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What is the passive voice?
The passive voice is used when we want to emphasize the action (the verb) and the object of a sentence rather than subject. This means that the subject is either less important than the action itself or that we don’t know who or what the subject is. For example:

1. My laptop was stolen.

2. Napa Valley is known for its excellent wines.

3. Twenty civilians were killed in the bomb explosion.

The passive agent.
When we know who the subject is, we put it at the end with by. We call this an agent.

1. Passive: The Mona Lisa was painted by Leonardo Da Vinci. (agent =Leonardo Da Vinci )

2. Active: Leonaro Da Vinci painted the Mona Lisa.

Most writing instructors and editors recommend against using the passive voice, when possible. The reason for this is that when you use the active voice, your writing is clearer and less complicated.

1. Active: While Mr. Taylor was driving down Highway 101, a police officer pulled him over and gave him a speeding ticket.

2. Passive: While Mr. Taylor was driving down Highway 101, he was pulled over and given a ticket by a police officer.

If it’s a long sentence and you know who the subject is, it’s best to use the active voice. The passive is often used to report something or to state a fact.

1. Highway 15 was closed yesterday due to a serious road accident.

2. A lot of corn is grown in Iowa.

Forming the passive voice.
The passive voice is not a tense in English. Each tense has its own passive voice which is created by using a form of the auxiliary verb to be + V3 (past participle).

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What are Quantifiers?

A quantifier is a word that usually goes before a noun to express the quantity of the object; for example, a little milk. Most quantifiers are followed by a noun, though it is also possible to use them without the noun when it is clear what we are referring to. For example,

Do you want some milk? – Just a little. (It’s clear that I mean ‘a little milk’.)

There are quantifiers to describe large quantities (a lot, much, many), small quantities (a little, a bit, a few) and undefined quantities (some, any). There are also quantifiers that express the idea of a sufficient amount (enough, plenty).

There are some quantifiers that have a similar meaning but differ because one is used with countable nouns and the other is used with uncountable nouns. Countable nouns are things that we can count; for example, a table, two chairs. Uncountable nouns are things that we cannot count and only have a singular form; for example, some furniture, some fruit.

Let’s start by looking at quantifiers that express large quantities.

Much, Many, A lot (of)

We use many, much, a lot (of) to refer to big quantities. We use ‘many’ with countable nouns and ‘much’ with uncountable nouns, and we can use ‘a lot (of)’ with both countable and uncountable nouns. In modern English it is very common to use ‘a lot (of)’ in affirmative sentences instead of ‘many’ and ‘much’.

Here are some examples:

There are many things to do today.

We have a lot of time left, don’t worry.

Many people take the train to work.

Much Italian wine is sold abroad.

She plays a lot of sport.

When we want to emphasize a really big quantity we can add ‘so’ in front of ‘many’ and ‘much’. For example:

There were so many passengers on the train, it was difficult to get off.

She had so much work to do, she stayed at the office until midnight.

A Few, A Little, A Bit (of)

To talk about small quantities we can use ‘a few’ and ‘a little’. We use ‘a few’ with countable nouns and ‘a little’ with uncountable nouns. It’s also possible to use ‘a bit’ with uncountable nouns, but it is more informal.

Here are some examples:

We need a few coins for the car park.

Would you like a little milk in your coffee?

They ate a few biscuits with their tea.

The engine needs a little oil.

When we want to refer to a small quantity with a negative sense, we use ‘few’ and ‘little’ without ‘a’. For example:

Few trains arrive on time. (A small number of trains arrive on train which is a bad thing.)

Little attention is given to the problem of parking. (A small amount of attention is given to this problem and it’s not good.)

Some, Any

When we want to refer to a plural noun or an uncountable noun, without giving a specific quantity, we use ‘some’ and ‘any’. We use ‘some’ in affirmatives and ‘any’ in questions and negatives.

Here are some more examples:

We have some free time later this afternoon.

She doesn’t want any coffee.

Do they need any bread?

I went to some meetings in Rome last week.

Will there be any managers at the party?

EXCEPTION!

As is common in English, there is an exception to this rule. When we make requests and offers, we usually use ‘some’ instead of ‘any’. For example:

Can I have some water please?

Would you like some chocolates?

Enough, Plenty (of)

The words ‘enough’ and ‘plenty’ express the idea of being a sufficient quantity. Both words can go with countable and uncountable nouns. We use ‘plenty (of)’ to mean there is more than a sufficient quantity of something. For example:

I need more plates. – No, we don’t. There are plenty!

Slow down. We’ve got plenty of time to get to the station.

We use ‘enough’ to express the idea of having, or not having, a sufficient quantity. For example:

I think we have enough vegetables so I won’t buy any more.

But we don’t have enough fruit. Let’s get some more.

Questions about Quantity

When we want to ask the quantity of something, we use ‘how much’ or ‘how many’.

Here are some other examples:

How many times have you visited Rome?

How many people were at the meeting?

How many chairs do we need?

How much time have you got?

How much bread does he eat?

How much petrol shall I buy?

We also use ‘how much’ when we ask the cost of something. For example:

How much do these melons cost?

How much does this sofa cost?

How much are those gloves?

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We can add question tags like isn't it?, can you? or didn't they? to a statement to make it into a question. Question tags are more common in speaking than writing.

We often use question tags when we expect the listener to agree with our statement. In this case, when the statement is positive, we use a negative question tag.

She's a doctor, isn't she?
Yesterday was so much fun, wasn't it?

If the statement is negative, we use a positive question tag.

He isn't here, is he?
The trains are never on time, are they?
Nobody has called for me, have they?

If we are sure or almost sure that the listener will confirm that our statement is correct, we say the question tag with a falling intonation. If we are a bit less sure, we say the question tag with a rising intonation.

Formation

If there is an auxiliary verb in the statement, we use it to form the question tag.

I don't need to finish this today, do I?
James is working on that, isn't he?
Your parents have retired, haven't they?
The phone didn't ring, did it?
It was raining that day, wasn't it?
Your mum hadn't met him before, had she?

Sometimes there is no auxiliary verb already in the statement. For example, when:

... the verb in the statement is present simple or past simple and is positive. Here we use don't, doesn't or didn't:

Jenni eats cheese, doesn't she?
I said that already, didn't I?

... the verb in the statement is to be in the present simple or past simple. In this case we use to be to make the question tag:

The bus stop's over there, isn't it?
None of those customers were happy, were they?

... the verb in the statement is a modal verb. Here we use the modal verb to make the question tag:

They could hear me, couldn't they?
You won't tell anyone, will you?

If the main verb or auxiliary verb in the statement is am, the positive question tag is am I? but the negative question tag is usually aren't I?:

I'm never on time, am I?
I'm going to get an email with the details, aren't I?

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Ken Robinson's "Do Schools Kill Creativity?" TED presentation is a provocative and perceptive analysis of the condition of education today. In his speech, Robinson makes the case that the educational system we use for our kids is constraining their creativity and, ultimately, limiting their potential.

Robinson's lecture had me nodding in accord as I listened to him. I, too, have witnessed how our educational system prioritizes rote memorization and standardized testing at the price of creativity and critical thinking abilities. I could relate to Robinson's tales of kids who were labeled "troublemakers" because of their unusual ways of thinking. I couldn't help but worry how many additional kids are being held behind by a system that disregards their special skills and aptitudes.

However, as I listened further, I also had a sense of optimism. I agreed with Robinson's proposal for an educational revolution that emphasizes creativity and uniqueness. He challenges us to think creatively, to seek beyond conventional educational frameworks, and to accept novel approaches to teaching and learning. I found Robinson's lecture to be both inspiring and encouraging as someone who has always been enthusiastic about education and its power to impact lives.
I am more determined than ever to campaign for educational change after hearing this speak. I really think that we can and must do better for our kids, and that process begins with recognizing and appreciating their originality and ingenuity.

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Grammar. Modals of deduction: might, can't, must 

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Grammar. Modals of deduction: might, can't, must 

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May, might
We use may and might to talk about things that are possibly true, but we don’t know for sure.

He’s more than 2 meters tall. He might be a basketball player.

He says Betty is his friend, but I think she may be his girlfriend.

We use may not or might not to talk about things that are possibly not true, but we don’t know for sure.

You should call her. She might not know where you are.

can

We don’t use can as a modal of deduction.

He might/may be at home now. (NOT He can be at home now)

Must, can’t

We use must when we are sure, or quite sure, that something is true.

You must be tired after the long journey. (=I’m sure you are tired)

I’m sure I had the keys when I left. They must be in the car.

But we use can’t (NOT mustn’t) when we are sure, or quite sure, that something is not true.

We’ve been walking for hours. It can’t be far from here. (NOT It mustn’t be far)

They’ve lived here only for a couple of months. They can’t know many people.

+ be -ing

After may, might, must or can’t we can use be + -ing, when we are talking about actions in progress.

They’ve gone to Ibiza, and right now they must be having a great time.

Call him. He might be waiting for us.

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Kinds of film

Action film is a film genre in which one or more heroes are thrust into a series of challenges that typically include physical feats, extended fight scenes, violence, and frantic chases.

An animation is an art form that uses drawings, images, and motion to create a story or image.

Comedy is a genre of film in which the main emphasis is on humour.

Drama film is a genre that relies on the emotional and relational development of realistic characters.

A historical film is a fiction film showing past events or set within a historical period.

A horror film is a genre of storytelling intended to scare, shock, and thrill its audience.

A musical film is a film genre in which songs by the characters are interwoven into the narrative, sometimes accompanied by dancing.

A romcom is a film or television comedy based around the romantic relationships of the characters.

A science fiction is a film genre that uses speculative, fictional science-based depictions of phenomena that are not fully accepted by mainstream science, such as extraterrestrial lifeforms, spacecraft, robots, cyborgs, dinosaurs, mutants, interstellar travel, time travel, or other technologies.

A thriller is a genre of fiction with numerous, often overlapping, subgenres, including crime, horror and detective fiction.

A war film is a film genre concerned with warfare, typically about naval, air, or land battles, with combat scenes central to the drama.

A western is a book or film about life in the west of America in the nineteenth century, especially the lives of cowboys.

People and things

1. Cast - all the people who act in a film.

2. Star - the most important actor in a film.

3. Soundtrack - the music of a film.

4. Plot - a story of a film.

5. Scene - a part of a film which happens in one place.

6. Audience - the people who watch a film in a cinema.

7. Sequel - a film which continues the story of an earlier film.

8. Special effects - images often created by a computer.

9. Trailer - a series of short scenes from a film, shown in advance to advertise it.

10. Script - the words of a film.

11. Extra - a person who is employed to play a very small part in a film, usually as a member of a crowd.

12. Subtitles - the translation of the dialogue of a film on screen.

13. Review - an article which gives an opinion about a new film.

14. Set - the place where a film is being shot.

15. Critic - a person who writes films reviews for the press.

Verbs and verb phrases
1)The film is based on the story of opera singer Foster Jenkins.
Is based on - the film is an adaptation of a true story.
2)It is set in New York during the 1940s.
Is set in - it is situated in that place at that time.
3)It is directed by Jame Smith.
Is directed by - he is the director.
4)Will Smith plays the part of Genie.
Plays the part - this is his role in the film.
5)It was shot on location in Liverpool.
Was shot on location - it was filmed outside the studio.
6)It is dubbed into other languages.
Is dubbed - the words are spoken in a different language by foreign actors.

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Jennie Kim is a member of the popular K-pop group BLACKPINK and is known for her powerful stage presence and versatile talent as a singer, rapper, and dancer. She has also been recognized for her fashion sense and she is ambassador of CHANEL. She is Korea's IT GIRL.

One reason people admire Jennie is her dedication and hard work. She has been training in music and dance since she was young and has worked tirelessly to hone her skills. Her commitment to her craft is evident in her performances and her continued growth as an artist.

Jennie is also admired for her confidence and charisma. She exudes a strong and independent spirit, and is not afraid to speak her mind or stand up for what she believes in. Her self-assuredness and authenticity have made her a role model for many young women.

Jennie is also known for her kindness and generosity. She has been involved in various charitable causes and has used her platform to advocate for important social issues. Her philanthropic efforts have earned her respect and admiration from fans around the world.

Overall, people admire Jennie Kim for her talent, dedication, confidence, authenticity, and kindness. She serves as an inspiration to many young people who aspire to achieve their dreams and make a positive impact on the world.

I've known her since 2017 and I've been in love with her ever since. I'm obsessed with her, I have her on my wallpaper, in my photo case and even in my avatars. I love her very much.

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Verbs related to the body
Bite - to cut, wound, or tear with the teeth.

Kick - to strike, thrust, or hit with the foot.
Smell - the ability to notice or discover a substance in the air by using the nose.
Stare - to look fixedly often with wide-open eyes.
Taste - the sensation of flavour perceived in the mouth and throat on contact with a substance.
Whistle - to make a high sound by forcing air through a small hole or passage, especially through the lips, or through a special device held to the lips.
Touch - come into or be in contact with.
Clap - to strike (two things, such as two flat, hard surfaces) together so as to produce a sharp percussive noise.
Point - a small, round mark on a line, plan, or map to show the position of something.
Smile - a facial expression in which the eyes brighten and the corners of the mouth curve slightly upward and which expresses especially amusement, pleasure, approval, or sometimes scorn.
Nod - to make a quick downward motion of the head whether deliberately (as in expressing assent or salutation) or involuntarily (as from drowsiness).
Charisma - a spiritual power or personal quality that gives an individual influence or authority over large numbers of people.

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Grammar. First conditional and future time clauses +when, until, etc.

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Grammar. First conditional and future time clauses +when, until, etc.

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First conditional
The first conditional (also called conditional type 1) is a structure used for talking about possibilities in the present or in the future.
When to use the first conditional

The first conditional is used to express the future consequence of a realistic possibility now or in the future. For example,

If I miss the train, I’ll take the next one.

There is a 50% chance that the first part of this sentence (the action following ‘if’) will happen. And if it happens, the second part is 100% certain.

Creating the First Conditional

To make a sentence in the first conditional, we use,

If + present simple, will/won’t + verb.

If I pass this exam, I’ll celebrate.

If I pass this exam, I won’t have to do it again.

Like all conditionals we can also invert this structure:

Will + verb if + present simple.

I’ll celebrate if I pass this exam.

I won’t have to do this exam again if I pass it.

As an alternative to will, It’s possible to complete the second part of a first conditional sentence with a modal verb or an imperative. For example,

If it rains, we can’t play tennis.

If it rains, we must postpone our game.

FUTURE TIME CLAUSES

Expressing future time after 'when', 'before', 'after', 'as soon as', 'until'.

What is a time clause?
Time clauses are preceded by adverbs or adverb phrases which show that they represent a time.
Examples of these adverbs or adverb phrases are: when, before, after, as soon as, until.

A time clause shows that an event will happen at a certain time. Although they have a subject, verb and object, these clauses simply point to a time, similar to saying "at 7 o'clock".

We use the present tense to talk about future times.
The future tense is used in the main clause.
The present simple tense is used in the time clause.
When two clauses are joined by adverbs of time or adverb phrases, the future form should not be repeated.

Tom will turn off the lights when he leaves the office. (Not when he will leave).

Dad will reply to the letter when he comes home from work. (NOT when he will come home.)

I will tidy the living-room before I go to bed. (Not before I will go).

They will do the shopping before we arrive. (NOT before we will arrive.)

She will go running after it stops raining. (Not after it will stop raining.)

Time clauses with reference to the future can also be introduced by other expressions such as:
once, immediately, the moment, the minute, the day, by the time ...

Tony will call the restaurant the moment he gets home.

I'll contact you once I receive an estimate.

You will be notified the minute your order arrives.

It will be dark by the time we arrive home.

The time clause may come before or after the main clause with no change in meaning. However, if the time clause begins a sentence, a comma is placed after it.

The moment I hear the doorbell, I will put on my coat.

I will put on my coat the moment I hear the doorbell.

The day you graduate, your mother will be very happy.

Your mother will be very happy the day you graduate.

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The school system in the UK and the US
In the UK
Children start primary school when they're 5. Before that, many children go to nursery school, e.g. between the ages of 2-4, but this is not compulsory. From 11-18, children go to secondary school. The majority of schools in the UK (about 90%) are state schools, which means that they are paid for by the government and education is free. Other 10% are private schools, where parents have to pay. A few of these are boarding schools, where children study,eat and sleep. Children at primary school are often called pupils and children at secondary school are usually called students, as are people who are studying at university. The person who is in charge of a school is called the head teacher. The school year is divided into 3 terms. A person who has finished university and has a degree is called a graduate.

In the US
The school system is divided into 3 levels, elementary school, middle school and high school. Schoolchildren are divided by age groups into grades. The youngest children start in kindergarden and continue until twelfth grade, which is the final year of high school. The school year is divided into 2 semesters. Higher education in the US is often called college.

Discipline and exams
Not be allowed to - when something is prohibited, it's not allowed.
Be expelled - you are asked to leave and never come back. In other words, you have been kicked out.
Be punished - to cause people who have done something wrong or committed a crime to suffer by making them do something they don't want to do or sending them to prison.
Cheat - act dishonestly or unfairly in order to gain an advantage.
Let - not prevent or forbid, allow.
Make - form (something) by putting parts together or combining substances,create.
Misbehave - behave badly.
Fail - be unsuccessful in achieving one's goal.
Pass - a success in an examination, test, or course.
Revise - reread work done previously to improve one's knowledge of a subject, typically to prepare for an examination.

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Grammar. Second conditional, choosing between conditionals

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Grammar. Second conditional, choosing between conditionals

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When to use the second conditional

The second conditional is used to express the consequence of an unrealistic action or situation in the present or future. The situation can be:

Very improbable (1-5% probability)

Completely unrealistic (with a 0% probability)

For example,

If I won the lottery, I would travel around the world.

There is a very low probability (1% chance) that the first part of this sentence (winning the lottery’) will happen. But if it happens, the second part is 100% certain.

If I had more free time, I would play more sport.

I don’t have a lot of free time (0%), but in that case, the second part is 100% certain.

How do we create the Second Conditional?

To make a sentence in the second conditional, we use,

If + past simple, would/wouldn’t + verb.

If I lived in a big city, I would go out more often.

If I lived in a big city, I wouldn’t need a car.

As with all conditionals, you can also invert this structure:

Would + verb if + past simple.

I’d go out more often if I lived in a big city.

I wouldn’t need a car if I lived in a big city.

As an alternative to would, we can complete the second part of a second conditional sentence with could. For example,

If we lived in the city we could use the public transport.

An exception about the verb ‘to be’

When we use the verb ‘to be’ in the second conditional, the past form is always were and not was for the subjects I, he, she and it. For example,

If I were rich, I’d spend all my time travelling.

If he were my boss, I’d look for another job.

If it weren’t so cold, we could go for a walk.

Nowadays you can often hear young native speakers use was instead of were, especially in an informal context. But the correct form is were.

Understanding the second conditional

It can be tricky to understand when it’s right to use the second conditional instead of the first. I think it helps to remember that we normally use the second conditional when we talk about imaginary situations, dreaming about possible situations and how we would act consequently. For example,

If we were rich, we could buy a big house near the sea.

What would you do if your company offered you a promotion in another country?

He wouldn’t come to the party even if we invited him.

Here are some other examples of the second conditional:

If she studied harder she’d pass her exams easily.

What would you do if you won a lot of money?

I wouldn’t give up my job if I won a lot of money.

If we could ski we’d come with you to the mountains.

If people drove more carefully, there’d be fewer accidents.

Polite requests

We also use the second conditional to make very polite requests. For example,

Would you mind if I used your computer?

Would it be ok if we sat here?

Would it bother you if I closed the window?

Choosing between the first or second conditional

Using a first or second conditional usually depends on how probable you think it is that something will happen.
If I have time, I’ll help you. (=this is a real situation, it's possible that I’ll have time - first conditional)
If I had time, I’d help you. (= this is a hypothetical / imaginary situation, I don't have time - second conditional)

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Second Conditional Sentences + Examples | English Grammar Lesson

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Attic - a space or room inside or partly inside the roof of a building.
Balcony - a platform enclosed by a wall or balustrade on the outside of a building, with access from an upper-floor window or door.
Basement -the floor of a building which is partly or entirely below ground level.
Chimney - a vertical channel or pipe which conducts smoke and combustion gases up from a fire or furnace and typically through the roof of a building.
Entrance - an opening, such as a door, passage, or gate, that allows access to a place.
Gate - a hinged barrier used to close an opening in a wall, fence, or hedge.
Ground floor - the floor of a building at ground level.
Path - a way or track laid down for walking or made by continual treading.
Roof - the structure forming the upper covering of a building or vehicle.
Steps - a flat surface, especially one in a series, on which to place one's foot when moving from one level to another.
Terrace - a level paved area next to a building; a patio.
Top floor - the highest level of a building.
Wall - a continuous vertical brick or stone structure that encloses or divides an area of land.

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Grammar. Choosing between gerunds and infinitives

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Grammar. Choosing between gerunds and infinitives

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We use gerunds (verb + ing):

After certain verbs - I enjoy singing

After prepositions - I drank a cup of coffee before leaving

As the subject or object of a sentence - Swimming is good exercise

We use 'to' + infinitive:

After certain verbs - We decided to leave

After many adjectives - It's difficult to get up early

To show purpose - I came to London to study English

We use the bare infinitive (the infinitive without 'to'):

After modal verbs - I can meet you at six o'clock

After 'let', 'make' and (sometimes) 'help' - The teacher let us leave early

After some verbs of perception (see, watch, hear, notice, feel, sense) - I watched her walk away

After expressions with 'why' - why go out the night before an exam?

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Do overtime - to spend time working at one's job in addition to one's normal working hours.
Got promoted - give a promotion to or assign to a higher position.
Work shifts - a set amount of time that an employer schedules and expects an employee to work.
Was sacked - dismissed or discharged from a job.
Was made redundant -  having lost your job because your employer no longer needs you.
Retire - to leave your job or stop working because of old age or ill health.
Set up - start a business etc.
Apply for a job - a letter or form containing details of your qualifications, skills, experience, etc. that you send to an organization when you are applying for a job.
To run business - to operate, to direct, to oversee, to manage a business, a company.
CV - Curriculum Vitae is Latin for "course of life." In contrast, resume is French for "summary." Both CVs & Resumes: Are tailored for the specific job/company you are applying to.
Good company - good friend.
Salary - is the money that someone is paid each month by their employer.
Unemployed - not having a job that provides money.
Self-employed - working for oneself as a freelance or the owner of a business rather than for an employer.
Freelance - An individual who makes money on a per-job basis is a freelancer.
Temporary job - temporary work or temporary employment refers to an employment situation where the working arrangement is limited to a certain period of time based on the needs of the employing organization.
Part-time job - working less than full-time hours.

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Grammar. Reported speech:sentences and questions 

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Grammar. Reported speech:sentences and questions 

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Reported speech is when we tell someone what another person said. To do this, we can use direct speech or indirect speech.

direct speech: 'I work in a bank,' said Daniel.
indirect speech: Daniel said that he worked in a bank.

In indirect speech, we often use a tense which is 'further back' in the past (e.g. worked) than the tense originally used (e.g. work). This is called 'backshift'. We also may need to change other words that were used, for example pronouns.

Present simple, present continuous and present perfect

When we backshift, present simple changes to past simple, present continuous changes to past continuous and present perfect changes to past perfect.

'I travel a lot in my job.'

Jamila said that she travelled a lot in her job.

'The baby's sleeping!'

He told me the baby was sleeping.

'I've hurt my leg.'

She said she'd hurt her leg.

Past simple and past continuous

When we backshift, past simple usually changes to past perfect simple, and past continuous usually changes to past perfect continuous.

'We lived in China for five years.'

She told me they'd lived in China for five years.

'It was raining all day.'

He told me it had been raining all day.

Past perfect

The past perfect doesn't change.

'I'd tried everything without success, but this new medicine is great.'

He said he'd tried everything without success, but the new medicine was great.

No backshift

If what the speaker has said is still true or relevant, it's not always necessary to change the tense. This might happen when the speaker has used a present tense.

'I go to the gym next to your house.'

Jenny told me that she goes to the gym next to my house. I'm thinking about going with her.

'I'm working in Italy for the next six months.'

He told me he's working in Italy for the next six months. Maybe I should visit him!

'I've broken my arm!'

She said she's broken her arm, so she won't be at work this week.

Pronouns, demonstratives and adverbs of time and place

Pronouns also usually change in indirect speech.

'I enjoy working in my garden,' said Bob.

Bob said that he enjoyed working in his garden.

'We played tennis for our school,' said Alina.

Alina told me they'd played tennis for their school.

However, if you are the person or one of the people who spoke, then the pronouns don't change.

'I'm working on my thesis,' I said.

I told her that I was working on my thesis.

'We want our jobs back!' we said.

We said that we wanted our jobs back.

We also change demonstratives and adverbs of time and place if they are no longer accurate.

'This is my house.'

He said this was his house. [You are currently in front of the house.]

He said that was his house. [You are not currently in front of the house.]

'We like it here.'

She told me they like it here. [You are currently in the place they like.]

She told me they like it there. [You are not in the place they like.]

'I'm planning to do it today.'

She told me she's planning to do it today. [It is currently still the same day.]

She told me she was planning to do it that day. [It is not the same day any more.]

In the same way, these changes to those, now changes to then, yesterday changes to the day before, tomorrow changes to the next/following day and ago changes to before.

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When do we use the third conditional?

The third conditional is used to express the past consequence of an unrealistic action or situation in the past.

For example,

If he had studied harder, he would have passed the exam.

The first action (studying hard) did not happen. But in the case that he happened, the consequence was passing the exam. The third conditional is very similar to the second conditional. But while the second conditional refers to something unrealistic now or in the future, the third conditional refers to something unrealistic in the past.

We often use the third conditional to express regrets – describing things we are sorry happened or didn’t happen. For example,

If my alarm had gone off, I wouldn’t have been late to work.

If there hadn’t been so much traffic we wouldn’t have missed our flight.

How do we create the third conditional?

To make a sentence in the third conditional, we use,

If + past perfect, would/wouldn’t have + past participle.

If you had told me about the meeting, I would have come.

If you had told me about the meeting, I wouldn’t have missed it.

As with all conditionals, you can also invert this structure:

Would have + past participle if + past perfect.

I’d have come to the meeting if you’d told me about it.

I wouldn’t have missed the meeting if you’d told me about it.

The word would is often contracted to ‘d by native speakers. It’s also acceptable to use this in informal writing. And in speech it’s common to contract have to ‘ve in the third conditional. For example,

I’d’ve come to the meeting if you’d told me.

However, we can’t write this, even in an informal context. It’s useful to be aware of it though, so you can identify it when native speakers say it.

As an alternative to would, we can complete the second part of a third conditional sentence with could. For example,

If I’d stayed at university, I could have got a masters degree.

Here are some other examples of the third conditional:

He’d have got the job if he hadn’t been so nervous in the interview.

What would you have done if you’d been me?

If it hadn’t been snowing heavily, we’d have carried on skiing.

The company would have survived if there hadn’t been a recession.

Would you have accepted the offer if we’d reduced the price?

If you hadn’t invited me out, I’d have stayed in all day.

She wouldn’t have given you a fine if you’d apologized.

If they hadn’t won that match, the club would have fired the manager.

They could have stayed here if they hadn’t found any accommodation.

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We form abstract nouns by adding different suffixes.

From Verbs by adding ment

1. agree - agreement

2. amuse - amusement

3. employ - employment

4. excite - excitement

5. manage - management

6. treat – treatment

7. pay - payment

8. argue - argument

9. develop - development

10. entertain - entertainment

11. invest - investment

12. advertise - advertisement

13. achieve - achievement

14. enjoy - enjoyment

15. govern - government

16. announce - announcement

17. disappoint - disappointment

18. punish – punishment

From Verbs by adding ance

1. abound - abundance

2. attend - attendance

3. enter - entrance

4. guide - guidance

5. accept - acceptance

6. disturb - disturbance

7. ignore – ignorance

8. appear - appearance

9. endure - endurance

10. insure - insurance

11. resist – resistance

12. perform - performance

From Verbs by adding ence

1. depend - dependence

2. differ — difference

3. exist – existence

4. infer – inference

5. interfere – interference

6. occur – occurrence

7. refer — reference

8. reside — residence

From Verbs by adding al

1. approve — approval

2. arrive — arrival

3. betray — betrayal

4. bury - burial

5. deny — denial

6. dismiss - dismissal

7. dispose — disposal

8. propose — proposal

9. refuse — refusal

10. remove – removal

11. try — trial

12. withdraw — withdrawal

From Verbs by adding sion

1. admit - admission

2. compel - compulsion

3. decide - decision

4. provide - provision

5. Mir-reed - succession

6. permit - permission

7. conclude - conclusion

8. extend - extension

9. omit - omission

10. collide - collision

11. divide - division

12. explode - explosion

13. submit – submission

From Verbs by adding tion

1. act - action

2. admire - admiration

3. collect - collection

4. correct - correction

5. describe - description

6. decorate - decoration

7. prevent - prevention

8. elect - election

9. translate - translation

10. associate — association

11. celebrate - celebration

12. examine - examination

13. distribute - distribution

14. construct - construction

15. add - addition

16. invent - invention

17. attract - attraction

18. exhibit - exhibition

19. declare - declaration

20. inspect — inspection

21. cultivate – cultivation

From Verbs by adding y

1. assemble - assembly

2. discover — discovery

3. enquire – enquiry

From Verbs by adding ure

1. depart - departure

2. proceed - procedure

3. press - pressure

4. by adding age

5. carry - carriage

6. marry - marriage

7. pack - package

8. post - postage

9. waste – wastage

From Verbs by adding t or th

1. complain - complaint

2. weigh – weight

3. grow - growth

4. flatter - flattery

5. fail - failure

6. pass - passage

7. wide - width

# data[].attributes.body
Malala Yousafzai's discourse may be a effective and motivating call to activity for instruction and human rights. As I tuned in to her talk, I was struck by her bravery and flexibility within the confront of incredible misfortune. Her individual story of surviving an death attempt by the Taliban, and her progressing promotion for girls' education, could be a confirmation to the control of instruction to convert lives and communities.

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Malala's call to activity isn't fair a call for governments and policymakers, but for all of us to require activity. She reminds us that we are able all play a part in making a more just and impartial world by talking out against treachery and pushing for alter.

As I reflect on Malala's discourse, I am propelled by her boldness, assurance, and versatility. She may be a genuine part show for young individuals around the world, and a update that we all have the control to create a positive affect on the world, no matter how enormous or little our activities could appear.

In conclusion, Malala's discourse serves as a effective update of the significance of instruction and human rights, and the require for all of us to require activity to form distant better;a much better;a higher;a stronger;an improved">a much better world for ourselves and future eras. Her message is one of trust, flexibility, and the control of instruction to convert lives and communities, and I accept that we all have a duty to notice her call to activity.

# data[].attributes.body
1. I live in the country.

2. I live on the outskirts of Oxford.

3. I live in a village.

4. I live in Cromer, a small town on the east coast.

5. I live on the second floor.

6. I live in Croydon, a suburb of London about 15 miles from the city centre.

# data[].attributes.body
An adaptor - a device for connecting pieces of equipment that cannot be connected directly.
A charger - a device for charging a battery or battery-powered equipment.
A plug - a device for making an electrical connection between an appliance and the mains, consisting of an insulated casing with metal pins that fit into holes in a socket.
A keyboard - a panel of keys that operate a computer or typewriter.
A memory stick - a type of memory card.
A mouse - a small handheld device which is moved across a mat or flat surface to move the cursor on a computer screen.
A printer - a machine for printing text or pictures, especially one linked to a computer.
A remote control - a device that controls an apparatus by means of radio or infrared signals.
A router - a device that forwards data packets to the appropriate parts of a computer network.

A socket - an electrical device receiving a plug or light bulb to make a connection.
A speaker - device for converting electrical energy into acoustical signal energy that is radiated into a room or open air.
A switch - a device for making and breaking the connection in an electric circuit.
A USB cable - in full universal serial bus, technology used to connect computers with peripheral devices.
Switch on/off - start/stop the flow or operation of something by means of a tap, switch, or button.
Update - make (something) more modern or up to date.
Plug in/ unplug - connect an electrical appliance to the mains by inserting a plug in a socket.to remove (a plug, such as an electric plug) from a socket or receptacle.
Set it - ut, lay, or stand (something) in a specified place or position.
Install - place or fix (equipment or machinery) in position ready for use.

# data[].attributes.headline
Grammar. Relative clauses: defining and non-defining

# data[].attributes.subject
Grammar. Relative clauses: defining and non-defining

# data[].attributes.body
Grammar explanation

Relative clauses give us information about the person or thing mentioned.

Defining relative clauses give us essential information – information that tells us who or what we are talking about.

The woman who lives next door works in a bank.
These are the flights that have been cancelled.

We usually use a relative pronoun or adverb to start a defining relative clause: who, which, that, when, where or whose.

who/that

We can use who or that to talk about people. that is more common and a bit more informal.

She's the woman who cuts my hair.
He's the man that I met at the conference.

which/that

We can use which or that to talk about things. that is more common and a bit more informal.

There was a one-year guarantee which came with the TV.
The laptop that I bought last week has started making a strange noise!

Other pronouns

when can refer to a time.

Summer is the season when I'm happiest.

where can refer to a place.

That's the stadium where Real Madrid play.

whose refers to the person that something belongs to.

He's a musician whose albums have sold millions.

Omitting the relative pronoun

Sometimes we can leave out the relative pronoun. For example, we can usually leave out who, which or that if it is followed by a subject.

The assistant [that] we met was really kind.
(we = subject, can omit that)

We can't usually leave it out if it is followed by a verb.

The assistant that helped us was really kind.
(helped = verb, can't omit that)

Do this exercise to test your grammar again.

Non-defining relative clauses give us extra information about someone or something. It isn't essential for understanding who or what we are talking about.

My grandfather, who's 87, goes swimming every day.
The house, which was built in 1883, has just been opened to the public.
The award was given to Sara, whose short story impressed the judges.

We always use a relative pronoun or adverb to start a non-defining relative clause: who, which, whose, when or where (but not that). We also use commas to separate the clause from the rest of the sentence.

who, which and whose

We can use who to talk about people, which to talk about things and whose to refer to the person or thing that something belongs to.

Yesterday I met my new boss, who was very nice.
The house, which is very big, is also very cold!
My next-door neighbour, whose children go to school with ours, has just bought a new car.
After the port there is a row of fishermen's houses, whose lights can be seen from across the bay.

Places and times

We can use which with a preposition to talk about places and times. In these cases it's more common to use where or when instead of which and the preposition.

City Park, which we used to go to, has been closed down.
City Park, where we used to go, has been closed down.
December, which Christmas is celebrated in, is a summer month for the southern hemisphere.
December, when Christmas is celebrated, is a summer month for the southern hemisphere.

However, when we use which without a preposition, we can't use where or when.

Centre Park, which we love, is always really busy on Saturdays.
February, which is my favourite month, lasts 29 days this year.

# data[].attributes.body
Detective - a person, especially a police officer, whose occupation is to investigate and solve crimes.
Evidence - the available body of facts or information indicating whether a belief or proposition is true or valid.
Murder - the unlawful premeditated killing of one human being by another.
Murderer - a person who commits murder.
Prove - demonstrate the truth or existence of (something) by evidence or argument.
Solve - find an answer to, explanation for, or means of effectively dealing with (a problem or mystery).
Suspect - have an idea or impression of the existence, presence, or truth of (something) without certain proof.
Victim - a person harmed, injured, or killed as a result of a crime, accident, or other event or action.
Witness - a person who sees an event, typically a crime or accident, take place.

# data[].attributes.body
A)
1.It's important for me to spend time
with my family.
2.Applying to go to university abroad can
be complicated.
3.I want to do my shopping this morning.
4.My boss wants to open a new office.
5.Be careful not to ask her about her
boyfriend - they've split up.
6.We went on working until we finished.
7.Dave is very good at solving problems.
8.The best thing about weekends is not going to work.
9.Layla gave up modelling when she had a baby.
10.I went on a training course to learn about the new software.
B)
1.My parents are planning to retire before they are 65.

2.Rob spends three hours commuting to work and back every day.

3.Mark and his wife agreed not to worry

about the problems he had at work.

4.Did you remember to lock the door?

5.In the end I decided not to buy the shoes because they were very expensive.

6.The manager lets us leave work early on Fridays.

7.All employees must wear a jacket and tie at work.

8.Please try not to make any more mistakes in the report.

9.I don’t mind doing overtime during the week.

# data[].attributes.body
A)

1. My friend Tim said that he was selling all his books

2.  Emma told me that she had booked the flight

3. My mother told me that my new dress didn’t suit me

4. Matt said that he might not be able to go to the party

5. Jenny said that she wouldn’t wear those shoes again

6. My brother told me that he hadn’t bought me a present

7. Luke told me that he couldn’t find anywhere to park

B)

1. My parents asked me when I was leaving

2. She asked him if he had ever been married

3. Anna asked Robert if he would be home early

4. My sister asked me where I usually bought my clothes

5. We asked him if he had worn a suit to the job interview

6. I asked Lisa if she ever went to the theater

7. Sally asked the policeman if he could help her

# data[].attributes.body
A)
1.I just have to reply to a few emails.
2.Do you spend much time on social media?
3.My bedroom is a nice size. There's enough room / plenty of room for a desk.
4.I know very few people who speak two foreign languages.
5.My brother has downloaded a lot of / lots of apps onto his new phone.
6.I have some cash on me, but not a lot
7.Their new TV is too big. It hardly fits
in the living room.
8.There aren't any / There are no potatoes. I forgot to buy some.
9.My niece isn't old enough to play with a games console.
10.I don't have a lot of/many close friends.
B)
1.'How many presents did you get?' A lot !
2.I buy fewer ebooks than I used to because I prefer physical books.
3.There is no time to walk there. We'll have to get a taxi.
4.Please turn that music down. It's too loud!
5.There aren't many good programmes on VT tonight.
6.My broadband isn't fast enough for me to download films easily.
7.I get too many emails at work. It takes me ages to read them all!
8.A: How much fruit do we have? B: None. Can you buy some?
9.There are only a few people that I can talk to about my problems.
10.Karen has plenty of money, so she alwayshas thelatest phone.

# data[].attributes.body
A
1. The costumes fort the show are being made by hand
2. The story inspired him to make a film
3. The castle hasn't been inhabited for nearly a centure
4. His latest film is set in France in the 1960s
5. The film will be shot in the autumn
6. The actors aren't recording the dialogue until next week
7. The house wasn't being used by the owners during the winter
8. The make-up artist has transformed the actor into a monster
9. They hadn't owned the company for very long before they went bankrupt
10. The photo was taken by my husband on the balcony of our hotel
B
1. A lot of foreign films are subtitled
2. Love in the time of Cholera was written by Garcia Marquez in 1985
3. My laptop is being repaired at the moment
4. The DVD of the film hasn't been released yet
5. The film won't be finished until the spring
6. The actor hadn't beeen told about the changes in the scropt
7. Thge tickets have to collected from the box office
8. La La Land was directed be Damien Chazelle
9. The soundtrack has already been recorded
10. The director was being interviewed about the film

# data[].attributes.body
A
1. He can't be a university student. He's wearing school uniform
2. He must be cold. It's freezing and he isn't wearing a jumper
3. He might be going to the gym. He's carrying a sports bag
4. He could be lost. He's looking at a map
5. He must be married. He's wearing a wedding ring
6. He must be a tourist. He's carrying a camera and a guide book
7. He can't be enjoying the party. He isn't talking to anybody
8. He may not have a job. He's looking at job adverts in the newspaper
9. He can't be a businessman. He isn't wearing suit
B
1. Do you know anyone who drives Ferrari?
Yes, my nephew. I don't know his salary, but he must earn fortune
2. Why don't you buy this dress for your mum?
I'm not sure. She might not like it.
3. My sister works as an interpreter for the EU
She must speak a lot of languages to work there
4. Did you know that Andy's parents have split up?
He can't be very happy about that
5. Are your neighbours away?
I suppose they might be on holiday
6. Where's your colleague today?
She must be ill
7. I'm looking forward to seeing Jane
You might not recognise her
8. My daughter has failed at her exams again
She can't be working very hard
9. Why is Tina so happy?
She might have a new partner
10. Where does your boss live?
He can't live near the office

# data[].attributes.body
A

1. That girl will get into trouble if she doesn't wear her uniform
2. If you give in your homework late, the teacher won't mark it
3. Don't write anything unless you are sure of the answer
4. Gary will be expelled if his behaviour doesn't improve
5. They'll be late for school unless they hurry
6. Ask me if you don't know what to do
7. Johny will be punished if he shouts at the teacher again
8. My sister will finish university this tear if she passes all her exams
9. I won't go out tonight unless I finish my homework quickly
10. Call me if you need some help with your project
B
1. Don't turn over the exam paper until the teacher tells you to
2. Please check the water's not too hot before the kids get in the bath
3. Your parents will be really happy when they hear your good news
4. I'll look for a job in September after I come back from holiday
5. The schools will close unless it stops snowing soon
6. The job is very urgent, so please do it as soon as you can
7. We'll stay in the library until it closes
8. Harry will probably learn to drive when he's 18
9. You won't be able to speak to the head teacher unless an appointment
10. Give Mummy a kiss before she goes to work

# data[].attributes.body
A
1. Nick wouldn't have commute every day if he worked from home
2. If they didn't have such a noisy dog, they'd get on better with their neighbours
3. I wouldn't buy that bike if I were you
4. Would we sell our house is somebody offered us enough money?
5. If my mother-in-law lived with us, we'd get divorced
6. Would you share a flat with me if I paid half the rent?
7. If my sistertidied her room more often, it wouldn't be such a mess.
8. You wouldn't treat me like this if you really loved me
9.If we painted the kitchen white, would it look bigger?
10. I wouldn't buy a house with a garden if I didn't enjoy gardening so much
B
1. My kids would get up earlier if they didn't go to bed so late
2. Where will you licve if you go to university?
3. If you don't pass your exams, what will you do?
4. I'd buy a bigger house if I was sure we could afford it
5. We couldn't have a dog if we didn't have a garden
6. How will you get to work if you sell your car?
7. If we sit in the shade, we won't get sunburnt
8. If you could change one thing in your life, what would it be?
9. He won't be able to pay next month's rent if he doesn't find a job soon
10. If she made less noise, her neighbours wouldn't complain so often

# data[].attributes.body
A
1 If I hadn't seen the speed camera, I wouldn't have slowed down.
2 Jon might have got the job if he'd been on time for his interview
3 She would have hurt herself badly if she'd fallen down the stairs.
4 If Katy and Luke hadn't caught the same train, they wouldn't have met.
5 What would you have studied if you'd gone to university?
6 How would you have got to the airport if the trains had been on strike?
7 If you'd worn a warmer coat, you wouldn't have caught a cold.
8 Your parents would have enjoyed the trip if they'd come with us.
9 Would you have been annoyed if she'd told you the truth?
B
1 If you hadn't taken me to the station, I would have missedmy train.
2 We wouldn't have won the match if the referee hadn't given us a penalty.
3 You would have enjoyed the weekend if you had come
4 If I hadn’t bought the theatre tickets online, they would have been more expensive
5 Mike would have forgotten his wife’s birthday if she hadn’t reminded him
6 If the police had arrived five minutes later, they wouldn’t have caught the thief
7 If you hadn’t lent me the money, I wouldn’t have been to go away for the weekend
8 That girl would have fallen in the river if you hadn’t caught her arm
9 We wouldn’t have found the hotel if we hadn’t seen the signpost
10 If I had known about the job, I would have applied for it

# data[].attributes.body
A
1. Rob and Corinna, who have twins, often need a babysitter
2. Downing Street, where the British Prime Minister lives, is in central London
3. The sandwich which you made me for lunch was delicious
4. The woman who lived here before us was a writer
5. David Bowie, whose songs inspired us for nearly 50 years, died in 2016
6. My computer is a lot faster than the one which I used to have
7. The Mona Lisa, which has been damaged several times, is now displayed behind glass
8. That's the woman whose dog bit me last week
9. On our last holiday we visited Stratford-upon-Avon, where Shakespeare was born
10. We all went to the match except Angela, who doesn't like football
11. That man who you saw at the party was my boyfriend
12. That's the park where I learned to ride a bike
B
3. Beijing, which is one of the world's biggest cities, has a population of over 25 million
4. Adele's 25, which was released in 2015, is one of the bestselling albums of the last ten years
6. Sally and Joe, who got married last year, are expecting their first baby

# data[].attributes.body
A
1. You're going out with him, aren't you?
2. You haven't told your family about him, have you?
3. You met him last month, didn't you?
4. You were at the same party, weren't you?
5. You didn't know he was a criminal, did you?
6. You aren't happy in the relationship, are you?
7. You never want to see him again, do you?
8. You'll tell us the truth, won't you?
9. You won't tell any lies, will you?
10. You understand what I'm saying, don't you?
B
1. Your brother works at the police station, doesn't he?
2. They don't have any proof, do they?
3. That man isn't the murderer, is he?
4. You were a witness to the crime, weren't you?
5. The police have arrested someone, haven't they?
6. The woman wasn't dead, was she?
7. That girl took your handbag, didn't she?
8. He won't go to prison, will he?
9. You haven't seen the suspect, have you?
10. They couldn't find enough evidence, could they?