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1. Unethical:

Definition: Acting in violation of accepted moral principles or standards.

Synonyms: Immoral, dishonest, corrupt.

Antonyms: Ethical, moral, principled.

Example: Cheating on an exam is considered unethical because it goes against the rules and values of academic integrity.

2. Dishonest:

Definition: Not truthful or sincere; inclined to deceive or cheat.

Synonyms: Deceptive, untruthful, fraudulent.

Antonyms: Honest, sincere, trustworthy.

Example: Lying about one's qualifications on a job application is a dishonest behavior that can lead to negative consequences.

3. Irresponsible:

Definition: Lacking a sense of duty or accountability; not reliable or dependable.

Synonyms: Negligent, careless, reckless.

Antonyms: Responsible, reliable, dependable.

Example: Failing to complete assigned tasks on time and without proper care demonstrates an irresponsible attitude towards work.

4. Irrational:

Definition: Not based on reason or logic; lacking sound judgment.

Synonyms: Illogical, unreasonable, absurd.

Antonyms: Rational, logical, sensible.

Example: Making impulsive decisions without considering the consequences can be seen as an irrational behavior.

5. Disagreeable:

Definition: Unpleasant or difficult to deal with; not agreeable.

Synonyms: Unpleasant

Antonyms: Agreeable, pleasant, friendly.

Example: Displaying a negative and confrontational attitude during a team meeting can make the atmosphere disagreeable for everyone involved.

6. Illogical:

Definition: Not reasonable or sensible; lacking logical coherence.

Synonyms: Irrational, unreasonable, nonsensical.

Antonyms: Logical, rational, sensible.

Example: Arguing that all birds can fly because a few birds are capable of flight is an illogical statement.

7. Scrupulous:

Definition: Diligent, thorough, and attentive to detail; guided by a sense of ethics or fairness.

Synonyms: Meticulous, conscientious, principled.

Antonyms: Careless, negligent, unprincipled.

Example: A scrupulous journalist ensures to verify facts and present information accurately, upholding the principles of responsible reporting.

8. Agreeable:

Definition: Pleasant, easy to get along with, willing to agree or compromise.

Synonyms: Pleasant, friendly, cooperative.

Antonyms: Disagreeable, unpleasant, uncooperative.

Example: A supervisor who is approachable and open to suggestions creates an agreeable work environment.

9. Responsible:

Definition: Accountable for one's actions; reliable and trustworthy.

Synonyms: Accountable, dependable, trustworthy.

Antonyms: Irresponsible, unreliable, untrustworthy.

Example: Taking ownership of assigned tasks and completing them on time demonstrates a responsible attitude towards work.

10. Trustworthy:

Definition: Worthy of trust; reliable and honest.

Synonyms: Reliable, dependable, honest.

Antonyms: Untrustworthy, unreliable, dishonest.

Example: A trustworthy friend is someone who keeps your secrets confidential and can be relied upon in times of need.

11. Unacceptable:

Definition: Not satisfactory, not meeting required standards or expectations.

Synonyms: Insatisfactory, intolerable, unsatisfactory.

Antonyms: Acceptable, satisfactory

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1. Agreeing and Disagreeing with Opinions:

I agree.

That's true.

Absolutely!

I couldn't agree more.

I see your point.

I'm not sure about that.

I respectfully disagree.

I have a different opinion.

I see what you mean, but...

2. Phrases to Describe City Features:

The city is known for its vibrant nightlife.

It has a rich cultural heritage.

The city offers a wide range of culinary delights.

It boasts stunning architecture.

The city is famous for its beautiful parks and gardens.

It has a thriving arts scene.

The city offers plenty of recreational activities.

It has a diverse population.

The city is renowned for its historical landmarks.

3. Compound Terms for Towns:

College town: A town that is primarily centered around a university or college.

Resort town: A town that attracts tourists for recreational activities and vacations.

Industrial town: A town where a significant portion of the population is employed in industrial activities.

Suburban town: A town located in the outskirts of a larger city, often characterized by residential areas.

Historic town: A town that preserves its historical and cultural significance.

4. Budget-related Vocabulary:

Affordable: Within one's budget or reasonably priced.

Cost-effective: Offering good value for the money spent.

Expensive: High-priced or requiring a significant amount of money.

Budget-friendly: Suitable for those with limited financial resources.

Economical: Providing good quality at a reasonable price.

5. Modifiers to Describe Cities:

Bustling: Full of activity and energy.

Picturesque: Visually attractive or charming.

Lively: Full of life and excitement.

Cosmopolitan: Having a diverse and international character.

Quaint: Having an old-fashioned or charmingly rustic quality.

Vibrant: Full of energy, activity, and diversity.

Serene: Calm, peaceful, and tranquil.

Thriving: Growing, developing, and prospering.

6. Phrases to Connect or Contrast Ideas:

On the one hand... on the other hand...

In contrast to...

Similarly...

Conversely...

On the contrary...

While it is true that...

However...

In comparison...

In a similar vein...

7. Sentences for Describing Quality of Life:

The city offers a high standard of living.

Residents enjoy excellent healthcare facilities.

It provides a safe and secure environment.

The city has a well-developed public transportation system.

It offers a variety of recreational and leisure activities.

The city has a strong sense of community.

The educational opportunities are top-notch.

The city provides a good work-life balance.

The cost of living is reasonable.

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1. Types of People:

Extrovert: Someone who is outgoing and enjoys being around other people.

Introvert: Someone who is more reserved and prefers solitude.

Ambivert: Someone who displays characteristics of both extroversion and introversion.

Empathetic: Someone who is able to understand and share the feelings of others.

Assertive: Someone who expresses their thoughts and opinions confidently and respectfully.

Passive: Someone who tends to avoid conflict and may struggle to assert themselves.

Analytical: Someone who prefers to think logically and analyze situations.

Creative: Someone who is imaginative and enjoys thinking outside the box.

Conversation Starter: A conversation starter is a topic, question, or statement used to initiate a discussion or engage people in conversation. It's often used to break the ice or create interest in a group setting.

Braggart: A braggart is someone who constantly boasts or brags about their achievements, abilities, possessions, or experiences in a way that can be annoying or self-centered. They seek attention and admiration by highlighting their own successes.

Complimenter: A complimenter is someone who frequently gives compliments to others. They express admiration, appreciation, or praise for someone's appearance, actions, skills, or qualities in a positive and sincere manner.

Wandering Mind: A wandering mind refers to a person's tendency to have their thoughts stray or move from one topic to another without a specific direction. It's characterized by a lack of focus or concentration on a single subject.

Bore: A bore is someone who consistently talks about uninteresting or mundane topics in a way that fails to capture the attention or interest of others. They may unintentionally make conversations dull or tedious.

Interrupter: An interrupter is someone who consistently interjects or cuts off others while they are speaking, often without allowing them to finish their thoughts. This behavior can hinder effective communication and be seen as rude.

Other similar terms include:

1. Storyteller: A storyteller is someone skilled at conveying engaging and captivating narratives. They can hold the attention of listeners by weaving interesting tales.

2. Listener: A listener is someone who pays close attention to what others are saying during a conversation, actively engages with the content, and responds appropriately. They often show empathy and understanding.

3. Small Talker: A small talker engages in light, casual conversations about general topics, often to establish rapport or fill awkward silences.

4. Monopolizer: A monopolizer is someone who dominates a conversation by talking excessively about their own experiences, opinions,

1. Small Talk Topics and Useful Expressions:

Weather: "Nice weather we're having today, isn't it?"

Hobbies and Interests: "What do you enjoy doing in your free time?"

Travel: "Have you been on any interesting trips recently?"

Current Events: "Did you hear about the latest news story?"

Family: "Do you have any siblings?"

Work: "What do you do for a living?"

1. Terms to Describe Behavior:

Polite: Behaving in a respectful and courteous manner.

Cooperative: Willing to work together and contribute positively.

Rude: Behaving in a disrespectful or impolite manner.

Attentive: Listening and paying close attention to others.

Interruptive: Frequently interrupting others while they are speaking.

Engaged: Actively participating and showing interest in the conversation.

Dismissive: Ignoring or disregarding someone's ideas or opinions.

1. Phrases or Expressions When Reporting Speech:

She said, "I will be there on time."

He asked if I had finished the report.

They told me to take a break and relax.

She mentioned that she had read an interesting article.

He wondered aloud about the outcome of the project.

1. Sentences Related to Habits, Personalities, Boundaries:

I often go for a walk in the morning to start my day.

She has a friendly and outgoing personality.

I set boundaries to maintain a healthy work-life balance.

He is always punctual and organized.

They have a habit of checking their emails before going to bed.

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1. "Zoo in China Tried to Pass Off a Dog as a Lion": In 2013, a zoo in China faced embarrassment when visitors noticed that the "lion" on display was actually just a large Tibetan mastiff dog.

2. "Police Chase Escaped Penguin in Tokyo Bay": In 2012, a penguin escaped from a Tokyo aquarium and went for a swim in Tokyo Bay. Police and aquarium staff were involved in a humorous chase to capture the penguin.

3. "The Great Emu War of Australia": In 1932, a strange event known as the "Emu War" occurred in Western Australia. Farmers called for military assistance to deal with emus damaging their crops. The soldiers were sent with machine guns to fight the emus, resulting in an amusing series of events.

4. "Man Sues Himself for Causing His Own Bike Crash": In 1995, a man in the US tried to sue himself for causing a bike accident. He filed a lawsuit against his own persona while representing himself as his own lawyer.

5. "Banana Artwork Sells for $120,000": In 2019, an artist created a piece of art by duct-taping a banana to a wall at an art fair. The artwork, titled "Comedian," was sold for $120,000.

6. "Woman Marries a Train Station": In 2015, a woman in the UK married a train station named "Yorkie" after developing a romantic attraction known as objectophilia.

7. "Man Claims to Have Traveled in Time": In 2018, a man in Russia made headlines by claiming to have traveled in time from the year 6491 to warn humanity about the future.

8. "Pizza Delivery to the International Space Station": In 2001, Pizza Hut made a historic delivery by sending a pizza to the International Space Station aboard a Russian rocket.

9. "Town Elects a Dog as Mayor": In 2014, a town in Minnesota elected a dog named Duke as their honorary mayor for a third term in a row.

10. "World's Largest Gathering of Smurfs": In 2019, fans of the cartoon characters "The Smurfs" gathered in Belgium to set a Guinness World Record for the largest group of people dressed as Smurfs.

B. News Advanced Vocabulary

Epidemic:

"1918 Spanish Flu Pandemic Claims Millions of Lives Worldwide"

"HIV/AIDS Crisis Emerges in the 1980s, Sparking Global Health Response"

Famine:

"Irish Potato Famine Devastates Ireland's Population in 1840s"

"Ethiopian Famine of 1983-1985: Humanitarian Crisis Prompts International Aid Efforts"

Hijacking:

"1970s: Rise of Airplane Hijackings Spurs Global Security Measures"

"Entebbe Airport Rescue: Israeli Commandos Free Hostages Held by Hijackers"

Kidnapping:

"Lindbergh Baby Kidnapping: America's First 'Crime of the Century' in 1932"

"Abduction of Patty Hearst: Heiress Joins Radical Group After Being Kidnapped"

Natural Disaster:

"Great Galveston Hurricane of 1900: Deadly Storm Devastates Texas"

"2004 Indian Ocean Tsunami: Catastrophic Wave Kills Hundreds of Thousands"

Political Crisis:

"Watergate Scandal Rocks U.S. Government, Leads to Nixon's Resignation"

"1991 Soviet Union Collapse: End of Communist Regime Amid Political Upheaval"

Rebellion:

"American Revolution Ignites in 1775: Colonists Seek Independence"

"Arab Spring Uprising Begins in 2010: Wave of Protests and Revolts Across Middle East"

Recession:

"1929 Stock Market Crash Triggers Great Depression"

"Global Financial Crisis of 2008: Banking Collapse Sparks Recession Fears"

Robbery:

"Great Train Robbery of 1963: Gang Steals Millions in Bold Heist"

"Brinks Armored Car Robbery in 1981: Notorious Robbery Nets Over $2 Million"

Scandal:

"Monica Lewinsky Scandal Shakes U.S. Presidency in the Late 1990s"

"Enron Scandal Unveiled: Corporate Fraud Leads to Energy Giant's Collapse"

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Verbs followed by a gerund:

enjoy

like

love

hate

dislike

appreciate

admit

avoid

consider

imagine

suggest

recommend

mind

keep

practice

quit

postpone

delay

deny

anticipate

finish

start

understand

Verbs followed by an infinitive:

want

need

plan

hope

intend

decide

expect

aim

try

prefer

allow

permit

enable

encourage

order

instruct

ask

tell

advise

teach

help

require

urge

cause

Verbs that can be followed by either a gerund or an infinitive, with a difference in meaning:

remember

forget

stop

regret

try

go on

mean

continue

like

love

hate

start

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1. Early Bird: A person who wakes up early in the morning and is most active during the early hours of the day.
Example: Jane is such an early bird. She wakes up at 5 a.m. every day.

2. Night Owl: A person who stays awake late into the night and is most active during the late hours of the day.
Example: John is a night owl. He prefers working or studying late at night.

3. Sleep Pattern: The regular way in which someone sleeps, including the time they go to bed and wake up.
Example: Sarah has a consistent sleep pattern. She goes to bed at 10 p.m. and wakes up at 6 a.m. every day.

4. Morning Person: Another term for an early bird. It refers to someone who is most alert and productive in the morning.
Example: Mark has always been a morning person. He enjoys starting his day early and getting things done.

5. Nighttime Routine: The set of activities or habits performed before going to bed.
Example: My nighttime routine includes brushing my teeth, reading a book, and listening to calming music.

6. Circadian Rhythm: The natural internal process that regulates the sleep-wake cycle in humans.
Example: Our circadian rhythm is influenced by external factors such as light and darkness.

7. Insomnia: A sleep disorder characterized by difficulty falling asleep or staying asleep.
Example: Mary has been struggling with insomnia lately. She finds it hard to get a good night's sleep.

8. Power Nap: A short nap, typically 10-20 minutes, taken during the day to boost energy and increase alertness.
Example: Taking a power nap during a break can help you recharge and stay focused.

9. Bedtime Ritual: A series of activities or habits performed before going to bed to promote relaxation and better sleep.
Example: Sara's bedtime ritual includes dimming the lights, drinking herbal tea, and practicing deep breathing exercises.

10. Sleep Quality: The overall effectiveness and restfulness of sleep.
Example: Susan has been working on improving her sleep quality by creating a comfortable sleep environment.

11. REM Sleep: Rapid Eye Movement sleep, the phase of sleep associated with vivid dreaming and physiological restoration.
Example: REM sleep is essential for memory consolidation and overall brain health.

12. Sleep Deprivation: The state of not getting enough sleep, which can lead to fatigue and various health issues.
Example: If you consistently have trouble sleeping, it's important to address sleep deprivation to maintain your well-being.

13. Nightcap: A drink, usually alcoholic, consumed before going to bed.
Example: Some people enjoy having a small nightcap to help them relax before sleep.

14. Sleep Aid: A product or technique used to promote better sleep, such as herbal supplements or meditation.
Example: Melissa uses lavender essential oil as a natural sleep aid to help her relax and fall asleep faster.

15. Wake-up Call: A service provided by hotels or as an alarm to wake someone up at a specific time.
Example: Don't forget to set your alarm clock as a wake-up call for your early morning flight.

Phrasal related to energy and sleep

1. Drift Off: To gradually fall asleep.

2. Example: After reading for a while, I started to drift off and had a peaceful nap.

3. Feel Drowsy: To feel sleepy and unable to stay awake.

4. Example: The heavy meal made me feel drowsy, and I struggled to keep my eyes open during the meeting.

5. Have a Sleepless Night: To not be able to sleep at all during the night.

6. Example: Last night, I had a sleepless night because of the loud noises from the construction site.

7. Nod Off: To fall asleep briefly, often unintentionally.

8. Example: While listening to the lecture, I accidentally nodded off for a few minutes.

9. Toss and Turn: To move restlessly in bed while trying to sleep, often due to discomfort or restlessness.

10. Example: The uncomfortable hotel bed made me toss and turn all night, leaving me tired the next day.

11. Be Sound Asleep: To be in a deep, undisturbed sleep.

12. Example: Despite the thunderstorm, my dog was sound asleep in his bed, completely unfazed.

13. Be Fast Asleep: To be in a deep sleep, not easily awakened.

14. Example: She was so exhausted that she was fast asleep even when the alarm went off.

15. Be Wide Awake: To be fully awake and alert.

16. Example: After a strong cup of coffee, I was wide awake and ready to tackle the day's tasks

Phrasal verbs related to sleep

Here is the list:

Get up

Catch up on sleep

Crash out

Doze off

Drop off

Lie in

Nod off

Sleep in

Sleep on it

Sleep over

Stay up

Wake up

Phrasal Verbs Related to SLEEP

Get up

Catch up on sleep

Crash out

Doze off

Drop off

Lie in

Nod off

Sleep in

Sleep on it

Sleep over

Stay up

Wake up

.

1. Some more

Energized: Feeling full of energy and enthusiasm.

Lethargic: Feeling tired and lacking energy.

Boost: To increase or improve energy levels.

Drained: Feeling exhausted and lacking energy.

Vitality: A state of being lively and full of energy.

Recharge: To restore energy levels by resting or relaxing.

Snooze: To sleep lightly or briefly, especially in the morning by using the alarm's snooze function.

Doze off: To fall asleep unintentionally, especially for a short period.

Insomnia: The inability to sleep, usually resulting in difficulty falling asleep or staying asleep.

Restless: Having difficulty sleeping or being unable to find a comfortable position.

Sleep tight: A common phrase used to wish someone a good night's sleep.

Sleep like a log: To sleep very deeply and soundly.

REM sleep: Rapid Eye Movement sleep, a stage of sleep characterized by vivid dreams and rapid eye movements.

Unwind: To relax and let go of stress or tension.

Kick back: To relax and take it easy.

Decompress: To relax and release stress after a busy day.

Recharge: To regain energy and vitality through rest and relaxation.

Take it easy: To relax and not exert too much effort or stress.

Zen: A state of calm and tranquility.

1. Time-related Expressions:

Bedtime: The time at which you go to bed.

Morning: The period of time between midnight and noon.

Nighttime: The period of time between evening and morning.

Sunrise: The time when the sun appears above the horizon in the morning.

Sunset: The time when the sun disappears below the horizon in the evening.

Midnight: The middle of the night; 12 o'clock at night.

1. Habits:

Morning routine: A set of activities performed regularly in the morning.

Nighttime ritual: A series of actions or behaviors carried out before going to bed.

Daily rituals: Regular activities or practices that are done consistently each day.

Sleep schedule: A planned routine for going to bed and waking up at specific times.

Sleep patterns: The regular way in which someone sleeps, including the duration and quality of sleep.

1. Dreaming:

Lucid dream: A dream in which the dreamer is aware that they are dreaming.

Vivid dream: A dream that is exceptionally clear, realistic, and detailed.

Nightmare: A very frightening or unpleasant dream.

Daydream: A series of pleasant thoughts or fantasies that distract one's attention from the present moment.

While practicing time and reduced clauses, some examples:

1. As she was feeling drowsy, she decided to take a power nap during her break.

2. After a long day of work, he was finally able to drift off and get some rest.

3. Once the clock struck midnight, she was still tossing and turning, unable to sleep like a log.

4. Before the important exam, he found himself wide awake, reviewing his notes.

5. After struggling with insomnia for weeks, she was relieved to finally be fast asleep.

6. As the soothing music played, he nodded off while trying to relax.

7. Despite the noise outside, he managed to be sound asleep, undisturbed.

8. After experiencing a sleepless night, she was barely able to stay awake during the morning lecture.

9. When she lay down on the comfortable bed, she felt herself drifting off into a peaceful sleep.

10. After a few moments of relaxation, he felt refreshed and ready to tackle the rest of the day after taking a power nap.

https://www.youtube.com/watch?v=WOeQk5DpDUk&list=LL&index=3&ab_channel=StillWatchingNetflix

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Store:

1. The convenience store is open 24/7, making it perfect for late-night snacks. However, their prices are through the roof.

2. The vintage store is a treasure trove of unique clothing. In spite of that, some items can cost an arm and a leg.

3. The department store offers everything under the sun. Nonetheless, their customer service leaves much to be desired.

Home:

1. The apartment has a stunning view of the city skyline. On the flip side, the noise from the traffic is a constant drawback.

2. Despite the charming cottage's rustic appeal, its heating system is far from reliable.

3. The house has a beautiful garden. Nevertheless, the lack of storage space is a major downside.

Hobby (Hob):

1. My hobby is brewing my own beer. On the contrary, my brother's hob is playing the saxophone.

2. While I enjoy bird-watching, my best friend is really into DIY woodworking.

3. Despite the popularity of football, my hob is more on the artistic side with oil painting.

Car:

1. The pickup truck is perfect for hauling equipment. However, its gas mileage is a real pain in the wallet.

2. The convertible car is a blast to drive during the summer. Nonetheless, the maintenance costs can be sky-high.

3. The vintage car turns heads wherever it goes. Nevertheless, finding spare parts is like searching for a needle in a haystack.

Snack Food:

1. The nachos are the ultimate game night snack. In contrast, the veggie platter offers a healthier nibble.

2. While I indulge in a slice of apple pie, my cousin prefers a bowl of fresh fruit salad.

3. The popcorn is a classic movie snack. However, the candy counter is where my sweet tooth finds its true calling.

Weekend Activity:

1. I love hitting the hiking trails on weekends. Conversely, my partner enjoys lazy afternoons by the beach.

2. Despite the gloomy weather, we decided to brave it and have a picnic in the park.

3. The original plan was a countryside bike ride. Instead, we ended up at a cozy pub due to an unexpected rainstorm.

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Infinitive and Gerund Phrases for Commenting on Behavior

Infinitive:
An infinitive is the base form of a verb, usually preceded by "to." It can function as a noun, an adjective, or an adverb in a sentence. Infinitives are used to express purposes, intentions, actions, or states of being.

Example: "To swim" is my favorite summer activity. (noun)
Example: She is excited to start her new job. (adjective)
Example: He works hard to succeed. (adverb)

Gerund:
A gerund is the "-ing" form of a verb. It acts as a noun in a sentence and is used to talk about actions as objects or subjects. Gerunds are often used to discuss ongoing actions, activities, or hobbies.

Example: Swimming is great exercise. (subject)
Example: She enjoys reading novels. (object)

1. "It + Be + Adjective/Noun + Infinitive Phrase":
This structure helps us discuss general behaviors or opinions. We start with "it," followed by a form of the verb "be" (like "is," "was," "will be"), an adjective or a noun, and an infinitive phrase that describes an action.

Example:

It's important to exercise regularly for good health.

It's necessary to study diligently for academic success.

2. Restating Behavior with Gerunds:
To rephrase these sentences using gerunds (verbs with "-ing"), we use the gerund as a noun, showing the action as the focus of the sentence.

Regular exercise is important for maintaining good health.

Diligent studying is necessary for achieving academic success.

"Be + Considered + Infinitive/Gerund"

Example: It's considered impolite to interrupt others.

In this structure:

"Be" can be forms like "is," "was," "are," etc.

"Considered" means what people think or believe.

You can follow "considered" with either an infinitive (like "to interrupt") or a gerund (like "interrupting").

2. Using Infinitive:

Example: It's considered impolite to interrupt others.

Here, we use the infinitive "to interrupt" to show what action is being considered impolite.

It's like saying "People believe that it's not polite to interrupt others."

3. Using Gerund:

Example: Interrupting people is considered impolite.

Now, we use the gerund "interrupting" to show the action directly.

It's like saying "People think that interrupting people is not polite."

So, "Be + Considered + Infinitive/Gerund" helps us talk about what people believe about an action. You can use either the infinitive or gerund form to express opinions.

A. 2: infinitive and gerund phrases

And what about "its + adjective + infinitive"? Let's break it down in simpler terms:

Sometimes we make sentences that start with "its" and then an adjective, like "its important" or "its fun." After that, we can use the word "for," which is like saying "because of" or "to make something happen."

For example, "It's important to study" means studying is necessary. But we can also say "It's important for students to study." Here, we added "for students," which means that students need to study.

The cool part is, that "students" can be replaced with other words, like "you," "me," or "everyone." So, you can say "It's important for you to study" or "It's important for everyone to study."

So, in short, after "its+adjective+infinitive," you can use "for" and an object (like a noun or pronoun) to show who or what the action is important for.

1. It's important to eat vegetables.

It's necessary to include veggies in your meals.

2. It's exciting to go on a roller coaster.

It's exciting for kids to go on a roller coaster.

3. It's necessary to get enough sleep.

It's necessary for students to get enough sleep.

4. It's fun to play board games.

It's fun for friends to play board games together.

5. It's challenging to solve puzzles.

It's challenging for everyone to solve puzzles.

6. It's relaxing to take a walk in the park.

It's relaxing for elderly people to take a walk in the park.

7. It's important to recycle plastic.

It's important for everyone to recycle plastic.

8. It's helpful to read books.

It's helpful for young minds to read books.

9. It's enjoyable to watch movies.

It's enjoyable for families to watch movies together.

10. It's necessary to stay hydrated.

It's necessary for athletes to stay hydrated.

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https://www.thoughtco.com/reduced-relative-clauses-1211107

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Common Expressions and Phrases:

1. I'm having a problem with...

2. I need some help with...

3. Can you assist me?

4. I don't know what to do.

5. This is causing me a lot of stress.

6. I'm not sure how to handle this situation.

7. What should I do about...?

8. I'm feeling overwhelmed.

9. I'm facing a difficulty.

10. I'm at a loss for words.

Verbs to Recognize Problems:

1. Encounter

2. Experience

3. Face

4. Confront

5. Deal with

6. Address

7. Tackle

8. Solve

9. Overcome

10. Resolve

Verbs of Belief:

1. Believe

2. Trust

3. Think

4. Feel

5. Assume

6. Suppose

7. Suspect

8. Imagine

9. Consider

10. Opine

Adverbs:

1. Clearly

2. Surely

3. Honestly

4. Certainly

5. Unfortunately

6. Hopefully

7. Ideally

8. Unexpectedly

9. Anxiously

10. Effectively

Adjectives:

1. Difficult

2. Challenging

3. Troublesome

4. Frustrating

5. Stressful

6. Confusing

7. Overwhelming

8. Complicated

9. Daunting

10. Disheartening

Sentence Structures or Phrases:

1. I believe there's a problem with...

2. It seems like we're facing a difficulty in...

3. I'm worried about the situation because...

4. Have you encountered any issues with...?

5. It's important to address this problem promptly.

6. Let's work together to find a solution.

7. I'm confident that we can overcome this challenge.

8. Unfortunately, there's no easy fix for this problem.

9. This issue requires immediate attention.

10. It's crucial to tackle the root cause of the problem.

Present Simple:

1. I often encounter technical problems with my computer.

2. She frequently experiences difficulties in understanding complex math problems.

3. We address customer complaints promptly to maintain satisfaction.

4. He believes that effective communication solves many problems.

5. The team deals with various challenges on a daily basis.

Present Continuous:

1. I'm currently dealing with a challenging project at work.

2. They are facing some financial difficulties due to unexpected expenses.

3. She is addressing the problem by seeking professional advice.

4. We are working on resolving the issue as quickly as possible.

5. The company is experiencing some temporary setbacks, but they remain optimistic.

Present Perfect:

1. I have encountered similar problems in the past, but I have always found a solution.

2. She has faced many challenges in her career and has learned from each experience.

3. We have addressed the issue by implementing new strategies and processes.

4. He has believed in the power of teamwork to overcome obstacles.

5. The company has experienced setbacks, but they have managed to stay resilient.

Past Simple:

1. Yesterday, I encountered a problem with my car's engine.

2. She faced a major obstacle during the last stage of the project.

3. We solved the technical issue by updating the software.

4. He believed that hard work and determination helped him overcome challenges in the past.

5. The team tackled the problem head-on and successfully resolved it.

Past Continuous:

1. I was dealing with a difficult situation when you called.

2. They were facing financial difficulties before the new investment came in.

3. She was addressing the issue when the power suddenly went out.

4. We were working on resolving the problem, but it took longer than expected.

5. The company was experiencing a decline in sales during that period.

Past Perfect:

1. Before I solved the problem, I had tried several different approaches.

2. She had faced similar difficulties in previous projects and had developed effective problem-solving skills.

3. We had already addressed the issue before it caused further complications.

4. He had believed that proper planning and preparation were crucial in avoiding problems.

5. The team had experienced similar challenges before and had learned valuable lessons.

Future Simple:

1. I will address the problem during the meeting tomorrow.

2. She will face new challenges in her upcoming project.

3. We believe that new technology will solve many problems in the future.

4. He is confident that they will overcome any obstacles they encounter.

5. The team will tackle the problem head-on and find a solution.

Future continuous:

1. I will be working on finding a solution to the problem tomorrow.

2. She will be facing challenges in her new role, but she will be persevering.

3. We will be actively addressing any problems that arise during the project.

4. He will be believing in the team's ability to overcome any obstacles they encounter.

5. The company will be striving to improve its processes and minimize future issues.

Future Perfect:

1. By next week, I will have found a solution to the problem.

2. She will have overcome the difficulties and will be ready to take on new challenges.

3. We will have resolved the issue before the deadline.

4. He will have realized his goal of becoming an expert problem-solver.

5. The team will have tackled the problem and will be celebrating their success.

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A. Future perfect vs Continuous

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Future Simple (Future "Will" Tense):

Grammar Rules: In the future simple tense, we use the auxiliary verb "will" followed by the base form of the main verb.

When to Use:

To make predictions or express future intentions/actions.

To offer or make promises, requests, or suggestions.

Common Mistakes:

Incorrectly using "will" with verbs that already indicate future time (e.g., "I will go tomorrow" instead of "I will go").

Forgetting to use "will" to indicate future actions or intentions.

Examples:

"I will meet you at the park tomorrow."

"She will study abroad next year."

"They will arrive late tonight."

1. Future Perfect:
The future perfect tense is used to describe an action or event that will be completed before a specific point in the future. It is formed by using "will have" + past participle of the verb.

Examples:

By this time next week, I will have finished my project.

They will have graduated from college by the end of the year.

She will have traveled to many countries by the time she turns 30.

In these examples, we are talking about actions that will be completed before a certain point in the future. The future perfect indicates that the action will already be finished at that future time.

1. Future Continuous:

Grammar Rules: In the future continuous tense, we use the auxiliary verb "will" + "be" followed by the present participle (-ing form) of the main verb.

When to Use:

To indicate an ongoing or continuous action that will happen in the future.

To talk about planned or scheduled events/actions in the future.

Common Mistakes:

Using the future continuous when the action is not continuous or ongoing.

Overusing the future continuous when the future simple tense would be more appropriate.

Examples:

"They will be traveling to Paris next week."

"I will be working on my project all day tomorrow."

"She will be waiting for you at the airport."

1. By that time, I will have finished reading the book.

2. Next year, we will have completed our studies.

3. On July 15th, I will be attending a music concert.

4. After a few months, they will be moving to a new city.

5. Before next season, he will have recovered from his injury.

6. By the time you arrive, I will have prepared dinner.

To summarize:

Future simple describes a future action or event.

Future perfect describes an action completed before a specific point in the future.

Future perfect continuous describes an ongoing action up until a certain point in the future.

Remember that the choice of tense depends on the specific context and the relationship between the actions or events in time.

Expressions ending with prepositions are known as phrasal verbs or phrasal prepositions. These are combinations of a verb and a preposition that together create a specific meaning. Here are some examples:

1. Be excited about:
This expression means to feel enthusiasm or anticipation about something.

Example:
I am excited about my upcoming vacation to the beach.

1. Look forward to:
This expression means to anticipate or feel excited about something that is going to happen in the future.

Example:
She is looking forward to the concert next week.

1. Become aware:
This expression means to start knowing or realizing something.

Example:
He became aware of the importance of saving money for the future.

1. Get accustomed to:
This expression means to become familiar with or used to something.

Example:
It took me some time to get accustomed to the new school schedule.

In these examples, the prepositions "about," "to," and "to" are used as part of the phrasal verbs, which give them their specific meanings. Remember that phrasal verbs are often idiomatic expressions, and the meaning of the whole phrase may not be directly deduced from the individual words.

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The future continuous and the future perfect belong to the basic grammar group with the most frequency in English. Let's learn about these 2 tenses with English tivi.

You might also like: ALL the English Grammar Basics You Need

The Future Continuous is used to talk about an action in progress at a specified time in the future.

The Future Perfect is used to describe an action that will be completed by a specified time in the future.

(+) S + will + have + VII
(-) S + will + not + have + VII
(?) Will + S + have + VII ?
- Yes, S + will
- No, S + won't
Examples:
+ I will have finished my report by the end of this month
+ She will have typed 20 pages by 3 o'clock this afternoon.
+ I will not have stopped my work before the time you come tomorrow.
+ My father will not have come home by 9 pm this evening.
+ Will you have gone out by 7 pm tomorrow?
+ Will your parents have come back USA before the summer vacation?

(+) S + will + be + V-ing
(-) S + will + not + be + V-ing
(?) Will + S + be + V-ing ?
- Yes, S + will
- No, S + won't
Examples:
+ I will be staying at the hotel in Japan at 1 p.m tomorrow.
+ He will be working at the factory when you come tomorrow.
+ We won't be studying at 8 a.m tomorrow.
+ The children won't be playing with their friends when you come this weekend.
+ Will you be waiting for the train at 8 a.m next Friday?
+ Will He be doing the housework at 10 p.m tomorrow?

See More: Future Perfect Tense - English Grammar Tenses

To describe an action that will be completed at a given time in the future.
+ I' ll have finished my work by noon.
+ They 'll have built that house by July next year.
+ When you come back, I 'll have written this letter.

To describe an action that started in the past and continued until a given time in the future.
+ By November, we'll have been living in this house for 10 years.
+ By March 15th, I'll have been working for this company for 6 years.

See More: Future Perfect Continuous Tense - English Grammar Tenses

1: I hope it....................(stop) working by 5 o'clock this afternoon.

2: By next month I....................(leave) for India.

3: The film....................(end) by the time we get there.

4: They....................(build) a house by June next year.

5: I'm sure they....................(complete) the new road by September.

6: In two years from now, the contract....................(come) to an end.

7: By the end of December, John....................(work) as a reporter for ten years.

8: By the time you arrive, I....................(finish) writing an essay.

9: He certainly....................(not/do) all his homework by ten tonight.

10: By November I....................(work) for this company for 6 years.

11: By March 15, I....................(be) here for one year.

12: By this time next week, he....................(write) his novel for 6 months.

13: You....................(finish) your work by 9 tonight?

14: By 2016 we....................(live) in London for 14 years.

16: He .................... (write) this book for 3 months by the end of this week.

17: .................... (finish/you) this project by next week?

18: .................... (be/she) pregnant for 5 months this week?

19: An hour from now I hope I .................... (do) all these exercises. We will go to the beach then.

20: When I get my diploma in 2017, I .................... (to live) in Hanoi for 2 years.

17: (finish/you) this project by next week?

18: Will she have been (be/she) pregnant for 5 months this week?

Future Perfect vs Future Perfect Continuous Exercises

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Future Perfect and Future Perfect Continuous

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The future continuous and the future perfect belong to the basic grammar group with the most frequency in English. Let's learn about these 2 tenses with

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A. Past Modals and Phrasal modals:

1. Past Modals:

"Had to": It means you had a strong need or obligation to do something in the past. For example, "I had to do my homework before I could play outside."

"Was(not) supposed to": It means there was an expectation or rule about something in the past. For example, "You were not supposed to eat cookies before dinner."

"Should (not)": It is used to give advice or talk about the right thing to do in the past. For example, "She should have studied harder for the test."

"Need to": It means you had a requirement or necessity to do something in the past. For example, "We needed to finish our chores before going to the park."

"Didn't have to": It means there was no necessity or obligation to do something in the past. For example, "I didn't have to go to school on Saturday."

2. Phrasal Modals:

Phrasal modals are combinations of a modal verb (like "can," "should," "must") and a main verb.

They express different meanings and can be used to talk about abilities, possibilities, permissions, and more.

1. "Could have":

She could have called me, but she didn't.

They could have studied harder for the exam.

2. "Should have":

He should have listened to his parents' advice.

We should have arrived earlier to avoid the traffic.

3. "Would have":

I would have helped you if I had known you needed it.

They would have attended the party if they hadn't been busy.

4. "Might have":

She might have missed the train if she hadn't hurried.

We might have won the game if we had scored one more goal.

5. "Must have":

He must have forgotten his keys at home.

They must have left early because the office is empty.

These examples demonstrate the use of phrasal modals in the past, indicating possibilities, regrets, and assumptions about past actions or situations.

B. Modals with multiple uses

1. Modals for certainty:

"Must have": We use this when we are very sure that something happened or is true.
Example: He must have eaten all the cookies. There are none left!

"Can't have": We use this when we are very sure that something did not happen or is not true.
Example: She can't have taken my pen. It's still on my desk.

"Couldn't have": We use this when we are very sure that something was not possible or did not happen.
Example: They couldn't have finished their homework already. It's too difficult.

2. Modals for uncertainty:

"Could have": We use this when we are unsure about something that might have happened.
Example: He could have forgotten his umbrella. That's why he got wet in the rain.

"May/Might have": We use these when we are uncertain about something that might have happened.
Example: They may/might have gone to the movies. I'm not sure where they are.

3. Modals for present time:

"Have to": We use this when there is a strong obligation or necessity to do something.
Example: I have to finish my homework before I can go out to play.

"Had better not": We use this to give a warning or advice not to do something.
Example: You had better not touch the hot stove. It can burn you.

4. Modals for past time:

"Should": We use this when we want to express advice or regret about something in the past.
Example: I should have studied more for the test. Now I'm worried about my grade.

Remember, modals are special verbs that help us express different meanings and attitudes. By using them, we can talk about possibilities, obligations, uncertainty, and more!

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(A) Verbs followed by gerund or infinitive:

Verbs in English can be followed by either a gerund or an infinitive, depending on the meaning of the verb and the context in which it is used:

1. Verbs followed by a gerund (-ing form):

Example: I enjoy swimming in the ocean.

Example: She admitted stealing the cookies.

Example: They avoid eating spicy food.

Example: He loves playing the guitar.

2. Verbs followed by an infinitive (base form of the verb):

Example: I want to learn how to play the piano.

Example: She decided to take a vacation.

Example: They plan to visit Europe next year.

Example: He needs to finish his homework.

3. Verbs that can be followed by either a gerund or an infinitive, with a difference in meaning:

Example: I remembered calling her yesterday. (I recalled that I made a phone call.)

Example: I remembered to call her today. (I didn't forget to make a phone call.)

Example: He stopped smoking. (He quit the habit of smoking.)

Example: He stopped to smoke. (He paused what he was doing in order to have a smoke.)

4. Verbs that are typically followed by a gerund:

Example: I enjoy dancing at parties.

Example: She admits lying about the situation.

Example: They suggest going to the beach for the weekend.

Example: He considers traveling to be an enriching experience.

5. Verbs that are typically followed by an infinitive:

Example: I want to visit Paris someday.

Example: She needs to finish her work before the deadline.

Example: They plan to start a business together.

Example: He hopes to become a doctor in the future.

It's important to note that some verbs can be followed by both a gerund and an infinitive with a slight difference in meaning:

Like:

She likes dancing. (Enjoys the activity of dancing.)

She likes to dance. (Has a preference or inclination for dancing.)

Love:

They love playing soccer. (Enjoys the activity of playing soccer.)

They love to play soccer. (Expresses their strong affection or passion for playing soccer.)

Begin:

He began studying French. (Started the activity of studying French.)

He began to study French. (Started the process or action of studying French.)

The choice between the gerund and the infinitive may depend on personal preference or style.

(B) Noun Clauses after be:

1. Noun Clause: A noun clause is a group of words that functions like a noun within a sentence. Just like nouns, which can serve as the subject, object, or complement in a sentence, a noun clause can also take on these roles.

1. Subject and Predicate: In a sentence, the subject is the part that tells us what or who the sentence is about. It usually performs the action or is connected to the action. The predicate, on the other hand, contains the verb and provides information about the action or state of being related to the subject.

1. Function as a Noun: A noun clause takes on the role of a noun in a sentence. This means it can serve as the subject of the sentence, the object of a verb or preposition, or even as a complement.

Sentence: He believes that aliens exist.

Noun clauses: His belief of/about extraterrestrial life is that aliens exists

In this sentence, "that aliens exist" is a noun clause. It's acting as the direct object of the verb "believes." The noun clause is functioning as the thing that he believes.

So, in short, a noun clause is a group of words that takes on the role of a noun in a sentence, and it can function as the subject, object, or complement of the sentence, just like regular nouns do.

1. Noun Clause after "be" + "about":
We use a noun clause introduced by "about" after "be" to provide information or discuss a topic.
Example: She is worried about what will happen next.

1. Noun Clause after "be" + "of":
We use a noun clause introduced by "of" after "be" to show possession or association.
Example: This is a picture of what I saw on my trip.

1. Noun Clause after "be" + "with":
Grammar Rule: We use a noun clause introduced by "with" after "be" to express a condition or circumstance.
Example: He is happy with whatever decision you make.

1. Noun Clause after "be" + "to":
Grammar Rule: We use a noun clause introduced by "to" after "be" to express purpose or intention.
Example: Our goal is to finish the project on time.

In these examples, the noun clauses (what will happen next, what I saw on my trip, whatever decision you make, and to finish the project on time) function as the subjects or complements of the verb "be." The prepositions "about," "of," "with," and "to" introduce the noun clauses and help clarify the relationship between the noun clauses and the main sentence.

Complex Phrases ones:

1. The downside: This phrase is used to introduce a negative aspect of something.

The downside is that it's very expensive.

The downside of living in the city is the noise.

2. The hard part about: This phrase is used to identify a challenging aspect of something.

The hard part about learning a new language is pronunciation.

The hard part about the job is the long hours.

3. The trick to: This phrase is used to introduce a technique or method for achieving something.

The trick to making a good omelet is using fresh ingredients.

The trick to success in this industry is networking.

4. One difficulty with: This phrase is used to highlight a specific problem or challenge.

One difficulty with this project is the lack of funding.

One difficulty with online learning is staying motivated.

5. The secret to: This phrase introduces a hidden or effective method for accomplishing something.

The secret to a happy marriage is communication.

The secret to a great presentation is preparation.

6. The good thing about: This phrase focuses on a positive aspect of something.

The good thing about this book is that it's easy to understand.

The good thing about traveling is experiencing new cultures.

7. The upside: This phrase is used to highlight a positive aspect or advantage.

The upside of working from home is the flexibility.

The upside of the rainy season is that it helps the crops grow.

8. The only thing about: This phrase emphasizes a specific aspect as the sole or most important one.

The only thing about this movie that bothered me was the ending.

The only thing about the new restaurant is its location.

Phrases ending with prepositions and followed by gerunds:

1. I'm interested in: This phrase is followed by a gerund to express a hobby or area of interest.

I'm interested in learning to play the guitar.

She's interested in studying biology.

2. I'm good at: This phrase is followed by a gerund to describe a skill or talent.

I'm good at cooking Italian food.

He's good at solving puzzles.

3. I'm excited about: This phrase is followed by a gerund to express enthusiasm or anticipation.

I'm excited about going on vacation next week.

She's excited about starting her new job.

4. I'm tired of: This phrase is followed by a gerund to convey weariness or frustration.

I'm tired of doing homework all day.

He's tired of waiting for the bus.

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B.  Reported Speech

Reported speech is when we talk about something that someone else said. We use it to tell others what someone said, without using their exact words.

You can use it for:

Statements: you usually change the tense of the verb. If the original statement is in the present, it becomes past in reported speech. For example:

Direct Speech: She said, "I am going to the party."
Reported Speech: She said that she was going to the party.

In reported statements, you usually need to adjust the verb tense to match the context. The reporting verb (like "said" or "told") also changes accordingly.

Reported Speech for Questions: you also change the tense of the verb, and you transform the question into a statement. If the question starts with a question word (like "who," "what," "where"), you keep that question word.

For example:
Direct Speech: He asked, "Where is the book?"
Reported Speech: He asked where the book was.

You change the question structure into a statement, and the word order often becomes like a regular sentence. The reporting verb changes as well.

Reported Speech for Commands:
Commands (also known as imperatives) become infinitive verb forms in reported speech.

For example:
Direct Speech: She said, "Open the door."
Reported Speech: She told me to open the door.

You usually need to change the command into an infinitive form. The reporting verb also changes.

Reported Speech for General Truths: you usually don't need to change the tense. You can use the same tense in reported speech as you would in direct speech.

Direct Speech: They said, "Water boils at 100 degrees Celsius."
Reported Speech: They said that water boils at 100 degrees Celsius.

In most cases, the tense doesn't need to be changed when moving from direct to reported speech.

Remember that when changing direct speech to reported speech, you need to consider verb tenses, pronoun changes, and possible changes in time expressions as well.  Here are some rules to remember:

1. Change the pronouns: when we report what someone said, we usually change the pronouns to fit the new context.

Example: She said, "I like ice cream." (Direct speech)
She said that she liked ice cream. (Reported speech)

2. Change the verb tense:

When reporting speech, we often change the verb tense to reflect that it happened in the past.

Example: He said, "I am going to the park." (Direct speech)
He said that he was going to the park. (Reported speech)

3. Use reporting verbs like "say" or "tell":

We usually use reporting verbs like "say" or "tell" to introduce reported speech.

Example: She told me, "I have a pet dog." (Direct speech)
She told me that she had a pet dog. (Reported speech)

4. Changes when using modals:

When we report statements about changes, we can use different modals to convey the meaning.

Example: He said, "I can swim." (Direct speech)
He said that he could swim. (Reported speech)

5. Differences between "say" and "tell":

We use "say" when we only mention the words spoken, and "tell" when there is someone being addressed.

Example: He said, "Hello!" (Direct speech)
He told me, "Hello!" (Direct speech, with someone being addressed)

Changes when using modals:

1. Modal: Can
Direct speech: She said, "I can swim."
Reported speech: She said that she could swim.

2. Modal: Must
Direct speech: He said, "I must finish my homework."
Reported speech: He said that he had to finish his homework.

3. Modal: Have to
Direct speech: They said, "We have to leave early."
Reported speech: They said that they had to leave early.

4. Modal: Don't have to
Direct speech: He said, "I don't have to go to work today."
Reported speech: He said that he didn't have to go to work that day.

5. Modal: Might
Direct speech: She said, "I might go to the party."
Reported speech: She said that she might go to the party.

6. Modal: Should
Direct speech: He said, "You should study more."
Reported speech: He said that you should study more. (No change)

In the first set of examples, the modals "can," "must," "have to," and "don't have to" undergo a change in reported speech. The modal verbs are shifted to their past tense forms ("could," "had to," "had to," "didn't have to") to indicate that the reported speech is referring to the past.

In the second set of examples, the modals "might" and "should" remain unchanged in reported speech. These modals do not undergo a shift in tense because they are used to express possibility and advice, which can still be relevant in the reported context.

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a. clauses and phrases showing contrast and exception

Clause: A clause is a group of words that contains a subject and a verb. It can express a complete thought and can function as a sentence on its own.

For example, "I like to read books" is a clause because it has a subject "I" and a verb "like".

Phrase: A phrase, on the other hand, is a group of words that does not have a subject and a verb together. It does not express a complete thought and cannot stand alone as a sentence.

For example, "in the morning" is a phrase because it doesn't have a subject and verb together.

clauses and phrases to show contrast and exception.

Showing Contrast:

When we want to highlight differences or opposing ideas between two things, we use clauses or phrases that introduce a contrast. This helps us make comparisons and show that two things are different.

Showing Exception:

Sometimes, we want to mention something that doesn't fit into a general statement or doesn't follow the usual pattern. In such cases, we use clauses or phrases to indicate an exception. It helps us single out something that is different or doesn't conform to the general rule.

How we express contrast and exception using specific words or phrases

"Whereas" or "while" are used to introduce a contrasting clause or phrase. It helps us compare two different ideas or highlight a difference between two things.

Example: Dogs are loyal pets, whereas cats are more independent.

"Except for" or "with the exception of" are used to indicate an exception to a general statement. It shows that something or someone doesn't fit into the overall category or pattern.

Example: All the students passed the exam, except for John.

b. past habitual

1. Past Habitual Actions with "Did" and "Did Not":

When we talk about actions that happened repeatedly or habitually in the past, we can use "did" or "did not" with the base form of the verb.

"Did" is used in positive sentences, and "did not" (contracted to "didn't") is used in negative sentences.

We use past habitual actions to describe things we did or didn't do regularly or repeatedly in the past.

Example:
Positive: I played soccer every weekend. (I did play soccer every weekend.)
Negative: She didn't like vegetables. (She did not like vegetables.)

1. "I played soccer every weekend": This is a simple statement in the past tense indicating that the speaker played soccer every weekend as a regular habit or routine. It conveys the information without any specific emphasis or additional clarification.

2. "I did play soccer every weekend": The use of "did" in this sentence adds emphasis or clarification to the statement. It can be used in response to a question or to emphasize a contrast or contradiction to what someone might think. It emphasizes the speaker's affirmation or correction of an assumption or belief about their past actions; if someone questioned whether the speaker played soccer every weekend, the response with "did" clarifies that the statement is indeed true.

1. "Would" to Confirm a Guess:

When we want to make a guess or speculate about a past habitual action, we can use "would" followed by the base form of the verb.

"Would" is a separate auxiliary verb used to indicate past habits, repeated actions, or hypothetical situations.

It suggests that something was likely to happen based on our knowledge or understanding of the past; also that we are making an educated guess or inference based on the available information or evidence.

Examples:

"He would always bring snacks to school." (This suggests that it was his habit to bring snacks regularly.)

"She would often read books before going to bed." (This implies that reading books was her usual practice.)

"We would visit our grandparents every summer." (This indicates that visiting grandparents was a recurring activity for us.)

Example:
A: Did your brother always study late at night?
B: Yes, he would study late into the night.

1. "Used to" to Confirm a Guess:

Similar to "would," we can also use "used to" to confirm a guess or express past habitual actions.

"Used to" is used to talk about actions that were regular or habitual in the past but are no longer true in the present.

Example:

A: Did you live near the park?
B: No, I used to live near the beach.

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Exercise 1: Vocabulary
Fill in the blanks with the appropriate vocabulary words related to dealing with problems:

1. When faced with a challenge, it's important to __________ a solution rather than giving up.

2. It's crucial to maintain a positive __________ when encountering difficulties.

3. In order to address the issue effectively, we need to __________ the root cause.

4. It's essential to have good __________ skills to communicate and collaborate with others during problem-solving.

5. It's important to remain __________ and not let setbacks discourage you.

Exercise 2: Grammar
Complete the sentences with the appropriate verb tense:

1. I __________ (already/find) a solution to the problem before the deadline.

2. By the time they arrive, we __________ (discuss) potential solutions.

3. If I __________ (notice) the issue earlier, I would have taken immediate action.

4. The team __________ (work) tirelessly to resolve the problem.

5. Next week, we __________ (implement) a new strategy to overcome the challenges.

Exercise 3: Role-Play
Pair up with a classmate. Take turns playing the roles of someone facing a problem and a problem solver. Engage in a conversation where the person facing the problem explains the issue, and the problem solver offers advice, suggestions, and possible solutions. Practice using vocabulary and grammar related to dealing with problems.

Exercise 4: Writing
Write a short paragraph describing a recent problem you faced and how you dealt with it. Include vocabulary and verb tenses related to problem-solving. Be sure to use appropriate grammar and sentence structures.

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Exercise 1: Infinitives vs Gerund Phrases
Complete the following sentences by using the correct form of the verb (infinitive or gerund).

1. I enjoy ______________ (read) books in my free time.

2. He decided ______________ (take) a vacation next month.

3. She avoids ______________ (eat) spicy food.

4. They plan ______________ (visit) their grandparents over the weekend.

5. We need ______________ (discuss) this matter further before making a decision.

Exercise 2: Reported Speech
Rewrite the following direct speech sentences as reported speech, using the appropriate reporting verbs and verb tense.

1. Direct: "I will meet you at the café," she said.
Reported: She said that she would meet me at the café.

2. Direct: "Did you watch the movie?" he asked.
Reported: He asked if I had watched the movie.

3. Direct: "I have finished my assignment," he announced.
Reported: He announced that he had finished his assignment.

4. Direct: "I can help you with the project," she offered.
Reported: She offered to help me with the project.

5. Direct: "I won't be able to attend the meeting," they informed.
Reported: They informed that they wouldn't be able to attend the meeting.

Exercise 3: Vocabulary in Context
Fill in the blanks with the appropriate vocabulary words or expressions related to communication.

1. It's important to be ______________ and considerate when engaging in conversations with others.

2. The recent ______________ in technology has revolutionized the way we communicate.

3. We had a ______________ conversation about our future plans.

4. He gave me some valuable ______________ on how to improve my public speaking skills.

5. The ability to ______________ ideas effectively is a crucial skill in the workplace.

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A. Reduced time clauses

Reduced time clauses are shortened versions of complex sentences that contain time-related information. They are commonly used with certain conjunctions like "before," "after," and "while." For example, instead of saying "Before I went to bed, I finished my homework," you can use a reduced time clause: "Before going to bed, I finished my homework."

The reason some time clauses cannot be reduced using certain conjunctions is that these conjunctions have specific structures or meanings that don't easily allow for reduction.

For "as soon as," "whenever," "once," "every time," and "until," their structures are not conducive to the same kind of reduction as seen with "before," "after," and "while." These conjunctions often require complete clauses to convey their intended meaning. For instance, "As soon as I arrive, I'll call you" can't be easily reduced, as the meaning might be lost or become unclear.

Similarly, "as," "the last time," and "while" can't always be easily reduced without altering the intended meaning. These conjunctions often carry specific time-related nuances that might not be adequately conveyed in a reduced form.

In short, the reduced form works well for "before," "after," and "while" due to their simpler structures, but other conjunctions have more complex structures or specific meanings that don't lend themselves as easily to reduction.

Before / After:

Full Clause: "Before I left the house, I checked the weather."

Reduced Clause: "Before leaving the house, I checked the weather."

Full Clause: "After she finished her work, she went for a walk."
Reduced Clause: "After finishing her work, she went for a walk."

"Before" and "After" are easily reduced because the subjects of both the main clause and the time clause are the same, allowing for a smooth transition.

While:

Full Clause: "While they were watching a movie, the power went out."

Reduced Clause: "While watching a movie, the power went out."

"While" can be reduced because the subjects of both clauses are the same.

As soon as:

Full Clause: "As soon as I arrive, I'll call you."

Reduced Clause: Cannot be easily reduced.

"As soon as" has a distinct structure that doesn't lend itself to easy reduction. The phrase "as soon as" requires a full clause to convey its meaning clearly.

Whenever:

Full Clause: "Whenever he visits, we go out for dinner."

Reduced Clause: Cannot be easily reduced.

"Whenever" implies repeated actions, and its structure doesn't easily allow for reduction while retaining the intended meaning.

Once:

Full Clause: "Once she finishes her project, she'll take a break."

Reduced Clause: Cannot be easily reduced.

"Once" indicates a condition that must be met, and its structure makes it less suitable for reduction.

Every time:

Full Clause: "Every time I see him, he's wearing a different hat."

Reduced Clause: Cannot be easily reduced.

"Every time" implies a repeated occurrence, and its structure doesn't work well for reduction while maintaining clarity.

Until:

Full Clause: "I'll wait here until the rain stops."

Reduced Clause: Cannot be easily reduced.

"Until" implies a condition that needs to be met, and its structure doesn't easily allow for reduction without changing the intended meaning.

As:

Full Clause: "As I walked in, everyone turned to look."

Reduced Clause: Cannot be easily reduced.

"As" often sets up the context or reason for an action and doesn't typically lend itself to reduction while keeping the intended meaning.

The last time:

Full Clause: "The last time I saw her, she was studying."

Reduced Clause: Cannot be easily reduced.

"The last time" refers to a specific past occurrence and doesn't readily lend itself to reduction while retaining its significance.

In summary, the reduction of time clauses depends on the conjunction used and the structure of the sentence. Certain conjunctions have specific meanings or structures that make them less amenable to reduction, while others lend themselves naturally to reduced forms.

B. Clauses for stating reasons and conditions

These clauses are used to explain reasons or set conditions in a sentence. They help provide additional information and context to the main clause.

1. Now that:

Usage: "Now that" is used to indicate a reason or condition that exists in the present.

Example: Now that I have finished my work, I can relax and watch a movie.

2. Because now:

Usage: "Because now" is used to provide a reason for a particular situation or action in the present.

Example: I brought an umbrella because now it's starting to rain.

3. Whether or not:

Usage: "Whether or not" is used to introduce a condition or alternative possibilities.

Example: Whether or not she attends the party, I will still have a great time.

4. Provided that:

Usage: "Provided that" is used to introduce a condition that must be fulfilled for something else to happen.

Example: I will lend you my car provided that you return it by tomorrow.

5. Providing:

Usage: "Providing" is used to indicate a condition or circumstance under which something else is possible.

Example: I will join you for dinner, providing I finish my work on time.

The grammar structure for the clauses used for stating reasons and conditions can vary depending on the specific conjunction or phrase used.

1. Now that:
[Main Clause], now that + [Reason/Condition].

2. Because now:
[Main Clause], because now + [Reason/Condition].

3. Whether or not:
[Main Clause], whether or not + [Condition/Alternative].

4. Provided that:
[Main Clause], provided that + [Condition/Requirement].

5. Providing:
[Main Clause], providing + [Condition/Circumstance].

In each case, the main clause is the primary part of the sentence that expresses the main idea or action. The reason or condition is introduced by the specific conjunction or phrase mentioned above. The exact structure and word order may vary depending on the context and the rest of the sentence. Some examples:

1. Now that:

Now that I have finished my homework, I can go out and play.

Now that she has a job, she can afford to travel.

2. Because now:

I can swim confidently because now I've taken swimming lessons.

He is more confident in public speaking because now he practices regularly.

3. Whether or not:

I will go to the party, whether or not it rains.

Whether or not she agrees, I will pursue my dreams.

4. Provided that:

You can borrow my car, provided that you return it by tomorrow.

I will support your decision, provided that you have a solid plan.

5. Providing:

I can help you with your project, providing you give me enough notice.

He will attend the meeting, providing he finishes his work on time.

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Wordwall - Crea mejores lecciones de forma más rápida

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lose all your energy - Do you ever burn out from too much work?, become calm - How do you calm down after an argument?, take it easy - How do you chill out after a rough day?, fall asleep for a short time - Do you ever doze off for a few minutes in public?, get more energy - How do you perk up when you feel sleepy?, go quickly - Do you race off as soon as class is over?, stay for the night - How often do you sleep over at a friend's?, go to bed - What time do you turn in on the weekend?,

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lose all your energy - Do you ever burn out from too much work?, become calm - How do you calm down after an argument?.

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a. Relative and noun Clauses:

Relative clauses provide additional information about a noun or pronoun in a sentence.

They are introduced by relative pronouns like "who," "that," or "which."

Relative clauses can be essential (defining) or non-essential (non-defining) to the meaning of the sentence.

Examples:

Essential: "The dog that is barking is mine." (The relative clause "that is barking" defines which dog we're talking about.)

Non-essential: "My dog, which is black, loves to play." (The relative clause "which is black" provides additional information but can be removed without changing the meaning of the sentence.)

1. Noun Clauses:

Noun clauses act as a noun in a sentence and can function as subjects, objects, or complements.

They often begin with words like "who," "what," "when," "where," "why," or "how."

Examples:

Subject: "What you said is true." (The noun clause "what you said" acts as the subject of the sentence.)

Object: "I know who took your book." (The noun clause "who took your book" acts as the direct object of the verb "know.")

Complement: "Her dream is to travel the world." (The noun clause "to travel the world" acts as the complement of the verb "is.")

In both relative and noun clauses, the relative pronouns ("who," "that," "which") can often be omitted when they are the object of the verb in the clause.

Example: The book that I'm reading is fascinating.

The book I'm reading is fascinating.

People who live in rural areas tend to live longer.

People living in rural areas tend to live longer.

1. Object Relative Clauses:

Object relative clauses provide additional information about the object of a sentence.

They follow verbs or prepositions and describe the person or thing that receives the action.

Relative pronouns like "who," "whom," "that," or "which" are used to introduce object relative clauses.

Examples:

Optional: "I have a friend who/that likes to sing." (The object relative clause "who/that likes to sing" provides additional information about the friend, but it can be omitted without affecting the sentence structure.)

Necessary: "She thanked the woman whom she met yesterday." (The object relative clause "whom she met yesterday" is necessary to specify which woman was thanked.)

1. Subject Relative Clauses:

Subject relative clauses provide additional information about the subject of a sentence.

They modify the subject and contain a verb that describes the subject's action or state.

Relative pronouns like "who," "that," or "which" are used to introduce subject relative clauses.

Examples:

Optional: "The girl who/that is singing has a beautiful voice." (The subject relative clause "who/that is singing" provides additional information about the girl, but it can be omitted without changing the sentence structure.)

Necessary: "The book that she recommended is excellent." (The subject relative clause "that she recommended" is necessary to identify which book is being referred to.)

b. Simple Indirect Questions:

1. Simple indirect questions are used when we want to ask a question in a more polite or indirect way.

2. Instead of directly asking a question, we use introductory phrases like "Do you have any idea," "Could you tell me," "Don't you wonder," or "I'm curious about."

3. Simple indirect questions are often used to show politeness, curiosity, or to gather information without sounding too direct.

Examples:

Do you have any idea where the nearest park is?

Could you tell me how to bake a cake?

Don't you wonder why the sky is blue?

I'm curious about what time the movie starts.

Complex Indirect Questions:

1. Complex indirect questions are formed by embedding a question within a statement.

2. The word order in complex indirect questions is the same as in a statement, not a question.

3. We do not use a question mark at the end of a complex indirect question.

Examples:

She asked if I had finished my homework. (Statement: She asked. Question: Have you finished your homework?)

He wondered where they were going. (Statement: He wondered. Question: Where are they going?)

They wanted to know what time the concert starts. (Statement: They wanted to know. Question: What time does the concert start?)

1. Simple Question:

Where is the library?

Complex Indirect Question:

I've been wondering about the location of the library. Could you enlighten me?

2. Simple Question:

When is the deadline for the project?

Complex Indirect Question:

I'm somewhat troubled about the deadline for the project. Could you provide me with more information regarding the timeframe?

3. Simple Question:

How much does this cost?

Complex Indirect Question:

I'm curious to know the cost of this. Could you shed some light on the pricing?

4. Simple Question:

Can you explain this concept to me?

Complex Indirect Question:

I'm having some difficulty understanding this concept. Would you mind taking me through the process?

5. Simple Question:

How do you solve this problem?

Complex Indirect Question:

I'm finding it hard to grasp the solution to this problem. Could you guide me through the steps involved?

Creating complex indirect questions involves using advanced sentence structures and vocabulary to convey meaning indirectly.

1. Indirect Question: We're unsure about whether it might be feasible to implement such a complex system within our budget constraints.

2. Indirect Question: I wonder if you might know whether the event has been rescheduled.

3. Indirect Question: She asked whether it would be possible for him to lend her a hand with the project.

4. Indirect Question: He inquired about whether there were any alternative methods of solving the mathematical problem.

In summary, simple indirect questions use introductory phrases to ask questions politely, while complex indirect questions embed a question within a statement. Both types help us ask questions in a more indirect or polite way.

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A. Defining & non defining relative clauses

1. Defining Relative Clauses:

These clauses provide essential information about the noun they modify. Without them, the sentence's meaning would be incomplete.

The relative pronouns "that," "where," "when," "which," and "who" are commonly used in defining relative clauses.

Examples:

The book that I borrowed from the library is very interesting.

This is the restaurant where we had dinner last night.

He is the person who won the singing competition.

Do you remember the time when we went to the beach?

2. Non-defining Relative Clauses:

These clauses provide additional, non-essential information about the noun they modify. The sentence's meaning would still be complete without them.

Non-defining relative clauses are usually set off by commas.

The relative pronouns "which," "where," "when," and "who" are commonly used in non-defining relative clauses.

Examples:

The house, which is located by the river, has a beautiful view.

London, where I used to live, is a vibrant city.

My sister, who is a doctor, lives in New York.

Yesterday, when it was raining, we stayed indoors.

Differences between the relative pronouns:

"That" is commonly used in defining relative clauses to refer to people or things.

"Where" is used to refer to a place or location.

"When" is used to refer to a specific time or occasion.

"Which" is used to refer to things.

"Who" is used to refer to people.

While "that" is commonly used as a relative pronoun in defining relative clauses, there are instances where other relative pronouns like "where," "when," "which," and "who" can be used interchangeably with "that" in certain contexts. Here are some examples:

1. "Which" instead of "that":

The book, which I borrowed from the library, is very interesting.

The house, which is located by the river, has a beautiful view.

2. "Where" instead of "that":

The restaurant, where we had dinner last night, was excellent.

The school, where my sister teaches, is known for its academic programs.

3. "When" instead of "that":

The time, when we went to the beach, was so much fun.

The day, when I met her, changed my life.

4. "Who" instead of "that":

The person, who won the singing competition, has a beautiful voice.

The doctor, who treated my grandmother, was very caring.

It's important to note that while these substitutions are possible, they may slightly alter the emphasis or style of the sentence. "That" is often preferred in more formal or concise writing, while the use of other relative pronouns can add variety or emphasize specific aspects of the sentence.

B. Order of modifiers:

When we talk about the order of modifiers, we mean the way we arrange words that describe or give more information about a noun. Let's break it down step by step:

1. Quantity: We start with words that tell us how many or how much of something there is.
Example: I have three delicious cookies.

2. Size: Next, we describe the size of the noun.
Example: I have three small, delicious cookies.

3. Shape: We then talk about the shape of the noun.
Example: I have three small, round cookies.

4. Age: We can mention the age of the noun.
Example: I have three small, round, fresh cookies.

5. Color: We describe the color of the noun.
Example: I have three small, round, fresh, chocolate cookies.

6. Type: We talk about the specific type or kind of the noun.
Example: I have three small, round, fresh, chocolate chip cookies.

7. Material: Finally, we mention the material the noun is made of.
Example: I have three small, round, fresh, chocolate chip cookies made of oatmeal.

The important thing is to keep the order logical and easy to understand. So, when you describe something, try to follow this order:

quantity, size, shape, age, color, type, and material.

Quantity:

1. Abundance

2. Numerous

3. Scarcity

4. Plenty

5. Few

6. Several

7. Many

8. Countless

9. Handful

10. Couple

11. Enormous

Size:

1. Tiny

2. Gigantic

3. Compact

4. Massive

5. Petite

6. Immense

7. Miniature

8. Colossal

9. Small-scale

10. Circular

Shape:

1. Rectangular

2. Oval

3. Square

4. Triangular

5. Irregular

6. Symmetrical

7. Elongated

8. Curved

9. Geometric

Age:

1. Contemporary

2. Old-fashioned

3. Ancient

4. Vintage

5. Timeless

6. Brand new

7. Antique

8. Ageless

9. Historic

10. Modern

11. Vibrant

Color:

1. Pale

2. Bright

3. Muted

4. Dark

5. Pastel

6. Bold

7. Subtle

8. Rich

9. Neutral

10. Classic

Type:

1. Unique

2. Traditional

3. Exotic

4. Versatile

5. Specialized

6. Standard

7. Custom-made

8. Generic

9. Cutting-edge

Material:

1. Metallic

2. Wooden

3. Plastic

4. Glass

5. Fabric

6. Leather

7. Ceramic

8. Synthetic

9. Natural

10. Textured

C. Connecting & Contrasting ideas

When we want to connect or contrast ideas, we use different types of clauses and phrases:

1. Adverb Clauses:

Although, Even though: These clauses are used to show contrast or introduce a conflicting idea. After although and even though, we use a subject and a verb. Even though is slightly stronger and more emphatic than although.
Example: Although it was raining, we went for a walk.
Even though she studied hard, she didn't pass the exam.

2. Independent Clauses:

However, On the other hand, Nevertheless: These are used to connect ideas that contrast with each other.
Example: I wanted to go to the party; however, I had to study for my exam.
John prefers coffee; on the other hand, Mary likes tea.
The weather was bad; nevertheless, we decided to go for a picnic.

3. Noun Phrases:

Despite, In spite of: These phrases are used to indicate a contrast between two ideas.

After in spite of and despite, we use a noun, gerund (-ing form of a verb) or a pronoun.
Example: Despite the rain, we enjoyed our outdoor activity.
In spite of feeling tired, she continued to work on her project.

Remember to use a comma after these introductory words or phrases when they are at the beginning of a sentence.

The main difference between clauses and phrases lies in their structure and function within a sentence.

1. Clauses: A clause is a group of words that contains a subject and a verb. It can express a complete thought and function as a standalone sentence or as part of a larger sentence.

Adverb Clauses: "Although" and "Even though" introduce a subordinate clause that modifies the main clause. They provide additional information and express a contrast or conflicting idea.

2. Phrases: A phrase is a group of words that does not contain a subject and a verb together. It functions as a single part of speech within a sentence.

Noun Phrases: "Despite" and "In spite of" are prepositional phrases. They introduce a noun phrase and act as prepositions, indicating a contrast or unexpected result.

So, in the case of connecting and contrasting ideas, we use adverb clauses to introduce contrasting information within a sentence, and we use noun phrases to indicate a contrast or unexpected result.

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A. reduced relatives clauses

Intro

1. Defining Relative Clauses: we do not use commas, and the clause is essential to understanding the meaning of the sentence.

2. Example: The book that I borrowed from the library is very interesting.

1. Reducing Relative Clauses:

Rule: We can reduce relative clauses by removing the subject pronoun and the verb "be" in the relative clause.

Example: The girl who is standing there -> The girl standing there.

Original sentence: "The book that was written by J.K. Rowling is very popular."

Reduced sentence: "The book written by J.K. Rowling is very popular."

In this example, we eliminated the relative pronoun "that" and the verb "was" from the relative clause, resulting in a reduced relative clause. The meaning remains the same, but the sentence is more concise and straightforward.

Example: The man who is wearing a hat -> The man wearing a hat.

Example: The book, which is on the table, is mine -> The book on the table is mine.

Example: The movie, though long, was enjoyable -> The movie, long, was enjoyable.

Example: The actor better known as James Bond -> The actor, better known as James Bond.

Much like adjectives, relative clauses, also known as adjective clauses, modify nouns.

The man who works at Costco lives in Seattle.

I gave a book, which was written by Hemingway, to Mary last week.

In above examples, "who works at Costco" modifies—or provides information about—the "man" who is the subject of the sentence. In the second sentence, "which was written by Hemingway" modifies the object "book." Using a reduced relative clause we can reduce the first sentence to:

The man working at Costco lives in Seattle.

The second example sentence cannot be reduced because the relative clause "which was written by Hemingway" modifies an object of the verb "give."

TYPES

An adjective/person who was happy: happy person

An adjective phrase/man who was responsible for: man responsible for

A prepositional phrase/boxes that are under the counter: boxes under the counter

A past participle/student that was elected president: student elected president

A present participle/people who are working on the report: people working on the report

Reduce to an Adjective

1. Remove the relative pronoun.

2. Remove the verb (usually "be," but also "seem," "appear," etc.).

3. Place the adjective used in the relative clause before the modified noun.

Examples:

The children who were happy played until nine in the evening. Reduced: The happy children played until nine in the evening.

The house, which was beautiful, was sold for $300,000. Reduced: The beautiful house was sold for $300,000.

Reduce to an Adjective Phrase

1. Remove the relative pronoun.

2. Remove the verb (usually "be," but also "seem," "appear," etc.).

3. Place the adjective phrase after the modified noun.

Examples:

The product, which seemed perfect in many ways, failed to succeed in the market. Reduced: The product, perfect in many ways, failed to succeed in the market.

The boy who was pleased by his grades went out with his friends to celebrate. Reduced: The boy, pleased by his grades, went out with his friends to celebrate.

Reduce to a Prepositional Phrase

1. Remove the relative pronoun.

2. Remove the verb "be."

3. Place the prepositional phrase after the modified noun.

Examples:

The box, which was on the table, was made in Italy. Reduced: The box on the table was made in Italy.

The woman who was at the meeting spoke about business in Europe. Reduced: The woman at the meeting spoke about business in Europe.

Reduce to a Past Participle

1. Remove the relative pronoun.

2. Remove the verb "be."

3. Place the past participle before the modified noun.

Examples:

The desk, which was stained, was antique. Reduced: The stained desk was antique.

The man who was elected was very popular. Reduced: The elected man was very popular.

Reduce to a​ Past Participle Phrase

1. Remove the relative pronoun.

2. Remove the verb "be."

3. Place the past participle phrase after the modified noun.

Examples:

The car, which was purchased in Seattle, was a vintage Mustang. Reduced: The car purchased in Seattle was a vintage Mustang.

The elephant, which was born in captivity, was set free. Reduced: The elephant born in captivity was set free.

Reduce to a Present Participle

1. Remove the relative pronoun.

2. Remove the verb "be."

3. Place the present participle phrase after the modified noun.

Examples:

The professor who is teaching mathematics will leave the university. Reduced: The professor teaching mathematics will leave the university.

The dog that is lying on the floor won't get up. Reduced: The dog lying on the floor won't get up.

Some action verbs reduce to the present participle ("-ing" form) especially when the present tense is used:

1. Remove the relative pronoun.

2. Change the verb to the present participle form.

3. Place the present participle phrase after the modified noun.

Examples:

The man who lives near my home walks to work every day. Reduced: The man living near my home walks to work every day.

The girl who attends my school lives at the end of the street.
Reduced: The girl attending my school lives at the end of the street.

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Do you know how to reduce relative clauses?

Reducing Relative Clauses Quiz

You got: % Correct. You Know Your Relative Clauses!

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Congratulations! You really understand how to reduce relative clauses. This will certainly help you vary your writing style. Keep working on your writing skills as they will come in very handy in your professional life. Remember to write as you study - even if you are online. This will help your writing skills grow.

Reducing Relative Clauses Quiz

You got: % Correct. Good Try, This is Hard!

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This is a difficult quiz, so you've done well. However, there are still some rules on reducing relative clauses you'll need to learn, as well as practice writing these types of sentences. That's OK, if you're doing this exercise, your English is already very good!

Reducing Relative Clauses Quiz

You got: % Correct. Keep Studying Relative Clauses

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Reducing relative clauses is difficult to understand. Review the rules on relative clauses and you'll be able to do this as well. It takes lots of practice, so make sure to write down what you learn as you learn online. It will help you learn the forms!

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Practice reducing relative clauses with this quiz

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Quiz focusing on reducing clauses for advanced level English learners including explanations and further resources.

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Exercise 1:
Choose whether to use a gerund or an infinitive form of the verb in parentheses.

1. I enjoy (read/reading) books in my free time.

2. She decided (travel/to travel) to Europe next summer.

3. We need (buy/to buy) some groceries for dinner.

4. He suggested (go/to go) to the new restaurant for lunch.

5. They regret (not invite/not inviting) her to the party.

6. My parents always encourage me (pursue/to pursue) my dreams.

7. She doesn't mind (do/doing) the dishes after dinner.

8. He started (learn/to learn) how to play the guitar last year.

Exercise 2:
Complete each sentence with the appropriate gerund or infinitive form of the verb.

1. I can't stand __________ (listen) to loud music.

2. They enjoy __________ (cook) together on the weekends.

3. She promised __________ (help) me with my homework.

4. He hopes __________ (find) a new job soon.

5. We decided __________ (take) a walk in the park.

6. They agreed __________ (meet) at the café at 5 p.m.

7. I forgot __________ (buy) milk at the grocery store.

8. She likes __________ (watch) movies on Friday nights.

Exercise 3:
Rewrite each sentence using the alternative form (gerund or infinitive) of the verb given in parentheses.

1. She wants to dance at the party. (She wants __________ at the party.)

2. He stopped smoking last year. (He stopped __________ last year.)

3. They remember visiting the museum. (They remember __________ the museum.)

4. I love to sing in the shower. (I love __________ in the shower.)

5. We started learning Spanish in high school. (We started __________ Spanish in high school.)

Exercise 4:
Complete the following sentences with an appropriate noun clause using the given prepositions.

1. She is curious __________ happened last night.

2. This is a book __________ the history of ancient civilizations.

3. He is content __________ his current job.

4. Our main objective is __________ improve customer satisfaction.

Exercise 5:
Rewrite the following sentences by replacing the underlined phrase with a noun clause using the appropriate preposition.

1. He is concerned regarding the outcome of the project.

2. The painting depicts a scene from a fairy tale.

3. They are pleased with the results of the experiment.

4. The purpose of the event is to celebrate cultural diversity.

Exercise 6:
Create your own sentences using noun clauses after "be" with the prepositions "about," "of," "with," and "to." Be creative and use different contexts or situations.

1. _________________________ (about)

2. _________________________ (of)

3. _________________________ (with)

4. _________________________ (to)

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Despite _______, my hometown remains a peaceful place to live.

The city has a vibrant nightlife; _______, the suburbs offer a more tranquil environment.

_______ its small size, the town boasts a diverse range of cultural events.

The weather can be unpredictable in my hometown. _______, it's a popular tourist destination.

_______ the crowded streets, the locals maintain a friendly and welcoming attitude.

The museum is usually closed on Mondays; _______, it opens for special exhibitions.

The cost of living is high in the city. _______, job opportunities are also more abundant.

The cuisine is exceptional in this region. _______, vegetarian options are limited.

He is an excellent chef. _______, his desserts are the highlight of the menu.

_______ the noise from traffic, the apartment offers stunning views of the city skyline.

Exercise 2: Rewriting Sentences

Rewrite the following sentences using contrast or exception clauses or phrases.

The library is always quiet. However, it becomes lively during special events.

The local market offers fresh produce. Nevertheless, prices can be quite steep.

My hometown has beautiful beaches. Still, I prefer the mountains.

The museum is free for students. In contrast, adults need to pay an admission fee.

The restaurant is known for its excellent service. On the other hand, the food quality is inconsistent.

Despite the long commute, I love living in the suburbs.

The hotel room is spacious. However, the view is obstructed by tall buildings.

The climate is warm year-round. Nonetheless, occasional cold snaps can occur.

The tour includes a visit to historical sites. Additionally, participants get to meet local artisans.

The park is usually busy on weekends. In spite of that, it's a peaceful spot for morning walks.

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Exercise 1: Vocabulary Matching
Match the words or phrases on the left with their corresponding meanings on the right.

1. Bustling A. Visually attractive or charming.

2. Cost-effective B. Full of activity and energy.

3. Vibrant C. Offering good value for the money spent.

4. Picturesque D. High-priced or requiring a significant amount of money.

5. Affordable E. Full of life and excitement.

6. Expensive F. Within one's budget or reasonably priced.

7. Lively G. Growing, developing, and prospering.

8. Thriving H. Full of energy, activity, and diversity.

Exercise 2: Agree or Disagree
Read the statements below and indicate whether you agree or disagree. Provide a brief explanation for your response.

1. Exploring new cities helps broaden our cultural understanding.
Agree / Disagree

2. Beautiful architecture is an essential feature of a great city.
Agree / Disagree

3. Budget-friendly accommodations are often low in quality.
Agree / Disagree

4. A diverse population contributes to a city's richness and vitality.
Agree / Disagree

5. Having good public transportation is crucial for a city's livability.
Agree / Disagree

Exercise 3: Sentence Completion
Complete each sentence with an appropriate word or phrase related to exploring new cities.

1. ___________ is renowned for its historical landmarks.

2. I ___________ your suggestion to visit the local art museum.

3. The city's vibrant nightlife adds a(n) ___________ element to its charm.

4. ___________ next year, I plan to visit several European cities.

5. The city's ___________ provides a safe and secure environment for residents.

Exercise 4: Expressing Opinions
Write a short paragraph expressing your opinion about a city you have visited or would like to visit. Use appropriate vocabulary and phrases to describe its features, express likes or dislikes, and justify your opinion.

Exercise 5: Comparing Cities
Choose two different cities that you are familiar with or have researched. Compare and contrast them in terms of their key features, attractions, quality of life, or any other aspects you find interesting. Write a comparative paragraph using appropriate phrases to connect or contrast ideas.

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Mixed conditionals combine elements of the second and third conditionals in English grammar. They typically involve a hypothetical or unreal situation in the past and its potential consequences in the present or future.

If only I’d thought of the right words, I could have held on to your heart
- I wouldn’t be breaking apart all my pictures of you

The cure, for mixed conditional of the third and first
The other one gotta be mixing the second and the third

Caro's example

if it hadnt been so rainy in bogotá (3rd),

i wouldnt have had water on my shoes all day! (3rd)

I wouldnt need to buy a jacket (2nd)

if it rained in bogotá (2nd),

I would buy a jacket (2nd)

I would have had water all day (3rd)

Nico's example:

If Nico hadnt paid attention (3rd)

Nico wouldnt have made so many mistakes (3rd)

P A R T I C I P L E (hypotethical)

Nico wouldn't be making so many mistakes (2nd)

If Nico paid attention (2nd)

Nico wouldn't be making so many mistakes (2nd)

P A S T - S I M P L E (Hypotethical) P R E S E N T result (real)

She wouldn't have felt lost (3rd)

There are two main patterns for mixed conditionals: "had had + past participle" and "would + base verb."

1. "Had had + past participle" (Past Unreal Condition) with "Would + base verb" (Present/Future Unreal Result):

This mixed conditional pattern is used when you want to express a hypothetical or unreal situation in the past and its potential consequence in the present or future. It implies that the unreal past situation still has an impact on the present or future.

a. If I had studied harder in school, I would have a better job now.

Unreal past: Not studying harder in school.

Present/future result: Not having a better job now.

b. If he hadn't missed the train, he would be here by now.

Unreal past: Missing the train.

Present result: Not being here now.

2. "Would + base verb" (Present Unreal Condition) with "Wouldn't + base verb" (Present Unreal Result):

This mixed conditional pattern is used to discuss an unreal or hypothetical situation in the present and its potential result in the present.

Examples:

a. If I were a teenager, I would have been playing video games right now.

Unreal present: Not being a teenager.

Present result: Not playing video games now.

b. If she weren't so busy, she would have joined us for dinner.

Unreal present: Being busy.

Present result: Not joining for dinner.

Normal Second Conditional:

If he won the lottery, he would travel the world.

In this second conditional, we have an unreal present condition (he hasn't won the lottery) and its unreal result in the future (he isn't traveling the world).

Mixed Conditional (Combining Second and Third Conditional):

If he won the lottery (unreal present condition), he would have traveled the world by now (unreal past result).

Normal Third Conditional:

If she had arrived on time, she would have caught the train.

In this third conditional, we have an unreal condition in the past (she didn't arrive on time) and its unreal result in the past (she didn't catch the train).

Mixed Conditional (Combining Second and Third Conditional):

If she had arrived on time (unreal past condition), she would be at the meeting now (unreal present result).

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A. Present unreal conditional with unless, only if, even if.

Unless:

"Unless" is used to express a condition that must be true for a particular result to occur. It indicates that if the condition is not met, the result will not happen.

The clause following "unless" contains the condition, and the main clause states the result.

The present unreal conditional with "unless" is formed using the simple present tense in the condition clause and "would + base form of the verb" in the main clause.

Example: "Unless you study, you won't pass the exam."

1. Only if:

"Only if" is used to express a necessary condition for a particular result to occur. It indicates that the result will happen only when the condition is met.

The clause following "only if" contains the condition, and the main clause states the result.

The present unreal conditional with "only if" is formed using the simple present tense in the condition clause and "would + base form of the verb" in the main clause.

Example: "You will succeed only if you work hard."

1. Even if:

"Even if" is used to express that a result will happen regardless of whether the condition is true or not.

The clause following "even if" contains the condition, and the main clause states the result.

The present unreal conditional with "even if" is formed using the simple present tense in the condition clause and "would + base form of the verb" in the main clause.

Example: "Even if it rains, we will still go to the park."

1. Y/N Questions:

In the present unreal conditional, Y/N (yes/no) questions are used to seek confirmation or agreement.

The question is formed by inverting the subject and auxiliary verb.

The response to a Y/N question is typically "yes" or "no."

Example: "Would you go with me if I invited you?" (Yes, I would. / No, I wouldn't.)

1. "Would you consider":

"Would you consider" is a phrase used to ask someone if they would think about or contemplate a certain action or possibility.

It is often used in the present unreal conditional to ask for someone's opinion or willingness to do something.

The phrase is followed by the conditional clause.

Example: "Would you consider helping me with this project?"

1. Shortened Conditionals ("if so," "if not"):

Shortened conditionals are used to refer back to a previous condition or statement, avoiding repetition.

"If so" is used to ask if a condition mentioned earlier is true, and "if not" is used to ask if it is not true.

Example:
Statement: "I will attend the meeting if I finish my work."
Question: "Will you attend the meeting? If so, could you let me know?"

B. wishes and regrets

Expressing Wishes: When we talk about wishes, we express a desire for something that is not true or cannot happen in the present. We use the past simple tense to express these wishes.

Example:

"I wish I had a pet dog." (I don't have a pet dog, but I desire to have one.)

1. Present Simple: "I wish I had more free time." (I desire to have more free time in the present.)

2. Past Simple: "I wished I could have attended the concert last night." (I desired to attend the concert, but it was not possible in the past.)

3. Present Perfect: "I wish I have visited that beautiful place before." (I regret not having visited the place in the past, and it still affects me in the present.)

Expressing Regrets: Regrets are feelings of disappointment or sadness about something that happened or didn't happen in the past. We use the past perfect tense to express regrets.

Example: "She regretted that she hadn't studied harder for the exam." (She feels sorry because she didn't study hard enough in the past.)

1. Past Simple: "She regretted not accepting the job offer." (She felt sorry for not accepting the job offer in the past.)

2. Past Perfect: "He regretted that he had not followed his passion earlier." (He felt sorry for not pursuing his passion sooner in the past.)

3. Present Perfect: "I regret not having spent more time with my family." (I feel sorry for not dedicating enough time to my family, and it continues to affect me in the present.)

Comparative Words in Wishes and Regrets: Comparative words such as "not enough, more, less, many, better, fewer, so, harder" can be used to emphasize the intensity of the wish or regret.

Example 1: "I wish I had more time to spend with my friends." (Expressing a desire for a greater amount of time.)

Example 2: "He regretted that he didn't work harder on his project." (Feeling sorry for not putting in enough effort.)

Intensifiers in Wishes and Regrets: Intensifiers like "really" or "very" can be used to strengthen the emotions associated with wishes and regrets.

Example 1: "I really wish I could travel the world." (Expressing a strong desire to travel.)

Example 2: "She was very sorry that she had missed the opportunity." (Feeling deeply sorry for missing the opportunity.)

When expressing wishes, we use the past simple tense, and for regrets, we use the past perfect tense.
Comparative words and intensifiers can be added to emphasize the intensity of the feelings.

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1. Vocabulary Exercise:

Complete the sentences with the appropriate word from the given vocabulary:

a) I always feel ________ after a good night's sleep.
b) It's important to __________ and relax before bedtime.
c) Some people find it hard to _________ when they have a lot on their minds.
d) She has a __________ sleep pattern, staying up late and waking up late.
e) Meditation can help you ________ and reduce stress.
f) _________ is the key to maintaining good energy levels throughout the day.
g) I usually have vivid ________ that feel like real-life experiences.

1. Grammar Exercise - Verb Tenses:

Choose the correct verb tense to complete the sentences:
a) I __________ (prefer/preferred) to wake up early and start my day.
b) She ________ (is/was/none) always a night owl, staying up late into the night.
c) They ________ (are/were) having trouble sleeping lately.
d) By this time tomorrow, I ________ (will/would) be sleeping soundly.
e) Last night, I ________ (dreamed/have dreamed) of flying through the sky.

1. Vocabulary Exercise - Expressions:

Match the phrases on the left with their meanings on the right:
a) Take it easy 1. Relax and don't worry too much.
b) Kick back 2. Relax and unwind.
c) Unwind 3. Take a break and relax.
d) Decompress 4. Let go of stress and tension.
e) Chill out 5. Relax and enjoy yourself.

1. Grammar Exercise - Conditional Sentences:

Complete the sentences using the correct form of the verb in parentheses:
a) If I ________ (have) more free time, I would explore new cities.
b) ________ (Would/Were) you an early bird, you could enjoy the sunrise.
c) If she ________ (live) in a bustling city, she would experience vibrant nightlife.
d) If it ________ (Were/Was) not for my job, I would travel more often.
e) If we ________ (visit) Paris, we would definitely explore its famous landmarks.

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"Effective topic sentences" refer to the sentences at the beginning of a paragraph that introduce the main idea of that paragraph in a clear and concise way. These sentences help readers understand what the paragraph will be about.

Potential contexts:

1. Academic Essays: In essays, topic sentences introduce the main point of each paragraph, helping to structure the content and guide the reader through the argument.

2. News Articles: Topic sentences in news articles provide a concise overview of the main news story or event discussed in that paragraph.

3. Business Reports: In business writing, topic sentences set the tone for each section, highlighting the key information that will be presented.

4. Literary Analysis: When analyzing literature, topic sentences might encapsulate the main theme or idea of a paragraph discussing a particular aspect of a text.

5. Instructional Writing: In instructional materials, topic sentences introduce steps, procedures, or explanations, making the content more organized and understandable.

6. Online Content: Topic sentences are often used in online articles and blogs to grab readers' attention and give them a quick idea of what the content will cover.

7. Academic Presentations: In oral presentations, topic sentences help the speaker and the audience stay on track by clearly stating the main point of each segment.

8. Argumentative Writing: In persuasive writing, topic sentences can introduce the main point the writer is making in support of their argument.

9. Narrative Writing: Even in narratives, topic sentences can help set the scene, introduce a specific event, or highlight an important moment.

10. Personal Statements: When writing personal statements or application essays, topic sentences can introduce key experiences or qualities the writer wants to discuss.

For example:

1. Academic Essays: "The contrasting lifestyles of early birds and night owls provide insights into how individuals adapt to different circadian rhythms."

2. News Articles: "As society becomes more 24/7, understanding the habits of early risers and night owls becomes crucial for industries catering to diverse schedules."

3. Business Reports: "Analyzing the productivity patterns of employees categorized as early birds and night owls reveals potential strategies for optimizing work schedules."

4. Literary Analysis: "In 'The Great Gatsby,' the characters' tendencies toward being early birds or night owls reflect their socioeconomic backgrounds and aspirations."

5. Instructional Writing: "To establish a healthy sleep routine, individuals can learn from the habits of early birds and night owls who have mastered their respective schedules."

6. Online Content: "Discover the advantages and challenges of being an early bird or a night owl, and find out which lifestyle might align better with your preferences."

7. Academic Presentations: "This segment will delve into the benefits and drawbacks of early rising and late-night activities, shedding light on how these choices impact daily routines."

8. Argumentative Writing: "Embracing the diverse schedules of early birds and night owls can lead to a more inclusive and flexible society that accommodates varying productivity peaks."

9. Narrative Writing: "In my personal journey, I transitioned from a night owl to an early bird, a shift that transformed my productivity and outlook on life."

10. Personal Statements: "Growing up as a night owl, I developed a unique perspective on time management that has greatly influenced my academic and personal pursuits."

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Angle Grinder:

Vocabulary: An angle grinder is a handheld power tool used for cutting, grinding, and polishing materials such as metal, concrete, and stone.

Example: The construction worker used an angle grinder to smooth the edges of the metal pipe.

2. Chalkboard:

Vocabulary: A chalkboard is a flat surface typically made of slate or a similar material, used for writing or drawing with chalk.

Example: The teacher wrote the math equations on the chalkboard for the students to solve.

3. Chainsaw:

Vocabulary: A chainsaw is a portable mechanical saw with a chain of teeth that rotates rapidly, used for cutting down trees or other objects.

Example: The lumberjack used a chainsaw to fell the tall pine tree in the forest.

4. Ambulance:

Vocabulary: An ambulance is a specialized vehicle equipped with medical supplies and personnel to transport injured or ill individuals to a hospital.

Example: The ambulance rushed to the scene of the accident to provide emergency medical assistance.

5. Cicada:

Vocabulary: A cicada is an insect known for its loud and repetitive song produced by males to attract females.

Example: The deafening chorus of cicadas filled the air on the hot summer day.

6. Crows:

Vocabulary: Crows are black birds known for their intelligence and loud cawing calls.

Example: A murder of crows gathered in the treetops, cawing loudly.

7. Wind Chimes:

Vocabulary: Wind chimes are decorative hanging objects that make melodic sounds when moved by the wind.

Example: The wind chimes on the front porch produced soothing music in the breeze.

8. Vuvuzela:

Vocabulary: A vuvuzela is a long, plastic horn used by sports fans, particularly in South Africa, to create a loud and buzzing noise during games and events.

Example: The stadium echoed with the deafening sound of vuvuzelas as the home team scored a goal.

9. Horn:

Vocabulary: A horn is a musical instrument or noise-making device that produces sound by the vibration of air.

Example: The orchestra's horn section added a rich and majestic quality to the symphony.

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"Connecting Ideas Formally" along with examples using the context of technology and various connectors:

1. Add information:

Additionally, Furthermore, Likewise, Moreover

These connectors are used to introduce additional information or ideas that are related to the previous point.

Example: "Smartphones have revolutionized communication. Additionally, they have also transformed the way we access information."

1. Compare or contrast:

On the other hand, Similarly, Likewise

These connectors are used to compare or contrast different ideas or concepts.

Example: "Laptops and tablets are both portable devices. On the other hand, laptops offer more processing power and storage capacity."

1. Emphasize:

As a matter of fact, In fact

These connectors are used to highlight or emphasize a specific point or fact.

Example: "Virtual reality technology has advanced significantly in recent years. As a matter of fact, it is being used in various industries, including healthcare and education."

1. Giving an example:

For example, For instance

These connectors are used to provide specific examples or instances that support the previous statement.

Example: "Artificial intelligence is utilized in various applications, such as voice assistants (for example, Siri and Alexa) and autonomous vehicles."

1. Show a result:

As a result, Therefore

These connectors are used to indicate a cause-and-effect relationship or to show the result or consequence of a previous statement.

Example: "Advancements in renewable energy technologies have reduced carbon emissions. As a result, the environmental impact has been significantly minimized."

1. Nevertheless:

This connector is used to introduce a contrasting point or idea after stating a previous point.

Example: "Smartphones have made communication more convenient. Nevertheless, they have also raised concerns about privacy and social interactions."

These connectors help in formal writing to effectively connect ideas, provide additional information, compare or contrast concepts, emphasize key points, give examples, and show results or consequences. Using them appropriately enhances the clarity and coherence of your writing, allowing the reader to follow your ideas smoothly.

Vocabulary Plus

1. Health and Technology Vocabulary:

Expressions: digital detox, screen time, wearable devices, telemedicine, virtual reality, fitness tracker, online therapy, cyberbullying, online privacy, data security.

2. Examples:

I think it's important to take a digital detox once in a while to give our minds a break from constant screen time.

Wearable devices like fitness trackers can be helpful in monitoring our physical activity and encouraging a healthier lifestyle.

Telemedicine has made it easier for people to access medical consultations remotely, especially in rural areas with limited healthcare facilities.

1. Vocabulary:

Expressions: impulse buying, unnecessary expenses, luxury items, credit card debt, financial responsibility, budgeting, financial planning.

2. Examples:

Many people fall into the trap of impulse buying, which often leads to accumulating unnecessary debts.

It's important to distinguish between essential expenses and luxury items to avoid getting into excessive credit card debt.

Financial responsibility involves careful budgeting and planning to ensure that we don't accumulate frivolous debts.

1. Vocabulary:

Expressions: in my opinion, I believe, from my perspective, it seems to me, personally, I'm of the opinion that, I think that.

2. Examples:

In my opinion, technology has greatly improved our lives by making tasks more convenient and efficient.

Personally, I'm of the opinion that the internet has opened up vast opportunities for learning and global connectivity.

It seems to me that social media platforms can have both positive and negative impacts on society.

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Present Perfect Tense: used to talk about past actions or experiences that have a connection to the present.

1. Adverbs: already, yet, just, ever, never, recently, lately, so far, up to now.

Expressions: have you ever, I have never, recently, lately.

2. Examples:

Have you ever visited Paris? (Asking about a past experience up until now)

I have never seen such a beautiful sunset before. (Expressing a past experience with no specific time reference)

She has recently finished her studies. (Referring to a completed action in the recent past)

Simple Past Tense: used to talk about past actions or events that happened at a specific time or are completed.

1. Vocabulary:

Adverbs: when, before, after, ago, yesterday, last week, in 2005.

Expressions: once upon a time, a long time ago.

2. Examples:

When I was a child, I used to play in the park. (Referring to a specific past time)

She finished her project before the deadline. (Describing an action completed before another action)

I saw that movie last week. (Referring to a specific time in the past)

Present Perfect Continuous Tense:

1. This tense is used to talk about ongoing or continuous actions that started in the past and continue to the present.

2. Vocabulary:

Adverbs: for, since, all day, lately, recently.

Expressions: I have been, how long have you been.

3. Examples:

I have been studying English for two hours. (Describing the duration of an ongoing action)

How long have you been waiting for the bus? (Asking about the duration of an ongoing action)

She has been working on her project all day. (Describing an ongoing action throughout the day)

A. Present perfect vs. Simple past vs. Present perfect continuous.

1. Present Perfect:

Use: We use the present perfect to talk about past actions or experiences that have a connection to the present.

Formula: Subject + have/has + past participle

Example: I have lived in this city for five years.

2. Simple Past:

Use: We use the simple past to talk about completed actions or events in the past.

Formula: Subject + past tense verb

Example: She worked at the store yesterday.

3. Present Perfect Continuous:

Use: We use the present perfect continuous to talk about ongoing or continuous actions that started in the past and continue up to the present.

Formula: Subject + have/has + been + present participle (-ing form)

Example: They have been studying all day.

Here are some examples:

1. Present Perfect:

I have lived in this house for five years. (I started living here five years ago, and I still live here.)

She has worked at that company before. (She worked there in the past, and it has a connection to the present.)

2. Simple Past:

He gave me a gift on my birthday. (He gave me the gift at a specific time in the past.)

They taught English at the school last year. (They taught English during a specific period in the past.)

3. Present Perfect Continuous:

We have been studying for the exam all week. (We started studying in the past, and we are still studying now.)

She has been working on her project for hours. (She started working on the project earlier, and she is still working on it.)

Remember, the present perfect focuses on the connection between the past and the present, the simple past describes completed actions in the past, and the present perfect continuous emphasizes ongoing actions from the past to the present.

B. Adverbs "when" - "before" - "yet" - "already" vs. Simple past and Past Perfect

1. Simple Past: The simple past is used to talk about completed actions in the past. It refers to a specific time or period in the past when an action happened. It does not provide information about the sequence of events.

Example: I went to the store. (The action of going to the store is completed in the past. The focus is on the action itself.)

1. Past Perfect: The past perfect is used to show that one past action happened before another past action. It establishes a clear sequence of events by indicating which action occurred earlier.

Example: I had already eaten breakfast before I went to work. (The action of eating breakfast happened before the action of going to work. The past perfect "had already eaten" indicates that the breakfast happened before going to work.)

Adverbs

1. "When":

Simple Past: "When" is used to indicate a specific time or moment in the past.
Example: I saw him when I went to the park yesterday.

Past Perfect: "When" can also be used to describe an event that occurred before another event in the past.
Example: She had already left when I arrived at the party.

2. "Before":

Simple Past: "Before" is used to indicate that one action happened earlier than another action in the past.
Example: He finished his homework before he went to bed.

Past Perfect: "Before" can also be used to show that one action had already happened earlier than another action in the past.
Example: She had already finished cooking before the guests arrived.

3. "Yet":

Simple Past: "Yet" cannot be used in a logical sense
Example: They hadn't finished their work yet.

Past Perfect: "Yet" can also be used to show that an action or event had not happened up to a specific time in the past.
Example: He hadn't received the package yet when I called him.

4. "Already":

Simple Past: "Already" is used to indicate that an action or event happened earlier than expected or before a particular time in the past.
Example: She already knew the answer.

Past Perfect: "Already" can also be used to show that an action or event had happened earlier than expected or before a specific time in the past.
Example: They had already left when I got there.

Here are some examples using the verbs you provided:

I had already replied to the email before he asked me about it.

She began singing when the music started.

They had not started the project by the time the deadline approached.

We met each other at the coffee shop when we were in college.

By the time I arrived, they had already begun the meeting.

He had started working on the assignment before the instructions were given.

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1. Identify the Thesis Statement:

Native writers often look for the thesis statement, which encapsulates the main idea of the entire text.

2. Recognize Patterns of Organization:

Native writers are skilled at recognizing how information is organized in a text (e.g., chronological order, cause and effect, compare and contrast).

3. Prioritize Information:

Native writers prioritize information based on relevance and importance.

4. Consider Audience and Purpose:

Native writers tailor their writing to a specific audience and purpose. ESL learners should be aware of the intended audience and purpose of the text they are summarizing to create summaries that align with the author's goals.

5. Maintain Objectivity:

Native writers often maintain objectivity in their summaries, focusing on conveying information without introducing personal opinions. ESL learners should practice summarizing in an objective and unbiased manner.

6. Use Transitional Phrases:

Native writers employ transitional phrases to connect ideas smoothly. ESL learners can enhance the flow of their summaries by using words and phrases that indicate relationships between different parts of the text.

7. Conciseness and Clarity:

Native writers value conciseness and clarity. ESL learners should aim to convey the main ideas in a clear and concise manner, avoiding unnecessary repetition or wordiness.

8. Revise and Edit: P R O O F R E A D

Native writers understand the importance of revising and editing their work. ESL learners should develop the habit of reviewing and refining their summaries to improve clarity and coherence.

9. Understand Nuances:

Native writers pay attention to nuances in language and tone. ESL learners should strive to capture the author's tone and convey the intended meaning accurately in their summaries.

10. Develop Critical Thinking Skills:

Native writers critically analyze texts, considering different perspectives and questioning assumptions. ESL learners should cultivate critical thinking skills to create insightful summaries.

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Toolkit:

Intense Adjectives:

1. Establish a Clear Beginning: Use phrases like "It all started when" or "I will never forget the time" to set the scene and capture the reader's attention from the very beginning.

2. Introduce Key Information: Phrases like "The thing you have to know is" or "I forgot to mention that" help you introduce important details or background information that might become relevant as the story progresses.

3. Narrate Chronologically: Use phrases such as "Meanwhile," "The next thing we knew," and "So later on" to guide the reader through the events of the story in a logical sequence.

4. Build Suspense: Employ phrases like "What happened was" or "So finally" to create anticipation and keep readers engaged as they wonder about the outcome.

5. Add Personal Touch: Phrases like "That reminds me of when" or "I've got to tell you about" allow you to inject your personal perspective and emotions into the narrative.

6. Provide Closure: Use phrases like "At the end" or "So finally" to wrap up your story and give it a satisfying conclusion.

7. Summarize Concisely: "To make a long story short" is a great way to avoid unnecessary details and summarize events quickly when you don't want to go into extensive explanations.

8. Shift Focus: Employ phrases like "The other thing is" to transition between different aspects or elements of the story, keeping it engaging and dynamic.

I'll never forget the time my friends and I decided to embark on an unplanned adventure through Bogotá. It all started when we gathered at my apartment, feeling restless and eager to escape our daily routines. The thing you have to know is that we were driven by a craving for something different.

What happened was that someone suggested exploring the less-traveled areas of the city. We set off with enthusiasm, music blaring from the speakers, and the windows down. Meanwhile, the cityscape transformed from bustling streets to the charming neighborhoods on the outskirts.

At the end of the journey, we found ourselves in a neighborhood with vibrant street art and cozy cafés. So later on, we decided to stroll through its streets, even though we were not sure where we were heading. That reminds me of when we stumbled upon a hidden park, and the next thing we knew, we were captivated by its serene atmosphere.

But then, as the sun began to set, we realized we had lost track of time. I forgot to mention that our phones had run out of battery, and we hadn't brought a map. A mixture of excitement and concern filled the air.

The other thing is: darkness fell rapidly, and we found ourselves navigating through unfamiliar alleys. We laughed nervously as our flashlights flickered. At one point, we took a wrong turn and ended up in a tranquil plaza. So finally, we encountered a friendly local who kindly guided us back to a more familiar area.

At the end, we decided to stop at a traditional café, where we shared stories with the locals and enjoyed some Colombian coffee. It was a night full of unexpected twists and turns, and as we made our way back home on Bogotá's TransMilenio, we realized that this spontaneous adventure would forever hold a special place in our hearts.

To make a long story short, that unforgettable night in Bogotá taught us the value of curiosity, the charm of hidden gems, and the warmth of the Bogotá community.

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A. Passive of present continuous, present perfect and present perfect continuous

To form the passive voice, you need the auxiliary verb "be" (in the appropriate tense) + the past participle of the main verb. The form of the auxiliary verb depends on the tense of the sentence:

Present Continuous: am/is/are + being + past participle

Present Perfect: has/have + been + past participle

Present Perfect Continuous: have/has been + being + past participle

1. Passive of Present Continuous:

The passive voice is used to show that the subject of the sentence is receiving the action rather than performing it.

In the present continuous tense, we form the passive voice by using the auxiliary verb "is/are/am" + being + past participle of the main verb.

The passive voice is often used when the doer of the action is unknown or unimportant.

Example: The cake is being baked by Mom. (The cake is receiving the action of being baked by Mom.)

1. Passive of Present Perfect:

The present perfect tense is used to talk about actions that happened in the past but have a connection to the present.

In the passive voice, we use the auxiliary verb "has/have" + been + past participle of the main verb.

The passive voice is often used when the focus is on the result or the state rather than the doer of the action.

Example: The book has been written by the author. (The book has completed the action of being written by the author.)

1. Passive of Present Perfect Continuous:

The present perfect continuous tense is used to talk about ongoing actions that started in the past and continue up to the present moment.

In the passive voice, we use the auxiliary verb "has/have" + been + being + past participle of the main verb.

The passive voice is often used when the focus is on the duration or the process of the action rather than the doer.

Example: The car has been being repaired for two hours. (The car has been in the process of being repaired for two hours.)

Example:
Active: She has been writing a letter.
Passive: A letter has been being written by her.

In the passive voice, the focus is on the action being done rather than the doer of the action. The subject of the sentence is the receiver of the action, and the doer of the action (if mentioned) is typically introduced with the preposition "by".

It's important to note that the passive voice is not commonly used in the present perfect continuous tense, as it is more commonly used for actions or states that have been completed or have a result in the present.

B. Negative and tag questions for giving opinions

Negative Questions:

To form a negative question, we start with the word "don't" or "doesn't" followed by the subject and the base form of the verb.

Negative questions are used to ask for someone's opinion when you think the answer might be negative.

Example:

Statement: You don't like ice cream.

Negative Question: Don't you like ice cream?

Tag Questions:

A tag question is a short question that we add to the end of a statement to check if the listener agrees or disagrees with our opinion.

To form a tag question, we use the auxiliary verb that matches the tense of the main verb in the statement. If the statement is positive, the tag question is negative, and vice versa.

Example:

Statement: He likes pizza, doesn't he?

Tag Question: He likes pizza, doesn't he? (Positive statement, negative tag)

Past Negative and Tag Questions:

When talking about the past and using negative questions or tag questions, we use the auxiliary verb "did" followed by "not" or "didn't" in the negative tag.

The negative tag question is used to confirm or seek agreement about a negative opinion in the past.

Example:

Statement: She didn't enjoy the movie.

Tag Question: She didn't enjoy the movie, did she?

Negative Subjects or Affirmative Tag with Nobody, Nothing:

When the subject of the sentence is negative, we use an affirmative tag question instead of a negative one. We use "do" or "does" in the tag to match the subject.

Example:

Statement: Nobody wants to go, do they?

Statement: Nothing is impossible, is it?

1. Present Continuous Tense:

Positive Statement: He is playing soccer.

Negative Question: Isn't he playing soccer?

Negative Tag: He is playing soccer, isn't he?

1. Present Perfect Tense:

Positive Statement: They have finished their homework.

Negative Question: Haven't they finished their homework?

Negative Tag: They have finished their homework, haven't they?

1. Present Perfect Continuous Tense:

Positive Statement: She has been studying all day.

Negative Question: Hasn't she been studying all day?

Negative Tag: She has been studying all day, hasn't she?

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Common SAT Idioms That Students need to Know

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In today's blog, we will be covering an extensive SAT record of idioms that will support your studies, types of common SAT idioms, and the best tactics to help you answer these questions.

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B. non defining Relative Clauses:

Rule: In non-defining relative clauses, we use commas to separate the clause from the main sentence.

Example: Mary, who is my best friend, loves to sing.

Non-defining relative clauses can also include sentence modifiers such as surprise, encourage, depress, suggest, and other verbs. These modifiers add emotion or opinion to the sentence.

Here's an example:

The news, which surprised everyone, spread quickly through the town.

Explanation: In this sentence, the non-defining relative clause "which surprised everyone" adds the modifier "surprised" to the noun "news."

It provides additional information about the news and how it affected people's emotions.

examples

1. The movie, which surprised everyone, had an unexpected twist at the end.

2. The teacher, who encourages her students, always motivates them to do their best.

3. The rainy weather, which depressed him, made him feel gloomy all day.

4. The doctor suggested a new treatment, which could potentially improve her condition.

5. The pollution in the city, which contributes to various health problems, needs to be addressed.

6. The argument resulted in a broken friendship, which saddened both of them.

7. The delicious aroma from the kitchen, which made his mouth water, indicated that dinner was almost ready.

8. The beautiful scenery, which filled her with joy, made her appreciate the wonders of nature.

Now, as sentence modifiers:

1. By which

She explained the process, by which the team could achieve success.

2. Through which

He navigated through the complex maze, through which he discovered a hidden passage.

3. In which

We entered the room, in which a surprise party was waiting for us.

4. For which

She received a scholarship, for which she was extremely grateful.

5. With which

He built a bookshelf, with which he organized his extensive book collection.

6. On which

The painting hung on the wall, on which the artist had signed his name.

7. About which

He gave a presentation about the new project, about which everyone was excited.

8. From which

She received a letter from the company, from which she learned about her promotion.

9. To which

He pointed to the map, to which he planned to travel for his next adventure.

10. At which

We arrived at the theater, at which the performance had already started.

Some you can use:

1. By which

2. Through which

3. In which

4. For which

5. With which

6. Over which

7. On which

8. About which

9. From which

10. To which

11. At which

12. Under which

13. Within which

14. Among which

15. Between which

16. Upon which

17. After which

18. Before which

19. Throughout which

20. Beside which

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You have wondered about questions in English, haven’t you? In  English, we usually form questions by swapping the subject and verb in a statement around, like this:

This is a serious job interview. (This is a statement.)
Is this a serious job interview? (This is a question.)

The tag is a short yes or no question, and we use different tags depending on the statement.

You’re here for the interview today, aren’t you? (Compare with: Are you here for the interview?)

You haven’t filled all the vacancies yet, have you? (Compare with: Have you filled all the vacancies yet?)

The tag asks if the statement is true and makes it into a question. We use question tags more often when we are speaking than when we are writing.

If the statement part is positive, the tag is negative. If the statement is negative, then the question tag part is positive.