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Watch this Cambridge English animation to learn more.

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FCE B2 - Past Perfect Simple and Continuous

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FCE B2 - Past Perfect Simple and Continuous

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Watch this Cambridge English animation to learn more.

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FCE B2 - Modals of Speculation and Deduction

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FCE B2 - Modals of Speculation and Deduction

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FCE B2 - Expressing Obligations and Permission

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FCE B2 - Expressing Obligations and Permission

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Watch this Cambridge English animation to learn more.

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FCE B2 - Expressing Ability and Possibility

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FCE B2 - Expressing Ability and Possibility

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Watch this Cambridge English animation to learn more.

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FCE B2 - Comparing and Contrasting Ideas with Linkers

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FCE B2 - Comparing and Contrasting Ideas with Linkers

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Watch this Cambridge English animation to learn more.

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Comparing & Contrasting Ideas With Linkers

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FCE B2 - Comparative and Superlative Adjectives

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FCE B2 - Comparative and Superlative Adjectives

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CAE C1 - Advanced Conditionals and Wish / If only

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CAE C1 - Advanced Conditionals and Wish / If only

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CAE C1 - Reported Speech and Reporting Verbs

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CAE C1 - Reported Speech and Reporting Verbs

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Watch this Cambridge English animation to learn more.

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CAE C1 - Participle and To plus Infinitive Clause

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CAE C1 - Participle and To plus Infinitive Clause

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CAE C1 - Present Simple and Present Continuous

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CAE C1 - Present Simple and Present Continuous

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CAE C1 - Future Continuous and Future Perfect Simple and Continuous

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CAE C1 - Future Continuous and Future Perfect Simple and Continuous

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Watch this Cambridge English animation to learn more.

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Future Contiunuous, Future Perfect Simple, Future Perfect Continuous,

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Watch this Cambridge English animation in order to sharpen your understanding of countable and uncountable nouns.

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Watch this Cambridge English video about the different varieties of English.

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Varieties of English  English Language Learning Tips  Cambridge English

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Cambridge English Speaking Test Learning Tips

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Cambridge English Speaking Test Learning Tips

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Learn some important tips for learning before you take you Cambridge English Speaking Test by watching this video.

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Speaking Test Skills  English Language Learning Tips  Cambridge English

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Learn some important tips before you take your Cambridge English Test by watching this video about learning tips.

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Prepare for an Exam  English Language Learning Tips  Cambridge English

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Learn more about how prefixes and suffixes work from this Cambridge English video.

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Prefixes and Suffixes  English Language Learning Tips  Cambridge English

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Learn new listening skills from this Cambridge English video.

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Listening Test Skills  English Language Learning Tips  Cambridge English

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Watch this Cambridge English video on how to learn new vocabulary.

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Learning New Vocabulary  English Language Learning Tips  Cambridge English

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Cambridge English tips on Job Interviews

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Cambridge English tips on Job Interviews

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Watch this video for some tips on how to perform well during a job interview.

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Job Interviews in English  English Language Learning Tips  Cambridge English

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How to use 'you know' - chunks - informal conversation in English

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How to use 'the thing is' - chunks - informal conversation in English

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How to use 'or something' - chunks - informal conversation in English

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Cambridge English Writing Test Learning Tips

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Cambridge English Writing Test Learning Tips

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Watch this video about learning tips for your Cambridge Writing Test.

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English Writing Test  English Language Learning Tips  Cambridge English

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Cambridge English Speaking Test Learning Tips

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Cambridge English Speaking Test Learning Tips

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Watch this video to find out which strategies to use during your Cambridge English Speaking Test.

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English Speaking Test  English Language Learning Tips  Cambridge English

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Cambridge English English Reading Test Learning Tips

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Cambridge English English Reading Test Learning Tips

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Watch the video to learn more about the strategies for passing your Cambridge English Reading Test.

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English Reading Test  English Language Learning Tips  Cambridge English

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Cambridge English Listening Test Learning Tips

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Cambridge English Listening Test Learning Tips

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Watch this video to learn which strategies to use in the Cambridge Listening Test.

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English Listening Test  English Language Learning Tips  Cambridge English

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Learn more about how collocations work from this Cambridge English video.

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Collocations  English Language Learning Tips  Cambridge English

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Watch this video about tips for Advanced C1 exam candidates.

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C1 Advanced Speaking Test  English Language Learning Tips Cambridge English

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Increase your knowledge of topic vocabulary - Education

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Education - B2 English Vocabulary

In this Pre-advanced Vocabulary Lesson about Education, you will learn common words and phrases related to the educational system, the roles and titles of individuals involved, and the various aspects of studying and learning. Check the pictures, definitions and example sentences below to understand these terms better.

People

A 1 headteacher (UK) or principal (US) is a person who runs a school and is responsible for all its staff and pupils.

A 2 lecturer is a person who teaches at a college or university on a part-time or freelance basis.

A 7 postgraduate is a person who is engaged in further studies after completing a first degree.

Your 12 peers are people studying at the same level as you at a school, college, or university.

Studies

A bachelor's degree, a master's degree, and a doctorate are all certifications connected to higher education. A 1 bachelor's degree (BA/BSc) is an undergraduate qualification that one receives after completing a course of study at a college or university. A 2 master's degree (MA/MSc) is a post-graduate degree demonstrating expertise in a particular field. To do a master's degree, one must first complete a bachelor's degree. A 3 doctorate (PhD) is like a master's degree but more advanced, and it is the highest type of degree that one can receive from a university.

Your 4 qualifications usually refer to the degrees, training courses, or other official certifications that qualify you to do certain jobs.

Verbs

If you 5 take part in something (a play, competition, or sporting event), you participate in it, and if you 6 attend classes, lectures, or seminars, you are present in them. On the other hand, if you 7 play truant or you skip class you fail to attend classes or lectures without providing an explanation.

When you 8 procrastinate, you delay doing something you don't want to do for as long as you can.

If you 9 take out or apply for a student loan, you apply to borrow money from the government to cover the costs of your studies, and if you 10 win or get a scholarship, you win free tuition from a school or university because of your abilities.

When you 11 do work experience, you do short-term, unpaid work in a position related to your field of study to gain experience.

The work experience she did at the local hospital was invaluable for her medical career.

If you 12 excel in something, like a subject or skill, you are very good at it.

After completing the exercises in this lesson on Education, you can use the unit's Vocabulary Flashcards to revise and help you memorize the terms.

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Education - B2 English Vocabulary - Test-English

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Learn B2 pre-advanced English vocabulary on Education with illustrative pictures, definitions, clear examples, exercises and games.

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FCE B2 - Reading Part 7 (Multiple Matching Task)

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FCE B2 - Reading Part 7 (Multiple Matching Task)

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Sharpen your exam task reading strategies by practising with this online Reading Part 7 exercise - you only have 10 minutes to complete the task!

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Read the text and choose the correct answer. The sections may be chosen more than once.

A Harry
Just north of Fregate I met two manta rays. They were seven or eight feet wide with massive outstretched fins that seemed like rubberized wings. The water was murky, rich with plankton that attracted the giant rays that filtered it through their wide mouths. They treated me with caution, maintaining a constant distance if I turned towards them, but were content to let me swim on a parallel course, as if I, too, was feeding on the plankton. For a few minutes we were companions, until, circling and shifting shape against the depths, they became faint black shadows in the gloom and were gone. The deep blue of the Indian Ocean has captured my heart and drawn me back again and again to these pure shores. On Praslin there were dolphins offshore and a pair of octopus, sliding across the coral as they flashed signals to one another with changing skin tones as remarkable as - but much faster than - any chameleon. At Conception, close to Mahe, giant rocks formed an underwater cathedral beckoning me into its vaults where moray eels gaped at me, the strange visitor to their liquid world.
В Gabriel
And so my first real trip to Asia unfolded in what seemed a series of dream-panels - adventures and faces and events so far removed from my day-to-day experience that I could not convert them into any tongue I knew. I revisited them again and again, sleepless, in my memories and notes and photographs, once home.

Almost every day of the three-week trip was so vivid that, upon returning, I gave a friend a nine-hour account of every moment. The motorbike ride through Sukhothai; the first long lazy evening in an expat's teak house in Sunkumvhit; the flight into the otherworldly charm of Rangoon and the Strand Hotel, and the pulse of warm activity around the Sule Pagoda at nightfall. Long hot days in the silence, 5,000 temples on every side; slow trips at dawn along Inle lake, seeing a bird-faced boat being led through the quiet water; a frenzied morning back in Bangkok, writing an article while monsoon rains pounded on the windows all around me.
C Maya
As I stepped off the six-seater Cessna plane after a bumpy flight over the Okavango Delta and my feet touched the arid ground I knew this was what I'd been waiting for all my life - Africa. Our first day was at the Selinda Camp in one of the driest parts of the Delta and when we arrived I thought that nothing could possibly survive under the relentless sun. I was almost immediately proved wrong, as Selinda is near a small lagoon - home to a group of hippos. At night we could hear their bark-like call.

Our guides warned us that although hippos may seem harmless, if threatened, they could easily kill a man! We went on to stay in various other camps that were situated in different habitats. Jacana Camp was surrounded entirely by water and only accessible by boat. But my favourite place was the Kalahari Desert. Our final camp was located just on the edge of the Makgadikgadi Salt Pans, which are home to many rare species of animal, such as the brown hyena.
D Tom
I'd been to New York three times in the past but not for long and I couldn't remember much of it.
This time I only had four days but I was on my own and this seems like a better way to get to know a city: less being sociable, more walking and visiting different places. Perfect. I liked New York even more than I expected and it's right up there on my list of foreign cities where I'd like to live. It's fighting for the top spot with San Francisco, with the next position occupied by Paris. I stayed at the Incentra Village House, which was lovely: reasonably priced, really friendly, comfortable rooms. I'd stay there again. I did a lot of walking and could easily have done a lot more. I rarely left Manhattan. One day I walked more than 12 miles, including the length of Central Park and on down Fifth Avenue. Fifth Avenue was the least pleasant place; it felt like London's Oxford Street. I also walked along the High Line, which is very nicely done, although rather shorter than Paris's Promenade Plantee.

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Part 7 - Reading - B2 First (FCE) | Practice, Write & Improve

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Get ready for the B2 First (FCE) exam with Cambridge’s Reading Part 7 exercises. Improve your reading abilities and excel in the test.

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FCE B2 - Reading Part 6 (Removed Sentences)

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FCE B2 - Reading Part 6 (Removed Sentences)

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Read the article about how to stay fit and healthy and insert the removed sentences in the appropriate spaces

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How to stay fit, happy and healthy - B2 English reading test - Test-English

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English reading test for upper-intermediate students (CEFR B2). You can use this reading practice test to prepare for Cambridge B2 First, IELTS (5.5 - 6), TOEIC (785 - 940) or TOEFL iBT (72 - 94)

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FCE B2 - Gerund or infinitive: Verb patterns

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FCE B2 - Gerund or infinitive: Verb patterns

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Gerund or Infinitive?

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Exercises Explanation Downloads

Gerund or infinitive - verb patterns

Exercise 1

Choose the correct gerund or infinitive form for each gap below.

When to use gerund or infinitive

In the table below, you can see when to use gerund or infinitive.

Verbs that take gerund or infinitive with a change of meaning

Forget

Forget to do something: Used to talk about things that we need to do, and we forget to do them.

Forget doing something: It's normally used in negative sentences. Used to talk about memories, normally about things that we did in the past and that we will not forget.

Remember

Remember to do something: You remember first and then you do something. Used to talk about things we need to do.

Remember doing something: Used to talk about memories. We remember things from the past.

Try

Try to do something: When we try to do something, we make an effort to achieve something that maybe we will or will not accomplish.

Try doing something: Used when we want to achieve something and try something as an experiment to see if it help us achieve what we want. We try a method (one of the many we could try) in order to achieve something.

Stop

Stop to do something: Used when we stop doing an activity so as to start doing a different one.

Stop doing something: It means to finish doing something that we are doing.

Need

Need to do something: It's necessary to do something

Something needs doing: It has a passive meaning. It means that something needs to be done.

Your car needs cleaning. (=Your car needs to be cleaned.)

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Gerund or infinitive - verb patterns - Test-English

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Gerund or infinitive. Verb patterns. Upper-intermediate English grammar. The use of gerunds or infinitives after certain nouns, verbs, adjectives, etc.

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FCE B2 - Listening Part 2 (Sentence Completion)

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FCE B2 - Listening Part 2 (Sentence Completion)

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Sharpen your listening skills for the Cambridge B2 Listening Test Part 2 (Sentence Completion)

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Cambridge First (FCE) Listening part 2

Difficulty level: B2 /Upper Intermediate

This free FCE Listening Practice Test helps with the second part of the listening exam. This is a monologue which lasts approximately 3 minutes. You then need to complete 10 sentences. You can listen to the audio twice.

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fce exam practice english language elt efl grammar writing structure cambridge business exercises esol

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Cambridge First (FCE) ListeningPart 2: free practice test

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First Certificate in English (FCE) - free listening practice

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CAE C1 - Reading Part 6 (Removed Paragraphs)

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CAE C1 - Reading Part 6 (Removed Paragraphs)

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Sharpen your skills at Reading Part 6 with this online exercise

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Part 6 - Reading - C1 Advanced (CAE) | Practice, Write & Improve

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“Enhance your English language skills with C1 Advanced (CAE) Part 6 Reading from Cambridge. Prepare for success with expert guidance and practice. Enroll now!”

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Learn some common Verb Collocations from this grammar bite video

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Anadolu Üniversitesi Yabancı Diller Yüksekokulu

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FCE B2 - Listening Part 4 (Multiple Choice)

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FCE B2 - Listening Part 4 (Multiple Choice)

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Practice Listening Part 4 with focus on regret (I wish, If only...)

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Regrets: I Wish I'd... - B2 English Listening Test - Test-English

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B2 listening test with video, questions, and transcript. Practise unreal past tenses and expand your vocabulary through real-life stories.

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FCE B2 - Listening Part 4 (A digital detox podcast)

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FCE B2 - Listening Part 4 (A digital detox podcast)

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Practice Listening Part 4 (Multiple Choice dialogue) by doing these exercises from British Council

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Listen to the podcast about doing a digital detox to practise and improve your listening skills.

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FCE B2 - Speaking Part 4 (Challenging someone's ideas)

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FCE B2 - Speaking Part 4 (Challenging someone's ideas)

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Watch the video and practice the exercises to improve your skills in contrasting your speaking partner's ideas

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In this video, Vanya tells Paul and Emir about her latest idea. Listen to the language they use for challenging someone's ideas and practise saying the useful phrases.

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FCE B2 - Speaking Part 3 (Discussing advantages and disadvantages)

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FCE B2 - Speaking Part 3 (Discussing advantages and disadvantages)

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Watch the video and practice the exercises to improve your skills in expressing advantages and disadvantages

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In this video, Noelia and Yuna talk about how to encourage creativity in the office. Listen to the language they use to discuss advantages and disadvantages and practise saying the useful phrases.

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CAE C1 - Writing Part 2 (An email to a friend)

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CAE C1 - Writing Part 2 (An email to a friend)

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Prepare to write an email to a friend and learn to distinguish between formal and informal language

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Tips

1. It's common to start with a reason for writing and refer to how long it's been since you saw or wrote to each other.

2. Use phrasal verbs (e.g. going on, been up to) and informal expressions (e.g. drop you a line, same old, same old) to give it a friendly, informal tone.

3. Use emoticons or multiple exclamation marks (!!!) or question marks (???) to add extra excitement and feeling. You can also use capital letters for emphasis (How ARE you? GREAT news!!).

4. Before signing off you can finish with closing phrases like Hope all's well! / Looking forward to seeing you! / Best of luck with ... !

5. Sign off with Lots of love for close friends or family or Take care if you are not so close.

Discussion

Language level

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Learn how to write an email to a friend.

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FCE B2 - Writing Part 2 (An informal email to a friend)

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FCE B2 - Writing Part 2 (An informal email to a friend)

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Prepare to write an informal email to a friend with these online exercises

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Learn how to write an informal email to a friend.

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British Council - Online Grammar Practice Exercises

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Do you know how to use like and as? Test what you know with interactive exercises and read the explanation to help you.

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British Council Revision of Dependent Prepositions

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Look at these examples to see how prepositions are used after verbs.

Can you wait for me to finish my lunch?
I'm relying on my co-worker to answer all my emails while I'm on holiday.
Sun cream protects you from getting burnt.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

When a verb is part of a longer sentence, it is often followed by a specific preposition.

There are no grammatical rules to help you know which preposition is used with which verb, so it's a good idea to try to learn them together. To help you do this, write new vocabulary in your notebook in a sentence or phrase. Here are some common verbs for each preposition.

Verbs with for

They're waiting for a bus.
Heapologised for being late.
Iapplied for the job but I didn't get it.
How do youask for a coffee in Polish?
I can't go out tonight because I have toprepare for my interview tomorrow.

Verbs with from

This spray should protect you from mosquitoes.
Has herecovered from the accident yet?
She won an award because shesaved someone from drowning.
Isuffer from allergies.

Verbs with in

She doesn't believe in coincidences.
Our companyspecialises in computer software.
You have to work hard if you want tosucceed in life.

Verbs with of

I don't approve of hunting animals for their fur.
Our dogdied of old age.
This shampoosmells of bananas.

Verbs with on

Their decision will depend on the test results.
The film isbased on the novel by Boris Pasternak.
If you make so much noise, I can'tconcentrate on my work.
Come on! We'rerelying on you!
We don'tagree on anything but we're still good friends.

Verbs with to

What kind of music do you like listening to?
Can Iintroduce you to my grandfather?
Pleaserefer to the notes at the end for more information.
Nobodyresponded to my complaint.
Sheapologised to me the next day.

Verbs with with

I agree with everything you've said.
My assistant willprovide you with more information if you need it.
We're finding it difficult todeal with the stress.

Do this exercise to test your grammar again.

Language level

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Do you know how to use the prepositions for, from, in, of, on, to and with after verbs? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Verbs followed by '-ing' or infinitive to change meaning

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FCE B2 - Verbs followed by '-ing' or infinitive to change meaning

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Learn to stop making this basic mistake using the -ing form

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Look at these examples to see how these verb patterns work.

The bus stopped picking up the children.
The bus stopped to pick up the children. I want to try studying with a friend to see if it helps us stay more motivated.
I'm trying to study but it's impossible with all this noise.

Try this exercise to test your grammar.

Grammar test 1

Verbs followed by '-ing' or by 'to' + infinitive 2: Grammar test 1

Read the explanation to learn more.

Grammar explanation

Some verbs have a different meaning depending on whether they are followed by an - ing form or to + infinitive.

Stop + - ing means the action is not happening any more.

I've stopped buying the newspaper because now I read the news online.

Stop + to + infinitive means that someone or something stops an activity so that they can do something else.

He stopped the video to ask the students some questions.

Try + - ing means that you are trying something as an experiment, especially as a possible solution to a problem, to see if it works or not.

Have you tried turning the computer off and on again?

Try + to + infinitive means that something is difficult but you are making an effort to do it.

I'm trying to learn Japanese but it's very difficult.

Remember + - ing and forget + - ing refer to having (or not having) a memory of something in the past.

I remember watching this film before.
I'll neverforget meeting you for the first time in this café.

Remember + to + infinitive and forget + to + infinitive refer to recalling (or not recalling) that there is something we need to do before we do it.

Please remember to buy some milk on the way home.
Heforgot to lock the door when he went out.

Do this exercise to test your grammar again.

Grammar test 2

Verbs followed by '-ing' or by 'to' + infinitive 2: Grammar test 2

Language level

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Verbs followed by '-ing' or infinitive to change meaning

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Do you know the difference between stop doing something and stop to do something? Test what you know with interactive exercises and read the explanation to help you.

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Learn to stop making this basic mistake with stative verb - 'I'm loving it!'

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Look at these examples to see how stative verbs are used.

I think that's a good idea.
I love this song!
That coffee smells good.
Do you have a pen?

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Stative verbs describe a state rather than an action. They aren't usually used in the present continuous form.

I don't know the answer. I'm not knowing the answer.
She really likes you.She's really liking you.
He seems happy at the moment.He's seeming happy at the moment.

Stative verbs often relate to:

Verbs that are sometimes stative

A number of verbs can refer to states or actions, depending on the context.

I think it's a good idea.
Wait a moment! I'm thinking.

The first sentence expresses an opinion. It is a mental state, so we use present simple. In the second example the speaker is actively processing thoughts about something. It is an action in progress, so we use present continuous.

Some other examples are:

I have an old car. (state - possession)
I'm having a quick break. (action - having a break is an activity)

Do you see any problems with that? (state - opinion)
We're seeing Tadanari tomorrow afternoon. (action - we're meeting him)

He's so interesting! (state - his permanent quality)
He's being very unhelpful. (action - he is temporarily behaving this way)

This coffee tastes delicious. (state - our perception of the coffee)
Look! The chef is tasting the soup. (action - tasting the soup is an activity)

Do this exercise to test your grammar again.

Language level

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Do you know how to use stative verbs like think, love, smell and have? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how we can tell someone what another person said.

direct speech: 'I love the Toy Story films,' she said.
indirect speech: She said she loved the Toy Story films.

direct speech:'I worked as a waiter before becoming a chef,' he said.
indirect speech: He said he'd worked as a waiter before becoming a chef.

direct speech:'I'll phone you tomorrow,' he said.
indirect speech: He said he'd phone me the next day.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

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.

Do this exercise to test your grammar again.

Language level

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Do you know how to report what somebody else said? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Reported speech: reporting verbs

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FCE B2 - Reported speech: reporting verbs

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how reporting verbs are used.

direct speech: 'You should come, it's going to be a lot of fun,' she said.
indirect speech: She persuaded me to come.

direct speech: 'Wait here,' he said.
indirect speech: He told us to wait there.

direct speech: 'It wasn't me who finished the coffee,' he said.
indirect speech: He denied finishing the coffee.

Try this exercise to test your grammar.

Grammar explanation

When we tell someone what another person said, we often use the verbs say, tell or ask. These are called 'reporting verbs'. However, we can also use other reporting verbs. Many reporting verbs can be followed by another verb in either an infinitive or an -ing form.

Reporting verb + infinitive

'Let's see. I'll have the risotto, please.''I'll do the report by Friday, for sure.''It's not a good idea to write your passwords down.'

We can also use an infinitive to report imperatives, with a reporting verb like tell, order, instruct, direct or warn.

Reporting verb + -ing form

Verbs like admit, apologise for, complain about, deny, insist on, mention and suggest can follow an -ing form pattern.

'I broke the window.''I'm really sorry I didn't get back to you sooner.''Let's take a break.'

Do this exercise to test your grammar again.

Language level

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Do you know how to tell someone what another person said using reporting verbs? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how we can tell someone what another person asked.

direct speech: 'Do you work from home?' he said.
indirect speech:He asked me if I worked from home.

direct speech:'Who did you see?' she asked.
indirect speech:She asked me who I'd seen.

direct speech:'Could you write that down for me?' she asked.
indirect speech:She asked me to write it down.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

A reported question is when we tell someone what another person asked. To do this, we can use direct speech or indirect speech.

direct speech: 'Do you like working in sales?' he asked.
indirect speech: He asked me if I liked working in sales.

In indirect speech, we change the question structure (e.g. Do you like) to a statement structure (e.g. I like).

We also often make changes to the tenses and other words in the same way as for reported statements (e.g. have done → had done, today → that day). You can learn about these changes on the Reported speech 1 - statements page.

In yes/ no questions, we use if or whether to report the question. If is more common.

'Are you going to the Helsinki conference?'
He asked me if I was going to the Helsinki conference.
'Have you finished the project yet?'
She asked us whether we'd finished the project yet.

Questions with a question word

In what, where, why, who, when or how questions, we use the question word to report the question.

'What time does the train leave?'
He asked me what time the train left.
'Where did he go?'

Reporting verbs

The most common reporting verb for questions is ask, but we can also use verbs like enquire, want to know or wonder.

'Did you bring your passports?'
She wanted to know if they'd brought their passports.
'When could you get this done by?'
He wondered when we could get it done by.

Offers, requests and suggestions

If the question is making an offer, request or suggestion, we can use a specific verb pattern instead, for example offer + infinitive, ask + infinitive or suggest + ing.

'Would you like me to help you?' 'Can you hold this for me, please?' 'Why don't we check with Joel?'
She suggested checking with Joel.

Do this exercise to test your grammar again.

Language level

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Do you know how to report a question that somebody asked? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Relative clauses: non-defining relative clauses

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FCE B2 - Relative clauses: non-defining relative clauses

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British Council - Online Grammar Practice exercises

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Relative clauses: non-defining relative clauses

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Do you know how to give extra information about someone or something using relative clauses? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Relative clauses: defining relative clauses

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FCE B2 - Relative clauses: defining relative clauses

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British Council - Online Grammar Practice Exercises

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Relative clauses: defining relative clauses

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Do you know how to define who or what you are talking about using relative clauses? Test what you know with interactive exercises and read the explanation to help you.

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British Council Online Practice

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FCE B2 - Present perfect: 'just', 'yet', 'still' and 'already'

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FCE B2 - Present perfect: 'just', 'yet', 'still' and 'already'

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Add aspect of time to your sentences to further improve your speaking and writing skills using just, yet, still and already

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Look at these examples to see how just, yet, still and already are used.

I've just seen Sai. He's really enjoying his new job.
We haven't decided what to do yet.
I still haven't called Yumi to see how she is.
I've already had lunch but I'll join you for coffee.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We often use just, yet, still and already with the present perfect because they are related to the present moment. This page focuses on the meaning and use of these words when they are used with the present perfect.

Just used with the present perfect means 'a short time before'.

I've just seen Susan coming out of the cinema.
Mike's just called. Can you ring him back, please?
Have you just taken my pen?!

Just comes between the auxiliary verb ( have/has) and the past participle.

Yet used with the present perfect means 'at any time up to now'. We use it to emphasise that we expect something to happen soon. Yet (in this context) is only used in negative sentences and questions.

Have you finished your homework yet?
I haven't finished it yet. I'll do it after dinner.
A. Where's Sam? B: He hasn't arrived yet.

Yet comes at the end of the sentence or question.

Still used with the present perfect means that something hasn't happened. We use it to emphasise that we expected the thing to happen earlier. Still (in this context) is only used in negative sentences.

I've been waiting for an hour and the bus still hasn't come.
They promised me that report yesterday but they still haven't finished it.
She still hasn't replied to my email. Maybe she's on holiday.

Still comes between the subject ( the bus, they, etc.) and auxiliary verb ( haven't/hasn't).

Already used with the present perfect means 'before now'. We use it to emphasise that something happened before something else or earlier than expected.

I've already spent my salary and it's two weeks before payday.
He wanted to seeSudden Risk but I've already seen it.
The train's left already!

Already can come between the auxiliary and the main verb or at the end of the clause.

Do this exercise to test your grammar again.

Language level

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Present perfect: 'just', 'yet', 'still' and 'already'

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Do you know how to use just, yet, still and already with the present perfect? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Present perfect simple and continuous

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FCE B2 - Present perfect simple and continuous

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Learn how to differentiate between temporary and permanent states and actions

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Look at these examples to see how the present perfect simple and continuous are used.

We've painted the bathroom.
She's been training for a half-marathon.
I've had three coffees already today!
They've been waiting for hours.

Try this exercise to test your grammar.

Grammar test 1

Grammar B1-B2: Present perfect simple and present perfect continuous: 1

Read the explanation to learn more.

Grammar explanation

We use both the present perfect simple ( have or has + past participle) and the present perfect continuous ( have or has + been + -ing form) to talk about past actions or states which are still connected to the present.

Focusing on result or activity

The present perfect simple usually focuses on the result of the activity in some way, and the present perfect continuous usually focuses on the activity itself in some way.

Ongoing states and actions

We often use for, since and how long with the present perfect simple to talk about ongoing states.

How long have you known each other?
We've known each other since we were at school.

We often use for, since and how long with the present perfect continuous to talk about ongoing single or repeated actions.

How long have they been playing tennis?
They've been playing tennis for an hour.
They've been playing tennis every Sunday for years.

Sometimes the present perfect continuous can emphasise that a situation is temporary.

I usually go to the gym on the High Street, but it's closed for repairs at the moment so I've been going to the one in the shopping centre.

Do this exercise to test your grammar again.

Grammar test 2

Grammar B1-B2: Present perfect simple and present perfect continuous: 2

Language level

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Do you know the difference between We've painted the room and We've been painting the room? Test what you know with interactive exercises and read the explanation to help you.

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British Council Online Grammar Revision Exercises

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Look at these examples to see how the present perfect is used.

He's been to ten different countries.
I haven't seen her today.
My phone's run out of battery. Can I use yours?
Have you ever dyed your hair a different colour?

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We use the present perfect simple ( have or has + past participle) to talk about past actions or states which are still connected to the present.

Unfinished time and states

We often use the present perfect to say what we've done in an unfinished time period, such as today, this week, this year, etc., and with expressions such as so far, until now, before, etc.

We also use it to talk about life experiences, as our life is also an unfinished time period. We often use never in negative sentences and ever in questions.

We also use the present perfect to talk about unfinished states, especially with for, since and how long.

She's wanted to be a police officer since she was a child.
I haven't known him for very long.
How long have you had that phone?

Finished time and states

If we say when something happened, or we feel that that part of our life is finished, we use the past simple.

We visited Russia for the first time in 1992.
I went to three different primary schools.
Before she retired, she worked in several different countries.

We also use the past simple for finished states.

We knew all our neighbours when we were children.
I didn't like bananas for a really long time. Now I love them!

Past actions with a result in the present

We can use the present perfect to talk about a past action that has a result in the present.

Again, if we say when it happened, we use the past simple.

He broke his leg last week so he can't go on holiday.

However, we often use the present perfect with words like just, recently, already, yet and still.

Do this exercise to test your grammar again.

Language level

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Do you know how to use phrases like She's called every day this week, I've broken my leg and Have you ever been to Scotland? Test what you know with interactive exercises and read the explanation to help you.

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Revise the Past Perfect in combination with the Past Simple for creating chronology of events within sentences

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Look at these examples to see how the past perfect is used.

He couldn't make a sandwich because he'd forgotten to buy bread.
The hotel was full, so I was glad that we'd booked in advance.
My new job wasn't exactly what I'd expected.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Time up to a point in the past

We use the past perfect simple ( had + past participle) to talk about time up to a certain point in the past.

She'd published her first poem by the time she was eight.
We'd finished all the water before we were halfway up the mountain.
Had the parcel arrived when you called yesterday?

Past perfect for the earlier of two past actions

We can use the past perfect to show the order of two past events. The past perfect shows the earlier action and the past simple shows the later action.

When the police arrived, the thief had escaped.

It doesn't matter in which order we say the two events. The following sentence has the same meaning.

The thief had escaped when the police arrived.

Note that if there's only a single event, we don't use the past perfect, even if it happened a long time ago.

The Romans spoke Latin. (NOT The Romans had spoken Latin.)

Past perfect after before

We can also use before + past perfectto show that an action was not done or was incomplete when the past simple action happened.

They left before I'd spoken to them.
Sadly, the author died before he'd finished the series.

Adverbs

We often use the adverbs already (= 'before the specified time'), still (= as previously), just (= 'a very short time before the specified time'), ever (= 'at any time before the specified time') or never (= 'at no time before the specified time') with the past perfect.

I called his office but he'd already left.
It still hadn't rained at the beginning of May.
I went to visit her when she'd just moved to Berlin.
It was the most beautiful photo I'd ever seen.
Had you ever visited London when you moved there?
I'd never met anyone from California before I met Jim.

Do this exercise to test your grammar again.

Language level

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Do you know how to use phrases like They'd finished the project by March or Had you finished work when I called? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Past habits: 'used to', 'would' and the past simple

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FCE B2 - Past habits: 'used to', 'would' and the past simple

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How to talk about how past states in contrast with present situations

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Look at these examples to see how used to, would and the past simple are used.

They used to live in London.
I didn't use to like olives.
We would always go to the seaside for our holidays.
But one holiday we went to the mountains instead.

Try this exercise to test your grammar.

Grammar explanation

When we talk about things in the past that are not true any more, we can do it in different ways.

Used to + infinitive

We can use used to to talk about past states that are not true any more.

We used to live in New York when I was a kid.
There didn't use to be a supermarket there. When did it open?
Did you use to have a garden?

We can also use used to to talk about past habits (repeated past actions) that don't happen any more.

I used to go swimming every Thursday when I was at school.
She used to smoke but she gave up a few years ago.

used to + infinitive should not be confused with be/get used to + -ing, which has a different meaning. The difference is covered here.

We can use would to talk about repeated past actions that don't happen any more.

Every Saturday I would go on a long bike ride.
My dad would read me amazing stories every night at bedtime.

would for past habits is slightly more formal than used to. It is often used in stories. We don't normally use the negative or question form of would for past habits. Note that we can't usually use would to talk about past states.

Past simple

We can always use the past simple as an alternative to used to or would to talk about past states or habits. The main difference is that the past simple doesn't emphasise the repeated or continuous nature of the action or situation. Also, the past simple doesn't make it so clear that the thing is no longer true.

We went to the same beach every summer.
We used to go to the same beach every summer.
We would go to the same beach every summer.

If something happened only once, we must use the past simple.

Do this exercise to test your grammar again.

Language level

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Past habits: 'used to', 'would' and the past simple

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Do you know how to talk about past habits using used to, would and the past simple? Test what you know with interactive exercises and read the explanation to help you.

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Used to, could, was able to, managed to ....

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Do you know how to use could, was able to and managed to to talk about past abilities? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how the passive voice is used.

A lot of olive oil is produced in Italy.
This book was written by Angela Davis.
The suspect will be released tomorrow.
This product has not been tested on animals.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We use the passive voice to change the focus of the sentence.

My bike was stolen. (passive - focus on my bike)
Someone stole my bike. (active - focus on someone)

We often use the passive:

when we prefer not to mention who or what does the action (for example, it's not known, it's obvious or we don't want to say)

so that we can start a sentence with the most important or most logical information

in more formal or scientific writing.

How we make the passive

We make the passive using the verb be + past participle. We start the sentence with the object.

It is not always necessary to add who or what did the action.

Only the form of be changes to make the tense. The past participle stays the same. Here are examples of the passive in its most common tenses.

Do this exercise to test your grammar again.

Language level

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Do you know how to use the passive voice to change the focus of a sentence? Test what you know with interactive exercises and read the explanation to help you.

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Create emphasis using modifiers to enhance your speaking and writing skills

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Look at these examples to see how comparisons can be modified.

He's much shorter than his brother.
Good-quality socks are almost as important as your running shoes.
Our hotel room was exactly the same as the photos showed.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

There are several different ways to compare things in English. We can also modify comparisons to show big or small differences.

Comparing

We can use comparative adjectives to compare different things.

Max is taller than Judy.
You're more patient than I am.
His first book is less interesting than his second.

We can use as ... as with an adjective to say that two things are the same, or not as ... as to say that one thing is less than another.

Her hair is as long as mine.
It's not as sunny as yesterday.

We can also use expressions like different from, similar to and the same as.

England is different from the United Kingdom.
His car is similar to mine.
The results from the first test are the same as the results from the second.

Showing big differences

We can use much, so much, a lot, even or far with comparative adjectives.

Sales in July were a lot higher than sales in June.
He was far less experienced than the other applicant.

We can use nowhere near with as ... as.

The interview was nowhere near as difficult as the written exam.

We can use very, really, completely or totally with different from.

They may be twins, but they're completely different from each other.

Showing small differences

We can use slightly, a little, a bit, a little bit or not much with comparative adjectives.

The number of registrations has been slightly lower than we expected.
Houses in my city are not much more expensive than flats.

She's almost as old as I am.
The figures for May are more or less the same as the figures for June.

We can use very or really with similar to.

My son looks really similar to my father when he was that age.

Showing there is no difference

We can use exactly the same as or just as ... as to emphasise that there is no difference.

My grandma's cakes still taste exactly the same as when I was a child!
A new phone can be just as expensive as a new computer these days.

Do this exercise to test your grammar again.

Language level

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Do you know how to use phrases like much shorter than, almost as fit as and exactly the same as? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Modals: permission and obligation

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FCE B2 - Modals: permission and obligation

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British Council - Online Grammar Practice Exercises

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Do you know how to use modal verbs to talk about permission and obligation? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Modals: deductions about the present

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FCE B2 - Modals: deductions about the present

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Talking about certainty in the present using modal verbs

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Look at these examples to see how must, might, may, could and can't can be used.

That must be the main entrance. I can see people queuing to get in.
I've lost my keys. They might be at work or they could be in the car.
You can't be bored already! You've only been here five minutes.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We can use modal verbs for deduction - guessing if something is true using the available information. The modal verb we choose shows how certain we are about the possibility. This page focuses on making deductions about the present or future.

We use must when we feel sure that something is true or it's the only realistic possibility.

This must be her house. I can see her car in the garage.
He must live near here because he always walks to work.
Come inside and get warm. You must be freezing out there!

We use might, may or could to say that we think something is possible but we're not sure.

She's not here yet. She might be stuck in traffic.
He's not answering. He could be in class.
We regret to inform you that some services may be delayed due to the bad weather.

They all have the same meaning, but may is more formal than might and could.

We use can't when we feel sure that something is not possible.

It can't be far now. We've been driving for hours.
She can't know about the complaint. She's promoted him to team leader.
It can't be easy for him, looking after three kids on his own.

Note that these verbs, like all modal verbs, are followed by an infinitive without to.

Do this exercise to test your grammar again.

Language level

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Do you know how to use modal verbs to say how certain you are about a possibility? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Modals: deductions about the past

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FCE B2 - Modals: deductions about the past

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How to talk about what' must have been' in the past using modal verbs for deduction

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Look at these examples to see how must, might, may, could, can't and couldn't are used in the past.

An earthquake? That must have been terrifying!
We don't know for sure that Alex broke the coffee table. It might have been the dog.
How did she fail that exam? She can't have studied very much.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We can use modal verbs for deduction - guessing if something is true using the available information. The modal verb we choose shows how certain we are about the possibility. This page focuses on making deductions about the past.

We use must have + past participle when we feel sure about what happened.

Who told the newspapers about the prime minister's plans? It must have been someone close to him.
The thief must have had a key. The door was locked and nothing was broken.
Oh, good! We've got milk. Mo must have bought some yesterday.

We can use might have or may have + past participle when we think it's possible that something happened.

I think I might have left the air conditioning on. Please can you check?
Police think the suspect may have left the country using a fake passport.

May have is more formal than might have. Could have is also possible in this context but less common.

We use can't have and couldn't have + past participle when we think it's not possible that something happened.

She can't have driven there. Her car keys are still here.
I thought I saw Adnan this morning but it couldn't have been him - he's in Greece this week.

Do this exercise to test your grammar again.

Language level

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Do you know how to use modal verbs to show how certain you are about past events? Test what you know with interactive exercises and read the explanation to help you.

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Use Intensifiers to make your language more emphatic

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Look at these examples to see how so and such are used.

She's so interesting!
This is such an interesting book.
A new phone costs so much money these days.
Traffic in the city centre is such a nightmare!

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We can use so and such to intensify adjectives, adverbs and nouns.

Adjectives and adverbs

We can use so with an adjective or adverb to make it stronger.

It's so hot today!
She looks so young in that photo.
He walks so slowly. It's so annoying!

If we are using the comparative form of the adjective or adverb, we use so much to make it stronger.

They were so much more innocent when they were younger.
I work so much more quickly when I can concentrate.

Nouns

With a noun or adjective + noun, we use such to make it stronger.

You're such an angel!
It's such a hot day today!
They're such lovely trousers. Where did you buy them?

However, when we use much, many, little and few with a noun, we use so to make it stronger.

There are so many people here!
I've had so little time to myself this week.

Saying the result

We often use these so and such structures with that and a clause to say what the result is.

It was so cold that the water in the lake froze.
He was such a good teacher that we all passed the exam.
There's so much noise that I can't think!

Do this exercise to test your grammar again.

Language level

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Do you know how to use the words so and such? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Future forms: 'will', 'be going to' and present continuous

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FCE B2 - Future forms: 'will', 'be going to' and present continuous

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how will, going to and the present continuous are used.

Oh great! That meeting after work's been cancelled. I'll go to that yoga class instead.
I'm going to try to visit my relatives in Australia this year.
The restaurant is reserved for 8. We're having a drink at Beale's first.

Try this exercise to test your grammar.

Grammar explanation

We use different verb forms to talk about our plans for the future, depending on what kind of plan it is: a spontaneous plan, a pre-decided plan or an arrangement.

We use will to talk about spontaneous plans decided at the moment of speaking.

Oops, I forgot to phone Mum! I'll do it after dinner.
I can't decide what to wear tonight. I know! I'll wear my green shirt.
There's no milk. I'll buy some when I go to the shops.

We use going to to talk about plans decided before the moment of speaking.

I'm going to phone Mum after dinner. I told her I'd call at 8 o'clock.
I'm going to wear my black dress tonight.
I'm going to go to the supermarket after work. What do we need?

Present continuous

We usually use the present continuous when the plan is an arrangement - already confirmed with at least one other person and we know the time and place.

I'm meeting Jane at 8 o'clock on Saturday.
We're having a party next Saturday. Would you like to come?

We often use the present continuous to ask about people's future plans.

Are you doing anything interesting this weekend?

Do this exercise to test your grammar again.

Language level

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Future forms: 'will', 'be going to' and present continuous

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Do you know how to talk about future plans using will, going to and the present continuous? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Future continuous and future perfect

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FCE B2 - Future continuous and future perfect

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FCE B2 - British Council Online Grammar Practice Exercises

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Do you know how to use phrases like I’ll be studying or I’ll have finished? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how used to, get used to and be used to are used.

I used to want to be a lawyer but then I realised how hard they work!
How's Boston? Are you used to the cold weather yet?
No matter how many times I fly, I'll never get used to take-off and landing!

Try this exercise to test your grammar.

Grammar test 1

'used to' + infinitive and 'be' or 'get used to' + '-ing': Grammar test 1

Read the explanation to learn more.

Grammar explanation

Used to + infinitive and be/ get used to + - ing look similar but they have very different uses.

We use used to + infinitive to talk about a past situation that is no longer true. It tells us that there was a repeated action or state in the past which has now changed.

She used to be a long-distance runner when she was younger.
I didn't use to sleep very well, but then I started doing yoga and it really helps.
Did you use to come here as a child?

be used to and get used to

Be used to means 'be familiar with' or 'be accustomed to'.

She's used to the city now and doesn't get lost any more.
He wasn't used to walking so much and his legs hurt after the hike.
I'm a teacher so I'm used to speaking in public.

We use get used to to talk about the process of becoming familiar with something.

I'm finding this new job hard but I'm sure I'll get used to it soon.
It took my mother years to get used to living in London after moving from Pakistan.
I'm getting used to the noise now. I found it really stressful when I first moved in.

Be used to and get used to are followed by a noun, pronoun or the - ing form of a verb, and can be used about the past, present or future.

Do this exercise to test your grammar again.

Grammar test 2

'used to' + infinitive and 'be' or 'get used to' + '-ing': Grammar test 2

Language level

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Do you know the difference between I used to drive on the left and I'm used to driving on the left? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Contrasting ideas: 'although', 'despite' and others

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FCE B2 - Contrasting ideas: 'although', 'despite' and others

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Practice using linking words to help organise contrasting ideas in sentences at B2 level

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Look at these examples to see how although, even though, in spite of and despite are used.

Although we don't agree, I think she's a brilliant speaker.
Even though we don't agree, I think she's a brilliant speaker.
In spite of the law, people continue to use mobile phones while driving.
Despite the law, people continue to use mobile phones while driving.
It's illegal to use mobile phones while driving. People still do it, though.

Try this exercise to test your grammar.

Grammar test 1

'in spite of', 'despite', 'although', 'even though' and 'though': Grammar test 1

Read the explanation to learn more.

Grammar explanation

Although, even though, in spite of and despite are all used to link two contrasting ideas or show that one fact makes the other fact surprising. They can all be used at the beginning or in the middle of the sentence.

Despite the rain, we enjoyed the festival.
We enjoyed the festival, despite the rain.

The main difference between although, even though, in spite of and despite is that they are used with different structures.

After in spite of and despite, we use a noun, gerund (- ing form of a verb) or a pronoun.

They never made much money, in spite of their success.
In spite of the pain in his leg, he completed the marathon.
Despite having a headache, I had a great birthday.
The train was cancelled. In spite of that, we arrived on time.

Note that it is common to use in spite of and despite with the expression the fact that, followed by a subject and verb.

In spite of the fact that he worked very hard, he didn't pass the exam.
Despite the fact that he worked very hard, he didn't pass the exam.

After although and even though, we use a subject and a verb. Even though is slightly stronger and more emphatic than although.

I enjoyed the course, although I would have liked more grammar practice.
Although we saw each other every day, we didn't really know each other.
Even though she spoke very quietly, he understood every word.
She didn't get the job, even though she had all the necessary qualifications.

Though can be used in the same way as although.

Though I wasn't keen on the film, I thought the music was beautiful.

Though can also go at the end of the second phrase. This way of expressing contrasting ideas is most common in spoken English.

We waited ages for our food. The waiter was really nice, though.

Do this exercise to test your grammar again.

Grammar test 2

'in spite of', 'despite', 'although', 'even though' and 'though': Grammar test 2

Language level

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Contrasting ideas: 'although', 'despite' and others

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Do you know how to connect two contrasting ideas with words like although and despite? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Conditionals: zero, first and second

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FCE B2 - Conditionals: zero, first and second

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how zero, first and second conditionals are used.

If you freeze water, it becomes solid.
If it rains tomorrow, I'll take the car.
If I lived closer to the cinema, I would go more often.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Conditionals describe the result of a certain condition. The if clause tells you the condition ( If you study hard) and the main clause tells you the result ( you will pass your exams). The order of the clauses does not change the meaning.

If you study hard, you will pass your exams.
You will pass your exams if you study hard.

Conditional sentences are often divided into different types.

Zero conditional

We use the zero conditional to talk about things that are generally true, especially for laws and rules.

If I drink too much coffee, I can't sleep at night.
Ice melts if you heat it.
When the sun goes down, it gets dark.

The structure is: if/w hen + present simple >> present simple.

First conditional

We use the first conditional when we talk about future situations we believe are real or possible.

If it doesn't rain tomorrow, we'll go to the beach.
Arsenal will be top of the league if they win.
When I finish work, I'll call you.

In first conditional sentences, the structure is usually: if/ when + present simple >> will + infinitive.

It is also common to use this structure with unless, as long as, as soon as or in case instead of if.

I'll leave as soon as the babysitter arrives.
I don't want to stay in London unless I get a well-paid job.
I'll give you a key in case I'm not at home.
You can go to the party, as long as you're back by midnight.

Second conditional

The second conditional is used to imagine present or future situations that are impossible or unlikely in reality.

If we had a garden, we could have a cat.
If I won a lot of money, I'd buy a big house in the country.
I wouldn't worry if I were you.

The structure is usually: if + past simple >> + would + infinitive.

When if is followed by the verb be, it is grammatically correct to say if I were, if he were, if she were and if it were. However, it is also common to hear these structures with was, especially in the he/ she form.

If I were you, I wouldn't mention it.
If she was prime minister, she would invest more money in schools.
He would travel more if he was younger.

Do this exercise to test your grammar again.

Language level

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Do you know how to use the zero, first and second conditionals? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how third and mixed conditionals are used.

We would have walked to the top of the mountain if the weather hadn't been so bad.
If we'd moved to Scotland when I was a child, I would have a Scottish accent now.
If she was really my friend, she wouldn't have lied to me.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Do you know how to use third and mixed conditionals?

Third conditionals and mixed conditionals

Conditionals describe the result of a certain condition. The if clause tells you the condition ( If I hadn't been ill) and the main clause tells you the result ( I would have gone to the party). The order of the clauses does not change the meaning.

If I hadn't been ill, I would have gone to the party.
I would have gone to the party if I hadn't been ill.

Conditional sentences are often divided into different types.

Third conditional

The third conditional is used to imagine a different past. We imagine a change in a past situation and the different result of that change.

If I had understood the instructions properly, I would have passed the exam.
We wouldn't have got lost if my phone hadn't run out of battery.

In third conditional sentences, the structure is usually: If + past perfect >> would have + past participle.

Mixed conditionals

We can use mixed conditionals when we imagine a past change with a result in the present or a present change with a result in the past.

1. Past/Present

Here's a sentence imagining how a change in a past situation would have a result in the present.

If I hadn't got the job in Tokyo, I wouldn't be with my current partner.

So the structure is: If + past perfect >> would + infinitive.

2. Present/Past

Here's a sentence imagining how a different situation in the present would mean that the past was different as well.

It's really important. If it wasn't, I wouldn't have called you on your holiday.

And the structure is: If + past simple >> would have + past participle.

Do this exercise to test your grammar again.

Language level

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Do you know how to use third conditionals and mixed conditionals? Test what you know with interactive exercises and read the explanation to help you.

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FCE B2 - Adjectives: gradable and non-gradable

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FCE B2 - Adjectives: gradable and non-gradable

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how gradable and non-gradable adjectives are used.

It's really cold.
It's absolutely freezing.
This exercise is really difficult.
This exercise is completely impossible.

Try this exercise to test your grammar.

Grammar test 1

Adjectives: gradable and non-gradable: Grammar test 1

Grammar explanation

Gradable adjectives

Most adjectives are gradable. This means we can have different levels of that quality. For example, you can be a bit cold, very cold or extremely cold. We can make them weaker or stronger with modifiers:

She was quite angry when she found out.
The film we saw last night was really funny!
It can be extremely cold in Russia in the winter.

Here is a list of some common gradable adjectives and some modifiers that we can use with them.

Non-gradable: absolute adjectives

Some adjectives are non-gradable. For example, something can't be a bit finished or very finished. You can't be a bit dead or very dead. These adjectives describe absolute qualities. To make them stronger we have to use modifiers like absolutely, totally or completely:

Thank you, I love it! It's absolutely perfect!
Their farm was totally destroyed by a tornado.
My work is completely finished. Now I can relax.

Here is a list of some common absolute adjectives and some modifiers that we can use with them.

Non-gradable: extreme adjectives

Adjectives like amazing, awful and boiling are also non-gradable. They already contain the idea of 'very' in their definitions. If we want to make extreme adjectives stronger, we have to use absolutely or really:

Did you see the final match? It was absolutely amazing!
After 32 hours of travelling, they were absolutely exhausted.
My trip home was really awful. First, traffic was really bad, then the car broke down and we had to walk home in the rain.

Here is a list of some common extreme adjectives and some modifiers that we can use with them.

Do this exercise to test your grammar again.

Grammar test 2

Adjectives: gradable and non-gradable: Grammar test 2

Language level

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Do you know how to use adjectives in phrases like a bit cold, really cold and absolutely freezing? Test what you know with interactive exercises and read the explanation to help you.

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If only, I wish, It's high time ...

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Look at these examples to see how we use different tenses to talk about unreal time.

If only there was something I could do to help.
It's high time we stopped using plastic bags.
I'd rather you didn't mention this to Sam for now.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Imagined, wished for or unlikely situations are considered 'unreal' time. When we are talking about these situations, we often shift the verb form backwards. For example, the present changes to the past, and the past changes to the past perfect. The tense change suggests a distance from reality.

We use wish and if only to talk about things that we would like to be different in either the present or the past. If only is usually a bit stronger than wish.

The present

We can use wish/if only + a past form to talk about a present situation we would like to be different.

Would is used when the speaker wants someone or something else to change. It often expresses annoyance.

I wish people wouldn't eat noisily at the cinema.

The past

We can use wish/if only + a past perfect form to talk about something we would like to change about the past.

The future

Note that we don't use wish to talk about our wishes for a future event.

This is not talking about an unreal time; it's a wish for the future. We usually use I hope to express wishes for the future.

It's (high) time

We can use the expression it's (high) time + subject + past verb form to say it is time to do something now that should have been done a long time ago.

We can use as if and as though to talk about how a situation appears or seems. As if is more common than as though.

When we follow as if/ as though with an unreal tense, we are saying we don't think the statement is really true.

Would rather

Would rather is used to express preference about actions.

I'd rather buy less, but better quality.

When the subjects of the two clauses are different, we often use unreal tenses.

Do this exercise to test your grammar again.

Language level

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Do you know how to talk about unreal situations by shifting the verb form backwards? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how we use reporting verbs.

Harper reminds us that human rights are the priority.
Smith suggests introducing small changes at first.
Brown warns governments not to ignore ordinary people.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

When we tell someone what another person said, we often use the reporting verbs say, tell and ask. However, we can also use other verbs to more accurately report what the speaker has said.

Each reporting verb requires a different pattern after it, and more than one pattern is possible after some verbs.

Verb + infinitive

When some verbs are immediately followed by another verb, the second verb is in infinitive form.

Verb + object + infinitive

Some verbs that are followed by the infinitive need an object between the reporting verb and the infinitive.

When certain verbs are immediately followed by another verb, the second verb has to be in -ing form.

Verbs in this group include admit, deny, mention, recommend and suggest.

Verb + preposition + -ing

Note that when verbs with dependent prepositions are followed by another verb, we always use the -ing form.

Verbs in this group include apologise for, complain about, confess to, insist on and object to.

This structure is also used with warn when it is followed by the preposition against, and admit when it is followed by the preposition to.

Verb + object + preposition + -ing

Some verbs that are followed by the -ing form need an object between the reporting verb and the preposition.

Verbs in this group include accuse ( someone of), blame ( someone for), and congratulate ( someone on).

Verb + that + subjunctive

Some reporting verbs can also be followed by that + the base form of the verb. The verb in this part of the sentence is in the subjunctive and has no tense.

We suggest that she read the documents carefully before signing.
Steinerdemanded that the government investigate the issue.

Reporting verbs can be followed by the subjunctive when they express something that is wanted. These verbs include advise, ask, command, demand, insist, order, propose, recommend, request, suggest and urge.

Verb + that + indicative

When reporting verbs do not relate to a desire, they can be followed by a that clause in a variety of tenses, and the subjunctive is not necessary.

Customers complained that they had not been kept informed.
Expertsadmit that it will take a long time to develop a solution.
Senguptaagrees that we need a better system.

Verb + object + that clause

With verbs like assure, persuade, remind, tell and warn, we put the object after the reporting verb and before the that clause.

Language level

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Do you know how to use reporting verbs in a sentence? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how participle clauses are used.

Looked after carefully, these boots will last for many years.
Not wanting to hurt his feelings, I avoided the question.
Having lived through difficult times together, they were very close friends.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Participle clauses enable us to say information in a more economical way. They are formed using present participles ( going, reading, seeing, walking, etc.), past participles ( gone, read, seen, walked, etc.) or perfect participles ( having gone, having read, having seen, having walked, etc.).

We can use participle clauses when the participle and the verb in the main clause have the same subject. For example,

Waiting for Ellie, I made some tea. ( While I was waiting for Ellie, I made some tea.)

Participle clauses do not have a specific tense. The tense is indicated by the verb in the main clause.

Participle clauses are mainly used in written texts, particularly in a literary, academic or journalistic style.

Present participle clauses

Here are some common ways we use present participle clauses. Note that present participles have a similar meaning to active verbs.

Past participle clauses

Here are some common ways that we use past participle clauses. Note that past participles normally have a passive meaning.

With a similar meaning to an if condition
Used in this way, participles can make your writing more concise. (If you use participles in this way, ... )

Perfect participle clauses

Perfect participle clauses show that the action they describe was finished before the action in the main clause. Perfect participles can be structured to make an active or passive meaning.

Having got dressed, he slowly went downstairs.
Having finished their training, they will be fully qualified doctors.
Having been made redundant, she started looking for a new job.

Participle clauses after conjunctions and prepositions

It is also common for participle clauses, especially with -ing, to follow conjunctions and prepositions such as before, after, instead of, on, since, when, while and in spite of.

Before cooking, you should wash your hands.
Instead of complaining about it, they should try doing something positive.
On arriving at the hotel, he went to get changed.
While packing her things, she thought about the last two years.
In spite of having read the instructions twice, I still couldn't understand how to use it.

Do this exercise to test your grammar again.

Language level

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Do you know how to use participle clauses to say information in a more economical way? Test what you know with interactive exercises and read the explanation to help you.

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British Council - Online Grammar Practice Exercises

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Look at these examples to see how modal verbs and other expressions are used to show how certain the speaker is about something.

She might well be on the train.
That must be his dad.
That can't be right.
You're bound to make mistakes occasionally.

This page focuses on expressing the probability of present and future situations. To learn how to express probability in relation to past events go to Modals - deductions about the past.

Try this exercise to test your grammar.

Grammar test 1

Grammar test 1: Grammar C1: Modals - probability: 1

Read the explanation to learn more.

Grammar explanation

Certainty

We use must when we feel sure that something is true or think it's the only realistic possibility.

Note that we use must to show that we deduced this - we have arrived at this conclusion by reasoning.

This must be her house. (I've arrived at this conclusion by reasoning or looking at the evidence.)
This is her house. (A simple statement of fact.)

We can also use be bound to to express certainty about a guess or prediction.

Be bound to is not a modal verb, but it is a related expression.

We use can't when we feel sure that something is not possible.

Degrees of uncertainty

We use should and shouldn't to show expectations about the future. They show we think something will probably be the case because it's normal or reasonable to expect.

Should and shouldn't in this context have the meaning of 'if all goes well'. We don't use them to predict something negative or unwanted.

The treatment should be very painful.
Our flight shouldn't arrive on time.

We use might, may or could to say that we think something in the present or future is possible but we're not sure.

I might see you tomorrow if you're in the office.
There may be another issue that we don't know about.
This illness could be prevented.

They all have the same meaning, but may is more formal than might and could.

Adding well after the modal makes the situation sound more likely.

I'll try the pharmacy, but it might well be closed now.
She may well have to rethink her plan.
That could well be true.

The negative forms are may not and might not (or mightn't).

Couldn't is different from may not and might not. It means something is impossible.

General possibility

Note that can is not used to talk about possibility in relation to a specific event or situation.

Azi can may/might/could be in the garden.

Instead, can shows that something sometimes happens or is capable of happening.

Note that all modal verbs are followed by an infinitive without to.

Do this exercise to test your grammar again.

Grammar test 2

Grammar test 2: Grammar C1: Modals - probability: 2

Language level

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Do you know how to use modal verbs and other expressions to show how probable you think something is? Test what you know with interactive exercises and read the explanation to help you.

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Informal language enhancement skills from British Council

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CAE C1 - Inversion after negative adverbials

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CAE C1 - Inversion after negative adverbials

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British Council - Online Grammar Practice Exercises

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Do you know how to use inversion after negative adverbials like Not only, Barely and Only? Test what you know with interactive exercises and read the explanation to help you.

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CAE C1 - Emphasis: cleft sentences, inversion and auxiliaries

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CAE C1 - Emphasis: cleft sentences, inversion and auxiliaries

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Learn these tricks from British Council in order to enhance your writing skills and achieve higher scores in the Cambridge C1 Advanced writing test

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Emphasis: cleft sentences, inversion and auxiliaries

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Do you know how to add emphasis using cleft sentences, inversion or auxiliaries? Test what you know with interactive exercises and read the explanation to help you.