Tag: english fluency

Collocations
FLUENCY

Collocations

teacherjulietaLeave a comment

What are collocations?

Collocations are combinations of words that commonly occur together in a language. These are more than just individual words or phrases, but rather they are a set of words that are used together in a specific way. Collocations are an essential aspect of language learning as they make your speech or writing sound more natural and authentic.

Why are collocations important?

Learning collocations is important for several reasons.

Reason 1:

They can help you to improve your overall fluency in the language, as using the correct collocation can make your speech or writing sound more natural and authentic.

Reason 2:

They can help you to express your ideas more clearly and effectively, as using the correct collocation can give your words a specific connotation or nuance.

Reason 3:

Collocations can help you to understand the language better, as they provide insights into how native speakers of the language use and think about words.

Here’s a table that summarizes the different types of collocations and provides examples for each:

Type of CollocationExamples
Adjective-nounheavy rain, bright future, hot coffee, bitter cold
Verb-nounmake a decision, take a break, have a shower, meet a deadline, do a double-take
Adverb-adjectivecompletely wrong, utterly ridiculous, totally absurd
Preposition-nounin the end, on the other hand, at the same time
Verb-adverbrun quickly, walk slowly, speak clearly
Noun-nounbusiness partner, traffic jam, coffee shop

Note that these are just a few examples of collocations for each type, and there are many more that exist in the English language.

There are many online resources available that can help you to learn and practice collocations, such as collocation dictionaries, quizzes, and exercises. These can be a useful supplement to your regular language learning activities.

Ozdic is a great collocation dictionary that you can use to learn and practice collocations

 Grammar Practice

Level of difficulty: ⭐

Drag and drop the correct word using your mouse or your finger

Level of difficulty: ⭐⭐

Level of difficulty: ⭐⭐⭐

Underline the collocations in the text below.

When I woke up this morning, it was raining heavily outside. I decided to take a break from my usual routine and make a cup of hot coffee. As I sat down to enjoy my coffee, I realized that I had a lot of work to do. I needed to make a decision about whether to accept a job offer that I had received yesterday. I knew that I had to do my best to make the right decision. I opened my laptop and started working on my tasks, making sure to complete everything on time. My colleague called me and we had a conversation about our project. We have been working together for over five years and we know each other very well. We always keep in touch and try to meet up whenever possible. I finished my work and decided to go for a run. However, I was running late for my meeting, so I had to hurry. I made a mental note to myself to plan my time better in the future.

Find the answers at the bottom of this page

 Speaking Practice

Level of difficulty: ⭐⭐⭐

Answers: raining heavily, take a break, cup of coffee, make a decision, do my best, complete everything on time, had a conversation, keep in touch, running late, mental note.

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Why you should learn parts of speech
GRAMMAR

Why you should learn parts of speech

teacherjulietaLeave a comment

Are you an English learner looking to improve your language skills?

Learning the different parts of speech can be a valuable asset in building a strong foundation in the language.

Here I’m going to share with you 5 reasons to study and understand the parts of speech and how they can help you communicate more effectively.

Reason 1: Enhance Your Vocabulary

Learning parts of speech helps you understand how different words are used in a sentence. This understanding can improve your vocabulary by allowing you to identify and use words in their proper context. It also helps you understand the relationship between different words, which can make it easier to recognize and use new words.

Reason 2: Improve Your Writing Skills

Knowing the different parts of speech can help you to communicate more effectively in writing. You can use adjectives, adverbs, and other parts of speech to convey your message more clearly and make your writing more interesting and engaging. This can help you to achieve better grades on assignments and exams, and it can also improve your chances of being successful in your future career.

Reason 3: Enhance Your Speaking Skills

When you speak, using the correct parts of speech can make it easier for others to understand you. You can use different parts of speech to communicate your message clearly and effectively. For example, using the correct verb tense can help you convey when an action took place, which can reduce confusion and misunderstandings.

Reason 4: Better Comprehension of Written Texts

Understanding the different parts of speech can help you comprehend written texts more effectively. You can identify the subject, verb, object, and other components of a sentence and understand how they work together to convey a message. This can make reading more enjoyable and rewarding.

Reason 5: Ease of Learning New Languages

Learning the parts of speech in one language can make it easier for you to learn another language. Many languages share similar parts of speech, so understanding them can help you identify patterns and make connections between different languages. This can help you learn new languages more quickly and efficiently.

Examples of parts of speech

Parts of SpeechExplanationBeginner ExamplesIntermediate ExamplesAdvanced Examples
NounPerson, place, thing, or ideaCat, dog, apple, book, teacher, Mary, London, January, love, happinessComputer, furniture, information, advice, homework, poetry, happiness, beauty, success, intelligenceDemocracy, globalization, multiculturalism, industrialization, existentialism, substantiation, urbanization, commercialization, commodification, revolution
PronounA word used in place of a nounI, you, he, she, it, we, they, me, him, herMine, yours, his, hers, ours, theirs, myself, yourself, himself, herselfWho, whom, which, that, whoever, whomever, whichever, whatever, each other, one another
VerbAction or state of beingRun, eat, sleep, study, play, work, read, write, talk, listenWalked, cooked, drove, watched, played, spoke, listened, studied, learned, visitedAppear, develop, immigrate, operate, participate, speculate, negotiate, integrate, theorize, prioritize
AdjectiveDescribes a noun or pronounBig, small, tall, short, happy, sad, beautiful, ugly, good, badFast, slow, easy, difficult, interesting, boring, important, unimportant, delicious, disgustingSophisticated, glamorous, authoritative, provocative, idiosyncratic, incongruous, ephemeral, esoteric, ubiquitous, paradigmatic
AdverbDescribes a verb, adjective, or other adverbAlways, never, often, late, here, there, quickly, slowly, easily, loudly, quietly, well, badly, yesterday, today, tomorrowSeldom, rarely, soon, luckily,
currently, incredibly, unfortunately,
basically		Consequently, correspondingly, infrequently, optimistically, surreptitiously, notwithstanding, tangentially, unequivocally, verifiably, sporadically
PrepositionShows a relationship between a noun or pronoun and other words in a sentenceIn, on, under, beside, behind, above, below, between, among, atAcross, against, beyond, into, onto, towards, underneath, within, without, throughoutAmidst, notwithstanding, underneath, astride, notwithstanding, amidst, notwithstanding, athwart, anent, betwixt
ConjunctionJoins words, phrases, or clausesAnd, or, but, so, because, if, when, although, since, whileHowever, therefore, moreover, nevertheless, consequently, nonetheless, thus, otherwise, instead, meanwhileFurthermore, notwithstanding, nevertheless, henceforth, moreover, notwithstanding, inasmuch, perforce, notwithstanding, nonetheless
InterjectionA word or phrase used to express strong feelings or emotionsHey, Oh, Wow, Hooray, Oops, Ouch, Shh!, Bravo!, Ah!Well!, Oh well!, Ah!, Really? Huh, Cheers!, Ta-da!, Seriously!Alas!, Indeed!, Phew!, Jeez!, Yikes!, Eureka!, Voila!

Parts of speech in sentences

Beginner Level

Part of SpeechExample Sentence 1Example Sentence 2Example Sentence 3
NounThe cat is sleeping.I love reading books.Mary is my friend.
PronounI am happy.You are a good listener.She is singing.
VerbI eat breakfast in the morning.He plays soccer every weekend.They study English at school.
AdjectiveThe sky is blue.He is tall.She is a smart student.
AdverbShe sings beautifully.He runs fast.They listen carefully.
PrepositionThe book is on the table.The cat is under the bed.The ball is between the two chairs.
ConjunctionI like apples and bananas.She is tired, but she keeps working.He went to the store because he needed milk.
InterjectionOh no! I forgot my keys.Wow, that’s amazing!Yay, we won the game!

Intermediate Level

Part of SpeechExample Sentence 1Example Sentence 2Example Sentence 3
NounThe cat chased the mouse.I need to buy some new furniture.The information provided was very helpful.
PronounShe gave me her book to read.My mom is the woman who is sitting on the bench.A mug is a thing that you use to drink from coffee.
VerbI walked to the store instead of driving.She cooked dinner for her family.He learned how to play the guitar when he was younger.
AdjectiveThe car was fast and sleek.The movie was exciting and kept me on the edge of my seat.The dress she wore to the party was fancy.
AdverbShe spoke softly and gently to the baby.He always arrives on time to meetings.I can’t wait to travel to Europe again soon.
PrepositionThe book is on the shelf.The restaurant is across the street from the park.She found the keys underneath the couch.
ConjunctionI want to go to the beach, but it’s raining.She studies hard, so she can get good grades.He has a lot of experience, although he is still young.
InterjectionWow, that is amazing!Oops, I dropped my phone.Hooray, we won the game!

Advanced Level

Part of SpeechExample Sentence 1Example Sentence 2Example Sentence 3
NounThe commodification of art is a controversial topic.The revolution in technology has transformed our society.The existentialism of the novel was difficult to comprehend.
PronounWhomever you choose to hire for the job must be qualified.The writer used one’s own personal experience as a source of inspiration.Each other’s opinions should be respected in a democratic society.
VerbThe company has negotiated a new contract with its employees.The country is still developing its infrastructure.She immigrated to the United States to pursue her career.
AdjectiveHis idiosyncratic style of painting was celebrated by critics.The experimental film was esoteric and difficult to understand.Her provocative statement generated controversy among the audience.
AdverbThe politician spoke optimistically about the future of the country.The author surreptitiously introduced the controversial topic into the conversation.The company correspondingly increased its profits after implementing the new strategy.
PrepositionThe paintings were hung athwart the wall, creating a unique effect.The book provided insights into the phenomenon of globalization.He stood anent the tree, observing the beauty of nature.
ConjunctionThe project is complex; nevertheless, we are determined to succeed.I studied hard; henceforth, I was able to pass the exam.He has a busy schedule; notwithstanding, he always finds time for his family.
InterjectionVoila! The solution to the problem has been found.Jeez, that was a difficult exam.Indeed, the speaker made a thought-provoking point.

Learning the parts of speech is essential for English learners who want to improve their language skills.

By enhancing your vocabulary, improving your writing and speaking skills, comprehending written texts more effectively, and easing the process of learning new languages, understanding the parts of speech can help you communicate more effectively and succeed in your personal and professional life.

*Created with the help of AI

Would rather
GRAMMAR

Would rather

teacherjulietaLeave a comment

Rather is an adverb that we can use to express a specific preference. It goes after the modal verb would and before a verb in the base form.

We use would rather with the base form as an alternative to would prefer. Remember that would prefer is followed by a verb in the infinitive form.

Grammar patterns:

would prefer + infinitive

would rather + base form

Examples:

I’d prefer to go on vacation in July instead of August

I‘d rather go on vacation in July than in August.

Would you prefer to stay in or to go out tonight?

Would you rather stay in or go out tonight?

We can use would rather to talk about what we would prefer another person to do. For that case we use the past tense, even though we are talking about a present or future preference.

Grammar pattern:

would rather + someone + simple past

Examples:

I’d rather my students took notes during class.

She‘d rather her boyfriend gave her flowers for her birthday.

I‘d rather my students didn’t use their phones during class.

The students would rather their teacher didn’t give them homework every day.

 Grammar Practice

Level of difficulty: ⭐

 Speaking Practice

Level of difficulty: ⭐⭐

Level of difficulty: ⭐⭐⭐

Let’s sing!

This song is perfect to practice “rather than”

How to write a report for the B2 (FCE) test
WRITING

How to write a report for the B2 (FCE) test

teacherjulietaLeave a comment

for B2 Cambridge First

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A report is another piece of formal writing. It is based on facts (you’ll probably have to invent those ‘facts’ for the exam, and that’s okay). By writing a good report in English you will demonstrate that you can organize and communicate factual information using a formal tone. As with other pieces of formal writing (for example, essays, formal emails, articles, etc.), there is a special format used to write reports in English.

Parts of an English report
1. Title

This part will give the reader a general idea of the topic of your report.

Make sure that you follow the capitalization rules for titles. You can find more information about how to write titles in English here.

2. Introduction

In this section, you should state clearly the purpose of your report and what information you are going to include.

Try to paraphrase (use your own words) to write the information given in the instructions.

3. Topic points

In these paragraphs, you will give most of the information and details of your report. It should be factual and clear. It shouldn’t sound like a story or like a novel.

You should write at least 2 topic points. One topic point per paragraph. Each paragraph must contain a topic sentence.

What is a topic sentence?

A topic sentence is a sentence that includes the main point (idea) of a paragraph. It has the information that readers need to understand what is the most important point in the paragraph.

The topic sentences guide readers and protect them from confusion. They usually appear at the beginning of each paragraph.

Click here to learn more about topic sentences.

4. Your suggestions/ recommendations

This is the last part of the report. You need to finish it up by writing your recommendations. You must base your recommendation on the facts that you wrote in the topic paragraphs.

Make sure that your recommendations are well-connected with the topic points that you wrote in the previous paragraphs.

Steps to writing a report

Step 1: Make a plan

Step 2: Write it

Step 3: Check it

Now that you know the parts of a report and the steps to follow, let’s see an article sample for the B2 (FCE) Cambridge writing test.

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Useful language

For the introduction:

  • This report describes…
  • This report is based on …
  • The purpose of this report is to …

For the topic points:

  • Currently …
  • To begin with …
  • It appears that …
  • It seems that …
  • Furthermore/ In addition
  • In general/ Generally speaking
  • It is generally believed that …
  • almost always/ nearly always
  • Most/ The majority of + noun
  • noun + tend to be + adjective

For your suggestions/ recommendations:

  • All things considered …
  • Based on the findings of this report I recommend/ suggest + verb-ing
  • I would recommend/ suggest + verb-ing
  • Although both… I think that …
  • It would be advisable that …
DOWNLOAD PDF
Pro tips for writing reports

Make sure that you:

  • wrote a title that shows what the report is about
  • divided the report into clear paragraphs with subheadings
  • answered all the parts of the question
  • did NOT use contractions or informal words
  • Used connectors and formulaic expressions (useful language)
Practice time

You have been asked to write a report about entertainment in your city for a travel magazine. Write your report in the comments below.

Useful Phrases for Presentations in English
FLUENCY

Useful Phrases for Presentations in English

teacherjulieta2 Comments
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Presentations are very common in academic and work settings, and they can be a bit challenging.

Here you can find some sentence starters that will help you organize your ideas to sound professional and fluent.

1 Greeting the Audience
  • Good morning/ good afternoon/ good evening everyone
  • Welcome to my presentation
  • If you don’t know me, my name is …
  • I work/ study in … department/ program/ lab
  • I’d like to thank you all for coming today
  • It’s a great pleasure to be here with you today
2 Introducing the topic
  • Today I’m going to talk about/ show you …
  • I’m here today to present…
  • What I want to talk about today is…
  • As you can see on the screen, our topic today is…
  • I’ve divided my presentation into three main parts
  • As you can see from the agenda/ outline I’ll be talking about…
  • Before we begin I want to point out that all the slides/ the proposal/ the final report will be sent to you by (day) at (time)
  • I’ll be handing out copies of the slides at the end of my presentation
  • I can email the PowerPoint presentation to anyone who would like it
  • I would like to start by (+ing verb) …
3 Connecting your ideas
  • First, I would like to talk about/ show you …
  • First, I’d like to give you an overview of….
  • Next, I’ll focus on… and then ….
  • What I am going to focus next is…
  • This leads directly to my next point
  • This brings us to the next point/question
  • Let’s now move on to/turn to…
  • Then I’ll go on to highlight what I see as the main points of….
  • Finally, I’d like to address the problem of…
4 Highlighting important information
  • One thing that I want to stress is…
  • I’d like to stress/highlight/emphasize the following points…
  • The interesting/significant/important thing about…. is….
5 Summarizing ideas
  • Before I move on, I’d like to recap the main points
  • Let me briefly summarize the main issues
  • I’d like to summarize what I’ve said so far…
6 Describing visuals
  • As you can see here, …
  • Now, let’s look at/let’s have a look at/take a look at/
  • As the graph/table shows/indicates…
  • From Table/ Figure … we can see/conclude/show/estimate/calculate/infer that…
  • The chart/ graph compares…
7 Closing
  • Well, this brings me to the end of my presentation/talk
  • That covers just about everything I wanted to say about…
  • Thank you for your attention
8 Questions and comments
  • If you have any questions, I am happy to answer them
  • Are there any questions?
  • If you have any questions, I’d be pleased to answer them.
  • And now I’ll be happy to answer any questions you may have
9 If there are some technical problems
  • I’m sorry about the (tech/sound) problem. Ex. I’m sorry about the slow connection
  • Thanks for bearing with me = Thanks for your patience
  • It will be just one moment
  • I apologize for not having enough time/ handouts/ chairs/ samples
DOWNLOAD PDF
Confusing Adjectives -ed/ing
GRAMMAR

Confusing Adjectives -ed/ing

teacherjulieta1 Comment
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In English there are 2 patterns for adjectives:

1. verb be + adjective

I’m interested in English movies.

English movies are usually very interesting.

2. adjective + noun

It’s such an interesting class.

She is such an interesting woman.

3. -ed or -ing

There is a group of adjectives that can end in –ed or –ing. However, the meaning of the adjective changes depending on the ending. For example, interested/interesting, tired/tiring, confused/confusing, surprised/surprised, etc.

We use the –ed ending to talk about how we feel. Adjectives ending with –ed are used primarily with nouns that are people or animals.

We use the –ing ending to describe a noun or when the noun is the reason for the feeling. Basically, the –ing adjective shows why a person is feeling a certain way. Adjectives ending in –ing are used primarily with nouns that are things.

Examples:

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Practice Time

Speaking practice

  1. Choose a card.
  2. Complete the sentence using the correct form of the adjective.
  3. Click on FLIP to check your answer.

How to Write a Short Story for the B1 Preliminary Test (PET)
WRITING

How to Write a Short Story for the B1 Preliminary Test (PET)

teacherjulieta15 Comments
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A short story is a piece of fiction that has a limited number of words and a few characters.

Parts of a short story
  • Title: It summarizes the whole story, or it is related to the main theme. The theme is the central idea or belief in a short story.
  • Exposition: It is the beginning of the story where you introduce the main characters. It also serves as the introduction to the next part.
  • Climax: It is the action part where the main characters try to solve the conflict or problem.
  • Resolution: In this part, the conflict is solved.

Let’s see a short story sample for the B1 Writing test

Useful vocabulary for a short story

Time expressions:

  • at that moment
  • as soon as
  • _____ minutes later
  • just in time
  • then
  • after that
  • meanwhile
  • while
  • one morning in + month
  • one afternoon in + month
  • one evening in + month

Adverbs and adverbials to spice up your story

  • suddenly
  • in the end
  • eventually
  • unexpectedly
  • right away
  • nearly
  • actually
  • in fact
  • apparently
  • gradually
  • basically
  • obviously
  • anyway
  • all of a sudden
  • without warning

Finishing your short story

  • in the end
  • eventually
  • finally
  • luckily
  • when it was all over

Verb tenses used for short stories

Short stories usually take place in the past, for that reason, the most common narrative tenses you should use for your short story are:

Writing Practice 1

You are going to write a short story about a past mistake you have made.

Plan your story

The following questions can help you make your own story

  1. Where were you?
  2. What were you doing?
  3. What was happening around you?
  4. What surprising thing happened suddenly?
  5. What did you do?
  6. What did you think/ say?
  7. How were you feeling
  8. How did the story end?

Write your story in about 100 – 120 words in the comment section below.

Checklist:

  1. Title: Have you included a title that accurately reflects the content of your story?
  2. Exposition: Have you introduced the characters, setting, and plot of your story in a clear and concise manner?
  3. Action part: Have you included a sequence of events or actions that develop the conflict and engage the reader?
  4. Resolution: Have you provided a satisfactory conclusion to your story that ties up any loose ends and provides a resolution to the conflict?
  5. Adjectives and Adverbs: Have you used descriptive words (adjectives) and words that describe actions (adverbs) to create vivid imagery and convey your story’s mood and tone?
  6. Narrative tenses: Have you used the appropriate narrative tenses (simple past, past continuous, past perfect, past perfect continuous) to tell your story consistently and clearly?
  7. Clear ideas: Have you organized your story in a logical and coherent manner, ensuring that your ideas are expressed in a clear and concise manner?

If you use this list, you can check that you have included everything you need to in your short story.

This will help you create a story that makes sense and is interesting for people to read. In addition, if you include all the items from the checklist, you will get an EXCELLENT writing score.

Type your story in the “LEAVE A REPLY” textbox and you will receive feedback directly to your email.

I will post your final story after you have received feedback.

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Writing Practice 2

Write a short story beginning with one of the sentences below:

Plan the content:

  • It was midnight when the phone rang.
  • Alex had been working hard all day and was looking forward to going home.
  • We had been driving for hours when we saw the sign for a small hotel and decided to stop.

1 Write what happened simply, in about 50 words.

2 Think about how you could improve your story by adding more details. For example, adjectives and adverbs.

3 Think about what tenses you need for each part of the story. For example, how to set the scene, and what significant events happened before the story starts.

Write your story in about 100 – 120 words in the box below.

Checklist:

  1. Title: Have you included a title that accurately reflects the content of your story?
  2. First line: Have you used the given first line from the instructions to begin your story?
  3. Exposition: Have you introduced the characters, setting, and plot of your story in a clear and concise manner?
  4. Action part: Have you included a sequence of events or actions that develop the conflict and engage the reader?
  5. Resolution: Have you provided a satisfactory conclusion to your story that ties up any loose ends and provides a resolution to the conflict?
  6. Adjectives and Adverbs: Have you used descriptive words (adjectives) and words that describe actions (adverbs) to create vivid imagery and convey your story’s mood and tone?
  7. Narrative tenses: Have you used the appropriate narrative tenses (simple past, past continuous, past perfect, past perfect continuous) to tell your story consistently and clearly?
  8. Clear ideas: Have you organized your story in a logical and coherent manner, ensuring that your ideas are expressed in a clear and concise manner?

If you use this list, you can check that you have included everything you need to in your short story.

This will help you create a story that makes sense and is interesting for people to read. In addition, if you include all the items from the checklist, you will get an EXCELLENT writing score.

Type your story in the “LEAVE A REPLY” textbox and you will receive feedback directly to your email.

I will post your final story after you have received feedback.

Determiners: both, either … or, neither … nor
GRAMMAR

Determiners: both, either … or, neither … nor

teacherjulietaLeave a comment
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1. We use both to refer to two things, people, or animals together.

  • We can use both + noun

I like both coffee and tea. (I like coffee and I like tea)

Both those women are my friends. (Those two women are my friends)

  • We can use both of + an object pronoun

We both dislike soccer. (subject pronoun + both) or

Both of us dislike soccer. (both + of + object pronoun)

2. We use either …. or … to talk about a choice between two options.

(+) verb + either … or …

Every year I travel either to New York or Paris on Christmas holidays.

3. We use neither … nor … to talk about two things that are not possible.

(-) verb + neither … nor …

Last year I couldn’t go neither to New York nor Paris on New Year due to the pandemics.

4. We can we use either … or …/ neither … or … at the beginning of a sentence. In those cases we can use both singular verbs or plural verbs.

  • If both elements that go after either/neither and or/nor are singular, we use a singular verb.

Either my sister or my mom is going to cook dinner for Christmas.

Neither Alicia nor her daughter speaks English.

  • If the element that goes after or/nor is plural, we use a plural verb.

Either my manager or my colleagues are going to help me with the project.

Neither the teacher nor her students are going to go to the school party.

More examples:
Time to practice
Quantifiers: all, most, every, and each
GRAMMAR

Quantifiers: all, most, every, and each

teacherjulietaLeave a comment
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1.We use all + noun or all of the + a plural or uncountable noun

all = in general

all (of) the = specific

All animals need food.

All of the animals in the safari are dangerous.

2. We use everybody or everything + singular verb

everybody = all people

everything = all things

Everybody is in the classroom.

Everything in this store is so expensive.

3. We use most to say the majority

most = general

most of = specific

Most Canadians speak English.

Some Canadians Speak English and French

Most of the students in this class are from Brazil.

4. We often use all of or most of + object pronoun

All of us are excited for the trip.

Most of them look sad.

5. Use every + singular countable noun to mean “all of a group”. It emphasizes on the complete group.

Every classroom in this school has a projector.

6. We use each to express the idea of ‘one by one’. It emphasizes individuality.

Each employee has a coffee maker in their offices.

More examples:
Time to practice

How to make a plan to improve your English
FLUENCY

How to make a plan to improve your English

teacherjulietaLeave a comment

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So your dream is to improve your English. But how many times have you failed?

You have spent a lot of time dreaming, thinking or talking about what you want. But you haven’t taken the necessary steps to achieve it.

It’s not because you are lazy or incapable. It’s because perhaps you are confused or you don’t know where to start. You don’t have a PLAN yet.

English learning plans, can serve as a roadmap or guide to making your dreams a reality.

An English learning plan can help you if:

  • You are confused
  • You feel that your learning progress is out of control
  • You feel your learning progress is stagnant
  • You struggle making the right decisions
  • You feel lost and lack direction
  • You have tried many things and nothing has helped
  • You are tired and want to give up

What is an English learning planing?

An English learning plan is both a roadmap and a reminder of your goals. It helps you realize your dreams and the things that you need to do to make them true.

An English learning plan can help you to become aware of your strengths and your weaknesses.

Your English learning plan doesn’t need to be super detailed. It should be flexible so you can adapt it according to the circumstances.

Don’t forget that LIFE IS UNPREDICTABLE. Things happen. Your plan needs to leave room for unexpected changes and crises.

Making English learning plans can help you achieve your goals easier than if you are confused and have no idea what to do.

5 benefits of having an English learning plan

1 An English learning plan helps you make your dreams a reality

An English learning plan gives you the confidence to take action and be proactive.

2 An English learning plan helps you prioritize

Making an English learning plan helps you identify what you want and focus on things that move you in the right direction

3 An English learning plan helps you make better decisions

When you know your goals it is easier to make the right decisions that help you accomplish your goals

4 An English learning plan keeps you motivated

When you write down your goals it’s easier to stay focused and motivated.

5 An English learning plan makes you recognize your strengths and weaknesses

An English learning plan is a tool that makes you think critically and reflect on your learning needs. It helps you identify the skills that you master and the skills you need to improve to achieve your goals.

How to make an English learning plan: step by step

1. The most important thing to making any plan is, to BE HONEST with yourself.

2. Take a moment to reflect on your habits, your learning story, your circumstances, your strengths, and your weaknesses.

3. No one but you can identify the things that are easy for you and the things that are challenging for you.

4. You are the only one that can identify the things/ habits/ beliefs that are preventing you from moving forward.

5. Finally, remember that becoming fluent in English is a goal that will require that you spend a lot of time and resources. If you are not willing to pay the price then it will always be a DREAM.

6. If you are not willing to organize your life, give up unhealthy habits or if you can’t change your lifestyle to accommodate time to practice, then it’s going to be very difficult to improve your English.

Now it’s time to make your own learning plan

Below you can see a template that will help you reflect and create your own English learning plan.

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