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ESL lessons and quizzes for high intermediate English students

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1. Urban life: goods & services

2. Housing & Home Environment

3. Personal identification

4. Social and human relations

5. Culture and traditions

6. Politics & Society

7. Travelling

8. Language & Literature

9. Science and Technology

10. Geography, Climate, Weather & Environment

11. Work

12. Health & Wellbeing

13. Food & Nourishment

14. Daily Life Activities, Free Time and Entertainment

15. Information & Means of Communication, ITC

16. Business & economics

17. Education

18. Art & Culture

19. Shopping & Trade

20. Administration & Law

21. Religion and Philosophy

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1. Urban life: goods & services 2. Housing & Home Environment 3. Personal identification 4. Social and human relations 5. Culture and traditions 6. Politics & Society 7. Travelling 8. Language & Literature 9. Science and Technology 10. Geography, Climate, Weather & Environment 11. Work 12. Health & Wellbeing 13.

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It's simple, Netflix Is A Daily Joke is a joke a day podcast. Featuring a daily dose of your favorite Netflix comedians daily. One a day. Everyday. Day.

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Browse the latest selection of carefully curated playlists that will introduce you to a new idea, concept, place or person that will expand your mind, teach you something new or change how you see the world.

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Writing Task 2 linker practice exercises | IELTS assistance

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Writing task 2 linker practice exercises . Practice the use of linkers/ connectors in Academic writing. Improve your use of linkers/connectors in Academic writing

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Luke's English Podcast is an award-winning audio show for learners of English as a foreign language. The podcast started in 2009 and is still going strong. There are now over 850 audio episodes, transcripts, a YouTube channel (1 million subscribers), a special series on phrasal verbs, and premium episodes focusing on vocabulary, grammar and pronunciation. The podcast has won 5 awards, received a British Council ELTon nomination and has had over 150 million downloads in total.

I'm Luke and I've been making episodes of my podcast for over 14 years. I'm a DELTA-qualified English teacher from London with 20+ years of teaching experience. I'm also a stand-up comedian. My podcast offers you an insightful learning resource to help you listen to English regularly, and make you laugh while you learn. Join my audience of people around the world and listen to LEP.

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Luke's English Podcast is an award-winning audio show for learners of English as a foreign language. The podcast started in 2009 and is still going strong. There are now over 850 audio episodes, transcripts, a YouTube channel (1 million subscribers), a special series on phrasal verbs, and premium episodes focusing on vocabulary, grammar and pronunciation.

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Choose from index of stories below or search for stories by keywords like climate change, floods, trump, money, thailand...

For WEEKLY audio stories check out LISTEN & LEARN 🔈

Listening practice based on selected audio news reports in easy English, with pre-reading vocabulary, reading, gap-fill exercise, comprehension quiz, answers and discussion questions.

With this resource you can practise your listening, reading, writing and even speaking!

Index of stories

Search for more stories by topic. For example, search for keywords like: climate change, floods, trump, money, thailand, language...

Teacher's Notes
Subscribe to EnglishClub Podcasts

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Choose from index of stories below or search for stories by keywords like climate change, floods, trump, money, thailand... For WEEKLY audio stories check out LISTEN & LEARN 🔈 Listening practice based on selected audio news reports in easy English, with pre-reading vocabulary, reading, gap-fill exercise, comprehension quiz, answers and discussion questions.

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PRONUNCIATION of PAST REGULAR VERBS -ED 🗣| Cómo pronunciar pasado regular -ed

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You need to know these useful 10 PHRASAL VERBS

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Extreme sports are popular all over the UK not just in the mountains of Snowdonia or Scotland. But what attracts people to these sports is an adventure or danger? People who enjoy fast and dangerous sports like whitewater rafting are called thrill seekers or adrenaline junkies. I'm at the National Water Sports Centre in Nottingham in the centre of England and this is the whitewater course. I'm here to meet Has Blackwell a whitewater rafting expert and to find out why so many people enjoy the thrills and spills of this extreme sport.

A: So why do people like dangerous sports?

B: I think people like to push themselves see how far they can go to really test themselves against the elements water and air.

A: So you are an adrenaline junkie?

In the countryside, there are lots of wide open spaces and lots of extreme sports to choose from. But what do adrenaline junkies do in the city? Well parkour sometimes called freerunning is becoming popular in London.

Parkour started in France and the idea is to get from one place to the other as fast as possible jumping and climbing over whatever is in a way. Rebecca Armad has been doing parkour for more than a year.

A: So, Rebecca why do you like parkour?

C: It's really fun. It's original and keeps me fit so that's why I come.

A: Do you need any special equipment?

C: Not really, we just use what is around us like steps, railings and trees, but as long as you've got a good pair of trainers, you're fine.

A: Is it difficult?

C: I wouldn't say it's difficult. It's more about the fear. If you're not scared you can do it.

A: Extreme sports can be dangerous but they're also lots of fun.

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Extreme Sports | IB English B IELTS CAE | Vocabulary Practice

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Extreme sports are popular all over the UK not just in the mountains of Snowdonia or Scotland. But what attracts people to these sports is an adventure or danger? People who enjoy fast and dangerous sports like whitewater rafting are called thrill seekers or adrenaline junkies.

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Fast food

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C2 Writing News Article fast food | Advanced plus | ESLeschool

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C2 Writing News Article fast food is a news article discussing the growth of the fast food industry and the impact it is having on our society. It is set at an Advanced Level of English or C2 on the CEFR.

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Equality at schools

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C1 Article Equality in Schools is a school magazine article discussing equality in schools and if we should have single or mixed-sex schools. It is set at an Advanced Level of English or C1 on the CEFR scale.

C1 Article Equality in Schools

This is a school magazine article discussing equality in schools and if we should have single or mixed-sex schools. The level of the text is at an advanced level of language or C1 on the CEFR.

More exercises for this text type:

Binning the Books | Coping with being a Celebrity | Equality in Schools | Following Fashion | Job Market | Pollution in the World

Different types of text at this level:

Informal Letter or Email | Article | Report ! Review | Short Story

It is important to constantly improve your English to the highest possible level This is done through constant practice by learning new vocabulary. One way is through our word search puzzles or our crosswords puzzles. However, one other way is by reading on a regular basis. So, why not borrow a graded reader from your local or school library, so you can improve your English to an amazing level!

Links to other levels of English:

Beginner | Elementary | Pre-intermediate | Intermediate | Upper Intermediate | Advanced | Advanced Plus

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C1 Article Equality in Schools | Advanced Level | ESLeschool.com

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C1 Article Equality in Schools is a school magazine article discussing equality in schools and if we should have single or mixed-sex schools. It is set at an Advanced Level of English or C1 on the CEFR scale. C1 Article Equality in Schools This is a school magazine article discussing equality in schools and if we should have single or mixed-sex schools.

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C1 Review Ted | Advanced Level of English | ESLeschool.com

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C1 Review Ted is a film review about the comedy ‘Ted’. It is set at an Advanced Level of English or C1 on the CEFR scale.

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Thai Street Food | IB English B Listening Test Practice

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This is a listening exercise for the IB English B where you hear a reporter who visited Bangkok where he sampled some delicous Thai Street Food.

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Spiritual Journey is an interactive video where you some answer questions to practise for the Cambridge English C1 Advanced and IELTS tests as well as the English Language B IB Diploma.

Spiritual Journey Listening Exercise
You will watch a video called 'Rainn Wilson's Spiritual Journey', where Wilson talks about his faith and experiences. More exercises associated with this theme: For the eleven questions, choose the answer which fits best according to what you hear.
Input learning is the process of learning things from resources or other people and keeping them in our brain.

Output learning is the process of using things we learned or memorized.

Learning English requires not just a good vocabulary, but a strong foundation of English grammar to communicate effectively.

Word puzzles require not just a good vocabulary and a knack for spelling, but the ability to think logically and strategically.

This free material is for students at an advanced level of English. This will probably be suitable for students in their fifth or sixth year of English studies. We add exercises on grammar and vocabulary as well as whole text activities on a regular basis. In addirion, we provide test practice activity for students who are preparing for the C1 Advanced which is part of the Cambridge Assessment English Main Suite as well as the English Language B for the IB Diploma. The material will also support students studying for the Cambridge Advanced courses.

We also provide free resources across the full range of levels to provide the tools to communicate in English well.

Elementary | Pre-Intermediate | Intermediate | Upper Intermediate | Advanced

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Spiritual Journey | Interactive Video | IB Diploma Language B

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Spiritual Journey is an interactive video where you some answer questions to practise for the Cambridge English C1 Advanced and IELTS tests as well as the English Language B IB Diploma. Spiritual Journey Listening Exercise You will watch a video called 'Rainn Wilson's Spiritual Journey', where Wilson talks about his faith and experiences.

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Family Structure Listening Exercise | IB English B | ESLeschool

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Family Structure listening exercise is a gap-fill and multiple choice type question to practise for the English Language B IB Diploma.

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Wordwall - Cree mejores lecciones de forma más rápida

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/t/: worked, stepped, laughed, finished, touched, knocked, fixed, coughed, /d/: played, snored , weared, believed, imagined, abused, bothered, grabbed, /ed/: shouted, neglected, rested, melted, traded, ended, visited, edited,

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t/: worked, stepped, laughed, finished, touched, knocked, fixed, coughed, /d/: played, snored , weared, believed, imagined, abused, bothered, grabbed, /ed/: shouted, neglected, rested, melted, traded, ended, visited, edited,

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ID: 2968555
Idioma: inglés
Asignatura: EOI
Curso/nivel: C1.1
Edad: 16+
Tema principal: SPORTS: transgender atletes
Otros contenidos:

Añadir a mis cuadernos Insertar en mi web o blog Añadir a Google Classroom Añadir a Microsoft Teams Compartir por Whatsapp (1)

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ID: 2968555 Idioma: inglés Asignatura: EOI Curso/nivel: C1.1 Edad: 16+ Tema principal: SPORTS: transgender atletes Otros contenidos: Añadir a mis cuadernos Insertar en mi web o blog Añadir a Google Classroom Añadir a Microsoft Teams Compartir por Whatsapp (1)

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Used to, be used to, get used to - Test-English

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Gap-filling exercises, multiple choice exercises and clozes to review the use of ‘used to’, ‘be used to’, and ‘get used to’.

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Exercises Explanation Downloads

Cleft sentences - adding emphasis

Exercise 1

Choose the correct option to complete the sentences below.

What are cleft sentences?

Cleft sentences are complex sentences that are used to emphasise one particular part of a sentence. They are particularly useful in writing where we cannot use intonation for emphasis, but they are also frequently used in speech.

Types of cleft sentences

The reason why, the thing that, the person/people who, the place where, the day when...

We can focus on an element of the sentence by using these structures with a relative clause. We use the relative pronouns in the same way we use them in any relative clause.

It + be + phrase + relative clause

Instead of the person who, the thing that, etc. we can also use an introductory it, the verb be in any verb tense that we may need, and the element that we want to focus on.

We can use who/which or that after a noun phrase, e.g. Sheila, the book, etc. But we should use that after adverbial phrases, e.g. under the mattress, on Monday, etc.

Note that we can also use when after noun phrases, but not after adverbial phrases. Compare:

It's Monday when I have to call.

It's on Monday that I have to call.

The thing/s that = What/All

We can also use what or all (more emphasis) instead of the thing/s that to focus on an element of the sentence.

What + subject + do/does/did/ + is/was + (to) infinitive

We use this structure when we want to focus on the verb or verb phrase. In these structures, we can use an infinitive with or without to.

What happens is (that) ... / What happened was (that)

We use this structure when we want to focus on a whole sentence, and not only on an element in the sentence.

We are working on this!

We're developing a NEW LEARNING PLATFORM with a subscription plan that includes additional features at an affordable price. One of those features will be PDF downloads.

Learn more!

Personalized English Lessons

Test-English is delighted to announce our partnership with Gymglish to deliver short, personalized and fun online English lessons.

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Cleft sentences - adding emphasis - Test-English

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Cleft sentences. What I need, all I need, what happens is, the person who, the thing that, introductory it. Advanced English grammar exercises.

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Passive verbs with two objects - Page 2 of 3 - Test-English

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Learn how to use the passive form of verbs with to objects. We have included a grammar explanation with a grammar chart and three grammar exercises with the answers.

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Here's something else to put on your list of things to get once your rich uncle Fred dies and leaves you all his money, or when you win the lottery - your own holiday consultant. Our travel reporter, Jane Wiggs interviews Billy Andower who has been a holiday consultant for seven years now.

Billy strongly denies that he is just a fancy travel agency. 'Every individual is different, and deserves a different kind of holiday. Before I even think of planning a destination or an activity for my clients, I spend several days with them observing their lifestyle, and discussing possible alternatives for the holiday. Often what I suggest is very different from what they had in mind. For example, I had a client, Mrs Brecon, who had suddenly come into a lot of money. She was planning to spend her holiday lying on a beach in Bermuda. But I could see at once that she was a very active person, and she had not been working for a while and was getting restless. So I sent her on an eco-tourism trip to the Galapagos islands. She loved it.

On the other hand, I had another client, Dave Darmak. Dave's internet company had made him a lot of money, and he wanted to go snowboarding and hang-gliding in the Alps. But he really needed to wind down and recharge his batteries, so I recommended a farm in Tuscany not far from the sea, where there was lovely scenery and lots of time to relax. Of course, that's also the best thing for people who have recently been ill or injured, though I don't recommend Tuscany for them in mid-summer. It's just too hot.'

Not all of Billy's holidays cost the earth. He once sent Mike Harman and another executive from the same business on a cycling holiday in Holland as a bonding exercise, and even recommended to one would-be holidaymaker - Terry Balt, an assistant manager at Vernion Electric - that he spend his holiday at home.

'He had just finished a big project, and was really tense. The last thing he needed was travel to a foreign country and have the hassle of trains, planes and taxis. So I told him to use all the money he was saving on travel and accommodation for eating in the best restaurants in his home town, and taking taxis to see the local sights. He's lived in the town for ten years, and never had time to relax in the park or see a show in the local theatre.'

The biggest challenge, says Billy, is families. Especially when the children and adults want different things. Fortunately, Billy knows many places where child-minding is an art. He suggested to our reporter 'We might take you to see cathedrals and art galleries in Paris, while the children go to Disneyworld, for example. With some recent clients, the Bellway family, the mother, Sally, wanted to spend all day, every day on the beach. I knew her son, Joe, would go crazy with boredom, as it was quite an exclusive place without many other kids about. So I arranged for him to take sky-diving lessons. Once Sally stopped worrying, everyone had a great time!' .

When a Professor Lember came to Billy, he wanted something really unusual to impress his friends. Billy arranged for him to spend a holiday in a scientific undersea habitat near Florida. He could only do it because Prof. Lember is a distinguished marine biologist, whose contribution to research in the habitat was so useful that he did not even have to pay for his vacation.

But what about Billy himself? Billy laughs. 'To tell you the truth, I've been so busy these last five years, I have had time for one break. But I'd been so many exotic places researching holidays for other people, that I took week off at home watching football on the telly!'.

(Text courtesy of Britalia Airways InFlight Magazine)

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Here's something else to put on your list of things to get once your rich uncle Fred dies and leaves you all his money, or when you win the lottery - your own holiday consultant. Our travel reporter, Jane Wiggs interviews Billy Andower who has been a holiday consultant for seven years now.

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Ask about the Galician language, and refer to it as "your dialect."

Galician ( galego) is one of Spain's official languages, along with Catalan, Basque, Aranese, and Spanish. We know, most people abroad don't know about it (we clearly have a marketing problem - everyone knows about Catalan and Basque!), but that doesn't mean it's not a language in its own right.

Refer to it as a dialect to the right person, and you might even get a free history lesson after being asked, "A dialect from what language? Spanish?" Nope: Galician and Portuguese used to be the same language, and no one thinks of Portuguese as a Spanish dialect. After Castilla conquered Galicia in the 13th century (a century after Portugal's independence), early Galician-Portuguese fragmented and started evolving in different directions, giving birth to Galician in the north and Portuguese in the rest of the territory.

Assume we like flamenco and bullfighting, eat paella all day, and are outgoing.

Spain is a big and diverse country, and those stereotypes apply mostly to the south. Don't expect flamenco shows in Galicia - our traditional music has Celtic roots, so you'll find bagpipes and a feeling of being in Ireland or Scotland. Instead of paella, we eat lots of vegetables, potatoes, pork, fish, and seafood. Bullfighting exists here, but it's not popular.

As for that image of Spanish people being always happy and outgoing, you might find we're a bit different. We are famously suspicious of new things and people, so we need time to decide if we like you or not. That being said, if we decide we like you, you'll have earned a place in our heart forever.

Say it always rains in Galicia.

I know, I know. All your Galician friends are constantly complaining about the grey, rainy weather on their Facebook updates. But it's not that bad, and we hate it when people assume there's a cloud that lives over Galicia, making it impossible for us to see the sun. We think there's a national conspiracy, led by weathermen, to spread that idea. They always point it out when it's sunny everywhere but here, while forgetting to mention it when the opposite happens. Even worse, because of Galicia's location (in the northwest, that part just above Portugal), they tend to stand in front of Portugal, hiding Galicia from view with their heads!

And while we complain a lot about the weather (we are a bit weather obsessed, it's not small talk at all), our summers can be perfect. We don't call ourselves Galifornia for nothing.

Doubt the quality of Estrella Galicia.

Estrella Galicia is our local beer, and we just love it. You will learn to order una Estrella instead of una cerveza, and even to frown slightly if the barman says they only have other brands. But you won't see how important it is for us until you witness how our eyes start shining whenever we come across a bar outside Galicia where you can order it. Sometimes we even approach people drinking Estrella, asking, "Do you like that beer?" And when they say "yes" (they will say "yes"), we smile proudly and say, "It's from where I'm from."

Chances are you'll love it too (it wins international beer contests quite often), so you shouldn't really worry about this.

Do an impression of our accent by adding -iño onto every word. And then say we sing when we speak.

Everyone has an accent. Yes, you too, my dear friend from Madrid, so please stop trying to speak like we do, because: First, you're doing it wrong, and second, even though we're smiling at you, we don't find it funny and we secretly hate you. And yes, our diminutive is -iño instead of -ito, and maybe, just maybe, we use it a lot. That doesn't mean you should end every word with it in an attempt of...no, we don't even know what it is you're trying to do.

Get offered a shot of coffee liquor or some other homemade spirit, and don't drink it.

If you're in a restaurant after eating lunch or dinner, dessert, or coffee and the waiter comes with some homemade spirits "on the house," you should drink them. It means that he liked having you there (or that you spent lots of money), so it would be rude to leave without having a shot or two. You know it's not easy for us to decide we like you in such a short amount of time, so you should appreciate it!

Claim table football was invented by the Germans.

Ok, there are lots of theories about this. But one of them is that table football or foosball (we call it futbolín) was invented in 1937 by Alexandre Campos, a guy from Finisterre, during his convalescence in a hospital in Cataluña. He created a way for him and other kids in the hospital to play football.

Also, futbolín is different here - players have two legs and the field is not completely flat. Don't say it shouldn't be like that. We don't understand how people can play with those weird one-legged players.

Say you prefer Mediterranean beaches because the water is warmer.

We are really proud of our beaches, and the water temperature only makes them better. Walking into the water is always a challenge that provokes nervous giggling, and yes, sometimes you'll just spend a minute there because you notice your limbs are getting numb. Oh, but that refreshing feeling when you get out of the sea and lie on the towel. What a perfect moment! That's why we find the Mediterranean boring. And suspicious - the sea is only that warm on our beaches when someone has just peed in it.

Plus, a few years ago The Guardian placed Praia de Rodas, in the Cíes Islands, at the top of their world's best beaches list. You can imagine how proud we are. International recognition!

After hearing where Galicia is, say, "Oh, so in the Basque Country."

Get a map: Spain is a big country! Basque Country is not in the northwest at all, it's just west from Cataluña. But you still need to cross Cantabria and Asturias before arriving in Galicia. So, no, we are not close to Basque Country. You'll find out if you decide to go by bus from Bilbao to Santiago de Compostela. You'll have lots of time to think.

Lose interest when you realize we are neither Basque nor close to the French border.

Oh, come on. We are also interesting! We are the Spanish Scotland (there's even a petition on Change.org to David Cameron to consider accepting Galicia as part of the UK if Scotland becomes independent)! We eat octopus! We are mysterious! Please, pay attention to us!

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How to piss off someone from Galicia, Spain

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Ask about the Galician language, and refer to it as "your dialect." Galician ( galego) is one of Spain's official languages, along with Catalan, Basque, Aranese, and Spanish. We know, most people abroad don't know about it (we clearly have a marketing problem - everyone knows about Catalan and Basque!), but that doesn't mean it's not a language in its own right.

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When you have two verbs together, what form should the second verb be? The first answer to this question is on my page on gerunds and infinitives. There is more to this grammar, though. There are also two verbs together with verbs of perception.

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Stative or dynamic uses of sense verbs

Stative uses of feel, hear, see, smell, taste

When we use the verbs feel, hear, see, smell, or taste to talk about the impressions that we receive through our five senses (touch, hearing, sight, smell, taste), they are all non-action verbs and cannot be used in progressive forms.

Can/can't (feel, hear, see, smell, taste)

We normally use can or can't with these verbs (and NOT present continuous) to talk about something that is happening at the moment.

Look and sound are also stative (or non-action) verbs when they mean 'seem' or 'appear'.

Dynamic uses of feel, hear, look, see, smell, taste

The verbs feel, look, smell, and taste can be used in continuous forms when they are voluntary actions.

We can also use feel in progressive tenses to talk about how we feel physically or emotionally.

The verbs hear and smell can also be used as action verbs with different meanings.

Sense verbs + infinitive or gerund?

After feel, hear, listen, notice, see, watch we can use a gerund to express an incomplete action, an action in progress, or a repeated action:

After feel, hear, listen, notice, see, watch we can use an infinitive to talk about an action we heard or saw from beginning to end; usually a short action, and not a repeated action.

Sense verbs + adjective, noun or clause (linking verbs)

Look, smell, taste, sound, feel + adjective

We can use feel, smell, taste, sound, and feel before an adjective to talk about how something feels, tastes, etc.

Look, smell, taste, sound, feel + like + noun

We can also use feel, smell, taste, sound, and feel + like before a noun.

Note that we say smell/taste of to talk about the smell or flavour are of the real thing and we say smell/taste like when it's a smell or flavour similar to the real thing. Compare:

Look, smell, taste, sound, feel + as if/as though + clause

Note that in informal English we often use feel, smell, taste, sound, and feel + like + clause.

Seem + adjective, seem like + noun, seem as if/though + clause

Note that in informal English we also use like before a clause.

Seem, appear + to + infinitive

After seem and appear we often use to + infinitive (present events), or a to + have + past participle (past events).

It seems/appears + that + clause

We can also use It seems/appears + that clause.

When we use seem and look as non-action verbs, there is some difference in meaning.

Sometimes we can use one verb but not the other and vice versa.

Sense verbs, followed by adjective or adverb?

When the verbs of senses are used as non-action verbs, they are copular verbs, and copular verbs (like be) are followed by adjectives, and not by adverbs.

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Verbs of the senses. Dynamic and stative uses. Hear, see, smell, feel, taste, look, sound. Infinitive or gerund after sense verbs. Like, as if, as though.

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IELTS Writing Task 2 – How To Write Problem Solution Essays

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IELTS Writing Task 2  – How To Write Advantages Disadvantages Essays

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IELTS Writing Task 2 – How To Write Opinion Essays

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C1 Advanced (CAE) Listening Tests with Answers (New Format)

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C1 (CAE) Listening Tests help you practice listening skill for CAE Listening Test

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Ejercicio de Week 24 Word Formation 6-10

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Ficha online de Word Formation para C1, C2. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Ficha online de Listening comprehension para C1.2. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Ficha online de Listening comprehension para c1. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Ficha online de C1 para C1. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Ficha online de Listening comprehension para C1. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Ejercicio de C1.2 Essay connectors practice

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Ficha online de Cohesive devices para Advanced. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Film Industry Listening Exercise | Advanced Level of English

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Film Industry Listening Exercise is a short answer type question to practise for the IGCSE ESL tests as well as the English Language B IB Diploma.

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Film Industry Listening Exercise

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Family Structure Listening Exercise | IB English B | ESLeschool

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Family Structure listening exercise is a gap-fill and multiple choice type question to practise for the English Language B IB Diploma.

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Listen to an interview about two books to practise and improve your listening skills.

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Read a series of short book summaries to practise and improve your reading skills.

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How to pronounce CHARACTER in British English

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Why English spelling is so weird - B2 English listening test - Test-English

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English advanced listening test (CEFR B2). Transcription included. Watch a video about language learning and answer the questions.

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The personality of centenarians - B2 English listening test - Test-English

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English advanced listening test (CEFR B2). Transcription included. Watch a video about the personality and answer the questions.

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Have - auxiliary or main verb Exercise 1 Choose the correct form of have to complete the sentences below. Have - auxiliary or main verb Exercise 2 Choose

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Have - auxiliary or main verb Exercise 1 Choose the correct form of have to complete the sentences below. Have - auxiliary or main verb Exercise 2 Choose

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Discourse markers

Discourse markers are very important to structure text or speech to connect sentences in a meaningful and logical way. They are used to express contrast, reason, purpose, result, etc. Here you can find some very common discourse markers, their meaning and some examples.

By the way / incidentally

Used to change the subject, to say something that you have just thought about and that doesn't have to be connected to what was being said before.

Actually / in fact / as a matter of fact

Used to introduce information that might be in some way surprising or unexpected.

Anyway / in any case

Used to return to an earlier subject after a digression, or to get to the most interesting point.

It's not so strange to lose documents. It happens to lots of people all the time. Anyway/In any case , we finally found the passports in ...

Used to give a more important reason for something you are saying.

As I was saying

Used to return to an earlier subject in the conversation after an interruption or digression.

After all

Used to introduce an additional point that supports or explains what you have just said.

Used to say that something is true despite what is believed or said.

At least

Used to introduce positive information when talking about something negative.

Used to reduce the effect of something we have said, or to make something less certain or definite.

All in all

= Taking into consideration all the parts of a situation.

On the whole

= Generally

Besides

Used to add additional information (informal)

Furthermore

Used to add additional (an often more important) information (formal)

What's more

We use what's more to add something interesting to what we have just said. It's similar to furthermore but more informal.

Scientists have found a big body of water under the surface of the planet. What's more , they think it's not the only body of water they are going to find.

Obviously

Used to introduce a fact that is easy to see or understand.

Basically

Used to introduce the most important point or characteristic of something.

In other words

Used to say what has been said in simpler words.

That is to say

Used to explain or be more precise about something we have said. Similar to in other words.

The best thing about music is its repeatability; that is to say, you can listen to the same songs again and again and never get bored.

Otherwise

Used after an order or suggestion to say what will happen if that order or suggestion is not followed.

Regarding ... / as regards ... / as far as ... is concerned

= About. Used to introduce a topic of conversation.

On the other hand

Used to introduce a contrasting fact.

It can be preceded by on the one hand:

On the one hand, cycling is good for your health, and it's a sport that is gentle with your muscles and joints. But on the other hand, there are many fatal accidents among cyclists.

Whereas

We use whereas to compare and contrast two things or ideas. It means 'while' when it is used to express contrast.

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Discourse markers - linking words - Test-English

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Discourse markers. Advanced English grammar exercises. Adverbs and adverbial expressions. Linking adverbs. Comment adverbs.

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Ejercicio de Conjunctions and connectors

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Ficha online de Connectors, Conjunctions, Linkers para Upper-Intermediate. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Scottish Elevator With Voice Recognition (with subtitles)

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How to pronounce POLICY in British English

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Mediating Skills

How to summarise and mediate successfully

Presentation

2

1

4

1

MAIN IDEAS

An effective summary condenses a passage into a much shorter form, communicating only the essential facts of the original..

When you summarise something, you are rephrasing the text using your own words; you are reworking the text into a condensed form. Effective summarising is necessary to both oral and written mediation

Check list √

Summarising or paraphrasing

1. Spot the main idea and secondary idea.2. Use your own words.3. Keep it short4. Write objectively: do not include your opinion.5. Only mention examples if they are key to the main argument

+info

Identify the main idea(s)

+info

to introduce the text:this text deals with/discusses/describes (talks about)...to conclude:a) formal: in conclusion, to sum up, all in all, so overallb) informal: basically, so what I'm really saying is ...

Expressions

Listen to or read the text you need to summarise

Summarising. How to

Step 1

write down the main idea or ideas. If there is a key example take note of it too.

Step 2

Do not look at or listen to the text again. Rewrite the information briefly using your own words. Introduce, simplify, use synonyms, conclude with a sentence that encapsulates the spirit of the text (especially orally).

Step 3

Remember to speak slowly, use linking words and add meaningful pauses.You do NOT need to add your opinion. As a mediator, you are only passing on the author's ideas.

Step 4

3

2

1

4

Short and Sweet

THANKS!

Write a title

Introductin here

Y

click on the icon

* Write a introduction here *

RGAM, 2020

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Mediating Skills How to summarise and mediate successfully Presentation 2 1 4 1 MAIN IDEAS An effective summary condenses a passage into a much shorter form, communicating only the essential facts of the original.. When you summarise something, you are rephrasing the text using your own words; you are reworking the text into a condensed form.

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How to pronounce NATURE in British English

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How to Pronounce MONEY -- American English

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How to Pronounce 'World' like a British Native

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How to pronounce VIRUS in British English

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How to pronounce OTHER in British English

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Below there is a presentation on the use of Relative Pronouns & Clauses for pre-intermediate and intermediate ESL students:

Alternatively, you can download the PDF file .

Below there's a handout on Relative Clauses for more advanced students:

EXERCISES:

SONG:

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Below there is a presentation on the use of Relative Pronouns & Clauses for pre-intermediate and intermediate ESL students: Alternatively, you can download the PDF file . Below there's a handout on Relative Clauses for more advanced students: EXERCISES: SONG:

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English vocabulary practice exercise for upper-intermediate and advanced level This exercise tests you on your food-related vocabulary. Exercise instructions: Choose the best answer for each of the...

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Future arrangements

Present continuous

We often use the present continuous to talk about future events that are already planned and decided, when a date and/or a place have been chosen.

Be going to

We can also use be going to for future arrangements.

Present continuous vs be going to

We can normally use both present continuous and going to to talk about future plans, but the present continuous emphasises the fact that we have already decided a place and/or time, whereas be going to emphasises our intention to do something.

Future continuous

We can also use the future continuous instead of the present continuous for future events that have already been planned or decided.

We often use the future continuous to ask politely about future arrangements.

And of course, we use the future continuous to talk about situations or actions that will be in progress at a certain time in the future.

Present simple

We use the present simple for future events that are scheduled or timetabled.

Predictions

Will

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

Be going to

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

Future perfect

Future perfect simple

We use the future perfect simple for actions that will be finished before a certain time in the future.

We can also use the future perfect simple to talk about the duration of a situation until a certain time in the future (with stative verbs).

Future perfect continuous

We use the future perfect continuous with dynamic verbs to talk about the duration of a situation until a certain time in the future.

Future time clauses (when, as soon as, until, before, after)

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

Other uses of will

Instant decisions

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

Promises and refusals

Future facts

Offers

When we offer to do something for somebody, we use I will in statements or shall I in questions.

Suggestions

We use shall we to make suggestions.

Requests

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Future forms - expressing future time - Test-English

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Future forms - expressing future time. Advanced English grammar exercises. Will, be going to, present continuous, be about to, be to, be due to, etc.

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Defining vs non-defining

There are two types of relative clauses, defining and non-defining. In the grammar chart below, you can see the main differences between them.

Relative pronouns

Relative pronouns are the words that introduce relative clauses. They can act as the subject or the object of the relative clause.

Note that that can be used in informal English instead of who/whom/which but it is never used after commas, i.e. in non-defining relative clauses, or after prepositions.

We use which/that as relative pronouns. They refer back to a noun or sentence.

We don't use what as a relative pronoun. It cannot be used to refer back to a sentence or noun.

We use what independently to mean 'the thing/s that'.

Prepositions in relative clauses

When the relative pronoun is the complement of a preposition, we can use the preposition before the relative pronoun or at the end of the relative clause.

Preposition + relative pronoun

It's not very common to use prepositions before relative pronouns, we just do it in formal language.

Note that after a preposition we can only use the pronouns whom or which. We cannot use who or that after a preposition.

We can also use whose after a preposition.

Preposition at the end of the relative clause

The most common position of the preposition is at the end of the relative clause.

Relative adverbs

Relative adverbs introduce relative clauses, just like relative pronouns, but in this case, they are used to introduce information about time ( when), place ( where), or reason ( why).

Note that we can use a preposition + which instead of a relative adverb, although this structure is more formal and not as common.

Quantifier + of which/whom

In non-defining relative clauses (=between commas), we can use of which/whom after a quantifier such as some, any, none, all, both, several, enough, many and few.

Their daughters, both of whom are in university, don't visit them very often.

Their house was full of cats, most of which had been found in the street.

We can also use a quantifier + of whose.

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Relative clauses - defining and non-defining - Test-English

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Relative clauses. Defining and non-defining relative clauses. Relative pronouns with preposition, relative adverbs. Advanced English grammar exercises.

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CONVERSATION MASTERCLASS: How to STOP TRANSLATING in your head! | Learn to Think in English

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Frequent language mistakes_C1 writing tasks

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Test on Infinitive and Gerund with Evaluation, Level 4

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Verbs followed by Ing/Infinitive

We shall look at and discuss the following presentation on Verbs followed by the Present Participle and/or Infinitive in class:

Alternatively, you can download the PDF file .

You can also check the following with exercises.

TIP: Generally, when a verb can either take the infinitive and the gerund, it refers to something that is yet to happen (=future) when using the infinitive, and refers to something that has already happened (=past) when using the gerund. For instance:

Don't forget to lock the door when you leave the room.

Yesterday, I forgot locking the door.

EXERCISE:

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Verbs followed by Ing/Infinitive - E-learning blog

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Verbs followed by Ing/Infinitive We shall look at and discuss the following presentation on Verbs followed by the Present Participle and/or Infinitive in class: Alternatively, you can download the PDF file . You can also check the following with exercises.

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Music & Arts Vocabulary - E-learning blog

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Here's a devoted to Music vocabulary: You can also check this compilation of Arts Vocabulary.

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English vocabulary practice exercise, for intermediate level (B1).

In this exercise you will practise vocabulary related to health and illness.

Exercise instructions

Write a word from the box in the correct place in the text below.

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Intermediate vocabulary exercise (B1 level): health and illness

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English vocabulary practice exercise, for intermediate level (B1).In this exercise you will practise vocabulary related to health and illness. Exercise instructions Write a word from the box in the...

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First take a look at this website with the most relevant Health Vocabulary .

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How to pronounce EUTHANASIA in British English

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focus - pronunciation (American, British, Australian, Welsh)

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Clauses of contrast

Although, even though

We can use although/even though at the beginning or in the middle of a sentence followed by a clause (subject + verb). We NEVER use a comma after although or event though.

However

We use however to connect two different sentences. We normally use however at the beginning of the second sentence after a full stop (.) or a semi-colon (;). However is ALWAYS followed by a comma.

We can also use however at the end of the sentence.

Despite/in spite of

Despite and in spite of are normally followed by a noun or a - ing verb. They can go at the beginning or in the middle of the sentence.

We can use a clause (subject + verb) after despite/in spite of + the fact that.

Clauses of purpose

To + infinitive

The most common way to express purpose in English is to + infinitive.

In order to/so as to + infinitive

In order to or so as to + infinitive are more common in formal English, mainly in writing. The negative forms are in order not to and so as not to + infinitive.

We can also use the structure in order for someone/something to do something.

So that + clause

We can also use so that + subject + verb to express purpose. We normally use a modal verb with this connector, e.g. could, can, would, etc.

For + noun

We can also use for + noun to express purpose.

We can use for + - ing verb (instead of to + infinitive) to talk about the purpose of an object or action when we use the verb used or when we imply it.

In case + clause

To express purpose, we can also use in case+ subject + verb. We use this form to talk about precautions, when we do something because something not wanted might happen.

Clauses of reason

When we want to explain the reason why something happened or why someone did something, we use a clause of reason introduced by a conjunction ( as, since, because) or a noun phrase introduced by because of, due to, owing to, or on account of.

Because

We use because before a clause (subject + verb). It can be used at the beginning or at the end of a sentence (at the end is more common). A comma is used when the clause of reason is at the beginning of the sentence.

As/since

We use as and since in a very similar way to because. They are followed by subject + verb and can be used at the beginning or at the end of a sentence. However, as and since are more formal expressions, and more common in written than in spoken English.

Because of

We use because of before a noun.

Due to/owing to/on account of

We can also use before a noun. They mean 'because of' but are more formal.

Clauses of result

We use clauses of result to talk about the result of an action or situation.

So

We can use so + subject + verb at the end of a sentence to mean 'this is why'.

For this reason

We normally use for this reason at the beginning of a sentence. We use a comma after it.

As a result/consequently/therefore

As a result, c onsequently and therefore are more formal and more common in written language. They are normally used at the beginning of a sentence, followed by a comma.

We can also use consequently and therefore in mid position (before the verb, after be as the main verb, or after the first auxiliary verb).

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Clauses of contrast, purpose, reason and result - Test-English

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Clauses of contrast, purpose, reason and result. Advanced English grammar and exercises. In spite of, despite, although, in order to, so as to, due to, etc.

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Recursos educativos (Ruleta de Palabras): PERSONALITY and FAMILY (c1 inglés vocabulario - ingles vocabulary - personality and family) - VOCABULARY

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How to pronounce COUSIN in British English

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ED pronunciation in English - How to pronounce ED endings