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Conditionals: zero, first and second | LearnEnglish (britishcouncil.org)

THE CONDITIONALS - 0,1,2 & 3 Conditionals& QUIZ - English Grammar Lesson (+ Free PDF & Quiz) - YouTube

Conditional sentences - mixed (agendaweb.org)

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Conditionals - IF clauses in English - Introduction

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Past perfect | LearnEnglish (britishcouncil.org)

The Past Perfect Tense (perfect-english-grammar.com)

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How to Use the Past Perfect Tense in English - English Grammar Lesson

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English for Everyone with Kevin and Liza

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USED TO vs. WOULD / What's the difference between USED TO and WOULD?

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Wed, 09/03/2008 - 00:00 - Chris McCarthy

'They love it' or 'They are loving it'?

When a verb describes a state and not an action we do not use the continuous tense. For example, 'play' is an action so we can say 'playing' whereas 'be' is a fixed state which does not change: 'To be, or not to be'.

Grammatically it is not correct to say "Im loving it" even though McDonald's have made this expression famous. 'Love' is a state verb and so we should say "I love it".
State verbs generally fall into 4 groups:
Emotion: love, hate, want, need

Possession: have, own, want, belong

Sense: see, hear, smell, seem

Thought: know, believe, remember

Here are some more examples of state verbs:

some verbs can be both state and action verbs

Some words can be state verbs and action verbs. The meaning of these verbs is then different. Take a look at these:

'I have a car.' - state verb showing possession

'I am having a bath.' - action verb which, in this case, means 'taking'.

'I think you are cool.' - state verb meaning 'in my opinion'.

'I am thinking about buying a motorbike.' - action verb meaning 'considering'.
Link: How to use 'if' in conditional sentences Link: More help with State Verbs

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Learn English. 1 FREE English lesson added every single day. Grammar, vocabulary, listening & reading

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Used to, be used to, get used to: exercises

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Used to - be used to - get used to. Intermediate and advanced level exercises for esl

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1. Taking Your Turn in a Conversation

We're talking about 'taking turns in English conversation'. But, what does this mean?

If you're playing a game, often you need to take turns. One person goes, then the next person goes.

It's the same in conversation. One person speaks, then the next person speaks. But, games have rules. What about conversations?

Conversations don't have rules like games do, but there are several strategies you can use to manage turn taking. Let's see an example.

Liam: Our holiday was a complete disaster. It rained for the entire time we were there. The kids couldn't go swimming because the hotel had closed the pool because of the rain. They had nothing to do except annoy us for the whole week. The hotel should have done more to keep the children entertained. I'm just frustrated. We saved up all year for that holiday and I feel like we haven't had a holiday at all. And the flights? Nightmare! I've never experienced anything like it. If you ask me, the airlines should...

Learn more about the topic of holidays with this Oxford Online English lesson: Talking About Holidays in English - Listening Lesson.

Have you been in that kind of situation? Someone is talking, but you can't 'break in' to the conversation.

If this happens, what can you do?

Speakers in English send signals with words, sounds and their bodies when they want to take their turn in a conversation.

Native speakers do this without even thinking.

For non-native speakers, it's more difficult.

Let's listen to another conversation. As you listen, think about these questions.

What signals do the listeners give with their bodies?

What sounds do the listeners make?

What do the listeners say as they take their turns?

Got it? Listen and watch.

Molly: So, our holiday in Spain was a complete disaster... It rained the entire time we were there.

Liam: Yeah, it was raining here too! Non-stop!

M: But, the kids couldn't go swimming because the hotel had closed the pool because of the rain and they had nothing to do except annoy us for the whole week.

L: Well, that must have been difficult, but it's not the hotel's fault it was raining what are they supposed to do? It's bad luck, for sure, but it's no one's fault.

M: Yeah...Well... I'm just frustrated! The hotel should have done more to keep the children entertained... We saved up all year for that holiday and I feel like we haven't had a holiday at all.

L: For sure, I do feel for you. But there's nothing you can do about it now. Just look forward to the next holiday!

M: Yeah,but... I'm going back to work tomorrow and I feel the opposite of rested! Maybe next year we'll go to Egypt. It doesn't rain much there does it?

L: Bring a raincoat just in case!

Did you notice how we were able to take turns? If you want, you can rewind and watch it again.

First, let's think about physical signals.

To show that you have something to say, you can nod your head while listening.

You can raise a hand.

You can open your mouth slightly to show that you're ready to start talking.

You can straighten your posture and make eye contact with the other person. Of course, you should make eye contact regularly anyway, but making eye contact can show that you're ready to talk.

You can also use a combination of these body signals.

Secondly, let's think about vocal signals. As you're listening to the other person, you should listen actively. That means you might make noises, like 'mmm-hmm' or 'uh-huh'. When you want to take a turn, you can use these noises with more emphasis. This shows you are getting ready to speak.

Thirdly, you can use words like 'well' or 'so' when you start speaking. This lets you enter the conversation smoothly. You also heard 'for sure' and 'but' in the dialogue. Using words like this sends a clear signal to the people you're talking to; it says "I'm about to start speaking now."

Get more practice on this topic with our other free video lesson: Natural Conversation Responses in English.

So, what should you take away from this?

Waiting until there is a pause can be too late for taking a turn. Or, like in the first example, there might not be pauses!

You need to show other speakers that you have something to say and that you're going to start talking.

You can do this with physical or verbal signals, or a combination. Use words like 'so' or 'well' to enter the conversation and start your turn.

If you can learn to automatically use these signals and phrases in your conversations, you will sound more confident and natural.

2. Holding Your Turn in a Conversation

Do people sometimes interrupt you before you've finished speaking?

When we work with English learners, it's sometimes difficult to tell if someone has finished speaking or not.

Sometimes in classes, I interrupt someone by accident, because I didn't realise they had more to say.

So, you need to hold your turn. This means you send signals to the people you're talking to that show you haven't finished talking, and they shouldn't interrupt you.

Let's see how this works.

Liam: So, should we book everything for our trip?

Molly: Sure.

L: We need to book flights, trains, hotels...

M: Yeah... Actually, I had a couple of thoughts about that. First of all, I'd like to spend more time on the islands. It's a holiday, you know? I don't want to spend half the time in airports or on the bus. So I think maybe we should visit fewer places, but spend more time in each. Also, I reckon we should just fly straight from Bangkok to the south, rather than taking the train. I know it's a bit more expensive, but we'll save so much time.

L: Well... OK, but can I make a few suggestions? I know flying direct from Bangkok is faster, but if we take the train, we can stop at a couple of places on the way. There are some towns where we could spend a day, and I think it'd be interesting. I've already done some research so I can show you where I have in mind. And one more thing: I know you said you'd like to focus on the islands, but I'd really like to visit Chiang Mai. It looks really interesting.

M: Hmm... I don't know... I just feel like it's going to be too much for ten days.

L: Alright, but can I ask you a favour? At least read a bit about things you can do in Chiang Mai. I think it'll be worth the trip, and there's stuff there that you'd be interested in. Just think about it. That's all I'm asking.

M: OK, sure, I'll do that.

First, if you have more than one thing to say, you can make this clear at the beginning of your turn.

For example, you can say something like 'first of all', 'to begin with...' or 'I have a couple of thoughts about that...' This makes it clear from the start that you will take a longer turn.

Next, in the middle of the conversation, you can separate your points with phrases like 'secondly', 'also...' or 'and another thing...'

These make it clear that you have more to say.

Finally, you can ask rhetorical questions.

Rhetorical questions are questions which don't need an answer.

Perhaps that sounds strange, but it's common in natural conversation. For example, you ask 'can I ask you a favour? or 'can I make a few suggestions?' You don't ask these questions because you want an answer. You won't wait for the other person to say 'yes'. Instead, you use these questions to set up what you want to say next. Again, this makes it easier to hold your turn, because the other person knows what's coming.

Now you already know a lot about turn taking in spoken English. Let's see one more important point.

3. Giving Up Your Turn in a Conversation

Remember before: we told you that sometimes in our classes, we don't know when people have finished speaking?

There are two sides to this. You need to show when you haven't finished, but you also need to make it clear when you have finished, and that other people should speak.

If you can't do this, conversations can have awkward silences and lose their flow.

Let's listen to another conversation.

Try to see how the speakers show that they've finished their turn.

Also, there's an awkward silence in the dialogue. Here's a question: can you tell why it happens? Watch and listen.

Molly: I just realised the other day I haven't had a proper holiday for years. I'm looking to go somewhere for a beach break this summer. Didn't you go on a beach holiday last year?

Liam: Yeah, I did... Bali. It was a lovely trip and that part of the world is so picturesque. It also has great nightlife. When I was there, I partied all night and in the morning I went to the beach.

M: Ah, so, the beaches. I've heard good things! I'd really like some recommendations...

For sure... some of the more remote beaches are beautiful, with hardly any tourists. They're harder to get to, but definitely worth the trip.

M: Do you remember the name?

L: Not off the top of my head, but I can look some stuff up later and I'll send you a message.

M: Well, that sounds perfect to me! Are all the beaches like that?

L: Not so much... the main beaches are packed with tourists, so I'd stay away from them if I were you. They're packed with people drinking, being loud, tons of souvenir sellers hassling you. But, it's not hard to avoid them if you're willing to travel a little further.

M: Alright, thanks for the advice.

Did you notice the awkward silence? It was right after Liam said "I went to the beach".

Why was there an awkward silence there?

It's connected to the intonation. Intonation is important for turn taking, especially when you want to show whether you've finished speaking or not.

Did you notice how I said - I went to the beach? I finished the sentence with a rising tone.

Rising intonation normally signals that you'll continue speaking, and this leads to the awkward silence you heard. The listener expected more.

What if you want to show that you're finishing your turn, and the other person should speak? What can you do?

One way is to use clear, falling intonation as you finish. Listen to the same sentence twice: 'I went to the beach'.

Which one sounded like I had finished talking?

The second time I used a falling tone, showing that my idea is finished.

Also, you might start to slow down slightly as you finish your idea. Slowing down slightly can send a signal that your turn is finishing, and the other person should speak.

Another simple way to end your turn is to ask a question which needs a response from the other person.

Finally, using hand gestures, like holding up your hand, palm facing up, can give a physical signal meaning "it's your turn to talk now."

Sound simple? Maybe, but we often see problems with this. Also, you might be in a situation, like a phone call, where you can't use physical signals. In this case, you need to have control of intonation and speed to show where your turn ends.

Also, if you're in a speaking exam, like an IELTS speaking test, it's not a normal dialogue. In this case, you need to use pronunciation features - mostly intonation - to show that your answer has finished.

Thanks for watching!

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Taking Turns in English Conversations - Video

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1. Taking Your Turn in a Conversation We're talking about 'taking turns in English conversation'. But, what does this mean? If you're playing a game, often you need to take turns. One person goes, then the next person goes. It's the same in conversation. One person speaks, then the next person speaks.

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Drag and drop the pins to their correct place on the image.. Title, Picture, Word in the glossary, Caption, Diagram, Label, Sub heading.

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Wordwall - Create better lessons quicker

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1) What is this text feature? a) columns b) table of contents c) diagram d) heading / title 2) What is this text feature? a) map b) title / heading c) table d) paragraph 3) What is this text feature? a) map b) image caption c) contents d) table / graph / chart 4) What is this text feature? a) bullet points b) paragraph c) image d) numbers 5) What is this text feature? a) label b) highlight c) bold text d) title 6) What is this text feature? a) highlight b) photo c) map d) sign 7) What is this text feature? a) text box b) image and caption c) glossary d) index 8) What is this text feature? a) text boxes b) columns c) captions and photos d) photos 9) If you don't know a word, what text feature should you use? a) index b) table c) glossary d) map 10) The information written under a photograph is called the __________. a) caption b) index c) title d) subtitle 11) What type of image is this? a) signs b) diagram c) photo d) maps 12) What is this text feature? a) columns b) paragraphs c) tables d) title 13) What is this text feature? a) caption b) sign c) photo d) symbol 14) What text feature is this? a) logo b) sign c) symbol d) image 15) What text feature is this? a) text box b) index c) highlight d) bold text

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1) What is this text feature? 2) What is this text feature? 3) What is this text feature? 4) What is this text feature? 5) What is this text feature?

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Wordwall - Create better lessons quicker

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Match up - Drag and drop each keyword next to its definition.

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Wordwall - Create better lessons quicker

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1) What type of text is this? a) an advert b) a website c) a review d) an article 2) What type of text is this? a) a film review b) a personal blog c) a newspaper article d) a news website 3) What type of text is this? a) a review b) a blog c) an article d) a flyer 4) What is the main purpose of this text? a) to instruct b) To inform c) to persuade d) to describe 5) What is the main purpose of this text? a) to entertain b) to persuade c) to advise d) to instruct 6) What is the main purpose of this text? a) to inform b) to instruct c) to describe d) to advertise 7) What is the main purpose of this text? a) to inform b) to instruct c) to advise d) to invite 8) What is the main purpose of this text? a) to inform b) to advertise c) to instruct d) to give directions 9) What is the main purpose of this text? a) to instruct b) to advise c) to invite d) to inform 10) What is the main purpose of this text? a) to advise b) to describe c) to advertise d) to persuade

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1) What type of text is this? 2) What type of text is this? 3) What type of text is this? 4) What is the main purpose of this text?

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In this video, Noelia and Yuna have a very good meeting. Listen to the language they use for making suggestions and practise saying the useful phrases.

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Elementary English Reading - General Elections in The UK (esolcourses.com)

Life in The UK - Voting in UK General Elections (esolcourses.com)

General Elections in The UK - Intermediate Reading Quiz (esolcourses.com)

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This is a word set for learning English (US) vocabulary words including cockroaches, bedbugs, crack, mice, stain, rat, no heat, clogged toilet, no air conditioning, no hot water, peeling paint, broken smoke detector. Enjoy learning.

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Comparative and superlative adjectives | LearnEnglish (britishcouncil.org)

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Comparison : comparative and superlative exercises

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Comparative and superlative exercises. Positive, comparative and superlative adjectives. Comparison : lower intermediate level exercises. Esl exercises

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What is a Subordinating Conjunction?

Subordinating conjunctions are parts of speech that join dependent clauses to independent clauses. Sometimes referred to as subordinators or subordinate conjunctions, these important words and phrases may also introduce adverb clauses.

Subordinating conjunctions are essential parts of complex sentences with include at least two clauses, with one of the clauses being main (independent) and the other being subordinate (dependent). There is only one rule to remember about using subordinate conjunctions: A subordinate conjunction performs two functions within a sentence. First, it illustrates the importance of the independent clause. Second, it provides a transition between two ideas in the same sentence. The transition always indicates a place, time, or cause and effect relationship. For example: We looked in the metal canister, where Ginger often hides her candy.

Examples of Subordinating Conjunctions

In the following examples, the subordinating conjunctions are in bold for easy identification:

1. AsSherri blew out the candles atop her birthday cake, she caught her hair on fire.

2. Sara begins to sneeze whenever she opens the window to get a breath of fresh air.

3. When the doorbell rang, my dog Skeeter barked loudly.

Subordinating Conjunction Exercises

The following exercises will help you gain greater understanding about how subordinating conjunctions work. Choose the best answer to complete each sentence.

Answer: 2. I paid Larry, whose garden design work is top-notch.

Subordinating Conjunctions List

There are many subordinating conjunctions. This list contains 25 of those most commonly used. After Although As As soon as Because Before By the time Even if Even though Every time If In case Now that Once Since So that Than The first time Unless Until When Whenever Whether or not While Why

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The award-winning grammar and spell checker that corrects all types of English grammar and spelling mistakes. Start proofreading your texts now.

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Play, go or do? Hobbies, sports and free time activities - exercises esl.

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Simple planning skills can greatly improve your writing.

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How to use articles (a, an, the) in English | Oxford House Barcelona

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Looking for some grammar lessons? Look no further! Today, we're going to show you how to use articles (a, an, the) in English.

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Pass your Ascentis Writing Exams at Entry 3 and Level 1 (ESOL) with a smile 😁

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When to use the present perfect or past simple tense in English.

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Bonfire Night can be a hard celebration to explain. It's also sometimes called Guy Fawkes Night - but who was Guy Fawkes and what's it all about? Well, Guy Fawkes tried to blow up London's Houses of Parliament in 1605 because he wanted to kill King James I. So British people celebrate that night, 5 November, with bonfire parties, including huge bonfires in public parks, and firework displays.

But isn't it strange to celebrate a plot to kill the king?

Well, yes, it would be. But if you know more about the history of Bonfire Night and the Gunpowder Plot, its traditions make more sense. You see, the first Bonfire Night, on 5 November 1606, wasn't exactly a celebration. It was a warning: 'This is what happens if you commit treason.'

Who was Guy Fawkes?

Guy Fawkes was a soldier and he was not the only person involved in the plot to blow up Parliament. He made his plan with a group of 12 English Catholic gentlemen. The leader was Sir Robert Catesby. As a soldier, Fawkes was in charge of the gunpowder. The men rented a room underneath Parliament and filled 36 barrels with gunpowder - probably about 2,500 kilograms. Fawkes stayed to blow up the barrels and then escape. But someone sent a letter to Lord Monteagle, a Catholic, to tell him not to go to Parliament that day. In this way, the plot was discovered, and Guy Fawkes was caught before he could carry it out.

All the members of the plot were either killed or arrested and then killed in public. Parliament ordered a national day to give thanks for the safety of the king on 5 November. People had to go to church and they celebrated with a big bonfire. By the 1650s, the celebration included fireworks and later a 'guy' - a man made of straw and old clothes and burned on the bonfire.

Why was there a plot?

Guy Fawkes and the other members of the plot didn't like the way Protestant James I (and Queen Elizabeth I before him) treated Catholics like them. At that time, Catholics couldn't have their own churches. They had to practise their religion in secret, and it was very dangerous if they were caught. The Gunpowder Plot was not the first Catholic plan to try to kill the king, but it was the biggest. Afterwards, many people were suspicious of Catholics, even as late as the 18th and 19th centuries. This was very unfair, as most Catholics were peaceful and were also shocked by the plots.

Bonfire Night today

The celebrations have remained mostly the same for hundreds of years, although people nowadays don't go to church as part of the day. Most towns and villages organise public displays where you can stand by huge bonfires and watch the fireworks as you eat a toffee apple or a hot snack. Many children learn this poem about Bonfire Night at school, and they look forward to a special evening out:

Remember, remember the 5th of November,
Gunpowder, treason and plot.
I see no reason why gunpowder treason
Should ever be forgot.

So if you're ever in the UK on 5 November, you'll now know what all the noise is about!

Discussion

Language level

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If you're ever in the UK on the evening of 5 November, you might wonder why you can hear fireworks. Bonfire Night is celebrated all over the country, but what is it about? Find out about the history of this well-loved event in this article.

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What is Bonfire Night?

Bonfire night is on the 5th November every year. It remembers Guy Fawkes and the failed Gunpowder Plot.

People across the UK celebrate Bonfire Night with fireworks, bonfires, sparklers and toffee apples.

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This collection of BBC resources for schools can be used to support teaching around Bonfire Night.

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Exams E1 - ESOL - offender learning - Health and Safety at work

This lesson gives practice in elements of the Skills for Life ESOL exam papers. In each reading paper candidates are required to identify signs, recognise basic text types and purpose and identify capital letters.

esol offender-learning

e1 zip-folder

Exams E2 - ESOL - offender learning - Travel and transport

This lesson is about travel and transport within the UK and beyond. It provides learners with the vocabulary required to understand exam instruction and for the subject of travel.

esol offender-learning

e2 zip-folder

Exams E3 - ESOL - offender learning - Me and my home

This lesson is about houses and running a home. It provides some language required to understand exam instructions and for the subject of 'homes' in all modes.

esol offender-learning

e3 zip-folder

Using film to teach English - ESOL - offender learning - Lesson plan

Film is invaluable in the prison environment as a way of focusing on communication skills.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

Using the gym - ESOL - offender learning - Lesson plan

This lesson is about using the gym. It provides students with the vocabulary and speaking practice to feel more confident in understanding and talking to gym staff and users about gym equipment and exercise.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

Using the library - ESOL - offender learning - Lesson plan

This lesson is about using the library in prison.

esol offender-learning

e1 e2 e3 lesson-plan zip-folder

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English for Speakers of Other Languages (ESOL) support - The Education and Training Foundation

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We provide support and resources for practitioners who are working with English for Speakers of Other Languages (ESOL) learners.

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Articles: worksheets pdf, printable exercises .

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Articles: worksheets exercises, handouts to print. Indefinite articles a an. Definite article the. Indirect articles a an exercises for esl. The zero article.

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English with Ronnie · EnglishLessons4U with engVid

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So was becomes /wəz/, and also were becomes /wə/. :'D

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Tim
Hi. I'm Tim and this is my Pronunciation Workshop. Here, I'm going to show you how English is really spoken. Come on, let's go inside. Oh dear, excuse me. I'm a bit tired: I was out late last night, with the lads. I know, yeah, we didn't get back until 9.30. In the evening. It was a wild night. I know, I know, I am a party animal. Anyway, while I get myself together a bit, let's ask some other people in London what they got up to last night.

Voxpops
At 9 o'clock last night I was watching a movie.
I was laying in bed.
I was invited to a dinner at my friend's house.
I was playing football
I was out drinking.

Tim
Well well, what interesting lives we all lead. Now they all used the past form of the verb 'to be' - was. Now the word was is made of the sounds /w/, /ɔ:/, / z/, isn't it? Or is it? Listen again. What sound can you actually hear?

Voxpops
At 9 o'clock last night I was watching a movie.
I was laying in bed.
I was invited to a dinner at my friend's house.
I was playing football
I was out drinking.

When the word was is unstressed, as in the examples we've just heard, then the vowel sound changes to a schwa - /ə/. So was becomes /wəz/, and also were becomes /wə/. These are called weak forms. Here are some more examples.

Examples
I was there when it happened.
We were delighted with the results.
We were having a good time until it rained.
He was feeling much better last night.

Tim
Right, now you've heard the examples, and now it's your turn. Listen and repeat.

Examples
I was there when it happened.
We were delighted with the results.
We were having a good time until it rained.
He was feeling much better last night.

Tim
Great work. Remember, if you want to learn more about pronunciation, then please visit our website, bbclearningenglish dot com. And that is about it from the Pronunciation Workshop for now. I'll see you soon. Bye bye! Now... oh look! Hey, you know what this is? This is WAS backwards. Get it? WAS backwards... it's a SAW. Now, I know what you were thinking. You were thinking that I was going to have some terrible accident. Well don't worry - it's not even switched on - look! Wooahhhhh!!!

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BBC Learning English - Pronunciation / Tim's Pronunciation Workshop: 'was' and 'were'

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How do fluent speakers pronounce 'was' in natural speech? Tim explains...

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BBC Learning English - Pronunciation / Tim’s Pronunciation Workshop: Been

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How do fluent speakers of English pronounce the word ‘been’ in natural speech? Tim explains…

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Do you want to improve your English pronunciation? Well, you've come to the right place. Tim's Pronunciation Workshop shows you how English is really spoken. It'll help you become a better listener and a more fluent speaker.

The Sounds of English

Scroll down to the bottom of this page for The Sounds of English, our video guide to all the consonant and vowel sounds in the English language. Watch, listen and repeat. It's as simple as that!

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Do you want to improve your English pronunciation? Well, you've come to the right place. Tim's Pronunciation Workshop shows you how English is really spoken. It'll help you become a better listener and a more fluent speaker.

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The past continuous (also called past progressive) is a verb tense which is used to show that an ongoing past action was happening at a specific moment of interruption, or that two ongoing actions were happening at the same time. Read on for detailed descriptions, examples, and past continuous exercises.

Past Continuous Forms

The past continuous is formed using was/were + present participle. Questions are indicated by inverting the subject and was/were. Negatives are made with not.

Statement: You were studying when she called.

Question: Were you studying when she called?

Negative: You were not studying when she called.

Complete List of Past Continuous Forms
Past Continuous Uses

USE 1 Interrupted Action in the Past

Use the past continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the simple past. Remember this can be a real interruption or just an interruption in time.

Examples:

I was watching TV when she called.

When the phone rang, she was writing a letter.

While we were having the picnic, it started to rain.

What were you doing when the earthquake started?

I was listening to my iPod, so I didn't hear the fire alarm.

You were not listening to me when I told you to turn the oven off.

While John was sleeping last night, someone stole his car.

Sammy was waiting for us when we got off the plane.

While I was writing the email, the computer suddenly went off.

A: What were you doing when you broke your leg?
B: Iwas snowboarding.

USE 2 Specific Time as an Interruption

In USE 1, described above, the past continuous is interrupted by a shorter action in the simple past. However, you can also use a specific time as an interruption.

Examples:

Last night at 6 PM, I was eating dinner.

At midnight, we were still driving through the desert.

Yesterday at this time, I was sitting at my desk at work.

IMPORTANT

In the simple past, a specific time is used to show when an action began or finished. In the past continuous, a specific time only interrupts the action.

Examples:

USE 3 Parallel Actions

When you use the past continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time. The actions are parallel.

Examples:

I was studying while he was making dinner.

While Ellen was reading, Tim was watching television.

Were you listening while he was talking?

I wasn't paying attention while I was writing the letter, so I made several mistakes.

What were you doing while you were waiting?

Thomas wasn't working, and I wasn't working either.

They were eating dinner, discussing their plans, and having a good time.

USE 4 Atmosphere

In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.

Example:

When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.

USE 5 Repetition and Irritation with Always

The past continuous with words such as always or constantly expresses the idea that something irritating or shocking often happened in the past. The concept is very similar to the expression used to but with negative emotion. Remember to put the words always or constantly between be and verb+ing.

Examples:

She was always coming to class late.

He was constantly talking. He annoyed everyone.

I didn't like them because they were always complaining.

Past Continuous Tips

While vs. When

Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word when such as "when she called" or "when it bit me." Other clauses begin with while such as "while she was sleeping" and "while he was surfing." When you talk about things in the past, when is most often followed by the verb tense simple past, whereas while is usually followed by past continuous. While expresses the idea of "during that time." Study the examples below. They have similar meanings, but they emphasize different parts of the sentence.

Examples:

I was studying when she called.

While I was studying, she called.

REMEMBER Non-Continuous Verbs / Mixed Verbs

It is important to remember that Non-continuous verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for mixed verbs cannot be used in continuous tenses. Instead of using past continuous with these verbs, you must use simple past.

Examples:

Jane was being at my house when you arrived. Not Correct

Jane was at my house when you arrived. Correct

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as always, only, never, ever, still, just, etc.

Examples:

You were just studying when she called.

Were you just studying when she called?

ACTIVE / PASSIVE

Examples:

The salesman was helping the customer when the thief came into the store.

The customer was being helped by the salesman when the thief came into the store.

More About Active / Passive Forms
Past Continuous Exercises

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Complete description of the past continuous verb tense with past continuous exercises and examples. ( Also called past progressive )

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https://www.youtube.com/watch?v=mX19UrtjzC0

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Past Continuous Tense: How and When to Use It, With Examples

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The past continuous tense, also known as the past progressive tense, describes ongoing actions in the past, such as I was writing my research paper…

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Simple, Compound, Complex Sentences | Learning English

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Simple, Compound and Complex Sentences Exercises - Testbook

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Test your understanding of simple, compound and complex sentences with these exercises. Also, get a short recap of these types of sentences before you start the exercises.

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Wordwall - Create better lessons quicker

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____ he was short, he has a successful basketball career. ____ being rich, he always took the bus. ____ she was late, she decided to drive to work. ____ she decided to do, it would be difficult. ____ I finish work today, I am going to visit my sister. ____ I pass my exams, I will be very happy. ____ I am paid well, I don't mind what job I do. ____ do well in your exam, you will have to study hard. I like to drink tea, ____ my brother likes coffee. ____ the weather was quite cold, we still enjoyed our trip to the beach.

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he was short, he has a successful basketball career. ____ being rich, he always took the bus. ____ she was late, she decided to drive to work.

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There are many different sentence types. The three main types of sentences are simple, compound and complex. All three have an equally important role in writing.

Simple sentences

Simple sentences have just one main , for example:

Simple sentences are important for making clear points. They are also useful for creating tension when writing fiction. However, too many simple sentences can make writing seem disjointed. To hold a reader's interest, it's important to use a variety of sentence types.

Compound sentences

A compound sentence has more than one verb and is made up of at least two major . They can be joined by a semicolon, or a comma and   such as 'but', 'and' or 'so':

George realised he could hear voices, so he walked quickly back to the house.

Compound sentences are useful for connecting events and ideas in your writing. Only using compound sentences could make your writing less engaging to the reader.

Complex sentences

A complex sentence uses a to add extra detail. Subordinate clauses are sometimes known as dependent clauses, because they need the main part of the sentence to make sense. They don't make complete sense on their own :

George wanted to stay outside, despite the rain and wind soaking his clothes.

The subordinate clause 'despite the rain and wind soaking his clothes' does not make sense on its own and is adding extra information to the main clause. Subordinate clauses can be an effective way to add more detail to your writing.

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Sometimes you may want to flesh out a short sentence, in order to add more detail or meaning. Learn how to write complex sentences with BBC Bitesize KS3 English.

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Sentences: Simple, Compound, Complex, Compound-Complex - Details - Kahoot!
Simple, Compound and Complex Sentences - 3rd Grade - Details - Kahoot!

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Wordwall - Create better lessons quicker

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Unjumble - Drag and drop words to rearrange each sentence into its correct order.

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Wordwall - Create better lessons quicker

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The food will be ____ delicious ____ Noura is an exceptionally ____ cook. Jaeda returned the shoes ____ noticing they were ____ small.

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Describing your home

When you write about your home you can write about:

where it is

the different rooms in your home

what is in each room

Vocabulary

Check some vocabulary related to rooms and furniture or appliances before writing the essay. Here you can see some useful words:

Prepositions

Use these prepositions and phrases to describe where you live. You should review prepositions of place before writing this essay.

Note that when we say a ten-minute walk, a twenty-minute walk, etc. we use a number + a hyphen ( -) + the word minute in the singular.

There is/are

Use there is/are to write about the things in or near your home.

Use there is with singular nouns. Use a before the singular noun. The negative form is there isn't.

You can shorten there is to there's.

Use there are with plural nouns. We often use some or a number before the noun.

In negative sentences, we use any, NOT some.

Has/Has got

You can also use has or has got to write about what is in the house. The negative form is doesn't have or hasn't got.

Just/Only

You can use just or only when there are a small number of things. Look where just and only go in a sentence.

With

Use with to add extra information about a home, room, or piece of furniture.

Some useful adverbs

Start your sentence with one of these adverbs to talk about different parts of your home.

Lists

When we write about our homes we often include lists. Look at the list below.

In the living room, there is a sofa, two armchairs and a television.

Look how

we use there is because the first item on the list (a sofa) is singular.

we use a comma (,) between the first items on the list. Before the last item, we write and.

To contrast between positive and negative things in a list, use but.

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A description of my house - A1 English writing - Test-English

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Learn how to write a description of your house. Check our example and tips and do the exercises to improve your A1 writing skills.

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A series of B1 listening practice from the British Council

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A series of B1 listening practice from the British Council

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Are you looking for more listening practice? In this section you will find our audio series with language practice activities.

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Future forms - Grammar chart

Predictions

We use will to talk about something we think that will happen:

We use be going to to talk about something that is very near to happen or that we see is going to happen (there is present evidence)

Decisions

We use will for decisions that we take at the moment of speaking ( instant decisions).

We use be going to for decisions that we have already taken at the moment of speaking ( intentions or plans).

Arrangements

We often use the present continuous to talk about future events that have already been planned or decided. When we use the present continuous for arrangements, we must always include when ( at 7, this evening, next month, etc.) in the sentence.

We can also use be going to for future arrangements.

Use the present simple to talk about the future in sentences with when, as soon as, until, before and after.

I'll retire when I'll be 70.

I'll retire when I'm 70.

I won't call you until I will arrive.

I won't call you until I arrive .

Other uses of will

Promises and refusals

Future facts

Offers

We use I will in statements or shall I in questions.

Suggestions

We use shall we...?

Requests

When we ask someone to do something for us.

May or might as a future form

We use may or might for possible actions in the future (when 'we are not sure'). Compare:

We use may or might for things that will possibly happen in the future, but we are not too sure. It's like a prediction about something that we think perhaps will happen.

We use may or might not for actions or things that will possibly not happen.

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Future forms - will, be going to, present continuous - Test-English

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Future forms - will, be going to, present continuous, etc. B1. Learn how to express predictions, offers, promises, plans, arrangements, etc.

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4 conveniently located 5 cramped 6 spacious

My ideal home is in the city. It's a contemporary flat, in an impressive, modern building in a lively area. It's conveniently located for shops, restaurants and cinemas. Inside, it isn't at all cramped. In fact, it's very spacious.

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English Vocabulary Exercises for B1 - Describing houses and homes

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4 conveniently located 5 cramped 6 spacious My ideal home is in the city. It's a contemporary flat, in an impressive, modern building in a lively area. It's conveniently located for shops, restaurants and cinemas. Inside, it isn't at all cramped. In fact, it's very spacious.

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Mixed modal verbs exercises intermediate level esl. Can, could, may, might, must, have to, shall, should, will, would. Auxiliary verbs

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Modal Verbs: Definition & Usage Examples | Grammarly Blog

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Modal verbs can be tricky, but the good news is that they're simple once you learn how they work. Below, we explain everything you need to know to use modal verbs with ease.

Write with Grammarly

What are modal verbs?

Modal verbs show possibility, intent, ability, or necessity. Common examples of modal verbs include can, should, and must. Because they're a type of auxiliary verb (helper verb), they're used alongside the infinitive form of the main verb of a sentence.

Modal verbs are used to express certain hypothetical conditions, such as advisability, capability, or requests (there's a full list in the next section). They're used alongside a main verb to inflect its meaning.

Consider the difference between these two examples:

The first example is a simple factual statement. The speaker participates in a swimming activity every week on Tuesdays.

The second example uses the modal verb can. Notice how the meaning changes slightly. The speaker does not necessarily swim every Tuesday; they're saying that they are capable of swimming every Tuesday or that the possibility exists for them to swim every Tuesday. It's hypothetical.

Because modal verbs are auxiliary, they can't generally be used on their own. A modal verb can appear alone in a sentence only if the main verb is implied because it has previously been established.

Modal verbs are quite common in English; you've seen them in action hundreds of times even if you didn't know what they were called. The most frequently used ones are:

There are other, less common modal verbs. Some-like shall and ought-are rarely used any longer. There are also verbs that can function either as main verbs or as modal auxiliaries depending on the context; got, need, and have all behave like modal verbs in the common colloquial expressions got to, need to, and have to. Some modal verbs express very specific conditions that don't come up often, like dare in its modal form in "Dare I ask?" The word used in the idiomatic phrase used to, as in "I used to be an English student too," behaves like a modal verb with only a past tense form.

When are modal verbs used?

What special conditions do modal verbs indicate? Here's a list, along with examples:

Likelihood

Some things seem likely to be true but can't be stated as definite facts. In these cases, you can use the modal verbs should and must to show probability without certainty.

Possibility

In a situation when something is possible but not certain, use the modal verb could, may, or might.

Ability

The modal verb can expresses whether the subject of a sentence is able to do something. Likewise, the negative form, cannot or can't, shows that the subject is unable to do something.

Permission

If you want to ask permission to do something, start your question with can, may, or could. Traditionally, may is considered more formal and polite usage for permission; if you ask "Can I go to the bathroom?" it could be misinterpreted as "Do I have the ability to go to the bathroom?" However, in modern informal usage, may and can are both perfectly acceptable options for describing possibility or permission.

Request

Suggestion/advice

What if you want to recommend a course of action but not command it? If you're giving suggestions or advice without ordering someone around, you can use the modal verb should.

Command

On the other hand, if you want to command someone, use the modal verbs must, have, or need. With the latter two, the main verb does not drop the word to from its infinitive form.

Obligation or necessity

Modal verbs can express a necessary action, such as an obligation, duty, or requirement. Likewise, the negative forms express that an action is not necessary. Use the same modal verbs as with commands: must, have, and need.

Habit

To show an ongoing or habitual action-something the subject does regularly-you can use the modal verb would for the past tense and will for the present and future. The phrase used to is also acceptable when you're talking about a habit in the past.

How to use modal verbs (with examples)

Luckily, using modal verbs in a sentence is pretty simple. For basic sentences-in the simple present tense -just remember these rules:

Modal verbs come directly before the main verb except for in questions.

With modal verbs, use the infinitive form of the main verb. With most but not all modal verbs, to is dropped from the infinitive.

So if you want to brag about your ability to eat an entire pizza, you use the modal verb can before the infinitive form of eat without to-which is simply eat. The rest of the sentence continues as normal.

If you want to communicate that circumstances are requiring you to eat an entire pizza, you might use the modal verb have before the infinitive form of eat, retaining to:

For yes/no questions, you still use the infinitive form of the main verb, but the order is a little different: [modal verb] + [subject] + [main verb infinitive].

Note that in the second example above, because have is a verb that only sometimes functions as an auxiliary verb and at other times functions as a main verb, the question is formed with the auxiliary verb do at the beginning.

Because modal verbs deal largely with general situations or hypotheticals that haven't actually happened, all of the core ones can refer to present and future time but only some of them can refer to past time, and most of the time they do not change form to make different tenses. However, all of them can be used with different conjugations of a sentence's main verb to refer to present or future time in different ways, so let's talk a little about verb tenses and modal verbs.

Present tenses

We already covered the simple present above, but you can also use modal verbs in the present continuous and present perfect continuous tenses.
Present continuous Present perfect continuous
You can add a modal verb before a main verb in the present perfect continuous tense without changing much. However, note that the main verb always forms the present perfect continuous using have been, when appearing with a modal verb, never had been, even if the subject is third-person. The formula is [modal verb] + have been + [main verb in -ing form].

Simple past and present perfect tenses

Using a modal verb in the simple past or the present perfect (which indicates an action that happened in the past but is directly related to the present) is a little trickier.

Only a few of the core modal verbs have the ability to refer to past time: could, might, should, and would. They do this by functioning at times as the past tense forms of their fellow modal verbs can, may, shall, and will. But keep in mind that, as we saw above, could, might, should, and would also have different senses in which they refer to the present and the future, indicating possibility, permission, request, habit, or other conditions. None of the modal verbs can be used in the past perfect, the past continuous, or the past perfect continuous tense.
Simple past
Of the main modal verbs listed at the top, only can and will can be used in the simple past. The expressions have to and need to can also be used in the simple past, when conjugated as had to and needed to. Other modal verbs use the present perfect to discuss events in the past.

Can and will use their past tense form plus the infinitive form of the main verb without to, just like in the present: could/would + [main verb infinitive].
Present perfect
To form the present perfect using the modal verb could, might, should, or would, use the present perfect form of the main verb, which is have plus the past participle. As with the present perfect continuous, you always use have, even if the subject is third-person: could/might/should/would + have + [main verb past participle].
I might have gone to the party, but I forgot.
Future tenses

Because the simple future, future continuous, future perfect, and future perfect continuous tenses of main verbs are all already formed with the modal verb will, when you want to indicate likelihood, permission, or any of the other conditions discussed above in the future, it often makes sense to do it in some other way than by adding a modal verb.

However, there are also situations in which a modal verb other than willcan be used to talk about something in the future. In these cases, the new modal verb just replaces will in the sentence, and the main verb takes the same form it would with will..

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Modal verbs can be tricky, but the good news is that they're simple once you learn how they work. Below, we explain everything you need...

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Present Perfect Conversation Questions (100+ questions)

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This page is intended to be a resource for English learners and teachers. You can practice answering these present perfect discussion questions by yourself or with a partner. You can also write the answers in a notebook, in a digital document, or in the comments section below.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Already, Just, Still, Yet - Test - Exercise | English Grammar Online

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English Grammar Exercise - Already, Just, Still, Yet — Test|Choose the correct answer — already, just, still, or yet.

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1) Don't come in here with those dirty shoes! I've __________ cleaned this floor. 2) Have you finished that project for History class __________?

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1) Amelia has _____ been to Australia. a) already b) yet 2) Has your dad tried surfing_____ ? a) already b) yet 3) Bob hasn't visited Paris _____ . a) already b) yet 4) Has your mum called you ______? a) already b) yet 5) The children have _____ finished the test. a) already b) yet 6) Mark hasn't swum in the sea _____ . a) already b) yet 7) Have they bought that scarf _____ ? a) already b) yet 8) Tom and his brother have _____ learned to speak English. a) already b) yet 9) Paul has _____ walked along the Great Wall of China. a) already b) yet 10) My brother hasn't come back home _____. a) yet b) already 11) Have you seen her _____? a) yet b) already 12) We have _____ read that book. a) yet b) already 13) His dog hasn't seen the snow _____. a) yet b) already 14) He has ____ taken out the rubbish. a) just b) yet 15) They haven't done the ironing _____. a) just b) yet 16) Have you laid the table _____? a) yet b) just 17) Has your sister done the shopping ____? a) yet b) just 18) He's _____ done the vacuuming. a) just b) yet 19) Helen's _____ finished putting away her dirty clothes. a) just b) yet

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Quiz - Just / yet / already and present perfect

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1) Amelia has _____ been to Australia. 2) Has your dad tried surfing_____ ? 3) Bob hasn't visited Paris _____ . 4) Has your mum called you ______?

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One of the most important categories of words for English learners to master is the group that includes family-related terms. Family members are likely the people that students interact with early in life and most often. Explain to students that the words and phrases below are used when talking about family and relationships. Each word is categorized and is used in an example sentence to provide context for understanding.

Learning words that describe family members is must for students who want to master English. The table gives the word for the family member on the left, and a sample sentence using that term on the right. To make it easy to find just the term you want, the family-related words are presented in alphabetical order.

Marital Relationships

Marriage brings change. Tell students that these words describe the state of relationships:

Divorced: Jennifer is divorced, but she's happy to be single again.

Engaged: Helen is engaged to be married next June. She's making plans for the wedding.

Married: I've been married for over 25 years. I consider myself lucky.

Separated: In many countries, couples must be separated for more than a year in order to divorce.

Single: He's a single man living in New York.

Widowed: Hank became widowed last year. He hasn't been the same since.

Becoming Family

These verbs describe the process of becoming family:

Get divorced (from): My husband and I got divorced three years ago. Now, we're best friends, but we know our marriage was a mistake.

Get engaged (to): I got engaged to my wife after just two months of dating.

Get married (to): We're planning on getting married in May.

Marry someone: She married Tom 50 years ago today. Happy anniversary!

Start / end a relationship with someone: I think we should end our relationship. We're not happy with each other.

Family Vocabulary Quiz

Use the context of each sentence to help your students find an appropriate family-related word to fill in the gaps. The answers are provided below.

1. My father has a brother and a ______, so that means I have one _____ and one aunt on my father's side of the family.

2. Someday, I hope to have a lot of ______. Of course, that means that the children of my children need to have more children!

3. After five years of marriage, they decided to get _____ because they couldn't get along with each other.

4. Upon her husband's death, she became a _____ and never married again.

5. My mother remarried last year. Now, I'm the _____ of my stepfather.

6. Peter's _____, but he would like to get married and have children one day.

7. We started our ______ in Germany after we had met at an English-language school.

8. My _____ looks exactly like me, but I was born 30 minutes before she was.

9. He has an excellent relationship with his _____. They still celebrate holidays together with their children despite their divorce.

10. I'm ______ to be married in June! I can't wait!

Answers:

To continue practicing family-related vocabulary, create a family relationships lesson plan to further your students' knowledge of this important vocabulary.

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Learn Vocabulary Related to Family Relationships

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One of the most important categories of words for English learners to master is the group that includes family-related terms. Family members are likely the people that students interact with early in life and most often. Explain to students that the words and phrases below are used when talking about family and relationships.

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Keeping adults safe category page for Live Well in Cheshire East.

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Often when we talk about scams, we discuss them in financial terms and don't talk about the emotional impact they can have. But they can leave us feeling embarrassed, unsettled and unsafe, and have a lasting impact on our confidence. They can also leave us feeling unsure about who we can trust.

But if you've been scammed, it's important to reach out and talk about what's happened. It's nothing to feel embarrassed about - these scams are increasingly sophisticated and are purposefully designed to steal your money by posing as people or organisations you trust.

They can catch you on a day you're busy doing something else, or just having one of those days. We've all had them.

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What to do if you're a victim of scams or fraud | Age UK

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If you have fallen victim to a scam, it can be devastating. Age UK provide details on what you can do if you are a victim of scams. Visit Age UK now.

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Review the tense on this website and repeat the test

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A2 Grammar lessons and exercises - Test-English

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Master A2 grammar with our Pre-Intermediate Grammar Lessons! Advance with our clear rules, amazing charts, and engaging exercises.

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Choose a tense you find difficult and complete the quiz

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Lots of English grammar exercises and quizzes both online and in PDF to help you practise your English

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Term 1
Entry 3

14/09/2023        Macclesfield Library

21/09/2023        Macclesfield Library

28/09/2023        Macclesfield Library

05/10/2023        Macclesfield Library

12/10/2023        Macclesfield Library

19/10/2023        Townley Hall (Southern room)

26/10/2023        HALF TERM (NO LESSON)

02/11/2023        Townley Hall (Southern room)

09/11/2023        Townley Hall (Bollington room)

16/11/2023        Townley Hall (Southern room)

23/11/2023        Townley Hall (Southern room)

30/11/2023        Townley Hall (Southern room)

07/12/2023        Macclesfield Library

14/12/2023        Macclesfield Library

20/12/2023        Macclesfield Library

21/12/2023        Macclesfield Library

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Learn English Present Perfect Tense - When to use the Present Perfect Tense in English

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Simple Past Tense Quiz, Test and Exercise | GrammarQuiz.Net

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speaking making suggestuions esol - Search Videos

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Use this resource to check the top 3000 words that you need to know in English! You can filter by level, listen to British or American pronunciation and click on the word to see definitions and examples. 

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Use this resource to check the top 3000 words that you need to know in English! You can filter by level, listen to British or American pronunciation and click on the word to see definitions and examples. 

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Oxford 3000 and 5000: the most important and useful words to learn in English | OxfordLearnersDictionaries.com