GRAMMAR

Reported Speech

Reported speech, also known as indirect speech, is used to report what someone else said.

It’s different from direct speech, which is when we repeat the exact words that someone else said.

In reported speech, we need to change the tense and pronouns to match the new speaker and the time of reporting. Here’s a table that summarizes the changes:

Direct SpeechReported SpeechExample
Present SimplePast Simple“I like pizza,” said John.
John said that he liked pizza.
Present ContinuousPast Continuous“I am playing soccer,” said Emily.
Emily said that she was playing soccer.
Present PerfectPast Perfect“I have visited France,” said Kate.
Kate said that she had visited France.
Present Perfect Cont.Past Perfect Continuous“I have been studying Spanish,” said Tom.
Tom said that he had been studying Spanish.
Past SimplePast Perfect“I went to the store,” said Sarah.
Sarah said that she had gone to the store.
Past ContinuousPast Perfect Continuous“I was watching TV,” said Mike.
Mike said that he had been watching TV.
Past PerfectPast Perfect“I had finished my homework,” said Jane.
Jane said that she had finished her homework.
Past Perfect Cont.Past Perfect Continuous“I had been studying for hours,” said Alex.
Alex said that he had been studying for hours.
Future SimpleConditional (would) + Infinitive“I will come to the party,” said Peter.
Peter said that he would come to the party.
Future ContinuousConditional Continuous (would + be + Ving“I will be working late,” said Mark.
Mark said that he would be working late.
Future PerfectConditional Perfect (would + have + PP)“I will have finished by then,” said Anna.
Anna said that she would have finished by then.
Future Perfect Cont.Conditional Perfect Cont. (would + have + been + Ving)“I will have been studying for 4 hours,” said Sam.
Here/ThereChanged according to the new location“I live here,” said Lisa.
Lisa said that she lived there.
Personal PronounsChanged according to the new speaker“I love this song,” said Tim.
Tim said that he loved that song.

Grammar Practice

Speaking Practice

  1. Open the box
  2. Look at the picture
  3. Answer the following questions using reported speech

What did they say?/ What did they ask?

Advertisement
SPEAKING

Talk for a minute

Instructions:

  1. Get into pairs or small groups.
  2. Take turns being the speaker and the listener.
  3. Choose a topic card.
  4. Start speaking about the topic on the card for one minute. Try to say as much as you can.
  5. The listener should pay attention and not interrupt the speaker.
  6. When one minute is up, switch roles. The listener becomes the speaker and vice versa.
  7. Repeat the process until both of you have spoken about different topics.

Remember, the goal is to practice speaking and listening skills, so don’t worry about making mistakes. Enjoy the activity and encourage each other’s efforts!

Click on the arrows < > to see the speaking cards

Speaking cards 👇

Click the arrow > to see the first card

GRAMMAR

Past Perfect Simple

The past perfect simple is used to describe an action that was completed before another action in the past.

Grammar PatternMeaningExamples
Subject + had +
past participle (3rd form)
Expresses an action completed
before another action or time in the past.
I had already eaten when he arrived.
She had studied English before she moved to London.
They had finished their work before the deadline.

In order to master this verb tense it is crucial that you know by heart the past participle of the most used irregular verbs. Below you can see a list of the basic irregular verbs that intermediate/ high-intermediate learners MUST know already.

Base formSimple past
(2nd form)
Past participle
(3rd form)
bewas/werebeen
beginbeganbegun
breakbrokebroken
bringbroughtbrought
buildbuiltbuilt
buyboughtbought
choosechosechosen
comecamecome
dodiddone
drawdrewdrawn
drinkdrankdrunk
drivedrovedriven
eatateeaten
fallfellfallen
feelfeltfelt
findfoundfound
flyflewflown
forgetforgotforgotten
getgotgotten
givegavegiven
gowentgone
havehadhad
hearheardheard
hithithit
holdheldheld
keepkeptkept
knowknewknown
leaveleftleft
loselostlost
makemademade
meetmetmet
paypaidpaid
putputput
readreadread
runranrun
saysaidsaid
seesawseen
sellsoldsold
sendsentsent
singsangsung
sitsatsat
sleepsleptslept
speakspokespoken
spendspentspent
standstoodstood
swimswamswum
taketooktaken
teachtaughttaught
telltoldtold
thinkthoughtthought
understandunderstoodunderstood
wakewokewoken
wearworeworn
winwonwon
writewrotewritten

Grammar practice

Speaking practice

  1. Choose a box
  2. Open the box
  3. Each team member will complete the sentence using their own ideas
  4. Share your sentence with your classmates
ASK TEACHER JULIETA

The Power of your Native Grammar 📑

Dear English learner,

I know that learning grammar in English can be challenging and confusing. However, I know for sure that if you have a basic understanding of your native grammar, you can learn English grammar easier and faster. Let’s take a look at why this is important for English learners.

Having a basic understanding of grammar patterns in your native language is important when learning a foreign language because it helps in several ways.

🌠 Transferable skills

Learning grammar in one language can help in the acquisition of grammar patterns in another language. This is because many languages share similar grammar structures, and understanding the grammatical concepts in one language can make it easier to recognize and learn them in another language.

👍 Comprehension

Knowing the grammar patterns and syntax of your native language can help you understand the structure and function of sentences in a foreign language. This will allow you to better comprehend what you are reading or hearing, and make it easier to remember the new language’s grammar patterns and vocabulary.

💬 Communication

A basic understanding of grammar in your native language can help you better express yourself when speaking and writing in a foreign language. This is because you will have a better grasp of sentence structure and be able to construct more complex sentences.

🚩 Error correction

Knowing the grammar of your native language can help you remember grammar patterns easily and identify errors in the foreign language you are learning. This is because you will be able to recognize when a sentence in a foreign language does not follow the grammatical structure you are accustomed to.

🚀 Freedom

Knowing the basic grammar of your own language can help you use a new language on your own. You will know more about how languages work and understand grammar patterns and syntax better. This will make it easier for you to speak and write the new language with more confidence, and you won’t need to depend on a teacher or dictionary all the time.

So, if you’re learning a new language, don’t forget to *brush up on your grammar skills in your native language! It can make learning the new language much easier and help you communicate with more confidence.

Plus, you’ll be able to identify errors and correct them on your own, without always needing a teacher or dictionary. Good luck on your language-learning journey!

With love,

P.S. *brush up on is a phrasal verb. It means to review or refresh your knowledge or skills in a particular subject or activity that you have learned before. It’s like giving yourself a quick reminder of what you already know.

ASK TEACHER JULIETA

What is ✨ Magical Thinking ✨ in Learning Languages?

Dear English learner,

I know that learning a new language can be challenging, and sometimes it’s tempting to look for quick fixes or magical solutions that will make everything easier. Unfortunately, this type of thinking can actually hold you back from making progress in your English learning journey. In this post, I’ll explore what magical thinking is, why it can be problematic, and how to avoid falling into its trap.

What is Magical Thinking?

Magical thinking is when someone believes that two things are connected, even if there is no logical reason for them to be related. For instance, if you think that wearing a lucky charm will help you pass a test, even though there’s no proof to support that idea, then you’re using magical thinking.

It’s important to remember that believing in things like lucky charms, mantras, and positive thoughts won’t necessarily help you achieve your goals. To succeed in learning English, it’s better to focus on practicing regularly and using effective learning strategies.

When it comes to learning English, magical thinking can take many forms. Some examples include:

  • Believing that grammar is not important and that you can become fluent just by speaking with native speakers or watching TV shows.
  • Some people believe memorizing grammar rules or vocabulary lists will make them fluent, but this is not enough.
  • Thinking that you’ll magically “get it” one day, without putting in the necessary time and effort to study and practice.
  • Expecting that you’ll become fluent in a matter of weeks or months, rather than accepting that language learning is a long-term process.
  • Assuming that you’ll understand everything perfectly once you’re immersed in an English-speaking environment, without realizing that confusion and misunderstandings are a natural part of the learning process.
  • Assuming that you’re too old or too “bad at languages” to learn English, without giving yourself a chance to try and improve.
  • Assuming that it is normal to be confused ALL the time.
  • Assuming that an advanced English level class will help you learn faster because one day you will magically grasp the basics of the language that you can easily and smoothly learn in a lower level class.

In a nutshell: Magical thinking is when people think they can learn a language quickly without much effort.

Why is Magical Thinking Problematic?

Magical thinking can be problematic 2 main reasons:

1 Unrealistic expectations

Magical thinking can lead to unrealistic expectations and disappointment when things don’t go as planned. If you believe that you’ll become fluent quickly and easily, and then find yourself struggling with grammar or vocabulary, you may feel frustrated and demotivated.

2 Laziness

Magical thinking can prevent you from taking action and making progress. If you believe that there’s a magical solution to your language learning challenges, you may not be willing to put in the necessary time and effort to study and practice. As a result, you may not make the progress you’re capable of and may miss out on opportunities to improve your language skills.

How to Avoid Falling into the Magical Thinking Trap

To avoid falling into the magical thinking trap, it’s important to have a realistic and growth-oriented mindset. Here are some tips to help you:

  • Recognize that learning a language is a long-term process that requires time, effort, and practice. Don’t expect to become fluent overnight, and be willing to invest in your language skills over time.
  • Focus on the process of learning, rather than the outcome. Instead of obsessing over how fluent you are or how many words you know, focus on enjoying the learning process and making incremental progress.
  • Don’t be afraid of making mistakes or feeling confused. These are natural parts of the learning process, and they’re actually signs that you’re challenging yourself and making progress.
  • Seek out resources and support that can help you improve your language skills. This could include textbooks, online courses, language exchange partners, or a tutor.
  • Stay motivated by setting realistic goals and celebrating your progress along the way. For example, you could set a goal to learn how to use five new words each week, and then celebrate when you achieve this goal.

Don’t let magical thinking hold you back from achieving your language learning goals.

Language learners must practice speaking, reading, writing, and listening regularly. It’s also important to use various resources, like books, podcasts, and news articles. Avoid thinking that one method or tool is all you need for success. Remember, everyone learns differently. It’s good to practice speaking with English speakers, even if you make mistakes.

Wishing or visualizing won’t make you learn faster. The most effective way to learn is to study and practice consistently.

Remember that there are no shortcuts or magical solutions – the key to success is hard work, dedication, and consistent practice.

With love,

FLUENCY

Collocations

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.

FLUENCY

Useful Phrases for Presentations in English

Advertisements

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
GRAMMAR

Confusing Adjectives -ed/ing

Advertisements

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:

Advertisements

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.

WRITING

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

Advertisements

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.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.


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.

FLUENCY

How to describe photos and pictures

for the B1 Cambridge test (PET)

Advertisements

In some English exams you have to speak or write about photos or pictures.

Here is a list of useful vocabulary and expressions for describing pictures or photos for oral/written exams.

What is there in the picture?
(people, things, animals, places, etc)
In the picture I can see
There is a/ an +(adjective)+ singular noun
There are (a couple/some/ a lot of) + (adjective) + plural noun
There isn’t a + (adjective) + singular noun
There aren’t any + (adjective) + plural noun
What is happening?
(actions & weather)
For actions use present continuous
The person/ animal is +verb-ing
The people are + verb-ing
It’s raining/ snowing, etc.
It’s bright/ dark/ sunny/ cold/ hot, etc.
What might be happening?
(If something in the picture is not clear you can make a guess)

It looks like a + noun
It looks as if + person/animal + verb …
It looks as though + persona/animal + verb …
It seems that person/animal is …
Maybe the person/animal is + verb-ing
The person/animal might be +verb-ing
What could have happened before?
(You can use your imagination and make a guess about the actions that happened before the picture was taken)
The person/animal might have + past participle
The person/animal may have + past participle
The person/animal could have + past participle
The person/animal couldn’t have + past participle
Where in the picture?
(location/ position)
At the top/bottom of the picture …
In the foreground …
In the background ….
In the middle/ center of the picture …
On the left/right of the picture …
next to
in front of
across from
behind
near
on top of
under

Now that you know the vocabulary and phrases that should be included in picture description, let’s see an example:

I think this is a family photo. There are five people, and all of them are smiling. They are having lunch in the dining room. The dining room is so bright and modern. In the background, we see the kitchen and some appliances. For example, a microwave and a coffee maker.

In the foreground
we see the mother sitting at the head of the table. It seems that she is taking a selfie. Her children are sitting around the table. On the left side of the photo, there is a boy and a girl. The girl is smiling. The boy has his mouth open, and he looks as if he is going to eat the whole spaghetti.

There are two teenagers sitting across from the children. The young man is smiling, and the young woman is posing for the photo. The young man has his arm around the young woman.

There are five plates with spaghetti, three glasses of orange juice, and two glasses of red wine on the table. There might be some bread in the middle of the table. The food looks very delicious.

They might be having a video call with the father. The father could have travelled for work to a different city. It looks as though they are having a good time. This photo reminds me of when I was younger, and I used to have lunch with my family every Sunday.

Writing practice

The best way to improve your writing and speaking is to practice. Don’t be afraid of making mistakes. Remember that practice makes progress.

Choose ONE picture and describe it.

What can you see in the picture? Write your answer in the comments below