Biography: Elena's Running Journey

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Community Sports NewsletterElena used to hate running. She started ten years ago, at age 32, only because a doctor recommended more exercise. At first, she was walking more than running, and she could only manage 5 minutes without stopping. She has trained regularly ever since, and last year, she finished her first marathon. While she was training for the marathon, she was working full-time and raising two children, so she often ran early in the morning before anyone else woke up. She has now completed three marathons and says the hardest part was always the first ten minutes of any run, not the distance.

Notice how the text moves between the past (specific events), Past Continuous (actions in progress), and Present Perfect (life experience up to now).

4. Task B — Interview "Elena"

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays Elena, the other asks about her running journey. Practice the interview out loud:

"What was the hardest part of starting to run? How did you find time to train while working and raising kids?"

If you have a partner: "Elena" should answer based on the biography, in her own words.
If you're alone: record yourself answering as Elena and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — What Advice Would Elena Give?

~5 min

Think about what Elena's experience suggests for someone starting a new habit.

1Based on her story, would Elena likely tell a beginner that the first minutes of exercise are usually the hardest part?

Yes No

2Does Elena's story suggest you need a lot of free time to start a new habit?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's notice the different past tenses used to tell Elena's story.

1"Elena used to hate running" describes ___.

a past habit that is no longer true an action in progress a present fact

2"She was working full-time... so she often ran early in the morning" — "was working" is which tense?

Past Continuous Simple Past Present Perfect

3"She has now completed three marathons" is which tense, and why?

Present Perfect, because it connects the past to now Simple Past, because it's finished Future, because it hasn't happened

B1-R01 | READING: EXPERIENCES

Task-Based Lesson

Learning From a Failure

Level: B1 | Text type: Personal Essay | Grammar focus: Present Perfect/Past Simple (contrast); Past Perfect | Skills: Making simple inferences; Identifying writer's opinion

The real task: A mentoring program shared this personal essay with new members. Read it and decide what advice you'd extract from it for someone about to try something risky.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do people usually learn from failures, in your experience?

2. Guess: what kind of "failure" might someone write a reflective essay about?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Essay: What My Failed Business Taught Me

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Personal EssayTwo years ago, I opened a small coffee shop with my savings. I had never run a business before, but I had worked in cafés for years, so I thought I knew enough. Within eight months, I had lost most of my investment and had to close the shop. It was the hardest thing I've ever done. Looking back, I realize I had ignored basic financial planning because I was so focused on the product itself. I've since started a small consulting service, and I've learned to separate passion for an idea from the discipline needed to run it. I don't regret trying, but I do wish I had asked for help earlier instead of assuming I could figure everything out alone.

Notice how Past Perfect ("had ignored", "had lost") is used to describe things that happened before another past moment.

4. Task B — Discuss the Lesson Learned

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: discuss what you would take away from this essay if you were about to start something risky. Speak out loud:

"If I were in this situation, I would ___, because the writer learned that ___."

If you have a partner: try to disagree on at least one point and discuss why.
If you're alone: record your reflection and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Lesson

~5 min

Imagine a friend of yours is about to invest all their savings in a new idea, alone, without asking anyone for advice.

1Based on the essay, would the writer likely encourage your friend to ask for outside advice before investing everything?

Yes No

2Does the essay suggest that passion alone is enough to run a successful business?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's notice how Past Perfect and Present Perfect were used differently in the essay.

1"I had ignored basic financial planning" uses Past Perfect because it happened ___.

before another past event was described at the exact moment of speaking in the near future

2"I've since started a consulting service" uses Present Perfect because it ___.

connects a past action to the present describes a completed, isolated past event describes a future plan

3"I wish I had asked for help earlier" expresses ___.

regret about the past a plan for the future a fact about the present

B1-R02 | READING: PROBLEMS

Task-Based Lesson

Understanding a Community Problem Report

Level: B1 | Text type: Report | Grammar focus: Passive (all tenses); Conjunctions: cause/effect/contrast | Skills: Recognizing cause and effect; Summarizing a text

The real task: A neighborhood association published a short report about noise complaints. Read it and decide what solution would actually address the root problem.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kinds of problems do neighborhood reports usually describe?

2. Guess: what could cause noise complaints to increase in a residential area?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Report: Noise Complaints in Green Valley

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Green Valley Neighborhood Association — Monthly ReportNoise complaints have increased by 40% over the past six months. This increase was caused mainly by the opening of two new bars on Main Street, although some residents also blame late-night construction work nearby. Because the bars are open until 2 AM, several residents reported difficulty sleeping on weekends. As a result, the association has asked the city to review the bars' licenses. However, bar owners argue that they follow all current noise regulations, and that the real issue is that the regulations themselves are outdated for a growing nightlife area.

Notice the connectors that show cause ("because", "caused by") and contrast ("although", "however").

4. Task B — Debate the Issue Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one represents the residents, the other represents the bar owners. Debate the issue out loud based on the report:

"From our side, the main problem is ___. We believe the solution should be ___."

If you have a partner: try to propose one compromise both sides could accept.
If you're alone: record both points of view and a possible compromise, then send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Identify the Root Cause

~5 min

Decide which solution addresses the actual root of the disagreement described in the report.

1Would simply closing the two bars solve the disagreement about outdated regulations?

No Yes

2Based on the report, is the noise problem caused by only one single factor?

No, at least two factors are mentioned Yes, only the bars

6. Post-Task — Language You Needed

~5 min

Let's notice the passive voice and cause/contrast connectors used in the report.

1"This increase was caused by..." is an example of ___.

passive voice active voice future tense

2Which connector introduces a contrasting idea in the report?

however because as a result

3"Because the bars are open until 2 AM, residents reported difficulty sleeping" — "because" introduces the ___.

cause result contrast

B1-R03 | READING: OPINIONS

Task-Based Lesson

Deciding Whether to Trust a Review

Level: B1 | Text type: Review | Grammar focus: Comparatives/superlatives (review); Modals: might, may, probably | Skills: Distinguishing fact and opinion; Identifying writer's opinion

The real task: You're deciding whether to buy a pair of running shoes based on an online review. Read it and separate genuine facts from the reviewer's personal opinions.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. How do you usually decide if an online review is trustworthy?

2. Guess: what kind of language do overly biased reviews often use?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Review: TrailRunner X2 Shoes

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

★★★★☆ (4/5) — by runner_kateI've owned these shoes for three months now, and they're probably the most comfortable running shoes I've ever tried. They weigh 250 grams, which is lighter than my previous pair, and they come in five colors. The grip is excellent on wet trails, in my opinion, and I think the price ($90) is fair for the quality. However, they might not be the best choice for very long distances, since I noticed some discomfort after runs over 15 km. If you mostly run shorter distances, though, these are probably a great option.

Some sentences state measurable facts (weight, price), while others express the reviewer's personal opinion or judgment.

4. Task B — Discuss If You'd Trust This Review

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: discuss out loud whether this review seems trustworthy and balanced, or biased.

"I think this review is (trustworthy/biased) because ___. The reviewer separates facts from opinions when ___."

If you have a partner: try to find at least one point of disagreement.
If you're alone: record your opinion about the review's reliability and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Should You Buy These Shoes?

~5 min

You are training for a marathon and will regularly run more than 20 km at a time.

1Based on the review, are these shoes a safe choice for your marathon training?

No, probably not the best fit Yes, perfect fit

2Is the reviewer's opinion about comfort presented as an absolute, universal fact?

No, it's hedged with "probably" Yes, stated as certain fact

6. Post-Task — Language You Needed

~5 min

Let's notice how the reviewer softened opinions using modal expressions.

1Which word softens a claim, showing it's not 100% certain?

probably definitely always

2"They might not be the best choice for long distances" expresses ___.

possibility, not certainty a definite fact a command

3Which is the superlative form of "comfortable"?

most comfortable more comfortable comfortabler

B1-R04 | READING: EDUCATION

Task-Based Lesson

Choosing the Right Course

Level: B1 | Text type: Informational Website | Grammar focus: Relative clauses (defining); Modals: must/have to | Skills: Scanning; Understanding paragraph organization

The real task: You're deciding between two evening courses at a community college. Read the course information page and choose the one that fits your schedule and goals.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What information do you usually check before signing up for a course?

2. Guess: what's a common requirement for online courses?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Community College — Evening Course Options

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Course A: Digital Marketing Basics	12 weeks, Tuesdays 6-8 PM. Students must submit a final project that is graded by two instructors. No prior experience required.
Course B: Advanced Spreadsheet Skills	8 weeks, Thursdays 6-9 PM. Students must already know basic spreadsheet functions, which are not covered in this course.
Certificates	Both courses that are completed with a passing grade include a certificate.
Cost	Course A: $150. Course B: $120.
Class size	Course A: up to 30 students. Course B: up to 15 students, which allows more individual feedback.

Notice the relative clauses ("that is graded...", "which are not covered...") — they add extra defining detail about the noun before them.

4. Task B — Ask for More Information

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one calls the college to ask questions, the other answers based on the page. Practice out loud:

"Do I need any prior experience for Course ___? What days does it meet, and how much does it cost?"

If you have a partner: ask at least one question that isn't directly answered on the page, and guess a reasonable response.
If you're alone: record yourself asking and answering, then send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Choose the Right Course for You

~5 min

You have never used spreadsheets before, and Tuesdays don't work for you.

1Is Course B a realistic option for you, given you've never used spreadsheets before?

No Yes

2Is Course A a realistic option, given Tuesdays don't work for your schedule?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's notice how relative clauses added extra information in the text.

1In "a final project that is graded by two instructors", what does "that" refer to?

the final project the instructors the course

2"Students must already know basic spreadsheet functions" expresses ___.

an obligation/requirement a suggestion a possibility

3Which word introduces a defining relative clause about a class size, in "up to 15 students, which allows..."?

which who that

B1-R05 | READING: TECHNOLOGY

Task-Based Lesson

Understanding How a New Technology Works

Level: B1 | Text type: Popular Science Article | Grammar focus: Present Perfect Continuous; Passive (present) | Skills: Guessing meaning from context; Recognizing comparison and contrast

The real task: A popular science magazine published a short article on solar-powered water purifiers. Read it and decide if this technology could realistically help a rural community you know of.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do you already know about how solar panels work?

2. Guess: what problems might a community without clean water face?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Article: Turning Sunlight Into Clean Water

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Science WeeklyScientists have been developing solar-powered water purifiers for over a decade, but recent versions are far more efficient than earlier models. These devices use sunlight to evaporate dirty water, leaving contaminants behind, and then the clean water vapor is collected and cooled back into liquid form. Unlike older filters, which have to be replaced regularly and can be expensive, these new devices need very little maintenance. A single unit can produce up to 20 liters of clean water per day, which is enough for a small family. Researchers have been testing them in several rural communities, and early results have been promising.

Look for comparison words like "unlike" and "far more" — they highlight what makes the new technology different.

4. Task B — Explain the Technology Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Explain how this device works, as if teaching someone who hasn't read the article:

"This device uses sunlight to ___. Unlike older filters, it doesn't need ___. It can produce up to ___ per day."

If you have a partner: they should ask you one question you need to answer using only information from the article.
If you're alone: record your explanation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Could This Help a Real Community?

~5 min

Think of a rural community with 4-5 families and no access to expensive equipment or regular maintenance services.

1Based on the article, would low-maintenance be an advantage for a community without easy access to repair services?

Yes No

2Would one single unit likely be enough for 4-5 families, based on the article's numbers?

Probably not enough Yes, more than enough

6. Post-Task — Language You Needed

~5 min

Let's notice the Present Perfect Continuous and passive forms used in the article.

1"Scientists have been developing..." emphasizes ___.

an ongoing process over time a single completed action a future plan

2"The clean water vapor is collected and cooled" is an example of ___.

passive voice active voice past tense

3"Researchers have been testing them" — which tense is this?

Present Perfect Continuous Simple Present Simple Past

B1-R06 | READING: SOCIETY

Task-Based Lesson

Understanding a Social Trend

Level: B1 | Text type: News Article | Grammar focus: Present Perfect/Past Simple (contrast); Comparatives | Skills: Identifying main ideas; Recognizing comparison and contrast

The real task: A news article reports on a growing trend of shared housing among young adults. Read it and decide if the trend applies to a situation you know of.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. Why might young adults choose to live with roommates instead of alone?

2. Guess: has this trend increased or decreased in recent years, in your view?

This step isn't graded — it just gets your brain ready to read.

2. The Text — News: More Young Adults Are Choosing Shared Housing

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

National News DeskThe number of young adults living in shared housing has increased by 25% since 2015, according to a new national survey. Rent prices have risen faster than average salaries in most major cities, making shared housing a more practical option than living alone. Ten years ago, most people saw shared housing as a temporary solution for students; today, many professionals in their late twenties and thirties choose it deliberately, even when they could afford to live alone, because they value the lower cost and the social connection. Not everyone sees this trend positively, however — some housing experts worry it reflects a deeper problem of unaffordable housing rather than a lifestyle choice.

Notice the contrast between "ten years ago" and "today" — the meaning of shared housing has changed over time.

4. Task B — Discuss the Trend Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: discuss whether you think this trend is mainly about lifestyle choice or affordability. Speak out loud:

"I think this trend is mainly about ___, because the article mentions that ___."

If you have a partner: try to find evidence in the text for both interpretations.
If you're alone: record your own interpretation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Trend to a Real Situation

~5 min

Imagine a 29-year-old professional who could technically afford to live alone but is considering shared housing.

1Based on the article, would it be unusual today for this person to choose shared housing anyway?

No, it's increasingly common Yes, very unusual

2Does the article present shared housing as a purely positive trend with no downsides mentioned?

No, it also raises a concern Yes, entirely positive

6. Post-Task — Language You Needed

~5 min

Let's notice how Present Perfect and comparatives were used to describe change over time.

1"Shared housing has increased by 25% since 2015" uses which tense, and why?

Present Perfect, because it connects the past to now Simple Past, because it's a finished action Future, because it hasn't happened

2"Rent prices have risen faster than average salaries" — "faster" is a ___ form.

comparative superlative base

3"Ten years ago... today..." is a structure used to show ___.

change over time a single past event a future prediction

B1-R07 | READING: EXPERIENCES

Task-Based Lesson

Learning From Someone Else's Career Change

Level: B1 | Text type: Interview | Grammar focus: Narrative tenses; Past Perfect: time sequences | Skills: Understanding tone at a basic level; Making simple inferences

The real task: A career magazine interviewed someone who changed careers at 40. Read the interview and decide what advice applies to someone you know who's considering a similar change.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. Why might someone decide to completely change careers later in life?

2. Guess: what's usually the hardest part of switching careers?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Interview: "I Had Already Spent 15 Years in Finance Before I Changed Everything"

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Interviewer:

What made you decide to leave finance and become a teacher?

Guest:

By the time I turned 40, I had already spent 15 years in finance, and I realized I had never actually enjoyed it — I had just been good at it. After my company had gone through layoffs twice, I finally asked myself what I would do if money weren't a factor.

Interviewer:

Was it a difficult transition?

Guest:

Extremely. I had saved enough money to survive one year without a full salary, but I hadn't expected teacher training to take so long. There were moments I regretted it deeply.

Interviewer:

Would you do it again?

Guest:

Yes, without hesitation. I had spent so long chasing security that I had forgotten to ask if I was actually happy.

Notice how Past Perfect ("had spent", "had gone through") shows what happened before the decision to change careers.

4. Task B — Interview a Career Changer

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays the interview guest, the other asks follow-up questions. Practice out loud:

"What had you already tried before deciding to change? What surprised you most during the transition?"

If you have a partner: the "guest" should improvise answers consistent with the interview.
If you're alone: record yourself answering as the guest and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply This to a Real Situation

~5 min

Think of someone you know who is 100% financially secure but very unhappy in their current job.

1Based on the interview, would the guest likely encourage this person to consider a change, despite the risk?

Yes No

2Does the interview suggest the transition was quick and easy?

No, it was difficult and took longer than expected Yes, quick and easy

6. Post-Task — Language You Needed

~5 min

Let's notice how Past Perfect was used to sequence past events.

1"I had already spent 15 years in finance" happened ___ the decision to change careers.

before after during

2"I hadn't expected teacher training to take so long" is an example of ___.

Past Perfect (negative) Simple Past Present Perfect

3Which time sequence is correct, based on the interview: layoffs happened ___ the decision to change careers.

before after at the same time as

B1-R08 | READING: PROBLEMS

Task-Based Lesson

Analyzing a Character's Dilemma

Level: B1 | Text type: Short Story | Grammar focus: Conditionals: unreal present; Past continuous (independent) | Skills: Making simple inferences; Identifying writer's opinion

The real task: A short story club shared this fictional excerpt about a moral dilemma. Read it and prepare your interpretation of what the character should do next, for the discussion group.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What makes a decision a real "dilemma" instead of an easy choice?

2. Guess: what kind of situation might force someone to choose between honesty and loyalty?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Short Story Excerpt: The Return

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

From "The Return"Marco was staring at the envelope when his phone rang. It was his brother, calling to ask if he had seen the missing money from their father's business. Marco had found it that morning, hidden exactly where he had left it years before, and he knew that telling the truth now would destroy the fragile peace the family had built since their father's death. If he told his brother the truth, the old arguments about the business would return immediately. But if he said nothing, he would be lying to protect a mistake he had made long ago, one that no one else even remembered. The phone was still ringing when he made his decision.

This is fiction: the writer never tells you Marco's decision directly — you have to infer the dilemma's weight from the details given.

4. Task B — Discuss the Dilemma Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: discuss what you think Marco should do, and why. Speak out loud, using conditional structures:

"If I were Marco, I would ___, because ___. If he stays silent, ___."

If you have a partner: try to reach different conclusions and defend them.
If you're alone: record your own interpretation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Interpret the Character's Motivation

~5 min

Use only what the text implies, not outside assumptions, to answer.

1Does the text suggest Marco's mistake with the money is something recent?

No, it happened long ago Yes, very recent

2Is Marco's hesitation shown mainly through direct statements about his feelings, or through the situation described?

Mostly through the situation and dilemma described Mostly through direct statements of feeling

6. Post-Task — Language You Needed

~5 min

Let's notice how conditionals and Past Continuous were used in the story.

1"If he told his brother the truth, the old arguments would return" is an example of ___.

a conditional about an imagined present/future situation a fact about the past a command

2"Marco was staring at the envelope when his phone rang" — "was staring" is which tense?

Past Continuous Simple Past Present Perfect

3Past Continuous is used here mainly to show ___.

an action in progress interrupted by another event a repeated habit a future plan

B1-R09 | READING: SOCIETY

Task-Based Lesson

Understanding Changing Social Habits

Level: B1 | Text type: Magazine Article | Grammar focus: Adverbs (general); Conjunctions: both, either, neither | Skills: Identifying supporting ideas; Summarizing a text

The real task: A lifestyle magazine published an article about how socializing habits have changed. Read it and decide what implications it has for organizing a get-together with friends.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. How have you noticed people's socializing habits change in recent years?

2. Guess: what role does technology play in how people meet up nowadays?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Magazine Article: The New Rules of Getting Together

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Lifestyle MagazineSocializing has changed significantly over the past decade. People increasingly prefer smaller, more flexible gatherings instead of large, formally planned parties. Neither spontaneous visits nor rigid, months-in-advance planning seem to work well anymore; instead, both younger and older adults now favor short-notice invitations sent through messaging apps, usually just a few days ahead. Interestingly, people don't necessarily socialize less than before — they simply do it differently, often preferring smaller groups over big parties, and casual settings over formal ones. Experts suggest this reflects busier schedules rather than a decline in social interest.

Notice "both... and" and "neither... nor" — these structures connect two related ideas at once.

4. Task B — Apply This to Planning a Get-Together

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: discuss out loud how you would plan a get-together, based on the trends described in the article.

"Based on this article, I would send the invitation ___ in advance, through ___, and keep the group ___."

If you have a partner: compare your own habits to what the article describes — do they match?
If you're alone: record your planned approach and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Trend to a Real Plan

~5 min

You're planning a get-together and want it to match current social habits described in the article.

1Based on the article, would sending invitations six months in advance likely match current habits?

No, that's too far in advance Yes, that matches perfectly

2Would planning a very large, formal party match the trend the article describes?

No, smaller and more casual is now preferred Yes, exactly what people want

6. Post-Task — Language You Needed

~5 min

Let's notice the "both...and" / "neither...nor" structures used in the article.

1"Neither spontaneous visits nor rigid planning seem to work" means ___.

both options fail to work well only one of the two options works both options work equally well

2"Both younger and older adults now favor..." means ___.

this applies to both groups equally this applies only to younger adults this applies only to older adults

3"Increasingly" is a type of ___.

adverb adjective conjunction

B1-R10 | READING: OPINIONS

Task-Based Lesson

Responding to Feedback at Work

Level: B1 | Text type: Workplace Text | Grammar focus: Tag questions; Conversation skills: expressing feelings | Skills: Identifying writer's opinion; Distinguishing fact and opinion

The real task: Your manager sent you written feedback after a project. Read it, separate the factual observations from the subjective opinions, and decide how to respond professionally.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What's the difference between constructive feedback and just criticism?

2. Guess: what makes workplace feedback feel fair or unfair?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Feedback Memo: Q3 Project Review

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

From: Your ManagerThanks for finishing the Q3 project two days before the deadline. The final report was 40 pages long and included all requested sections. In my opinion, though, the writing was a bit too technical for a general audience, and I think the executive summary could have been clearer. You didn't include a section on next steps, which the client specifically asked for in the initial meeting. Overall, I believe this was a solid project, but I feel the communication with the client team could have been more frequent throughout the process.

This memo mixes objective facts (deadlines, page count, missing sections) with the manager's personal opinions ("I think", "I feel", "in my opinion").

3. Task A — Separate Facts From Opinions

~8 min

Decide whether each statement from the memo is a fact or an opinion.

1"The project was finished two days before the deadline" is a ___.

fact opinion

2"The writing was a bit too technical" is a(n) ___.

opinion fact

3"You didn't include a section on next steps" is a ___.

fact opinion

4"I feel the communication could have been more frequent" is a(n) ___.

opinion fact

Tip: phrases like "in my opinion", "I think", and "I feel" almost always signal an opinion, not a fact.

4. Task B — Respond to Your Manager Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays the manager, the other responds professionally to the feedback. Practice out loud, using tag questions to check understanding:

"You mentioned the summary wasn't clear enough, didn't you? I can revise that. You also said the client wanted a next-steps section, right?"

If you have a partner: the "manager" should confirm or clarify each tag question.
If you're alone: record your professional response and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Decide What to Actually Fix

~5 min

Focus on the concrete, factual issues you can act on, not just the subjective impressions.

1Which issue is a concrete, actionable fact you should fix regardless of opinion — the missing sections?

Yes No

2Is "the writing was a bit too technical" something you could reasonably ask your manager to clarify further before rewriting the whole report?

Yes, it's a subjective opinion worth clarifying No, it's an objective fact that needs no clarification

6. Post-Task — Language You Needed

~5 min

Let's notice the tag questions and opinion markers used in this exchange.

1"You mentioned that, didn't you?" is an example of ___.

a tag question a conditional a passive sentence

2Which phrase most clearly signals a personal opinion rather than a fact?

"I believe this was a solid project" "The report was 40 pages long" "You finished two days early"

3"...right?" at the end of a statement functions similarly to ___.

a tag question a command a conditional

B2-R01 | READING: ECONOMY

Task-Based Lesson

Reading Between the Lines of an Economic Report

Level: B2 | Text type: Report | Grammar focus: Passive forms (all, as review); Modals of deduction | Skills: Identifying assumptions; Synthesizing information

The real task: An economic report on inflation was released. Read it and decide what the numbers actually imply for someone planning to take out a loan this year.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do you already know about how inflation affects everyday life?

2. Guess: how might rising inflation affect interest rates on loans?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Report: Quarterly Inflation Outlook

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

National Economic InstituteInflation was recorded at 4.2% this quarter, down from 5.1% the previous quarter. This decline was driven largely by lower energy prices, although food prices remained stubbornly high. The central bank is expected to keep interest rates unchanged for at least two more months, since further rate cuts could reignite inflation before it has fully stabilized. Analysts note that while the headline number has improved, underlying inflation — which excludes volatile food and energy prices — has barely moved, suggesting the overall trend may be less encouraging than it first appears.

The report distinguishes between the "headline" inflation number and "underlying" inflation — these can tell different stories.

4. Task B — Explain the Report to a Non-Expert

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Explain in plain language what this report actually means, avoiding jargon where possible:

"Although the inflation number looks better this quarter, this doesn't necessarily mean ___, because ___."

If you have a partner: they should ask you to clarify any term that sounds too technical.
If you're alone: record your plain-language explanation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Draw the Right Conclusion

~5 min

Decide what this report implies for someone planning to apply for a loan this year.

1Based on the report, is it likely that interest rates will drop significantly in the next two months?

No Yes

2Does the drop in headline inflation necessarily mean the underlying inflation problem is fully solved?

No Yes

6. Post-Task — Language You Needed

~5 min

Let's notice the passive forms and deduction modals used in this report.

1"Inflation was recorded at 4.2%" is an example of ___.

passive voice active voice future tense

2"This could reignite inflation" expresses ___.

a possible future consequence a certain fact a past event

3"The trend may be less encouraging" — "may" expresses ___.

a cautious possibility strong certainty an obligation

B2-R02 | READING: POLITICS

Task-Based Lesson

Evaluating a Political Opinion Piece

Level: B2 | Text type: Opinion Article | Grammar focus: Inversion with negative adverbials; Modals in the past (review) | Skills: Identifying bias; Analyzing tone

The real task: An opinion columnist argues for lowering the voting age to 16. Read the piece critically and identify the strongest argument, the weakest one, and any bias in the writing.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What arguments have you heard for or against lowering the voting age?

2. Guess: what tone do opinion columns usually use to persuade readers?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Opinion: It's Time to Lower the Voting Age to 16

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Opinion ColumnNever has a generation been so informed about political issues at such a young age, thanks to constant access to news and social media. Sixteen-year-olds already pay taxes on part-time jobs and can be tried as adults for serious crimes in some countries, so it seems inconsistent to deny them a political voice. Critics argue that teenagers lack the maturity to vote responsibly, but this argument could have been used — and indeed was used — against women and working-class men throughout history. Not only would lowering the voting age increase youth engagement, it would also force politicians to take long-term issues like climate change and education more seriously, since young voters would have the most at stake in those debates.

Notice the inverted sentence "Never has a generation been..." — this is a stylistic device used for emphasis in persuasive writing.

3. Task A — Identify the Argument's Structure

~8 min

Choose the correct fact or claim from the opinion piece.

1The columnist claims that 16-year-olds already ___.

pay taxes on part-time jobs vote in local elections serve in the military

2The columnist compares the "lack of maturity" argument to historical arguments used against ___.

women and working-class men immigrants the elderly

3The columnist claims lowering the voting age would force politicians to focus more on ___.

long-term issues like climate change and education short-term economic policy foreign policy

Tip: separate what the columnist claims as fact from what is the columnist's persuasive interpretation.

4. Task B — Debate the Opinion Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one agrees with the columnist, the other challenges the argument. Debate out loud:

"The strongest point in this article is ___, but I think the weakest point is ___, because ___."

If you have a partner: each side should use at least one point directly from the text.
If you're alone: record both sides of the debate yourself and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Evaluate the Argument Critically

~5 min

Look for potential weaknesses or bias in how the argument is constructed.

1Does the columnist provide any specific counter-evidence against the "lack of maturity" argument, or mainly a historical comparison?

Mainly a historical comparison, not direct evidence about today's teenagers Specific scientific evidence about teenage brain development

2Is the claim that lowering the voting age would definitely make politicians prioritize climate change presented as a certainty or an assumption?

Presented as a fairly confident assumption, not a proven fact Presented with supporting statistical evidence

6. Post-Task — Language You Needed

~5 min

Let's notice the inversion structure and past modals used for rhetorical effect.

1"Never has a generation been so informed" is an example of ___.

inversion with a negative adverbial, used for emphasis a simple past tense sentence a passive question

2"This argument could have been used against women" refers to ___.

a hypothetical past possibility a present fact a future prediction

3"Not only would lowering the voting age increase engagement, it would also..." is an example of ___.

inversion after "not only", for emphasis a simple conditional reported speech

B2-R03 | READING: ENVIRONMENT

Task-Based Lesson

Assessing an Editorial's Call to Action

Level: B2 | Text type: Editorial | Grammar focus: Conjunctions: unless, otherwise; Conditionals: mixed | Skills: Recognizing author's purpose; Evaluating arguments

The real task: A newspaper's editorial board argues for a city-wide plastic bag ban. Read it and decide whether the proposed policy logically follows from the evidence presented.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What environmental policies have you seen cities adopt in recent years?

2. Guess: what's a common criticism of plastic bag bans?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Editorial: Why Our City Needs a Plastic Bag Ban Now

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Editorial BoardUnless the city acts now, plastic waste in our rivers will continue to rise, as it has every year for the past decade. If the council had introduced this ban five years ago, as several environmental groups requested, our waterways would likely be far cleaner today. Some business owners argue the ban would hurt small shops, but similar bans in neighboring cities have shown minimal economic impact after an initial adjustment period. The council must act decisively; otherwise, we risk long-term damage that will be far more costly to reverse than the short-term inconvenience of adapting to reusable bags.

Notice the mixed conditional ("If the council had introduced... our waterways would likely be...") — it connects a past action to a present result.

3. Task A — Identify the Editorial's Claims

~8 min

Choose the correct claim or fact from the editorial.

1According to the editorial, plastic waste in rivers has ___ every year for a decade.

risen fallen stayed the same

2The editorial claims environmental groups requested the ban ___.

five years ago last year this year

3According to the editorial, similar bans in neighboring cities showed ___ economic impact.

minimal, after an adjustment period severe and permanent no adjustment period needed

Tip: separate the editorial's claims about the past, present, and hypothetical scenarios.

4. Task B — Debate the Policy Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one supports the ban, the other represents concerned small business owners. Debate out loud:

"The editorial argues that ___, but a legitimate concern is ___. A fair compromise might be ___."

If you have a partner: try to find a compromise policy both sides could accept.
If you're alone: record both perspectives and a possible compromise, then send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Evaluate the Logic of the Argument

~5 min

Decide whether the editorial's argument is well-supported or has a logical gap.

1Does the editorial provide specific data proving that neighboring cities' economic impact was truly "minimal", or does it state this as a claim?

It states this as a claim, without citing specific data It cites detailed economic data and studies

2Is the claim about "waterways would likely be far cleaner today" (if the ban had passed 5 years ago) presented as a certainty or a probability?

A probability ("likely") An absolute certainty

6. Post-Task — Language You Needed

~5 min

Let's notice the conjunctions and mixed conditional used in the editorial.

1"Unless the city acts now, plastic waste will continue to rise" means ___.

if the city doesn't act, waste will rise if the city acts, waste will rise the city has already acted

2"If the council had introduced this ban... our waterways would likely be cleaner today" is an example of ___.

a mixed conditional (past condition, present result) a zero conditional the first conditional

3"The council must act decisively; otherwise, we risk..." — "otherwise" introduces ___.

a negative consequence if the action doesn't happen a positive result an unrelated idea

B2-R04 | READING: SCIENCE

Task-Based Lesson

Reading an Academic Text on Sleep Science

Level: B2 | Text type: Academic Text | Grammar focus: Passive constructions (academic register); Hedging language | Skills: Understanding implicit meaning; Synthesizing complex information

The real task: You're helping a friend prepare for a psychology class discussion. Read this academic excerpt on sleep and memory, and summarize its main claim and its limitations.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do you already know about the link between sleep and memory?

2. Guess: why might scientists be cautious about claiming strong causal links in this field?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Academic Excerpt: Sleep and Memory Consolidation

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Excerpt from a Psychology TextbookIt has long been hypothesized that sleep plays a critical role in memory consolidation, the process by which newly acquired information is stabilized in long-term memory. Several studies have demonstrated that participants who slept after learning a task performed better on subsequent recall tests than those who remained awake. However, it should be noted that most of these studies were conducted in controlled laboratory settings, which may not fully reflect real-world learning conditions. Furthermore, the precise neurological mechanisms underlying this relationship remain only partially understood, and some researchers caution against overstating the causal strength of the sleep-memory link based on current evidence alone.

Notice the hedging language ("it has long been hypothesized", "may not fully reflect", "only partially understood") — academic writing is often cautious about overstating conclusions.

4. Task B — Summarize the Text Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Summarize the main claim and its key limitation, as if explaining it to a classmate before an exam:

"The main finding is that ___. However, we should be cautious because ___."

If you have a partner: they should check that you included both the finding AND the limitation.
If you're alone: record your summary and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Evaluate the Strength of the Claim

~5 min

Decide how strongly the evidence in the text supports a firm, universal conclusion.

1Does the text claim that sleep DEFINITELY causes better memory in all real-world situations?

No, it's presented cautiously with limitations Yes, stated as an absolute, proven fact

2If your friend wants to cite this text as "scientifically proven, no exceptions," would that accurately represent the excerpt?

No, that overstates what the text actually claims Yes, that's exactly what the text says

6. Post-Task — Language You Needed

~5 min

Let's notice the hedging and passive academic language used in the text.

1"It has long been hypothesized that..." is an example of ___.

passive, hedged academic language a strong, direct claim a personal opinion

2"It should be noted that..." is typically used to introduce ___.

an important qualification or limitation the main conclusion an unrelated fact

3"May not fully reflect real-world conditions" expresses ___.

a cautious possibility, not a certainty a definite fact a command

B2-R05 | READING: MEDIA

Task-Based Lesson

Evaluating a Critical Review

Level: B2 | Text type: Review | Grammar focus: Modals compilation (must/should have/could have); Evaluative language | Skills: Analyzing tone; Distinguishing fact and opinion

The real task: A media critic reviewed a new documentary series about social media's influence on teenagers. Read the review and decide how much weight to give it before recommending the series to a parent group.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What makes a documentary review feel fair versus one-sided?

2. Guess: what tone do critical reviews of sensitive topics (like social media and teens) often take?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Review: "Screen Time" Documentary Series

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Media Critic ReviewThe producers should have included more voices from teenagers themselves rather than relying almost entirely on adult experts. The series raises legitimate concerns about social media's effect on attention spans, but it could have presented a more balanced view by acknowledging the platforms' benefits, such as community-building for isolated teens. That said, the documentary's use of real user data is genuinely compelling, and the third episode, which focuses on algorithmic design, is easily the strongest part of the series. Parents looking for a one-sided condemnation of social media will find plenty here, but those looking for a nuanced discussion must have lower expectations.

The reviewer mixes genuine praise with sharp criticism — notice how the tone shifts throughout the review.

3. Task A — Identify the Review's Key Points

~8 min

Choose the correct claim from the review.

1The reviewer criticizes the series for relying mostly on ___.

adult experts, not teenagers themselves teenagers, not adult experts no experts at all

2According to the reviewer, the strongest part of the series is ___.

the third episode, about algorithmic design the first episode the interviews with parents

3The reviewer says the documentary's use of ___ is genuinely compelling.

real user data celebrity interviews historical footage

Tip: this review has both praise and criticism — make sure you don't only remember one side.

4. Task B — Discuss the Review's Fairness Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: discuss whether you think this review is balanced or biased. Speak out loud:

"I think this review is (balanced/biased) because it ___. The strongest criticism is ___, and the strongest praise is ___."

If you have a partner: try to identify one thing the reviewer might have missed.
If you're alone: record your evaluation of the review's fairness and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Decide How to Use This Review

~5 min

You're deciding whether to recommend this documentary to a parent group looking for a balanced discussion of social media.

1Based on the review, would this documentary fully satisfy parents looking for a nuanced, balanced discussion?

Not entirely, according to the reviewer Yes, completely balanced

2Does the reviewer suggest the documentary has no redeeming qualities at all?

No, several specific strengths are mentioned Yes, entirely negative

6. Post-Task — Language You Needed

~5 min

Let's notice the modal expressions used to give evaluative criticism.

1"The producers should have included more voices" expresses ___.

criticism about a missed past opportunity praise for something done well a future recommendation

2"It could have presented a more balanced view" implies the documentary ___.

did NOT present a fully balanced view did present a perfectly balanced view will present a balanced view later

3"Must have lower expectations" expresses ___.

a strong recommendation/necessity a possibility a past fact

B2-R06 | READING: ECONOMY

Task-Based Lesson

Reading Straight News on an Economic Event

Level: B2 | Text type: Newspaper Article | Grammar focus: Reported speech (statements); Passive voice (news style) | Skills: Distinguishing reporting from commentary; Identifying source attribution

The real task: A newspaper reported on a major company's layoffs. Read the straight news article and identify which claims are attributed to specific sources versus stated as established fact.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. How do straight news articles usually differ in tone from opinion pieces?

2. Guess: why might a company announce layoffs even when it's profitable?

This step isn't graded — it just gets your brain ready to read.

2. The Text — News: TechCorp Announces 2,000 Job Cuts

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Business DeskTechCorp announced yesterday that 2,000 jobs would be cut worldwide, representing about 8% of its workforce. The company's CEO said the decision was necessary to "streamline operations and focus on core products," despite the company reporting a profit of $1.2 billion last quarter. A company spokesperson stated that affected employees would receive severance packages and job placement assistance. Industry analysts noted that this follows a broader trend of layoffs at profitable tech companies, though they were divided on whether this reflects genuine restructuring needs or pressure from investors demanding higher margins.

Straight news reporting attributes opinions and interpretations to specific sources (the CEO, a spokesperson, analysts) rather than stating them as the newspaper's own view.

4. Task B — Report the News Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Report this news story out loud as if presenting it on the radio, being careful to attribute opinions correctly:

"According to the CEO, ___. However, analysts have pointed out that ___."

If you have a partner: they should check that you correctly attributed each claim to its source.
If you're alone: record your radio-style report and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Separate Fact From Framing

~5 min

Decide which parts of the article are neutral facts and which involve a specific source's interpretation.

1Is "the decision was necessary to streamline operations" presented as an established fact, or as the CEO's stated justification?

The CEO's stated justification, not necessarily an established fact An established, neutral fact

2Does the article present a single, unified explanation for why profitable companies conduct layoffs, or multiple possible explanations?

Multiple possible explanations, with analysts divided A single, agreed-upon explanation

6. Post-Task — Language You Needed

~5 min

Let's notice the reported speech and attribution language used in this news article.

1"The CEO said the decision was necessary" is an example of ___.

reported speech direct quotation only a passive question

2Which phrase signals that a claim comes from a specific source, not the newspaper itself?

"Analysts noted that..." "It happened yesterday." "2,000 jobs were cut."

3"2,000 jobs would be cut" uses which structure?

passive voice active voice a question

B2-R07 | READING: ENVIRONMENT

Task-Based Lesson

Reading an In-Depth Feature on Recycling Myths

Level: B2 | Text type: Feature Article | Grammar focus: Cleft sentences (emphasis); Passive constructions | Skills: Recognizing discourse markers; Comparing viewpoints

The real task: A feature article challenges common assumptions about recycling. Read it and decide what practical change, if any, you would make to your own habits.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do you currently believe happens to the plastic you put in a recycling bin?

2. Guess: what percentage of plastic put into recycling bins do you think actually gets recycled?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Feature: What Really Happens to Your Recycling

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Environmental FeatureIt is often assumed that everything placed in a recycling bin gets recycled, but the reality is far more complicated. What actually happens depends heavily on local infrastructure and the type of material involved. Aluminum cans, for instance, are recycled efficiently and can be reprocessed indefinitely, whereas many types of plastic are downcycled into lower-quality products only once or twice before ending up in landfills anyway. It is the contamination of recycling streams — food residue, mixed materials, and non-recyclable items placed in bins by mistake — that causes the most disruption to the entire recycling process. Experts increasingly argue that reducing consumption in the first place matters more than recycling what's already been produced.

Notice the cleft sentence "It is the contamination... that causes the most disruption" — this structure is used to emphasize a specific cause.

4. Task B — Discuss Your Own Habits Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Discuss what, if anything, you would change about your own recycling habits after reading this:

"I used to assume that ___, but now I understand that ___. I think I should change ___."

If you have a partner: compare your previous assumptions — were they similar or different?
If you're alone: record your reflection and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Information

~5 min

Think about a common household recycling habit: rinsing food containers before recycling them.

1Based on the article, would NOT rinsing food residue off a container before recycling it likely help or hurt the recycling process?

Hurt it, by contaminating the recycling stream Help it, by saving water

2Does the article suggest that recycling more plastic is, by itself, a complete long-term solution?

No, it suggests reducing consumption matters more Yes, recycling more is presented as the full solution

6. Post-Task — Language You Needed

~5 min

Let's notice the cleft sentence and passive structures used for emphasis.

1"It is the contamination... that causes the most disruption" is an example of ___.

a cleft sentence, used for emphasis a simple passive sentence reported speech

2What does a cleft sentence like this do, grammatically?

Highlights one specific element as the important cause Turns a sentence into a question Reports someone else's exact words

3"Many types of plastic are downcycled" is an example of ___.

passive voice active voice a conditional

B2-R08 | READING: WORK

Task-Based Lesson

Reviewing a Company Policy Memo

Level: B2 | Text type: Professional Document | Grammar focus: Formal register; Modal verbs of obligation/permission (professional) | Skills: Understanding paragraph function; Identifying assumptions

The real task: Your company issued a new remote work policy memo. Read it carefully and decide how it would actually apply to your specific weekly schedule.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kinds of rules do remote work policies usually include?

2. Guess: what's a common source of confusion in workplace policy memos?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Internal Memo: Updated Remote Work Policy

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

HR Department — Effective ImmediatelyEmployees may work remotely up to two days per week, provided that at least one of those days is not a Monday or Friday. Requests to work remotely on both permitted days in the same week must be submitted to your direct manager at least 48 hours in advance. Employees whose roles require in-person client meetings are expected to prioritize those commitments over remote work preferences. This policy does not apply to employees on approved flexible schedules, who should continue following their existing individual arrangements. Any exceptions must be approved in writing by a department head.

Formal policy documents often use conditional and permission language ("may", "provided that", "must be submitted") with precise conditions attached.

4. Task B — Ask HR to Clarify a Situation

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one plays an employee with a specific scheduling question, the other plays HR, answering based on the memo. Practice out loud:

"If I want to work remotely on both ___ and ___, what do I need to do?"

If you have a partner: try a scenario that isn't 100% clearly covered by the memo, and reason through it together.
If you're alone: record a question and your best answer based on the memo, then send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Policy to Your Own Week

~5 min

Imagine you want to work remotely on Tuesday and Thursday this week, with no client meetings scheduled.

1Based on the memo, would Tuesday and Thursday remote work require advance manager approval 48 hours ahead?

Yes, since you're requesting both permitted days in the same week No approval or advance notice needed at all

2Would this Tuesday/Thursday plan violate the rule about Mondays and Fridays?

No, since neither day is a Monday or Friday Yes, it violates the rule

6. Post-Task — Language You Needed

~5 min

Let's notice the formal, conditional language typical of professional policy documents.

1"Employees may work remotely..." — "may" here expresses ___.

permission obligation prohibition

2"...provided that at least one day is not a Monday or Friday" introduces a ___.

condition result contrast

3"Requests... must be submitted 48 hours in advance" expresses ___.

an obligation a suggestion a possibility

B2-R09 | READING: ECONOMY

Task-Based Lesson

Interpreting a Research Summary Correctly

Level: B2 | Text type: Research Summary | Grammar focus: Reporting verbs; Passive with modal (research findings) | Skills: Synthesizing information; Identifying assumptions

The real task: A think tank published a summary of research on remote work and productivity. Read it and identify what the research actually supports versus what would be an overreach.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What's your own impression of how remote work affects productivity?

2. Guess: why might productivity research on remote work produce mixed results?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Research Summary: Remote Work and Productivity

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Think Tank Policy BriefA recent study surveyed 3,000 employees across various industries and found that productivity, as self-reported by employees, increased by an average of 13% when working from home compared to the office. However, the study's authors caution that self-reported productivity may not accurately reflect objective output, since employees might overestimate their own efficiency. It was also found that the productivity gains were largest among employees in roles requiring independent, focused work, while those in highly collaborative roles reported smaller or even negative changes. The researchers concluded that remote work's effect on productivity likely depends heavily on job type, rather than being a universal benefit or drawback.

Notice the difference between what was measured (self-reported productivity) and what the researchers explicitly caution against assuming.

4. Task B — Present the Findings Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Present this research summary out loud to a manager deciding on remote work policy, including the important caveats:

"The study found that productivity increased by ___ on average, but this depends heavily on ___. We should be cautious because ___."

If you have a partner: they should ask you what the study does NOT prove.
If you're alone: record your presentation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Identify the Overreach

~5 min

Decide which conclusion is properly supported by the research and which goes too far.

1Would it be an overreach to conclude from this study that "remote work always increases productivity for every employee"?

Yes, that's an overreach No, that's exactly what the study shows

2Is the 13% productivity increase based on objective, measured output, or on what employees themselves reported?

What employees themselves reported (self-reported) Objective, independently measured output

6. Post-Task — Language You Needed

~5 min

Let's notice the reporting verbs and cautious research language used in the summary.

1"The authors caution that..." is an example of a ___.

reporting verb introducing a limitation reporting verb introducing a strong claim a passive question

2"It was also found that..." is an example of ___.

passive voice active voice a conditional

3"The researchers concluded that... likely depends..." — "likely" signals ___.

a cautious, non-absolute claim complete certainty a command

B2-R10 | READING: POLITICS

Task-Based Lesson

Following an In-Depth Political Investigation

Level: B2 | Text type: Long-form Journalism | Grammar focus: Reported speech (mixed tenses); Complex noun phrases | Skills: Synthesizing information from different parts of a text; Recognizing bias

The real task: A long-form investigative piece examines how a new transportation law was passed. Read the excerpt and reconstruct the sequence of events and the different parties' motivations.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What makes long-form investigative journalism different from a short news report?

2. Guess: what kinds of pressures might influence how a law gets passed?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Investigation Excerpt: How the Transit Bill Really Passed

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Long-Form InvestigationWhen the transit bill was first proposed two years ago, most lawmakers assumed it would fail, given its high cost. One senator, who asked not to be named, admitted that early support was lukewarm at best. Everything changed after a major traffic accident involving a school bus drew national attention to road safety, an event that no one involved in the original bill had anticipated. Suddenly, several lawmakers who had previously opposed the bill's funding mechanism began publicly supporting it, a shift that critics say had less to do with genuine policy conviction and more to do with upcoming re-election campaigns. The bill's original architects insist that the policy substance never changed — only public attention did.

This piece reconstructs a sequence of events and includes competing interpretations of why lawmakers changed their position.

4. Task B — Present the Investigation Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Present this story as if explaining it on a news podcast, including both interpretations of the lawmakers' motives:

"After the accident, several lawmakers changed their position. Critics say this was because ___, while the bill's original architects claim ___."

If you have a partner: they should ask which interpretation you personally find more convincing, and why.
If you're alone: record your presentation, including both interpretations, and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Evaluate the Competing Interpretations

~5 min

Decide which claims are agreed upon as fact, and which are contested interpretations.

1Is the fact that a traffic accident occurred and drew national attention presented as contested, or as an agreed-upon event?

An agreed-upon event A contested claim

2Is the claim that lawmakers changed position due to "upcoming re-election campaigns" presented as an undisputed fact, or as critics' interpretation?

Critics' interpretation, not an undisputed fact An undisputed, agreed-upon fact

6. Post-Task — Language You Needed

~5 min

Let's notice the reported speech and complex noun phrases used in this investigation.

1"One senator... admitted that early support was lukewarm" is an example of ___.

reported speech a direct quotation a passive question

2"A shift that critics say had less to do with genuine policy conviction" is an example of a ___.

complex noun phrase with an embedded clause simple sentence a conditional

3"An event that no one involved... had anticipated" uses which tense to show it happened before another past point?

Past Perfect Simple Past Present Perfect

C1-R01 | READING: URBANIZATION & ECOLOGY

Task-Based Lesson

Evaluating an Academic Claim About Urban Biodiversity

Level: C1 | Text type: Academic Article | Grammar focus: Nominalization; academic hedging (lenguaje académico/profesional, abstracción) | Skills: Evaluating evidence; Identifying author's stance

The real task: A colleague preparing a literature review asks you to check whether this academic excerpt overstates its claim about urban biodiversity loss. Read it critically.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What do you associate with the phrase "biodiversity loss" in an urban context?

2. Guess: what kind of evidence would make an academic claim about ecology more or less convincing to you?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Excerpt: Urbanization and the Erosion of Local Biodiversity

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Academic Journal ExcerptThe rapid expansion of urban infrastructure has been widely implicated in the decline of native species diversity, although the precise mechanisms driving this decline remain a matter of ongoing debate. Habitat fragmentation is frequently cited as a primary contributing factor, insofar as it isolates populations and constrains genetic exchange. It would, however, be an oversimplification to attribute biodiversity loss solely to urban expansion, given that agricultural intensification and climate variability have been shown, in several regional studies, to exert comparable or even greater pressure on certain taxa. The present analysis does not seek to resolve this attribution problem but rather to characterize the specific pathways through which urban green space design may mitigate — without fully reversing — the broader trend.

Academic register often hedges strong claims ("widely implicated", "a matter of ongoing debate") rather than asserting direct causation.

4. Task B — Present a Critical Summary Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Present a critical summary of this excerpt as if briefing a colleague, being precise about the strength of each claim:

"The author argues that ___, but is careful to avoid claiming that ___, since ___."

If you have a partner: they should challenge you to point to the exact phrase that shows each hedge.
If you're alone: record your critical summary and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Assess Whether the Claim Is Overstated

~5 min

Decide whether a stronger, more definitive version of this claim would be justified by the text itself.

1Would it be an accurate representation of this text to say it "proves urban expansion is the single cause of biodiversity loss"?

No, this misrepresents the text's actual, hedged claim Yes, this is an accurate summary

2Does the text claim that urban green space design can fully reverse biodiversity loss?

No, only that it may mitigate, not fully reverse, the trend Yes, it claims full reversal is possible

6. Post-Task — Language and Register Focus

~5 min

Let's notice the hedging and nominalized academic language used in this excerpt.

1"The rapid expansion... has been widely implicated in the decline" uses a nominalized, passive academic style. What effect does this create?

Distances the claim from a specific, named cause Makes the claim sound more emotional and personal Makes the sentence shorter and more direct

2"It would, however, be an oversimplification to..." functions mainly to ___.

signal a qualification or counter-argument introduce a new, unrelated topic give a direct command

3Which phrase reflects the highest degree of abstraction (a general concept, not a concrete example)?

"the erosion of local biodiversity" "a school bus accident" "$200,000"

C1-R02 | READING: RENEWABLE ENERGY

Task-Based Lesson

Reading a Research Abstract Precisely

Level: C1 | Text type: Research Paper Abstract | Grammar focus: Collocations in academic writing; lenguaje académico/profesional | Skills: Critical evaluation; Understanding sophisticated cohesion

The real task: You're deciding whether to cite this research abstract in a report on renewable energy adoption. Read it closely and identify exactly what was measured versus what is merely suggested.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What factors do you think slow down renewable energy adoption at a household level?

2. Guess: what kind of language do research abstracts typically use to state their findings precisely?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Abstract: Household Adoption of Solar Panel Systems

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Journal AbstractThis study examines the extent to which upfront installation cost, as opposed to long-term savings projections, drives household decisions to adopt residential solar panel systems. Drawing on survey data from 1,200 households across three regions, we find that upfront cost sensitivity accounts for a substantially larger share of the variance in adoption decisions than previously assumed in the literature. Notably, this effect holds even among households with above-average financial literacy, suggesting that the barrier is not purely informational. We further observe that targeted subsidy programs correlate with increased adoption, though the causal direction of this relationship warrants further investigation given the study's cross-sectional design.

Academic abstracts use precise collocations ("drawing on survey data", "accounts for a share of the variance", "warrants further investigation") that carry specific technical meaning.

4. Task B — Present the Abstract's Findings Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Present this abstract's findings to a colleague, being precise about what is established versus uncertain:

"The study found that ___, and notably, this held even when ___. However, we cannot yet claim that ___, since ___."

If you have a partner: they should challenge any statement that oversimplifies the findings.
If you're alone: record your presentation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Decide What You Can Responsibly Cite

~5 min

Decide which statement would be a responsible citation of this abstract, and which would misrepresent it.

1Would it be responsible to cite this study as proof that "subsidy programs cause higher solar adoption"?

No, the study only shows correlation, not proven causation Yes, this is exactly what the study proves

2Would it be accurate to cite this study as showing that financial literacy alone explains why upfront cost matters so much?

No, the effect holds even among financially literate households Yes, that's the main conclusion

6. Post-Task — Language and Register Focus

~5 min

Let's notice the precise academic collocations used in this abstract.

1"Accounts for a share of the variance" is a fixed academic collocation meaning ___.

explains part of the difference/variation observed causes the entire result by itself has no measurable effect

2"Warrants further investigation" is a collocation that signals ___.

the matter is not yet settled and deserves more study the matter is fully resolved the researchers made an error

3"Drawing on survey data" is a collocation meaning ___.

using/basing the analysis on that data criticizing the data collecting brand-new data for the first time

C1-R03 | READING: SUCCESS & MEANING

Task-Based Lesson

Interpreting Nuance in a Reflective Essay

Level: C1 | Text type: Essay | Grammar focus: Idiomatic expressions; matices (nuance) | Skills: Reading for nuance; Interpreting tone

The real task: A reflective essay on "success" was shared for a book club discussion. Read it closely and prepare to explain the subtle shift in the author's argument by the end of the piece.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What's your own working definition of "success"?

2. Guess: how might someone's definition of success change over the course of an essay, from beginning to end?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Essay: Redefining What It Means to "Make It"

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Personal EssayFor most of my twenties, I chased success the way you'd chase a bus you were never quite going to catch — always just out of reach, always worth one more sprint. I told myself that once I hit a certain salary, or a certain title, I'd finally be able to rest on my laurels. It never happened, of course; the goalposts kept moving. It wasn't until a minor health scare knocked the wind out of me, quite literally, that I started to question whether I'd been climbing the right ladder at all. I don't think ambition is the villain here — far from it. What I've come to believe is subtler: that success without a clear sense of "enough" is just a treadmill dressed up as a staircase.

This essay uses idiomatic language ("chase a bus", "rest on my laurels", "knocked the wind out of me", "a treadmill dressed up as a staircase") to build its argument gradually, not through direct statements alone.

4. Task B — Discuss the Essay's Shift in Meaning

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Discuss out loud how the author's view of "success" shifts from the beginning to the end of the essay:

"At the beginning, the author viewed success as ___. By the end, this shifts to ___, largely because of ___."

If you have a partner: try to identify the exact sentence where the shift becomes clear.
If you're alone: record your interpretation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Interpret the Author's Final Stance

~5 min

Decide what nuanced position the author actually lands on, rather than a simplified reading.

1Does the author ultimately argue that ambition itself is the problem?

No, the author explicitly says ambition is "far from" the villain Yes, the essay is a rejection of ambition entirely

2What is the author's more nuanced final point, according to the essay?

Success without a clear sense of "enough" becomes an endless, unsatisfying pursuit No one should ever pursue career success

6. Post-Task — Language and Register Focus

~5 min

Let's notice how idiomatic language shaped the tone and nuance of this essay.

1What tone do the idioms in this essay ("chasing a bus", "treadmill dressed up as a staircase") mainly create?

A reflective, slightly self-deprecating tone An angry, accusatory tone A purely academic, detached tone

2Why might the author choose idiomatic, image-based language instead of stating the argument directly and abstractly?

It conveys the emotional nuance of the experience, not just the logical claim It makes the essay shorter and more efficient It is required in all essays about success

3"Far from it" is an idiomatic way of saying ___.

definitely not; the opposite is true somewhat true, but not entirely I'm not sure

C1-R04 | READING: ENVIRONMENTAL REGULATION

Task-Based Lesson

Detecting Register Shifts in a Persuasive Editorial

Level: C1 | Text type: Editorial | Grammar focus: Idioms; registro (register shifts) | Skills: Recognizing rhetorical devices; Recognizing manipulation

The real task: An editorial argues for stricter environmental regulation. Read it and notice where the register shifts from formal argument to more colloquial, emotionally charged language, and consider why.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. Why might a writer deliberately shift between formal and informal language in the same piece?

2. Guess: what emotional techniques do persuasive editorials often use alongside logical arguments?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Editorial: Enough Is Enough on Industrial Emissions

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Editorial BoardThe data on industrial emissions in our region is, frankly, damning: three decades of gradual increases despite repeated pledges to "do better." Successive administrations have kicked the can down the road, citing economic concerns that, upon closer inspection, rarely materialize in the way industry lobbyists predict. This is not a matter of ideological preference; it is a matter of public health, supported by peer-reviewed research linking regional air quality to elevated respiratory illness rates. And yet, here we are again, watching regulators drag their feet while communities bear the cost. It's time to stop kicking this particular can and start legislating like the stakes are what they actually are: life and death.

Notice how the editorial moves between formal, evidence-based claims ("peer-reviewed research") and colloquial idioms ("kicked the can down the road", "drag their feet") for rhetorical effect.

3. Task A — Identify the Editorial's Claims

~8 min

Choose the correct fact or claim from the editorial.

1According to the editorial, industrial emissions have shown a gradual increase over ___.

three decades three years thirty years, but only recently

2The editorial claims industry lobbyists' predicted economic concerns ___.

rarely materialize as predicted always come true exactly as predicted have never been raised before

3The editorial supports its public health claim by citing ___.

peer-reviewed research linking air quality to respiratory illness a single personal anecdote no evidence at all

Tip: separate the editorial's evidence-based claims from its rhetorical, idiomatic flourishes.

4. Task B — Discuss the Rhetorical Strategy Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Discuss out loud why the writer might mix formal evidence with informal idioms like "kicked the can down the road":

"The idiom ___ creates a sense of ___, while the formal phrase ___ builds credibility by ___."

If you have a partner: identify at least two more examples of register shift in the text.
If you're alone: record your analysis and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Evaluate the Persuasive Technique

~5 min

Decide whether the register shift strengthens or potentially undermines the editorial's credibility.

1Does mixing informal idioms with cited peer-reviewed research necessarily mean the argument's evidence is weak?

No, register shift is a stylistic choice, separate from the strength of the evidence itself Yes, using any informal language automatically invalidates the evidence

2Is the phrase "kicked the can down the road" used to describe a literal action, or as a figurative criticism of delayed decision-making?

A figurative criticism of repeated delay A literal, physical action

6. Post-Task — Language and Register Focus

~5 min

Let's notice how the register shifted throughout the editorial for rhetorical effect.

1"Kicked the can down the road" belongs to which register?

Informal/colloquial Highly formal/academic Legal/technical

2"Supported by peer-reviewed research" belongs to which register?

Formal/academic Informal/colloquial Casual conversational

3Mixing these two registers in one editorial is a technique typically used to ___.

combine emotional appeal with credibility/authority confuse the reader intentionally meet a required word count

C1-R05 | READING: THE GIG ECONOMY

Task-Based Lesson

Following Nuanced Argumentation in Long-Form Journalism

Level: C1 | Text type: Long-form Journalism | Grammar focus: Idiomatic and figurative language; matices | Skills: Synthesizing multiple sources; Understanding attitude

The real task: A long-form piece profiles gig economy workers with contrasting experiences. Read the excerpt and identify how the piece avoids presenting a single, simplistic verdict.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What are some common, opposing narratives you've heard about gig economy work?

2. Guess: why might two gig workers in the same industry have completely different experiences?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Long-Form Excerpt: The Two Faces of Flexible Work

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Investigative FeatureTalk to Maria, and gig work sounds like a lifeline: three years in, she's built a schedule around her daughter's school hours that no traditional employer would ever have accommodated. Talk to Daniel, who drives for the same platform, and a very different picture emerges — one of algorithmic whiplash, where a single bad week can mean the difference between paying rent and falling behind. Neither account is exaggerated; both are simply partial. The platform economy, it turns out, isn't a monolith so much as a mirror, reflecting back whatever resources, safety nets, and bargaining power a worker brings into it. To ask whether gig work is "good" or "bad" may be, in the end, the wrong question entirely.

The piece deliberately avoids a single verdict, instead using the metaphor of a "mirror" to explain why individual experiences vary so widely.

3. Task A — Track the Contrasting Accounts

~8 min

Choose the correct fact or interpretation from the excerpt.

1Maria describes gig work as allowing her to ___.

build a schedule around her daughter's school hours quit working entirely get a permanent traditional job

2Daniel's experience is described in terms of ___.

unpredictable income swings ("algorithmic whiplash") a perfectly stable, predictable income no connection to the platform's algorithm

3According to the writer, are both accounts (Maria's and Daniel's) exaggerated?

No, neither is exaggerated; both are simply partial Yes, both are significantly exaggerated

Tip: this piece presents two real, valid experiences that lead to different conclusions — neither one is presented as "wrong".

4. Task B — Discuss the "Mirror" Metaphor Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Discuss out loud what the "mirror, not monolith" metaphor means and why the writer chose it:

"The metaphor of a mirror suggests that gig work itself ___, and that the real difference comes from ___."

If you have a partner: discuss whether you find this framing convincing, or whether you think one experience is more representative.
If you're alone: record your interpretation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Evaluate the Piece's Central Claim

~5 min

Decide what the writer is ultimately suggesting about how to evaluate gig work.

1Does the writer conclude that gig work is generally "good" or generally "bad"?

Neither — the writer questions whether that's even the right question to ask The writer concludes it is clearly good The writer concludes it is clearly bad

2According to the "mirror" metaphor, what mainly determines whether someone's gig work experience is positive or negative?

The resources, safety nets, and bargaining power the worker already has The specific platform/app being used Random chance, unrelated to the worker's circumstances

6. Post-Task — Language and Register Focus

~5 min

Let's notice the figurative language used to convey a nuanced, non-binary argument.

1"Algorithmic whiplash" is a figurative phrase suggesting ___.

sudden, jarring, unpredictable changes caused by the algorithm a smooth, gradual, predictable process a literal physical injury

2"A lifeline" (used to describe Maria's experience) is an idiom meaning ___.

something that provides crucial support in a difficult situation something dangerous or risky something completely unnecessary

3Why might the writer use the "mirror, not monolith" contrast instead of a plain, literal statement?

It captures a nuanced idea more memorably than a flat explanation would It is required in journalistic style guides It makes the sentence grammatically correct

C1-R06 | READING: MEMORY & IDENTITY

Task-Based Lesson

Reading Abstraction and Idiom in a Literary Excerpt

Level: C1 | Text type: Literary Text | Grammar focus: Figurative/idiomatic language; abstracción | Skills: Interpreting figurative language; Inferring meaning from highly contextual language

The real task: A literary discussion group is analyzing this excerpt about memory. Read it closely and prepare an interpretation of what the narrator seems to be realizing, since it's never stated directly.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. Do you think memories are usually accurate, or do they change over time? Why?

2. Guess: what literary techniques do writers use to describe abstract ideas like memory or identity?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Literary Excerpt: The House We Kept Rebuilding

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

From a Novel-in-ProgressEvery time my sister and I tried to describe our childhood home to someone new, we built a slightly different house. The kitchen grew warmer in my telling, colder in hers; the garden, in my version, was always golden with late afternoon light, though she swears it faced north and never saw the sun past noon. I used to think one of us was simply wrong, that memory was a fixed photograph we were failing to read correctly. Now I suspect we were never looking at a photograph at all — only ever at two separate paintings, each finished long after the house itself had been sold, each brushstroke added by whatever we needed the past to have been.

This is literary fiction: the narrator's realization about memory is conveyed entirely through the metaphor of "photograph" versus "paintings", never stated directly.

3. Task A — Interpret the Figurative Language

~8 min

Choose the interpretation that best matches the figurative meaning in context.

1The narrator initially believed memory was like a ___.

fixed photograph being misread painting created after the fact a house that could be rebuilt physically

2By the end of the excerpt, the narrator instead compares memories to ___.

separate paintings, finished long after the fact an accurate video recording a shared, identical photograph

3The phrase "each brushstroke added by whatever we needed the past to have been" suggests memory is shaped by ___.

present emotional needs, not just past facts objective, unchangeable historical record random chance, unrelated to emotion

Tip: the narrator never says "memory is unreliable" directly — that idea is entirely built through the photograph/painting contrast.

4. Task B — Discuss the Metaphor's Meaning Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Discuss out loud what shift in understanding the narrator experiences, using the text's own imagery:

"At first, the narrator thought memory worked like ___. By the end, they realize it's more like ___, because ___."

If you have a partner: discuss whether you agree with the narrator's final view of memory.
If you're alone: record your interpretation and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Draw the Implicit Conclusion

~5 min

The text never states its main idea directly — infer it from the imagery used.

1Does the excerpt suggest that one sister's memory of the house is objectively "correct" and the other "wrong"?

No, it suggests both are equally valid, subjective reconstructions Yes, one sister is clearly right

2Is the comparison between "photograph" and "painting" meant literally, or as a way of expressing an abstract idea about memory?

As a figurative way of expressing an abstract idea about memory As a literal description of two physical art objects

6. Post-Task — Language and Register Focus

~5 min

Let's notice how figurative and abstract language built meaning indirectly in this excerpt.

1A "fixed photograph" versus "separate paintings" is an example of ___.

an extended metaphor a literal, factual comparison a direct statement of the theme

2Why might a writer choose to convey an idea about memory through imagery rather than stating it directly ("memory is subjective")?

It engages the reader's interpretation and feels more emotionally resonant It is grammatically required in fiction It makes the text shorter

3This kind of highly abstract, inferential meaning-making is most associated with which register?

Literary/figurative register Technical/legal register Casual spoken register

C1-R07 | READING: CORPORATE SUSTAINABILITY

Task-Based Lesson

Reading a Corporate Report Critically

Level: C1 | Text type: Professional Report | Grammar focus: Professional collocations; lenguaje académico/profesional | Skills: Recognizing bias; Evaluating evidence

The real task: A corporate sustainability report excerpt needs to be summarized for an investor briefing. Read it and distinguish between concrete commitments and vague, unverifiable language.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What kind of language do you associate with vague corporate promises versus concrete commitments?

2. Guess: why might a company use vague language in a sustainability report?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Excerpt: Corporate Sustainability Report

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Annual Sustainability ReportOur organization remains firmly committed to sustainable practices across our value chain. This year, we reduced direct carbon emissions from our manufacturing facilities by 12%, verified by an independent third-party auditor. We are also exploring a range of innovative solutions to further minimize our environmental footprint going forward, and we are proud of the progress made towards our broader sustainability vision. Looking ahead, we remain dedicated to fostering a culture of environmental responsibility throughout our operations, and we look forward to sharing further updates on this important journey.

Professional reports often mix specific, verifiable metrics with vague, aspirational language — learning to tell them apart is a key professional reading skill.

3. Task A — Separate Specific Claims From Vague Language

~8 min

Decide whether each statement is a specific, verifiable claim or vague, unverifiable language.

1"We reduced direct carbon emissions by 12%, verified by an independent auditor" is ___.

a specific, verifiable claim vague, unverifiable language

2"We remain firmly committed to sustainable practices" is ___.

vague, unverifiable language a specific, verifiable claim

3"Exploring a range of innovative solutions" is ___.

vague, unverifiable language a specific, verifiable claim

4"Fostering a culture of environmental responsibility" is ___.

vague, unverifiable language a specific, verifiable claim

Tip: specific claims usually include a number, a percentage, or a named verification method — vague language usually doesn't.

4. Task B — Brief an Investor Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Present a brief summary of this report to an investor, clearly separating what's measurable from what's aspirational:

"The one concrete, verified result this year is ___. The rest of the report is largely aspirational language about ___, without specific targets or numbers."

If you have a partner: they should ask what additional information would be needed to verify the vague claims.
If you're alone: record your investor briefing and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Assess the Report's Overall Substance

~5 min

Decide how much of this report contains genuinely new, checkable information.

1Out of the claims in this excerpt, how many include an independently verified, specific number?

Only one (the 12% emissions reduction) All of them None of them

2Would an investor be justified in asking for more specific targets and timelines regarding the "innovative solutions" mentioned?

Yes, since no specific target or timeline is given No, the report already provides sufficient detail

6. Post-Task — Language and Register Focus

~5 min

Let's notice the professional collocations that carry a corporate, formal register.

1"Remains firmly committed to" is a professional collocation that mainly conveys ___.

a general, ongoing intention without specific detail a specific, quantified action a legal guarantee

2"Verified by an independent third-party auditor" is a collocation that signals ___.

the claim has external, credible confirmation the claim is only the company's own opinion the claim is legally required

3"This important journey" is an example of ___.

a vague, softening metaphor common in corporate register a precise technical term an idiom from everyday spoken English

C1-R08 | READING: AI & EMPLOYMENT

Task-Based Lesson

Following an Analytical Argument About AI and Jobs

Level: C1 | Text type: Analytical Article | Grammar focus: Abstraction and qualified claims; matices | Skills: Evaluating arguments; Identifying subtle distinctions

The real task: An analytical article examines AI's effect on employment. Read it and identify the specific distinction the author draws between job "displacement" and job "transformation."

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What's the difference, in your view, between a job being "eliminated" and a job being "changed"?

2. Guess: what kinds of jobs do analysts usually say are most affected by automation?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Analytical Article: Beyond the Displacement Narrative

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

AnalysisPublic discourse on artificial intelligence and employment tends to collapse into a binary: jobs will either be eliminated en masse, or human labor will remain essentially untouched. Neither framing withstands close scrutiny. A more precise distinction separates displacement — the outright elimination of a role — from transformation, in which the tasks comprising a role shift substantially without the role disappearing entirely. Historical evidence from previous waves of automation suggests transformation is, in fact, the more common pattern, though this offers cold comfort to workers whose specific skill set becomes obsolete even as the broader occupation persists in altered form. The relevant policy question, then, is not whether jobs will "survive" AI in the aggregate, but which specific skills within those jobs will retain their value.

The author draws a precise conceptual distinction ("displacement" vs. "transformation") that reframes a common oversimplified debate.

4. Task B — Explain the Distinction Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner, or record yourself. Explain the displacement/transformation distinction as if teaching it to someone unfamiliar with the debate:

"The author distinguishes between ___ and ___. Historically, ___ has been more common, but this still matters for workers because ___."

If you have a partner: they should give you a real-world example of each concept (displacement vs. transformation).
If you're alone: record your explanation, including one example of each, and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Apply the Distinction to a Real Case

~5 min

Consider a job where AI now handles routine correspondence, but the role still exists with new responsibilities.

1Based on the article's definitions, does this scenario better fit "displacement" or "transformation"?

Transformation, since the role persists with altered tasks Displacement, since the role is completely eliminated

2Does the article suggest that "transformation" (rather than displacement) means workers face no real challenges?

No, it explicitly says this "offers cold comfort" to workers whose specific skills become obsolete Yes, transformation means no negative impact at all

6. Post-Task — Language and Register Focus

~5 min

Let's notice the abstract, qualified language used to draw this precise distinction.

1"Neither framing withstands close scrutiny" is a way of saying ___.

both oversimplified views are inaccurate upon careful examination both views are equally correct the topic cannot be examined at all

2"Offers cold comfort" is an idiom meaning ___.

provides very little genuine reassurance or relief is extremely comforting and reassuring is completely unrelated to comfort

3Which phrase reflects the article's characteristic level of abstraction and nuance?

"tasks comprising a role shift substantially" "the bus leaves at 8:20" "I like pizza"

C1-R09 | READING: SOCIAL MEDIA & DISCOURSE

Task-Based Lesson

Detecting Idiom and Nuance in an Opinion Piece

Level: C1 | Text type: Opinion Piece | Grammar focus: Idiomatic expressions; matices | Skills: Identifying bias; Interpreting tone

The real task: An opinion piece argues that social media has degraded public discourse. Read it critically and identify where the author's tone becomes more polemical than strictly evidence-based.

1. Pre-Task — Get Ready

~3 min

Before you read, think about what you expect to find. There's no right or wrong answer here.

1. What's your own view: has social media improved or worsened public conversation?

2. Guess: what techniques do opinion writers use to sound more persuasive than the evidence alone might justify?

This step isn't graded — it just gets your brain ready to read.

2. The Text — Opinion: We've Traded Conversation for Combat

~5 min

Read to collect what you need for the tasks below — not to memorize everything.

Opinion ColumnSomewhere along the way, public discourse stopped being a conversation and became a spectator sport, with algorithms as the referees and outrage as the winning play. It's not that people have become less intelligent — far from it — but the platforms we've built reward the quickest, sharpest jab rather than the slowest, most careful argument. Nuance doesn't just underperform in this environment; it barely survives at all. I'm not naive enough to think we can simply switch off the algorithms and return to some golden age of civil debate that, frankly, may never have fully existed. But surely we can admit that a system explicitly optimized for engagement was never going to be a neutral referee for truth.

Notice where the author shifts from a claim they can defend evidentially (platform incentives) to more rhetorical, unfalsifiable flourishes ("a spectator sport", "barely survives at all").

3. Task A — Track the Core Argument

~8 min

Choose the option that best matches the author's actual claim.

1The author claims platforms reward ___ over careful argument.

the quickest, sharpest jab the most thoroughly researched post the most polite response

2Does the author claim people have become less intelligent?

No, explicitly says "far from it" Yes, that is the main claim

3The author admits that a "golden age of civil debate" ___.

may never have fully existed definitely existed in the past will definitely return soon

Tip: the author is more careful and self-aware than a purely nostalgic argument would be — notice the self-correcting phrases.

4. Task B — Debate the Opinion Out Loud

~5 min

This is a speaking task. It is not corrected automatically inside this page.

🎤 ORAL ACTIVITY — do this out loud, then check the box below

Work with a partner: one agrees with the author's framing, the other challenges it. Debate out loud:

"The author's strongest point is ___, but the phrase '___' is more rhetorical than evidence-based, because ___."

If you have a partner: each side should quote a specific phrase from the text to support their position.
If you're alone: record both sides of the debate yourself and send it to your teacher separately.

I practiced / recorded this activity.

5. Task C — Separate Argument From Rhetoric

~5 min

Identify which parts of the piece are testable claims and which are rhetorical flourishes.

1Is "nuance barely survives at all" a precise, measurable claim, or a rhetorical exaggeration for effect?

A rhetorical exaggeration, not a precisely measurable claim A precise, scientifically measured statistic

2Does the author acknowledge any uncertainty or limitation in their own argument?

Yes, admitting the past may not have been as civil as nostalgically imagined No, the argument is presented as entirely certain throughout

6. Post-Task — Language and Register Focus

~5 min

Let's notice the idiomatic expressions that shaped this opinion piece's persuasive tone.

1"Far from it" is used here to mean ___.

definitely not; the opposite is true somewhat true unclear/uncertain

2"A spectator sport" is a metaphor suggesting public discourse has become ___.

something people watch and cheer for rather than genuinely participate in a literal, organized athletic competition less popular than before

3"The quickest, sharpest jab" borrows imagery from ___.

boxing/fighting cooking gardening