Fundamentals of English Grammar | Beginner to Intermediate

1. Course Introduction: Hi there. My name's key and I'm new instructor on this grammar course to tell you a little bit about myself. I've been a language teaching professional for over 10 years. I am cell to qualify and have an M A in applied linguistics. But enough about me. Let me tell you what this course is about. This course is purely about developing your grammatical knowledge, and it's ideal for someone between a beginner and intermediate level. If you're someone who conform basic English sentences but struggle to express your ideas clearly or find it hard to form long sentences with multiple phrases, then you're in the right place. Well, first, focus on the building blocks off the English language and help you understand how we use these words together. To form basic sentences would help you understand how words like adverbs of degree are used so that you can be more expressive when you use English. Once we've covered the basic building blocks will then move on and focus more on learning the sentence structure. We'll take a deep dive into learning about all the different tenses. We'll learn about verb patterns and focus on learning all the different ways off using modal verbs and at the end will help you to expand the sentences you create by learning about different types of clauses. Our lessons are designed to make learning from a easy on average. Our lessons are about three minutes long, and we've taken great care in designing our lessons so that you can maintain your focus and learn difficult concepts in a simple way. And accompanying our lessons are over 50 worksheets, which you can use to take your understanding off difficult concept learning in the courts. So I hope that's giving you a good idea as to what you can expect from this course, and I look forward to seeing the lesson by now. 2. Syllabus Guide: hi there. So before we get into the actual lessons, let's have a look at the syllabus. Together, this syllabus is available to download in the resource of section. So please take a look as you watch the video. Or if you like, you can take a look at the syllabus after watching this video, you don't really need a syllabus right now. Now, this course is divided into 15 units and each unit has various numbers off sub Eunice. The sub units are categorized so that what you learn in each sub unit is related. For example, in Unit One sub unit one which we can just call 1.1, we cover the basic sentence structure using the Beav up so you will learn how to form both positive and negative statements and also the contraction off the beef up. Then, in Unit 1.2, you will learn how to form questions using the B verb. So this way off grouping related lessons continues throughout the syllabus. Each video lesson is labelled so that you know which unit and sub unit the video belongs to . And at the end off each sub unit, you can download a practice worksheet so that you can check your understanding off what you learned within that sub unit at the end off the last video for each sub unit, you'll be instructed. Download a worksheet for further practice, so please download the worksheets from the Resources section for more. Practice off what you're learning. The work. She's contained simple exercises so that you can put into practice what you learned in each sub unit. And please use the answer key to check your own work. Okay, so that's it for this video, and the next video is the first lesson in our course. So I'll Susan again in that lesson, but by 3. 1.1 Pronouns: hello and welcome to the lecture on English pronouns. So first things first. What is a pronoun? A pronoun is a word we use instead off other now owns. So instead of saying my name, I would say I we can use you instead of saying the name of the person we're talking to. We use he or she to refer to a man or a woman. We use it to refer to objects and ideas. We use they to refer to a group of people in third person and we use we to refer to a group of people we belong in Now. These pronounce are what we call subjects pronouns. So they take up the position off the subject in a sentence to use pronouns as the object. We have another set of pronouns called object pronouns. So I is me. You is still you. He is him and she is hot. It is also still it. We is us and they becomes them. And as you can probably guess, the object pronouns are used as objects in the sentence. So we can say I like them And here we use I because it's the subject off the sentence and then because it is the object of the verb like we can also say they are with me and here we use they because it's the subject of the sentence. And here we use the pronoun me because it's the object off the proposition with and lastly we have we meet her, and here we use we because it's the subject off the sentence and heart instead of she because it is the object off the verb meat. So, as you can see in these examples, we use the subject pronouns as sentence subjects and object pronoun as the objects off verbs as well as propositions. An important aspect of pronouns we need to know is whether they are singular or plural and which person they refer to. So these are singular pronouns, and these are plural pro nails and the pronoun you can be both depending on the context that is used in. And these two pronouns I and we are the first person pronouns you is a second person pronoun, and the rest he she it and they are third person pronouns. Knowing these differences is important as we have to change verbs depending on the kind of pronoun there used with. So for third person singular pronouns And these are he she and it. We have to add an extra s at the end of verbs in the present tense so that there is a subject verb agreement and we will go into subject verb agreements in more detail later in the course. Okay, so that's it for this lecture on pronouns. But because these pronouns are so important will use them again and again in this course. So this won't be the last time we talk about pronouns in this course. Okay, so, Suzanne again in the next listen, but why? 4. 1.1 Be-verb (Basics): hello again. So this lesson is on the B verb, and we'll look at three different forms off the be verb and how they're used in sentences. The Beaver is may be the single most important verb in English and is because it's the most useful in the English language. We used to be verb to introduce ourselves, to say, our age, to talk about our jobs, to say where something is and the list goes on and on and on. The Beaver is not an action verb, but it functions as a link between the subject and its complement, often called the subject complement and a subject complement is basically something that tells us more information about the subject. Before we look at what complements our let's look at the three forms off the be verb and is an R we use, um, with the pronoun I we use is with third person singular pronouns. He she and it and we use our with plural pronouns we, they and you, which can be both singular and plural. So let's now form sentences using the pronouns and the B verb, but also with subject compliments so we can say I am a teacher. She is pretty and we are at school now. After the beaver, the subject complement can be in the form off a noun, an adjective or a proposition. All phrase In this first sentence, the subject complement is a noun, a teacher. But we can also say we are students. He is a mother, and in each sentence, the noun function as subject compliments, giving us more information about the subject. Secondly, we can have an adjective functioning as a subject complement, and the adjective in this sentence is pretty. But we can also say I am hot. We are tired, and the adjectives in these sentences function has subject compliments, giving us more information about the subject. Finally, the beaver can be followed by a prep positional phrase, and we're going to what a prep additional phrase is in another lecture. But it's a structure made up off a proposition and usually a noun, which in this case is at school to give you two more examples off sentences with proposition of phrases, we can say I am in the car. It is on the desk. So again, the proposition of phrases function as subject compliments so sentences using the BVA has a subject a B verb, that we have to use the correct form depending on the subject and the subject complement, which can be now owns adjectives and prep additional phrases. Okay, that's it for this lesson on the structure off sentences that use the P verbs in the present tense. And in the next lesson, we look at the contract ID forms off the be verb house using again bye for now. 5. 1.1 Be-verb (Contractions): Hello there. So in this lesson, we're going to focus on learning about the contract it form off the beef UB. In the previous lesson, we saw these three sentences. I am a teacher. She is pretty. We are at school now. Of course, these sentences are grammatically correct. But when we speak in everyday situations, we generally contract the subject and the B verb. So I am becomes I'm She is becomes she's, and we are becomes were we can follow the same pattern with other pronounce so we can say his is They're and you're as mentioned already in everyday speech. We use these contracted forms much more often, and the uncontracted form is more seen in formal settings and in writing. In terms of pronunciation. The contractions off is is pronounced differently for different pronouns, and you may have noticed this already. When is is contracted with he or she it produces a zed sound. So it's his his she's. She's, However, when it contracts with the pronoun, it is producers and s sound. So we say it's it's let's listen to all three forms together. His his she's she's it is is let's hear them in sentences. He's a teacher. He's a teacher. She's a friend. She's a friend. It's a bag. It's a bag. So as you could hear is the sound with the pronouns he and she and sound where the pronoun it. So be aware off this sound difference when you speak. Okay, so this was a short lesson. And today we learned how the be verb is contract ID with the subject. And we also looked at how the contract ID is is pronounced differently with different third person singular subjects. He she and it. Okay, so that's it for today. And I'll see you soon again in the next lesson. But why? 6. 1.1 Be-verb (Negative statement): Hello there and welcome back in this lesson, we're going to learn about the negative sentences using the beaver in the present tense and two ways to be verbs can contract in these sentences. So let's start by looking at three negative sentences using the beef up. I am not a teacher. She is not pretty. We are not at school. Making negative sentences is really easy in sentences with the B verb, as we simply add the word not after the be verb. So it's I am not. He is not, and we are not. That's it. To give you a few other example sentences. We can also say you are not tired. She is not in the office. They are not my friends. Okay, so that should be fairly easy to understand. In these sentences, we can still contract the subject and the B verb, just like in the previous lesson. So we can say I'm not a teacher. She's not pretty. We're not at school. However, there is another way we can contract the beef up in negative sentences instead of the beav up contracting with the subject it can contract with. Not so we can say she isn't pretty. We aren't at school now. The be verb am is an exception, as it cannot contract with not so we cannot say I armed a teacher that's not grammatically possible. However, as you can see is not, can become, isn't and are not can become aunt. There is no difference, meaning to the sentences where we contract the be verb and the subject in terms of pronunciation. With aren't it's pronounced with a long vowel sound. So it's aren't aunt. We aren't at school, we aren't at school. Okay, so today we learned to form negative sentences using the B verb, and we also looked at how the beaver up contracts in negative statements in two different ways. That's it for this lesson. And in the next lesson, we'll learn to form. Yes, no questions using the beef up. But why 7. 1.2 Be-verb (Yes or no questions): hello again. So in this lesson, we're going to learn how to form yes or no questions using the beaver in the present tense . Let's first revisit these statements from an earlier lesson. I am a teacher. She is pretty. We are at school. When we make positive or negative statements, we begin with the subject. Then we use the beef up, and then we have the subject compliments, but to form yes or no questions. We simply switch the position off the subject and the B verb. So I am a teacher. Becomes a my A teacher. She is pretty becomes issue pretty, and we are at school becomes Are we at school? Remember to say these questions with a rising tone at the end. Now these questions are called yes or no questions, because to answer these questions, we can simply say yes or no. However, we often answer these questions by including the subject and the beaver. So rather than just saying yes, we can say yes, you are No, she isn't. And yes, we are a few important points to note. First in terms off Yes, answers. We cannot contract the Beav up with the subject so we can't say yes. Your or yes, were we have to use the uncontracted form. Yes, you are. And yes, we are. However, in terms of no answers, we can use the contract it form so we can say no, she isn't. And we can also say No, she's not. There is no difference in meaning. We can, of course, also used the uncontracted form So we can say no. She is not, though, as mentioned before, it's more common to use the contract it form in everyday speech. Okay, so let's look at few other examples off. Yes or no questions as well as their responses. Are you a student? Yes, I am. Is he in the room? No, he's not. Are they hungry? No, they aren't. So, as you can see, we can use these questions to ask who someone is where someone is and how someone is so this yes or no question form Using the beaver is very, very useful. Okay, so in this lesson, we learn to form yes or no questions using the B verb. And we also learned different ways off answering these questions. In the next lesson, we'll learn to form wh word questions using the beef up. So I was Susan again in the next lesson. But by 8. 1.2 Be-verb (Wh-word questions): Hello again. So in this lesson, we're going to learn how to form wh word questions using the B verb to help us along. Let's bring back the yes or no questions from the previous lesson. Um, I a teacher. Is she pretty? Are we at school? Okay, So to form wh word questions, we simply add any one of these wh was in front of these questions. But because we use wh words to ask for information, we would need to remove the subject compliments as they clash with the wh words. So we can ask who are my how we see and where are we. However, with the wh word why we can leave the subject complement as the wh word Why asks for a reason which is different from the subject. Complement. So all these questions contain a wh word a b verb and a subject. Let's look at a few other examples. What is your name? How old are you? When is your birthday? So as you can see, each question contains a wh word a beaver and a subject And the questions reform Using this structure are some of the most common questions we ask when we meet people for the first time. One point to note is that we often contract the wh word in the singular be verb is so we can say What's your name? When's your birthday? And although we can contract how and is and say house, we would need more than one syllable after house because of rules of pronunciation. So although we wouldn't say how she it is common to ask questions like How's your job? Or how's everything? Because in these questions, after house, we have at least two syllables. Okay, so in this lesson we learned how to form wh word questions using the B verb. And we also learned the useful rule on how the be verb is contracts with wh words in the next lesson will begin to learn about adjectives. So our Susan again in that lesson, But by 9. 1.3 Adjectives (Overview): hi there. So in this lesson, we're going to learn about adjectives and focus mainly on where they are positioned in a sentence. Now adjectives are words that describe or give more information about now. Owns adjectives, words like fast, Big, Pretty and easy. But there are, of course, many more adjectives. And we saw this sentence earlier that used an adjective. She is pretty as shown in this sentence. We can use an adjective as the subject complement in a sentence that uses a B verb. Here are a couple of more examples that use an adjective as a subject complement. A cheetah is fast. An elephant is big. So in ALS, these sentences, the adjectives are the subject compliments and they give more information about the subject . Another common way of using adjectives is to use them in front of now owns. They are modifying. Here's an example Sentence. A pretty girl is in the car. So in this sentence we use the adjective pretty in front of the now go. Here are two other examples off adjectives being used in front of downs. They are modifying the fast cheetah is scary. The big elephant is in the zoo. So again, in these sentences, the adjectives are positioned in front of the noun they're modifying. However, there are certain adjectives which can't be positioned in front of announced their modifying. And the two common adjectives off this kind are asleep and awake. With these adjectives, we can't say asleep man or awake woman. They have to come after a verb such as the beef up so we can say the man is asleep. The woman is awake. Finally, another common position of adjectives is as object compliments, which we will learn more about later in the course. And in these sentences, the adjective is position after the noun they're modifying. So we can say he makes me happy. I found him asleep. So in these sentences, the adjectives happy and asleep modified, announce before them as we learn more about object compliments. Later, in the course, we will learn about the verbs we can use with object compliments. Okay, so in this lesson, we focused on learning about how adjectives can be positioned in sentences, and we also learned about adjectives which cannot be positioned in front of the now owns their modifying. In the next lesson, we will learn about common adjective suffixes. So our Susan again in that lesson. But why 10. 1.3 Adjectives (Suffixes): hello there. So in this lesson, we're going to learn about some common adjective suffixes and how we add them to announce and verbs to form adjectives. Now, many adjectives are just adjectives, meaning that they're not formed from other words, and these include happy and sad and hot and cold. However, we can often form adjectives by changing the world ending, and these changes can be made to announce and verbs. For example, we can sometimes add these suffixes to announce to form adjectives. First, we have the suffix I see, and we can make hero too heroic romance to romantic and economy to economic. Next suffix is a L, and politics is political, Comedy is comical and norm is normal. After that, we have a few l full and beauty is beautiful, The light is delightful and wonder becomes wonderful. Lastly, we have oh us and we can make danger into dangerous fame into famous and humor into humorous. These are some of the more common examples off suffixes, which can be added to announce to form adjectives, but there are many more, and we have an extensive list in a reference document which you can find in the Resources section. We can also attach various suffixes, two verbs to form adjectives so we have able and we can add able to do to make doable. Read becomes readable and adore becomes adorable. After that, we have the Suffolk's If and talk becomes talkative. Include is inclusive and invent is inventive. Next we have less, and end is endless. Motion is motionless and aim is aimless. Finally, we can also add full two verbs, so use is useful. Hope is hopeful and play is playful again. These are some of the more common examples off adjectives, which can be formed by adding a suffix toe a verb. But do take a look at the document in the resource of section for an extensive list off suffixes and how they're at it, announced verbs to form different adjectives. Okay, so in this lesson we looked at how we add some fixes to verbs announced to form adjectives . In the next lesson will look other uses off E. D and I N g adjectives see soon in that lesson, but by 11. 1.3 Adjectives (ed and ing): hello again. So in this lesson, we're going to learn about adjectives that end in E. D. And I N G. Now e. D and I N G adjectives are formed from verbs. For example. We conform, bored and boring from the verb to ball, which means to make someone feel un interested in something. And we conform, interested and interesting from the verb to interest, which means to make someone want to know more about something. These adjectives can be positioned in a sentence in the same way as other adjectives. So let's look at how these words are used now. First, imagine that you are in a classroom. This is a history class, and you have this teacher who is known to make students fall asleep because his lessons are not fun to describe this teacher. We can say the teacher is boring and to describe the students in the teacher's class. We can say the students are bored, but we can also say a boring teacher and board students. So what's the difference in meaning between bored and boring adjectives that end in I N. G. Become the reason for someone's feeling and the E d adjectives describe someone's feeling. So in this context, the teacher is the reason for the students feelings off. Being bored to give you more examples, we can say the movie is exciting. The audience are excited. A marathon is tiring. The runners are tired. So in these examples, the i n g adjectives are the reason. And the E. D adjectives describe the feeling. And because et adjectives are used to describe feelings, we generally use E D adjectives with people. Okay, so in this lesson, we learn how to use E. D and I N g adjectives. E d adjectives describe the feeling, and the i N G adjectives are the reasons for that feeling. In the next lesson, we'll learn about proposition or phrases so all season again in their lesson. But why? 12. 1.4 Prepositional phrase (Overview): hi there. So in this lesson, we're going to learn about prep positional phrases, and this will be a general overview lesson. So we'll focus on the structure and some of their key uses. The first question is, what is a prep additional phrase? Ah, prep positional phrase is made up off a proposition and its object, which is usually a noun. A proposition is a word like in on at and with. But of course there are many others as well. Proposition of phrases have many different uses, but their use is mainly related to the concept off place and time. In an example of this is in this sentence from an earlier lesson. We are at school in this sentence. That prep positional phrase is at school is made up off the proposition at and its objects school and it tells us where we are. So this proposition all phrase is related to the concept off place. Here are few other examples off prep positional phrases used in this way. They are in the office. She is on the train, So both in the office and on the train, which are made up of a proposition and its object described the place, the location where they are and where she is. The other common concepts off a prep additional phrase is time, and here's an example sentence. The meeting is at 2 p.m. So in this sentence, the prep positional phrase at two PM describes the time off the meeting, so it's related to the concept of time. Here are two more examples off prep positional phrases used in this way The party is on Sunday evening. The dates is before the movie. So in each sentence of prep additional phrases on Sunday evening and before the movie tells us when the parties and when the date is so they're uses are related to the concept of time . Proposition or phrases, however, do have many other functions as shown by these examples. But in this lesson we focused on the two most common concepts off professional phrases. Place and time in the next lesson will look at how proposition of phrases function as adjectives, so our Susan again in the next lesson. But by 13. 1.4 Prepositional phrase (Adjectival): Hello and welcome back. Now the two key functions off prep positional phrases are to function as an adjective and to function as an adverb. In this lesson, we're going to focus on the adjectival function. Let's first look at an example sentence. The man in the car is my brother. The man in the car is my brother in the sentence. The prep additional phrase is in the car, and it relates to the concept off place as it tells us where the man is. But another way off. Looking at the use off proposition is what it modifies, and in this sentence, it's telling us more information about the noun the man. Therefore, the prep additional phrase in the car functions like an adjective. It modifies the noun. It gives more information about the noun. When a proposition all phrase functions as an adjective, it is generally position next to the Now it is describing, Let's look at some example sentences. I like movies with a scary story. We are at the park with the playground. In the first example, we have the prep positional phrase with a scary story, and it gives more information about movies so the prep additional phrase functions as an adjective. One important point to note is that in the prep additional phrase, you can have other adjectives describing the objects off the proposition, and the adjective in this case is scary. In the second sentence, the prep positional phrase with the playground gives more information about the noun, the part so again it functions as an adjective. And another important point to note is that a proposition of phrase can modify any now and in the sentence. It modifies the object in the first proposition of phrase, which is the park. The prep position with doesn't relate to the concept off place all time, but it relates to the meaning off, having something so in the sentence with IHS similar to the meaning off have. Let's look at two more example sentences. We are at the bar in the city. The students on the bus are late in the first sentence. The prep additional phrase in the city gives more information about the noun, the bar and in the second sentence, the prep positional phrase on the bus gives more information about the now the students. So both of these prep additional phrases in the city and on the bus function as adjectives . Okay, so in this lesson we looked at how prep positional phrases can function as adjectives and how their position next to the now they're modifying in the next lesson will look at how prep positional phrases are used as adverbs. So I'll see you soon again in that lesson, but by 14. 1.4 Prepositional phrase (Adverbial): hello there. So in this lesson, we're going to learn how prep positional phrases are used. Like adverbs, adverbs are generally used to modify verbs, and we're going to focus on prep positional phrases that modify, as in gives more information about how the verb is used. Let's first look at an example sentence. I play football with my friends. I play football with my friends in the sentence. The proposition of phrase is with my friends, and it tells us who we played football with. So it gives us more information about the verb play, which means that it functions as an adverb. When a prep positional phrase functions as an adjective, it's generally position next to the noun it is describing. But when it functions as an adverb, it can be positioned after the objects, as in this example, but it can also be positioned next to the vote. It is modifying, like in this example. I sleep on the sofa, I sleep on the sofa, so the proposition of phrase on the sofa tells us where I sleep. So it gives more information about the verb sleep and its position next to the Bab. Okay, so let's look at a few other example sentences. I work at night. I bought a present for my dad. I went to school. So in all three sentences, the prep additional phrases at night for my dad and to school gives more information about the verbs They tell us when I work, who I bought the present for and where I went. So they all function as adverbs. Okay, so this lesson was a rather short lesson. But today we learned how proposition or phrases are used as adverbs and how they can be positioned after the object, but also next to the verbs that describing in the next lesson will learn about linking verbs. So our season again in that lesson, but by 15. 1.4 Linking verbs: hello again. So this lesson is all about linking verbs. So let's find out what they are. We have already mentioned what a linking verb is when we learned about be verbs and the beaver is a linking for because it links the subject and the subject complement. A linking verb does not perform in action. Here's a sentence from an earlier lesson. I am a teacher. I am a teacher. In the sentence, the be verb AM links the subject. I and the subject complement a teacher, which describes the subject So the beaver is a linking verb. Two other common linking verbs are to become and to seem. And here are example, sentences that use thes verbs. He became a doctor. He seems angry in both sentences. The verbs linked the subject complement to the subject. He and do not perform any action, so they are linking verbs. However, some verbs can be both regular action verbs and also linking verbs. And many of these verbs are related to the five senses, such as to feel to look, to taste, to smell and to sound. But there are also other verbs, such as to turn and to remain which can be linking verbs. Here are a few example sentences that use these verbs as linking verbs. She looks angry. He remained calm. The food tastes terrible. So in these sentences, the verbs looks remained, and tastes are linking verbs as they linked the subject compliments, which described the subject to the subjects. However, as mentioned already, these verbs can also be action verbs. So we can say she looked in the car. He remained in the house. I tasted the cake. So in these sentences, the verbs don't link the prep additional phrases and the object to the subjects. But they describe the action carried out by the subject. Okay, so in this lesson we learn more about linking verbs and how they link the subject to the subject compliments. And we also learned about verbs, which can be both linking verbs and also regular action verbs. In the next lesson, we'll learn about possessive adjectives and possessive pronouns. So our season again in that lesson, but by 16. 2.1 Possessive adjectives & pronouns: hello again. So in this lesson, we're going to learn about possessive adjectives and possessive pronouns. Now let's look at what they are right away. As the titles will suggest. Possessive adjectives function like adjectives. So as we learned earlier, adjectives can be positioned in front of now owns. And that's how we use possessive adjectives we can use these words in front of now owns to say to whom that now belongs to. So a key point to note is that possessive adjectives cannot be used on their own. They have to be used with now owns. He is an example sentence using a possessive adjective. He is my brother. He's my brother. So in this sentence we use my in front of the noun brother to show that this person is my brother. Here are a couple of other example sentences. Our school is far away. I have her bag. So in both examples, the possessive adjectives our and her are used with downs, school and bag to show who school and whose bank they are Okay now, possessive pronouns, on the other hand, function as now owns, so they can be the sentence subject or object. Their basic meaning combines the meaning off the possessive adjective and a noun. Let's look at a couple of example sentences. Mine is the red car. I like yours in the first sentence. Mine basically means my car, and we can guess the meaning of car because off the subject complement, which is the red car in the sentence, mine acts as the sentence subject. On the other hand, it's hard to know what yours is referring to in the second sentence. But whatever it is, it's a possessive pronoun, and it acts as the object of the verb like Let's look a few other example sentences. I have hers. Where's yours? This car is his. So we can guess the meaning of the pronoun in the third sentence based on the context clues but most importantly, the possessive pronouns actors now owns. And they are either an object, a subject and even a subject complement in the last sentence. Okay, so in this lesson, we learned to use possessive adjectives with downs, and we also learn how possessive pronouns mean a possessive adjective plus a noun, and they can function like any other noun in a sentence. In the next lesson, we'll learn how to make noun into possessive forms. See you then. Bye bye. 17. 2.1 Possessive nouns New: Hello there. So in this lesson, we're going to learn how to form. General now owns into possessive forms. Let's first look at a few sentences that used mounds in their possessive forms. Jack's dog is cute. I have Sam's bag. Janice's party is next week. So in these sentences we have the possessive noun forms Jack's, Sam's and Janice's, and we can make singular countable. Noun is into possessive forms by adding an apostrophe in an s to the now the final. Now Janice ends in an s sound, Janice, but pronouns ending in s sound or in letter s if the now is a singular countable noun or on uncountable noun, we still use the same structure often apostrophe in an s. And we can also make uncountable noun into possessive forms in the same way. So we can say milks. Nutrients are important for people so uncountable noun also used the same structure often apostrophe and s. The structure off apostrophe s can also refer to the B verb is or the hazard depending on the context. So when you see this structure apostrophe s, make sure to look at the nearby worse to see whether it's a possessive meaning. But whether it represents a bob, the final aspect of forming possessive noun is for plural announce. There are three key points to note. First, if the plural noun ends in s as most regular plural announced to then we just had an apostrophe with no s. So we can say the students exam is in the sports hall. The animals faces looked tired. Second, if the noun phrases formed by combining two now owns using and then we use an apostrophe in an S. If the second now in its singular If the second noun is plural, then we just add an apostrophe so we can say the teacher and the students bags were lost. The teacher and the students bags were lost. Finally, if the plural noun is a collective noun such as people and mice, then we use an apostrophe and s to make those now's into possessive forms. So we can say people's opinions are important. Mice is tales are short. There were quite a few points we learned today regarding making mounds into possessive forms. But today we learn that we form all singular countable Noun is into possessive forms by adding an apostrophe and an s to the Now the same rule applies to uncountable noun is too for pleura announced there were three important rules to follow. If the noun ends in s, then we simply add an apostrophe to the noun For now and phrases made up off to now owns. It depends on whether the second now is a singular noun or a plural. Now, lastly for all collective noun such as people and mice, we add the apostrophe s to the noun to make those now owns into plural forms. Okay, so there were a number of rules to follow regarding making mounds into plural forms. So please do watch the lecture again. If you're not 100% clear on how to form downs into possessive in the next lesson, will learn about countable now owns season again, but by 18. 2.2 Countable nouns: Hello there now. There are many different categories of now owns but will focus on the two most important categories and they are countable and uncountable. Now owns in this lesson that will focus on the countable noun. There are several important characteristics related to accountable now owns, and the first important characteristic is that these noun czar countable so they can be singular and they can be plural. To make now's plural, we usually add a letter s at the end. For example, car is a singular form of the noun car, and it's plural form is cars now has changed into plural forms, mostly by adding an extra s at the end of the word, though some downs change into plural forms in different ways. We have a separate resource sheet which explains all the different ways in which now owns change into plural forms. So please do take a look at that for more information. The second important characteristic is that for singular now owns. We can use the indefinite articles are or un so we can say, a car, a pen on elephant. In the last example, we used the article UN as elephants begins with a vowel sound. We do have lectures dedicated to articles. So please watch those lessons for more detailed explanation on how to use articles in English. Lastly, we can use plural countable noun is with numbers, so we can say to cars, five cars, 10 cars and so on. And even for those now owns that have different plural forms such as people and teeth which don't end with an S, we can still use numbers so we can say three people and five teeth. Good understanding off countable noun and their singular and plural forms is really, really important. As for different sounds, we have to use different bulbs different, demonstrative and also different. Quantify IRS. We will learn what all these are later in the course. Okay, so in this lesson, we learned about countable, noun and three important aspects off. These now owns in the next lesson. We'll learn about uncountable now owns. So Susan again, in that lesson, Bye for now 19. 2.2 Uncountable nouns: hi, everyone. So in this lesson, we're going to learn about uncountable now owns now. The key thing about uncountable announce is that they cannot be counted so they don't have a plural form. So let's consider one of the most commonly used uncountable noun money. Money is always in this singular form, so we can't make it into a plural form by adding an S. You can never say money's, and because there is no plural form you cannot use. Uncountable noun is with numbers like we did with counter pronouns, so we can't say to monies or three monies. Although uncountable noun czar, always in their singular form, it's not considered as being a single item, so it cannot be used with indefinite articles are or a new, though it can be used with the definite article of the having said. That uncountable noun czar, considered as singular now owns when used with other words in English, so they're always used with singular verbs. So we say money is money gives or money has, and we use money with singular demonstrative this and that, but not with plural forms. These and those, and lastly we use uncountable noun is with specific quantify IRS for uncountable now's such as much little and amount. In the English language, there are many more countable. Noun is than uncountable noun but uncountable noun are common in everyday English, such as money. Let's look at some categories off. Uncountable now owns First is related to liquids such as milk, water, wine and coffee. Then there are uncountable noun is related to grain and powder such as sugar, rice, salt and flour Now is related to gas, such as air and oxygen are uncountable downs and now is that refer to amass, such as hair and bread are also uncountable downs. Abstract ideas such as advice and disappointment, are uncountable, and natural phenomena such as weather and sunshine are also uncountable. Lastly, feelings and states such as sadness and stress are also uncountable nails. So these are some of the common categories off uncountable now owns. Okay, so in this lesson, we learn some important characteristics off uncountable now owns and some common categories off. These now owns as well. In the next lesson, we'll learn how to count uncountable now's using certain towns. See you soon again. Bye bye 20. 2.2 Counting uncountable nouns: hi, everyone. So in this lesson, we're going to learn how to count Uncountable noun using certain mounds. The now, as we used to count uncountable now owns a call part it'd downs and their words like a loaf , a sheet, a grain. These words are combined with the proposition off, and then they use with uncountable now owns. So we say, a loaf of bread, a sheet of paper, a grain of rice. And to count them, we can say two loaves of bread, three sheets off paper, four grains of rice and, as you can see the positive now and changes into a plural form. And I used with a number word uncountable noun is can also be used with more than one type of part it'd now owns. For example, as well as saying a sheet of paper, we can also say a piece of paper. Both part itiveness towns are commonly used with the word paper. Now, quite often, part itiveness sounds refer to the container in which the uncountable noun is commonly found in, and this is especially common with uncountable noun is that refer to liquid. So for milk, we can use a variety off part it if downs and, say, a bottle of milk, a glass of milk and a cup of milk. But we can also use such part itiveness towns that refer to containers with other uncountable now owns, such as a bowl of rice and a box of cereal. We do have an extensive list off part. It'd now's in the resource of section, so please refer to that for many other examples off part it'd noun used with uncountable announce. Okay, so in this lesson, we learned about part itiveness towns, which we can use to count uncountable downs in the next lesson will learn about English verbs. So our Susan again in that lesson, bye for now. 21. 3.1 Verbs: hi, everyone. Now, after this lesson, we're going to start learning about the presence in portents. So I think now is a good time to learn about English verbs. So in this lesson will take a look at how English verbs congregate and learned the differences between main verbs and auxiliary verbs. Let's first consider these two verbs to play and to sing. The English verb has several forms, but first is the infinitive form, and this is the form before it congregates into other forms. So to play and to sing our infinitive forms and we add two to DIV herbs to indicate that these are verbs, we can congregate these verbs into the present form. The past form, the past participle and the present participle, which is also often called the verb I N. G. So the present form off play is play or plays, and we use plays for third person singular subjects. Which are he, she and it. The past form of play is played. The past participle is played. Also the present participle or the var. Byeon Jae is playing for saying the present form is sing or sings. The past form is sang the past participle is sung, and the present participle is singing. When a verbs past and the past participle form ends in E. D. Like play, they are called regular verbs, and there are many other verbs like this, such as clean wash and type. And when a verbs past form and the past participle formed don't end in E. D. Like sing, they're called irregular Verbs and other examples include Dr Right and Fly. For many irregular verbs, there is no consistent pattern in the way they change. So the most important thing is to learn and memorize how irregular verbs change into different forms. Learning the conjugation pattern is really important, as when you learn different tenses and different sentence structures, you'll need to be able to congregate, as in change verbs into different forms. Common examples are the present perfect tense and the passive sentence structure, where you need to change verbs into past participle forms. We have an extensive list off common English verbs and their conjugated forms in the resources section, so please do refer to that form or information. Okay, let's now look at how Bob's air used in an English sentence, all English sentences have toe have a verb. Verbs are the most important words in English sentences. Consider these sentences. I sleep, he studies. Finish your homework. So as you can see, all three sentences have bobs, and the last sentence is called an imperative form, which we used to give orders and instructions. This type of sentence doesn't have a subject, but must have a verb at the beginning off the sentence. Also, some sentences can have more than one verb. For example, he doesn't like studying. I may study. We are studying in this verb structures. The verb, which the subject does is called a main verb. Main verb is central to the meaning off the verb phrase, so main verbs in these sentences are like study and watching. The remaining parts in the verb phrase are what we call axillary verbs, and they helped to give extra meaning to the phrase. So in these examples, they give the meaning off negation, the meaning off probability and the meaning off progress. Verbs like may are often called moto verbs, and there are many other verbs that belong to this category. Motive. Herbs can never be the main verb in a sentence the beef up and the to vote, on the other hand, can be the main verb in a sentence. But they can also be ox Ilary verbs. The verb have is another verb that can be an axillary verb in a main verb as we learn various verb tenses and sentence structures. In this course, we will see how we conjugated verbs into different forms, and we will also Seymour off these axillary verbs used involved phrases. Okay, so in this lesson we looked at how verbs conjugated into different forms and the use of verbs in sentences and the different verbs involved. Phrases in the next lesson will learn about the presence in Putin's all season again in that lesson, but why? 22. 3.1 Present simple (Changing verbs): hi, everyone. So in this lesson, we're going to learn about the presence in Putin's. But first we'll look at how the verbs conjugated in the presence in Putin's Let's Look a few example sentences. He lives in London. They work from home. She misses her family, as mentioned in the previous lesson for pleura announce and also for pronouns, I and you, we use the plural verbs. So in the second sentence we use the plural verb work where the plural pronoun they. However, in the first and the third sentence, the subject is 1/3 person singular. So we use the singular verbs lives and mrs, although we mentioned that we can make singular verbs by adding an s to the end of our lives in the second verb, we've added E. S because the infinitive form is miss. So while most verbs change into singular forms by adding an s son, verbs change differently for verbs that end in o see age s age SS ex and said we add yes, at the end of the verbs to make them into singular verbs. So go is goes. Match is matches. Rush is rushes, Miss is Mrs Mix is mixes and buzz is buzz is to give you more examples. Do is does fetch is fetches. Mash is mashes kiss is kisses, fix is fixes and fizz is fizzes Also, when the verb ends in a continent plus y structure like fly then we remove the y and add i e s So fly is flies Study is studies Carrie is carries and hurry is hurries for all other verbs. We simply add s at the end though verbs like have and the beaver are irregular verbs as they changed differently for third person singular subjects. Okay, so in this lesson, we learned how to change verbs into singular verbs in the present tense. In the next lesson will look at the first use off the presence in Putin's season again. Bye bye. 23. 3.1 Present simple (Usage 1): hi, everyone. So in this lesson, we're going to learn how to use the presence in portents. And the first usage is to talk about general truth and facts. Now there are two kinds of general truth and facts, and the 1st 1 is about general truth or facts, which are considered true at the time of speaking. Consider these two sentences. Jack lives in London. Sam works at Google. Both of these sentences talk about a permanent truth. At the time of speaking. Jack's permanent place of residence is London, and Sam's place off permanent work is at Google Now. It's important to note that we don't use the present simple to talk about actions happening at the time of speaking, but we use the presence in pretends to talk about general truth around the time of speaking . Let's look at two more example. Sentences. Our company sells Children's toys. I want a new job. So again, these statements are permanent truth around the time of speaking, and we often use the presence in portends to talk about our desires and also likes and dislikes. So we can say I like movies. She hates books, as you can see the verbs used in these statements are in the present tense. Okay, the second kind of general truth and facts are those that are always true. So we can say things like Jane comes from Australia. The earth revolves around the sun. The human body has 206 bones. The first sentence refers to the permanent truth about Jane's nationality. That's probably always going to be true. And the second and the third sentences are related to permanent truth about the world we live in. So all three statements are about things that I always true. Okay, so in this lesson, we learned the first use off the present simple tents, which is to talk about general truth and facts. And we can use the presence in pretends to talk about things that are true at the time of speaking. And things that are always true will continue to learn about other uses off the presence in portents. In the next lesson. Susan again in that lesson, But by 24. 3.1 Present simple (Usage 2): hi there. So in this lesson, we're going to learn another common use off the present simple tents. Let's first look at a couple of sentences, and then we'll look at the second main use off the present simple tents. I drink coffee in the morning. She plays tennis on Sundays. Now you may be able to tell, but the second key use off the presence in pretence is to talk about habitual and regular events. Both e sentences talk about habitual and regular events. The first sentence talks about me drinking coffee in the morning, and the sentence means that I drink coffee in the morning every day. And the second sentence uses the phrase on Sundays to show that I play tennis every Sunday . When talking about habit sure or regular events, we often use time expressions like in the morning and light morning. We can also use afternoon and evening in a similar way, so we can say in the afternoon in the evening. However, when we use the word and night, we say at night. So we use a different proposition, and we don't use the article, though with night, let's look a few example sentences that use thes time expressions. I take a nap in the afternoon. We go for a walk in the evening, she reads a book at night. So when we use these time expressions with the presence in portents, it means that we do these actions regularly at these times of the day. Another time expression. We saw Waas on Sundays. When we add an s at the end of words for days of the week, it means weekly on that day. So on Sundays is the same as every Sunday. There is no difference in meaning. Let's look a few other example sentences that use this pattern. They go hiking on Saturdays. She goes to the library on weekends. I go to the gym on Wednesday evenings. So, as you can see in these examples, we can add an S at the end off weekend to mean every weekend. And we can also do the same for Wednesday evening's to mean every Wednesday evening. Okay, so in this lesson, we learned to use the presence in pretends to talk about Habito and regular Evans, and we also learn to use time expressions with the present simple tents. In the next lesson will look at another use off the presence in Putin's See you then. Bye bye. 25. 3.1 Present simple (Usage 3): hello there. So in this lesson, we're going to learn one last use off the presence in Putin's. So far, we've learned that the presence in pretence is used to talk about general facts and truth and habitual and regular events, and the third use is to talk about future events but more specifically arranged or scheduled future events. Let's first look at two example sentences. The graduation is next Saturday. The flight leaves at 8 p.m. Tomorrow night. Now, both of these sentences used time expressions that refer to the future, and these are next Saturday and at a PM tomorrow night. But the verbs are in the present tense, and we can use the present. Simple tends to talk about future when we're talking about scheduled arrangements in the future, and in these sentences that dates off. The graduation and the time of the flights are fixed arrangements in the future. When we use the present, simple tends to talk about fixed arrangements in the future. We generally use a time expression that states When that arrangement is, let's look a few other example sentences. The movie starts at 6 p.m. Tonight. My parents arrived this weekend. The school holiday starts on the 22nd of July, so each sentence describes a fixed arrangement in the future, and each sentence has a time expression to state when that arrangement is in the future. Okay, so in this lesson, we learn to use the presence impotence to talk about scheduled arrangements in the future. Next, we'll learn how to use frequency adverbs with the presence in portents. So our Susan again in that lesson, but by 26. 3.2 Present simple (Frequency advbers): hi there. So in this lesson, we're going to learn about a group of words which are commonly used to talk about habitable and regulate Evans. And these are frequency adverbs. Let's first look at the list off frequency adverbs. They are always usually often and sometimes pronounced as often, sometimes rarely and never. There are also other frequency adverbs, such as frequently, occasionally and seldom. But the six in this list are the most common ones, so we'll focus on learning these for now. Okay, so these percentages next to the frequency adverbs are a guideline on their frequency meaning. And if we explain this in terms over weekly, frequency always means every day off the week. So seven days a week usually means about five or six days a week. Often about 45 days sometimes means between two and four days rarely can mean no days or one day a week, and never off course means zero days a week. Okay, we're now going to look at how the frequency adverb is used in a sentence, and there are three main rules to follow. First, take a look at these sentences we usually eat at home. I sometimes go running in the park. When we use frequency adverbs with most verbs, they are positioned before the bob. However, when it's used with the B verb, the position changes like this. We are often late for school. She is never happy. As you can see, when we use frequency adverbs with the B verb, they are positioned after the beef up. Finally, a sentence can have a verb phrase consisting, often axillary verb in a main verb. In these verb phrases, the frequency adverb is positioned between these wolves, like in these example sentences. I don't always go shopping on weekends. We should sometimes visit our grandparent's so as you can see the frequency adverbs of positioned between the auxiliary verb and the main verb. Okay, so in this lesson we learned about frequency adverbs and the three rules related to how they are used in sentences. In the next lesson, we'll learn another way off talking about how frequently we do something. See you then. Bye bye. 27. 3.2 Present simple (every and time): hi there. So in this lesson, we're going to learn how to use the words every and time when talking about habitual and regular events in the present Simple tents. Let's first look at two example sentences that use every I go running every Saturday. My brother catches the bus every morning. So in both sentences we use the word every with a noun that refers to time to say that we do something regularly on that day or at that time of the day when using every the noun has to be in a singular form. If it's accountable now so we can say every morning but not every mornings. Let's look a few other example sentences. I have a piano lesson Every Wednesday he goes shopping every week. We meet every month. As you can see in these examples, we can use the words week and month with every and this means that we do these things one time a week and one time a month. Okay, so that brings us nicely to the use of the word time. Now we can use the word time to say how many times a day, a week or month, we do certain things like this. I clean the house once a day. We eat pizza twice a week. She exercises once or twice a month in the first sentence. We use the word once, which means one time with the word a day to say that I clean the house one time each day in the second sentence twice a week means two times each week and in the first sentence we use the phrase once or twice, and we can use or when we are less sure off the exact frequency when using time phrases we have to use them with the indefinite article are or un to indicate each day, each week and each month and when we want to say three or more times, we use the number word. In the word time like this, I eat out three times a week. We play football three or four times a month. So as you can see in the first sentence, we have three times a week to say that I eat out three times each week and in the final centers we use or to say about three or four times each month. Also, when we use this word, or we only use two numbers that are in sequence, so we don't say three or six times a month or four or eight times a week. But we can say three or four times or five or six times because these numbers are in sequins. Let's look a few other example sentences. I go shopping two or three times a month. I meet my friends once a week. She works from home five or six times a month now. One other thing to note from these examples is that to say, two or three times a month, as in this first sentence, we don't say twice or three times a month. But we use the number words instead. Okay, so this has been quite a long lecture, but I hope you have a good understanding off how to use the words every in time to talk about habitual and regular events. In the next lesson, we'll learn to form negative statements in the presence in Putin's season again. But by 28. 3.2 Present simple (Negative sentence): hello there now. So far we have focused on the presence in pretences positive statements. So let's now learn about the negative statements, the present simple tenses, positive statements looked like this. I drink coffee, she plays tennis, we go for a walk. So each sentence has a subject and they have verbs which agree with the subject in the present ends. Now, in an earlier lesson on the verbs, we formed negative statements by using not, however, to form negative statements with other verbs. We use the structure off. Do not like this. I do not drink coffee. She does not play tennis. We do not go for a walk, so we simply add do not in front of the main verb to form negative statements. So now we have verb phrases with multiple verbs, the main verb in yellow and the axillary Duve up in pink. Now, when using the do verb as an auxiliary verb, that Duval has to agree with the subject. So in the first and the third sentence, we use the plural form as it agrees with the plural subject, we and also the subject. I. However, in the second sentence we change the do verb to its singular form, does, as the subject is 1/3 person singular noun. She in negative statements. The main verb must be used in its infinitive form the unchanged form. Also in everyday speech, we generally used a contract it form. So we say I don't drink coffee. She doesn't play tennis. We don't go for walk less like a few other example sentences. Money doesn't bring happiness. My friend doesn't have money. My parents don't like hot weather. So in the first sentence, the subject money is an uncountable noun. But it's treated like a singular now, so we used doesn't in the second sentence. We also used dozens as the subject is 1/3 person singular noun, my friend, and lastly, for the plural subject. In the third sentence, my parents, we used don't as an axillary verb. All the main verbs in yellow are in the infinitive form. Okay, so that's it's on the lesson on forming negative statements using the structure Do not. In the next lesson, we'll learn how to form yes or no questions using the axillary verbal do see then bye bye 29. 3.3 Present simple (Yes or no questions): Hello there. So in this lesson will learn how to form yes or no questions using the axillary verb. Do Bob now for verbs other than the be verb When you for me, yes or no questions, you have to use the do verb. So let's look a few questions to see how they are formed. Do you drink coffee? Does she play tennis? Do they go for a walk when we make yes or no questions with verbs other than the Beav UB, we simply add the two verb in front of positive statements as shown on screen. However, say MERS, when forming negative statements, the subject has to agree with the axillary bob and not the main valves. So we say, Do you, Darcy and do they? The main verb is used in its infinitive form. To respond to these questions, we can answer with a simple yes or no, but we often include the axillary verb do in the answer. So we say, Yes, I do or no, I don't. Yes, she does, or no, she doesn't. And yes, they do. Or no, they don't in the negative response do and not or does and not, are often contracted to don't and doesn't in everyday speech. Let's look at a few other example questions in their responses. Do you like comedy movies? Yes, I do. Does she eat meat? No, she doesn't. Do you exercise? No, I don't. So as you can see, each question begins with a do verb that agrees with the subject. And the main verb is used in the infinitive form. Okay, so in this lesson, we learn how to form yes or no questions using the axillary verbal do and how we respond to these questions. Next, we look at how to form wh word questions using the axillary verbal do season again. Bye for now. 30. 3.3 Present simple (wh-word questions): hi there. So in this lesson will learn how to form wh word questions in the present tense using the do verb. Let's look at the yes or no questions from the previous lesson again, as forming wh word questions is all about just adding an extra word to the yes or no question. Do you drink coffee? Does she play tennis? Do they go for a walk now to make wh word questions, we can simply add a wh word in front of these questions. So in the first question, we can simply add when and former wh word question so it becomes when the you drink coffee . The key structure is a wh word, the do verb, a subject and a verb. So we can also add well to the second question and make where does she play tennis? And for the last question, we can add why and ask, Why do they go for a walk? If we want to ask, What do you drink? Then we remove coffee as it clashes with the wh word to answer these questions. We can use the main verbs in the questions, but the information that answers the question will vary depending on the wh word used in the question. The answers could be I drink coffee in the morning. She plays tennis at the park. They go for a walk to exercise. So as you can see these statements, use the main verb from the question form wh word questions in the present tense. Using the verb are some of the most common questions we ask in English. What do you do? Where do you live? What do you do for fun? So as you can see, we can ask questions related to people's jobs where people live and what people do in their spare time. But there are many other questions we can ask using this structure. So it's really important to learn this question form and be able to use it well. Here are a few other common questions we can ask using this structure. What kind of movie do you like? Where do you work? How do you get to work? What do you eat for breakfast? So these are some of the more common questions we can ask using this structure in the present tense. Okay, so in this lesson, we learn how to ask wh word questions in the present tense using the do verb In the next lesson, we'll learn about indefinite articles are and un. See you then. Bye bye. 31. 4.1 Indefinite articles: hi there. So in this lesson, we're going to learn about articles and will focus on indefinite articles are and we've really learned that we use indefinite articles are an unknown with singular countable noun so we can say a car, a pen or an elephant. But let's look at these uses in more detail. First we used the article are when the noun begins, where the constant sound and it's important to remember that it is the constant sound rather than the constant letter that's important. Here are a few examples of noun used with a a car, a university, a one bedroom flat. In the first example, the noun begins with a constant letter and a constant sound, so we use it with the article are in the second example. The noun begins with a vow, but it begins with a constant sound, a y sound. So we use the article are with this Now. Similarly, one in one bedroom flat begins with a vowel letter, but it begins with a constant sound, a w sound. So again we use the article are with one bedroom flat. Let's look at some examples of now owns that I used with the article on on a Pool on Umbrella on our So In the first word, Apple begins with a vowel letter and begins with a vowel sound. So we use the article Un. The second noun umbrella begins with a vowel A to you and also begins with a vowel sound. The you sound so it begins with the article UN. However, the last now begins with a constant letter H, but this is silent, so it begins with a vowel sound. Therefore, our is used with article unwrap other than our do you remember that when you pronounce the articles, they are always unstrung EST because they're not content word. So we never say Annapolis. It's always on Apple on umbrella on our so they're always weak sounds. One other point to note is that articles can be used with noun phrases made up often adjective and a noun, so we can say on ugly duckling, an angry bird, a big elephant allowed dog when articles are used with noun phrases made up, often adjective and a noun, the article must agree with the beginning. Sound off the adjective rather than the noun, ugly and angry. Begin with foul sounds, So we use a new and big and loud beginning with constant sounds. So we use a okay. So in this lesson we learn how we use indefinite articles with singular countable noun in the next lesson that will continue to learn about articles, and we'll learn how to use both definite and indefinite articles season again in that lesson, but by 32. 4.1 Definite articles: Hello, then welcome back. Now, in this lesson, we're going to learn how to use both definite and indefinite articles. First, we'll look at the different uses off these two types of articles. Now we use indefinite articles to refer to something for the first time in a conversation. On the other hand, the definite articles air used to refer to something already mentioned. Consider the following sentences. I found a job. The job is related to retail. I had a job interview yesterday. The interview went really well in the first sentence off each speech bubble as we refer to something for the first time, we use the indefinite articles with a noun were referring to. But when we refer to that now and again in the second sentence, we use the definite articles less like a few other examples. I went shopping and bought a new pair of shoes. The shoes are really comfortable. My sister has a new boyfriend. She broke up with her ex last week. The new guy seems nice, so each time we use an indefinite article when referring to something for the first time in the conversation. But when referring to something already mentioned. We used a definite articles, and as you can see in the second example, when you refer back to something already mentioned, it can be something that was mentioned much earlier, and it doesn't always have to be in the sentence before. Okay, so the second use of articles we're going to look at is the use off indefinite articles when talking about jobs. When we tell people what our job is, we always use the indefinite articles are or un with a word that refers to the job. So if I were to meet someone for the first time and tell that person what my job is, I would say I'm a teacher. So we used the article are rather than the article the There are times when we can say I'm the teacher, but we would only use the article, though, if we've already been talking about some teacher and I'm telling the other person that I am the teacher that we've been talking about. So when we meet people and tell them what our jobs are, for the first time we use the indefinite article are or un this use off Indefinite articles is related to the first use we discussed earlier. As when we tell people for the first time about our jobs, we use the indefinite articles. Here are few other examples. John is a carpenter. Jack is a fashion designer. Sam is an accountant. So, as you can see, we use the indefinite article each time to say what someone's job is. Okay, so in this lesson, we looked at two important uses off definite and indefinite articles. In the next lesson will look Maurin death at various uses off the definite article the See you then. Bye bye. 33. 4.2 Definite articles 1: hi there. So in this lesson, we're going to learn three important uses off definite articles. First, we use definite articles when referring to people or objects that are unique. So we would say the sun, the CEO off apple, the sky Each now refers to one unique object or a person. So they used with the definite article that another important use off the definite article is when we either no or assume there is only one of something in that place, even if that now hasn't been mentioned before. In the conversation, for example, if a colleague asked me where I was during lunch and if I was in the canteen, I would say I was in the canteen. And here I used the article, though with canteen, because I know that there is only one Canton in the office, and this fact is also obvious to the other person. So I would use the with the noun cantina. Here are few other examples off this use. John is in the living room. Let's go to the Chinese restaurant. So in each sentence we use the article, though, as we assume, or we know that there is only one living room in the house and one Chinese restaurant in the town. The third usage off the is with superlatives and with orginal numbers. Superlatives are adjectives that end in either e s t or use with the word most. For example, the best, the greatest, the most expensive, the most important. So each superlative is used with the article of the We also used the article that with orginal numbers and these are words like 1st 2nd and fourth. So we can say this is the second time my birthday is on the fifth off May so we can use the article, though with orginal numbers. Okay, so in this lesson, we covered three important uses off the definite article that to talk about unique things and people to talk about things which we believe there is only one off and with superlatives and orginal numbers in the next lesson will look at two more uses off the definite article. The see you then. Bye bye. 34. 4.2 Definite articles 2: hi there. So in this lesson, we're going to look at two more important uses off the definite article, though then we'll also look at a pronunciation rule for the definite article as well. First we use the definite article, though when we define a noun. Now, define here means that we give extra information about a noun in the sentence and we can do that in different ways. Let's look at some example sentences. The go with the red bag is my girlfriend. I met the teacher that you talked about. The decision to sell the player was unpopular with the fans. The man sitting on the chair is my father. So in the first sentence, we have a proposition. All phrase with the red bag gives us more information about the noun. Go. So we use the article. The in the second sentence. The relative clause gives us more information about the noun teacher. So we use the article, though in the third sentence, the to infinitive phrase gives us more information about the noun decision. So again we use the article the and lastly, we have a participle phrase giving us more information about the noun man So we use the article that now some of these structures that give us more information about a noun are quite advanced, and we will learn what these are later in the course. So don't worry about trying to fully understand what they are and how they're used for now . But what's important is that they can be used to give additional information about now owns . And when they do, we use the definite article, though with those now owns. Let's look a few other example sentences. I like the car with the leather sees. The book that you gave me was really boring. The plan to build a new library has been approved. The book, written by J. K. Rowling, became the best seller, So each time and now it is defined. We use the definite article, though with that now, the second Yusof definite articles is when we refer to a group of people and we do this by adding the definite article. The in front, off certain adjectives, for example, the words English, poor and middle class are all adjectives. But when we add the article that in front of them we change them into announce to refer to a group of people here. Awesome example. Sentences the English love football. The charity will help the poor. The middle class are not so rich, so in each sentence, the combination off the and an adjective refers to a group of people in the society. One thing to note is that these noun czar plural So we use the plural verb with these now owns. Finally, when pronouncing the article, though, we pronounce it as the when it's used with noun is that beginning with constant sounds? However, if the now begins with a vowel sound, then is pronounced as the Here are some examples. The book, the Plan, the English, the hours so each time and now begins with a constant sound. We say the But if the now begins with a vowel sound, then we say the okay, so that's the end of this lesson. And today we went over to important uses off the article, though, and we also learned a useful pronunciation rule on the definite article will now move on and start learning about quantifies in the next lesson our Susan again in that lesson. But why 35. 5.1 Quantifiers (some and any): Hello there Now over the next number of lessons we're going to look at how quantifies air used in English and will begin were the two most commonly used ones. Some and any both some and any are used with countable and uncountable now owns, but the uses are a little different. Let's first look at how some is used in sentences. We use some with both countable and uncountable, now owns, and we use some. When we want to say that we have more than a few, but not many. It doesn't refer to a specific number. We usually use some in positive statements. Here are a couple of example sentences. We have some coffee. I need some shoes. In the first sentence. We use some with an uncountable noun coffee, and it generally means that there is more than a little bit of coffee, but not a lot of coffee. Some refers to a general amount of something so people can interpret the meaning of some slightly differently. In the second sentence, we use some with the plural form off the countable noun shoe, and it means that we need more than a pair of shoes, but not many pairs of shoes. We would need to ask the other person how women issues. They need to find out the exact number. Let's look at two more example sentences. I found some money. My brother bought some clothes. So again we use some with both countable and uncountable now owns. Okay, let's now look at how any is use and we generally use any in negative statements and questions. Here are a couple of examples sentences. We don't have any coffee. Do you have any shoes? We generally use any in negative statements, and any refers to a small amount of something. So when is used in negative statements like this, it means that we don't even have a small amount of coffee, meaning that we have no coffee. Next, we use any in a question, and the use of any has a similar meaning to the first sentence and it us. If the other person has even a small number of shoes and similar to some, we generally use any with the plural form off the countable noun. Here are two more examples. I don't want to buy any books. Do you have any water? So again we use any in negative statements and this time with the plural countable noun books and also in a question with an uncountable noun water. Now we generally don't use some in negative statements, but we do use some in questions when we expect the other person to say yes in response. Here are some examples. Can I get you some coffee? Can I borrow some shoes? In these questions? We use some as we believe that the likely answer is yes. If we're less sure that the answer will be yes. Then we can ask the same question using any Okay, So in this lesson, we learned how to use some and any with both countable and uncountable now owns and how they used in various sentence types in the next lesson will learn about other quantify ears . Season again. Bye bye. 36. 5.1 Quantifiers (no and a lot of)): hi there. So in this lesson, we're going to learn about to quantify IRS, which we can use with both countable and uncountable noun. First, to talk about having nothing. We can simply use the word no, with both countable and uncountable. Now owns. Here are some example sentences. I have no money. This jacket has no pockets inside. So, as you can see, no is used with both countable and uncountable noun. And because no includes the meaning off, not the verb stays in its positive form. Finally, when no is used with countable noun, you can be used with both plural and singular forms. Here are few more example sentences. There's no food in the fridge. I had no reason to help him. So again we used no with countable and uncountable now owns, and in the second sentence it's used with a singular countable noun. Lastly, the quantify are no is often used with a verb have and the there is structure seen in these sentences. Now to talk about having a large amount or number of things, we can say a lot off, and this can be used with both uncountable noun is and countable noun in plural forms. Here are some example sentences. I have a lot of money. I don't have a lot of food. Do you have a lot of books? So, as you can see, we can use a lot off in positive, negative and question statements. A lot off is an expression you can use in various settings so we can be used in formal and informal settings and often in speech, people say lots off or a load off. All three forms can be used with both countable and uncountable now owns and in positive negative and question statements. Also, these two quantifies arm or often used in spoken English rather than in written texts, So these two are more informal than a lot off. Let's look a few example sentences using these quantify IRS. We don't have a lot of beer in the fridge. Are there lots of people at the station? I have a load of work to do tonight, so these quantify IRS are used with both countable and uncountable, now owns and can be used in positive negative and question statements. Okay, so in this lesson, we learn to quantify us to talk about having nothing and having a lot of things in the next lesson will continue to learn about other quantifies we can use with both countable and uncountable downs. See you soon again. Bye bye. 37. 5.1 Quantifiers (enough and plenty of): hello there. So in this lesson, we're going to look at to quantify, as we can use with both countable and uncountable. Now owns the first quantify air is enough, and we use enough to talk about having as much or as many as needed. Here are some example sentences that use enough. We have enough chairs. We don't have enough money for the trip. Do you have enough time? So, as you can see in these examples, we can use enough with both countable and uncountable now owns. And when it's used with countable noun, it's used in its plural form in terms of meaning, because enough means you have as much or as many as you need in positive statements, it means that you don't need any more in negative statements. It means you need mawr and in questions, we're asking someone if they need more, let's look a few other example sentences. Do we have enough food for the party? We have more than enough plastic cups. You haven't eaten enough food. So again, we have examples off enough being used with countable and uncountable now owns and in positive negative and in question statements. Now, although enough means you have as much as you need to say that we have more than we need. We can say mawr than enough like this expression. In the second sentence, however, there is also a quantify it that actually means more than enough. And that's plenty off. Let's look at some example, sentences that use plenty off. There's plenty of wine in the fridge. We had plenty of chances to win the game. As you can see in these examples, we use plenty off with both countable and uncountable now owns. And when it's used with countable noun, the noun is used in its plural form, as mentioned before, because plenty off means more than enough. In the first sentence, it means that we definitely don't need any more wine and in the second sentence were saying that because we had plenty of chances to win the game, we really should have won the game less like a few other examples off Using plenty off Do we need to invite more people? No, we have plenty of guests for the party. What time is your flight? Do you have time for coffee? Sure. I have plenty of time. So As you can see, we use plenty off to mean having more than enough. And it can be used with both the plural form off the countable noun and uncountable now owns. Okay, so in this lesson, we learn how to use enough and plenty off in the next lesson will focus on learning about quantify, as we use with countable nails our Susan again in that lesson. 38. 5.2 Quantifiers (Countable nouns): Hello there. So in this lesson, we're going to look at quantifies we can use with countable noun. Only the first quantify it is the word many, and it means the same as a lot off which we learned before. Let's look at some example sentences that use the word many. There are many visitors in the museum. I don't have many clothes. How many students are in the class? So, as you can see, we use many with the plural form off countable noun, and many can be used in positive, negative and question statements. Next, we have a few quantifies that have similar meaning, and they are a number off several and a few. All these quantifies air similar to some, as they do not refer to a specific number, but they also mean fewer than many in general. A few refers to around three or four in number and several, and a number off means fewer than many, but more than a few less the custom sentences that use thes quantify IRS. A number of people call the office today. There are several dogs in my garden. Can you get as a few bottles of wine so in each sentence. We used to quantify us with the plural form off countable noun. Also in everyday speech. The use off you and several to refer to a small number is more common than using a number off. A number of, however, has few other uses. It can also be used to refer to the total number off something, and he can also be used with other words to express a different number size. So we can say the number of casualties has now reached 20 a large number of people on the streets. A small number of people are hurt. In the first sentence. We use the article that with number to refer to the total number and in the second and the third sentence, we use different adjectives in front, off number off to express a big number in a small number. Okay, so today we learned about quantifies, which we can use with countable. Noun is in plural forms, and they were many a number off several and a few. We also learned that the number off refers to the total number, and we can also use an adjective in front of the word number to express different number sizes in the next lesson will look at quantifies we use with uncountable now season again. But by 39. 5.2 Quantifiers (Unountable nouns): hi there. So in this lesson, we're going to learn about quantifies we can use with Uncountable Now owns the first quantify air is the word much, and it has the same meaning as many. Let's look at some example sentences. We don't have much time. How much money do you have? So, as you can see in these examples, we use much with uncountable downs, time and money and, in general is more often used in negative statements and questions than in positive statements. Okay, next, we have a similar set of quantifies to the quantifies. We learn in the previous lesson, and they are on amount off a bit off and a little similar to a few. We use a little to refer to a small amount of something, and a bit off is slightly more than a little in sentences there. Used like this, I drank a little wine. I drank a bit of wine, so we use them with uncountable noun, and they both refer to a small amount off something, but a bit off generally refers to a slightly bigger amount than a little. One. Other thing to note is that a little and a bit off, often also used together so we can say a little bit off like this. I've only got a little bit of water when we use a little and a bit off. It generally means a small amount of something and has a similar meaning to both a little and a bit off. Finally, we have an amount off. And unlike a number off which we used in a similar way, too few and several on amount off isn't used in a similar way to a little or a bit off. However, we use amounts off to refer to the total amount, and we can use it with other words to express a different amount. Here are some example Sentences. The amounts of homework I have is ridiculous. Having some amount of stress isn't bad. The restaurant wastes a huge amount of food, So in the first sentence we use the amount off to refer to the total amount of something. And it's important to use the definite article, the when referring to a total amount in the second and the third sentence. We use some and huge with amounts off to refer to different amounts, sizes, and we don't use an article with some, but we do use an article with Huge as huge is an adjective. Okay, so today we learned to use the quantify as much a little bit off and on amount off with uncountable now owns. In the next lesson, we'll learn the quantify IRS, both either and neither season again. But why? 40. 5.3 Quantifiers (both, either, neither): hello again. So in this lesson, we're going to learn how to use to quantify us both either. And neither all three quantifies are used to refer to two items, but their meanings are very different. Less first liquor example sentences that use both. I like both a car in a motorcycle. I speak both English and Korean. As you can see in these examples, we can use both with countable and uncountable. Now owns and counter pronouns can be singular, as in this sentence, but it can also be plural. In between, the noun is we have to use and in these sentences, the phrases that use both function as objects. But they can also function as subjects, and when they do, they have to agree with the plural of up. Since both refers to two so in sentences, they can look like this. Both Mrs Jackson and Mr Thompson are absent. Both teachers are absent. Both time and money are important. So, as you can see in the first example, the subject, both Mrs Jackson and Mr Thompson are used with a plural of up our and as shown in the second sentence, both can be used with a plural counter renowned teachers to refer to two teachers, and again, it's used with a plural of up. Ah, lastly, both can be used with two uncountable now owns as subjects, and this type of subject is also regarded as a plural noun. So it's used with a plural verb are okay, let's now learn about either. Either can be pronounced either or either. Both are correct, and either means one of two things rather than both. Here are some example. Sentences. We can buy either a football or a basketball. I drink either coffee or tea in the morning. When using, either. We can use both countable and uncountable now owns, and when using countable noun, they can be singular. But they can also be plural. And unlike both in between the now ends, we have to use all. Let's now look at sentences that use the phrase with either as the subject. Either you or your friends need to clean the garden. Either player can play in the game. Now, when we have either noun or noun as the subject, the verb has to agree with the second noun. So in the first sentence, the second noun friends is plural, so we use the plural of of need. In the second sentence, we have either player and we can leave at the structure off or noun if the second now is the same as the first. Now, however, when we use a singular noun in the structure, it is used without an indefinite article are or un okay. Lastly, let's look at how neither is used in sentences. I speak neither Chinese nor Italian. She teaches neither adults nor teenagers first similar to either. Neither can be pronounced as neither, or neither. Both are correct, and neither means zero off two things. So in the first sentence, it means I don't speak both Chinese and Italian. And in the second sentence it means that she doesn't teach both adults and teenagers. Neither can also be used with both countable and uncountable mounds. And when using countable noun, they can be used with both singular and plural. Announce in between the now owns. We used the word and Nor and this structure off neither, nor already has a negative meaning. So the verb phrase stays in its positive form but still show negative meaning. Let's look, at example, sentences that use neither, nor as a subject. Neither Jack's friends nor his girlfriend knows about the party. Neither nurse can help at the moment, so same as either. The verb in the first sentence agrees with the second noun, which is singular in the sentence, So the verb is singular. In the second sentence, we have a singular noun use with neither. And as we learn before we can make this structure, if the second now is the same as the first now, and the singular noun again is used without an article in this kind of structure, so there is no are or un okay. So in today's lesson, we learned to use both either and neither when referring to two things. And we learn various rules relating to using these three simple words. In the next lesson, we will learn how to use all and every season again. But why 41. 5.3 Quantifiers (all and every): hello again. So in this lesson, we're going to learn how to use the quantify IRS or and every they use is actually quite similar. But as with many aspects of English grammar, there are small differences that make a big difference in their meaning. Let's first look at some example sentences, and then we'll look at the different ways of using all and every all the students should return to the bus by five PM all equipment should be returned to the school by five PM Every student should return to the bus by five PM in terms of meaning both all and every referred to the total number or amount of something. However, all refers to the whole group, while every refers to each member off the group. In terms of usage, we use all with plural countable, noun or uncountable now owns. However, we use every with singular countable noun only. So that's a big difference in how all and every are used. Another key difference between all and every is that we can use determine er's, such as articles, possessive adjectives and demonstrative with all but not with every. So we can say, all the students should return to the bus by five PM All my students should return to the bus by five PM or 20 students should return to the bus by five PM All this equipment should be returned to the school by five PM So, as you can see, we can use articles, possessive adjectives and demonstrative with mounds. With all. However, this is not possible with every when we use the article that with all we're referring to a specific set. Whereas if we don't use the then we're referring to that. Now in general, consider these two sentences. All books are useful in some way. All the books are useful in some way now. These two sentences clearly lacks some context. But the first sentence is talking about books in general, so it's talking about all the books in the world. But the second sentence is referring to a specific group of books, which is known by the speaker and the listener. For example, they may be talking about some books on a bookshelf, or there may be talking about some books that are on the desk. So this is the difference between using thaw and not using the with all okay. One last difference is when all and every are used with time expressions such as day, week and etcetera. Let's look at some sample sentences. I was there all day. I was there every day. When we use all with time expressions, that phrase refers to the entire time period, so all day refers to the whole day, so it only refers to a single day. However, when we use every with time expressions, it focuses on each time period, and it means more than one day. Let's look at two more example sentences. We spend all day doing nothing on Christmas Day. We spent every day watching movies during Christmas. So in the first sentence all day refers to the entire Christmas Day a single day. But in the second sentence, every day refers to each day during the Christmas holiday period, which is obviously more than one day. Okay, so in today's lesson, we learn how to use the quantify IRS. All and every we have one more lesson on how to use quantifies. So our season again in that lesson, But by 42. 5.3 Quantifiers (of the): hello again. So in this lesson, we're going to learn how to use to quantify, as with off the to talk about members off a specific group. Let's first look at some sentences that use this structure. All the money is missing. Most of the money is missing. None of the money is missing. Now when we use off, the were referring to a part off a whole. But we can use all to refer to the whole thing, most off to refer to the majority off the whole thing, as in more than half and none off to refer to zero amount off the whole thing. When we use all we can omit off and just say all the both most and none can be used with countable and uncountable noun, just like all which we learned in the previous lesson. And because the now is an uncountable now money, each sentence uses a singular verb off the beef up is, however, if we use a countable noun, then the noun has to be a plural noun like this. All the students are missing. Most of the students are missing. None of the students are missing. So as you can see, we use the plural accountable, down the students, and we also use the plural of up. Let's now look at how we use off the with quantify as we use with countable noun. Many of the books are missing. Some of the books are missing. A number off the books are missing. Several of the books are missing. Feel the books are missing now here, apart from some which can be used with both countable and uncountable mounds, the rest of the sentences are made up off quantify ears, which are used with countable noun only, So the noun after off is a plural noun. Books and we use the plural verb are as well the meaning off off the is the same, so we can use different. Quantify is to refer to either many of the whole set of books or a few off the whole set of books. Let's now look at some sentences with quantifies we use with. Uncountable now owns a large amount off. The money is missing. A bit of the money is missing. Little of the money is missing, so we have the quantify IRS amount a bit and little, which are used with uncountable now owns, and we can use thes quantifies with the off the structure to talk about apart off the whole thing. Okay, so today we learned to use the structure off the with different pronouns to talk about, apart off the whole thing. In the next lesson, we'll learn how to use the words mawr less and fewer season again. Bye bye. 43. 5.4 Determiners (more, less, fewer): Hello there. So in this lesson, we'll learn how to use the words MAWR, less and fewer with countable and uncountable now owns first. Let's look at some sentences that use Mawr to compare both countable and uncountable. Now owns. We need more chairs in this classroom. There are more people in the library today. Jackie has more money than her sister's. Now Mawr is the comparative form off many and much so it can be used with both countable and uncountable. Now owns when mawr is used with countable noun. The noun is used in the plural form. We use MAWR to express a greater amount or number of something. Also, as you can see in this last example, we can add than plus noun structure to make a comparative sentence. Let's look a few more example sentences. We bought more wine for today is dinner. The teacher gave out more homework. I have more toys than Sally. So again we use mawr with uncountable noun wine and homework, and also with accountable now in its plural form toys. And it's also used in a comparative sentence like the third sentence now to talk about having not as much or not as many. We use different words for countable and uncountable. Now owns Here are a couple of example sentences. You should eat less chocolate. The train has fewer passengers today. Now, as we learned before, we use the words little with uncountable mounds and few with countable noun, and they mean a small amount or a small number. And to make these words into comparative forms, little becomes less and few becomes fewer, so we can use these words to talk about having a smaller amount or a smaller number. So in the first sentence we use less were the uncountable now and chocolate to say it's better to eat smaller amount of chocolate than normal. And in the second sentence, we use fewer with the plural form off. The counter will now passenger to say we have a smaller number off passengers. Compared to other days, let's look at two more example sentences. The workers got less bonus this year. He received fewer birthday presents this year. So again we use less with the uncountable now bonus and fewer with the countable noun presence to talk about having a smaller amount or a smaller number or things Okay. So in this lesson, we learned to use mawr less and fewer with countable and uncountable now owns to talk about having a bigger or a smaller amount or number of things. In the next lesson, we'll learn to use the demonstrative this that and these Those in English See you soon again. But by 44. 5.4 Demonstratives (this, that, these, those): hello again. So in this lesson, we're going to learn how to use the words this, that these and those which are called demonstrative now demonstrative their words. We used to refer to objects and people when using demonstrative. Two important concepts to consider are the distance off the object and whether you're referring to singular or plural objects. As you can see in this table, we can use this and that to refer to singular objects. But this is used for objects that are close by and that is used for objects that are far away. So we can say this is pretty that is expensive for plural objects. We use these and those, and we use these to refer to nearby objects and those to refer to fire away objects. So we can say these are pretty. Those are expensive. One point to note is that we generally only contract. That end is so we can say that's expensive, but we don't contract the beef up and the other demonstrative now. So far we've seen demonstrative used as noun, but they can also be used as adjectives, meaning that they're used with other now owns, so we can say this shirt is pretty. That bag is expensive. Those shoes are pretty. Those hats are expensive. So demonstrative czar, followed by announce. And it's important to know that this and that are followed by singular countable noun or uncountable downs. And these and those are followed by plural Accountable now owns. Now we can also use demonstrative is to refer to people so we can say things like, This is my aunt. That man's my teacher. These are my parents. Those men are the police. So when we referring to people, we can use the demonstrative as now owns. But we can also use them as adjectives as in these examples. Okay, so in this lesson we learned how to use the demonstrative this that these and those and how they used as announce and adjectives and how they used to refer to people and objects. In the next lesson, we'll learn about the adverbs of manner season again. Bye bye 45. 6.1 Adverbs of Manner: hello there. So in this lesson, we're going to learn a group of adverbs called Adverbs of Manner, and we use them to talk about how someone does something. Now. Most adverbs of manner are made by adding an L Y at the end off adjectives, for example, Slow is slowly. Com is calmly and quick is quickly. Let's look at how they are used in sentences. He eats his food slowly. He speaks calmly. He quickly finished his homework. Adverbs of manner can be positioned in three places. It can be positioned after the object. He can be positioned right after the bob, and it could be positioned just before the verb. However, for an advert to come before the verb, the verb must have a long object or proposition or phrase. Like in this third sentence, the verb cannot be the final word in the sentence. So in the second sentence, we can't say he calmly speaks as the verb doesn't have an object at all. Also, if a verbs object is short, as in, it only has one syllable. Positioning the adverb before the verb can sound somewhat unnatural. Consider this sentence. He carefully drove a car Although this sentence isn't grammatically incorrect, it's more natural to say he drove a car carefully. Now. In general, we conform adverbs of manner by adding L Y to an adjective. But there is one exception. If the adjective ends in, why then we remove why an ad I l y so angry becomes angrily lucky becomes luckily and easy becomes easily. Also, some adverbs of manner are used in the same form as the adjective form. Some common examples include late, hard, fast outside and time words such as daily, weekly, monthly and annually. So we can say he is a fast worker. He works fast. My daily duties include answering the telephone. I get phone calls daily from my customers. So in both examples, fast and daily are used as adjectives in the first sentence as they give more information about the now owns worker and duties. But in the second sentence there, used as adverbs, modifying the verbs works in the first sentence and the verb get in the second sentence. Okay, so today we learned about adverbs of manner, which we use to describe how we do something in the next lesson will start looking at adverts a degree. So our Susan again in that lesson, Bye for now, 46. 6.1 Adverbs of Manner (Adjectives): Hello there Now. Adverbs of degree are used to explain the strength off another word. They can modify verbs, adverbs and adjectives, and in this lesson will first focus on how they can modify adjectives. Now there are what we call grade herbal adjectives. A good example of this is the adjective funny. We can modify the strength off this adjectives, meaning by using adverbs of degree so we can say Very funny, quite funny. A bit funny, a little funny in front of funny. In each line we have a different adverb, modifying or creating how funny someone or something is. And we can do this because funny is a credible adjective. Most adjectives are credible adjectives, and some of these include hot, Big 30 small and so on. And there are many more, and these adjectives can be created in the same way. Using these adverbs and also other adverbs of degree. Some other common adverbs of degree include really fairly, somewhat rather and to we have a resource sheet with a list of adverbs of degree, which you can use to modify these great herbal adjectives so pleased to refer to that form or information. Now, there are also some adjectives, which we call extreme adjectives, and their meaning is similar to very plus great herbal adjective. So very funny is hilarious. Very big is enormous, very dirty is filthy and very small is tiny. Now. These extreme adjectives cannot be graded by using regular adverse of degree because they already include the meaning off. Very so to grade these adjectives, we have to use certain kinds of adverbs, and these are absolutely, completely, totally and extremely so. We can say, totally hilarious, absolutely enormous, completely filthy and extremely tiny. So these adverbs of degree helped to further strengthen the meaning off these extreme adjectives. Again, in the resources section, you can find an extensive list off adjectives and their extreme adjective versions. One other adverb we commonly use with adjectives is enough, which means that something is to the required amount. However, unlike other adverbs, which are all position in front of the adjective enough, this position after the adjective like this, the cake is tall enough. The food is not hot enough. Is your coffee sweet enough? So as you can see, enough is position after the adjective, and it can be used in a positive, negative and in question forms. Okay, so today we learned about adverbs of degree and how they used to modify or great adjectives . In the next lesson, we'll learn how they're used to modify verbs. So, Susan again, in that lesson, bye for now. 47. 6.1 Adverbs of Manner (Verbs): Hello there. So in this lesson, we're going to look at how adverbs of degree are used to modify verbs. Now, some of the more common adverbs of degree that modify verbs are just almost hardly enough. And two months, well, first, focus on the positioning off these adverbs in a sentence, and then we'll look at the last two as they are different from the rest. The adverbs just almost and hardly, and also most other adverbs of degree that modify verbs are usually positioned in front of the vase. There, modifying, for example, we can say we just finished the homework. We almost forgot about the homework. We hardly remember the homework. So, as you can see, each adverb is positioned in front of the verb it is modifying in terms of meaning. We used just to talk about doing something a very short time ago and almost is similar in meaning to nearly so. We use it to mean not completely hardly is a word which many people are confused by, and this adverb isn't related to the adjective and adverb. Hard hardly means only just scar slee. So this sentence means we only just remember the homework. One other point on the positioning off adverbs of degree is that if we use axillary verbs in these sentences, then the adverb is positioned between the axillary verb and the main verb like this. We have just finished the homework. We had almost forgotten about the homework. We could hardly remember the homework. So each time the adverb is positioned between the axillary verb and the main verb, let's now look at how the adverbs enough and too much are used in sentences. I ate two months. I haven't eaten enough. Has Jack eaten too much? So as we learned in the previous lesson about positioning enough after the adjective enough and also too much our position after the verbs. Also, they can be used in positive, negative and question statements when enough or too much are used with now owns than they function as adjectives rather than as adverbs of degree. For example, I ate too much food. I haven't eaten enough lunch has Jack drunk too many cups of coffee. So in each sentence, too much enough, and too many are followed by a noun. So they used as adjectives. And in the third sentence, we use to many as the noun cups is a countable noun rather than an uncountable. Now we do have a resource sheet with an extensive list off adversity degree used to modify verbs. So please refer to that form or information. Okay, so today we learned to use adverbs of degree to modify verbs and how they can be positioned before the main verb. And after the main vibe. In the next lesson, we'll learn how we can use adverbs of degree to modify other adverbs. How Susan again in that listen, but by 48. 6.1 Adverbs of Manner (Adverbs): Hello, then welcome back In this lesson, we're going to look at how adverbs of degree are used to modify other adverbs. Let's first look at some sample sentences that use adverbs to modify other adverbs. She is talking too loudly. She is talking very loudly. She is talking loudly enough. She is talking quite loudly. She is talking a little loudly now. Generally, we can only grade adverbs of manner with adverbs of degree. And as you can see in these example sentences, most adverbs can be positioned in front of the adverb they're modifying. But enough is position after the adverb. Too much is only used to modify verbs. So when we want to modify other verbs, we just used to Let's look at another set of example sentences. He drives his car extremely dangerously. He drives his car really dangerously. He drives his car rather dangerously. He drives his car somewhat dangerously. So again, we have an entirely different set of adverbs, modifying the adverb of manner dangerously and all the adverbs of degree, our position in front of the adverb dangerously. Okay, so this was a short lesson. But today we learn how we can use adverbs of degree to modify adverbs of manner. In the next lesson, we will learn about comparative sentences. See you then. Bye bye. 49. 6.2 Comparatives (single-syllable): Hello there. In this lesson, we're going to learn about comparing to now owns in English. Let's first look at a sentence comparing to people in English. She is taller than me, she is told her than me when comparing two now owns the key structure. Is the Beef UB the comparative form of an adjective and then, and either side of this structure other now owns. We're comparing which in this sentence are she and me? Generally, we change adjectives into a comparative form by adding E. R at the end, but there are certain rules we have to follow. So let's look at the rules we have to follow for a single syllable adjective First. If an adjective ends with a continent in a single vow before then, we double the final continent and add E. R. So fat is fatter, big is bigger and thin is thinner. Also, if a single syllable adjective ends in E, then we simply add are at the end so large is larger, wide is wider and close is closer. Next, if a single syllable adjective ends in a Y, then we remove why an ad I er so dry is drier and rye is Riah for other single syllable adjectives, we generally add e. R. At the end, so tall is taller, Fast is faster and slow is slower. However, there are also certain single syllable adjectives, which can end in E. R but can also be used with MAWR. For example, ill can be illa and also mawr. Ill sour can be sour and more sour and really can be really and mawr riel. Native speakers, however, would generally find it more natural to use these adjectives with mawr than to add e. R. At the end. But some dictionaries to say that E. R. Can be added to the end of these adjectives. My advice would be to use them with mawr as it sounds more natural than adding e R at the end. Okay, let's look at some example sentences that use thes comparative adjectives. My bag is bigger than your bag. The Italian restaurant is closer than the Chinese restaurant. This shirt is drier than that shirt. Who's same boat is faster than anyone else in the world. This soup is more sour than that soup, so in each sentence we use the be verb, a comparative adjective and then to compare announce on either side off these structures. Okay, so in this lesson, we learned the basics over comparative sentence. And we looked at how we form single syllable adjectives into their comparative forms. In the next lesson, we'll learn how to form two syllable adjectives into comparative forms. See, then. Bye bye. 50. 6.2 Comparatives (two-syllable): Hello there. So in this lesson, we're going to learn how we form two syllable adjectives into comparative forms. First, if a two syllable adjective ends in, why then we remove why and add i e. R. So busy is busier, Angry is angrier, and shiny is Chinea now. Then we have a number of adjectives, which can be made into comparative forms in two ways. For example, the adjective polite can be polite er, but it can also be more polite. Additionally, narrow can be narrower or more narrow and simple can be simpler but also more simple. Generally, however, is slightly more common to use the comparative forms that have e. R. Though it doesn't really matter too much if you use adjectives with more. Now, there are also certain two syllable adjectives, which are always used with more. For example, complete is mawr complete and never complete. Her anxious is more anxious and never anxious. Er and miserly is more miserly and never Mayes. Earlier in the resources section, there is a document with an extensive list off adjectives and their comparative forms, so please do refer to that form or information. Finally, for adjectives that end in E. D. And I N g. They are always used with more. So excited is more excited, exciting is more exciting, Exhausted is more exhausted and exhausting is more exhausting. Now let's liquor some sentences that use some of the comparative adjectives from this lesson. My dad's angrier about my exam results than my month. This year's exam is simpler than last year's exam. We are more anxious than our daughter about her first day at school. Jack is more excited about the party than Sam. Now, from this lesson, you may have noticed that changing two syllable adjectives into comparative forms is more complicated than single syllable adjectives. And whilst it's important to learn the rules, there are many adjectives that don't follow a specific role. So you should learn them one at a time. And if you're ever unsure, you should use mawr with adjectives, as this will cause the least amount of confusion. Okay, so today we learned how to form two syllable adjectives into comparative forms. In the next lesson will learn how to form three syllable adjectives into comparative forms . See you soon again. But by 51. 6.2 Comparatives (three-syllable): Hello there. So in this lesson, we're going to learn how we form adjectives with three syllables orm or into comparative forms. Now, for all adjectives with three syllables, arm or we always use mawr to make them into comparative forms. So expensive is more expensive, Important is more important, and delicious is more delicious now. There are also adjectives that end with a particular Suffolk's, which we learn in an earlier lesson. So if an adjective ends with a particular adjective, Suffolk's, than we generally use MAWR to make them into comparative forms, so heroic is more heroic, Comical is more comical, Beautiful is more beautiful and famous is more famous. So in sentences, these adjectives could look like this. This house is more expensive than that house. Superman is more heroic than Batman. The mountains here are more beautiful than the mountains in my home country. Okay, lastly, let's look at some irregular adjectives, and these are adjectives that change their form completely to become a comparative form. Prime examples are good, which is better and bad, which is worse. So we can say this car is better than that car or this car is worse than that car, also far related to physical distance, is father and far related to figurative distance as well as physical distance is further so we can say the new school is father than the old school. So in this sentence, father compares the physical distance off the two schools. However, we can also say Jack is further from the greys he needs than his brother. So in this sentence, further talks about how far apart Jack and his brother are in terms of the grays they need , which is, um, or figurative distance. However, it's important to note that we can also use further to compare physical distances. So if you're ever unsure which one to use its best to use further again. The document in the resources section also lists a number of other irregular adjectives, so please check that out as well. Okay, so today we learned to make three syllable adjectives, adjectives with suffixes and irregular adjectives into comparative forms. In the next lesson, we'll learn how we can make comparative sentences using adverbs. See you then. Bye bye. 52. 6.3 Comparatives (adverbs 1): hello there. So in this lesson, we'll learn how to form comparative sentences using adverbs and will focus on using adverbs of manner. Most adverbs of manner end in L. Y. And for these adverbs, we can simply add mawr in front of them. To make them into comparative forms so quickly is more quickly, loudly is more loudly and seriously is more seriously, and when we use them in sentences, the structure is similar to the comparative sentences for adjectives. However, instead of be verbs, we use other verbs, which are then modified by the comparative adverb. So we can say Jack eats more quickly than his sister. She sings mawr loudly than her friends. My teacher spoke more seriously today, so the structure is the same as comparative sentences with adjectives. But instead of a BVA with used verbs, eat, sing and speak, which are then modified by the adverbs quickly, loudly and seriously. In each sentence, the comparative adverb compares how the subject and the object do the actions, as in who eats more quickly and who sings more loudly. But in the last sentence, we don't have the structure off than plus now. At the end But the adverb today helps to compare the way my teacher speaks today to other days. There are also certain adverbs of manner which don't end in L Y, and the most common ones are fast, hard and late. With these adverbs, we make them into comparative forms similar to their comparative adjective forms. So fast is faster, hard is harder and late is later and we can use them in sentences like this. Cheaters run faster than leopards. The Children works harder. This afternoon we arrived later than our parents. So in each of these sentences, the comparative adverbs air used to compare who runs faster and who arrived later. Though in the second sentence we again have a time expression that compares the Children's working this afternoon two other times. Okay, so in this lesson we learned how to form comparative sentences using adverbs of manner. In the next lesson, we'll learn more about forming comparative sentences using other adverbs. See you then. Bye bye. 53. 6.3 Comparatives (adverbs 2): Hello there. So in this lesson will continue to learn about forming comparative sentences using adverbs and will focus on using often and other irregular adverbs. First, we can make a comparative sentence using often, and we can, ADM or in front of often to make it into a comparative form in sentences. We can use mawr often like this. I go to the gym more often. This year, my brother watches movies more often. These days, I eat chocolate less often than my sister in the 1st 2 sentences. We use the time expressions this year and these days to say that I go to the gym and my brother what his movies more often at these times than at other times in the last sentence . The comparison is between I and my sister. But instead of using MAWR often we used less often. So this sentence means that my sister eats chocolate more often than me now, although we can make comparative sentences using often, we generally don't make comparative sentences using other adverbs of frequency, such as always and sometimes we can also form comparative sentences using these three irregular adverbs badly, well and far, and the comparative forms for these adverbs are the same as the comparative adjective forms , and they are worse, better and further. And father, let's look at some example sentences. This cake tastes worse than that cake. She writes better than her sister. We ran father in today's training. So in the 1st 2 sentences, we use the comparative structures worse than and better than to compare the two verbs, tastes and rights. However, in the third sentence, we use Father to compare the physical distance we ran in today's training to other days training, though we can also use further instead of father less lookers some or example sentences using the comparative adverbs from today's lesson, my teacher gives tests more often than Mrs Johnson. Our students can dance better than the other Children. We drove further today on our holiday so we can use mawr often and comparative adverbs better and further to form comparative sentences like this. Okay, so in today's lesson, we learn how to form comparative sentences, using more often and other irregular comparative adverbs. Worse, better father and further in the next lesson, we'll learn another way off, forming comparative sentences season again. Bye bye 54. 6.3 Comparatives (adverbs 3): hello there. So in this lesson, we'll learn how to form comparative sentences using as and as the structure is not too difficult to understand. So let's first look at some example sentences. The boys are as smart as the girls. This dog looks as cute as that dog. David drives as carefully as his brother John walks as fast as his friend Mark exercises as often as his sister. The comparison structure off Mawr than means that the two now is being compared are not equal. However, this structure off as and as means that the two now is being compared are equal. So in the 1st 2 sentences, we use adjectives between as and as to say that the boys and girls are equally smart and the two dogs are equally cute. We commonly used the beaver when using adjectives in the structure, but we can also use other linking verbs like look in sentences three and four. We use adverbs between as and as and instead of using the beaver, we use verbs which are then modified by the adverbs in the sentence. Lastly, we can also use often to make a comparison off how often mark and his sister exercises, and this sentence means that they exercise equally regularly now, although this structure off as and as means the two things being compared are equal, we can change the verbs into negative structures and change the meaning of this sentence completely so the sentences could look like this. The boys aren't as smart as the girls. This dog doesn't look as cute as that dog. David doesn't drive as carefully as his brother. John doesn't walk as fast as his friend. Mark doesn't exercise as often as his sister. When we make verbs into negative forms, the meaning changes to the more than structure we learned before. So the first sentence means the girls are smarter than the boys. And in the second sentence, it means that dog is cuter than this dog. In the third sentence, David's brother drives more carefully in the full sentence, John's friend walks faster than John, and lastly, Mark sister exercise is more often than mark, so changing the verbs into negative forms places greater emphasis on the noun at the end off the sentence. Okay, so in this lesson, we learn how to use as and as to make a comparison between two things and to show that they are equal. And we also learn how changing the verbs into negative structure in this sentence changes the meaning of the sentence to the more than structure we learned before. In the next lesson, we will learn how to form superlatives in English. See you soon again. But by 55. 6.4 Superlatives (single-syllable): Hello there. So in this lesson, we will learn how to form and use the superlative adjectives. Now superlative adjectives are worse ending in E S t and they express the highest degree in meaning for that adjective. The way we change adjectives into superlative forms is similar to how we change them into comparative forms. First, if a single syllable adjective ends with a single vow and a constant combination, the final constant is doubled. And then we add e S t. So fat is the fattest. Big is the biggest. Thin is the thinnest. Also, if a single syllable adjective ends in E then we just add esti So large is the largest wide is the widest and close is the closest. And if a single syllable adjective ends in, why then we remove why and add i e s t So try is the driest and rye is the riots Finally, all other single syllable adjectives end in e S t. So tall is the tour list fast is the fastest and light is the lightest. However, there are also certain single syllable adjectives which can be used with E S. T at the end but also with the most at the front, so really can be the realist. But also the most riel right can be the rightist, but also the most right and sour can be the Saleh arrest, but also the most sour. But as mentioned before, it's more natural to use the superlative form that uses the most with these adjectives. One other important feature off superlatives is that they are always used with the definite article, the Let's see some of these superlatives used in sentences. The Airbus 3 80 is the biggest passenger aircraft. This summer has been the driest seasons ever. Burj Khalifa is the tallest building in the world. So as you can see superlatives, adjectives are used like adjectives, so they can be used in front of towns. And they're always used with a definite article. The so Today we learned to form single syllable adjectives into their superlative forms, and we've also seen how they're used in sentences. In the next lesson will continue to look at how we change adjectives into superlative forms and focus on two syllable adjectives. See you then. Bye bye 56. 6.4 Superlatives (two-syllable): Hi there. So in this lesson, we're going to learn more about forming superlative adjectives and will focus on how we form two syllable adjectives into superlative forms. First, if a two syllable adjective ends in, why then we remove why and add i e s t so busy is the busiest. Angry is the angriest, and shiny is the shiniest now, then, Justus, we had learned when forming comparative adjectives. Many two syllable adjectives can be made into superlatives by adding E S t at the end, or adding the most at the front, so gentle can be the gentlest and the most gentle narrow can be the narrowest or the most narrow and simple can be the simplest or the most simple. So while it is slightly more common to use the E S T form, you can also use the adjectives with the most at the front. Both forms are commonly used and just like the comparative forms, there are also certain two syllable adjectives, which are always used with the most at the front, for example, complete is the most complete. Anxious is the most anxious and miserly is the most miserly. Finally, for adjectives that end in E. D. And I N G. They are always used with the most. So excited is the most excited. Exciting is the most exciting. Exhausted is the most exhausted and exhausting is the most exhausting. Let's look at some sentences that use some of these superlative adjectives. Christmas is the busiest season for many shops. David is the most complete basketball player. This is the most exciting movie. So again the superlatives are used with now owns as they are adjectives, and we always use the definite article that are in front of the superlatives. We have a resource sheet with a comprehensive list off adjectives and their superlative forms. So please do refer to that to learn more about other superlative adjectives. Today we learn how to form two syllable adjectives into superlative forms, and we also learned about few other rules or forming superlative adjectives. In the next lesson, we will learn how to form three syllable adjectives into superlative forms. So you sent again. But by 57. 6.4 Superlatives (three-syllable): Hello there. So in this lesson will take a look at how we form adjectives with three syllables orm or into superlative forms. Now, for all adjectives that have three syllables, arm or we always use the most in front of the adjective to make that adjective into a superlative form, so expensive is the most expensive. Important is the most important, and delicious is the most delicious. Also, as we learned before with comparative adjectives, many adjectives that end with the suffix are usually made into superlative forms by adding the most at the front, regardless of whether they have two syllables or three syllables, so careful is the most careful. Inventive is the most inventive and famous is the most famous. So in sentences, these superlative adjectives are used like this. This is the most expensive car in this carriage. Sam is the most careful person in the group. The Eiffel Tower is the most famous landmark in Paris. So again, the superlative adjectives can be used with downs, and I always use with a definite ask or the finally just says we had learned before there were some irregular adjectives, and these are adjectives that change their form completely. So good is the best. Bad is the worst and far is the furthest and the far list in sentences. They looked like this. Messi is the best player in the world. This is the worst spaghetti I've ever had. The Chinese restaurant is the furthest restaurant from here. So again, each superlative form is used with the and in front of towns. Okay, so in today's lesson, we looked at how we use the most with adjectives that have three or more syllables and with adjectives that end in a suffix. We also learned the superlative forms for irregular adjectives to In the next lesson, we will learn how to use object compliments in sentences. Susan again. But by 58. 7.1 Object complements: Hello there. So in this lesson, we're going to learn how to form sentences that use object compliments. Let's first look at a sentence that uses an object complement. Here's an example. Sentence school makes me tired in the sentence. The last word is the object complement because it gives more information about the object in the sentence, which is me object. Compliments are always position after the object. Also, the object complement in this sentence is an adjective tired, but he can also be a noun. Consider the following sentence. My boss made me the store manager. So in this intense the noun, the store manager is the object complement, and it gives more information about the object. Me Now. Not all verbs can have object compliments, but the most common verbs that can use object compliments are. Make name cool, find and consider. Let's look awesome. Example. Sentences using these verbs. I named my child Harry. I called her a liar. I find him interesting. I consider her trustworthy. So in each sentence, the object complement is position after the object and the object. Compliments can be an adjective or noun, and they obviously give more information about the objects in the sentence. Okay, so in this lesson we learned what an object complement is and how it's used in sentences with certain Bob's. In the next lesson, we'll learn about sentences that used direct and indirect objects season again. But why? 59. 7.1 Direct and indirect objects (for): Hello there. So in this lesson, we're going to learn how to use direct and indirect objects. We've really learned how to use a sentence that has a subject of ob and an object such as this. I bought a present. I bought a present. Now, at the end of this sentence, we can add a prep positional phrase using four and say who aiport it for like this. I bought a present for my dad. I bought a present for my dad. Now, with certain verbs such as bought which is the past off to buy, we can use four plus noun to say who we did something for. Here are some example sentences using those clubs. I saved a seat for you. I made a sandwich for him. I cooked spaghetti for my family. I poured some wine for you. So in each sentence we have a subject of UB in an object structure and then a prep positional phrase four plus noun to say for whom I did these things. Now, when a sentence has this structure, we can switch the position off the object and the prep additional phrase and remove the proposition for so we now have I pour my dad a present? I saved you a seat. I made him a sandwich. I cooked my family spaghetti. I pulled you some wine. These sentences now have to announce after the bulbs and in the structure. The first now is called an indirect object. And the second now is a direct object. And the reason why this is called a direct object is because the second noun is the actual object off the verb. So this is what I bought. This is what I saved. And this is what I made and so on. So the sentence now has a subject of ob an indirect object in a direct object. Here are two more verbs that follow the same structure. I got a wallet for you. I got you a wallet. I brought a book for you. I brought you a book so we can follow the same structure using the verbs to get and to bring. Okay. So in today's lesson, we learned to form sentences that use a prep additional phrase four plus now to say for whom we do something and we then learn to change these sentences to have direct and indirect objects. In the next lesson, we'll learn another way off, making sentences that have direct and indirect objects season a gain by for now. 60. 7.1 Direct and indirect objects (to): Hello there. So in this lesson, we're going to learn another set of arms we can use to make sentences that have direct and indirect objects. Let's first look at this sentence. I wrote a letter. I wrote a letter in this intense to say whom I wrote a letter to. I can use a two plus noun structure at the end of this sentence like this. I wrote a letter to my girlfriend. I wrote a letter to my girlfriend, and like the verbs we used with four plus noun structure, there are also certain verbs we can use where the two plus noun structure here are some example sentences. I gave money to my brother. I sent a postcard to my friend. I offered some food to the guests. I read a story to my Children. So in each sentence we first have a subject of OB and an object structure and then a prep additional phrase two plus noun to say to whom I did these things now similar to the previous lesson. When a sentence has this structure, we can change the position off the object and the prep additional phrase and remove the proposition to So we now have. I wrote my girlfriend a letter I gave my brother money. I sent my friend a postcard. I offer the guests some food. I read my Children a story. So in these sentences, the first now is an indirect object, and the second now is the direct object. As the second downs received the action off the verbs, Here are two more verbs that follow the same structure. I told a lie to my wife. I told my wife, Ally, I showed my grade to my parents. I showed my parents migrate so we can follow the same structure, using the verbs to tell and to show. Okay, so in today's lesson, we learned to form sentences that use the prep additional phrase two plus Now to say to whom we do certain things. And we then learn to change these sentences to have direct and indirect objects. In the next lesson, we'll learn what Geren Czar. See you soon. A gain by 61. 7.2 Gerunds: Hello there. So in this lesson, we're going to learn how to use Sharon's in sentences. Jarron, Czar verb, I N G. Structures. So these are words like sleeping, working and playing. The key thing to remember about Jared is that they always and I mean always function as now owns. So in a sentence they can take the position off subjects and objects like other now owns. Here are some example sentences using Jeralyn's sleeping is good for you. I enjoy it working. He's good at playing the violin in the first sentence. The gerund is the sentence subject, and one important feature off Sharon's is that they are regarded as singular now owns, so they are used with singular verbs, which in this case is is in the second sentence that Jared is used as the object of the verb Enjoy. What I enjoy is working now. It's important to note that not all verbs can have Jared's as objects, and there are only certain verbs, which can have Sharon's as objects. We will cover what these words are later when we learn about vogue patterns. Lastly, the Geren playing is the objects off the proposition at and here we see another important feature off the Charente. Although Jared's are always now owns, they can have an object like verbs. So this Jared playing has the object, the violin. Let's look a few other example sentences. Studying for tests is boring. I love watching movies. I'm excited about meeting your friends. So again we have the Charente as a subject as an object off the verb and the proposition. And in the second and third sentence, the chicharrones have their own objects, movies and your friends. A common problem with using Karen's is getting the subject verb agreement right in a sentence like this first sentence, because the nearest now onto the verb is tests, which is plural. People offer made the error off, thinking that the subject is plural and use a plural of up. However, the subject in this sentence is the gerund studying, and Tess is the object off the proposition for and since Jared's go with singular verbs, we have to use a singular verb, which in this case is is final. Point to note is that the verb by India's structure can have many different forms. It could be a verb and adjective and adverb. And as we learned today, you can also be a noun. However, don't worry about this for now, as later in this course, we will learn how the verb I N G is used in all these different forms. In today's lesson, we learned about Karen's and how they're used as noun and function as the subject and the object in a sentence. In the next lesson, we'll learn how to use to infinitive phrases. So Susan again in the lesson bye for now. 62. 7.2 Infinitive phrase (noun): hello there. So in this lesson, we're going to learn how to use the to infinitive phrase as a noun. The to infinitive structure is made up off to and a verb, so to sleep, to work and to play are all to infinitive structures. This structure can be used as a noun, so in sentences they can function as the subject or the object. Here are some example. Sentences to sleep is important. We decided to work last weekend. I want to play football. So in the first sentence to sleep is the subject off the sentence. And just like Karen's to infinitive, phrases are considered as singular subjects, so they are used with singular verbs, which is is in this sentence, however, using to infinitive structures as the subject is quite rare in spoken English and in most situations, people will use the gerund as the subject. So rather than saying to sleep is important, people more commonly say sleeping is important. In the second and the third sentence, the to infinitive phrases function as the object off the verb, and the verbs are decided and want and similar to Jeralyn's. The to infinitive phrases can only be used as objects with certain bobs, and we will learn more about these bulbs a little later. Another similarity with Sharon's is that the to infinitive phrase can also have objects, even though it functions as a noun. So in the last sentence, the to infinitive phrase to play has football as its object. One difference between two infinitive phrases and Jared's is that the to infinitive phrase cannot be the object off a proposition, as the to infinitive phrase already begins with the proposition to let's look at a few other example sentences to lose weight is not the problem. I like to go hiking. I tried to call you. So again we have the to infinitive phrase functioning as now owns and as a subject and object. So verbs. Okay, so in today's lesson, we learn how to use the to infinitive phrase as a noun, functioning as the sentence subject and the object off the bob. In the next lesson, we'll learn how to use the to infinitive phrase as an adjective and as an adverb, See you soon a gain. But why 63. 7.2 Infinitive phrase (adjectives and adverbs): hello there. So in this lesson, we're going to learn how to use the to infinitive phrase as an adjective and also as an adverb. First, let's see some example sentences that use the to infinitive phrase as an adjective. Everyone was happy about the plan to build new homes. The best book to learn about English is not this book. In these sentences, we have to infinitive phrases functioning as adjectives. First, to build a new home modifies as it gives more information about the noun. The plan. It tells us what the plan is. Secondly, to learn about English gives us more information about the noun, the best book. So again, if functions as an adjective when the to infinitive phrase functions as an adjective, it is always position next to the noun it is modifying. Let's look at two more example sentences. That decision to cancel the show was not very popular. The most popular actor to come from Wales is Christian Bale. So again we have to to infinitive phrases, modifying the now owns decision and the most popular actor and their position next to the announce their modifying. Let's now look at how we use the to infinitive phrase as an adverb. Here are two example sentences. We stopped to have lunch. I do yoga to lose weight. So in the first sentence we have the to infinitive phrase to have lunch modifying the verb stopped. The to infinitive phrase tells us why we stopped in the second centers. The to infinitive phrase to lose weight once again tells us why I'd of yoga. So as you can see from these examples, when the to infinitive phrase functions as an adverb, they tell us the purpose off the main bob. As in why we do the main Bob in terms of structure, the to infinitive phrase can be positioned next to the vote. It's modifying, or it can be positioned after the object. Like in this second sentence, Let's look at more examples of using to infinitive phrases as adverbs. I quit my job to start a business I worked to grow as a person. So again we have to infinitive phrases to start a business and to grow as a person. Tell us the purpose off the main Bob, as in why I quit my job and why I work and they're positioned either after the object or after the up. Okay, so in today's lesson, we learn how to use the to infinitive phrase as an adjective and as an adverb in the next lesson will start learning about vote patterns. See you soon. A gain. But by 64. 7.3 Verb patterns (Infinitive and Gerund): hello there. So in this lesson, we're going to learn about Bob's, which can take Jared's and to infinitive phrases as objects. Now, as mentioned before, we can only use Jeralyn's and to infinitive phrases as objects with certain Bob's. And there are certain verbs that can take both Sharon's and to infinitive phrases as objects. Let's look at some example, sentences. I like playing football. I like to play football. I hate losing. I hate to lose. I love listening to music. I love to listen to music as shown by these examples. The verbs, like hate and love, can all take both the to infinitive phrase and Jerron as an object. And there is no difference, meaning between these sentences. Some other verbs that can take both the to infinitive phrase and Jared's. As objects are prefer, start, try and begin. And again, there is very little difference in meaning between Sharon's as objects and to infinitive phrases as objects. However, some verbs can take both the Charente and the to infinitive phrase as objects, and the meaning is different. A good example of this is the verb. Remember, consider these sentences. Please remember to bring your books I remember playing football with friends. The verb, remember, can take both the to infinitive phrase and a gerund as an object. And when it does, the to infinitive phrase relates to something in the future. And the Geren relates to something in the past, and this also applies to the verb regret, Like in these sentences, we regret to announce the cancellation off the shows. We regret canceling the shows. So this time, the to infinitive phrase relates to something that's happening now, and the Geren relates to something in the past. Lastly, some verbs can be followed by both a to infinitive phrase anedge errand, but they're not both objects. A good example is the verb stop. Consider these sentences. We stopped to have lunch. We stopped having lunch. We saw this first sentence in the lesson before, and the to infinitive phrase to have lunch tells us the purpose off the main verb. It tells us why we stopped, so it functions as an adverb. However, the Charente in the second sentence is the objects off the verb stopped, so it tells us what we stopped. We do have a resource sheet with an extensive list off patterns. So please do refer to that to learn about other verbs that follow the pattern we learned today. So today we learned about verbs that can take both a to infinitive phrase and adjourned as an object and how sometimes they can mean the same thing. But at other times they are different in meaning. In the next lesson will learn about verbs that can only take the gerund, as an object involves that can only take the to infinitive phrase as an object. See you soon A gain by 65. 7.3 Verb patterns (Infinitive or Gerund): Hello there. So in this lesson, we're going to learn about Bob's, which can only take Jared's as objects and Bob's, which can only take the to infinitive phrase as objects. Let's begin with verbs that take Jared's as objects. Here are some example sentences. I enjoy playing golf. He keeps playing video games. I miss going to the beach so these verbs enjoy, Keep and miss are some of the verbs that can only be followed by Sharon's as objects. So what I enjoy is playing golf. What he keeps doing is playing video games, and what I miss is going to the beach. And it's important to note that these verbs cannot be followed by a to infinitive phrase as objects or adverbs. So we can't say I enjoy to play. He keeps to play, and I missed to go. These structures are grammatically incorrect again. The resource sheet has an extensive list of verbs that can be directly followed by insurance as objects. So please do refer to that to learn more about other verbs that follow this pattern. Let's now look at Bob's that I directly followed by two infinitive phrases as objects. Here are some example, sentences. I want to go home. She hopes to go traveling next year. We agreed to help them. So the verbs want hope and agree are some of the verbs, which can be followed by the to infinitive phrase as an object. So what I want is to go home. What she hopes is to go traveling next year, and what we agreed is to help them similar to the verbs, which can only be followed by Sharon's as objects. These words can only be followed by a to infinitive phrase, so we can't say, Want going hopes going and agreed. Helping these structures are grammatically incorrect again. Please do refer to the document in the resource section for an extensive list of verbs and their patterns. Okay, so today we learned about verbs, which can be followed by a gerund as an object or a to infinitive phrase as an object. In the next lesson, we'll learn about another vote patent that involves the to infinitive phrase Susan again. But why 66. 7.3 Verb patterns (Object + Infinitive): Hello there. So in this lesson, we're going to learn about verbs, which are followed by an object and then a to infinitive phrase. Let's look at some example sentences that use this structure. My friend advised me to exercise. I persuaded him to stay. My parents taught me to be kind. So in these sentences we have a bob, an object and a to infinitive phrase. And the to infinitive phrase tells us what my friend advised what I persuaded my friend to do and what my parents taught me. So in essence, the pronouns are the indirect objects, and the to infinitive phrases are the direct objects off the valves. Verbs like advise, persuade and teach cannot be followed directly by a to infinitive phrases as objects. So we can't say my friend Advice to exercise. I persuaded to stay or my parents taught to be kind. However, some verbs can be followed directly by an infinity phrase, all followed by an object and then a to infinitive phrase. Here are some examples off these verbs. I prefer to eat pizza. I prefer him to eat pizza. I want to read a book. I want him to read a book. So in the sentences where the bulbs that the rightly followed by a to infinity phrase the sentences express what I prefer and what I want. However, in sentences where the to infinitive phrase follows an object, the sentences express what I prefer the object to eat and what I want the object to read. So the meaning is different between the two sentences, less like a more examples of Bob's that follow the pattern off object and then a to infinitive phrase. My teacher recommended me to read this book. I told him to take a break. John asked me to get some milk so the bobs recommend, tell and ask, can also follow this pattern. Often object and the to infinitive phrase, as always, form or extensive list of verbs that follow this pattern. Please refer to the resource sheet for more information. Okay, so today we learned about verbs that are followed by objects and then to infinitive phrases In the next lesson will learn about another useful ver pattern using causative verbs. So you sent a game bye for now, 67. 7.4 Causative Verbs 1: Hello there. So in this lesson, we're going to learn another ver pattern using causative verbs. Causative verbs are used to show that someone or something makes something happen or helps to make something happen. Some common examples off causative verbs are force, get, require, enable, allow, make, have let and help. Causative verbs followed the pattern off a subject of UB on object and a verb, and the final verb can either be a to infinitive phrase or an infinitive form without, too. Here are some example sentences with causative verbs that have objects followed by a to infinitive phrase. I forced him to do homework. I got him to do homework. My job requires me to work on weekends. My job enables me to learn new skills. My job allows me to learn new skills so the verbs force get, require, enable and allow our followed by objects and to infinitive phrases. The verbs force and get have a strong meaning off. Making something happen require has the meaning off something being an obligation and the verbs enable and allow helped to make something happen. Now the last four verbs make have let and help our followed by an object and the infinitive form without, too. Here are some example sentences. Using these bulbs. I made him do his homework. I had him do his homework. I let him. What's TV? I helped him do his homework. So as you can see, these verbs are followed by an object and the verbs infinitive form without too. And the verbs make and have have strong meeting off, making something happen. So they're similar to force and get, and the verbs let and help help to make something happen. So they're similar in meaning to enable and allow. The verb help is a unique verb, as the final verb can be a to infinitive phrase or the verb infinitive without too. So this sentence can also be written as or set, as I helped him to do his homework. Both sentences are correct, and they have the same meaning. Okay, so today we learned how to use a causative verbs and how they can have either a to infinitive phrase or a verb infinitive without to after the object in the next lesson will learn another way off using causative verbs season again. But by 68. 7.4 Causative Verbs 2: Hello there. So in this lesson, we're going to learn another way off using causative verbs. The focus off this lesson is on using the verbs get and have to say that something was done by someone else. Let's first look at a couple of example sentences. I had my car washed. I got the TV repaired in these sentences. We have the subject, Then the verb have or get an object. And finally, the past participle form off of up to say what was done. We used these structures to say the object was done by someone else, usually because we asked someone to do it or we paid someone to do it. So the first sentence means that someone else washed my car, and in the second sentence, it means someone else repaired my TV. The focus off the sentence is the action done to the object rather than the people that did the action. Let's look at fume or example sentences. I got my roof fixed. I got the shoes cleaned. I had my hair cut. I had my job interview rearranged. So in each sentence, the verbs have and get our followed by an object in the past participle of a verb to say what was done to the objects and the sentences mean that someone else fix my roof, clean my shoes, cut my hair and rearranged my job interview. Okay, so that was another short lesson today. But we learned another useful way off, using the causative verbs to say that something was done by someone else. In the next lesson, we'll learn about the present continuous tense. So Susan again in that lesson, but by 69. 8.1 Present continuous (Positive sentence): Hello there. So in this lesson, we're going to learn about the present continuous tense and will focus on the structure off positive sentences. And how we can change involves into i n g forms. Let's first look awesome. Example. Sentences using the present continuous tense. I am playing football. He is playing football. They are playing football. So the key structure to the present continuous tense is the beaver plus verb I N G. And we have to use the correct beaver for each subject. Then we use the verb I entry form or verbs. In this verb phrase, the Beav up is the axillary verb. The helping verb and the verb in the I N G form is the main bob in the speech. We generally contract the subject and the B verb. So it's I'm playing football, his playing football and they're playing football. Let's now look at how we make verbs into I n G forms. Now, to most verbs, we simply add i n g at the end, But some verbs change differently. First, if a verb ends in a constant and the vow e combination, then we remove e an ad i n G So take is taking. Bake is baking and right is writing next. If a verb ends in i e, then we change ie to why and then at i n g. So die is dying. Lie is lying and vie is vying also for single syllable verbs that end in a single vow and a constant combination. We double the last continent and then adverb i n g. So sit is sitting. Jog is jogging and tag is tanking. Finally, for two syllable verbs that also end in a single vow and a constant combination, and the stress is on the second syllable. Then we double the last continent and add I N G. So admit is admitting Begin is beginning and forget is forgetting. However, if the stress is on the first syllable, such as involves, like listen and visit, we just add i n g. So listen, is listening and visit is visiting. Finally, One thing to keep in mind is that when the final constant is W X and why we don't double the final continent, so Enjoy is enjoying and relax is relaxing. Let's now look at some sentences using these verbs. I am writing a letter. Jack is always lying to his friends. Sally is sitting on a chair. They're beginning to do homework. So in each sentence we use the correct beaver for the subjects. And as you can see in the last two sentences, the be verb can contract with the subject. And the main verbs are all in their i N g forms. Okay, so in this lesson, we learn how to form positive sentences using the present continuous tense. And we looked at various important rules to follow when changing verbs into I n G forms in the next lesson will learn how to form negative sentences in the present. Continuous tense. See you then. Bye bye. 70. 8.1 Present continuous (Negative sentence): hi there. So in this lesson, we're going to learn how the present continuous tense is used in negative sentences. Let's first bring back these sentences from the previous lesson. I am playing football. He is playing football. They are playing football now. We've already learned to contract the beaver with the subject in the present continuous tense. So we can say I'm playing football, his playing football. They are playing football and to form negative statements. We simply add the word not between the Beav up and the verb I N. G. So we can say I'm not playing football. He is not playing football. They're not playing football. However, as we learn previously, the B verbs is an R can contract with not so. We can also say he isn't playing football. They aren't playing football. Let's look a few other examples off negative sentences using the present continuous tense, the teachers not helping the students. I'm not working this weekend. Jack and San aren't doing their homework. So in the 1st 2 sentences that be verbs contract with the subject and in the third sentence , the beaver, but cannot contract with the compound noun Jack in Sam and a compound noun is a noun made up off to now owns, joined by the conjunction. And so the beav up our contracts with not Okay, So that's it for this lesson on forming negative sentences in the present Continuous tense . In the next lesson, we'll learn how to form questions in the present. Continuous tense. See you then. Bye bye. 71. 8.1 Present continuous (Questions): hi there. So in this lesson, we're going to learn how to form questions using the present continuous tense. Well, first, learn to form yes or no questions. And to do that will use these positive statements. You are learning English. He is eating pizza. We are playing chess now to form yes or no questions. We simply switch the position off the beav up and the subjects. So these statements become. Are you learning English? Is he eating pizza? Are we playing chess? And to answer these questions, we can simply say yes or no. But we often say yes or no and the subject and the B verb So we can answer these questions by saying Yes, I am or No, I'm not. Yes, he is. Or no, he's not. Yes, we are. Or no, we're not. Do know that the be verb can contract with the subject in the no answer, but not when the answer is yes, the subject and the B verb cannot contract in the yes answer. Lastly, to form wh word questions, we simply add a wh word in front, off yes or no questions so we can say, Why are you learning English. What is he eating? Where are we playing? Chess. So, as you can see, we simply add a wh word in front of the yes or no questions. But in the second question, we remove the object pizza from the yes or no question as it clashes with the wh word. Let's look a few other example questions and their responses. Are you learning Chinese? Yes, I am. Is she reading Harry Potter? No, she isn't. Why are you learning Chinese? I'm learning Chinese because I have many Chinese friends. What is she reading? She's reading the book thief. So yes or no questions answer with either a yes or no and wh word questions are answered using the present continuous verb structure from the question, but with additional details related to the wh word in the question. Okay, so in this lesson, we learn how to form questions. Using the present continuous tense and how we can answer these questions in the next lesson will learn two important uses off the present continuous tense. See you soon. In that lesson, Bye for now, 72. 8.2 Present continuous (Usage 1): hello there now. So far, we have focused on learning the structure off the present continuous tense. So now we will focus on learning the uses off the present continuous tense, and in this lesson, we'll learn two important uses off this tense. First we use the present continues tends to talk about actions happening at the time. Off speaking, consider this text conversation between two friends. What are you doing now? I'm doing homework. How about you? I'm watching a movie Now. There are three uses off the present continuous tense. First use is in the question, which is marked by the time expression now. So this question asks about something happening now. At the time of speaking, then the two responses describe what's happening at the time of speaking, and we use. The present continues tends to describe those actions. The second person is doing homework now, and when the second person returns the question by asking, How about you? The first person says he is watching a movie, so both people described the actions they're doing now by using the present continuous tense. Let's look at the second use off the present continuous tense. Take a look at the following text conversation between two friends. What book are you reading these days? I'm reading a really good book about science. What about you? Nowadays I'm reading the new book by J. K. Rowling. The second use all the present continuous tense is to talk about events around the time of speaking, but not right at that moment. And these are regular and temporary actions in our lives. So in this dialogue, the question isn't asking what the other person is doing now, but rather something they're doing around the time of speaking. And the responses are about books they're reading not at that moment of speaking, but maybe books they're reading in their spare time or on their journey to work. Also, when using the present continuous tense. In this way we can use phrases like these days and nowadays to show that we do these things in our lives. But not right at that moment. So the second key use off the president continues tens is to talk about actions happening around the time of speaking, but not right at that moment. Okay, so in this lesson, we learn to use is off. The present continues tens. One wants to talk about things we're doing now. And the other was talk about things we're doing around the time of speaking, but not right at that moment. In the next lesson, we'll learn to more uses off the present continuous tense. See you then. Bye bye. 73. 8.2 Present continuous (Usage 2): hello there. So in this lesson, we're going to learn to more uses off the present continuous tense. Let's first look at a text conversation between two friends and learned the first use. What are you doing this weekend? I'm going to a party on Saturday, but I'm free on Sunday. I'm meeting my cousin this Sunday. The third use off the present continuous tense is to talk about fixed plans in the future, and these plans are fixed because we've made promises with others, so these plans are unlikely to change. So the first person asks about the second person's plans at the weekend using the present continuous tense. And the second person mentions that they are going to a party on Saturday, which uses the present continuous tense. And this means that the second person has probably accepted an invitation to a party. So this plan has been agreed with another person, so it would be difficult to change. And in the last line, the first persons meeting with the cousins is already agreed with her cousins. So this plan would be difficult to change also, when we use the present continuous to talk about fix plans in the future. We often use time expressions to indicate when that plan is so first in the question we have this weekend, the second person uses on Saturday and finally, the first person uses this Sunday. Let's now look at the final use off the present continuous tense. Here's a text conversation between two friends. My brother is so annoying why he's always playing computer games so I can never watch TV. The fourth use off the present continuous is to talk about regular, unplanned events happening in our lives, and they are undesired, unwanted. So these statements are often complaints we have about our lives. And as you can see, the first person is complaining about the brother playing computer games, which stops him from watching TV when we use a present continuous in this way, we often use frequency adverbs like always, constantly and forever. Let's look a few example sentences that use thes frequency adverbs. I'm always forgetting things. My parents are constantly telling me what to wear. She's forever getting into trouble at school. So, as you can see and also hear from the tone of my voice when the present continuous tense is used in this way, it is used to talk about undesired events, unwanted events, complaints about our lives. Okay, so in this lesson, we learned to more uses off the present continuous tense. We learned to use the present continuous to talk about fixed plans in the future and to talk about undesired unwanted events in our lives. In the next lesson, we'll learn about dynamic and stated verbs and how we use them in the continuous tense season again. Bye for now. 74. 8.2 Dynamic and stative verbs: Hello there. So in this lesson, we're going to learn that differences between ST Ivo and dynamic verbs and how we use them in the present continuous tense. Let's first look at what dynamic verbs are, which are also called action verbs. In general, dynamic verbs describe actions and processes. Common examples of these bulbs are to play, to walk, to learn to melt the verbs, play and walk, describe actions, and the verbs learn and melt tend to describe processes. We can use dynamic verbs in the present simple tents, but more importantly in the present continuous tense. So we can say I am playing football. We're walking to school. I'm learning English. Chocolate is melting, so each sentence either describes an action in progress or a process in progress. Stated verbs, on the other hand, are verbs, which described the state or condition off something. These verbs are generally related to our senses, feelings and relations. Examples off state involves are to be to taste, to see to have. Now we generally use the state of verbs in the presence in pretence only. So we say things like, I'm annoyed. This food tastes horrible. I see birds in the sky. I have a blue car so the sentences can relate to our feelings, our senses and relations, which in this last sentence is the relation off owning something now, although with most stated Bob's, we cannot form the continuous tense with some state of verbs, you can use them in the continuous tense as well. However, when state involves air used in the continues tents there, meaning changes. So we can say you're being lazy. I'm tasting the soup. I'm seeing Jack this weekend. I'm having a shower. So in the first sentence that Beaver is used to highlight the temporary state off someone. So this sentence means that the other person isn't always lazy, but he's lazy today in the second sentence, the verb taste is used to describe the act off tasting something rather than how something tastes in. The third sentence See is used in a continuous tense to talk about meeting someone rather than actually seeing something. Finally, the verb have is used to mean owning something in the presence in portents. But in a continuous tense, it can describe doing something or experiencing something. We do have a document with the list off stated verbs, which can be used in the continuous tense, and it will show how their meaning changes. So please do refer to that as a reference, and you can find this document in the resources section. Okay, so that's it for today and today We learned about stated and dynamic verbs and how they're used in the present simple and the present continuous tense. In the next lesson, we'll learn about the past form off the be verb. See you then. Bye bye. 75. 9.1 Past simple (Be-verb): Hello there. So in this lesson, we're going to learn how to use the beaver in the past tense that the structure off sentences using the beaver in the past tense is the same as the present ends. But we use the past form of the beaver to talk about past states. Let's first look at some example sentences. I was tired yesterday. She was a student last year. They were in France last week. So after the past form off the beaver, we have three forms off subject compliments, an adjective and noun and a prep positional phrase. However, the past for more the be verb only has two forms. We use Waas with subjects I he she and it and we use were with we, they and you. The past form of the beaver is never contracted with the subject, so it's never shoes, and there it's always she waas and they were. The negative sentences are made by adding not after the be verb, just like the present tense and the B verb and not can contract so we can say I wasn't tired yesterday. She wasn't a student. Last year, they weren't in Francois. Last week, So, as you can see in each negative sentence, the past form of the B verb and not are contracted. Let's now look at the question forms. And again the structure is exactly the same as the present tense. But we use the past form off the be verb waas and were so to form yes or no questions. We simply switch the position off the subject and the B verbs. So these statements become. Was I tired yesterday? Was she a students last year? Were they in France last week? And to respond to these yes or no questions, we can say yes, you were or no you want. Yes, she waas or No, she wasn't. And yes, they were or no, they weren't. Finally, as we learned before, we conform wh word questions by adding at wh word in front, off the yes or no questions. So we can say, Why was I tired yesterday? Where was she a student last year? When were they in France? So, as you can see, we just add a wh word in front of the yes or no questions. But for the last question, we took out the expression last week as it clashes with the wh word when. Okay, so that's it for today. And in today's lesson, we learned how to use the past form off the be verb waas and were in positive negative and question statements. In the next lesson, we'll learn how to talk about the past using other verbs. See you then. Bye bye. 76. 9.1 Past simple (Positive statements & regular verbs): Hello there. So in this lesson, we're going to learn how we use the past simple tents and how we conjugating irregular verbs. Let's first look at some sentences in the past. Simple tents. I walked to school yesterday. She finished the homework. We played video games. Now we use the past simple tents to talk about events that happened in the past, and we can use past time expressions to say when that past event waas. Also in past simple tenses, we don't change verbs into different forms for different subjects. The past form of herbs is the same for all subjects and as we learn on the lesson on verbs , verbs that change into past forms by adding E. D at the end. AH, code regular verbs. Now most regular verbs can change into the past forms by simply adding e. D at the end. But not all regular verbs change in this way. Let's look how some regular verbs change into the past E D forms First, if a regular verb ends in one vow and one continent combination, we double the final continent and add e d. So drop is dropped. Fan is fanned. Been is binned Next. If a regular verb ends in the silent vow E, then we simply add the at the end. So hate is hated. Assume is assumed and free is freed. And lastly, if a regular verb ends in a continent plus y combination, then we remove why an ad i e. D so cry is cried. Magnify is magnified and carry is carried for all other regular verbs. We add e. D at the end, less liquor, some sentences that used of herbs we have seen in this lesson. I cried in the cinema the way to drop the place. The students hated the science class. So, as you can see, we use the past form of herbs to talk about events in the past and for both singular and plural subjects. We use the same past form of verbs. Okay, so in this lesson, we learned about the past simple tents and how to change regular verbs into past E D forms . In the next lesson, we'll learn very useful pronunciation rules for verbs that end in e d. See you then. Bye bye. 77. 9.2 Past simple (ed pronunciation): Hello there. So in this lesson, we're going to learn how e D verb endings are pronounced in three different ways. Let's first look at three examples off Edie endings with different pronunciation rules Walked Cord Wanted. Now these three verbs demonstrate three different pronunciation patterns. They are the T ending sound de ending sound, and it ending sounds. The first Ferb walked ends in a T sound, and many Vogue's with Edie ending has this sound at the end. The Edie ending for Walk has a T sound because the verb ends in a K sound like this verb walk. So following this pattern, talk is talked and smoke is smoked. Now, if a verb ends in a voiceless continent sound and it's the sound that's important and not the letter, then we have a T sound, voiceless sounds or sounds, which are made without using the vocal chords. So these sounds are the K sound, the s Sound, the P Sound F Sound s H Sound and the CH sound. Let's listen to some examples. Mult mocked, Missed, missed, hoped hoped, laughed, laughed, washed, washed, fetched, fetched. So as you could hear the e. D ending in each Ferb ends with a T sound for the t sound et ending. If a verb ends in a voice constant sound, then we have a T sound. So these are the l sound as in coal, but also be sound g sound j sound m sound and sound and also the n G sound. Ah sound one of the two th sounds the sound just sound v sound. And is that sound? Let's listen to some examples filed, filed, rubbed, rubbed, hugged, hugged changed the changed. The claimed claimed opened opened. Banged, banged, offered, offered, bathed, bathed, massaged, massaged, lived, lived, advised advised. So the Edie ending for these verbs and in a D sound. Now these are a lot of patterns to memorize, and my advice would be that I don't think you should try to memorize the patterns too much as when you say these verbs, they tend to naturally end in a D or a t sound. If you are ever unsure, then pleased to refer back to this video to remind yourself off these patterns. Now the last rule is very easy to remember, so maybe you should try to remember this one if a verb ends in a T or a D sound than the E D. Ending has an ID sound. Listen to the following examples. Wanted, wanted. Cheated, cheated, needed, needed, Demanded, demanded. So, as you can hear if a verb ends in a T or a D sound than the E D ending ends in an ID sound , okay, so today we learned three very important ways off. Pronouncing the e d verb endings and evil endings can end with a T de or on it sound. In the next lesson, we'll learn about irregular verbs and forming negative sentences in the past. Simple tents. See you then, Bye for now. 78. 9.2 Past simple (Negative statements & irregular verbs): hello there. So in this lesson, we're going to learn about irregular verbs and how they change into past forms. And then we'll also learn how to form a negative sentences in the past tense. Now irregular verbs are called irregular as they do not follow a pattern off conjugation. Let's first look at some examples off irregular verbs in their past forms. Take is took, Singh is sang and cut is cut. The past form of take is took, and we can try to find the pattern in other irregular verbs that also end in a K ee, such as make and wake. But the past form of these verbs are made and woke, so it's hard to apply a rule of pattern for these verbs. However, some verbs do have a certain pattern. For example, the past form off Singh is sang in the past form off ring is rang, so there are some irregular verbs that follow a similar pattern. There are also some verbs like cuts, which are the same in the present and the past form. Other examples include put, cost and shut, which are put cost and shut in the past tense. Some verbs however, are spelled the same way, but read differently. And a good example of this is the verb to read, which is spelt in the same way but is red and not read. Patterns in irregular verbs are often very inconsistent, so you should always check any regular verbs past form. If you're not sure, an easy way of doing this is if you type verbs in online dictionaries like Cambridge as they will show you all the different verb forms on their website. Lastly, let's look at how we form negative sentences in the past. Simple tents. Here are some example sentences First I did not take the bus. He did not sing a song. We did not cut the ribbon. The key structure to the negative sentence off the past. Simple tens is to use did not in front off the bob, and the verb is used in its infinitive form the unchanged form. So we say, did not take and not did not took, We say did not sing and not did no sang and so on. Also in speech, we usually contract. Did not too, didn't so we say I didn't take the bus. He didn't sing a song. We didn't cut the ribbon. So whatever the subject we used didn't plus the verbs infinitive form to make negative sentences in the past in portents. Okay, so today we learned about how irregular verbs change into past forms. And then we learn how to form negative sentences in the past. Simple tents. In the next lesson, we'll learn how to form questions in the past in Putin's. See you then. Bye bye. 79. 9.2 Past simple (Questions): Hi there. And welcome back in this lesson, we're going to learn how to form yes or no questions. And wh word questions in the past tense for all verbs other than the beef up, Let's first look at some examples off. Yes or no questions in the past. Simple tents. Did you eat pizza? Did she buy the shirt? Did we win the game in the past? In pretence? The verb structure in the questions is the same for all subjects. We used the past form off the Duval first, which is dead. And the main verb is in its infinitive form. And the structure is the same for both singular and plural subjects. To answer these questions, we can say yes, I did or no, I didn't. Yes, she did. Or no, she didn't. And yes, we did all. No, it didn't. So we first say yes or no. Then we can add the subject. And then we add did for a yes response and didn't for a no response to form wh word questions. We simply add a wh word to the yes or no question. So we can say What did you eat? Where did she buy the shirt. How did we win the game? So we can simply add a wh word in front. Off? Yes or no questions. Let's look at some examples off. Yes or no questions. And wh word questions and their responses. Did you bring your football? No, I didn't. Do we have homework? Yes, we did. How did you bring your football? I brought it in my car. What did we have? We had homework. So, as you can see, we have the yes or no question following the structure off Did subject and a verb is infinitive form. And the responses have yes or no and then are followed by a subject and didn't or did. Then we formed wh word questions by adding a wh word in front off the yes or no questions. And the responses used the questions main verbs in the past tense. Okay, so today we learned to form yes or no questions And wh word questions in the past. Simple tents. And we also looked at how we respond to these questions. In the next lesson, we'll learn to talk about past habits. See you sitting that lesson. Bye bye. 80. 9.3 Past habits (Used to): Hello there. So in this lesson, we're going to learn how to talk about past habits in English. Let's first look at an example. Text conversation. What did you used to do for fun? I used to play the guitar. Now, when we talk about past habits, we often use the structure used to plus a verb infinitive. So in the question used is the main bob. So it's used in its infinitive form. And this is a common question. We can ask about people's past habits in the response, second person said. Used to play. So this sentence means that I played guitar regularly in the past, but don't play it anymore when we say used to Plus a verb infinitive that D in used is silent. So it's used to used to, Let's look at more example sentences. John used to smoke. David didn't used to go running. Jack used to be good at dancing. I used to have a pet dog. The first sentence talks about John's past habit off smoking, which it doesn't do any more, and the second sentence uses. The negative form didn't use to to talk about David not running in the past which means that he does go running now. The third and fourth sentences described the past state rather than past actions. The third sentence describes Jack's past state off being good at dancing, and the full sentence describes my past states off having a pet, owning something we can use verbs like to be and to have to talk about past states. But we can also use other verbs, such as to live to enjoy and to like to talk about past states to now. We can also talk about our past habits. Using the Moto verb would like this, I would sometimes go to the beach. I would study in the library on weekends. So these sentences describe our past habits off, going to the beach and studying in the library on weekends. When we use would to talk about past habits, we often use frequency adverbs, such as sometimes in the first sentence. One important point to note is that when we use would to talk about past habits, we can only talk about our past actions and not states. So do you keep that in mind? Let's look at some dialogues using used to end would to talk about past habits. Did you used to like sports? I used to play a lot of tennis. What were you like at school? I used to be really shy at school. What did you do for fun? In the summer? I would often go to the beach with friends. Did you go camping when you were young? We would go camping every summer so we can use. Used to To talk about our past habits, both actions and states. But as you can see here, we use word to talk about past habits as well, but only actions. Okay, so in this lesson, we learn to use used to end would to talk about past habits. But we use used to to talk about our past actions and states, but were to talk about actions only in the next lesson we will learn how to use be used to end get used to season again by phone. L 81. 9.3 Be used to & Get used to: Hello there. So in this lesson, we're going to learn how to use be used to and get used to. Now, before we start, it's important to note that be used to and get used to are completely different form used to which we learned in the previous lesson. Let's first look at how we use be used to and imagine a situation you recently moved to London. Life in London was not easy. At first. Everything was new the weather, the food and even people. But after a few weeks, you are happier. You made new friends and the food and the weather in London is actually not too bad. You talked to your parents back home and they ask house life in London. So you say I'm used to living here now in the centres we use be used to to talk about being familiar with or accustomed to something. So it means that living in London is not new anymore, and you're now more settled. The key structure is be used to, and after two, we can use a noun, a pronoun or of our by NJ. Let's look a few more example sentences I'm used to my job, I will be used to it. I was used to living with my parents, so each sentence describes what I'm familiar with. And after the be used to structure, we can use a noun, a pronoun or over by Angie Form, which is a chair. And also, as you can see, we can use be used to in various tenses so we can use it to talk about the present, the future and the past. Let's now look at get used to any. Imagine another situation. You're talking to your friend back home about your life in London. Your friend asks how the weather is in London. So you say, I'm getting used to it. I'm getting used to it now. We use get used to to talk about the process off, becoming familiar with something, so it means that you're not completely familiar with it, but you're slowly developing familiarity after get used to. We can use a noun, a pronoun or a gerund, just like be used to. And as you can see in this sentence, it is often used in the present continuous tense to highlight that this is happening. Now let's look a few more example sentences. I got used to it. I'll get used to the lifestyle. I'm getting used to living alone. So after get used to, we can use a pronoun and now or a gerund and we can use get used to in the past tense to describe the completion off developing familiarity, The future tends to describe what I will be familiar with in the future. And as we saw before, we can use it in the present continuous tense to say that I'm developing familiarity with something now. Okay, so in today's lesson, we learned to use be used to and get used to to talk about what we're familiar with and to talk about the process off becoming familiar with something in the next lesson will learn how to use the structure off. There is an R. See you then. Bye bye. 82. 9.4 There is & are: hello there again. So in this lesson, we're going to learn how to use There is, and there are now we use the there plus B verb structure to talk about the existence off something or someone. So this structure has many uses, but we often use it to talk about places around the town. So that's what will focus on in this lesson. Here are a couple of example sentences using this structure. There is a post office near the station. There are a few cafes in the town, so both sentences talk about the existence off places around the town, and these places are a post office and a few cafes. In this type of sentence, the subject comes after the verb. So the Beaver agrees with announce a post office and a few cafes. The singular beaver is can contract with their, but we generally don't contract there and are also we can make these statements into negative statements by adding not after the B verbs and in spoken English. The beav up and not are usually contracted like this. There isn't a post office near the station. There aren't any cafes in the town. When the subject is plural, like in the second sentence. Then we often use the word any in negative sentences. We can also switch. There is. And there are two form yes or no questions to ask whether certain places exist around the town. So we can say, Is there a post office near here? Are there any cafes in the town? And to answer these questions, we can simply say yes or no. But we can also say yes, there is or no, there isn't. Or yes, there are or no, there aren't. Let's look at more examples off questions and responses using the structures we learned in this lesson. Are there any banks in the town? Yes. There are few banks near the library. Is there a gym near here? No, There isn't a gym near here. Are there any restaurants near here? Yes, there are. Is there a post office near here? No, there isn't. So we can ask these questions to find out if certain places around the town exist and we can respond using long statements to say where these places are, will say they're such place doesn't exist or we can respond using short statements like this. Okay, so today we learned how to use There is and there are to talk about the existence off places around the town. And we also learned to use this structure in positive negative and question statements. In the next lesson, we'll learn how to use their waas. And there were See you then. Bye for now. 83. 9.4 There was & were: Hi there again. So in this lesson, we're going to learn how to use their waas and were the meaning off there Waas and there were is similar to there is and there are the only difference is that we use there Waas and there were to talk about the existence off something in the past we learned that we can use this structure to talk about places around the town. But we can also use this structure to talk about the existence off people. Here are a couple of example sentences. There was a man in the cafe yesterday. There were students on the bus so both sentences talk about some people being at some place in the past and because the sentences are about the past, we can use past time expressions like yesterday and saying this before the subjects are the noun after the verb. So we used the singular verb was with the singular noun a man and the plural verb were where the plural noun students. Now we can make these statements negative by adding not after the be verb and just like in the present tense, we usually contract the beav up and not so they become. There wasn't a man in the cafe yesterday. There weren't any students on the bus. When the subject is plural, we generally use any in negative sentences. Next we conform. Yes or no questions by switching there and the past form off the beef up like this. Was there a man in the cafe yesterday? Were there students on the bus? So, as you can see, we simply switch there and the past form off the be verb waas and were. And to answer these questions, we can say yes, there was or no, there wasn't. And yes, there were or no, there weren't. Let's look at more examples off questions and responses using this structure. Was there a teacher in the classroom? No. There wasn't a teacher in the classroom. Were there many people at the party? Yes. There were many people at the party. Was there a police officer? Yes. There waas with their Children in the playground? No, there weren't. So we can use these questions to ask if some people were at a particular place in the past and to respond. We can answer with full statements to give additional details or just use shorter responses like this. Okay, so in this lesson, we learned to use their waas and there were to talk about the existence off people in the past. In the next lesson, we're going to learn how to use the present perfect tens season again. Bye bye. 84. 10.1 Present perfect (Positive & negative sentences): Hello there. So in this lesson, we're going to learn about the present perfect tens and will first focus on the structure off positive and negative statements. Let's first look at some example sentences. We have finished our homework. She has written the essay. The verb phrase in the present perfect tense is have plus the past participle off a verb which is often called the PP. The subject has to agree with the axillary verb have so we use have with plural subjects we , they and also you and I, and for third person singular subjects he she and it we use has then we have the past participle and the past participle off regular verbs and in e. D, such as to finish which is finished to cook, which is cooked, and to play which is played. However, past participle off irregular verbs such as to write is different for each verb. Other examples off irregular verbs include take, which is taken and begin, which is begun as mentioned before. Do use the Cambridge Online Dictionary to find out how verbs conjugated into parts simple and past participle forms. If you're not sure in the present perfect tense the subject and the verb have can contract . So these two sentences become We've finished our homework. She's written the essay and the verb have contracts with other pronouns in a similar way. Let's now look at the negative form to make the present perfect into negative sentences, we add Not after the have herb so we can say we've not finished our homework. She's not written the essay in negative sentences. The verbs have can contract with the subject Samos in positive sentences. But we can also contract the verb have with not so we can say, we have not finished our homework. But also we haven't finished our homework. She's not written the essay or she hasn't written the essay. Both sentences have the same meaning, but in terms off everyday usage, it's more common to contract have and not just like in these second sentences. Okay, so today we learned how to form sentences using the present perfect tens, and we learn to form both positive and negative sentences. In the next lesson, we will learn how to form questions using the present perfect tense season again. Bye bye 85. 10.1 Present perfect (Questions): Hello there. So in this lesson, we're going to learn how to form questions using the present perfect tense. Let's first look at some examples off. Yes or no questions. Have you finished your homework? Has she written the essay? The yes or no questions are formed by switching the verb have and the subject in positive statements and to answer these questions, we can say yes, I have or no, I haven't. And yes, she has all No, she hasn't. We don't have to use the contracted forms. Haven't and hasn't in the answers. But it's more common to use these forms in spoken English. Let's look a few more example questions and responses. Have you made some coffee? Yes, I have. Have we seen this film? No, we haven't. Have I told you about the party? Yes, you have. OK, now let's look at how we form wh word questions using the present perfect tense. Similar to other wh word questions we have learned we can just add a wh word in front. Off? Yes or no questions. So these two questions become What have you finished? What has she written so to both yes or no questions. we've added what in front of the yes or no questions but the objects homework and the S a clash with the wh word what? So we remove them from the questions. The response to these questions will use the same verb structure, though the information will be different for each answer. So the answers could be I've finished my homework or she's written the essay, but it could also be I finished my project or she's written the letter. The important point to note is that the answers use the same verb structure from the question, but with additional information related to the wh words. Let's look at two more example questions and responses. Where have you bean? I've been to the shops. Who has she sent a letter to? She sent a letter to her family. So we use a wh word in front off the yes or no question. And the responses to these questions use the same verb phrase, but with additional information that answers that wh waas Okay, so in this lesson, we learn to form yes or no questions and wh word questions in the present perfect tense. And we also looked at how we can answer these questions in the next lesson will start learning how we use the present Perfect tens. See you then. Bye for now. 86. 10.2 Present perfect (Use 1): Hello there. So in this lesson, we're going to learn the first use off the present perfect tens. The present perfect tense has many different uses, but one of the most common uses is to talk about something that started in the past and has continued to the present. Consider the following sentence. I've lived in Paris since 2015. I've lived in Paris since 2015. So this sentence means that I started to live in Paris in 2015 and I continue to live in Paris now when we use the present perfect in this way, we often use the proposition. Since two state when that action began, let's look a few more example sentences. I've worked here since 2010. We've known Jack since 2014. She's had the same car since 2016. So in each sentence, the present perfect tense is used to describe something that began in the past and has continued to the present. Now, when we use the present perfect in this way, we can also use the proposition for to talk about the duration as in how long that action lasted. So using full, the sentences become. I've lived in Paris for four years. I've worked in London for nine years. We've known Jack for five years. She's had the same car for three years. So rather than using since to say when that action began, we can use four to talk about for how long that action has been going on. Okay, so that's it for this lesson on the first use all the present perfect tense, which describes an action that began in the past and continues in the present. In the next lesson, we'll learn another very important news off the present. Perfect tens. See, then, bye bye. 87. 10.2 Present perfect (Use 2): hi there. So in this lesson, we're going to learn another use off the present perfect tense, which is to talk about our past experiences. Let's first set a scenario. Let's imagine that a new Avengers movie came out in the cinema two weeks ago. You want to ask your friend if your friend has seen the new movie? Soto. Ask this question. We can say, Have you seen the new Avengers movie? Have you seen the New Avengers movie when we asked someone about their past experience, which happens sometime between a point in time in the past two. Now we can use the present perfect toe. Ask about that experience, However, if we know that our friend went to the cinema last Saturday and we want to ask if our friend saw the movie on that day, then we would use the past simple tents as we are referring to a specific point in time. So we would ask, Did you see the New Avengers movie last Saturday? Did you see the New Avengers movie last Saturday? So the key difference between these two questions is that the past simple is used to ask about something at a point in time in the past, whereas the present perfect is used to ask about something that happened between a point in time in the past. Up to now. Now, because of this reason, we can never use time expressions that refer to a specific time in the past, such as yesterday, last Saturday or in 2015 with the present perfect tens. Let's look at some example, questions and responses. Have you had the flu vaccine? No, I haven't. Have you tried the new Japanese restaurant? Yes, I've seen their ones so we can use the present Perfect to ask about someone's experience, which happened in the past and to respond. We can also use the present perfect tense and say phrases like once or three times to say how many times we did something. Now let's look at another useful way off asking about people's experiences. When we ask people about their life experiences, we can use the word ever in the question like this. Have you ever seen The Godfather? Have you ever seen The Godfather? We use the word ever to refer to any time in the past, so it's used to refer to the lifetime off the person we're speaking to, and I use the word ever in this question because I know that The Godfather was released in the seventies and my friend was born in 1980 so he could have seen The Godfather at any time since he was born. So I can use the word ever to emphasize that this is a question about my friend's life experience. However we wouldn't use ever. When we ask about a movie a friend may have seen in the last two weeks as it's related to something in the recent past, let's look at other example questions using ever heavy, ever tried Japanese food. Yes, I've tried the Japanese food a few times. Have you ever been to Australia? Yes, Ive Beans Australia before. So again, we use ever toe ask about people's life experience, and when responding, we can say how many times we did it, or we can use the word before to say that it happened in the past. Also, when we say we haven't had that experience, we often use the word never to emphasize that I haven't had that experience, so we can say I've never tried Japanese food I've never been to Australia, so we use never Between the axillary verb have and the main verb and the verb phrase stays in its positive form as the word never include the negative meaning. Okay, so today we learned to use the present perfect tense to talk about our past experiences. And we also learn to use the word ever to talk about our life experiences. In the next lesson, we'll learn another useful way off using the present. Perfect tense. See you then. Bye bye. 88. 10.2 Present perfect (Use 3): Hello there. So in this lesson, we're going to learn another use off the present perfect tense, which is to talk about past actions that affect the present situation. Let's imagine that you've been shopping and you are now ready to go home. You come to your car, but suddenly you realize that you don't have your car key. So you say. Oh, no. I've lost my car key. I've lost my car key. Now there are two reasons why we use the present perfect in this situation. First, we don't know when exactly we lost our car key. So we use the present perfect tense to say it happened at an indefinite point in time in the past. So it happened between a point in time in the past. And now second is because the event off losing my car key in the past affects the present situation. Because I lost my car key. I can't get in the car. Now let's look at another scenario to help you understand this usage. You and your friend come to a cinema. Your friend really wants to watch the new Superman movie. But you watched it last week. So you want to see a different movie. So you say I've already seen this movie. I've already seen this movie. So again we use the present. Perfect tends to mention a past event that affects the current situation. You've seen this movie before, so you want to see another movie. And although you know, when you saw the movie, you don't mention when that waas as it's not important in this situation. What's important is that it happened in the past, so now you want to do something else. Also, we often use this word already in the present perfect tense to emphasize that the action happened before. So you don't want to do it again already is usually positioned between Have and the main hub. Let's look at more examples off using the present perfect tense to talk about past actions that affect the present situation. Do you want some lunch? No. Things I've already eaten. Are you ready for the test? No, I haven't done any studying. Do you want to go shopping? I've already bought all the presence. So each time we use the present perfect tense. We're referring to a past event that affects the current situation as in. I've already eaten, so I don't want any food. I haven't done any studying, so I'm not ready for the test. And lastly, I've already port the presence, so I don't want to go shopping again. Do remember that whenever you use the present perfect tense, you don't use time expressions to say when the past action waas. Okay, So today we learned to use the present perfect tense to talk about past actions that affects the present situation. In the next lesson, we'll learn another useful way off using the present. Perfect tense. See you then. Bye for now. 89. 10.3 Present perfect (Use 4): Hello there. So in this lesson, we're going to learn how to use the present perfect tense, using time expressions that have not finished yet and also using adverbs just And yet, let's first look at an example sentence to learn the first use. I've had a terrible day today. I've had a terrible day today in this sentence. The key time expression is today, and when we use time expressions that haven't ended yet, like today, we can use the present. Perfect tends to indicate what's been done so far. So this sentence means that I've had a terrible day so far, but it hasn't ended yet. Let's look at a few other example sentences. She's worked three days this week. We've made a lot of money this month. They've won two races this year. So in each sentence, when we use time expressions this week this month and this year, which have no ended yet it helps to show what's been done so far, meaning that she could work mawr this week. We could make more money this month, and they could win more races this year. Okay, let's now look at two adverbs we commonly use with the present perfect tense. Here are some example sentences using Just and yet I've just eaten my lunch. I haven't finished my homework yet. First, we used just to explain that something was done very recently, and we use just between have and the main flub to emphasize the meaning of just. We can also say only, just let's look at few example sentences. We've just left the school. You've just finished work. She's only just quit her job so we can use just or only just to say that something was done recently and we used these adverbs between half and the main flub. However we use yet in negative sentences, and we use it to say that something hasn't happened but will probably happen in the near future. So this sentence means that I didn't finish my homework, but we'll finish it in the near future. We can also use yet in questions to ask if something has happened in both negative and question statements, yet is used at the end off the statement. Let's look a few example sentences. We haven't been to Australia yet. Has she pulled the car yet? Have you called her yet? So As you can see, we can use yet to say that something is not done but may happen in the future and in questions we can use yet to ask if something has been done. And as you can see in all three statements yet is used at the end off the sentence. Okay, So in this lesson, we learn to use the present perfect tense with time expressions which haven't ended and also with adverbs just and yet in the next lesson, we learn the difference between half bean and half gone, its use in again. Bye bye. 90. 10.3 Have been & gone: Hello there. So in this lesson, we're going to learn that differences between Half Bean and have gone. Let's first look at a sentence that uses have and the PP off the Beav UB Bean, Jack's Bean to Frantz twice. Jack's Bean to France twice. Now we use have Bean to talk about going somewhere and then coming back. So this sentence means that Jax made the trip to France twice before. And in most situations this sentence means that Jack is currently not in France compared the sentence to have gone, which is made up, off have and the Pee pee off the verb go Jack's gone to Frantz. Jack's gone to Frantz. Now we use have gone to say that someone has left somewhere to go to another place. So this sentence can mean that Jack is currently traveling to France or that he is currently in fronts. The key point is that the person has not returned yet. Let's look a few more example. Sentences that use have bean and have gone. They've just being to the beach. They've just gone to the beach. She's being toe Hawaiian. Many times he's gone to Hawaii. So as you can see we can use just with both have bean and have gone to say that they have just come back from the beach or they have just left to go to the beach. Also, we can use phrases like many times with Have Bean to say how many times we made the trip to somewhere. But we cannot use such phrases with have gone Let's look a few dialogues that use thes structures. Have you been to John School? No, I haven't been there yet. Have you ever been to Brazil? Yes, I've been to Brazil ones. Has she gone to New York? No, she's still in London. So we can use have bean toe, ask where people have traveled to or visited and we can use ever to ask people about their life experiences. When we use have gone in questions. The question is more about the current situation off where somebody is Okay, so in this lesson that we learned to use have Bean to talk about going somewhere and then returning and have gone to talk about someone going somewhere and not returning yet. In the next lesson, we will learn how to use the present perfect, continuous tense season again. Bye bye. 91. 10.3 Present perfect continuous: Hello there. So in this lesson, we're going to learn how to use the present perfect, continuous tens. Let's first look at a couple of sentences that use this tense and learned the structure. You've been working in London for a few days. She's been writing a letter to her parents. Okay, so the key structure is have Bean and the Verba Angie form. But for third person, singular subjects we use has instead off have in speech. It's more common to use the contracted form off the subject and the have herb. Now we conform negative sentences by adding not after the have verb like this, but again, in spoken English, we often contract the have herb and not together like this forming yes or no questions is the same as the present perfect tense as we simply switch the have herb and the subject. So we have. Have you been working in London? Has she been writing a letter? And the way we respond to these questions is similar to the present Perfect tense. So we can say yes, I have or no, I haven't. And yes, she has, or no, she hasn't. Finally, just like we did with the present perfect tense we conform wh word questions by adding a wh word in front of the yes or no questions so we can make. How long have you been working in London for? Who has she been writing a letter to? So we simply add a wh word in front of the yes or no questions, but also use relevant propositions at the end off the questions. Okay, so that's the structure off the present perfect, continuous tense. Let's now look at how we use this tense. The main use off the present perfect, continuous tense is to describe an action that began in the past and has continued to now. So this sentence, which we saw earlier, means that she started writing in the past and is still writing the letter now. Now the same sentence written in the present perfect tense means that the action is finished and we can now read the finish letter. However, as we learned before, we can also write about things that started in the past and has continued to the present, using the present perfect tense. So we can say I've worked in London for five years. I've been working in London for five years. Both sentences refer to something that began in the past and has continued to the present, and they refer to a permanent state so that meaning is exactly the same. However, in some situations we can use, the present, perfect continues, tends to describe more temporary actions, which we cannot do with the present perfect tense. Consider the following sentence. I'm here for an exhibition, so I've been working in London for a few days. So in this sentence we use the present perfect continuous tense to describe a temporary state off working in London. London isn't where I usually work, but I'm here for a few days of work so we can use the present perfect continues tents. In this way, however, we generally don't use the present perfect tense to describe temporary action. We use it to describe permanent states. Okay, so in this lesson we learned how to form the present perfect, continuous tense and how we use it to describe something that began in the past and has continued to now and to describe temporary actions. In the next lesson, we will learn how to use the past continuous tense Susan again, Bye bye 92. 11.1 Past continuous 1: Hello there. So in this lesson, we're going to learn how to use the past continuous tense. Well, first, look at the structure and then the main use off the past continuous tense. Here are two example sentences. I was watching TV. They were playing basketball similar to the present continuous tense. The key structure is the be verb and the verb i n g. However, we use the past form off the be verb waas for singular subjects and work for plural subjects. Inter form negative sentences we use, not after the be verb and in spoken English. We generally contract the be verb and not so these sentences become. I wasn't watching TV. They weren't playing basketball. Next to form yes or no questions. We switch the subject and the B verb in the positive statement. So they become. Was I watching TV? Were they playing basketball? And we answer these questions by saying, Yes, I waas or No, I wasn't. And yes, they were or no, they weren't. And to form wh word questions, we simply add a wh word in front of these yes or no questions. So they become What was I wanting? Where were they playing basketball, so these other structures or various sentences using the past continues tens. Let's now look at how we use this tense now. The key use off the past continuous tense is to talk about some action that was in progress in the past. Consider the following question. What were you doing at eight last night? By using the past continuous tense? The question is specifically asking about an action that was in progress. So to answer this question, we would use the same tents and say something like, I was reading a book. We were watching a movie. I was doing homework. So each sentence describes an action that was in progress in the past. So the first and the main use off the past continuous is similar to the present continuous , but it relates to the past. Okay, so in this lesson, we learned the structure off sentences using the past continuous tense in the main use off . This tense in the next lesson will learn another important use off the past continuous, tense season again. But by 93. 11.1 Past continuous 2: hello there. So in this lesson, we're going to learn another important use off the past. Continuous tense. Now the past continuous is one of the narrative tenses, so it's often used to tell stories and describe past events. So a key use of the past continuous is to say that an action was in progress in the past, when another event happened to stop that action, for example, we can say I was watching TV when my friend cold I was watching TV when my friend cold in the sentence the past continuous describes the action in progress. I was watching TV. However, this continuous action is then stopped by another action, which is described in the past. Simple tents. My friend called. So when we use the past continuous and the past simple together like this, the past continues, describes an action in progress. Ah, longer action. And this action is stopped by a shorter action, which is described in the past. Simple tents. Let's look at two more example sentences like this. We were doing our homework when the pizza delivery arrived while I was having a shower. My phone ran so in both sentences the past continues, describes an action in progress, and this action is stopped or interrupted by the action described by the past simple tents . When we joined these two ideas, which are called clauses we can use when and while when is often position in front of the past simple and while is position in front, off the past. Continuous. Okay, so today we learned how to use the past continuous with the past simple to connect to events in the past. In the next lesson, we will learn how to use the past perfect ends season again, but by 94. 11.2 Past perfect: Hello there. So in this lesson, we're going to learn how to use the past perfect tens. Well, first, look at the form and then we'll look at how this tense is used. Here's an example Sentence. The Children had finished their homework. The Children had finished their homework. The key structure off the past perfect tense is had plus pp off of UB. With the past perfect tense, we don't need to change the verb to match the subjects. The verb phrase structure is always the same. To make this into a negative sentence, we add not after had but in spoken English had and not are often contracted to hadn't so this sentence becomes the Children hadn't finished their homework. Here's another pair of example sentences We had eaten our dinner. We hadn't eaten our dinner. So, as you can see, each sentence has the had plus pp off a verb phrase structure and in the negative sentence we contract had and not too hadn't. The past perfect tense is rarely used in question, so we'll move on and learn how to use the past Perfect ends. The past perfect tense is mainly used to sequence events that happened in the past, and we use the past perfect to talk about an event that happened before another event in the past. Let's look at an example sentence. The Children had finished their homework before their father got home. The Children had finished their homework before their father got home. So in this sentence, the past Perfect describes the first event in the past. Simple describes the second event when we joined these two tenses. Together, we can use various phrases like before, by the time when, and because here are some example sentences using these phrases. When I got home, the Children had already cleaned the house. I woke up late because I had forgotten to set my alarm. By the time the movie ended, I had drunk or the coke. So in each sentence, the past Perfect describes the first event, and the par simple describes the second event. And the two events are connected by it. Words and phrases like before, when because and by the time okay, so in this lesson we learn how to form the past perfect tense and how it is used to sequence events in the past and the past. Perfect is used to describe an event before another event in the past. In the next lesson, we're going to learn about the past. Perfect, continuous, tense season again, but way. 95. 11.2 Past perfect continuous: Hello there. So in this lesson, we're going to learn how to use the past. Perfect, continuous tense. Let's first look at a sentence that uses this tense. We had been doing our homework. We had been doing our homework first. The key structure off the past perfect, continuous tense is had bean endeavor by Angie, and this verb phrase structure is the same for both singular and plural subjects. We can contract the subject and the verb had and say we'd been doing our homework and, like the past perfect tense. We can make this into a negative sentence by adding not after had and we can either keep the subject and had contracted or we can contract, had and not and say hadn't so we can say we'd not been doing our homework and we hadn't been doing our homework. Both sentences are correct now. We very rarely use the past perfect in question statements. So let's now look at how this tense is used. The use off the past perfect continuous is similar to the past, perfect as it's used to refer to an event in the past before another event. However, one kid difference is that it's used to describe an action that's in progress in the past. Here's an example sentence. We had been doing our homework when I grand parents came to visit. We had been doing our homework when our grand parents came to visit. So in this sentence, the past perfect continuous describes an action that started in the past and continued up to a point when the second events happened, which is that our grand parents came to visit and just like the past. Perfect tense. The past perfect, continuous tense describes the first event in the past. Simple describes the second event. Let's look at two more example sentences. I had been working in the office when I got a call from my boss. The Children had been playing in the garden before the party started. So again we have the past perfect, continuous tense, describing the first event, which continues to the point off the second event, and this second event is described by the past simple tents. Okay, so in this lesson we learned how to form the past perfect, continuous tense, and we learn how it is used to describe a continuous action before another event in the past. In the next lesson, we will learn how to talk about future plans in three different ways. See you then. Bye for now. 96. 11.3 Will vs be going to: Hello there. So in this lesson, we're going to learn how to talk about future plans using will and be going toe. But we'll also refer to the present. Continues tends to talk about future plans. In this lesson, the main difference between will and be going to is that we use will to talk about future plans. We decide at the time of speaking, and we use be going to to talk about future plans. We decide before the time of speaking, consider the following dialogue. We haven't got any milk. I'm going to get a coffee, so I'll get some milk in this dialogue. When the sun finds out that there's no milk, the son says, I'm going to get a coffee, and this is because the Sun had already decided that he would go to a cafe. He had made the decision before the time of speaking to get some coffee. So he users be going to to talk about this decision, however, because his mom had just told him that they didn't have any milk. He says he will get some milk while he's out getting a coffee, and he uses Will to say that he would get the milk, since this decision was only made at the time of speaking. Let's look at another example. Dialogue. I'm going to see a movie tonight. Do you want to come? Uh, no, I'm tired. I think I'll stay at home tonight. So Friend a first tells about his plan to watch a movie using Be going to, as this is something he had planned before the time of speaking. But Friend Be says he doesn't want to watch the movie because he's tired. So then, at that moment, he decides that he will probably stay at home that evening, so he uses Will to say, I'll stay at home tonight. So the key point to note is that we use will to talk about decisions we make at the time of speaking and be going to to talk about decisions we make before the time of speaking. However, as mentioned in an earlier lesson on the present continuous tense we can use, this tends to talk about MAWR fixed plans. So when we express future plans using the present continuous tense, it means that the plan has been arranged with others, so it's difficult to change the plan. So please remember to use the present continues tenants to talk about more fixed concrete plans. Okay, so in this lesson, we learned to use will to talk about future plans. We decide at the time of speaking and be going to to talk about future plans we decide before the time of speaking. But to talk about more concrete fixed plans, we use the present continuous tense. In the next lesson, we will learn how to use the future. Continuous tense. See, then bye bye. 97. 11.3 Future continuous (Form): Hello there. So in this lesson, we're going to learn about the future continuous tense, but will focus on the structure off this tense. First, let's first look at a couple of example sentences. She will be playing tennis. We will be having our dinner. Okay, so the key elements off this structure are will be plus the verb by NGOs structure. This structure is the same for both singular and plural subjects. And in spoken English, we generally contract the subject and will So these sentences become she'll be playing tennis will be having our dinner to make this into a negative sentence. We add not after will, but in spoken English, we generally contracted will and not together. So the negative sentences are She won't be playing tennis. We won't be having our dinner. Let's now look at the question Form two former yes or no questions. We can switch the subject and the modo verb will from the positive statements. So we can ask Will she be playing tennis? Will we be having our dinner? And to answer these questions, we can say yes, she will, or no, she won't. And yes, we will or no, we won't. Lastly, to form wh word questions, we can simply add the wh word in front off yes or no questions so we can ask, Who will she be playing tennis with? Where will we be having our dinner? And as we learned with many other wh word question forms, the response will use the same verb phrase, but with additional details that relate to the wh words. So the responses could be she'll be playing tennis with Sally will be having dinner at T G . I's okay. So in this lesson we learned how to form positive negative and question statements using the future continuous tense. And we also learn how to respond to the question statements. In the next lesson, we'll learn about how the future continuous tense is used. So you said again, Bye bye. 98. 11.3 Future continuous (Use): Hello there. So in this lesson, we're going to learn about two main uses off the future. Continuous tense. The first main use off the future Continuous tense is to talk about a continuous action on action in progress happening in the future, and these are generally expected events in the future. Here's an example sentence. I will be working in London next week. I will be working in London next week. So this sentence describes the continuous action off me working in London next week, and I expect this event to be true in the future. Let's look a few more example sentences. She will be playing tennis with Sally on Sunday. Tonight we will be having dinner at T G. I's so in each sentence we use the future continuous tends to talk about the continuous action off playing tennis and having dinner in the future, and these events are expected to happen. Okay, so let's move on to the second important use off the future continuous tense, and it is to talk about assumptions about the present situation. Consider the following dialogue. Is Tom busy? I think so. He will be doing something in the garden in this dialogue be, thinks Tom is busy, and States stays assumption about the current situation using the future continuous. He thinks Tom is working in the garden now. If we use the present continuous and say he is doing something in the garden, then this becomes a factual statement rather than an assumption. Let's look at two other example sentences. Don't call your dad. Now he'll be driving his car with Jay. He will be watching the TV somewhere in the house. So in the first sentence, we use the future continuous to make an assumption off what that is doing now. And the second sentence is also an assumption off what Jack is doing around the house. This use off the future continuous to assume about the current situation is similar to using the present continuous with probably so the sentences could also be said as he's probably doing something in the garden. He's probably driving his car. He's probably watching the TV somewhere in the house. So using will to make an assumption about the present situation and using probably with the present continuous have similar meanings. Okay, so in this lesson, we learned two ways of using the future continuous. One wants to talk about continuous events in the future and the other wants to talk about our assumptions about current situations. In the next lesson, we will learn how to use the future. Perfect. Tense. See you then. Bye for now. 99. 11.4 Future perfect: Hello there. So in this lesson, we're going to learn how to use the future. Perfect tense. Let's first look at a sentence that uses this tense. He will have finished his homework by tomorrow. He would have finished his homework by tomorrow. The key structure to the future perfect tense is will have and the PP off of UB and the pee pee off the verb to finish is finished as this is a regular verb in everyday speech. If the subject is a pronoun, we often contract the subject with the motive. Herb will so we can say he'll have finished his homework by tomorrow. He'll have finished his homework by tomorrow also. Quite often we use this structure off by plus a time expression with the future perfect tense. And we will explain why we use this expression with this tense. Later in this lesson, Here are a couple of other example sentences using this tense kids will have eaten that dinner in an hour. My plane will have landed by eight oclock, so each sentence uses the will have plus the PP structure and as well as using the by plus a time expression structure, we can also use in plus a time expression with this tense forming negative sentences yes or no questions. And wh word questions follow a similar rule to the future. Continuous tense. So here are some examples off all these forms. He won't have finished his homework by tomorrow my plane won't have landed by eight oclock . Will he have finished his homework by tomorrow? Will your plane have landed by eight oclock? What really have finished by tomorrow. When will your plane have landed by so to form negative sentences we use not after the motor over, but will. Though it's often contracted in everyday speech then to form yes or no questions. We switch the position off the subject and the motive up will. And lastly, we formed wh word questions by using a wh word in front, off the yes or no questions. Okay, let's now look at how we use this tense. We use the future perfect tense to say that an action will be finished by a particular time in the future. So in this sentence were saying that homework will be finished by tomorrow. In the second sentence, kids dinner will be finished in an hour's time in the future and in the last sentence, the plane's landing will be completed by eight oclock. Because of this, use off saying that something will be finished by a particular time. The future perfect tense is often used with time expressions using the propositions in and buy to say when something will be finished. And also because of this use off saying something will be done by when we often use the future perfect tense to make predictions about the future, for example, we can say we will have built a new stadium. By next month, the population of the city will have doubled by 2030. So as you can see, each sentence makes a prediction about the future using the future. Perfect tense. Okay, so in this lesson we learned how the future perfect tense is formed and how it is used to indicate that something will be finished by a certain time in the future. In the next lesson, we will learn about the future perfect, continuous, tense season again, but by 100. 11.4 Future perfect continuous: Hello there. So in this lesson, we're going to learn how to use the future. Perfect, continuous tense. Let's first look at a sentence that uses this tense By next year, I will have been working at Google for 20 years. By next year, I will have been working at Google for 20 years. Okay, so first, the key structure in the future perfect, continuous tense is will have bean plus of our buying. Gee, and this structure is the same for all subjects in everyday speech. If the subject is a pronoun, we often contract the subject. Any will so weaken, say by next year. I'll have been working at Google for 20 years, similar to the future. Perfect tense. We often use time expressions such as by next year, where the future perfect, continuous tense and we also often use four plus a time expression to show the duration off the activity. Let's look at two more sentences. Using this tense by eight tonight will have been waiting at the airport for seven hours. When I get back home, I will have been traveling for eight months. So in both sentences, we used will have bean plus of our buying. Gee and we have time expressions by eight tonight and when I get home to show when the action has continued to. We also use four plus a time expression to indicate the duration of the activity described in the future. Perfect, continuous for phrase. Lastly, forming the future perfect, continuous tense into negative yes or no questions and wh word questions is the same as the future. Perfect. Tense. So we can say I won't have been working at Google for 20 years. Will you have been working at Google for 20 years? And where will you have been working for 20 years? Okay, let's now look at how we use the future. Perfect, continuous tense. Now we use the future perfect, continuous tense in a similar way to the future. Perfect tense from the previous lesson, however we use, this tends to emphasize that an activity continues to a particular time in the future. We emphasize that action is in progress up to a certain time in the future, so we often highlight the duration of an activity by using four plus a time expression. In each of these sentences, we use the future perfect continuous tense and the time expression to indicate when an action will continue. Until and then. We describe the duration often activity until a particular time in the future, using the Proposition four and a time expression. Okay, so in this lesson we learn how to form the future perfect, continuous tense and how it's used to describe in action in progress until the time in the future. In the next lesson will start learning about motive herbs Susan again by phone out. 101. 12.1 Modals (Overview): Hello there. So in this lesson, we're going to start learning about motile auxiliary verbs, also known as just motile verbs. Let's first consider why we use motive. UBS. Now English verbs are very simple and direct in meaning. Consider this sentence. She rise a bicycle, she rise a bicycle. Now the verb ride in this sentence expresses what we believe to be factual or true. The meaning is very direct and quite simple. However, we can use motile verbs to express a different attitude or viewpoints about the speaker on the meaning off that Bob, for example, less ad could to this sentence. She could ride a bicycle. She could ride a bicycle by using. Could we've changed the meaning of the sentence? This sentence is now either a statement off possibility. There is a chance off her riding a bicycle or a statement off past ability. In the past, she had the ability to ride a bicycle. So, as you can see, by using a motive up, the speaker can express a different attitude or a viewpoint about the Vogues, meaning. Let's now consider the structure off sentences that use motive. Obs. The motive of is an accident reverb, so it helps to modify the meaning off the main verb. And this means that motive. Herbs are used with a main verb, and the main verb is, in its infinitive form, the unchanged form for both singular and plural subjects. Also, when forming questions we don't need to use other oxygen revolves, such as the two verb as motive. Herbs are accelerate. Bob's so we conform questions like this. Could she ride a bicycle? What could she ride now? Motive. Herbs generally have many different functions. Consider the use off May. In these sentences, she may eat the salad. She may eat salad. May I eat the salad? You may not eat the salad. The first statement describes a possibility that there is a chance off her eating the salad . But in the second sentence, we think she eats salad. This is a speculation about her dietary habits. We think she eats salad regularly, though we're not 100% sure. The question that uses May is a polite request, and lastly, we can also use May to express a prohibition. As in, we can use May to say someone is not allowed to do something as you can see motive. Herbs can have more than one language function, and it's important to learn these different functions. And in this course, our focus is on learning the motive. UBS based on the different functions. Finally, motive. Herbs can be divided into two types. Cool motive, UBS and Semi Moto's Cool Moto's Our motive, UBS that only have one form, and these are motive. Herbs like can could will and so on. In sums of semi Moto's, there are need to or two and used to which we learned in an earlier lesson. These motive UBS differ in how they're used, for example, need to changes four singular subjects and to form negative sentences need to end used to use the auxiliary verb do while ought to doesn't use do, and it's actually rarely used in negative sentences. So as we learn how to use these semi models, we need to learn the different ways in which these phrases are used. Additionally, there are many phrases which we sometimes use, like motive obs, and these include be able to have to had better and be going to which we learned in an earlier lesson. Now, over the next 10 lessons or so we will learn how all these different motive herbs air used . So if you're ready, let's get into the first lesson. And in the next lesson, we will first learn about the motive alls. We used to talk about abilities Susan again, but by 102. 12.1 Modals of ability (can & could): hi there. So in this lesson, we're going to learn about motive. Herbs were used to talk about our abilities to motive owes. We used to talk about our abilities. Are, can and could both can and could are used to talk about having the ability, knowledge, money or equipment to do something we use can to talk about our presence, abilities and could to talk about our past abilities. Here are a couple of example sentences using cat. I can swim for hours. I can swim for hours. I can't buy that. I can't buy that. So we use the motive Herb can with the main verb to say we have the ability to do the main Bob. And as you can see in the second sentence, we can also use the negative form and say what we don't have the money to do when can't is not contracted. It's written as cannot so can and not are attached to each other. We also often use can in question forms toe. Ask if someone has the ability so we can use them in yes or no questions by switching can and the subject So we can ask, Can you swim. Can you play the guitar? And to answer these questions, we can say yes, I can or no, I can't. And we can add wh words in front off yes or no questions to form wh word questions So we can ask, How well can you swim? What can you play now to talk about our past abilities We simply use could instead off can And the use of could is exactly the same as can. So we can say I could swim for hours. I couldn't buy that. So these sentences mean that I had the ability to swim for hours and I didn't have enough money to buy that. Okay, so in this lesson, we learned to use can and could to talk about our abilities, and we learned that we use can to talk about our present abilities and could to talk about our past abilities. In the next lesson, we will learn how to use to be able to see you soon a gain, but by 103. 12.1 Modals of ability (be able to): hi there. So in this lesson, we're going to learn how to use to be able to now to be able to is a phrase we often use instead off can and could. It's made up off the be verb, the adjective able and a to infinitive phrase. This phrase has the same meaning as can end Could, for example, in the previous lesson we learned to say, I can swim for hours and I could swim for hours. However, we could also say I'm able to swim for hours and I was able to swim for hours. So we congregate the be verb to the present or the past tense and match it with the subject . The sentences have the same meaning, though it's more common to use, can and could. In these instances, however, there are verb structures where we cannot use, can and could, and in these structures, we use to be able to first to be able to can be used in many other tenses, so we can use it in the past tense as seen here. But it can be used in a variety of tenses, such as the past perfect, the present perfect and the future simple. So if we need to express can and could in other tenses, then we used to be ableto also we can use to be able to with other motile verbs. And this is an important feature as motive. Herbs are never used with other motive herbs. So we can say I may be able to swim. I should be able to swim, and I must be able to swim. So in these structures, be able to swim acts as the main bob and they are modified by the motive UBS. Okay, so in this lesson, we learned how we use the phrase to be able to instead of can and could, in many different tenses and also with other motive UBS. In the next lesson, we will learn how to use motive herbs to talk about probability. See you then. Bye bye. 104. 12.2 Modals of probability: hi there. So in this lesson, we're going to learn how to use motile verbs to talk about probability. The four motive herbs we used to talk about probability are, can could may and might. Now we use the motor over can to state something we believe to be true or to be usually the case. Consider the following two sentences. It can rain unexpectedly in London. Children can get hungry after school. Now these statements are a mixed off what we believe to be true and to be usually the case with London. And also we have Children. So we're saying that we believe it can rain unexpectedly in London, and this is usually the case. Also, we believe Children can get hungry after school, and this is usually the case. However, when we use could may M might the statements arm or off what's possible rather than what's true or usually the case? Consider these sentences. He could rain unexpectedly in London. Children may get hungry after school. The first sentence states that it is possible for the weather to become wet in London unexpectedly, and the speaker maybe talking to someone planning a trip to London and could be saying this toe. Advise that person about the possibility off the weather in London. In the second sentence, we're talking about the possibility off Children getting hungry, and this may be because the Children had a busy day of school. So there is a chance that the Children are hungry. So these statements are not what we believe to be true or to be the usual case, but off possible situations in the near future. Now might is also used in the same way as could in May. But the only slight difference is that might describes a weaker possibility than couldn't may. So Children might get hungry after school means that it is possible for the Children to get hungry. But we're less sure off this than in sentences that use May and could. Let's look at another set of example sentences using all four motive herbs. From this lesson, the cinema can be hot. The cinema could be hot, the cinema, maybe hot the cinema might be hot, so the first sentence describes what we believe to be true, and the next three sentences are about. What's possible, though might expresses less certainty. Okay, so in this lesson we learned to use the moto verbs can could may and might to talk about probability off events in the future. In the next lesson, we will learn how to use motive herbs to make requests. See you then. Bye for now. 105. 12.2 Modals of request: Hello there. So in this lesson, we're going to learn how to use motile verbs to make polite requests to make requests we commonly use the Moto verbs can could will and would. Let's begin with the most common motive UBS. We used to make requests can and could. Here are two requests using can end Could Can you pass me my bag? Could you pass me my bag to form requests using cannon? Could we first used a motive? UB. Then the subject, which is usually you and then the verb infinitive both can and could, are frequently used to make polite requests. However, if you're in a situation where you need to be more polite than you should use, could as could is more polite than can we can. Also use will end would to form polite requests so we can say, Will you close the window? Would you close the window? The structure off the question is the same as cannon could. So we first use a modal verb and then the subject, which again is usually you. And after that, the verb infinitive, as mentioned already using both will and would is polite, however, would is more polite and less direct than will. So if you need to be more polite, you should use wood to make requests in terms of meaning using can and could has the nuance of asking whether the other person is able to or whether it's possible for them to fulfill the request, whereas using will and would has the new ones of asking whether someone is willing to fulfill these requests. So there is a slight difference in the nuance off these requests. Okay, so let's now look up. Mawr Example requests using these four motive obs. Will you help me with my homework? Can you help me with my homework? Would you help me with my homework? Could you help me with my homework? So all these questions are polite requests, but the use off would and could is more polite and less direct on the use off will and can . Also the use of can and could is more about the possibility and the ability off the other person helping, whereas will and work is more about the willingness off the other person to help. So please do keep that in mind. Okay, so in this lesson, we learned to use the motor verbs can could, will and would to make polite requests. In the next lesson, we will learn how to ask for permission using motor evolves. See you then. Bye for now. 106. 12.3 Modals of permission: Hello there. So in this lesson, we're going to learn how to use motile verbs, toe ask for permission, grants permission and refused permission to ask for permission. We commonly use the motive. Herbs can could in May. Here's an example Question using the motive up Can tow ask for permission? Can I use your phone? The most common way to ask for permission is by using the motive ob can and the structure off. The question is the same as the request from the previous lesson. We first use the motive herb can, then the subject and then the verb infinitive. In the previous lesson on making requests, the subject waas Usually you as we're asking the other person to do something for us, however, went asking for permission. The subject is usually I since we're the ones asking for permission if we're asking for permission for someone else than the subject can be that person's name. Now, if we want to be more polite than we can use, could and ask, Could I use your phone? Could I use your phone? Or if we want to be even more polite than we can use may and ask? May I use your phone. May I use your phone? So, in general, we can use can. But in situations where we need to be more polite than we can use could in may toe ask for permission. When we grant permission, we can use can in May So we can say yes, you can. Or yes, you may, however, we don't use could to grant permission to refuse permission. We can say no, you can't or No, you may not. And although we can contract can and not and say can't we cannot contract May And not also we don't use the negative form of could to refuse permission. Let's look a few other example questions and responses. Can I use your car tonight? No. You can't use my call. May I ask you a question? Yes, you may. Could I leave the class early today? No, you cannot. So, as you can see, we use the motive. Herbs can could in May to ask for permission, and we can use can and may to grant and refuse permission. Okay, So today we learned to use the motive. Herbs can could, in May to ask for permission to grant permission and to refuse permission. In the next lesson, we will learn how to use motive herbs to say someone is prohibited, as in not allowed to do something Susan again. But by 107. 12.3 Modals of prohibition: Hi there. In this lesson, we're going to learn how to use motive herbs to talk about Prohibition. That is to say, someone is not allowed to do something to say that someone is no allowed to do something. We commonly use the motive. Herbs can, may and must, but we use them in their negative forms. Let's first look at how we use can in May. You cannot go out tonight. You may not go to the bathroom as we learned before. These statements are also used to refuse permission, but they are also used to say that someone is not allowed to do something. The most common way off saying you're not allowed to do something is by using the moto verb can and cannot can be contracted so we can say you can't go out. Tonight, however, May and not cannot be contracted, and the use of may not is more formal than cannot. So we often use it to enforce a rule and may not is often seen in writing to stay rules people have to follow in public places. Finally, we can also use must to say someone is not allowed to do something like this. You must not use your mobile phones and we can contract must and not and say you mustn't use your mobile phones. And as you probably heard when you say, mustn't this t is silent, so it's mustn't mustn't now Mustn't is used to enforce rules and laws. So again we often see muscle in public science to indicate rules and also laws, For example, we may see signs say you mustn't turn right. You mustn't drink from this tap. So mustn't is frequently used to indicate rules and laws in public places. Okay, so in this lesson, we learned to use the motive. Evolves cannot, May not and must not to talk about things people aren't allowed to do and may not end must not often used to describe rules and laws in public places. In the next lesson, we will learn how to use motive ups to speculate about things. See, then, bye bye. 108. 12.4 Modals of deduction (present): Hello there. So in this lesson, we're going to learn how to use motive herbs to speculate, which means to make guesses about why something has happened in the present situation. The motive of is we used to make speculations are May Might could, must and can't first, we use May might and could to say that we think something is true, but we're not really sure. For example, let's imagine that our colleague Lisa is late for work on Monday. Then we might say things like she may have a day off today. She could be stuck in traffic. She might be sick, so we use all three motive herbs to make guesses, which we're not sure about. However, the use of May is slightly more certain than could, and it's also slightly more formal and might expresses less certainty than the other two motive herbs. Next, we have the motive UB must, and we use this motive up when we think that something is true or is the most probable option. So going back to the scenario off Lisa being late for work. If we know that on Mondays she often works from home, that I can say she must be working from home today. She must be working from home today. So in this sentence, I use must, as I believe this to be true or the most probable option. Lastly, we use can't when we believe that something is not possible in the present situation again going back to this scenario off Lisa being late for work because I had dinner with her last night. I am quite certain that she is not sick today. Therefore, I can say she can't be sick today. She can't be sick today. So we use con to talk about things we believe aren't true based on what we know. Okay, So let's look at a few other sentences that use these motive herbs to speculate about the present situation. Sam's got a test tomorrow, so she may be busy tonight. Sally is not here. She could be lost. Is six o'clock. So Jack might be at home. He must be tired after that marathon. You can't be hungry. You just had lunch. So we use motive, abs, may could and might to talk about things we think are true. We use must to talk about things we believe to be true and we use can not to talk about things that are not possible in the present situation. Okay, so in this lesson, we learned to speculate. Make guesses about the present situation using motive herbs May Might could must and cannot . In the next lesson, we will learn to use motive herbs to speculate about the past. See you then. Bye bye. 109. 12.4 Modals of deduction (past): hi there. So in this lesson, we're going to learn how to use motive herbs to speculate about past situations. The motive owes. We used to make speculations about the past are must, may, might, could and couldn't and can't to speculate about par situations. We use the motive, herb and have and then the past participle. First we use May could and might to say that we think something was true in the past. So let's imagine that our colleague Lisa is at work, but she looks a little worried. We're not sure why, but we can speculate and say she may have argued with a boyfriend. She could have had a bad weekend. She might have missed that deadline for the project. So in each sentence we speculate about past events which are causing Lisa to be worried. May of is more formal and more likely than might of. And although we can use, could have to speculate about the past, the use of could've is less common than May and might of also in terms of pronunciation in far speech have sounds like off. So these a pronounced as she may of he may of she could have she could have. She might have. She might have. Next we have must have, which is pronounced must of, and we use must of to speculate about past things which we believe are true. So let's imagine that I know that Lisa has just come back from a review meeting and I think she looks worried because the meeting didn't go well that I can say the review meeting must have gone badly. The review meeting must have gone badly so we can use must of to make par speculations which we believe to be true. Lastly, we use couldn't and can't with have when we think something was not possible in the past. So going back to Lisa situation, I know that she had a great weekend and I also saw Lisa in a boyfriend together last night , and they both looked very happy. So I can say she can't have had a bad weekend. She couldn't have argued with a boyfriend. So, as you can see, we use can't have and couldn't have to talk about past events which we believe were not possible. Less like a more example, sentences that use thes structures. Jack bought a new car. He may have had a pay rise. She's usually on time. She could have gotten on the wrong bus. My mom might have joined the gym. She looks so slim. Sam never studies, but she got an A in the test. She must have cheated. Tom can't of bought a new car. He doesn't have any money. So we use May could and might have to talk about what we think was possible. Must have to talk about what we think was almost true in the past and can't of and couldn't have to talk about what was not possible in the past. Okay, so today we learned how to use motive OFWs with have, plus the past participle structure to speculate about past situations. In the next lesson, we will learn how to use motive herbs to talk about obligations season again. But by 110. 12.5 Modals of obligation: Hello there. So in this lesson, we're going to learn how to use motile verbs to talk about obligations. The motive Herbs we used to talk about obligations are must have to end need. First, we use must to express a strong obligation. It often shows that the obligation comes from the speaker. Consider the following sentences. I must clean the house today. You must do your homework. In the first sentence, the speaker decides on an obligation for himself and in the second sentence, the speaker decides on an obligation for the listener. So in both sentences, it's the speaker that decides the obligation. However we use have to to express obligations that come from outside the speaker. Consider these sentences. I have to be at work by 8 a.m. Lisa's got toe hander s A. And by tomorrow, in both sentences, the speaker is talking about obligations decided by someone else. The first obligation is decided by my workplace, and the second is Lisa's teacher, who set the deadline for her essay. Submission. Also, as you can see in the second sentence, have to is often said as have got to in spoken English. Also, when we talk about past obligations we use the past form of have, too. So we can say I had to clean the house today. I had to be at work by 8 a.m. yesterday. Must does not have a past form. Lastly, need to has a more general meaning. It describes what's important to do. Its use is more similar to have to. Them must, however, need to can refer to both a necessity and an obligation so we can say I need to be at work by 8 a.m. Lisa needs toe hander s aim by tomorrow so we can say the same sentences. Using both have to end need to but have to focus is more on the task being an obligation. The task is a duty or responsibility need to can also be used to talk about duties and responsibilities, but they can also be used to talk about general necessities. So I may need to be at work by 8 a.m. Because I agreed to meet a colleague for breakfast, and Lisa may need toe handle essay in because she has another homework she needs to focus on after that, so need to can mean that something is necessary to do as it's important to the Okay, So today we learned to use must have to and need to to talk about obligations and what's important to do. In the next lesson, we will learn how to use thes motive. UBS in their negative forms. See, then bye bye. 111. 12.5 Modals of no obligation: hi there. So in this lesson, we're going to learn how to use the negative forms off. Must have to end. Need to to talk about obligations. Now we've already learned that the negative form off must not. Mustn't is used to express prohibition. Things were not allowed to do. For example, in museums, we may see the following rules written on the wall. You mustn't touch the exhibition's You mustn't eat, drink or chew gum so the negative off must is used to talk about what's not allowed. However, the negative form off have to end. Need to describe the absence off obligation. Consider the following sentences. You don't have to wear a tie in the office. You don't need to wear a tie in the office. The use off don't have two refers to the absence of obligation. You can wear a tie if you want, but it's not compulsory. Don't need to can also refer to the absence of obligation, but he can also refer to something being unnecessary. So if we say you don't have to wear a life jacket and you don't need to wear a life jacket , I don't have to definitely refers to the fact that this is not an obligation. So wearing a life jacket is not a rule on the boat. However, don't need to can mean that it's not necessary as the water's not that deep, meaning that you won't be in danger so you don't need to wear a life jacket. So there is a slight difference in meaning between the two phrases. When using these structures in the past tense, we can conjugated verbs like this. You didn't have to wear a tie in the office. You didn't need to wear a tie in the office. So we change. Don't to didn't in the verb phrase. Okay, So in this lesson, we revisited the negative form off. Must mustn't describing prohibitions. And we also learned that the negative forms don't have to and don't need to. I used to talk about the absence of obligations and things that are unnecessary. In the next lesson, we will learn how to talk about moral obligations, things that are the right thing to do. See you then. Bye bye. 112. 12.5 Modals of moral obligation: hello there. So in this lesson, we're going to learn how to use motile verbs to talk about moral obligations. And these relate to what's right to do. The motor verbs we used to talk about moral obligations are should end or two. Some people often confuse the use off, have to end should. But we use have to to talk about obligations set by others, whereas should is used to talk about right and desirable things to do. Let's take a look at two example sentences using should and auto. You should help your brother with his homework. You ought to help your brother with his homework. Both should and ought to have the same meeting. They are used to talk about moral obligations. What is right to do. So both sentences talk about helping my brother as being the right thing. To do, however, ought to is more formal than should, so the use of should is more common in everyday speech. We can use should and ought to in negative forms to talk about moral obligations as well. So we can say you shouldn't help your brother with his homework. You ought not to help your brother with his homework. Although we conform negative sentences with auto, using this form is very rare in everyday speech, so it's more common to use. Shouldn't, which is the contracted form off? Should not. Let's look a few more example sentences using should and auto to describe moral obligations . I should visit my cram parents this weekend. I ought to call my mom and let her know that I'll be late. We shouldn't spend too much money tonight. So we talk about what's right to do what's desirable to do using should and auto. Okay, so in this lesson, we learned to use should and ought to to talk about moral obligations. In the next lesson, we will learn to use motive herbs to give advice and suggestions season again. Bye bye. 113. 12.6 Modals of advice and suggestion: hi there. So in this lesson, we're going to learn how to use motive herbs to talk about giving advice and suggestions. The motive Herbs we used to talk about giving advice and suggestions are, could might should or two and had better. First we use Could end might to suggest a possible idea. There may be many options available, and we use could and might to suggest a possible choice to the other person. So let's imagine that a friend doesn't know what present to buy for another friend Now, obviously, there are many different options available. So to suggest the possible present we can use could and might and say, you could get us some perfume, you might want to get us some perfume. As you can see in these examples, we often use might with 12 to make a suggestion. Also, we can use might in a negative form to make a suggestion, and this is to say that something may not be a good idea, so we can say you might not want to get our hat. He rarely wears a hat so we can use might not want to. To say something may not be a good idea now. We don't news could in a negative form to make suggestions, But we can also use could in questions, to make suggestions like this. Could you get us some perfume? And this question has a similar meaning to the positive statement using could. But the question has the new ones of asking if this is a possibility, rather than just saying that this is one of the available options. Let's now look at using should to give advice and make suggestions. Consider the following two sentences. You should get us some perfume. You shouldn't get our hat now we can use should in positive and negative statements, to give advice while could and might worm or about making a suggestion. Saying that something is one of many options we use should to say that something is the best option, and this is usually based on some kind of knowledge or evidence. So in this situation, I might know that our friend has used all her perfume, and I also know that she has many hats. Therefore, I suggest that getting the perfume is the best idea and not getting Ah, hat is also another good idea. We can also use or two to say the same sentences, and the sentences have similar meaning but, as mentioned previously or two is more formal and is less commonly used in everyday speech . Lastly, let's look at the use off. Had better we use had better when we gave a strong advice or a warning, we use had better to say that if you don't do this, there could be bad consequences. To understand this usage, let's imagine another situation. Imagine that your friend cut herself cooking in the kitchen. She's trying to stop the bleeding, but it looks like a really bad cut. So you say to her, You'd better go to the hospital. You'd better go to the hospital in this situation we use had better because we want to strongly advise our friend that she needs to go to the hospital. And if she doesn't, then there may be more problems now, although the verb had is the past form off, Have we use had better to give advice on the present situation, and it's never used as have better. Also, as you can see in this sentence had is often contracted with the subject So it said as you'd you'd better. Okay. So in this lesson, we learned to use the motive. Obs could and might to suggest an idea should end or two to advise on the best possible option and had better to give a strong advice and warning. In the next lesson, we will learn how to use motive herbs to make predictions. See you then. Bye for now. 114. 12.6 Modals of prediction: Hello there. So in this lesson, we're going to learn how to use motile verbs to talk about predictions. The motive herbs we used to talk about predictions are, will and be going to first. We can use will to make predictions that are based on personal judgment and opinion and is not based on the presence. Reality, however we use be going to to make strong predictions based on evidence, so they are more likely to be true. Consider the following sentences. I think it will snow on the Christmas Day. I think it's going to snow on Christmas Day in the first sentence. The use of will indicates that the statement is based on a personal opinion. It may be based on certain evidence, such as the weather being cold this winter, but the prediction is mostly based on the speaker's personal opinion. The second sentence, on the other hand, has a greater level of certainty. This prediction is based on certain evidence such as the weather forecast, so there is a greater chance off this prediction becoming a reality. Let's look at another set of example sentences. I think Roger Federer will do well in the French Open. I think Roger Federer is going to do well in the French Open. So the first sentence is a prediction off how Roger Federer will do in the French Open and we use will because even though he is unlikely to win because Rafael Nadal is competing in the same tournament, were making this prediction based on personal opinion. However, the second sentence users be going to as we know that both Nadal and Djokovic are injured. So based on the evidence we can use be going to as Roger Federer has a greater chance of winning the French Open because of the absence off the other two players. So again to reiterate, we use will to make predictions based on personal opinion and be going to based on certain evidence. Let's look at one other way off using will to make predictions. Now we can use will. If we're making predictions about things that always happen, consider the following sentences. The sea will be cold in December. The shops will be busy in December, so in these two sentences we use will as in winter, the sea is always cold and shops are always busy as people are out buying Christmas presents so we can use will to talk about things that are always true. Okay, so today we learned to use will and be going to to make predictions about the future we use will to make predictions based on personal opinion and be going to to make predictions based on evidence. And we also learned to use will to make predictions about things that always happen in the next lesson will spend some time looking at the use off. The moto verb would season again, but by 115. 12.7 Modal verbs (would): Hello there. So in this lesson, we're going to spend some time learning about the motive. UB would. We've really learned to use wood to talk about past habits and polite requests, but the motive of Wood has various other uses. One of the most common uses off would is to talk about things in the past context, and we've already seen how it's used to talk about past habits. However, we can also use word to talk about the future. But from the past viewpoint, consider the following sentence. My teachers believe that I would be good at dancing. This sentence talks about my teachers past belief about the future, which was that I will be good at dancing. So to report this future belief from the past viewpoint, we can use wood. Let's look a few more example sentences. The house was a mess after the party, but my friend told me not to worry, as everyone would help with the cleaning. Everyone thought I would be late. They worry that the restaurant booking would be cancelled, so in these sentences, each use off would is a statement about the future. But from the past viewpoint and these statements are that my friends will help, I will be late and the restaurant booking will be cancelled. Another common use off would is to talk about willingness in the past tense, for example, we can say I asked John to help me, but he wouldn't. Our teacher wouldn't extend the deadline. So each sentence talks about the willingness off John and my teacher. In the past, when we use words to talk about past willingness, it's generally used in its negative form. Here are two more example. Sentences. I went to get a refund, but they wouldn't give me my money back. Our car broke down, but nobody would help us. So in each sentence we talked about the willingness off the shop to give the money back all people's willingness to help in the last sentence. Even when the verb is in its positive form, there is the meaning off negation in the world. Nobody the final use off would is to soften our language. We often use wood with verbs like advise. Imagine, recommend se suggest and think to soften our language to be less direct so we can add would in these sentences to be less direct. I would advise you to stay calm. I would imagine that he's very upset. I would recommend that you stay calm. I would say that he is very upset. I would suggest staying calm. I would think that he's very upset. So these statements that use would are softer and less direct. So in situations where we want to say our thoughts and opinions, but in a less direct way and we can use wood, Okay. So in this lesson that we learn two important uses off the motor verbal would to talk about the past. One wants to talk about the future from the past and the other wants to talk about past willingness. And we also learned to use word to soften our language and be less direct. In the next lesson, we will learn how to use motive herbs to talk about the past. See you then. Bye bye. 116. 12.7 Modal verbs of past: hi there. So in this lesson, we're going to learn how to use the motor Verbs Would should end could in the past tense when we used these motive herbs to talk about the past, we add have plus the past participle structure. And when we use these structures were talking about the past. Hypothetically, that is, we're imagining about the past differently. Consider the following sentence. I would have helped Sally, but she didn't ask. Now the real situation was that I didn't help. But we're saying that if she had asked me to help, then I would have, as I had the intention. So the sentence refers to a past event that didn't happen. Let's look at more example sentences. I would have helped Sally because I like her. I wouldn't have helped Sally because I was too busy. I wouldn't have helped Sally, but she helped me before a game in the first sentence. It means that I didn't help her in the past, but I would have as I like her. However, in the sentences that use the negative form, the meaning is different. The first negative sentence means that I didn't help her as I was too busy. But the second negative sentence means that I did help Sally because she helped me before so the meaning off wouldn't of plus PP. Structure can be different depending on the context. Let's now look at the use off should of plus PP. Here are two example sentences I should have helped Sally. I shouldn't have drunk so much same as before. We use should of and shouldn't have to refer to things that didn't or did happen in the past and because of the way Should is used to talk about moral obligations we use should have an shouldn't have to talk about past regrets. So in the first sentence we're expressing our regret for not helping Sally. And in the second sentence, we're expressing our regret for drinking too much. Here are two more example sentences. I should have called my mom on her birthday. I shouldn't have cheated on the test. So in the first sentence, I'm expressing my regret at not calling my mum. And in the second sentence, I'm expressing my regret for cheating in the test. Okay, lastly, let's look at the use off could of plus PP. Here are a couple of example sentences. I could have gone to the party, but no one told me about it. They could have passed the test, but they didn't study. We use could have plus PP to talk about past possibilities about events that didn't happen . So in the first sentence, it means that I didn't go to the party as no one told me about it. And in the second sentence it means that they fail the test as they didn't study. However, the key point is that it was possible for me to go to the party and for them to pass the test if the situation had been different. One important point to note is that we don't use the negative form, couldn't have to talk about past possibilities as we use this form to talk about past speculations. Okay, so today, we learned to use would of should have and could have plus PP to talk about past situations that didn't happen, and we used these structures to express past intentions, regrets and possibilities. In the next lesson, we will learn how to change active sentences to passive sentences season again, but by 117. 13.1 Active vs Passive 1: Hello there. So in this lesson, we're going to learn how to change an active sentence into a passive sentence. And then we'll look at why we use passive sentences now, before we start looking at what active and passive sentences are. First, we need to look at the differences between transitive and intransitive verbs. Transitive verbs are verbs that can have an object, sir. Verbs like want like and find are transitive verbs as they always have to be used with objects. There are also intransitive verbs, which are never used with objects such as go sit and sleep. However, there are also many verbs, which can be both transitive and intransitive, meaning that they can be used with or without objects. So these are verbs like eat dr and study. Having some awareness off. This concept is important as we can only change sentences that use transitive verbs into passive sentences. These sentences that use intransitive verbs cannot be changed into a passive sentence. Okay, so let's now look at how we change an active sentence into a passive sentence. Let's use this sentence. All the students like the English teacher, So this sentence has the subject all the students the verb like and the object. The English teacher. The key point with active sentences is that the focus off the sentence is on the subject, so we're more interested in the subject. The agent doing the action. However, passive sentences focus on the receiver or the results of the action. So the passive sentence with this active sentence looks like this. The English teacher is light by all the students. The English teacher is light by older students, so the object the receiver off the action comes to the front off the sentence and the verb structure changes to beaver plus past participle the PP. Then we add the agent by using by plus announce structure. Let's look a few other examples off changing active sentences to passive sentences. My mother makes necklaces. Necklaces are made by my mother. I eat cake. Cake is eaten by me. So each passive sentence has devolved structure off beaver plus pp and the focus off the sentence Is the receiver off the action and not the subject. So let's consider this question. Why do we use passive sentences? The main reason, as mentioned already, is to focus the sentence on the receiver or the results of the action rather than the agent doing the action. But another important reason for using passive sentences is because the subject is not important in the sentence or is simply not known. Consider the following sentences. Swimming in the sea is prohibited. The concert is televised all over the world. This TV is made in China, so in these sentences it's not important to know who prohibits swimming, who televises the concerts or who made the TV. What's important is that swimming is prohibited. The concert is televised all over the world and this TV is made in China. So we don't add the agent in these passive sentences, as the agent is not important in the meaning of the sentence or is not known to the speaker . Okay, so in this lesson we learned how to change active sentences to passive sentences, and we also looked at the main reason for using passive sentences. In the next lesson, we will learn more about the different context in which passive sentences are used. See you then. Bye bye. 118. 13.1 Active vs Passive 2: hi there. So in this lesson, we're going to learn more about when we use passive sentences. Well, first, look at some of the context the passive sentences are used in, and then look at the use off the passive sentence in different tenses. First, we often use the passive sentence in news reporting, for example, in the news, we often hear sentences like 10 people were hurt from the accident. Many homes were destroyed by the hurricane. And the reason for using the passive sentence in news reporting is because news reports tend to focus on the results off the events rather than the agent person doing the action. Second, we see passive sentences used in academic texts. When the focus is more on the process rather than the agent, for example, we may see sentences like the students. Interaction was observed twice in the details off. The interaction were recorded in a spreadsheet, so this sentence uses two phrases, which are both passive, and they helped to focus on the process off the action rather than the agent. Lastly, we often use passive sentences when discussing movies, literature and music so we can see sentences like the movie is directed by Steven Spielberg . The book is written by J. K. Rowling. This song is Sand by Elton John. So in each sentence we focus on the creative output by those who made it, such as directors, authors or singers. OK, now let's look at the different tenses we can use the passive voice in. We've already seen the passive voice used in the present simple and the past importance. However, the passive voice can be used in a variety of tenses, so we can use it in the present. Simple. The book is written by J. K. Rolling the Present Continuous. The book is being written by J. K. Rowling, the present Perfect. The book has been written by J. K. Rowling. The Past Simple The book WAAS Written by J. K. Rowling The past Continuous, the book was being written by J. K. Rowling. The past Perfect. The book has been written by J. K. Rowling. The Future simple. The book will be written by Take a Rowling and the Future Perfect. The book will have been written by Take a Rowling. So as you can see, we can use the passive voice in a variety of tenses and the function off the passive voice is the same. It focuses on the receiver off the action rather than the agent. The subject. Okay, so in this lesson we learned how the passive sentences are used. And we also looked at different tenses. The passive sentences are used in in the next lesson. We're going to learn what a clause is. See you soon again, but by 119. 13.2 Simple sentences: Hello there. So in this lesson, we're going to learn what clauses and how we form a simple sentence. Let's first learned what a clause is. A clause is a group of words that contain a subject and a verb, and typically we can put a full stop at the end of a clause to make that clause into a sentence. Here's an example of a clause. The dog sleeps, the dog sleeps that this close has a subject and a verb. It doesn't need an object as the bob is in transitive, so we can put a full stop at the end to make it into a sentence. Closes we can make into a sentence are called independent closes in the sentences that contain one independent clause is called a simple sentence. However, clause can have more than just a subject and a verb. Here are some examples, often independent, clause made into a simple sentence. The cute dog sleeps on the sofa. The dog and the child sleep on the sofa. The dog sleeps on the sofa and snores loudly. The dog and the child sleep on the sofa and snore loudly in the first sentence. We have two additional elements and adjective and a prep positional phrase. But we still have a single subject and a single verb. So this is an independent clause and we can put a full stop at the end to make it into a simple sentence. In the second sentence, we have a compound subject, the dog and the child. But this is still one subject and we have one verb as well. So this is an independent clause, and we can make this into a simple sentence by adding a full stop at the end. In the third sentence, we have the subject dog in a compound Bob and a compound verb is a verb made up off two of of phrases. And this type of clause is also an independent close, so we can put a full stop at the end and make this into a simple sentence. Lastly, we have a centers with a compound subject in a compound verb, and this type of structure is still an independent close so we can make it into a simple sentence by adding a full stop at the end. So an independent clause can have slightly different structures with varying combinations off subjects involves. But we can add a full stop at the end to make them into simple sentences. Okay, so in this lesson, we looked at what a clause is made up off and the different elements we can have in an independent clothes and how we can make these into simple sentences by adding a full stop at the end. In the next lesson, we will learn how we can put two independent closes together to make compound sentences. See you then. Bye bye. 120. 13.2 Compound sentences: hi there. So in this lesson, we're going to learn how to form compound sentences. In the previous lesson, we learned that this is an independent close. The dog sleeps on the sofa and we can put a full stop at the end and make this into a simple sentence. However, we can use what's called coordinating conjunctions to connect to independent closes together like this. The dog sleeps on the sofa and the cat sleeps on the floor. In this sentence, the coordinating conjunction is and and it connects to independent closes when a sentence is made up off to independent clauses joined by a coordinating conjunction is called a compound sentence. A couple of important features off coordinating conjunction is that when they used to join clauses, we don't use a comma. However, in American English, you need to use a comma before the conjunction like this. Also informal writing. You shouldn't start sentences with a coordinating conjunction. However, in informal writing such as in novels, coordinating conjunctions are often used at the start off sentences. The writer can do whatever they want in their creative pursuit. Now, luckily, there are only seven coordinating conjunctions, and you can learn them easily by remembering the acronym Fanboys. So the seven coordinating conjunctions are for and nor but or yet and so and we can use these conjunctions like this. The cat sleeps on the floor, for the dog sleeps on the sofa, the dog sleeps on the sofa and the cat sleeps on the floor. The dog doesn't sleep on the sofa, nor does the cat sleep on the floor. The dog sleeps on the sofa, but the cat sleeps on the floor. The dog can sleep on the sofa or the cat can sleep on the sofa. The dog sleeps on the sofa, yet the cat sleeps on the floor. The dog sleeps on the sofa so that cat sleeps on the floor, so each conjunction helps. The former relationship between the independent Clauses four is similar to because, as it helps the former cause and effect relationship and is used to connect to similar ideas and nor is used at a negative statement to another negative statement. And when you use nor the verb in the second clause is positive as no already has, the negative meaning next we use but to show contrast ing relationships between two independent closes and or is used to connect to possible choices. We use yet to show contrasting relationships. So it's similar to but and so helps to form a cause and effect relationship similar to four coordinating conjunctions can also connect just now owns. But in this lesson with focused on using these conjunctions to connect to independent clauses to form compound sentences. In the next lesson, we will learn about another type of conjunction to form complex sentences. See you then. Bye bye. 121. 13.3 Adverbial clause 1: hi there. So in this lesson, we're going to learn how to form a complex sentences. Complex sentences are formed by combining on independent clause and a dependent clause. The key difference between these two closes is that while we can put a full stop at the end often independent clause to form simple sentences, the dependent clauses cannot be made into a sentence on their own. Dependant closes depend on the independent closes to become a sentence. And there are three types of dependent clauses. An adverb, your clothes, a relative clause in a now close. So when an independent clause combines with one of these dependent closes, it becomes a complex sentence. So let's first go through what an adverb, you'll clause is. Here's an example off a complex sentence with an adverb. You'll close because the dog sleeps on the sofa. That cat sleeps on the floor because the dog sleeps on the sofa. The cat sleeps on the floor. In this sentence, the first clause is a dependent. Close an adverb your clothes and the second is an independent close adverb. Your closes are usually form with what we call a sub ordinating conjunction so they are also sometimes called subordinate clauses. After the subordinating conjunction, we have a subject and a verb, just like the independent closes. Many adverb. Your closes can be positioned at the front, off the sentence or at the back like this. The cat sleeps on the floor because the dog sleeps on the sofa. The meaning is the same for both sentences. However, the only difference between the two sentences is that when you use an adverb your claws at the front, you need to use a comma to separate. The two closes Now, unlike coordinating conjunctions, there are many different types off subordinating conjunctions, and they are often grouped into different types of adverb. You closes, they form will take a look at two types of adverb. You'll clauses they form in this lesson, and we'll look at many more in the following lessons. First, we have subordinating conjunctions that form adv Herbal closes off time. They can show that one event happens after another event before another event all together . At the same time, they can also show that one event happens right after another event and how something happens up to a certain point in time. In the future. Then we have conjunctions that form adverb. You'll closes off reason These conjunctions are used to show why we need to do the things in the independent close. So in each of these sentences, we do the actions in the main clause because of what's in the adverb, your clothes, all the adverb. Your clauses can be positioned at the back or at the front. And if their position at the front, then we need to use a comma to separate the two clauses. Okay, so in this lesson we learned about subordinating conjunctions and how they used to form adverb. You'll clauses dependent closes and we learn that sentence is made up of an independent clause and a dependent close Ah, cold, complex sentences. In the next lesson, we will learn about adverb your closes off manner and result season again. But by 122. 13.3 Adverbial clause 2: hi there. So in this lesson, we're going to learn how to form adv Herbal closes off Manner and result Let's first look at adverb your clothes off manner. Adverb your clothes off Manor describes how something should be done. We conform. Adverb your clothes off manner by using conjunctions as as if as though, however, how and like here are some example sentences. You should draw the diagram as I did. You should play today as if it's your last game. I will spend my money. However, I want to paint the wall just how I showed you. So the adverb your clothes in each sentence describes how the action in the main clause happens or should happen. Unlike the conjunctions used to form adverb your claws of time and reason, these adverb you'll closes have to be positioned at the back off the sentence. They cannot be positioned at the front off the sentence. Let's now look at how we form adverb your clothes off result. Adverb your clothes off result tells us what results from the independent close. The results are related to the use off so and such in the main close. Here are few example sentences. I snore sold loudly that my neighbors complain. She was so shy that she couldn't go on the date. Jack is such a hard worker that his boss gave him another pay rise in the main clause when we use so we can use either an adverb or an adjective to describe the action or the person , and then we can use that in the adverb. You'll close to describe the results off such action or characteristic. However, we use such in the independent clause with a noun, and then use that in the ad verbal clause to describe the result off that. Now let's take a look at another set of example sentences my father drives so dangerously that my mom refuses to get in his car. We were so late that we missed our flight. Hoc is such a big dog that little Children can ride him so again to read, to write after so we can use adverbs and adjectives and after such we can use a noun. And then we use that in the ad verbal close to describe the results off what was mentioned in the independent close, similar to adverb your claws of manner. We cannot move the adverb your clothes of results to the front. Off the sentence, it has to remain in the pack of the sentence. Okay, so in this lesson, we learn to form adverb your closes off manner and result in the next lesson, we will learn adverb your closes off concession and contrast Susan again. But by 123. 13.4 Adverbial clause 3: hi there. So in this lesson, we're going to learn how to form adverb your clauses off concession and contrast. We can use the following subordinating conjunctions to form adverb your clauses off concession and we can use these three to form adverb. You'll closes off contrast. Let's first look at adverb your closes off concession. Now we use adverb. You'll closes off concession to show that in light off what's mentioned in the adverb, you'll close. The information in the main clause is surprising. Here are few example sentences using some of these conjunctions. Although it's wet outside, we're still going to play golf. No matter what my parents say, I'm going to quit my job. I'm going to sell the car whether you like it or not, you can never be completely happy wherever you live. So in each sentence there is an element off surprise in the main clause. Based on the information in the adverb your clothes. It's surprising that we're playing golf because it's wet outside and my parents may advise me not to quit, but I'm going to quit my job anyway. And again in the last two sentences, there is some elements off surprise in the main clause based on what it says in the proverbial close. So just to reiterate the key use off adverb, you'll clauses off concession is that based on the information in the adverb, you'll clause the action that happens in the main clause is surprising. Now these adverb your closes can be positioned at the front, off the sentence or at the back off the sentence. And as we learned before, when the adverb your claws is at the front, we separate the two clauses with a comma. Now we can also use the conjunctions, although while and whereas to form adverb your closes off contrast, here are some example sentences. Although Jack likes reading books, his brother hates reading books. While Sammy was watching TV, Dorothy was studying for her exams. Tom wanted to eat Chinese food, whereas Lisa wanted to eat Italian food. So in each sentence we use these conjunctions to form adverb, your closes, off contrast and the information in the adverb. You'll close contrast with the information in the main close. Here are more examples off adverb. Your clothes is using some of the other conjunctions in this list, even if this was cheap. I wouldn't buy it. However badly his business does, he would still be rich. Whoever you talk to, they won't be able to help you. While we went out for a mil, Jack stayed at home. So the 1st 3 sentences contain adverb. You'll closes off concession as the information in the adverb you'll closes make the information in the main close to be surprising. And the final sentence contains an adverb your clothes off contrast as the information in two closers contrast each other. Okay, so today we learned to form adverb your clauses off concession and contrast which we conform using many different subordinating conjunctions. In the next lesson, we will learn how to form adverb your closes off comparison. See you then. Bye bye. 124. 13.4 Adverbial clause 4: Hello there. So in this lesson, we're going to learn how to form adverb. You'll closes off comparison. Now we conform. Adverb your claws off comparison by using the comparative structure we learn in this course . Here are few example sentences. Jack plays the piano better than his sister does. Polly. It's more than her sister does. Tom can swim as well as Dan can. We got here as fast as we could when we learned these comparative structures than and as we added a noun after these worst compared to now owns. However, when we form adverb, you'll closes off comparison. We had a clause after then and as to form adverb, you'll clause of comparison, and this structure, with a clause is then compared to the main close. The verb in the adverb you'll close can have the full verb phrase so we can say better than his sister plays, or more than her sister eats. However, more often than not, they use an axillary verb instead of a main bob, and the axillary reverb essentially substitutes. The main Bob in the 1st 2 sentences we use does instead off plays and eats, and in general, when we replace regular lexical verbs, and these are generally verbs other than the be verb. We substitute them with the tube bob in the third sentence because the main clause uses the motor over. But can we can use the same motive Herb can in the adverb? You'll claws and omit the main flub. Lastly, in the fourth sentence we use could, as we're not comparing actions off to different people. But what actually happened and what was possible for us to do? Okay, let's look a few other example sentences. Tom rode the bicycle as well as Mark did. We can do this better than they can. The team played better than the coach had expected. So in the first sentence we used did in the adverb, you'll close to Substitute Road in the main close and in the second sentence we use can just like in the main clause and omit the move up. However, in the last sentence, we have a full verb phrase in the adverb. You'll close, and this verb phrase is the past perfect tense. So we're comparing the coaches expectation before the game versus how the team played, so we can also use different various tenses to sequence the events between the adverb You'll clause and the independent clause. Okay, so in this lesson, we learn to use a van and as to form adverb, you'll closes off comparison In the next lesson, we will look at how we form adverb. You'll closes off proportion. See you then. Bye bye. 125. 13.5 Adverbial clause 5: hi there. So in this lesson, we're going to learn how to form adverb, your clauses or proportion. Now adverb your clauses or proportion show that when something happens mawr or less another thing happens. Mawr or less as well. We conform adverb. You'll closes off proportion using two different structures, as in the end, the Let's first look at the structure using as here are two example sentences. As I get older, I have more responsibilities. As I continue to learn English. My understanding off Kraemer improves so in each sentence as the event in the adverb, you'll close happens mawr. The event in the main close also happens more in the first sentence. We use the comparative adjective older and also the comparative adjective mawr in the main clause to indicate this meaning. However, as shown in the second sentence, we can also just use verbs to indicate this meaning off, doing something mawr and something else increasing in the main close. Now, if the action that increases in both clauses are the same, then we can use the so structure in the main clause. Here are two example sentences. As I get older, so do my Children As my working hours increase, so does my pay in these sentences, as the action in the main clause is the same as the adverb, you'll clause we used a so do structure in the main clause to indicate the same action. So in the first sentence, it means my Children get older too. And we use the plural verb. Do as my Children is plural. In the second sentence, it means my pay increases to and in this sentence we used the singular form does as the noun. My pay is singular. Okay, let's now look at how we use the end, the to form adverb, your closes or proportion. Here are some example sentences. The less I study, the less I know. The more I work, the more stressed I get. The harder I work, the less time I have for hobbies. When we use the and those structure, we form proportional structures in the second clause, using mawr or less in a clause. But we can also use mawr or less with an adjective or a noun, which in this case, are stressed and time. So in the first sentence, the structure is quite simple. As we have the less and then a subject and of up in both clauses. However, in the second sentence, the MAWR in the second clause is used with an adjective in these sentences, the use of mawr unless is at verbal as they modify the verbs and also the adjective stressed in the final sentence. We have the comparative form off the adverb hard, which is harder. And in the second clause we use less to show that something decreased as a result off the increase in the first clause so we can mix up the use of Maura and less to indicate a different cause and effect relationship. Also, as we can see in the second clause, we can use mawr or less as an adjective to modify. And now which in this case is time, let's take a look at tomb or example sentences. The less I sleep, the more agitated I become. The bigger car I drive, the more money I spend on maintenance. So again, in each sentence, we can use mawr unless to show how mawr or less off one action these tomb or or less off the other action. And we can use mawr unless as adverbs to modify votes and adjectives in this first sentence . But we can also use Maura unless as adjectives to modify announce as in this second sentence. Okay, so today we learned to use as in the end, the to form adverb. You'll clauses or proportion, and these closes show how mawr or less off one action, leads to more or less off another action. Now there is one other type of adverb. You'll close the adverb, your claws of condition, which are often called conditional statements. But we'll take a break from adverb. You'll clauses for now and return to the conditional statements later. After this lesson will learn about relative closes season again. But by 126. 14.1 Relative clause 1: hello there. So in this lesson, we're going to learn about relative clauses. But first will focus on the overview and then look at different kinds of relative clauses in the lectures that follow. Okay, first of all, let's take a look at two sentences that use relative clauses. Students who didn't do the homework will have detentions. Students who Mrs Johnson mentioned yesterday will have detentions. Okay, so using these two sentences as examples, let's look at some key features off relative clauses. The main purpose off the relative clause is to give more information about the noun is their position next to so in each sentence? The relative clauses give us more information about students, and it's important to note that relative clauses are always position next to the announce their modifying. Let's now look at the structure first. We have a relative pronoun, and the relative pronouns represent The noun is their position. Next to in these sentences, we have who, but we use different relative pronouns for different types of now owns We use who for people, which for subjects and that for both people and objects to refer to possessive noun such as John's or schools we use whose for both people and objects. We can also use well for places when for time and why. For reasons after the relative pronoun, we can either have a subject or not have a subject, but we always have to have a bob. We can also have other sentence parts, such as an object or a prep positional phrase. But the relative pronoun, the subject and the bob are the most important elements now in relative clauses where there is no separate subject, the relative pronoun is the subject. So in this sentence, who which represents students does the bob didn't do as it is the subject off the relative close? Here are two more example. Sentences that use the relative pronoun as the subject. Everyone who came to the party got really drunk. The dog that chewed on my shoes is missing, so relative closes in. Each sentence begins with a relative pronoun, and since the relative pronouns are the subjects off the relative close, they are followed by Bob's. However, some relative clauses have a separate subject. So in this sentence, the relative pronoun which represents students, is the object off the verb mentioned as this sentence means that Mrs Johnson mentioned students yesterday, and those students will have detentions. Let's look a few other sentences that use the relative pronoun as the object of the verb in the relative clause. Everyone who I invited got really trunk. The dog that my mother hates is missing in the first sentence. The relative pronoun who which represents everyone, is the objects off the verb invited, and in the second sentence, the relative pronoun that which represents the dog, is the object of the verb hates. So in sentences where the relative pronoun is the objects off the verb, there is a separate subject in the relative clause. Also, when the relative pronoun is the object of the verb, we generally use whom, especially in writing. However, in everyday speech, we often use who instead. Lastly, let's look at how we used a relative pronoun who's whose is used to refer to the possessive aspect off the now it is referring to. Here's an example sentence. Everyone whose cars are parked in the driveway must move their cars in this sentence, whose cause means everyone's cause. So who's is always used with a noun and together they are the subject off the relative clause. Let's look at another example sentence. The dog whose owner is away is missing. So again in this sentence, whose owner means the dog's owner and it's the subject off this relative clause. Okay, so in this lesson we looked at how relative clauses are formed, and we looked at how the relative pronoun can be either the subject or the objects off the relative clause, and how the possessive relative pronoun who's is used in the next lesson we will look at the use off defining relative clause is season again. But why? 127. 14.1 Relative clause 2: hello there. So in this lesson, we're going to learn about defining Relative clause is, let's first use this sentence from the previous lesson. As an example, students who didn't do the homework will have detentions. Students who didn't do the homework will have detentions. Now. A defining relative clause helps to specify the noun that is. It makes it clear which students will have detentions. If we didn't have the relative clause and just had students will have detentions, then it's either referring to a lot of students. Or the sentence becomes confusing to the listener, as it's not clear which students will have detentions. But having this defining relative clause helps to know which students will have detentions . An important aspect off defining relative clause is, is that they are used without any commerce separating them from the main clause and this contrast with none defining relative clauses which are always separated from the main clause using commerce. Let's look a few more example sentences. Students who don't bring permission slips cannot go on the trip. The customers that I served were really rude. I can't remember the name with the film, which be sore. Last week, I know the man who gave us the free tickets. So in each sentence, the relative close helps to define which students which customer which film and which man the speaker is referring to. So they are defining relative clauses and are used without commerce. An important feature off defining relative clause is, is that the relative pronounce can be omitted if it is the object off the relative clause. So in these two sentences, the relative pronouns are the objects off the verbs in the relative clause so we can omit the relative pronouns and just say the customers I served were really rude. I can't remember the name of the film we saw last week. Now, omitting the relative pronouns when it's the object of the verb is very common in everyday speech. Here are two more example sentences. The man you spoke to is my teacher. The restaurant we went to last week has closed down. So for these defining relative clause is the relative pronoun is the object, so we can just omit the relative pronouns and omitting relative pronouns is more common in speech rather than in writing. Okay, so today we learned what defining relative clauses are and how we omit the relative pronoun when it's the objects off. Defining relative clause is in the next lesson, we will learn about none. Defining relative clause is See you then. Bye bye. 128. 14.2 Relative clause 3: Hello there. So in this lesson, we're going to learn about none. Defining relative clause is to understand what none defining relative clauses are less. Take a look at this sentence. My brother, who lives in Italy, sent me this present. My brother, who lives in Italy, sent me this present. Now, as the name of the clause would suggest, none defining relative clause is Do not specify what the now is. So even without the relative clause, we know who the brother is, so none defining relative clauses are none essential. And I used in sentences to provide extra information about a noun. Also, when we use none, defining relative clause is they are separated from the main clause with commerce. Here are a few more examples off none. Defining relative clause is I quit my job, which I never enjoyed. My dad, who turns 60 next month, has retired. My car, which I've had for over five years, was stolen. My English teacher, who never gives me an A is getting married next month. So in each of these sentences, the relative clauses are none defining, none essential and give extra information about my job. My dad, my car in my English teacher. Also, unlike defining relative clause is you cannot leave out relative pro nails. So in the second sentence, where the relative pronoun is the objects off the relative clause, we have to use a relative pronoun which Okay, so this was quite a short lesson. But today we learned how to use none. Defining relative clause is in the next lesson we will learn about sin. Intentional relative clauses. See you then. Bye bye. 129. 14.2 Relative clause 4: hi there. So in this lesson, we're going to learn about intentional relative clauses. Let's first look at a sentence that uses a sin. 10 Shal relative clause. Jack forgot to take his passport with him, which was all his fault. Jack forgot to take his passport with him, which was all his fault. It's intentional. Relative clause comments on the whole idea in the previous clause or clauses they always begin with which, and the relative pronouns can be the subject or the objects off the relative clause. Sen. 10 Shal Relative clauses are usually position at the end of the sentence and are separated from the main clause with a comma. Here are a few more examples offs intentional relative clauses. Chris passed the test which pleased his parents. There was so many people at the party, which was what you wanted, wasn't it? Yeah, but there were just too many so again in the first sentence. This intentional relative clause comments on the whole claws before and it's separated from the main clause by a comma in the dialog. The second person comments on what the previous speaker said, using us intentional relative clause. So in conversations we can use its intentional relative clauses to comment on what someone mentioned here are few more example sentences. I was punished for being late, which I thought was really unfair. I was allowed to retake the test, which was a huge relief. This jacket cost over £400 really, which sounds like a lot, but it was on sale. So in the 1st 2 sentences we have intentional relative clauses commenting on the previous claws and in the dialogue the speaker a comments on what he said in the first line after Speaker B's comment. And this is generally possible if the Person B's comment is a short one like this really response. Okay, so in this lesson, we learned how to use sin tension Relative closes in the next lesson. We will move on and learn about now closes season again. But by 130. 14.3 Noun clause: Hello there. So in today's lesson, we're going to learn about noun clauses, which is another type off dependent clause. Let's first look at a sentence that uses a noun clause. I didn't understand what he said. I didn't understand what he said. Let's first look at the structure off noun clauses. First we have a wh word. Then we have the subject. He and then we have the vote said in some noun clauses. Wh words acts as the subject. But most noun clauses have a separate subject. Now Closes are used as noun, so they can be the object of the verb, as in this sentence. But they can be the subject and the object off propositions. Here are some example sentences. What he said was confusing. I thought of what he said. So in the first sentence, the noun clause is the sentence subject and in the second sentence it's the objects off the proposition off. We can use a variety off wh words to form noun clauses, and these are how that what? Whatever, when well, weather which whichever, who, whoever, whom, whomever and why? Let's take a look at some example sentences using some of these wh words why he sold his car is a mystery. I know that he's no interested. I'll go with whoever wants to go. So in the first sentence, the noun clause is the sentence subject. And in the second sentence, the noun clause is the object. And in the last sentence, a noun clause is the objects off the proposition with and in this now close whoever is the subject and it's followed directly by the verb ones. These wh words can function as the subject off. The noun clause now encloses can also be formed with the to infinitive structure. After the wh word like this, I don't know what to do. We should decide where to eat. We're thinking about where to meet when the noun clause contains the wh word plus the to infinitive structure the noun clauses generally used as the objects off the verb or the objects off the proposition as in the third sentence. Okay, so in this lesson we learned how to form noun clauses and how to use them as subjects and objects in sentences. In the next lesson, we will start learning about conditional sentences. See you then. Bye bye. 131. 15.1 Zero conditional: hi there. So in this lesson, we're going to start learning about another type of adverb. You'll clause the conditional sentences. Now there are four main types off conditional sentences. Zero first, second and third. Each conditional statement has its own unique structure, but they are all made up off the if clause and the main clause, if close tells you the condition and the main close tells you the result. If Closes can refer to the past, present and the future, and some conditioners refer to rials situations, while some refer to unreal situations. Now, over the next few lessons, we're going to look at each conditional in detail and see how they're used. Let's begin with zero condition. ALS. Here are some example sentences that use the zero conditional. If I go to bed late, I feel tired. The next day when you heat water, it boils. We used a zero conditional to talk about certain conditions. This means that when the if close happens, the main close always happens. So in the first sentence, if the condition off me going to bed late happens that I always feel tired the next day, and when you heat water water always boils, so the zero conditional relates to general truth, as in the first sentence and facts about the world we live in, as in the second sentence. Now, because of this certainty between the if close and the main close, zero conditional is the only conditional that uses the subordinating conjunction when in the if clause. Now, in terms of the structure, the verbs in the if clause and the main clause are usually in the presence importance, and the two closers can switch positions like this. I feel tired the next day. If I go to bed late. Water boils when you heat it. When adverb your closes are at the back off the sentence, there is no need for comma to separate the two clauses. Let's look a few more example sentences using the zero conditional. It gets dark when the sun goes down. If I don't eat breakfast, I get hungry by 10 a.m. When I drink coffee, I don't take sugar, so each sentence talks about facts or general truth, and when if Klaus happens, the main clause happens. Also, finally, the verb phrases always in the present simple tents in both clauses Okay. So today we learned to form zero conditional sentences and how they're used to talk about general truth and fax. In the next lesson, we will learn about the first conditional sentence. See you then. Bye bye. 132. 15.2 First conditional: Hello there. So in this lesson, we're going to start learning about the first conditional sentences. Let's first look at the first conditional sentence and then look at all the different features. If I win the lottery, I will quit my job. If I win the lottery, I will quit my job. Okay, So first the structure in the first conditional statement that if clause is always in the presence in portents and the main close uses a motive UB with reference to the future, so we commonly use will. Though we can also use other motile verbs in terms of meaning, we use the first conditional to talk about possible events in the future. The chances off such events happening can be very likely or not very likely. But the important thing is that there has to be some possibility off the conditional becoming a reality. Clearly in this sentence, it's highly unlikely that I will win the lottery, but the key point is that it is still a possibility, less like a few other example sentences. If you pass the exam, you can use the car. I might play golf if the weather is nice. If you go to London, you should watch a football met so in each sentence, if clause refers to a conditional event in the future in the main clause refers to the results from that conditional event. However, this time we see different motive verbs used in the main close that add a different meaning to the sentence. In the first example sentence we use can to talk about permission if the condition is fulfilled, as in you passed the exam, you have the permission to use the car in the second example sentence we use might to talk about a possibility in the future. If the condition is fulfilled, as in the weather is nice, Then there is a chance that I will play golf. In this sense, both will and might relate to the degree off certainty but might refers to week certainty and will expresses a strong certainty. We can also use may instead of might to express similar week certainty. Lastly, in the third sentence we use should to recommend something if the condition is fulfilled, as in you go to London, then I recommend watching a football match in London and in all conditional sentences that if clause in the main clause can switch positions. But when we have the If clause at the front the two clauses air separated by a comma. Okay, so in this lesson, we learned how to form and how to use the first conditional to talk about possible events in the future. In the next lesson, we will learn about the second conditional sentence. See you then. Bye bye. 133. 15.2 Second conditional: Hello there. So in this lesson, we're going to learn about the second conditional sentence. Let's begin by looking at a second conditional statement, often called an unreal conditional. If I had a day off, I would be on a beach. If I had a day off, I would be on a beach. Let's first consider this structure in the second conditional statement that if clause is always in the past, simple tens in the main clause uses moto verbs such as would could and might, to refer to a hypothetical reality about the present. The second conditional statement is often called the Unreal Conditional. It generally refers to a situation that's not really in the present situation. So in this example sentence, the reality is that I am working. But the if clause refers to an unreal situation and imagine situation, and if the unreal condition is fulfilled, then I would be on a beach, which again is an unreal possibility. Let's take a look. A few other example sentences. If I were you, I wouldn't sell your car. I could come to your party if I weren't so busy today. I might be on a beach if I had a day off a feature off. The second conditional is that when we use the past tense off the beaver in the If clause, we can use both the singular and the plural form off the be verb waas and work for singular subjects such as I and he. So in the 1st 2 sentences, although the subject is I in the If clause, we use work in both sentences and similar to the first conditional, we can use various moral verbs in the main clause to express different degrees off possibility. We use word to express strong certainty if the hypothetical condition were true and use could to express a week uncertainty and might to express an even weaker certainty. When we use the second conditional, the most common Motiva we use is would. And, as with all other conditional statements, that if clause and the main clause can switch positions and when the if clause comes first , we use a comma to separate the two clauses. Okay, so today we learned to use the second conditional to talk about unreal possibilities in the present. In the next lesson, we will learn about the third conditional sentence. See you then. Bye bye. 134. 15.2 Third conditional: Hello there. So in this lesson, we're going to learn about the third conditional statement. Let's first begin by looking at 1/3 conditional statement. If I had taken an umbrella with me, I wouldn't have got wet. If I had taken an umbrella with me, I wouldn't have got wet. So let's first look at the structure in the third conditional statement that if Klaus uses the past perfect tense structure, off had plus PP and the main clause uses a motive. UB plus have plus PP to refer to the future from the past viewpoint, we can use motive up, such as would could and light in the main close. Now, in terms of meaning, the third conditional refers to an unreal situation. But in the past, in this sentence, the real event was that I didn't take an umbrella and I did get wet. So the speaker is talking about something that didn't happen and imagine event in the past . And because of this meaning, the third conditional is often used to talk about past regrets, saying that if things had been different in the past, there would have been a different outcome. Here are a few more example sentences. If we hadn't sold the house last year, we would have made less money. He could have passed the test if we had found him a tutor. If we had warned him, he might not have gone on that trip. So in these sentences we see the use off different motive herbs in the main clause, and we use would to talk about strong certainty and with could and might we express week a certainty. Also, as you can see in the first sentence, when the verb in the if clause is in its negative form, we can express our relief that something did happen in the past. And in the second and the third sentence, we're expressing our regret about the par situation We're talking about how things could have been different through another course of action. Okay, so in this lesson, we learned to use the third conditional to talk about unreal situations in the past about things that didn't happen. And we often used 1/3 conditional to talk about past regrets. In the next lesson, we will learn how to use the mixed conditional sentence. See you then. Bye bye. 135. 15.3 Mixed conditional: hi there. So in this lesson, we're going to learn about mixed conditional statements. So far, we've learned four types off conditional statements zero first, second and third and for each conditional statement that if clause and the main clause use specific verb structures now, in mixed conditional statements, we mixed a verb structure in the second and the third conditional statement the unreal, conditional statements and formed different types of condition ALS so they can be two types of mixed condition. ALS. Let's look at the first type. Here's an example sentence. If I had started my business earlier, I wouldn't be working in this job If I had started my business earlier, I wouldn't be working in this job in this mixed conditional that if close refers to an unreal past event and the main clause refers to an unreal present situation. So we're mixing the if clothes from the third conditional in the main clothes from the second conditional. The sentence is that if the past event waas different than the present situation, would be different. Also, let's look at a few other example sentences. If he had traveled more, he would be more settled in his job. If I hadn't moved to London, I wouldn't be working in this job. I could have more money in my account if I hadn't bought that old car. So as you can see in all three sentences, the if clause refers to an unreal situation in the past by using the past perfect tense. And if these conditions are fulfilled than the events in the main clause which refer to unreal situations in the present, would become a reality. Okay, so let's look at the second type off mixed, conditional statement. Here's an example sentence. If I worked hard, I could have become the team manager. If I worked hard, I could have become the team manager now in this type of mixed, conditional statement that if close refers to an unreal situation in the present, and the main close refers to an unreal situation in the past, however, although the if clause refers to the present because the way the presents import is used to refer to permanent states rather than temporary this if clause refers to one's tendency and characteristics rather than a particular event. Therefore, the sentence means that in the past I could have become the team manager If I had been a hard working person in general, not only in the present, but also in the past. Let's look at two more example sentences using this mixed conditional. If I had more money, I would have bought that house. If I were a better dancer, I would have dance with you. So in both sentences that if clause refers to an ongoing situation both in the past and the present and this conditional relates to a possible result in the past. Now, in everyday spoken English, this type off mixed conditional is less common than the first mixed conditional we saw in this lesson. Okay, so today we learned to use two types off mixed condition ALS the first words the past on riel situation affecting the present on real situation and the second was the present unreal situation, which refers to an ongoing situation affecting the past. In the next lesson, we'll learn how to form other conditional statements using a variety off conjunctions. See you then. Bye bye. 136. 15.3 Other conditionals: Hi there. In this lesson, we're going to learn how to form conditional statements using conjunctions other than if, let's first look at a couple of example sentences. As long as the weather is good, we'll have the barbecue. So long as the weather is good, we'll have the barbecue, as you can see in these sentences, the conjunctions as long as and so long as can be used, like if and we can effectively use, if instead off these conjunctions and still form the same sentence and like if the conditional clauses can be positioned at the front and also at the back off the sentence. But if the conditional clause is at the front, then the two clauses are separated by a comma. The use off as long as and so long as is generally used to describe riel condition, ALS as impossible events in the present and the future and the use off so long as is more informal than as long as let's look at two other common conjunctions we can use to form conditional statements Provided that the weather is good, will have the barbecue on condition that the weather is good would have the barbecue similar to as long as and so long as we can use provided that and on condition that in place off if and the use has the same meaning, we can also change provided to providing and the meaning was still be the same if clothes can also be positioned at the front, but also at the back off the sentence. With these two conjunctions, we also mainly use them to refer to really condition ALS, possible events in the present and the future. Let's look at one more type off conditional statement. Unless the weather is good, we won't have the barbecue unless the weather is good. We won't have the barbecue the use off unless is different from other condition. ALS we use unless to mean if not so. This sentence means if the weather is not good, we won't have the barbecue similar to other conjunctions in this lesson, unless is generally used to refer to really condition ALS possible events in the present and the future. Let's look at more example sentences using the conjunctions from this lesson. As long as you need my help, I will be here for you. I can give you the money so long as you promise to pay me back, providing that the supermarket is open. I'll bake the cake. Well, come to the party on condition that you have vegetarian dishes. Unless I passed this test, I won't be accepted into the university. So as you can see in these example sentences, we use the conjunctions as long as so long as providing that on condition that and unless to form conditional statements. And we use unless to mean if not so. This sentence means if I don't pass this test, I won't be accepted into the university. Okay, so in this lesson, we learned various other conjunctions we can use to form conditional statements. This is the final grammar lesson on this course. And we have one last video where I'll be on screen to say goodbye and give you some information on what you can do next to further develop your English skills. See you then. Bye bye.