Master English Grammar

1. Master English Grammar: Hello, I'm Francis from last minute English, and this is master English grammar. Let me tell you a little bit about this course. Let me answer two questions. The first one, who is this course for? The second one, what will we learn in this course? So the first question, who is this course for? So this is a course for people who have studied English before. Now maybe that was a long time ago and you've forgotten a little, or maybe you've studied recently or you're still studying now. But you've never been totally confident about your grandma. There are still some grammar questions Where you think, Is that the right thing to say or is that the right thing? You're not totally confident about your grandma, but you would like to improve and get perfect English grammar. Now you might be studying for an English exam like IELTS or TOEFL or PTE or something else. You might be working in English, or maybe you hope to work in English. You might be working or studying abroad or perhaps studying in your home country, but in English and English course. Or maybe you just want to improve your skills and learn something new. It's suitable for everyone. The important thing is that you need to be motivated and you need to want to have perfect English grammar. That's what this course is all about. Something important is that this is not a course that's suitable for beginners. So if you've only just started studying English, then this is not the right course. You should have about B1 level English. And then this will be a great course to take your grandma from an intermediate level up to a very high level. And the second question, what will we learn? So the first thing we're going to do in this course is do a review of basic English grammar. So if you haven't studied English for awhile, for maybe several years and you've forgotten a little bit, then it would be a good idea to take that review part. And we'll talk about things like verbs and nouns, adjectives, all of the basic things that you need to know. Then we'll move to a three-step process. The first step will be to understand. So I'll give you a lot of information, lots of really detailed sentences that you can follow, some examples, lots of vocabulary. And your job will be to study that and to understand them. Then the next step, practice, we're going to practice in every video, those things that we're learning. And through practice and through me giving you answers and explaining those answers. We'll get to step three, competence. You'll feel like you have perfect English grammar. And all of your worries in the past will be in the past because you'll have very high confidence in any situation, exams, work environment, or anything else to be able to use your perfect English grammar. As with all courses in Udemy, you get a 30-day money-back guarantee. So if you're not happy, there's no risk. So if you want to master English grammar, if you want to take your grandma to the next level, Let's get started. 2. Welcome: Hello and welcome to the course. Thank you very much for deciding to take this course. I'm sure that you're going to find it very useful. Let me quickly tell you about what we're gonna be studying. So there's mostly, has mainly two parts to this course. The first one is a Review section. And in that Review section, we're going to look at some of the more basic beginner grammar, things like verbs and nouns and adjectives. Just to make sure that if you haven't studied English for awhile, you're completely fresh with all of that information. That's the review section. Then we'll move on to the new stuff, the more complicated things. And we'll be looking at a lot of different areas. We'll look at a lot of Verbs, patterns including modal Verbs. We'll look at the more complicated Tenses, like the past perfect continuous tense, the future perfect simple tense. Some of those ones that we're not quite sure how to use at this point. And we'll learn some great ways for talking about really complicated ideas like, how do you talk about a regret from your past, something that you wish you'd made a different decision back then. Or if you're giving can a hypothetical situations. Two people, if you're saying, what would you do if you had $1 million or if you could fly? What would you do? These quite difficult grammar situations? We're gonna be taking a look at all of those. And remember, the goal in the end is to build your confidence through practice to make sure that in the end you have perfect English grammar. So let me just say one more time. Welcome to the course. Thank you for deciding to take the course. I really hope and I'm sure that you'll find it very useful. And I'll be waiting for you in the next video. See you there. 3. Nouns Review: Let's do a review of nouns, one of the most important type of words in English. So first of all, let's talk about the gender of nouns. In English. Nouns don't really have genders most of the time. In many other languages, e.g. in Spanish and French, they do have agenda. The noun can be masculine or feminine. In English, we don't really do that. Of course, living people and things have agenda, but the nouns themselves, the words don't. In most cases, there are some exceptions when we would say sheep. So e.g. you might talk about a ship or a car or something like that as a sheet. And sometimes we talk about countries or the Earth as a sheet. But almost all the time, there's no gender. We can take a look at some examples. First of all, for ships, you could say she's going down, abandon ship, or she'll handle these rough swells. That's like a lot of waves and stay the course. So they're talking about the ship as a sheep, trains or engines. After weeks of maintenance and refitting the engine, she's running like a dream. So that's the, the train or the car or something like that. Then finally, countries we talk about Mother Earth, Mother Nature, Mother Russia. The British Empire is sometimes referred to as sheep. We said the British Empire and her colonies. So there are a few situations when they do have agenda, but most of the time they don't. Next, let's take a look at noun types. So there are several different types of nouns in English. And we have a table here, which looks a bit scary at first. And it has most of the different types and some examples. You don't really need to remember the names of these types of nouns unless you're taking a grammar test or if you want to become an English teacher. But it's good to have that idea of the different types of nouns just to help your grammar in general. So first of all, we have common nouns. Those are things like just ordinary, everyday things. A table, library, car phone, pasta, university, things like that, normal things. Then we have proper nouns and we can basically think about that as name's James or the country Italy. The company Huawei, the Amazon, the Amazon rain forest, deserts, mountains, things like that, have a name and those ones are capitalized. We use a capital letter for those ones. Then we have abstract nouns. That's things like happiness, love, sadness, despair, feelings and things that we can't really touch or see, but we still know that they exist. We call those ones abstract nouns. Then the fourth type is collective nouns, and that's when we have a group of things together. So you could say a crowd of people or a flock of birds. Have Congregation, committee heard many other ones as well? E.g. let me give you a little question. Do you know what the word is for a group of owls? A group of owls is called a parliament of owls. Parliament as the collective noun. And what about crows? A group of crows is called a murder of crows. Collective nouns are very fun. There was an interesting words. The next one is compound nouns. So those are two nouns that are put together. Bus stop, train station, brother-in-law, keyboard, football. When we put things together, those are called compound nouns. And finally, ones that you probably know very well. Pronouns, he, she, it, we, they, them and others, words like that, those are called pronouns. Now something important to review is the spelling rules for plural nouns. Plural is when it's more than one. Alright? And most of the time we can just add an S to make the plural version. And we can see some easy examples. Table is one table or two tables. Dr is doctors, crowd becomes crowds. Train station is train stations, and committee is committees. So most of the time we just add the s. But of course there are some exceptions are differences to that rule. So e.g. if the word ends in S or X, Z, CH, or SSH, we're going to add the E, S rather than S. So let's take a look at some common examples there. Cross becomes crosses. Boxes, boxes with ES, watch, watches, quiz becomes quizzes, and bus becomes buses. So be careful of that spelling. And another common exception to that rule is when the noun ends in y. And then we're going to delete the way, get rid of it and add i, c, s. So let's take a look at some examples. Story with a y becomes stories, IES, baby, babies. Barry, Barry's company becomes companies and party becomes parties. So all of those, it's a noun ending in y. Delete the y, put S to make it plural. And if the noun ends in 0, then we have two rules. So let's take a look. If the last sound of that noun is a vowel sound like 0 or something like that. Then we're going to add just an S. But if the last sound has a consonant as well, so that's all of the other letters like d or t or S. All of the letters that are not vowels. If there's a consonant sound included, we add ES. So this is better if we look at some examples, otherwise it's a little confusing. So the first one, radio, radio, the 0 sound is by itself. So it's radios with an S, Alright, but all of the other ones you can see potato and torpedo here, row and mosquito. All of those have the consonant sound included in that last sound. It's TO DO row and toe again. So we add the S, Alright, So that one's a little confusing, That's a slightly harder spelling rule. Make sure you think carefully about that one. Now so far, all of the ones we've looked at follows some kind of rule. But there are also some irregular plural spellings in English. Those are ones where they just make up their own rule. They do whatever they want. So let's take a look. The first one, man, if it's two of them, it becomes men and woman becomes women. Now, it's not woman, it's women. It's a very strange pronunciation that one, even the pronunciation changes. We can also see that happen in the last example. Child becomes children. So the, i sound a child changes into it. Children. Alright, so those are changing the spelling. There are also changing their pronunciation. And Chairman becomes Chairman. Chairperson becomes chat people, and of course person becomes people as well. So those irregular ones, you really have to be a little bit careful about them, pay close attention to them as well. And some nouns don't change at all, regardless of It's one of them, or ten, or 100 or 1 million. So let's take a look at those ones. So we have fish, always stays as fish. It could be 1 million fish, but it's still fish, sheep, sheep. Species is species, vocabulary is vocabulary, and aircraft would be aircraft. Those are just five examples. There are many examples, but be careful because sometimes a common grammar mistake I see is when people say things like, I have learned many vocabularies or there are 1,000 ships outside my house. So make sure you make a note when you're studying about which nouns don't change when it's plural. And let's think about the grammar now of countable and uncountable nouns. So remember, countable nouns are the ones where you can say, okay, there's one of that thing and there's 123 e.g. a. Dog, you can say, okay, there is one dog. Oh, look, there are two dogs. Uncountable nouns are things when it's hard to count them, e.g. water. Can you say it? Look, there is one water or there's so much water. It's hard to count. Things like water, things like meat, at things like rice. These things are hard to count, so we call them uncountable nouns. And we have some rules for the grammar of that. If it's a countable noun, we can use a or an, or a specific amount like five or ten or 1 million when we're talking about them. And if it's uncountable, we can use the word sum, but we can also use some for countable nouns as well. So sum is a pretty useful one if you're not sure, is this word countable or uncountable? Let's take a look at some examples. The first two we'll see are going to be countable and then the last three are uncountable. Report you could say a report or two reports. We're adding the S egg. Of course we can count there is one egg. And we say an egg because the e is a vowel, so it an egg or six eggs. Milk is uncountable. How do you say look, one milk? How much is one milk? We don't know. So we would say some milk, pasta, some pasta and inflammation is a very common mistake. People say, I need some informations, but that one is uncountable. So it's information, some information. Now sometimes when we're writing, we need to change an uncountable noun and put it as a countable noun. In some way. We can't just say, add the S and say, hey, it's countable now, Two informations, or let me have five milks. That doesn't make sense. So what we can do is to add a word before and we say a, something of the uncountable noun. So we can see some examples of that now. First of all, milk, you could say two liters of milk or three glasses of milk. So really we're counting the liters and we're counting the glasses, not the milk itself. Pasta, 200 g of pasta, three boxes of pasta. Information, you could say to reports of information, two pieces of information, water, 1,000 bottles of water and vocabulary, two sections of vocabulary. Or again, you could say two pieces of vocabulary, and that would mean two words. So if you want to say, I learned to new words today, and you want to do it in a fancy way. You could say, I learned two pieces of vocabulary today. And everyone will think, Oh, wow, this guy is really good. Now let's do a quick review of using the word some and any and R and is. So this is an important little detail of grammar that many people make mistakes on. So let's, let's take a quick look. So when we using any that's used in sentences and questions, when it's the negative form. So we're saying the feeling of no. Alright, we'll see some examples shortly. When we're talking about countable nouns, when there's more than one. We say, if it's uncountable nouns we're going to use is. So those are the rules. Let's see some examples so it's a bit more clear. So you would say there are some brownies. Brownies. If you don't know what brownies are, you need to check because they're delicious. But we can count brownies. There's one brownie, there's five brownies. I ate ten brownies yesterday. We say there are some brownies, but I ate ten brownies yesterday. Today. There aren't any brownies, alright, so we don't say there aren't some brownies. We say there aren't any brownies. And if we're asking a question, we say, are there any brownies? No, there aren't because I ate ten of them yesterday. Okay. And then for uncountable, there is some information, alright, so we're using some and is, even though it's more than one, there could be a lot, many pieces of information. We say that is some information. Or if we don't have any information, we say there isn't any information. And if we're asking the question, again, we're going to use any, is there any information? And finally, let's take a look at using much and many because this is another very common mistake. So we use many when we're talking about countable nouns and much when it's uncountable nouns. Alright, so that's the important rule to remember. When we're using much for those uncountable nouns, our verb should be in the singular. So e.g. if we're deciding between is an R, R is more than one. It's plural, whereas is, is gonna be singular. So we'd use is, we'll see an example in just a second. First of all, countable nouns. How many eggs are left? Eggs are countable, so we say many that aren't many eggs left. So if we said that aren't many, that means there might be one or two eggs. If we say there aren't any, that means zero. Are there many eggs left? So it's many when we're talking about countable and uncountable. Much, how much soup is left? And there isn't much soup left, only a little bit of soup. And is there much soup left? Alright, so you can see we're using, is, we're using the singular verb. So that is a quick review of some of the more basic rules about nouns. I hope this was useful and I will be waiting for you in the next video with another review. See you then. 4. Pronouns Review: So we've talked about nouns already and in this video we're going to focus on one of those types of nouns. We looked at it quickly in the noun review, but this one is pronouns. So let's take a deeper look at pronouns because they can be a little bit complicated when we're understanding them in the grammar sense from a grammatical perspective, if you want to sound fancy, set, what are pronouns? First of all, so pronouns are used to replace the subject or the object in a sentence to avoid repetition, avoid saying the same thing again, or to show possession. Possession is when you own something, when you have something, pronouns can change depending on how many nouns they are replacing. So if they're replacing one, it'll be different if they're replacing two or three or ten. And remember that? Of course, as we talked about in the last video, nouns don't usually have agenda, but pronouns do have agenda. Alright, so it's based on whether that thing or person or animal is biologically male or female or neither. And of course, in some languages, pronouns can be formal, Like e.g. in Spanish, you say instead, and that's more formal than saying too. But in English we don't have that. So don't worry about if in your language, some pronouns are more formal than others in English, we don't have that. Instead, you show like formality, you show respect to someone with the other words that you choose and your tone of voice. And maybe the topics that you're talking about, but not with the pronouns. In case you saw those words, objects and subjects and thought, Oh my God, what are they? Let's quickly do a review. So the object is the thing that receives the action. The action happens to the object, and the subject does the action, or more technically, performs the action. First of all, let's look at what I think are the easy ones, which are the subject pronouns. So when someone is doing the action, and these are the ones that I'm sure you remember. First-person is I. And then if it's several, it's we. Second person is you just one person or all of you? We still just say u. And then the third person, he, she, or it, if it's several, we say V. And that's pretty easy, you know that, right? Let's take a look at some examples quickly. I'll I will be going overseas next week. We'll be going overseas next week. Sounds like fun. Where are the three of you going? So that's you in the plural. Have you finished your homework? You work so well together. You're definitely the best performing team this year. They are always late on Monday mornings. Who who would want to be on time on a Monday morning? He or she said, We can leave early for on Friday this week. It will help a lot because we'll skip the rush hour traffic. So those were the subject pronouns are pretty easy ones. One that gets a little bit more complicated is the difference between possessive pronouns and determiners. So those are two very fancy words and you might be thinking, I don't remember learning those. But of course, really the reality is that they're pretty simple. You already know them. So let's take a look. So the possessive determiners are my, your, his, her, our, their. And the possessive pronouns are mine, yours, his hers. It's ours. And there's really, this depends on where you put it, the way that you organize your sentence. Let's see some examples. First of all, this is my new car. This car is mine. Alright, so the blue is the possessive determiner. When we organize the sentence in that way, we said this is my car. Or if we change the order, we say this car, the car is mine. So usually the possessive pronoun comes later in the sentence. And let's see some other examples as well. Here's their daughter. Her name is Clara. These are my snacks. Yours are in the kitchen. Alright. You could also say your snacks. Then it would change, then it would be a possessive determiner. But if we want to make it even simpler, would say yours or in the kitchen, because we already know we're talking about snacks. And I managed to bring our laundry in before the rain started, but there's got soaking wet, unfortunately, bad news for them. The next thing to look at is apostrophes. So those are the little that we see, uh, when we're showing the possession of something. So there are a few rules that we have to remember. And the easiest way is just to look at some correct examples. So let's see the first one. So if we're talking about the ball of the dog, this is the simplest way of using apostrophes. We say that dogs, bull, dog, apostrophe S ball. That one's pretty easy. But in some situations it can get a little more complicated. So e.g. if we want to say this is Santiago, the son of Maria, that of we're going to change into the apostrophe. We've got two ways to say this is Maria's son Santiago, or this is Santiago comma, Maria's sun. And both of those ones are correct. Two different options. We're putting the apostrophe after Maria because she is the one who has the sun. Santiago doesn't have. Well, maybe he does, we don't know, but Maria has a son who is Santiago? Now, this one is a bit more complicated. This one is the car of Michael and Sam. So the car has two owners. Owner number one Michael, owner number to Sam. So it's Michael and Sam's car or you could say Sam and Michael's car. Either order is fine. But the important thing is that we don't say Michaels and SEMS car. We say Michael and Sam's car. So the apostrophe goes on the second name. Then the phone of Jess is Jess's phone. We say that one as Jess's phone. But what you'll notice is that there's no S after the apostrophe. Why not? Because that name ends in an S. Another example of that is my name Francis, the last letters C, s. So if you want to say, I'm watching Francis's course, it would be CIS apostrophe. And then cause no extra S. Then the toys of the babies. The babies toys again because its babies, it's more than one baby. So we don't need to add that extra S. Now there are some common mistakes that people make with pronouns. So we're gonna do a little quiz now. Let me give you some sentences. I'm gonna give you two versions of the sentences. One correct and one with a common mistake. I want you to pause the video and look and think about those questions and think, which one is the correct version. Alright, let's take a look. So we have two versions of I was born in the nineties. Which one is right? The second my cat loves playing with its ball of wool. It's a long drive from here. I live at home with my parents and their dog. Snowy. Snowy Is my parents dog. So pause the video and choose the correct ones and see if you can find exactly what the mistake is in the incorrect ones. Pause the video, have a try now. Alright, so hopefully you paused and had a try if you didn't do it now. But let's take a look at those answers. So the first one, I was born in the nineties. So when we're talking about the decade, like the 80s and 90s, 2000s, we don't add an apostrophe, no apostrophe needed. Then my cat loves playing with, it's a ball of wool. So when it's the possessive, when a thing like a cat or a dog owns some thing, the dogs bull the cats ball of wool. And we want to use it. It's no apostrophe because IT, apostrophe S is short for it is. Alright. So that's a very confusing one. Even native speakers have trouble with that one. But remember, if it's the possessive, Then there's no apostrophe. But we can take a look at the next one, which is the opposite rule. So it's apostrophe S, a long drive from here. Why? Because it is a long drive from here. Alright, so you remember if it's the, it is, it's apostrophe. And the last one, I live at home with my parents and their dog. So we know it's more than one parent. It's their dog. Snowy. Snowy Is my parents dog. So it's parents more than one parent, mum and dad. And then it's apostrophe after that. Alright, because we're not going to add that extra S, just like Francis's course and Jess's class. We're not going to add the extra S after pair roots. So the second one is correct. Now let's take a look at object pronouns. So what are they? Those are pronouns that replace the object in a sentence. Remember that object is what receives the action. Subject does the action. Object receives the action. And it might seem a bit complicated, but you'll, you'll definitely already be using these ones. Let me show you what they are. So if the subject is i than the object pronoun is meat, we becomes ous. Us still use heat is him. She is her. It is, it is them. You I'm sure you already know all of those words. Nothing new there I expect. But it's always good to look at some examples for a review. So Lord of the Rings is my favorite book. I love to reread it every now and then. So it is, the book is receiving the action as the object. But we still say, it might knew English professor is hilarious, very funny. I can't wait for you to meet him. Alright, to meet him. So the English professor will be receiving the action. So they are the object pronoun. Oh, did I tell you I got a new puppy? My mother got her for me on my birthday. She's a Labrador, that's a type of dog. And she's very cute. You'll meet her this afternoon. And this is the marketing team. Everyone, please say hello. You'll be working with them for the rest of the year. Or we could switch it around and say they will be working with you for the rest of the year. So if the marketing team becomes the subject, then we use vague. But right now, the marketing team is the object. So we use the object pronoun. Then. Now we can do another quiz. And in this quiz I want you to find all of the subject, object and possessive pronouns. So let's take a look at some sentences. The receptionist will take you to the dentist, true. Please follow her down the hall. I gave my daughter a new bicycle. She's wanted it for a whole year. Were really disappointed. The two of you can't make it to our wedding. Lot of pronouns that I'd like to welcome you all to the first day of the course. We're so excited that she will be joining us on our trip overseas. And you can see that the whole is already in green. And that's because we can use all with you all to show that we're talking to more than one person. So what I want you to do is to find all of those subjects, objects, and possessive pronouns. Alright, pause the video, take your time. Have a try now. So let's take a look at some answers. So first of all, the receptionist will take you to the dentist room. Please follow her down the hall. Alright. So both of those are the object. Next one, I gave my daughter. So that's the possessive. I have a daughter and new bicycle. She has wanted it for a whole year. So she does the wanting. She is the subject and object is receiving the wants. So that's it. We're really disappointed. So we're as the subject, the two of you, the object can't make it to our wedding. That's the possessive. The object, I would like to welcome you all. So I is the subject doing the welcoming, doing the action. You are receiving the Welcome. We're so excited that she will be joining us on our trip overseas. So this one's a bit complicated. The sheet is a subject because she is doing the action of joining us. And remember, of course, if it was an object, it would be her. So we don't say We're so excited that her will be joining us. We say we're so excited that she will be joining us. And then the last type of pronoun that we need to talk about is a reflexive pronoun. What are they? They are pronouns that show that in the sentence, the subject doing the action and the object receiving the action of the same. They're the same thing or the same person. So how do we form them? Meet, becomes myself, you is yourself or yourselves. Her is herself, him himself. It itself is ourselves, ourselves, and them is themselves. Alright, so we can take a look at some examples. I nearly burned myself while lighting the fire. So I am the subject. I'm doing the lighting, but I almost become the object as well because I almost sat myself on fire. He introduced himself as the team leads, so he's probably the most experienced person in the group. The projects was intense and we're proud of ourselves for getting it done. The students are learning to code during the university vacation. They're teaching themselves. Be careful if you open the trunk of the car, the door tends to close on itself without warning, and then it's too late now to ask for anyone for help. I'll do it myself. That's a very common reflexive pronoun. And the meal itself wasn't very tasty, but the venue is stunning. Stunning means really amazing looking like, Oh, wow, what an amazing place. Okay, so that is a review of pronouns. Of course, if there's anything you didn't understand, you can always send me a message. You can watch this video again, and I'll be waiting for you with another review in the next video. See you there. 5. Adjectives Review: Welcome back. In this video, we're going to review adjectives. So let's jump right in. So what are adjectives? Adjectives are the words we use to describe nouns, not describing verbs or other adjectives will see those later. These ones are describing nouns, things, and an important thing, an important rule to remember. In other languages, adjectives will change, maybe add an s if it's in the plural form of the noun. So if you have two dogs and they are big, you might say there are two bigs dogs. But in English, we don't have that. The adjective always stays the same. We would say there are two big dogs. Okay, so remember the adjective doesn't change. Some examples. My boss is a very busy person, so the noun is person, and the adjective is busy. The view from the second story is spectacular. So the adjective is spectacular and he's like, Wow, amazing. The noun is which one? What do you think? The noun here is? View. And that's an important thing. We should always focus when we're writing about which noun our adjective is talking about. And later we'll see which verb or other adjective our adverb is talking about. Because sometimes they're together, like busy person is easy, but sometimes they're at the other end of the sentence like view and spectacular. She is rubber, hungry. Hungry is the adjective. And the noun is actually a pronoun. She. Lets take a look at some of the types of adjectives that we can see an English. So they're used to show the characteristics or the properties of that noun. And those can be many different types of characteristics or properties. So it could be the color red, orange, yellow, turquoise. Good word, size. It could be big or small or huge. Are enormous, tiny. How do you say that last word there? It means very, very small. But what's the pronunciation? It would be minute. It looks just like the word minute, but actually we pronounce it as minute. So it can be size, material made of steel. It could be wooden, leather. Age could be old or new or ancient or modern shape, square, circular, spherical, round, or nationality. It could be German, Japanese, American, British. There are many different types of adjectives. Now, a common mistake that people make with the adjectives is related to adjectives with I-N-G, E-D at the end. So some adjectives can have the I-N-G and the ED. And both of them are adjectives, e.g. boring and bored, boring and board. That both adjectives, but we use them in different situations. So this is something that many people get wrong. My general rule for remembering this is that the ED is how the person feels and the I-N-G is the thing that is affecting how that person feels. So we can see that was an amazing movie. The movie is affecting how we feel. So we say amazing movie. I was amazed. My feeling is amazed by all the special effects. Alright, so that's a pretty good example of when the ING is going to be affecting us. And the ED is how we feel. We went on a relaxing vacation to New Yorker last week. We both came home feeling very relaxed. Alright, so the vacation was relaxing. It made us feel relaxed. And how do we feel relaxed? Very relaxed. I found this explanation a bit confusing. So the explanation is affecting us. So it is confusing. That explanation left me a bit confused. That was my feeling and I was a bit confused by that explanation. Okay. So hopefully you're not confused by this explanation. And you can remember that the ING is going to be talking about how something is and how it affects us and the ED, how we feel. Next, let's move on to talk about comparative adjectives. So what are they? That's when we're comparing two different things. And we're talking about how maybe the same they are or how different those two things are. These ones can have ER, or i e at the end. Or we can put more or less. Before the adjective. So generally the rule is that if it's a short adjective of two syllables or one syllable, we're going to make it into ER or IEEE. And we don't use more or less, if it's something longer, a longer word we're going to use more or less. That's the general rule to remember. And we use then after the adjective. See some examples. So fast is a short word, becomes faster. Early, ends in y, so it's earlier with i e. Be careful of that spelling. Small becomes smaller. Tidy. Again, it ends in y, becomes tidy. Alright? And be careful about the spelling of then and van. So then with an E is talking about like the time or the result is a totally different thing. When we're comparing, we're using them with an a. Alright, so pay attention to that common spelling mistake. And we can see some examples in contexts. So a cheetah is faster than any other land animal. I get up earlier than my sister. The Middle East is hotter than Europe. Europe and the United States experienced colder winters than anywhere in Africa. And the officers are further away from my house than I realized initially. And what you can notice about the last sentence is that the van can be a little bit later, sometimes a lot later in the sentence. So don't think that you have to put the adjective and then always tied together, the van can kind of walk off by itself and find its own home in the sentence. Now, as always in English, there are some rules that we can follow. And there are also some things that don't follow those rules. Some words that are irregular. So some comparative adjectives are irregular. And we just have to remember them. And some of those you'll know very well already. E.g. good becomes better. There's no word gooder in English. It better. Bad becomes worse. Far becomes can you guess further, or father? Both of those are correct. Well, becomes better as well, and Little becomes less. Those are just some examples, but it's really good to pay attention to those examples and remember them because those are some common grammar mistakes as well. And as I mentioned earlier, some comparative adjectives are longer when they're quite long verb are quite long adjectives, we use more or we use less and we don't change the adjective. So let's see some examples. Beautiful is always my favorite example. We say more beautiful, difficult becomes more difficult or less difficult. Interesting, more or less interesting, exciting, more or less exciting. And you can see that all of those are those longer adjectives. And with all of them, we can swap out more and put in less. We could say much more or much less, far more, far less. These are pretty useful ones to use. I'm gonna give you a little challenge. Now. I would like you to use these words that I'm gonna give you. We've got some nouns and we've got some adjectives. And I want you to try and make five sentences for me. Picking different ones. You can be creative, make your own five sentences. And then we'll look at five sentences that I've created. Alright, pause the video, write those five sentences now. All right, welcome back. Hopefully you've written your sentences. Let's take a look at some examples. So you can say, I think this is a better deal than the one you found yesterday. Alright? I can't decide between these two laptops. It seems like this one is actually more powerful. The weather only seems to be getting worse. People say that learning Russian is a more difficult language to learn than many others, but mostly because the alphabet isn't easy to remember. And my neighbor's dogs are a lot less noisy than mine. I wonder why they're. So, those are just some examples. There's almost unlimited sentences that you could make, but the important thing is to focus on the grammar. Makes sure that you've formed those comparative adjectives in the right way. And something else to note is that particularly in sentence three, we haven't used the word van. We don't always have to use it. Particularly if we definitely know. What are the two things that we're comparing with the weather? If we say the weather is getting worse, we know that we're comparing the weather now to the weather maybe before. So there's no need to say worse than it was before. It's already suggested, it's very obvious. So there's a little rule to bear in mind as well. Now something that I hinted at before is adjective modifiers. So modifier is something that changes the adjectives. We can change the adjective and make it stronger or weaker. Let's take a look at how we can use different words to show how big the differences between adjectives. So a large difference, we could say a lot, or we could say much, a small difference. We could say a bit, a little bit slightly. When we use adjectives that have more in front of them, like we said, more beautiful, more interesting. We can use much more, and we can use far more. Let's take a look at a few examples of those ones. First of all, this suitcase is a lot heavier than that one. So not just a little heavier, a lot heavier. Your brother is bit taller than you are. Traveling by train takes slightly longer than flying, but it's much cheaper and a bit more scenic. So the adjectives that we have cheaper, we have a longer, we have scenic seen. It means it's very beautiful. You can see interesting things. And we have three different modifiers as well. My study buddy reckons that this year's exam will be far more difficult. So not just more difficult, far more difficult than last year's, because we had much more time to prepare than the previous class. I like the tone and the aesthetics of this guitar. Aesthetics means what it looks like. But mine is far more versatile. It's also much lighter. Now, something to note is that many people might want to say, it's very lighter, like this. My guitar is very lighter, but that's actually not right. That would be a grammar mistake. So we'd have to say it's much lighter. Next, let's do a quick review of the as, as something construction. So this one is pretty useful. It's good for comparing two nouns and we can use it in the positive way to say that something is as maybe as big. So like they're equal or in the negative way, like not as big, not as good, things like that. So it can go both ways. Let's see some examples. My mother is not as strict as my father. So we can see the construction is we have the As, then we have the adjective, the other as, and then the noun of whatever we're comparing. So here we're comparing mother and father. And so the adjective goes in the middle of the as-is, the two As, and the second noun far that goes at the end. He's as tall as his father, so heat the pronoun, the subject. And then his father is the other noun. And then the adjective is torque. Will it be as cold as it was yesterday? Dogs aren't as intelligent as cats. And flying business isn't flying business class isn't as cramped as flying. Economy. Cramped is like when you're stuck like this, there's no space to move. Something else we have to review is superlative adjectives. So again, that's a very complicated name. It just means when we're talking about like the most or the least of something, the extreme. Alright? So it's easy when we see the examples. So weak becomes weakest, large becomes largest. Happy. Now, be careful of the spelling. Happiest with delete the y and put a EST. Gentle becomes gentlest and expensive becomes the most expensive. Alright? So, or we could also say the least expensive there. Most and least, when it's one of those longer adjectives like beautiful, interesting, or expensive. Okay, let's see some examples. This suitcases the heaviest of all our luggage. Your brother is the tallest child in his class. So it doesn't just mean that your brother is tall. It means that he has been number one. And that's the feeling of a superlative adjective that it's the number one thing. Traveling by train takes the longest, but it costs the least. And for this, we can imagine that we're talking about three different ways of travelling. Or maybe more. You might be talking about car, plane, train. Maybe bike. Bike would be longer than train. Let's say we're talking about car, plane and train. And so we're saying that the longest one is train. So that's the number one out of three. We don't use superlative adjectives. When we're talking about only two, then we would use comparative, longer. But when it's three or more things, we start to use superlative. This year's exam might be the most difficult. Here is the cheapest guitar we have in your price range. And this might be the worst movie I've ever seen. Alright, so let's do a quiz now. And in this quiz, I want you to take a look at this. So this is a big table and it has the regular adjectives on the left lane, goods small, difficult than it has the comparative. That's when there are two, usually with ER, then the superlative, which is the number one when there are three or more things. So we can see the green example at the top. Good, better than the best. What I want you to do is pause this video and try to fill in all of those gaps. So take your time. Do your best. If you need to re-watch some of the video to help you, that's fine. And after that, I will see you for the answers. Pause the video now. Alright, let's take a look. So here we go. Small, smaller than the smallest, difficult, more difficult than the most difficult. Bad is worse than the worst. Be careful of those worse, the worst. That's a very important distinction. And many people make a mistake there. Little less than the least, more, more than the most kind, kind of n and the kindest hungry, hungrier than spelling. Know why? And the hungry just successful, long word, more successful than the most successful, enjoyable, more enjoyable than the most enjoyable. So that is a review of adjectives. Hopefully that's all clear. Of course, any questions you can send me a message and I'll be waiting for you in the next video. 6. Th Words Review : Welcome back. In this video, we're going to take a look at four very important th words and makes sure that you know exactly how to use them and when they are this, that these and those, let's quickly review them. So these are called determiners. Determiners like this, that these and those are placed before a noun to show which noun is being talked about. And we've got some applications that means the different uses. So they can be determiners. They used to talk this and that are used to talk about singular nouns. So this dog, that dog when there's only one. And these, and those are used to talk about plural nouns. These dogs, three dogs, maybe those dogs, five dogs over there. So we can use it in that way. They can also be pronouns. They can replace the nouns in a sentence. So you could say, this is really delicious. It might be a piece of cake. Alright? But you can just say this or that looks very interesting. And we can use them to talk about proximity. So this is talking about something close to us, nearby, and that is something far away. Proximity means how close something is. On a timeline. If we think about time, this is usually talking about something now. Whereas that can be talking about the past or the future. And let's take a look at how we use them with singular and plural nouns. So you could say this house is enormous. So if it's more than one, these houses are enormous. You can see that the, the noun is changing houses, so it's more than one. So we use these and we also use R because it's now a vague, alright, so the R is talking about plural, more than one. This house is one house. These houses are more than one house. This burger is delicious. May I please get the recipe from you? Recipe? Is that the way that you make the burger? First you get the blah-blah-blah. These burgers are delicious. May I please get the recipe from you? Now, something to note is that even though we've said these burgers for the second one, we haven't said recipes because it's just one recipe that's made all of the burgers that we're eating, if we're eating three burgers, but they've all been made from the same recipe. Then there's no need to add S to recipe, but it's more than one burger. So we say these burgers are delicious. And let's take a look at a few more examples. So this is my sister, just one. These are my sisters. So two or three or ten or however many sisters you have. This is my suitcase, just one. These are my suitcases, more than one. And we can see proximity. How close something is. This is my house. So it's like you're in the house or you're standing outside but close to the house? That is my house. That's when the house could be far away. Look over there. That is my house. These are my suitcases here, in my hand or in my by my feet are very close to me. Those are my suitcases. That means the suitcases are far away over there. We could also say, these are my suitcases and those are yours. So that means your bags are close and the other person's bags are far away. And of course remember that far away is something that's relative. Like if we're thinking about the suitcases, it might be that they are 10 m away or on the other side of the room or the other side of the airport. But of course they're not on the other side of the world. So it doesn't need to be very, very, very far away. So it really depends on the situation. And a few more examples just to help us be totally clear on these ones. This is an exciting game of football. So we're talking now about the time. That means the football game is happening. Now, it's currently happening. This, that was, or, that will be an exciting game of football that's talking about the past or the future was, is the past will be as the future. So the game has already ended or it hasn't started yet. So this is talking about now, that past or future. Then this is my highest achievement and I'm proud to it, accept this award in front of all of you. And that means that the award ceremony is happening. Now is we're doing it. You're standing there. People have said, congratulations, you have great English grammar. Here's an award and he said, Well, I studied so hard. Thank you so much. This is a great award. Or those were my highest achievements. So it's more than one. And because we're saying those, we know that this is something that happened in the past. I'm proud to show you the awards I receive. Alright? The rest of the sentences in the past tense, so we know this one must be in the past as well. So the awards were received in the past. So there you go. Hopefully with these examples. All of this becomes pretty clear. If of course, if, if not, any questions, just let me know, I'll be happy to help. And of course, as always, I'll be waiting for you with another thing to review in the next video. See you there. 7. Prepositions Review Part 1: In this video, let's take a look at prepositions. So that's a big word. But really, you know what they are, those are words like to n of those little words. So let's learn, let's review prepositions. So they are the words that we use to connect nouns, noun phrases and pronouns. Together. They're connecting words. And they show relationships like time, place, direction, spatial relationships like next to on top of under, and introductions as well. And some common ones, there are a lot and you can see them all here in buy into, onto, and so on. Alright, a lot of them and something that is kind of annoying about English, but we just have to accept it, is that there aren't really too many rules about prepositions. Will look at some rules in this video, but in general, they're idiomatic. That means they make up their own rules and we just have fixed ways of using them. So the best way to remember them is to read lots of sentences that use them in the correct way and just remember those sentences. So how are prepositions used? So they can be used at the start of a sentence, in the middle of a sentence or at the end of a sentence. And we can have many of them in an individual sentence. Let's take a look at some examples. I live on Madison Street in Lower East Side, New York City. There are two Greenfield's next to the school buildings. On Fridays. I finished work a bit earlier, usually around 03:00 P.M. and then the last one has a lot. I'm listening to the entire Led Zeppelin discography at the moment. There is so much music on Spotify to explore and listen to. Alright, so there you go. Just some examples to give you a feeling and a reminder about how we use prepositions. Now, one of the rules that we can learn is related to prepositions and gerunds. So, what are gerunds? Gerunds are when we get a verb and we put the ING ending on the end, like running, dancing, singing. But we use it as a noun. We don't use it as a verb. E.g. I. Like singing. Singing in that sentence is a noun, It's a gerund. Here's the rule. If a verb, if a gerund is used immediately after a preposition, the verb must take the gerund form. Alright, so what does that mean? Let's take a look at some examples. So after leaving work, so the after is the preposition, and it's not after leave work or after to leave work. It's after leaving work so that, that verb leaf becomes a gerund, it becomes a noun. Alright, So there's one example. Another one, instead of, that's our preposition. Instead of going straight home after work again. So it's not instead of go, it's instead of going. And finally, by working, by the preposition and working is the gerund, the verb. By working harder than anyone else, he succeeded. Okay, so that is a general rule, but there is one very important exception one time when we don't follow that rule. So you can see the little box. So this doesn't include two. When verbs used to in the infant, The genitive form like to do to go to sleep. E.g. if we say I need two, it would be I need to sleep, not I need to sleeping even though too is a preposition. Okay. So that's the one exception. Other than that, we should follow this rule. Let's talk about some general rules for prepositions of place now. So what are prepositions of place? They are used to show the position of something related to something else. Alright, and we'll see some examples in a minute. But in general, if we use the word in, It's going to be putting a noun or a thing, or a person in a large area could be in a country, in a city, or in a neighborhood. If we use at, it's a very specific exact location. Okay, So N is something very big at, is a very specific location. And on Is usually on top of something else. So it could be on a bed, on a computer screen and things like that. And we've got a lot of examples that you can look at here as well. Will be in the waiting room when you're done. So the waiting room is like a big area and will be somewhere in that waiting room. The kids are playing in the back garden. So it could be quite a big garden. I was born in Portugal, but I grew up in Spain, in the countryside, again, all big areas. Then at he's working at his desk in the room next door. So your desk is like one fixed specific place at your desk will meet you at the entrance when you're finished inside. So just at the door, you can drop me off at the next corner, then I'll meet you at the field when you find parking. And then on your phone is on the kitchen counter. The counter as the thing on the top in the kitchen when you're chopping and you do things like that. So it's on top of that. Did you go hiking this weekend? There's a lot of dirt and mud on your clothes. Your clothes are very close to need a wash. There's lots of dirt and mud on your clothes. And finally, be careful walking barefoot in the kitchen. I broke a cup in here this morning and there is glass on the floor. So what you can do if you want to study these by yourself, you can learn these specific sentences as a way of reminding you. Because I'm sure that you might be watching this and thinking, well, at the field, surely a field is a big place. But remember, as I said at the start, English is quite idiomatic with its prepositions. So we have the way that we say things and it follows some kind of rule. But really you just have to remember when we use this one on, when we use that one. So that's why having these example sentences to learn and practice by yourself is a very important thing. And of course, if we want to give more details, we can use what are called precise prepositions of place. These ones show like exactly where that thing is, where the noun is. Some examples really help here. So my degree is hanging on the wall. So on is already a preposition above my bookshelf. So the above gives even more details. I live near the train station next to the old fire station. So again, it's more detailed, more specific. My cat's favorite place to sleep is between, or we can say in-between, It's the same. Me and my wife. The rubbish bin is in the cupboard in so we know it's somewhere in the cupboard. But we give more details and say below or beneath or under or underneath the sink. There's a mop broom behind the kitchen door. Please park on the grass on the opposite side of the road. So three different prepositions. They're giving a very specific place that you should Park. Sorry, I'm late. I got stuck behind a truck all the way here. Now that we've talked about place, Let's talk about time, prepositions of time. So prepositions of time show the time, the timing of an action. And they're useful for when we talk about our plans for doing something or a normal routine for what we do every day. And the most common ones are on at. And so let's look at some general rules. On is used about specific days. At, is used to provide an exact time when something will happen. And N is used for periods of time like months or seasons or morning, afternoon, evening. And it has a similar meaning to during. And we can take a look at some examples. And once again, you can take these examples and study them yourself. So unfortunately, I'll have to work on Saturdays. It's on a specific day. On Fridays we end work and our earlier. I'll help you update your computer on the weekend. Or we could say I'll help you update your computer at the weekend. So that depends if you prefer American English that's more on the weekend or British English? At the weekend. On Fridays I finished work at 04:00 P.M. so at the time at dinner time, you may not have your phones at the table. That's what a parent would say to that child. In the morning. I like to enjoy my coffee outside. They're going on vacation in December. And I was born in 1998 in the spring time. So those are some examples of those three rules. Inaction. When we're talking about time. We can use to prepositions past and to, to give the specific time. If we're saying like, what time is it now? And these are used for telling the time. We use past to talk about a time after the hour. We use to to talk about a time before we reach the hour. And that tells you how much time is left before the next hour. So let's see some examples. It's 06:20, so that's 620 or 18, 20 we say 06:20. It's 09:30, 930 or 21 30 it's 02:15, which is 02:15 A.M. in the morning or 14, 15, and then it's 2026. This is the one that sometimes confuses people. That would be 540 or 17402026. So there's still 20 min left before we get to 06:00. It's 01:45. 01:45. If you want to say that in a British way, you say it's 01:45 to two and that's 145 or 13, 45. And then something else to know is that here in the UK, we often say half nine. We delete the past and we just directly say it's half nine or it's half two. And that means the same as half-past. 8. Prepositions Review Part 2: Now let's take a look at someone's that people do sometimes get confused about and we'll mix up, and those are from unto between an end. So these are two pairs of prepositions that usually go together. So these two pairs of prepositions have the same meaning. And both of them show when something starts and when it ends. So they show duration. That's how long something lasts. And we can use them in most situations interchangeably. That means we could say from and two, or we could say between an end. So e.g. if you're writing an essay and you want to show good variety in your vocabulary. Then in, let's say the first sentence you could use from and to. And then the second sentence you could use between an end. It's the same meaning, but you're showing how good your range of vocabulary is. Some examples that I work from 09:00 A.M. to 05:00 P.M. or I work between 09:00 A.M. and 05:00 P.M. so it's the same. It's 8 h or the movie runs for about 2 h. So that would be from 08:00 P.M. to 10:00 P.M. or it would be between 80 08:00 P.M. and 10:00 P.M. and again, the duration, how long it lasts is 2 h. The next two prepositions to look at, until and since. And in my time as an IRS examiner, this is one of the most common preposition mistakes that I heard. So let's pay attention carefully here. So until is used to show when an activity or a situation will end. And since is used to show when a situation or activity started. Okay? The important thing is that for both of these, that situation or activity is ongoing, that means it's happening now. So you can think about it like this. You're in the middle of that activity. If you're using until, it means you're looking forward to the end of the activity. And you're saying when it will end, if you're using, since that means you're looking back to the start of the activity and talking about maybe how long you've been doing it. Often sensors used to complain and say, Oh, I'm so tired. I've been working since 06:00 A.M. this morning. But not always. It doesn't have to be a complaint. Let's see some examples. I will be working until 05:00 P.M. today. Now could be like 01:00 P.M. and we're looking into the future. The project will be running until December. Now it could be, let's say, June or July or September. Inflation will keep rising until the supply in shape, supply chain crises ends. And then I have been working since 09:00 A.M. and I'm really tired now. The project has been running since January. So it started in January and it's still going. Inflation has been rising since the supply chain crisis started. And something to notice that since is often used with the present perfect tense. E.g. I. Have been working here since 2015. E.g. you're looking back to the start and saying how long you've been doing that. Another example, I've been reading here since I had been living there, since. Then we say, when did it start? Until and since something important to remember, the next tool that we're going to look at are for and during. So four is going to show how long something has been happening. So what's the length of time, the duration as we saw before, but during is a little bit different. During is going to show the time that something was happening. But usually we'll then say something else happened. So jarring is like creating that situation, creating the background of the sentence. And we say something else happened in that time. And during doesn't show the duration. It doesn't show how long the thing was happening. And some examples we'll make this clear. So first of all, I work out or exercise for an hour every morning. So the amount of time that I'm working out is 1 h. I've been working out for an hour already. So my my exercising started 1 h ago and it's still going for is another very common preposition that we use with the present perfect tense. I've been doing something. For how long will you be busy? Or we could say, how long will you be busy for? That means, what is the duration of the time you will be busy? Then during my workout. So while I was working out and we don't know if that was a 10 min of exercise or 3 h or a whole week. During my workout, I got a call from my neighbor. I lost 2 kg, two kilos during the first COVID-19 lockdown. I think that's probably the opposite experience of most people. Most people would say, I gained five kilos during the first lockdown. Um, but again, we don't know how long that locked down is because we're using that word jury. My brother was never late for a class during his university career. So the whole time that he was, that he was never late. The next preposition we're going to review is by now. By is very versatile. That means it's very flexible. It can do many different things. It can be used to show who or what is responsible for something, who did something. Or it can show the manner that something was performed. That means the way that we do something. And we'll see some examples. Macbeth was written by William Shakespeare. The song was written by an unknown singer. So that's showing who was responsible. And then we traveled to work by train or by walking. So that is the way that we do it. The manner I fixed the Internet by restarting the router. So that was the way that I fixed it. My method by waking up earlier, you can get an extra hour of peace and quiet before the kids wake up. Which sounds like a good suggestion. Now let's do a quick review of width and without. So with is again, very versatile. It's a great word to add to your vocabulary. Very flexible. It can do a lot of things. So it can be used to show the obvious one, who you were accompanied by, who was with you. It can also show the possession of something. That means when something has something, a pizza with lots of cheese, e.g. or it can show an object that was used to perform an action. So what do you do this thing with? Let's see some examples. And of course, without is the opposite meaning. So I went to play football at the park with Joe, meet and Joe did it together. Joe twisted his ankle. So we'll play without him today. Bad luck job. We need to move to a city with less crime. So this is the example of the possession. So the city has a lot of crime. We want to find a city with less crime. We want to live in a city without crime and poverty. I made this menu with Photoshop and Canva. Those were my tools that I used. That's how I finished this job without any software. I'm not sure you can design the menu. And the final preposition that we're going to review in this video is about, about, is when we're talking more about a topic we're expanding. And a good phrase that you can learn is on the topic of, so it has the same meaning as about, let's see some examples. The book is about bravery, love, and redemption. On the topic of bravery. This is a fantastic book. Alright, let's watch a documentary about travel tonight. The topic of travel. Let's watch a travel documentary tonight. I don't understand what you're talking about while we're on the topic. Could you please explain that again? Okay. So on the topic is a pretty useful one to add. And there's a review of about as well. So just before we finish, it's time for you to have a try at this. So I want you to choose the correct preposition for each of these sentences. So let's take a quick look. Children, please take a seat. Your desks. My daughter was sick Monday. My daughter has been sick last week. I don't go to school anymore. I learned Spanish. My university career. Be careful about that one. School holidays start Wednesday, and the last one. Driving slower, we will reduce our fuel costs. Okay, so I want you to pause the video now. And I want you to have a try at these sentences. And I recommend that you type them out completely. Because by typing them or by writing them on your notepad, you'll be able to get a good muscle memory. You'll really put your what you know into action. It's just, it's one thing knowing the theory, another thing, repeating and doing it again and again, so that you don't even have to think about what the right preposition is. Prepositions and lots of grammar are all about repeating, repetition, doing it again and again, so that you get good muscle memory. Alright, so pause the video, have a try now. Alright, let's take a look. So children please take a seat at your desks. My daughter was sick on Monday. I think those two are pretty easy. Let's take a look at some more difficult ones. My daughter has been sick since last week. So has sickness started last week? The present perfect tense, as we said before, I don't go to school by car anymore. I learned Spanish during my university career. Alright, so we're talking about the time that that was happening. So the background is my university career. Then it's another action happening in that time. School holidays start on Wednesday. By driving slower, we will reduce our fuel costs. So that is a review of some of the most common prepositions in English. I hope you found that useful. Of course, as always, any questions you can send me a message and I'll be waiting with another review in the next video. See you there. 9. Conjunctions Review: In this video, we're going to take a look at conjunctions and review some of the most common conjunctions. So what are conjunctions? Conjunctions are words that connect other words or phrases or clauses together. A clause is like a full piece of a sentence, and we'll see many examples as we go. And we use these to avoid repeating words. The most common conjunction is, and we know that one, of course. So some examples very simply, there's a school, there are the children that has a school, and there are the children. I ate too much sugar today. I feel sick. I ate too much sugar today, and I feel sick. And finally, my mother is a teacher, my sister is a teacher. My mother and my sister are both teachers. Or you could just say my mother and my sister are teachers. So we use are because of course, it's two people. My mother is, my sister is, my mother and sister are. Then we move on to looking at commas. Now, this is a common mistake, a common mistake, a common mistake that people make. So let's take a little look and make sure that we avoid this mistake. When you're listing more than two items, you're making a list in your sentence. And there are three or four or five things. You need to use commas between all of the different items on the list. Only the last item should have the end placed before it. So example, There's a school, there are other children. There is the headmaster, there's a school comma. There are other children, comma, and that is the headmaster. Alright? This is called a list of three. And it's a very useful way of writing. It's quite effective and powerful. If you make lists of three, they said that three is the magic number. I ate too much sugar today, I feel sick. I need to go home. I ate too much sugar today. I feel sick and I need to go home. The next conjunction to look at is, but let's take a look at, but this conjunction is used to contrast two clauses. So when you're saying two things are disagreeing with each other, or to join a positive statement with a negative statement. Alright, let's see some examples. There's a hotel, there isn't a restaurant. There's a hotel comma, but there isn't a restaurant inside. The hotel is, let's say the positive thing. And the lack of the restaurants is the negative thing, because now, now will be hungry. I wanted to study in London. My grades weren't good enough. I wanted to study in London, comma, but my grades were to live. My grades weren't good enough. My children will eat vegetables comma, but only if there is a source with them. So that one of course is giving a positive thing. My children will eat vegetables, but there's a negative as well. Only if there's something nice. Only if they get pizza and donuts as well. I will help you with your math homework comma, but you must help me with my biology homework. Alright, so positive thing, I'll help you, but negative thing, you have to help me as well. Now a word that many people use or at least know about, but don't always use in the right way or feel confident using is yet. So let's take a look at yet. So it's similar to but, but we use it when two clauses contradict each other. So it's like there's no logic between these two parts of the sentence. That'll be clear with an example. We can use it with AMD, we say. And yet when we want to give some emphasis, we really want to focus on that problem or that contradiction. It's 32 degrees Celsius outside comma. Yet Oliver is wearing a jersey, so it's hot. Yet he's got lots of clothes on. So it's not very logical. It doesn't really make sense that we're chooses available to help you yet. You still failed the test. It's a very strict parents talking there. I asked you to be quiet and yet you continue to talk in class, alright? And you can notice where there are commas here and where there aren't commas. So when yet is by itself, we need to have a comma before that. And when we do, and yet no comma is needed. Another common conjunction to review is all. Let's take a look at or we use, or when there is a choice between two or more different options. And it can be used also to show the consequences of doing something or not doing something. It's kind of like a threat. When e.g. your parents are saying Eat your food or you won't get any dessert? That was something that my parents told me a lot. So it's like a threat. They're saying what will happen if you don't do the right thing, study hard, or you will fail the test. So some examples. Would you like chicken or beef, sir? I would like a draft or bottle of beer or a glass of wine if there's no beer left. Now something we should pay attention to is where we've used the commas there. So you can see the chicken or beef. Those are just two nouns, two different options that are very short. So when we do it like that, apples or oranges, big or small, then we don't need a comma. But in the second sentence, you can see there's a comma after a comma before the or. And that's because we're connecting to different clauses, two parts of the sentence. So I would like a draft or bottle of beer. That one is one clause. And then the second clause needs to be separated by a comma. If we didn't have a comma, we would read it like I would like a draft or bottle of beer or a glass of wine. If there is no beer left, it would be like weird just vomiting words. So that's not good. We want to organize our, our writing better, make sure our grammar is really correct. Then another one, don't forget to charge your phone tonight, comma, or you won't be able to listen to music tomorrow. This one is showing the negative consequence, the bad thing that will happen. If you don't follow this advice, Be quiet when you come home or you might wake the baby up. We're getting on to the more complicated conjunctions. Now, the next two we're looking at our NOR and either. Alright. So when there is a list, there are two things that are undesirable or untrue. Or we want to give the feeling of no in a list we can use nor between them. But, nor is a little bit old fashioned. It's not totally unused now, but it's a little bit old-fashioned. So often will use. And so let's see some examples. I've never eaten liver, nor do I want to. But probably more commonly we would say, I've never eaten liver and I don't want to either. Okay. So the first one is kind of like what you might read from a book in the 1850s or earlier. These days nowadays we would probably say, and probably also write the second version. But it's good to know both. It's good to have the flexibility. Another example, he can't play piano well, nor can he sing. But probably now we would say he can't play piano well, and he can't sing either. Something to know is that the EDA is optional. That's why it's in the brackets. But it gives an extra emphasis, is like saying, he's really bad. He can't sing, he can't play the piano. So we're giving an extra feeling that the two are connected. We're putting emphasis, but you don't have to. It's your choice if you want to use that word either the final conjunction to review is, so Let's take a look. So is used to connect two clauses, two parts of the sentence, where there is a causal relationship as a fancy way of saying that one of them, one of the clauses are parts of the sentence, is the cause of the other one. It makes the other one happened. Okay, So example, I haven't eaten since we woke up. So let's stop for dinner now. Notice the comma there as well. So the two clauses, comma. And so my apartment was filthy, very dirty after the party. So my friends stayed behind to help me clean it. My parents lived in Germany before I was born. So they speak. Very good, Jim, by the way, I'm saying comma. When I read these, just to make you notice it. When you're reading, you definitely shouldn't say comma. It's something that if you please don't say that if you're making a speech, my parents speak very good German comma, and they are very nice. Full stop. Please don't do that. Alright. So I'm just doing that to help you to make you notice it. Then the last thing we're going to do is do quiz. So can you pick the right conjunctions for these five sentences? Let's quickly take a look. My sister is allergic to peanuts. Let's eat somewhere else. I woke up with a fever and sore throat. My mom wouldn't let me stay home. I don't like classical music, jazz. I don't like opera either. It's a pretty tough one. I didn't attend class regularly. My professors still allowed me to write the exam. Or I didn't attend class regularly. My professor didn't allow me to write the exam. So those two are pretty close to each other. Be very careful of those as well. So what I want you to do is pause the video, write out the full sentence, and I'll be waiting for you with the answers when you come back around, Let's take a look at some answers then. My sister is allergic to peanuts, so let's eat somewhere else. I woke up with a fever but my mom wouldn't let me stay home. Thanks Mom. You're so mean, Mom? I don't like classical music or jazz. And I don't like opera either. You could of course say, nor do I like opera as we talked about. And either is more natural these days, more modern. I didn't attend class regularly yet. My professors still allowed me to write the exam. You could also say Butts there. That would also be fine, but it's good to use the word yet because it shows that you have more sophisticated, high level grandma. I didn't attend class regularly, so my professor didn't allow me to write the exam. So there we go. That is a review of some of the common conjunctions. As always, any questions, send me a message. I'll be happy to help and I'll be waiting for you in the next video. 10. Subject & Object Review: Something important for us to review is subject and object. We've talked about it a little bit already. We're going to talk about it in more detail now. So what is the subject, which is which the subject is the person or the thing that performs the verb action in a sentence. The subject does the thing. Alright? And it can be any kind of noun. It can be a common noun, proper noun and abstract noun, a concrete noun. Or it can be a pronoun, like he or she, or it. The object is the person or the thing that receives the verb action. So the verb is performed On or two or at this person or thing. And some examples, my sister plays piano beautifully. So what is the verb action? It's plays, that's the verb, that's the thing that is being done. The subject would of course be my sister. And what does your sister play? What does my sister play? The piano. Alright, so my sister is the subject, plays is the verb, and piano is the object. The piano is receiving the action of playing. Now something that's a little bit difficult sometimes not in that very simple example, but in more common and regular rating. And also speaking, it's difficult to identify the subject to figure out what is the subject of this sentence. So the subject can be just one word, just one name, let's say. Or it can be a long group of words that have adjectives are multiple nouns at the same time. We're gonna do a little exercise where I'm going to give you sentences. And you're going to see if you can find the subject. So we're going to start easy and get harder. A big fat cat was sitting at our door today. What is the subject of this sentence? What do you think? Give you a second to think about it. It is of course, a big fat cat. So the cat is the noun and big fat or the Adjectives. Next one, I made our guests some t. What's the subject? This one's easy. It's I I did the thing. I did the making. I am the subject, leases dog and James's cat loved to play in the back garden. What's the subject? So leases dog and James is cat or the subject, both of them together because they're doing it at the same time. Or maybe they both like to do it at different times. I don't think dogs and cats play very well together usually at, but in this sentence they are both loving, playing in the back garden. So both of them are the subject. Finally, the teacher whose child got into a fight at school, drove past our school today. Set this is the huddle. What is the subject of this sentence? What do you think? So it should be the teacher whose child got into a fight at school. This is a very long one, but if we think about it, we can see it's still just one thing. It's still the teacher. The, whose child, blah, blah, blah. Those are just extra details. The teacher is still the subject. The teacher was doing, the driving. And now that we've identified the subject, Let's try and identify the object. So the object can be just one word or it can be something quite long. The same example, the big fat cat was sitting at our door today. What is the object here? What do you think? The object would be? Our door to our door is receiving the action of the cat setting. I made our guests some T. Now, what is receiving the action here? What is the object? The object would be some tea. And we're going to see that's a tip is a difficult one. We'll see a little bit more about that one later. Leases dog and James's cat loved to play in the back garden. Object. The back garden, they are receiving the plane. The back garden is the recipient. A good word for you? Recipient of the play. And the teacher whose child got into a fight at school drove past our school today. The object would be our school. Now as we saw them with the guests and the T, sometimes it can be a little hard to figure out which one is the object. And actually we can talk about something important, which is indirect objects. Some sentences have two objects, a direct and an indirect object. And so far we've been talking about the direct object so that t was the direct object. This is the object on which the verb action is performed. So we were making the tea, not making the guests. The indirect object is the person or thing that receives the direct object. The guests received the t. We made the tea. The guests received the t. So the t was the direct object and the guests with the indirect object. So another example, I gave the gardener or lift home. The verb action is to give, gave. Who does, who does it? I do. So I am the subject. And what did you do? You did a lift. And who did you give the length to? The gardener. So I is the subject. Gave is the verb action. Lift is the direct object and the gardener is the direct object. So now that we've reviewed direct and indirect objects, we're gonna do a little quiz to finish off this video. I want you to identify in these sentences the subject, The direct object, and if it has one, the indirect object. Now, I'm not going to tell you which sentences have indirect objects and which ones don't. You have to figure that out for yourself? Maybe all of them do. Maybe none of them do. You have to remember the rule and figure it out for yourself? So let's take a look. He threw the ball to me. My mom passed the salt and pepper to her sister. The children went to play at the park. Love and forgiveness will set you free. The teacher gave us extra homework for the school holidays. She gave her son some money, and she gave some money to her son. Pause the video and figure out the subject, the direct object and the indirect object. Pause and have a try. Now. Alright, welcome back. Let's take a look at those answers. So first of all, he threw the ball to me. So he is the subject. And the thing that is being thrown is the bowl. So that is the direct object and indirect object. The person who receives the ball is me, my mom, the subject, past the salt and pepper, that's the direct object to her sister. Her sister receives it. She's the indirect object. Now this one didn't have an indirect objects. The children went to play at the park. Love and forgiveness will set you free. Alright? So love and forgiveness is the subject and you is the person who is becoming free. So it's you, you are the object, direct object. Then this is a hard one. The teacher gave us. The teacher as the subject us would be the indirect object. And then what do we receive? Extra homework. Thanks, teacher. So we get the extra homework, which is the direct object. She gave her son some money. So she is the subject and the money is the direct object and her son is receiving the money. He's the indirect object. And she gave some money to her son. It's the same. Notice that it's a different order, but the grammar logic is the same and the meaning is the same. So that is a review of subjects and objects. It can be a little bit confusing. I know. So if you do have any questions, make sure to send me a message. I'll be happy to help. And in the next video, we'll be moving on to a different topic for review. So I'll be waiting for you there. 11. Verbs Part 1 Review: Now let's take a look at verbs. So verbs, of course, are very important in English. And we're going to review, do a big review of verbs in general. Set, Let's get started. What are verbs? Verbs basically are the actions that the things that we're doing, the words we use when we are performing an action, alright, so when you do something, you need to use a verb. And there are many different types of verbs. And in this video, we're gonna be looking at those different types. And there's gonna be some big words, some big scary words. But don't worry, you're already using all of these, these verbs. So it's just good to know the names so that we understand the theory behind English. So we can always have really good grammar. Types of apps. We have main verbs and these describe actions or they describe states of being. And we'll see that later. They can connect the subject of a sentence with a description of that subject. We also have auxiliary verbs, auxiliary and those are helping verbs. They modify or change the meaning of the main verbs, and they can form different tenses. Again, we'll see pretty soon. And we can take a look first at regular verbs. So regular is an important word in English grammar. When we say something is regular, we mean that it follows the normal rules. It doesn't have anything weird going on. Alright? So regular verbs are the easy ones. We'll see some in just a second. So they follow a clear pattern when they are converting or changing between the present and the past tense. So some examples. The base form would be walk, I walk past simple. Yesterday, I walked to university, I walked to work, and the past participle. Now, that's an important word to remember past participle. That's kind of the third form of the verb. And some famous ones are eaten. Done, scene. Taken, words like that. Those are kind of like I have done. I have eaten things like that. Those are the past participle. But for all of these ones, they're the same. We can look down this list. We've got call, cold and cold, cry, cried and cried. Studies, studied and studied, and so on. So if it's regular verbs, the past tense and the past participle stay the same. So it's nice and easy. If you know that something is a regular verb, you already know how to make it in the past tense, the past simple and the past participle, you can just add the ED. But many verbs are annoying. They are the irregular, irregular verbs. So not regular, not normal. And these ones, the ending can change, or the way that we form it can change and we have to memorize these ones. These ones have to be learned. E.g. base form is drink, past simple as drank, But the past participle is drunk. I have drunk a lot of water, swim, swam and swum, come came and then back to come. And if we look down towards the bottom, we've got things like eat, ate and eaten. Go, went, gone, and then other ones stay the same all the way through. Put, put and put, cost, cost and cost. Read, read and read. Be careful though for read, it would be red. So today I read, yesterday I read, I have read. It looks the same, but the pronunciation changes. So this is why we call them irregular verbs. You really do have to memorize them. So let's look at main verbs. So main verbs are like the common verbs that we often use for actions that we can imagine like play, walk, run, eats, laugh, drive, and so on. We can see some example sentences just to break down the logic and remember, what are the different pieces of a sentence. So a very simple sentence, they drive to work. So they is the subject pronoun. The main verb is Dr. two is a preposition, remember, and the object is work. Alright? Another type of sentence, I practice English every day. Now, just to be clear, we don't need to add that every day, but of course, many sentences we do. So I is the subject, practice is the main verb, English is the object, and then the adverb is every day. Now the main verbs are relatively simple, so we're going to move on to the. Auxiliary verbs, which are quite a bit more complicated. They have a more complicated name, and they actually are a little bit more complicated. So they change the meaning of the main verb. And they can make statements saying when something is true. They can ask questions. And they can also help us form different tenses, change the time of our sentence, and in particular, we use them for the perfect tense, present perfect, past, perfect, future perfect. And so e.g. if we're forming the present perfect simple tense, we would say something like she or they has, or have passed the exam. She has passed the exam. They have passed the exam. So the sheet and the day is the subject. The auxiliary verb is, has or have, the past participle. Remember that word, past participle is passed. And the objectives, the exam. And when we are forming statements or questions, we're going to put the auxiliary verb in different places. So e.g. we might say, Has she passed the exam? If we're asking a question. And we're gonna be looking at in a lot more detail at the perfect tenses later in this course. So watch out for that because that is a super important part of higher level English grammar. Now let's take a look at some auxiliary verbs. First of all, statements. So when we're saying that something is true, so the first one, Simone, is or isn't feeling well, or they are, or aren't feeling well. And we can see the auxiliary verb goes there after subject, so it's subject first, auxiliary verb, main verb, and adverb at the end. Another example is with to have, by the way, that first one was to be the second auxiliary verb, to have. I have new shoes or they have new shoes. So again, the auxiliary verb is have an inner statement, it's coming after the subject. And then we have the adjective and we have the object at the end. And To-Do. Another very common auxiliary verb. Ashley does or doesn't eat red meat a week, do or don't eat red meat. So again, subject, auxiliary verb, main verb, and the object. So those are statements, but now let's see how it changes when we make it into a question. So you can see the first one, is Simone feeling well? So the is, is going there at the start or isn't Simone feeling well? And are, or aren't they feeling well? This time the auxiliary verb is at the start, it's before the subject, and that's how we make a question. If we do to have we say, Have I got new shoes? It's a strange question. Have I got new shoes? Or have they got new shoes? Probably a more common question to ask. Again, auxiliary verb at the start. And to do, does or doesn't, do or don't goes at the start. Let's move on to a different type of verb now. And these ones are linking verbs. So linking verbs connect the subject to the adjective, alright? And quite often they're related to the five senses. So touching something, sight, smell, hearing, and taste set in sentences with linking verbs, the word which describes the subject is called a complement. It's a compliment. Now that's different to a complete with an I, which is when you say something's very nice, oh, what a lovely hat. That one is a complement. We pronounce them the same, but we spell them differently. Some common linking verbs, or is or seems, B and becomes bean, fields, being was, appears or work. And you can see a lot of those other different forms of to be, but some other verbs as well. So let's see some examples. So our pets are starving. Starving means very, very, very hungry. So our is the pronoun, possessive pronoun, the pets is the subject here. Now the linking verb is r, then the complement is starving. And something to note is that the compliment? So here it's starving. It has to describe the subject. So the starving, that feeling of being very, very, very hungry is describing the pets. The pets is the subject. And we can see some more linking verbs here. So my son feels nervous. So the subject is sent, the linking verb is fields, and then the complement, the adjective is nervous. I am an English teacher, and the complement is English teacher. It's talking about the subject. The subject is I and the linking verb. So one form of to be the view looks spectacular. The subject, the view linking verb is looks and the complement is spectacular. And that smells delicious. And you can see that the, that is talking about some things. And we already know what it is before the conversation. They might have been saying, Look what I've been cooking, it's a delicious chicken and all that smells delicious. And we know that the, that is talking about The chicken. Alright? And that is what's called a determiner. So the, that is the subject, smells is the linking verb and the compliment. The adjective is delicious. Now let's quickly review modal verbs. Modal verbs are a type of auxiliary verb, and they often used to talk about the possibility or the obligation. So possibility is like something might happen. Or obligation is can, we must do this or we should do this. The things that we should do. And they often form different tensors. And particularly they form the perfect tenses. That means that they're quite useful for giving recommendations or advice or instructions and also asking questions like that. E.g. should I do this thing? And some modal verbs we have, Shao, should, can, could, will, would, may, must, might. Alright, so all of those are gonna be kinda changing the feeling of the main verb. We can think about them as auxiliary verbs because they're used in the same way as modal verbs, like ought to need two, has two. We're going to look more at modal verbs later in the course as well. 12. Verbs Part 2 Review : The next thing to talk about is something that seems very simple, but many people make mistakes on. And so it's really important for us to review it. Even though you're probably thinking, oh, now, I know this, this is probably the most common grammar mistake that I see. So it's all about verb conjugations. So verb conjugations or when the verb changes, depending on various factors. So it could be the person, like if it's singular or plural, more than one, and also the tense as well. So how does it work? We have first-person, second-person, and third person. First-person is I, if it's just one or it's we, if it's more than 1, s person is you or you. So you could be just one person or it could be like all of you. If you're making a speech. And the third person is he, she or it, or they, he, she, or it is the one to be careful about. So let's do an example for the verb to speak. So the conjugations or I speak, you speak, he, she, or it speaks. There's the difference. There's the thing that everybody forgets, particularly when it's an it. So it can be talking about anything like, it could be something like Love. It could be happiness. It could be the government. It could be this pointer. It could be my hand. All of those things are in it. And when it's an, IT, it means we have to change the ending of the verb. We have to add that S. Then in the plural we have, we speak, you speak, and they speak. So there was a present tense and now let's take a quick look at the past and the future simple tensors. So for the past tense, some verbs are regular as we talked about, and some are not regular. Irregular, irregular verb forms have to be memorized, as we said. So if it's speak, the past tenses spoke, it's not speak. Spoke. So this one is irregular. I spoke, you spoke he, she or it spoke. Remember no. S that in the past simple tense. We spoke, you spoke, and they spoke. So in this sense, it's pretty easy. There's no little annoying changes as long as you can remember. Today I speak. Yesterday, I spoke, then you're okay. And to form the future simple tense, we just add, well, that's very easy as well. I will speak. You will speak. He, she or it will speak again. No. S We will speak. You will speak. They will speak. Something else to remember is that in the future simple tense, we can change it for, we can change wheel and replace it with an going to or are going to, is going to. So you might say he is going to speak, I am going to speak. And that I would say is much more natural, particularly in spoken English. I would very rarely say I will speak later. It would be I'm going to speak later. Or if we want to get very specific, we could say, I'm gonna speak later. That's all that's in a pronunciation course. You can check that class out in our shop. The next tends to look at is the present continuous tense. So if we're conjugating the verb into the present continuous form, we're adding the I, N, G, the famous ING. So it would be the subject. And then some form of to be like an is R. And then the verb with I-N-G. And there are some different spelling rules. This one can get a little bit tricky. We're going to see some spelling rules shortly. But let's take a look for speak, like we'd been looking before. So I am speaking. So it's m and then G. I am speaking. You are speaking. He, she, or it is speaking. We are speaking. You are speaking, they are speaking. Then let's look at the past and future continuous. So when we're forming the continuous form of the verb in the past, we're gonna be adding was or were instead of the m is odd. So I was speaking you were speaking he, she or it was speaking? We were speaking. You were speaking and they were speaking. Alright, so really the important thing is just to remember which form of To be we need to use if it's present, it's gonna be I am you, are he, she or it is. And then if it's past, it's gonna be I was he she it was and the rest of them are worth. Then if it's the future continuous, we're gonna be adding will be cell, I will be speaking, you will be speaking. He, she, or it will be speaking. And the rest of them will be speaking as well. So that one is very easy to remember. Something else to note is that you can replace the will be with Tooby going to be, which is a little bit confusing. You might say, I am going to be speaking, he is going to be speaking. And it's a pretty common use as well. So then we can take a quick look at the whole table of all of the different forms of speak. So we have the past, which is spoke, or the continuous past was or were speaking. We have the present speak or speaks. That's the most common one that people make mistakes on. The simplest one, or the continuous present, which is, is And, or are speaking and the future will speak for simple or is or are going to speak. And for the future. Continuous will be speaking. Or I'm going to be speaking, is going to be speaking. Now as promised, we're going to take a look at those spelling rules for continuous verbs because this can be a little bit confusing. So most of the time we're going to be adding I-N-G. But depending on the ending of the verb in the normal form, in the base form. That can be some changes to the way that we spell it. So let's, let's take a quick look at the list of the rules and then we'll look at some examples. So for most verbs and all verbs that end in W, X, or Y, we're just going to add i-n-g. Nice and easy for verbs that have a silent e at the end. So that's an E that is written, but we don't say it. Then we're going to take away that E. And we're going to add i-n-g for short one syllable verbs, so syllable is just one sound. E.g. Apple has two syllables and pull. So if the word only has one syllable, then we're going to double the last letter. So if it ends in t, we're going to add another T. And then ING. For verbs that end in e, we're going to change the E to a y and then add i-n-g for two syllable verbs, where the final syllable is stressed, double the final letter and add i-n-g. Now it's starting to read like, you know, when you buy a new machine and you have to read the instruction manual, there's better if we take a look at some examples. And one more rule is for two syllable verbs where the final syllable is not stressed at ING. So some examples of those rules in action. So the first one for most of herbs and all verbs ending in w, x, and y at an I-N-G. So du becomes doing B, being GO, going fix, Fixing, cook, cooking, row is rowing. You can also pronounce that Rao and rowing. It's an interesting part of English. So rho is like when you're in a boat and Rao is to argue with someone and fly becomes flame. So there was a very easy, right? Then it gets a little more complicated. The silent e at the end, we're going to take away the E. So make, the, the end of that is sound. It's not make key. We didn't say Mickey, we say make. So making. So we delete the E and add i-n-g. Take, taking, share, sharing, have, having, right becomes writing. The next rule is for those short one syllable verbs. And what we're going to double the last lap. Swim becomes swimming. To run, running with two ends. Sit, sitting, and get, getting, and both of those have double t. And then for verbs that end in e, we're going to change the IEEE to y and add I-N-G. So dy becomes dying. It's kind of an unusual one, right? So it changes a lot. Lie becomes lying. Then we move on to the stressed two syllable verbs. So if it's a two syllable verb where the final syllable, the second syllable is stressed. We double the final letter and add I-N-G. So commit, you can hear it's commit. It's not commit is commit. The stress is on the MIT. So we add an extra T and say committing, submit, submitting, prefer, preferring, and forget, forgetting. And then verbs that are also two syllables, but the stresses at the start. We do this one, we go whisper, whispering, visit. You can have visit. It's not visit, visit, visiting, benefit, benefitting and upload, uploading. And all of those. We're not going to double that last letter. We're just adding I-N-G. Now, as always in English, there are exceptions to the rule, which is just the way that English is. There's always some extra stuff that you have to just remember. So it helps keep people like me in a job. So let's take a look at some verbs that don't follow the rules and we have to memorize the first one is age to get older and that's aging. Even though the E is silent, we keep the E and we add the I and j. You just have to remember and be careful as well because there is another word in English which is aging, AG ING, you might say my aging father, my aging dog. And that's an adjective, which means a dog or a father that's getting older. So if it's the adjective, then it's a G, I, N G. If it's the verb, it's AGE, I and j. My dog is aging very quickly. E.g. That's just English. That's just what you have to remember. Die. Now this is when you change the color of something, becomes dying. Singe. When you burn something a little bit, it becomes synching, binge when you like, eat or drink too much very quickly, or watch Netflix over and over again without stopping. That becomes ING picnic. We're going to add a k If you can believe it. And of course, this isn't the complete list of those irregular verbs. But for now it's some of the ones that you might come across. Now, finally, let's do a little quiz, a little spelling test to see how well you know these spelling rules for the continuous verbs. So you can see a big list there on the screen. I want you to actually write on paper or on your computer, maybe on your phone. I want you to actually write out the correct spelling of the continuous form. So the I-N-G form. So you can start with, you can start with stop and go budget and forget and all of those, right meat. What is the correct spelling with the ING added? Pause the video. Have a try now. Alright, let's take a look at the answers. We have stopped becomes stopping with double P. Budget, budgeting, forget double tee, forgetting dy becomes dying. Die of actually dying, passing away becomes DY ING picnic we know we add the k visit is just regular. Shave deletes that silent E, singe and binge. Don't delete the silent e because that irregular run is double n running. B is being lie. To tell a lie is LY ING age. We talked about that one becomes aging, getting older. Trials trying and regret adds a T for regretting. So that is a review of the main things that we need to know about verbs. And of course, later in the course, we'll be looking in more detail at some of the more complicated parts of verbs so that you can master English grammar. Any questions, of course, please send me a message if there's anything you don't understand, I'm very happy to help and I'll be waiting in the next video with another area to review. See you there. 13. Adverbs Review: Welcome back. In this video, we're going to look at adverbs. So this is a type of word that people often feel a little bit scared off. We know what nouns, we know what adjectives and verbs as well. But adverbs sometimes make people feel a little bit worried, but don't worry, we're going to do a review. So first of all, adverbs of manner. What are adverbs of manner? First of all, they describe the way are the manner that the verb action is completed, how we do that verb, how that action is done? A general rule is that almost always we placed the adverb after the verb. But if you want to show, you really want to emphasize how the verb should be completed. Then we'll put the adverb before the verb and we'll see some examples shortly. But most of the time the adverb will come later in the sentence. It could be straight away after the verb, or it could be several words later. And how do we form it? Most of the time, an adverb of manner will be just adding the LY, the famous LY, but some adverbs of manner or irregular and where it was, hate that word, right? Because it means that the adverbs don't follow that normal rule. So some of them, we have to remember how to do it. Alright? We can take a look at some, some regular adverb examples. We have. Bad, becomes badly, careful becomes carefully. Easy becomes easily. Be careful of the spelling there. And noisy, noisily. Quick becomes quickly and beautiful. Beautifully. Alright, so those are some examples of when it's easy. And you can check those ones for those spelling rules as well. And we can also take a look at some examples of those sentences. I did very badly on my last test the semester. Something useful with adverbs is to always remember which verb there talking about, where is the connection. So here badly is connected to what? It's connected to do. Did I did very badly? The old tractor starts up very noisily when it's cold, very kind of noise. I never thought I'd do a tractor noise in a video. That's a new thing for me. Quick, I want to buy something quickly before the store closes the doors. So by is the verb and quickly is the adverb. But when we want to add emphasis, as we mentioned before, Let's see some examples. Will you, please, will you carefully carried this Vars downstairs? Alright? So we're giving an important vars to someone and we're saying, Please be careful, carefully carry it downstairs. Could you kindly turn the music down? Alright, so that's like someone is next door playing very, very loud music and you have to be up early tomorrow. So you're saying Could you kindly turned down? So it means you're doing it in a more polite way. I will gently hint. Hint is like suggest. I will gently hint that it's time for my brother to get a haircut because his hair is a total mess. So I will gently hint that now those were all regular adverbs and we can take a look at some irregular ones as well. The first one, good. So what would the adverb B of that? So good is the adjective. It we don't say do something good or goodly, we say do it well. Then we've also got a list of other very common ones. And the good news for you is that they don't change. So here you go. Straight, is straight. Early as early, laters, late, hard, It's hard. Long is long and fast is fast. So that I can feel you go, oh, well that's a lot easier. Want to be careful, of course is good. And well, that one is something that many people make a mistake on, particularly when they're speaking. I think we remember that from studying, right? So when we're writing, we don't make such. We don't so often make a mistake, but when we're speaking, quite often will say, I'll do that really good, should be, I'll do that really well. And we can see some examples of those irregular adverbs in some sentences. So I studied so hard. Now it's not so hardly. Hardly is a real word, but it means almost nothing. So I hardly ate. Anything, or I ate hardly anything means I ate very little. So that's a very different meaning. So be careful of that as such a common mistake. If you say, I studied hardly or I hardly studied, that has a totally different meaning. It means I was very lazy. So I studied so hard for my exams last semester. So it's no surprise I did well, be careful, it's very dangerous to drive fast on this road at night. Fastly, fast. Going to bed late every night is a very bad habits. Harry Maguire didn't last long as the captain of Majesty United and my wife makes sure we arrive early for our appointments. Now let's review something I think a little bit more difficult, which is comparative adverbs set. Comparative adverbs are used to compare two ways of doing something. Alright, so one person's way on manner and another person's way on that. So they usually formed with more or less and also the word van. So let's see. I think a pretty easy example to understand. My mother cooks more frequently than my father. So the regular adverb is frequently. And we've added the more and the van to make it comparative. And what is it talking about? Cooking cooks is the verb. And my father cooks less frequently than my mother. On top of those comparative adverbs, we can add superlative adverbs. So those are the ones where we're going to be saying something is the most or the least out of, usually out of three or more options, just as we talked about in the adjectives video. Okay? So we use it to talk about extremes and we use it with the most or the least, set some examples. My mother cooks the most frequently. And you can imagine that there were talking about the whole family. So it could be like mom and dad and me, and brother and sister and aunt and uncle, more than two people, then we could say the most frequently. And my father still very lazy, cooks the least frequently out of the whole family. So those ones are easy to understand, I think because It's obviously an adverb, so they're frequently, it has an LY, right? What about this one? This one is a little bit more confusing. Let's take a look. After a heavy gym session, I usually feel the most exhausted. Now. It's not exhausted li it, but in fact, exhausted is talking about what? It's talking about. The verb, feel. It's describing how feel is done. So I feel the most exhausted. So it still counts as an adverb, a superlative adverb. And the opposite, Jim partner usually feels the least tired after a heavy workout. Again, we can imagine that we're talking about a whole group of people who are doing a workout together. And I feel the most exhausted. I'm really tired, my gym partner, the least tired. Now let's take a look at some comparative and superlative adverbs in action. And we're gonna do a little, I'm gonna give you a question at the end of this, so pay attention carefully. Now, comparative Mohammed usually gets to work earlier than everyone else. And superlative Mohammed usually gets to work the earliest. Comparative I'm studying harder than anyone else for my upcoming exams. And superlative, I'm studying the hardest I've ever studied for my upcoming exams. Now, here's my question for you. Do the pairs of sentences there have the same meaning? I want you to pause the video and think about that and think, do these pairs have the same meaning as each other, the comparative and superlative? Or is there any difference? If there is a difference, where is it and what is that difference? Pause. Have a try now. Okay, welcome back. Hopefully you caught that. The first sentence, the first pair about Mohammed, those are the same meaning. Alright, so it's getting to work earlier than everyone else. So the two things we're comparing our Mohammed and everyone else. And then the superlative is saying he gets to work the earliest. So again. All of the people, He is the number one. So those two meanings of the same, but the second one doesn't have the same meaning. Why not? The second one? The comparative is, I'm studying harder than anyone else. So we're comparing me and all of the other people. But in the superlative, I'm studying the hardest I've ever studied. Now, that doesn't mean that we're comparing to other people. Who are we comparing to? We're comparing to all of my past, The me from last year, from the year before, from the year before. This is the number one. This is the best me. This is the me that studying the hardest. So it doesn't include other people. It only includes me. So those two have a different meaning. The last type of adverbs that we're going to look at are adverbs of frequency. So what are adverbs of frequency? They describe how often we do something, how often something gets done. It could be very frequently, it could be not at all, or it could be in-between. And in a minute, we'll see a bigger list of a lot of examples. So how do we form that? So adverbs of frequency are often placed before the verb or the activity. And the time phrase is placed at the end of the sentence, but it can be placed at the beginning. So basically is it can be anywhere. Let's see some examples to see that I usually leave for work before 715 in the mornings. Okay. So the adverb of frequency is usually and the time is in the mornings. Crystal is rarely. That's the adverb, late for work. Then finally, in the evenings. So this time, the time is at the start. I often wind down by reading, wind down means to relax. Okay, we can take a look at this, which I think is pretty cool. So we go from all the time at the top to never. And we have lots of different ones that we use. So we use always, almost always or nearly always, very often, usually, often or frequently. And those ones, you can see that they're ordered. So e.g. frequently is less than Always than we have in the middle. Regularly sometimes, and then occasionally is a little bit less than regular link. And then we have rarely, hardly ever, almost never, completely, Never the bottom. So that's a useful tool for you to use to help remind you the different levels of these different adverbs and something that we don't put on there. But you can also use precise adverbs of frequency. So e.g. you could say every Monday, every second weekend, four times a week. So when you're bringing a words like every in every day and also number the number of times we do something ten times a year every month. There's a lot of different choices as well. So those ones are also adverbs of frequency. Finally, we're gonna do a quiz, more like a writing activity for you to see how confident you feel about these adverbs now. So I want you to look at these verbs and also these time phrases, and also take some of the adverbs of frequency from that last slide. And I want you to try and make, let's say, four sentences. You can mix and match all of the different verbs and time phrases and adverbs. So pause the video and make me four sentences now. Alright, let's take a look at my examples. I regularly play squash with one of my colleagues. We like going out for dinner twice a month. My husband walks the dog every day, usually in the late afternoon. I hardly ever make pancakes these days. Okay. So there we go. That is a review of adverbs. Hopefully this was useful for you. As always, any questions you can send me a message and I'll be waiting in the next video. 14. Active & Passive Review: Welcome back. Let's review the active and passive voice because this is something that people can get a little bit confused about. What is the difference between the active and the passive. So in the active voice, which we do call it the verb form as well, the subject of the sentence is the thing that performs the verb. It does the action. Alright, so it's a pretty normal one. The active voice is like the first type of sentence that you would learn, like back in high school or even back in primary school. So it goes subject and verb and object. And then in the passive voice, things change around the object of the sentence. The thing receiving the action turns into the subject. And we add an auxiliary verb, and we add the past participle, the verb, we'll see what that means in a minute. So it would look like this. It's the subject, which was the object in the active voice, the auxiliary verb, and the past participle. And we can see an example which I think makes us all a lot clearer. So the active voice we could say, we took the children to the park this weekend. So the subject of that active voice sentence is the verb is took, the past of take, and the object is the children. And then in the passive voice, and this one is in the past tense to make it easy to understand, the children who are receiving the action become the subject. We put them first and then we say, we're, that's the auxiliary verb. And then we say, taken, that's the past participle of take. So the children were taken to the park this weekend. And we could also add by us, but we don't need to add that. Something important to note that many people get a little bit confused about because this is a little bit confusing, is that when we're talking about the timeline of when things happened, and we know that tense is very important for verbs. Something to remember is that it doesn't matter if we make the sentence in the active voice or in the passive voice. The meaning of it is the same, the time stays the same. It's just the verb form, like take, took or taken. That changes the meaning. The situation doesn't change. Just the verb form changes. And this is true whether we're talking in the past, in the present, in the future. And we can see that same example that we just looked at. We took the children and the children were taken. Now, you might look at that and say, Well took and taken. Those are two different types of the past tense. Sometimes they are. But when we're making a passive voice sentence, the meaning of these two is the same. It doesn't change. So what we're really saying is both of them happened in the past. So that is the general idea of the active and the passive voice. Now we're just gonna go through and practice the different situations are the different ways that you can make it. First of all, let's look at the past simple passive voice. So the construction is this. We say the subject. Then we say was if it's one thing or were if it's plural, or if it's you. And then we say the past participle. So let's take a look at an example first. Then I'm gonna give you a challenge. So the active voice would be the gardener cut the grass. And the passive voice, the grass was cut. And we can say by the gardener, alright, now notice here that the verb stays the same. So this is kind of an easier one. So the regular past of cut is cut. There's no cutted or caught. It's cut, it stays the same. And then the past participle. I always think of that as the have done, have eaten, have taken. But this one is also cut. So this is a very simple one. So the grass was cut. Now for your challenge, Let's take a look at this. I've given you one sentence in the active voice, and that one is a thief, stole my wallet. And one sentence in the passive voice, the floor was cleaned. What I want you to do is to turn that first sentence into passive. And the second sentence back into the active voice. So pause the video and try that now. All right, Hopefully you've had a try. Let's take a look. So the first one, my wallet was stolen. So the past participle of steel, today, I steal yesterday I stole it was stolen was stolen by a thief. And then the floor was cleaned, turns into we cleaned the floor. We don't know who it was. It might be I cleaned the floor. The cleaner clean the floor. My mom cleaned the floor. We don't know. But the important thing is that we've put that now in the active voice because the, we is performing the action, the wheat is doing the action. The next version of the passive voice that we need to take a look at is the past continuous. So let's take a look. But construction looks like this. We have the subject was or were being, and then we have the past participle. Alright, so that's a lot of, a lot of big words. Let's take a look at what it really looks like. So the active voice sentence would be, they were cutting the grass or someone was cutting the grass. Okay? Remember the person is not really important here. Then the passive voice becomes the grass was being cut. The grasses, the subject now is receiving the action of being cut. So it has become, the subject was being cut. And now that we've seen an example, Let's see if you can make it yourself. Can you perform this action yourself? So the active voice sentence that I want you to turn into passive is she was showing me how to file my tax return. That's a pretty tough one. And then the passive voice or Kate was being flown. So again, pause the video and try to turn the active and passive and the passive interactive. Have a try now. Alright, hopefully you've had a trial at that. Let's take a look at the onset. So the first one, I was being shown how to file my tax return. So the important part is the first part. I, the subject receiving the action was being, then the past participle is shown. Then the active sentence, a young child was flying a kite. Alright? So it could be any one again, as we said before, it could be my mom was flying a kite. Neighbor across the street was flying a kite. The President was flying a kite. But the important thing was that we've changed it into the active voice. The person at the start is performing that action. The next form we have to look at is the present simple passive. Now you might think that present simple would be the first one that we would look at. It's actually not as common as say the past, simple passive. For whatever reason we don't use it as commonly in the present tense, we still use it. It's still definitely important to know, important to learn, but it's not as common as the past and also I would think the future. So let's see the construction. We have the subject, we have an is or are. So that's the verb to be in the present tense. And then we simply have the past participle. So we can see an example. Professor westward teaches History at the University. And if we say that in the passive voice, e.g. if someone asks us, who is the history teacher here, or how does the, how does the history classes work exactly? Then you might answer, history is taught by Professor westward at the university, or history is taught at the university by Professor westward. So let's give you your challenge now. So the active voice sentence I'm giving you, many students use this textbook and your passive voice to convert is new. Students are guided by their academic advisors. Pause the video, try those now. Alright, welcome back. So let's take a look. This textbook is used by many students and the active one, academic advisors guide the new students. The next form of the passive voice to look at is the present continuous with I-N-G? So the construction is like this. We have the subject is or are. We add being, and then the past participle, and then some details. An example, Professor Westwood is teaching history. Now, you could say, whereas professor westward at the moment. He is teaching history. And then the passive voice. History is being taught by Professor westward now. Okay, so the subject is a history because it's receiving the action is, is the, the form of two beat that we're going to use here. Then being, and then the past participle is taught. Your challenge. Active voice. The mechanic is fixing my car. This actually would be a very common usage of the passive voice in the present continuous form. Someone might ask you, where's your car? Something like that. And the furniture is being destroyed by the kittens, by that little baby cats. So pause the video and write me those two sentences now. Alright, welcome back. There we go. So my car is being fixed by the mechanic, or you might say my car is being fixed at the carriage, the garage, as Americans say, my car is being fixed to the garage. And then the second, the second sentence in the active voice is the kittens are destroying the furniture. And I can imagine someone like on the phone going now, the kittens are destroying the furniture. Anyway. Those are the correct versions in the present continuous voice. Let's move on to the future, simple. So we've talked about the past, we've got the present and now the future. So we make it by doing the subject will be and then the past participle. Alright, so we hope the detectives will catch the themes in the passive. We would say, we hope the thieves will be caught. You could say by the detectives, but probably it doesn't really matter who. They could be caught by traffic police. They could be caught by Batman, could be anyone. But we hope that thieves will be caught. So here's your challenge. Don't worry, they will finish the report today. How do we say that using the future simple passive and changing it back into active, the outcome of your application will be sent to your e-mail. So pause the video and write me those two sentences now. Alright, let's have a look. So the first one, don't worry, the report will be finished today. So the report is, the subject will be then finished is the past participle. And then the second one, the university will send the outcome of your application to your email. And you can see in that one that it feels a little bit like sort of unnecessary. Because if you've applied to the university, you know, it's the university who will send it back to you. So that's probably why we would say that sentence more naturally in the passive voice. Then the last one that we have to look at is the future continuous passive. How do you form that one? You can't, it doesn't exist. So the passive voice is not used in the future continuous tense, alright? In any future perfect continuous tenses either. So e.g. if we have the sentence, we will be spending a lot of time together. There's no way to put that in the passive voice. In anything that makes sense. Like a lot of time will be being spent together. By us. It sounds really weird. Okay, so we don't need to worry about this one. Another couple of examples. He will be studying all day tomorrow. All of his studying tomorrow will be done by him. Again, we can't do it. It doesn't exist. Mr. Simpson will be guiding you through the course. Again, there's not really a version of that that we can say that it's correct. So that is a review of the active and passive voices. Makes sure that if you're writing essays or you're making a speech, you use a variety of both of them to show that you've got good command of English grammar, that you're very comfortable using active or using passive. Make sure you review this video if there's anything you're not sure about. And of course you can always send me a message and I'll be waiting as always in the next video. 15. Verbs Part 1: In this section, we're going to take a look at Verbs and in particular verb patterns. So the different ways that we use different verbs in high level English grammar. So let's get started. We're going to look at base forms, infinitives and gerunds. Verbs can be expressed in different forms. We have to know those different forms because the different verb patterns use different verb forms. So you can always use, for example, the to do something in certain situations you might need to use doing, or you might need to use do. And different pairs of Verbs can have different rules. So in this set of videos, we're gonna be really going deep and doing a lot of practice and a lot of examples. So first of all, to be clear, some vocabulary. The base form is like the normal verb. By itself. It doesn't have two, it doesn't have English as just like the word do, Take, eat. That is the base form. The infinitive is when we have the base form with two in front of it, to do, to eat, to go, and so on. The gerund is when we add the ING to the verb, going, doing, eating, taking. And we can see an example with enjoy. So we have the base form is enjoy, the infinitive to enjoy and the gerund is enjoying. Now we're going to take a look at some infinitives. But first, the important thing to know is that certain verbs or pairs of Verbs, when we put them together, can only use the infinitive. Certain other ones can only use the gerund. And we really have to learn and memorize which Verbs use the infinitive, which use the gerund or which use the base form. We have to remember those ones. There's no quick or easy way to do it. We just have to remember them. And when we're using the infinitive verbs, the Tense would never change. Alright, so whenever gonna say two went or two played is always two with the base form, the verb before it might change, that might change to the past or to the future. But the infinitive verb itself is never going to change. That's always going to stay the same. Let's take a look at some examples and we can see the verb on the left. And then we see the example sentence. So first of all, decide, we decided to leave. So they decided as the first verb. And you can see that that one is in the past tense, ed at the end. But then the to leave is always going to stay in the infinitive form. It's not. We decided to left is we decided to leave today instead of tomorrow. Another one is hope. So. I'm hoping to pass my exams. I'm hoping to do something or we could just say, I hope to pass. Both of those would be correct. Deserve he deserves to retire early. He deserves to receive a lot of praise. Appear she appeared to know the answer. Maybe really she didn't, but she looked like she did. She appeared to know. Manage. How did you manage to do that? Learn, I must learn to do basic programming. Agree? Eventually they agreed to disagree. That's a great phrase by the way, we agree to disagree. It's when you're having an argument with someone and you know that you're not going to find a solution. So you say, okay, let's just agree to disagree. We both accept that we can't change the other person's mind. The last one scene, she seemed to hear the question but didn't reply. So when we're using these Verbs down the left, decide, hope, deserve, and so on. We're gonna be using the infinitive. After that if we want to use those to Verbs in a row. Now let's do a little bit of practice. Actually, it's not a little bit, It's a lot of practice of using some different Verbs. So we're gonna give you the main Verbs, and you can see those ones in orange. And I want you to make a sentence for each one that has an infinitive verb afterwards. So here we go. We've given you the first one Refuse, say no. So Adam refused to finish his breakfast this morning. Alright, so you're going to take the main verb on the left. You're going to use that one as your first verb, and you'll add an infinitive verb afterwards. Alright, so refused to finish, or we could say he refused to play with the other children. Alright. So you're gonna do that for intend, fail, offer a range plan, pretend and claim. You're going to pause the video, try that. And then afterwards we'll look at some possible examples of that. Pause, try and make those sentences now. Alright, welcome back. Let's take a look so we already know the refuse. Let's do intend I hope you intend to study this weekend. I don't. Failing to plan is planning to fail. That's a very common phrase that people talk about. Offer migrant, offered to bakers or batch of cupcakes. Arrange we've arranged to pay for the surgery, a plan I plan to leave by 06:00 A.M. tomorrow morning. Pretend our Labrador puppy pretends to bite the kids. I like it went dogs do that when they go and pretend to buy you. Claim she claims to speak Italian, but I have my doubts. So those are some useful verbs that would always be followed by the infinitive. But now let's take a look at some that we follow with a gerund. And so remember the gerund is the I-N-G form of the verb. So some main Verbs must be followed by a gerund. And this can be the case when we're talking about like a feeling or an attitude or your approach to something the way you think about something. Not always, but that's quite a common situation. And remember that just like with infinitives, the gerund is not going to change its form. There's no way renting or plating or anything like that is already in the form that it will stay. So it's always gonna be the base form, like go or like eat plus I-N-G, going, eating, playing, and so on. Let's see some examples. Enjoy this is a really common one. He enjoys surfing before work. Now, the reason that this whole series of videos is quite important is that this is a common mistake that people make. It very often hear people say he enjoys to surf or he enjoys surf, but it should be the gerund after he enjoys surfing, before work. That's the only correct way to say it. Allow this company allows working from home 24-seven. Consider the boss will consider letting you leave early. Thank you very much, boss. Finished. Did you finish doing your homework? Now, just to reminder, with these Verbs, we don't always have to put a gerund after it. For example, you could say, Did you finish your homework? But if we do want to put a verb after, it has to be the verb in the gerund form. That's the important thing to remember. Just so we're totally clear. Suggest, I suggest practicing every day. Miss I really miss playing video games after school. That's true. Discuss, they should discuss raising the minimum wage and risk if you don't study, you risk failing your exams. Those are some examples and now we can have a try ourselves. Again. We're gonna give you the table with the main verbs. And what I want you to do is to pause the video and write example sentences where you put the main verb with a gerund after it. So here we go, like and dislike. Our youngest daughter dislikes swimming lessons, or you could just say she dislikes swimming. Now, I want you to also make sentences with deny, keep, avoid, appreciate, delay, admit, and claim. In particular, the verb that I've noticed people make a lot of mistakes on is that one of void. So let's avoid making any mistakes. Alright, so sentence with the main verb followed by a gerund. Pause the video, have a try now Alright, so let's take a look at some examples. Now of course your sentences could be about anything at all. But here are some correct examples. So deny the criminal denied breaking in last weekend. Keep is just keep trying. Avoid, Let's avoid making mistakes. Let's avoid using too many bright colors here. Appreciate, we really appreciate having so much time off delay. I'd like to delay shipping by a week. Please admit they admitted spying on user's private data. Not very good. Claim. She claimed roasting was the healthier option. I'm not sure what the less healthy option was. Maybe deep frying, KFC style. So there we go. We've used those Verbs as the main Verbs and we've added gerunds afterwards. So that's a really important thing to remember and to focus on. Now the next set of Verbs that we're gonna look at are quite flexible. So these are Verbs where you can use afterwards an infinitive or a gerund with the same mean. So after some main Verbs, not all, some, you can use an infinitive or a gerund without changing the meaning of the sentence. Okay, so let's see some examples. The first one is like, I like walking on the beach after work, or I like to walk on the beach after work. Now, these two have exactly the same meaning. There's no difference. This is a very common one. People asked me, Well Francis, is it I like doing something or is it I like to do something? And people everybody wants there to be just one right answer. Actually, both of them are correct. Both of them are exactly the same. So it's nice and flexible. The next one is begin. The writer began writing or the writer began to write. Both of them, same meaning. Prefer, my partner prefers exercising before dinner. My partner prefers to exercise before dinner. Start when I start studying, I don't get distracted easily. Or when I start to study, I don't get distracted easily. Neither of those are true for me. I get distracted very easily. Intend, the host intends starting the ceremony now. The host intends to start the ceremony now. Now, the last one, it technically is correct to say the host in Tense starting. So that's why we've included it. But much more common is the second one with the infinitive to start. So I would recommend in that situation with the verb intend, choose the infinitive, both are correct, but the infinitive is much more common with, with all of the rest of them. They're equally common. They're both totally fine. It's just a slightly unusual form of Grammar to say the host intends starting. It's just not very often hurt, but it is correct. Now, you know what the next thing to come as. You're going to make your own sentences. So I want you to make the sentences in either the infinitive or the gerund, alright? Or if you want, you can do both. Both would be probably the best way to practice, but at the very least, get yourself a mix through. Don't do. All infinitives are all gerunds. Do two of 13 of the other, or 5.5. So your main verbs are gonna be love, hate, neglect, propose, and a verb phrase can't stand. Pause the video and make meet some sentences now. So let's take a look at some possible answers. Love, I love eating ice cream on a sunny day or I love to eat ice cream on a sunny day. I hate playing football when it's so humid. Certainly should feel very tired and very sweaty. Or I hate to play football. Neglect, he neglected looking after his bicycle or he neglected to look after his bicycle. Propose the committee proposed zoning, the area or the committee proposed to zone and can't stand. My sister can't stop, by the way, can't stand means hate. In case you're not clear. Can't stand hearing loud music at night or my sister can't stand to hear loud music at night. So those were all Verbs where if we use the infinitive or the Jeran, the meaning stays the same. But we have other Verbs where the meaning can change depending on whether we use the infinitive or the gerund. So this is where it gets quite interesting and a little bit tricky. So here's what I want you to do. I want you to take a look at these sentences. We have got ten sentences, five pairs of sentences. And I want you To figure out what is the difference in meaning between the pairs of sentences, okay? So both of them are grammatically correct. Everything is grammatically correct. But the difference in the meaning of the infinitive and the gerund is what you have to figure out. So let's quickly read through them. We have remember did you remember to meet him after work? Do you remember meeting him? What's the difference in meaning? Stop. I stopped to see how the baby is doing. I stopped seeing how the babies do it. Try the Dr. tried to warn you or the Dr. tried warning you, forget. Elizabeth forgot to drop off the files yesterday. Elizabeth forgot dropping off the files yesterday, and quit. Michael quipped to work here. Michael quit working here. So pause the video, have a think about it, see if you can explain. Let's say in other words, using other words, can you explain the meaning of these two sentences for each of the five Verbs? Pause, figure it out now. So welcome back. I've taken my face off. Hopefully you can live without my face for a few minutes while we look at this quite complicated set of answers. So let's take a look at some main verbs. As we know, we can use an infinitive or gerund, but it changes the meaning of the sentence. So with remember the first one, did you remember to meet him? It means you had a plan to meet him after work and your friend is checking. Did you follow your plan? But do you remember meeting him means your thinking back in your memory, What was the first time that you met that person? Maybe it was ten years ago. Maybe it was a month ago, something like that. Stop. I stopped to see with the infinitive means, I visited the baby. I stopped to see the baby, but I stopped seeing with the gerund means that you have stocked your habit of checking on the baby. Try the Dr. tried to warn you. So the Dr. attempted to tell you, but maybe like he couldn't find you or something like that. Or maybe it was trying to call you on the phone and your phone was switched off, something like that. And the Dr. tried warning you. That means that you wouldn't listen to the Dr. Elizabeth forgot to drop off the files means that she went out of her mind. She didn't deliver them, but she forgot. Dropping off means that she doesn't remember doing it. But actually she really did drop off those files. So it's just that she's she's got a bad short-term memory, but she's good. She's good at her job. She really did her job and quit. Michael quit to work here. Now that this is the most interesting one, quit to work here. That means that he left his old job and started working here. And Michael quit working here. He has stopped working here. So he's quit this job. So quit to work. He quit his old job so that he could work here. And quit working here means he quits this job 16. Verbs Part 2: Let's move on now and talk about when we Include the object in one of our sentences. So when we have a verb, the object and the infinitive. So this is another Advanced verb pattern that we can use. So have a look at this table. I want you to help something, to help clean, to help teach, to help pay. The I is the subject, the main verb is want, but then we have the object, and then we have the infinitive verb. Alright, so the main verb and the infinitive are separated. And another one, Let's ask grand grandma to bake cookies. So the main verb, ask and the infinitive to bake are separated. They have the object in the middle. And which Verbs can we use here? So there's a long list that we have. But we have things like advise, allow, ask, cause, convince, enable, encourage, all the way down there two, teach tail and worn. So you can take a look at our additional materials to get this full list. You can also check our website for this full list and you can learn it by yourself. But this is a pretty good list to be able to remember and to follow this pattern. Now that we know how we can use that object, Let's do a little bit of practice. So we're going to write some practice sentences using the pattern of verb, main verb, that is Object and infinitive. So we've got an example with aloud, will your mum allow you to stay? So allow is the main verb, you as the object and the infinitive is to stay. So pause the video and try to make me sentences with ask, cause, mean, help, persuade, remind, and take. Pause. Have a try now. Alright, welcome back. Let's take a look at some possible examples. So tell James that he needs to stop bullying his sister. Alright, cause smoking will cause your father to develop asthma. I didn't mean to hurt her. We would just plain, please help your grandmother to get up the stairs. Can you persuade the kids to eat their food? I already reminded dad to take his medicine and they've taken us to court because of that accident. Now that we've looked at the verb object and infinitive, what do you think might be next? What's the other choice? It is, of course, verb and Object and gerund, I-N-G. So how do we use this one? It would be like this example. I want is the main verb. Everyone is the object, helping is the gerund. Then whatever the extra details are, in this case, it's the new intern. I want everyone helping the new intern. Another one, I see Richard becoming the captain. Alright, so see main verb and the gerund is become, turns into becoming. Which Verbs can we use? So we've got things like dislike, like hate, imagine, involve, keep all the way down to stop, sea and spend. And we can do a little bit of practice of this as well. Remember, I want you to make a sentence with the verb, object and gerund pattern. The first one is like, I'll give you our example. My boss likes me contributing so much in meetings, likes me giving suggestions and opinions and things like that. Now, I want you to make sentences width, keep, mind, prevent, risk, stop, spend, or spends, and imagine. Pause the video. Have a try now. Alright, welcome back. Let's take a little look. Key, can you keep the engine running while you wait? Keep is the main verb. Running is the gerund mind. I don't mind you at Jeanine house tonight. Mind is the main verb, you as the object. And staying the gerund prevent. New tax laws prevent us. And we could say from or we didn't need to. It's optional. Preventers from doing or preventers doing that. Risk. Don't risk the investor's abandoning the project. Stop. You should stop the kids shouting so loudly. Spend, we spend every evening enjoying the sunset. And finally, imagine, imagine us graduating with Top Marks. And here's an important thing. Look at that last sentence. The blue, the object is us. And remember, when we reviewed Pronouns, we talked about the situations when we use the subject. So if it was the subject, it would be wheat. And the situations when we use the object, this one, we know that the pattern is the main verb object and the gerund. So it's not imagine we graduating, it should be imagined us graduating. The next pattern we're going to look at is when we have verb and Preposition and gerund. So what do we mean by this? So this is verb pattern. When we use a preposition in the middle, and quite often it's part of a phrasal verb. And we use a gerund after it, because you can't use the infinitive after a preposition. Because it already has a preposition, it has two. That's a lot of words. Let me give you some examples so it's clearer. Look at the first one, adapt to. Now if you are giving the infinitive afterwards, we would say adapt to, to do something. And that would just sound crazy to two. We can't have that in English. So it would be adapt to doing something. So I had to adapt to living in a big city. Alright? And you can see that all of them there down the left. All of our main Verbs are adverb and Prepositions are phrasal verbs. It's two words together, and the second one is a preposition. So apologize for something, the neighbors son apologized for breaking our window. So breaking is the gerund approve of we don't really approve of lesly staying out late. So we've got an object in the middle there as well. Ask about did you remember to ask about getting a taxi from there? No, I didn't. I forgot about it. Decide on they haven't decided on having a theme for the party yet. Give up. After giving up, smoking, my lungs feels so much better. Look forward to, I look forward to hearing back from you. That's a very common phrase to use in a business e-mail. Forgive for something we forgave and then the object, the neighbor's son, for breaking our window. So there we go. Those are some examples of Verbs where we use a preposition and then we have to use a gerund. And you might be thinking right now, well, how do I know which is the right preposition? There's so many different options. It's true. One of the difficulties with getting to very Advanced English grammar is that Prepositions can to make their own rules. They're very idiomatic, so you have to learn each of them individually. And you can do that by reviewing all of the material that we talk about in this course. And also just by noting them as you're doing your reading. If you read newspapers or books, you'll gradually get more and more of a feeling for which are the correct Prepositions, in which situation, and when you're, when you're starting your reading, you can try to actively look at them and say, if you're reading Harry Potter for example, Harry Potter apologized for treating Ron very badly. And you can, in your brand you can get apologize for doing that. And that's a really good way to learn by doing something interesting, like reading. Something that we need to have a quick look at, is something I've mentioned a couple of times, phrasal verbs. So this again is when we have a verb and the preposition and phrasal verbs are very, very common, that incredibly common in English, in formal and informal language, they're extremely useful. So there are an essential part of learning English. I can't say how important they are. They're extremely important. Many people have the idea of just learning one word, one word. But even if you take the verb, take, for example, there's so many different phrasal verbs that use take, take out, take in, take up, takeoff. Those are just four. So there's lots and lots of different phrasal verbs that have different meanings and they are super important part of learning English. Let's take a look at just a few we have come up with. We need to come up with a new idea that's like think of a new idea. Hangout, suspend time together. Do you want to hang out this weekend? Lookout for that means like you're trying to find something, you're keeping an eye out. There's another phrase, Let's look out for good Black Friday specials this year. Workout, exercise. I work out at the gym. Go over can we go over a few details? That means check again. Hold on. Wait, hold on a minute. Keep on. Keep on doing something. So continue doing something. Keep on practicing. If you want to improve faster and catch up, that means to talk and find out someone's news and tell them your news if you haven't seen them for awhile. And that last one is a perfect example. Because just those two words, catch-up includes so much feeling and so much information. Let's catch up. That means like it has so much background to the, those two little words. And that's why phrasal verbs are super important in English. And the good news is that coming in a really special course, which is our Advanced English fluency course. You can learn all about the most common phrasal verbs in English and really be able to use those confidently. Be able to use them in the right place at the right time. So watch out for that cause. Something important to note just while we're talking about phrasal verbs is the tense of phrasal verbs. So many people get confused about this because it's verb and a preposition. And what happens if you want to say it in the past or in the continuous? Let's take a quick look as a reminder. So they can be used in different tensors. And let's take a look at a few and you tell me if you can figure out which Tense. These different examples are. I meet up with Zoe once a week. What Tenses that? I met up with Zoe the other day? I am meeting up with Zoe now that one's the present continuous tense, and I will meet up with Zoe later. So what do you think? Which Tense is which? Let's take a quick look. I meet up. Is the present simple, so it's just the normal form, the past I met up. So that's the Past, simple. So notice that the AP doesn't change. It's just the verb in our phrasal verb, met up. I met up with Zoe, and I am meeting up with Zoe is the present continuous as we saw. And finally, I will meet up, is the future simple? So that is a look at some advanced verb patterns. Remember, you can get all of this information in our additional materials. You can find that on our website. And I hope you found it very useful. Make sure to review. Because as I've said several times already, it's really important to remember which Verbs follow which rule. So we avoid making any mistakes. We make sure our English grammar is correct and accurate as possible. So, thank you very much for watching. I'll be waiting for you with all kinds of different exciting information in the next video. See you then 17. Quantities Part 1: Welcome back. In this series of videos, we're going to talk about Quantities. That's like how much of something we have. There are a lot of cool grammar problems that people have related to this. So we're going to try and clean them up and give you lots of really good phrases to use and good sentence structures so that you are totally competent and totally accurate with your English grammar. So we're gonna talk first about countable nouns. So the first two that we're talking about are the words enough and too many. Just so you remember, countable nouns are those ones where we can count them, like look, one apple, one person, things like that. Uncountable nouns we'll look at later. Those are things like rice or meat, or experience things like that. Things where it's harder to count them. But first counter, so we can use these two phrases, enough and too many with Quantities of countable nouns. Let's take a look at some examples. The first one is too many. We have too many employees wanting to take leave 16-20 s of December. What does that mean? You can see the meaning on the right. The business can't allow that number of employees to take leave at the same time because no one will be there to run the business. So it's too many, it's a bad thing. We have enough employees to cover for those who will be taking leave. Now this is kinda the opposite meaning. This means the business will be fine if this number of employees take leave. Alright? Take leave, by the way, if you don't know, that means like to go on vacation or to not work for a few days. The next one, we don't have enough employees to cover for you if you take leave during that period. So we don't have enough. It means you can't have that number taking leave. So that's a bad thing. And there are not enough. Notice we don't have or there are not. And then we add enough enough support staff to cover for those taking leave in December. Again, the business can't allow this number of employees to leave at the same time. Now given that this is a master English grammar course, you're probably thinking enough and too many. That's, that's easy. But we can also add modifiers, and this is something that we very often do in English. We add bits to change the meaning of those words in nothing too many. So we've got a few examples. We've got just quite simply and more than they can emphasize the quantity or they can change the feeling. What we're saying. Let's take a look. The first example. I'm sorry, but you can't bring any more people that are simply too many people coming to the party already, simply too many. Later we'll also see simply too much, but here it's countable, is people. So it's simply too many people. And what are we saying? In a polite way? We're saying the party is full, there's no more space. The next one, we have just enough space for Daniela to come. Just enough. That means there's a small amount of space, but that space is enough for Daniella. It's almost no space, but still enough. Then we have more than enough space for Daniela to come. Now this uses enough, but the feeling is very different. It means there's lots of extra space. Just enough, a little bit of space, more than enough, lots of extra space. Then finally, unfortunately that isn't quite enough. Isn't quite enough or aren't quite enough space for Stephanie to bring her bicycle in the car. So there isn't enough space, that means that there's not enough that the bike can't come. So those are some nice collocations, phrases that we often use with enough and with too many, simply too many, just enough, more than enough and isn't or aren't quite enough. The next one is to talk about, are these few and a few. Now, you might be looking at those and saying, well, that's the same thing. But actually this is a point of some confusion. English, because these ones have two contradictory meanings. They mean the opposite of each other. And a few can also be used as a synonym for not many. So few has the meaning of not many, of few doesn't have that meaning. We have to be careful. Let's take a look. There are few wild animals left in this area. Now that means there are not many wild animals still living in this area. So we're really focusing on, It's not many. It's a small number. But the next one, there are a few wild animals left in this area. There are not many, the number is not very big, but it's more than the example where we say few. So if we say just few is a very small number. A few is not a big number, but it has the feeling of more. It also has the feeling of some. So we're not focusing on it being a problem. If we say a few, if we say few, we're giving the feeling, it's a problem. A few is like it's not a lot, but it's not something to worry about either. And then the last one, few are willing to work overtime unless there is a strong insensitive to do so. Incentive is like, like something that motivates you, like some more money or something like that. So again, this means there are not many people who are willing to work overtime unless they get a financial incentive. Okay? So the important thing to remember is that few gets the feeling of not many of you is more like the feeling of some. You do have to be careful with this because I remember when I was living in China, I went to a meeting and the person who organized the meeting was like the assistant of the bus. It was the bosses assistant. And he wrote everyone an email in English. And what he wanted to say was, the boss will be saying some interesting things in this meeting, so we should all attend. But he made a bad choice. He said, I'm the boss will be saying few things of interests. What he wanted to say was a few things like some things of interest, but what it actually said was few things of interests. So really, really he was saying, the bus will be saying not many interesting things. The boss will just be talking in a boring, unimportant way. Please still come. So you have to be very careful with your language. Alright, remember the difference between a few and a few? And to add an extra layer of complication, we also have quite a few. Quite a few gives the feeling of many or at least several. Or it can even be a lot. And it depends on how you say At the tone of your voice and also kind of who you're talking to. So we've got two examples here. The first one, there are quite a few wild animals left in this area. So it means there are many, or maybe several wild animals in this area. Okay, So this is, if we imagine the progression of how many it would be, few. A few, quite a few. So each one gets a bit bigger. But then number two is for people who like who like beers, judging by your hangover, I'm guessing you've had quite a few drinks last night. So what we're saying is you had a lot. We're in a slightly polite or slightly indirect way saying, you drunk a lot of beers last night? 18. Quantities Part 2: Next we're going to talk about fewer and less. Now, just before I reveal how we use these ones, what do you think is the difference between fewer and less? Would you know? If I didn't tell you, this is something that even native speakers make a mistake. Width. If you, if you're a Game of Thrones fan. In season two, they make a joke about this with Stan iceberg. And I'll tell you very quickly, status bar Appian is talking to his, his hand, the hand of the king. And the hand of the king says, we have less soldiers than the other side. And standard says, actually it's fewer soldiers. Maybe that gives you a clue. So the difference is that fewer is talking about countable nouns and less is talking about uncountable. So when it was people, soldiers, it shouldn't be less soldiers. It's fewer soldiers because we can count those soldiers. And of course both of them have the same meaning really, which is less than in the past or less than something else. Okay? If we're comparing an example, fewer people. So countable, one person, two people are reading newspapers these days because of social media apps, Alright? And it means the number of people is declining. It's getting lower due to unsustainable demand. There are fewer and fewer fish. Now be careful. You might think, well, it's not fishes. It's just fish. But fish is one of those strange words that doesn't have a plural form. It doesn't have like an S at the end, so don't get confused. It's still countable. We can still say, look, one fish or I've got three fish here in my house. There are ten fish. We can still count them. So fewer and fewer fish left in the ocean every year. There won't be any left by the end of the century. Some great language in the meaning, the number of fish in the ocean is being irresponsibly depleted. Irresponsibly is like not responsible, like dangerous. And then Depleted means to be less and less. Then we go on to the less. So the first one I think is a pretty clear example that is less demand for newspapers these days. So demand is this kind of abstract idea of what people want. So we can't say, Look, there is one demand or one piece of demand. It's hard to count. So this one is uncountable, so we use less. But the next one, the fourth one, is pretty complicated because it doesn't really look like this, some kind of noun there. But we have to think of the action of people reading as being our noun and that's a hard thing to count as well, that would be uncountable. So again, we're going to say people are reading less and less nowadays. So that is sort of a quick review and dive into some of those different words and the differences between them. The key thing is to remember those differences. And let's see if you can remember those differences. While we do our quiz, you're going to choose the right option for all of these sentences. We'll quickly look at the first one together. There are too many or too much or more than enough complaints about late deliveries. So you have to think about not just the grammar, but also the logic of the sentence and choose the right option. We've got quite a few more sentences here. Alright, so pause the video, go through and try to choose the correct options. Have a try now. So welcome back. Let's take a look at some answers. The first one, there are too many complaints about late deliveries, so complaint is countable, one complaint, ten complaints and so on. So it's too many. A few complaints are acceptable, but this many complaints will not be tolerated next year. Tolerate it means like we won't take it, we won't accept it. Things will happen if there are this many complaints. So a few is like some, but a small some, not hundreds and hundreds, just a few. The number of complaints is simply too high. Alright, so what we're saying there again is that it's, it's that emphasis of it's too high. We're strongly saying it's just too high, it's simply too high. The next one, we've been receiving quite a few complaints about delivery issues. So that's saying a lot. Are several complaints. Do you need more? No, this is more than enough. Thank you. So that's like if you at someone's house and they're they've given you dinner? And they're trying to give you a bit more as people often do. Usually when people offer me more food, I, I tend to say yes, I'm not very good at turning down food. Anyway. If you're more responsible than me, you could say no, this is more than enough. Thank you. So you're saying like, I have enough and even more than enough so I don't need anymore. But thank you very much. And that's a pretty common phrase. You can learn that one. How many are left? Not a lot. There should be just enough for this order. So let's say that the order is ten and we have 11 or 12. That's the feeling that we're getting. Please. Can you get me a few Soviets from the counter? Soviet is like the paper thing that you use to wipe your mouth or wipe your hands or something. And we can count those. So it would be a few. And it doesn't mean like if we said few here, can you get me few? It feels like get me not many. Which would be a strange thing to say. Here we're asking for maybe three or four or five. Finally, there are quite a few new housing projects planned. So that's feeling like a lot yet. But somehow it's not enough to meet the demand. Perhaps there are simply too many people for the area. So we've talked a little bit about countable nouns and let's look at uncountable noun. So how do we use enough and too much with uncountable nouns? Let's take a look at the table and remember as well, we can use those modifiers just quite simply more than would these ones as well. Simply too much. Just too much, and things like that. Just enough of course. First example, don't add more. There's too much sugar in this recipe already. Okay, So the recipe doesn't need more sugar and maybe it could, it could use less sugar. There's already a lot. The next one, they will have enough money in case of an emergency, so they don't need more money for emergencies. They're not particularly rich. But if there's an emergency, they will be okay. We don't have enough time, enough time to stop for breakfast. Alright, so you can notice that enough we can use with both countable and uncountable because time is a classic uncountable noun. Okay, so we don't have enough time to stop for breakfast means we would need more time if we wanted to stop. We can't stop for breakfast. So you'll have to be hungry. There isn't enough of an incentive. And that's a good phrase. There isn't enough of something. And we say a noun, a reason, there isn't enough of a reason or a motivation, or here, an incentive for people to stop working from home and return to the office. So another great phrase as our meaning, the benefits of working from home outweigh, or they're more or heavier or stronger than the benefits of returning to the office. Now previously we talked about few and a few. And we can also look at little and alittle, which kind of have the same relationship there, the opposite meaning of each other. And they are a senate. Well, the little is a synonym for not much. A little is a synonym for some. Let's take a look. I have little money left until the end of the month. I won't be able to join you tonight. So it means I don't have enough. So little money is not enough money or not much money. But I have a little money left. What time should I joined tonight? It means I don't have a lot of money, but I have some I have enough for tonight. And then we can do little to improve the financial situation this quarter. Or there is little we can do to improve the financial situation. So there's not much that we can do. We don't have many options to take action. We're powerless 19. Quantities Part 3: The next set of phrases to look at these three, more than, fewer than and less than. More than can be used with countable or uncountable noun. So that one's pretty flexible. Fewer than is used with usually the number of people or things. And we'll see in a minute It's animals as one of those things. And less than is used with amounts of something, distances, money, and time. And I think that's a pretty good thing to remember. Amounts, distances, money, and time. That's a lot of the situations in which we would use less than Let's see some examples. More than first of all, before he stepped down, Jeff Bezos was increasing his net worth. That's like how much money he has by more than $200 million per day. Now the countable noun there is dollar. We can definitely count dollars. That's more than enough money for an entire lifetime. And here money is uncountable. You don't say two monies. You might say a lot of money, not enough money, not much money, but you can't say monies. So more than is with countable and uncountable, fewer than we know it's with people and it's also with, here is with animals. There are fewer than 13,000 tigers left in the world. And fewer than 5,000 of them are still living in the wild. Tigers is are countable noun that then less than the new train ticket in Germany will set you back. That means it will cost you less than €10, less than €10. And the next petrol station is less than 30 km away. So we should have enough petrol to get there. So again, with both of those, it wouldn't be few of them. It would be less than. Let's do another quiz and see how well you're understanding all of this material. So again, you're going to choose the right option. Let me show you all of our sentences, quite a lot of them there, and a football sentence to finish. Pause, and choose the right option. Now, let's take a look. So the candidate who just finished his interview has less experience, less experienced because less is usually used with uncountable. So less experienced than the first candidate. Very few people. Very few people. So not many people actually want this job. I left my purse at home. Do you have enough for both of us? Yes. I brought a little extra in case of emergencies. So it means I have some extra, some extra a little is some, there is simply too much homelessness in the United States. So homelessness is an abstract noun. It's an idea. So we can't count it. So this one is too much. If you wanted to say homeless people, you would say there are simply too many homeless people. In the United States. There is also too much crime. Crime, again, uncountable. Diverting public funds to policing will help a little. So it won't be a great help, but it will be some help. But the real problem is having not enough affordable housing. Then the next one, sorry, I'm late. No problem. There are still a few seats left. So there's still some, not many, but some seats left. There's enough specs. Hurry up. We only have a little time left. So it's not a lot of time, but it's not no time. It's a little time and time. Again, uncountable. Final one. Liverpool has fewer supporters than Manchester United. Now, you might have looked at the has and thought, shouldn't that be have? This really depends. It's a Grammar question that people argue about is like a country or a football team or an organization. Is it one thing? Or is it lots of many things? Some people would say Liverpool have, think about Liverpool as they, and other people would say Liverpool has, think about Liverpool as a team. Really, it depends on you. Both ideas are correct, but supporters are definitely countable, so it should be fewer. Those are countable and uncountable nouns. Now let's look at approximations. So approximations, what are they? They are when we don't know the exact number, the exact or definite quantity. But we have, as a general idea, we say it's more or less that number, or it's more or less deaths. We don't know exactly, but we have a general idea. We call those approximations. Let's take a look at the table. First of all, we have amount on the left, and then we have example, and then we have the meeting The first one is majority. The majority of sales came from the European market. So majority means, it can mean most of, technically, it means more than half. So anything from like 50 per cent up is the majority. But quite often when we say the majority of something, we're saying most of it. Okay? So the majority of sales, most of the sales came from Europe. Vast majority is the next one. The vast majority were from France, and that's almost all. So I would say vast majority is probably 75% or higher. Vast means very big. So the big majority, minority is less than half. So sales in Africa represent the minority of total sales, less than half. Anything from 50 down is the minority, small minority? Or we can use other words like tiny minority. That means, I would say less than 25 per cent. So the smallest minority came from Nigeria. Alright? And that means out of all of the African sales, the smallest one was from Nigeria. And some can be very, very general. I mean, that's just a very easy one to use. In some cases we don't have any data, so we don't know about how many countries we have no data. It's very vague. Some could be like three, or it could be 5 million. It's incredibly wide. So if you're not sure, you can always just use some. Approximations are also useful when we're talking about things like data statistics or proportions. Like if you are giving a speech and you have to talk about some data, we can use some phrases here. So let's take a look. We have approximately or about, or roughly, they all have the same meaning. It means maybe a little bit less or a little bit more, but around this number. So approximately half of Belgium speaks Dutch, while the other half speaks French. The two groups are split roughly in two equal parts of the country. So both of those mean around 50 per cent could be down to maybe 45 or up to possibly 55, but it's around half. The next one's almost all. I would say that's probably 85% or higher, maybe 90 per cent or higher. And almost no, or almost none, which is like 15% or lower, I would say that's 1515, not 50. So almost all of Europe speaks English as a second or third language. There are almost no speakers of Latin anymore. Or you could say, almost none of the people in Europe speak Latin. Well over and well under. Well over is like if we imagine we have 50, well over would be probably 60 or higher. Well, under is the same. So it's not just a little bit over or a little bit under. It's a big distance between, well, under 50 might be 40 or lower. That are well over 1.1 billion English speakers. Now there we can imagine it would be maybe 1.13. So something that isn't to one point to it's not up to the next level because then we would say 1.2 billion. But it's much more than just 1.1. So it could be 1.131, 0.14, something like that. And then our revenue was well under the target. So at least I would say at least 20 per cent under the target. It wasn't a little bit under it was well, under a long way under the final ones, just over and just under the opposite feeling of well over and well under. We went just over the budget last year, maybe 2% or something. The number of Mandarin speakers is just under the number of English speakers. So it could be like if English speakers is 1.1 billion, the number of Mandarin speakers could be 1.07 billion. Pretty close, only just under 20. Quantities Part 4: We can also use grammar to emphasize certain amounts to give an extra feeling when we're talking about numbers. So we can emphasize certain amounts, especially those that are surprising or exciting or something like that. These are very common in marketing and sales. So if you're in marketing and sales, pay attention now. The first two are as much as or as high as. And we're saying like, we're giving our biggest number here and saying that it's very exciting. So get as much as 75% off if you order today. So it's saying like, Oh, 75 per cent, a very big number. Be excited, get as much as 75 per cent off. That means a discount by before midnight and get discounts as high as 50 pounds per customer. Again, we're saying that is the most high you could get and we're giving it an exciting feeling. The next one, as little as or as low as. So again, this is the same kind of thing. But when it's a low number, like the prices are going very low. It took as little as 2 min for the FIFA World Cup tickets to be sold out. So it was very low. And we're showing this in a very excited way. For today, only get prices as low as ¥5. Alright, so it's an exciting opportunity, save money, and so on. As many as, or as few as, as many as 20 million tickets were requested for the Led Zeppelin reunion concert in 2007, which is currently the world record. And at sometimes there are as few as for students taking Latin that university. Those are some words and phrases we can use for approximations. Let's do a quiz. I want you to choose the right option for each of these sentences. Let's take a little look. There we go, a full page of sentences for you to have a triad. Take your time. Think about the logic of it. Think about the feeling, the context, the background. Pause. Have a try now. Okay, let's take a look. So the first one, the report can be written in as little as a few hours, as little as we're saying is very low. It can be done quite quickly. On Black Friday. Discounts can be as high as 80 per cent off. Very exciting. Good time to buy. On Cyber Monday, the discount can be as much as $200 off your order. Alright? So think about the difference there. So $200 off. So you're saving $200. That's why it's as much as, and the 80 per cent off is saying what the discount is, what the reduction in price is. So that's as high as roughly 56 per cent of Germans can speak English at an upper intermediate level. This figure represents a majority that is just over half the total German population. So you can see there 56, we're saying it's just over half. It's not well over half is just over half. The next one. As little as 34,000 people live in San Marino. Now, we didn't give you the option of as few ads. That would also be correct. So we can have got two choices, but it's not as low as it should be, as few or as little. This is well below the average population in European countries. Unemployment in Spain and Italy has. Now why is it has and not have? Think about what the has or have is connected to. It's not connected to Spain and Italy. It's connected to unemployment, which is one thing, one idea. Okay, So it has, its the third person singular, just one thing. Unemployment has been as high as 35%. In the past decade. The weather in Cape Town can go from hot summer day to cold winter morning in as little as half an hour because we're talking about time. So that's the grammar side, but let's also take a look and help you if you are going to make a speech or write a report about some data, take a look at this graph. So what we want to do is to choose the most appropriate description of the pie charts that we can see. We can see there's four parts to it. Does the private car, which is blue, black is public train, gray as public bus and walking or cycling is yellow. Alright, so let me give you some descriptions. And I want you to think which one is most correct for describing this graph, Let's read them. The majority of people travel by private car. The vast majority of people travel by private car. A small majority of people travel by private car. About half the population prefers traveling by private car Now, grammatically, all four of those are correct. But it, this is about the meaning now, which is the correct meaning. What do you think? Take a second to think about it and I'll give you the answer. So it would be number two. So vast is the important word, vast majority because it's look at 75%. So we know that vast has that big feeling. The other ones are small. Majority would be just over half. Majority would be somewhere like really anywhere from about 75 back to 50.5, the population would be, would be half. So that one's pretty easy. We can take a look at another one as well. Again, we want to choose the most appropriate description, the most accurate description. So blue is working from home, and black is working in the office. And it's like what people prefer. So is it number one? Almost everyone prefers working in the office. Majority of people prefer working from home. Almost everyone prefers working from home. Or over half the population prefers working from home. Which one would be the correct one? Have a think about it. I'll give you just a couple of seconds. What would it be? It would be, of course, number three, almost everyone, because look at that. What is that like? 90 per cent. And so we need a strong feeling. It's, it could be the vast majority. But almost everyone is, like we talked about, probably 90 per cent or higher. And that's the best choice here. And then the final one is this one. This is about if customer service is important or not. So we have got yellow, which is not very important. We've got gray, which is somewhat important. Blue is very important, and black is just important. Okay, so let's take a look at our four, well over half said customer service is very important. A vast majority said customer service is very important. As many as half said customer service is very important. Or just over half said customer service is very important. This is a pretty tough one. I think. We're looking at the blue one just to give you some help. But you know that already, right? That's that's too easy. I don't need to tell you that. So which one would be the most correct? If we're talking about that blue? It would be the last one, just over half. So let's see why the other ones are not right. Well over half, remember is 60% or more. So this one is not that this might be what? 53, 54%, a vast majority, definitely not that would be 75 per cent or higher. As many as half. As many as half means like when not quite sure how many, but it would be 50 or less. So as many as half might be something like 48, 49, maybe 50. But it wouldn't be more. Okay. So if we say as many as half, it can't go to more than half, then we have to change the phrase. So just over half is the correct one. So that is all about Quantities. I hope you've found this video about Quantities useful. Of course, as always, please send me a message if there's anything that you don't understand, any concerns that you have and I'll be waiting for you with another video next time. See you there? 21. Perfect Tense Part 1: Let's talk about the Perfect Tense now. So there's actually several perfect tenses and they're very important for getting to that next level, to that Advanced master level of English grammar. So let's take a little look. First of all, the present perfect simple. Alright, so what is the present perfect simple? Well, as the name of the Tense first of all. But we use it when we want to talk about events that happened in the past, but they're still connected or related, or they haven't effect on now, they have an effect on the present. Alright? Then we use the present perfect, simple. And we can use it in a few different situations, a few different ways. So let's take a look. The first one, past experiences. So you could say, I have visited London. We have visited our grandparents every December since I was young. So it started when I was young and it's still continuing now. Yes, I've been there before. So all of those are our experiences in the past, the things that we've done in our life. We could also say past events that are still happening now. So my colleague has left the office already. Alright, So my colleague has already out. Can I give you a ring tomorrow? Give you a ring means call you. And the neighbor's dogs have gone ballistic. What's going on over there? So go ballistic means to go crazy with a lots of noise and a lot of barking or fighting or something like that. We can also give an update. You could say your delivery has arrived. I signed it for you. And the kettle has just boiled. If you're making a cup of tea or coffee or something like that. Now, how do we form the present perfect, simple? So let's take a look. We'll use this formula. We have the Subject, I, you, the dog and so on. We have, has or have, depending on the Subject. And then we have the Past participle. Now, that's the important thing, that's the difficult part. The Past participle. Don't be scared of the name. It's a scary name, but let's forget about that. So the Past participle is a form of the verb, but it's different to say the past simple tense, like Yesterday, I went yesterday, I ate yesterday I saw is different to that one. The Past participle has to be memorized because sometimes there are regular verbs which are the same as, as the Past simple. But very often. And with some of the most common verbs, they are irregular. That means that they change. So let's take a look so we can look at the first one there we have awake. So the regular Past Simple Tense is a woke. So you could say, I awoke this morning at 06:00 A.M. but then the Past participle is a woken. So it's different. Alright, get the irregular past is got, and then we have gotten, we have the middle one is quite a funny one because it's looks the same that we say today. I read yesterday, I read and I have read. In that situation, it doesn't change at all. So it's irregular in a different way. It's unusual in a different way. We have write, wrote, written. We have B, was and been, and we have go, went and gone. Those are just a few examples. There are many regular and irregular past participle Verbs, so it's super-important to make sure that you learn the ones that you'll need. Now, because you're taking this master English grammar course, I'm guessing that you've probably already studied a little bit about the present perfect simple tense. Maybe you're not totally confident with it, but you have the idea in general. But let's do a little bit of practice just to see, to see how much you remember set. We're going to make some sentences. I want you to write sentences using the Verbs in the table down below. So remember it's Subject, has or have, and the Past participle. So we have an example, we have Awake, your dad has just awoken. Wait until he's had his coffee before you start asking them questions. Alright? I want you to take all the other Verbs, get, read, right, come, forget B, and go. And I want you to make your own sentence. It can be about anything, alright? Just whatever you want. But make sure that the grammar is correct. So right now, I want you to pause the video and have a try So welcome back. Hopefully you have had a tray at those ones. Let's take a little look. So get we've met a question. Haven't they gotten their exam results yet? Remember, if it's a question we're going to start with the have all the haven't read. Have you read Shantou RAM yet? If not, you should write. I've written. Now remember if you're writing something formal like an essay, you would say, I have written. But if you're speaking, you'd say, I've written I've written such a heartwarming thank you letter. The next one is come. Your aunt has come all the way from Ireland to visit. Forget both of us have forgotten everything we learned. That's bad news. Be our kids have been overseas and go Our kids have gone overseas. Now take a look at those last two. So you might be thinking, well, they're the same. Actually there's a difference and that's something that many people get confused about. So let's take a little look at our kids have been overseas or our kids have gone overseas. Let's figure out what the differences between those two. So each one has a different meaning. And what do you think could be the difference between them? So if we use been, it means that the kids went overseas, but then they came back. They have the experience of going overseas. But now that back. But if it's gone, that means that they went overseas and they are still there, they haven't come back. Yet. Another couple of words that people often get confused about. These two, since and four. So let's do an in-depth look at these two and figure out what the differences. So each of these has a different meaning. We use them for different purposes, for different types of sentences set. Since refers to a time in the past and how it relates to now. I like to think of since as the time that something started in the past, when it's still true now. So it's like when this thing started example, I've known Robbie since I was three years old. Alright, so me knowing Robbie, that situation started when I was three years old. Jane and I have been neighbors since last year. Let's say I moved to this house last year. That is when that situation started. And since changing jobs, I've been more content with my Lifestyle. Alright, so I had all of this time where I was not very happy. Then I changed jobs and starting from this time, I was more content. I was more happy. And you can notice that all of those are using the present perfect, simple. I've been more content. We have been neighbors and I have known Robbie. And then four is something a little bit different. Four tells us how long something has lasted. So an exact length of time, not when it started. That since four is how long it's been happening. So I've known Robbie for 20 years. Alright, so be careful. Some people say, I've known Robbie for 20 years ago. Totally wrong. The ago is not right. Okay. So I've known Robbie for 20 years. We have 20 years of experience of knowing each other. The next one, Jane and I have been neighbors for two days. Alright? So the length of time is very short, just two days. But you could also say, Jane and I have been neighbors since two days ago. You could say that the grammar would be right. It would sound a little bit weird. Usually we say for, in that situation. But you could use since then. I've been stress-free in my new job for the whole year. So the whole year is how long? I have not had any stress. Now, we've looked at been and gone and we've looked at since and for now it's time for you to have a try. Alright, so it's a quiz. I'm going to give you four sentences. You have to choose the right words for each sentence. So here's 123.4 there so long that I'm not going to read them out. You can read them yourself. I want you to pause the video, and I want you to choose the right words and don't just guess, try to work it out. Use the logic of what we've talked about. Use those rules and see if you can get all of the right answers. Pause, have a tray. Now. Let's take a look at a few answers than the new intern had only been working here for three weeks. When he decided to quit. Alright, so he had been here and then just three weeks and then didn't like it, quit. The next one. We haven't seen such a thrilling film for ages. Now that's a fixed expression. For ages. We wouldn't usually say for ages. So we say for ages means for a long time. The cinema was great too. I've never been there before. It can't be I've never gone there. It's because then you're still at the cinema. So I've never been that we're talking later and talking about our experience. Went to the cinema. You watched the movie, then you came back. So it's been next one. Will have the kids been they brought in so much mud and dirt from outside. I haven't seen such a mess since the time we took them to visit the farm. So we're saying that the time in all of this time that started when we took them to the farm. All of this time, there's not been very much mess, but right now there's a lot of mass. We use that word since we use been here. Where have the kids been? Because the idea is they went somewhere. They came back, then they made the house very messy. So go and come back. Been then the last one. Does anyone know where the security guard has gone? So that means that you've gone to the building and you're trying to find the security guard, but he's gone somewhere. You don't know where he isn't here. He hasn't come back from his place yet. Where has he gone? We don't know. I haven't seen him since I left the building last night. So our time started last night and all of this time, no sight of the security guard. The next thing for us to talk about is something that many people get confused about, which is the difference between the present perfect simple tense that I have been and the Past Simple, I went. So just before we start, what do you think is the difference? Do you know you confident that you know the difference? Let's take a look. These two tenses are commonly mixed up. Sometimes they have the same or roughly the same meaning, but other times they have very different meanings. So let's take a look at this table. You can tell me what you think is the difference between the two sets of sentences. So the first one, I visited the United States. I have visited the United States. What's the difference? And the second one, the party ended at 11:00 P.M. the party has ended. Pause the video and try and tell me the meanings of those sentences now. Alright, welcome back. So first one, visited and have visited here, the meanings are the same. So we're talking about your life experience. That includes visiting the United States. But with the first one I visited, we could also add some specific time like I visited it two years ago, last year, yesterday, 20 years ago, or something like that. But if we say I have visited, then we can't add any specific time. That's an important difference. Past Simple, we can say a specific time. Present perfect simple. We don't say a specific time. That's also true for the second one. So we're using the Past Simple which has ended, not, has ended, is ended. And then we say exactly what time. So it ended at 11:00 P.M. alright. So we know with the Past Simple exactly when it happened, but the party has ended with the present. Perfect. When did it end? We're not sure. Maybe I ended five-minutes ago. Maybe it ended yesterday. Alright, so again, the present perfect simple notes, specific time. Now that we know that, let's do a little quiz. Let's see if we can figure it out. So we have some sentences. You have to complete the sentence with the right tense of the verb. Alright, so you're not choosing the verb, you're choosing which tense of the verb to use. Let's take a little look. So the ceremony late last night and the verb we're going to use his end. So you have to figure out, is it the Past Simple, or is it the present perfect simple. And what is the Past Simple or the present perfect simple. Okay. My father, his wallet somewhere in the restaurant this morning. And that's lose the products you ordered online a few hours ago and that's with arrive the courier them here and I signed for them. And that's what brain. Then we out for dinner in such a long time and we're using go, but in a negative way. So with the feeling of no. And we about the delays for days, that's with no. And the engineering team still a solution. And that's with find, but it's negative. Okay, so again, it's the no, no find. That's not the answer. So it's the feeling of note. I want you to pause the video and I want you to try to figure out those sentences. Have a try. Now, Let's take a little look. I think this is great because this is such a common mistake that people make. And it really stops people from getting to that high level of English grammar. If you don't know the difference between the Past Simple and the present perfect simple. It's very hard. It's very hard to be totally confident in your English because you keep making mistakes. Anyway, let's see if you've made some mistakes this time. The ceremony ended late last night. So it's the Past simple because we give the specific time. My father lost his wallet this morning. So it's not has lost its lost this morning. The products you ordered online arrived when? A few hours ago. So it's a specific time again, the courier brought them here and I signed for them. Now, those second ones they brought and the sound are also Past simple. Because we've set the situation, the situation is fixed. It happened a few hours ago. Then we haven't gone out for dinner for such a long time. How long? We don't know. It's not clear. And also it's using that word for which we know the word four and the words since very often go with the present perfect simple. And we have known about the delays for days. So we started knowing in the past and us knowing has continued. The information is still in our brains. It started a few days ago and still knowing it now. So it's have known. But the engineering teams still hasn't found a solution. Hasn't found, they've been trying to find, trying to find, trying to find Still nothing. So they still haven't found that solution 22. Perfect Tense Part 2: Now we've done the present perfect simple. We've gone very deep into that. Let's talk about the present perfect continuous tense, which is pretty close but not exactly the same. So what is the present perfect continuous? It's used to talk about an activity in the past which is still relevant, still connected to write now to the present moment. And it needs the continuous form of the verb. That means the I-N-G form. The Verbs should have ING. So how do we make it? We say the Subject, I, you, we have or has. We say bean, and then we say that continuous Verbs. So the I-N-G verb, Alright, so the activity may have just finished, but it's still affecting right now, is still connected to write now, for example, why are you so dirty? The answer, I've been doing maintenance. So the subject here is I. And then as I have, I have then been and then the continuous doing I've been doing maintenance. So it means that I've just finished it or maybe I finished it half an hour ago. But I'm still very dirty. I haven't had time to wash, to have a shower. So my activity in the past is still connected to now because I'm still very dirty. And another one, I've been painting the roof, so on have been and then painting the roof is actually exhausting. So it means again, I've just finished painting the roof. Maybe I've not finished. Maybe it's a really big job. I've just stopped doing it and I'm really tired. So it was such hard work that even though the hard work is in the past, it's still making me feel tired. Now. I'm still tired. Or the activity could still be happening. This is slightly different. Let's take a look. Let's get there quickly. Dad's been waiting. Now. That's dan has been when it's dad has, we can reduce it to dance. But remember that's only for spoken English, not for written English. Written. It should be. Dad has been okay. But dads been waiting for over an hour already. So it means that started waiting in the past. He's continuing waiting. More than an hour has already passed and he's still waiting now. So come on. Let's go quickly because he's still waiting. So let's do a little bit of practice now that we remember why we use the present perfect continuous. So here is a table, and remember the order is the subject, have or has been, and then the continuous, the ING Verbs. So cook, the chef, that's the subject, has been cooking since before the sun came up. The chef must be very tired, so the shaft started and is still cooking now. Alright. So I want you to try to make sentences for me using the present perfect continuous with look, dream, implement and analyze. Alright, so a couple of easier ones and a couple of more difficult ones. Pause the video, try to make those sentences now. Alright, welcome back. So let's take a look. So look, my sister has been looking at getting her own apartment much to my relief. So looking at getting in this situation means thinking about it. Making a plan for doing that thing. It doesn't just mean looking. Alright. It's making a plan of thinking carefully about it. Dream. Graduation is the moment I've been dreaming of for the past four years. Alright, implement, haven't the developer's been implementing our recommendations? Implement here means to take our ideas and make them real, start using them. Haven't they been implementing them and analyze the analysts, have been analyzing the data. And they've come to the conclusion that the Project isn't feasible. Alright, so feasible means like a good idea or something possible that we can do. So they have been analyzing the data. This one we can get the feeling that they were analyzing for a long time. They've recently finished, and now they have their conclusion. Now they have their decision. Now we can do something that is a little bit more difficult. But I think it's very important to do. We're going to do a quiz That covers the three different Tenses that we've been talking about so far. So the present perfect simple, I have done, the present perfect continuous I have been doing. And the Past Simple, I did. Alright, so this is useful because when you're really using English to write or to speak, you always have to choose which Tense is suitable, is appropriate for which situation. And that's quite hard because some situations it's not quite clear. Are some situations you think, well, they could be this one, but does that have that meaning? And so it's very good to do this practice. So don't skip this practice. What I want you to do is to complete the sentences using the verb in brackets. I'm gonna give you the verb. You have to choose which has the right tense. And you have to write back tense. First sentence, what? Study, since we last spoke. So you're going to take study. You're going to decide which tense should it be in. And how do we form that tense with study. Then I started studying Chapter two, but I move onto Chapter three now. Next one, I finish that section already. So I focus on the next one. I do with negative with the feeling of no. Any past exam papers though. The last one, we receive your university marks this morning and we are both a little disappointed. This is some parents talking to you. What have your private tutors help you with all semester? So pause the video and complete these sentences in the right tense. Again, think about the logic. Pause. Have a try now. Alright, let's take a look at the answers. The first one, what have you been studying since we last spoke? Alright, so it's the studying that you started at the time that we spoke last and you've been doing it since, Ben? Alright. I started studying Chapter two, but I have moved on to Chapter three. Now. I've finished chapter two and I moved to Chapter three now wouldn't be moved onto. Because then the feeling is that we've also moved to chapter four, chapter five. But if we're still on chapter three, then it must be, I have moved because it's connected to the past. The past is still connected to now. That's when we use the present perfect simple. Next one. I have finished that section already. So I've been focusing on the next one. I haven't done any past exam papers though. Alright, then the last one, we received your university marks this morning. Important detail, specific time. So it's received not we have received now, if this morning was deleted, you could say we have received it would be correct. But we have this morning. We have a specific time, so we received we are both a little bit disappointed. What have your private tutors been helping you with? All semester? So the subject is your private tutors. And it's a question. So this one's really all over the place. What have your private tutors been helping you with all semester? 23. Perfect Tense Part 3: Next tense for us to talk about is the past perfect, simple. Now, this is where it starts to get very difficult because this is where we're thinking about several different points in time. And we have to balance them in our heads and it can get a little bit complicated, but hopefully we'll make it clear now, let's take a look. What is the past perfect simple. So when we talk about two or more than two events in the past, where one happened before the other one. So both of them are in the past, but one is even more in the past, even further in the past, even earlier, you might say. Then we use the past perfect simple and the Past Simple as well. Alright, and this is our formula. So we have the Subject, we have, had, had, not have, or has had the and the Past participle. Now, that's all very complicated. I think it's a lot easier if you just take a look at the example sentences, okay? So the, the one thing to remember is that the earlier action takes the past, perfect. Then the one that's later than the earlier one I told you it was complicated. Later than the earlier one that uses the past simple. Fortunately, we had brought the laundry in before it started raining. Alright, so we had brought so let's say the clothes, we washed them, we put them outside to dry, but pretty cloudy weather. It might rain. So we went outside, we got the clothes, we brought them into the house. Then later, it started to rain. Okay. So the earlier thing was bringing in the clothes. The later thing, but still in the past was it started raining. Alright, so started is the Past Simple. And we had brought, is the past Perfect. Then another one, the thieves had already left the area long before the police arrived. So the thieves left some time past. The police arrived sometime Past, and then it's now it's two times in the past. I had explained it several times when the teacher finally arrived. So I explained once. I explained another time, another time, then the teacher arrived. Okay. And then some more time, and it turned into now, something else that people get confused about is the difference between the past perfect simple and the present perfect simple because the names are similar, right? So what exactly is the difference between those two? Let's take a little look. So the two Tenses have some different meanings. What is the difference between these two? We've got two examples. I am so proud of myself. I have just submitted my bachelor's thesis. So that one is using, you can see, I am, That's the present simple tense. And I have, so that's the present Perfect. Then the second one. I was so proud of myself. I had just submitted my bachelor's thesis. What's the difference? Have a think about it. Because almost all of the words are the same. But the, the background situation is quite different. So what exactly is the difference in the first one that I am and I have, it means that you submitted your thesis very recently. It could be like 5 min ago, 1 h ago, or yesterday, but sometime that's quite close. And so doing that thing, giving in your thesis still is making you feel proud now. So it's a past action. It's connected to now, it affects now, it still makes you feel proud. But the second one, we're still talking in the present, but we're looking into the Past with thinking about something a long time in the past. We're kinda telling the story of something that happened to us in the past. This might be if we are 100 years old and we're writing the story of our life. I remember when I was 23 years old, I had submitted my thesis. So you're looking into much further into the past And also it doesn't give you that feeling of being proud now. Alright, that's the important detail. In the first one. The feeling is closely connected. The submitting happened recently. So you're still feeling proud. But if we use the past Perfect I had, then we're showing that it was much further in the past. So we don't still have that feeling of yes, I did a really good job. I'm so proud that that connection between the action and how we feel now has broken. The connection is finished. And that connection could be finished because of two things. So the first one could just be like, now you're 100 years old and it's just so long that you don't feel very proud anymore. Or it could also have the feeling of like, but then we give some bad news. So I had just submitted my thesis, but I didn't realize that I'd written it in the wrong language, or I'd done something really stupid, or I gave it to the wrong person. So it has both of those possibilities. Both of them mean that now in the present, when not feeling proud, maybe because it was so long or maybe because we did something stupid. Now let's do a little quiz to make sure that you're confident using the past perfect simple tense. Let's have a look. We're going to make some sentences using the verbs in the table. And we're going to use this formula. First of all, we've got considered and we've got an example. So the development team had already considered this solution when the business analysts suggested it. Let's think about the time logic. So we have the, the earliest time, which is when the development team, we're considering it. So that was very early, they had already considered it. Then we go forward in time, closer to now. Then the business analysts made the suggestion and then we have now, okay, so the earlier one is when the development team, we're considering it. So I want you to make sentences kind of like that. Hopefully would two different actions in the past, one before the other one using use. And then also audit and analysts as well. Pause a try now. Okay, let's take a look at some possible answers. So use, humans had used steam engines for almost 100 years before combustion engines were invented. So the using of steam engine started here. 100 years passed, and then combustion engines started audit. The IRS, the Internal Revenue Service, had already audited the company when the company stopped laundering foreign money. So pretty complicated one. So in the past, the most past, the IRS came and checked this company. And then later, this company is stopped laundering. Foreign money. Laundering is like when there's something illegal happening and you're making their money clean, not a good thing to do. Then the last one is analyze. The data had been analyzed extensively. So that's the most in the past, it had been analyzed extensively when the marketing team finally decided to implement a data driven approach. So lots of analysis, and then finally a decision that happened later. One of the difficult things with the past perfect is remembering which of the actions should be further in the past and which ones should use the past perfect had done, and which one should use the Past Simple, the did. So let's take a look at another quick quiz. So we're gonna go through this one relatively quickly. I want you to look at these four sentences. And for each of the Verbs in brackets, I want you to decide, should it be the Past perfect or should it be the Past Simple? Write it. Okay, Pause the video. Have a try now. Okay, let's take a little look at some possible answers. So when we arrived at the airport in Dubai, one of the staff told us the airline had lost our luggage. Alright, so think about the logic. The luggage was lost before. Then later we got to the airport and So the person told us, so the earliest one we use the past perfect had lost. The next one. By the time I got home, the fire had burned through the whole house. The fire started earlier. Lots of fire. I got home, destroyed house. Alright. I had spent so much money at the festival that I couldn't afford a taxi home. I had to catch a lift with one of the DJ's. So the DJs drove me home. So all of the spending happened first very far in the past. And then when it was time to leave the festival, no money. Then finally, after I had had my tonsils removed, I stopped getting sick so often. This is one of those strange ones where we have had had, which seems like it should be a mistake that actually it's correct. So to have my tonsils removed is a fixed expression. Tonsils are the things in your throat there. So that happened first. And then the stop getting sick happened later. Let's continue by looking at a pretty complicated tense, the past perfect continuous tense. So what does the past perfect continuous is pretty similar to the past perfect, simple. But instead of an activity that happened, we say something was happening. So it often has the feeling of lasting for quite a long time and we'll see some examples of that shortly. Okay. And also, it usually happens Like it's happening earlier. I'd for a long time, but earlier than another action which uses the past simple tense. That's a lot of words. Hopefully, it will be clear when we look at the example. But here's how we make it. We say Subject had been doing, going, seeing, eating, watching. For example. Luckily, I had been saving for my whole life. Alright, so I had been saving, I started and I continued saving and I continued saving. So I could manage during the 2008 financial crisis when everyone went broke. Could manage Past Simple, went broke Past Simple. Alright. So all of those ones were later than when I was doing my saving. If we want to put this in years, you might say, I started saving in 1995, for example. I saved until 2008. So I had been saving. And then the financial crisis happened, but I was okay. Then this one I think is very clear. So this could be your one that you take away and you can learn it and study it. By the time my nephew finally arrived, I had been waiting in the airport for almost 3 h. So I started waiting. I kept waiting. I kept waiting. I kept waiting after 3 h still waiting. My nephew finally arrived. Now we're gonna do a little quiz with the past perfect continuous. But first, let me give you an example. So you're going to write a sentence that connect two sentences together. So one nice long sentence using nice complex grammar to impress people. So the first part is there is a new board of directors. So in a company, then you're going to turn that into the Past Simple. So when is that happening? Have a think about that. And then the past perfect continuous part of your sentence will be work at the company for two years. And underneath we can see the completed sentence. So I had been working at the company for two years. We found out there was a new board of directors. So the Past Simple Part really could be the found out Part or it could be there was Part, both of those other Past simple. So it was a long time of working. And then suddenly some big news. Let's take a look at another one. And this one, I want you to try by yourself. So the Past Simple Part should see a Dr. the past perfect continuous Part felt sick for a few days. So pause, try to write that sentence now. Okay. Let's take a look. I finally decided I should see a Dr. because I had been feeling sick for a few days. Alright. So the feeling sick, feeling sick, feeling sick feeling sick after several days. This is too much. I need to see a Dr. make a decision. So that's one. Let's try a few more of those as well. So the first one we've got the Past Simple, get an electric guitar, always a good decision. And the past perfect continuous Learn the guitar for one-and-a-half years. And then another one. The Past Simple, be tired and the past perfect continuous hiking for a long time. So for both of these, I want you to write the complete sentence. Pause, have a tray now. Ready to have a look. First one, my parents got or bought me a brand new electric guitar after I had been learning the guitar, or just learning for one-and-a-half years. Alright, so learning, learning, learning, learning, learning. Good job son, here, electric guitar. Probably you are learning on some other kind of a guitar Laika, very basic acoustic guitar. And then they thought he's been learning very well. Electric guitar. Then the other one, we had been hiking for seven days. So we were all just about finished. And by the way, finished means very tired or exhausted, but it's an informal way of saying it. Okay. So hiking, hiking, hiking, hiking, hiking. At the end, very tired 24. Perfect Tense Part 4: We've talked a lot about the past and now let's take a look at the future. So this is the future perfect simple. So what is the future perfect simple? We use this Tense to talk about an event in the future that will be finished before another event or another time. Alright, so it's looking into the future and dividing it into different activities. So we do it by saying the subject I, you, we will have, and then the Past participle. So it's the Past participle, but we still use it for the future. So an example, the contractors That's the subject, will have constructed the new engineering building by the end of next year. So if we look at the time between now and the end of next year, sometime in this period, maybe one-and-a-half years, they will finish. So when we reach the end of next year, it will already be finished. The finishing the constructing will complete before the end of next year. In other one, before the end of this quarter, we will have established an extensive customer base in two new international markets. So again, it's the same idea. So we have from now until the end of the quarter, and we're going to complete these two actions or to new markets in that time. And the last one, the next time we visit you. So from now until the next time point in the future, we will have adopted three new dogs. So our plan is to get three new dogs before we visit you next. Now that we know what the future perfect simple is more or less, Let's do a little practice. So I want you to make me some sentences to complete these situations. Step. We've got a future time or event, and we've got the thing that you should convert. The future perfect simple future time or event, you arrive at your destination and then the action drive a distance of 400 km. So you're going to turn those two pieces of information into a sentence using the feature Perfect simple. And you'll do the same for this one. A future time or event is before anyone else a good time to do something. And then the action is, submit three analyses. Alright? Pause the video, write, meet these two sentences now. Okay, that should be enough time. If you haven't had a try, make sure you pause and have a try. Now, it's kinda hard, but that's why we're taking this master English grammar course. So by the time we arrived this evening, we will have driven more than 400 km. Alright, so the time is now and we'll look into the evening and saying, between now and then, we will have driven more than 400 km. Or maybe we've already driven 200, but we know we're going to drive another 200 by this evening. Okay. Then the next one, my team will have submitted three complete analyses before anyone else even enters the office. So like my team is super fast and really effective. So they will have submitted three analysis even before anyone arrives. Let's do a little bit more practice of that as well. So we have score one more goal and break the scoring record. Sports thing. We have get home and kittens scratches the furniture. So that's having a pet thing. So make me two more sentences. Now. Let's have a track. If I score another goal tonight, I will have broken the clubs record for most goals scored by a defender. Alright, so that's more like a imagining a situation. So it's a little bit different, but still, the time in the future is tonight. Alright, so if I square root tonight, I will have broken that record. Since the babysitter left early, the kittens will have scratched all the furniture by the time we get home. Alright, so we get home here, but the babysitter left here. And in all of that time Lots of scratching, lots of destroying furniture, and you know how it goes. Now, usually we do the perfect simple and then we do the perfect continuous, and we even do that for the future. So Future perfect continuous tense, our last tense for this section. So this is the same basic idea as the Future. Future perfect simple, but it describes Future Actions that happen over time. So often some longer Actions, okay? So it's the Subject. It will have bean and the continuous Verbs. So the I-N-G verb example, the contractors will have been building for six long years by the end of next year. Okay. So they started building before they're building, building, building, building. And by the end of next year, it will be six years of buildings. So they will have been building next one. At the end of this year. Simon will have been living in Greece for five years and he will be eligible for permanent residency. You can get like a maybe a Greek passport or something like that. So he will have been living and then don't worry about the engine technicians will have been maintaining it during the off season. So this is a little complicated. So we're looking to the future. We're saying, okay, right now we have a machine. But don't worry about this machine. Because in the next few months, like when everybody is on off-season like that, Let's say there on holiday or they're away. During that time, the engineers or technicians will have been maintaining it. So by the time you come back, and that's our future point. By the time you come back, it will all be fine because they will have been watching out. They will have been looking after this machine during that whole time. When you come back, everything will be okay. And then the last thing that we have to do is one more quiz. So we're going to see if you can tell the difference between the future perfect simple and the future perfect continuous. So what you have to do is look at these five questions, these five sentences, and choose for the verb in brackets in bold. What is the correct tense form? And how do you write it? Alright, so you've done this one before. Pause the video and have a try now. Okay, let's take a little look. So the first one, if we count today, how many days will you have been studying for? Will you have been studying for without taking a break? So it's like a long connected number of days of study, study, study, study, study. Alright. So then it's the continuous next one. If you're not disciplined and don't stick to your budget, you will have spent all your money before you're halfway through your trip. Alright, so if we think about like the whole trip, then we think about halfway. If you spend your money too fast, you'll only get to here and all your money will be gone. Alright, so you will have spent, you will have finished doing the spending, will have spent this time tomorrow. I will have submitted all but one of my deliverables. Deliverables is like the tasks that you have to do in your job or if you're studying in university. So I will have submitted there's no point leaving now, we're too late. The train will have left by the time we get to the station. So again, it's a finished thing, just like submitted my deliverables, the train will have left. So even if we run, we don't have a chance to get there on time, the train will have left. And then the last one is interesting because the last one could be either, alright, so the coalition government will have ruled. So they started in the past and it's still going now. We can also say will have been ruling. Because sometimes the future perfect, simple and continuous that the areas are the, the situations that they cover meet in the middle and we can use either one and they're still correct. And this is one of those situations. So we could say they will have ruled or they will have been ruling for a decade if they win another election. Alright, so there you go. That is a little run-through of the perfect tenses. And as with all of this master English grammar course, make sure that you Review. And of course you can send me any questions that you have. If something's not clear, I'll be happy to help you and I'll be waiting for you with a whole other area of Advanced Grammar in the next video. See you then 25. Past Actions Part 1: Welcome back. Let's talk about Past Actions. So really here we're talking about past habits and routines. And we're gonna be talking about used to and wood. Those are our two main ways of talking about those Past Actions. There are two ways of talking about the things we often did in the past, but don't do anymore. When we say no longer do, means we don't do them anymore. They're not true anymore. The first one is used to. Now that's talking about past habits or routines. For example, my family and I used to flight to Cape Town for Christmas. So that doesn't mean that we only did it one time. If it was just one time, we would say my family and I flew to Cape Town. So we would use the Past Simple. This one used to fly, it means every year for Christmas, we would fly to Cape Town. Alright. So it's a habit, not just a onetime thing. Now, we also have use to, the top one used to. The D is very quiet. And then the second one used to, they sound basically the same. It's really hard to know when we use which one. But the second one with no D, use two. We only use it for questions set. Have a look. Did you use to do anything special for Christmas? So it's not did you use a two? When we have the dead, then the the D from used is deleted. So it's a question, did you use two? Did we used to? Okay. So that one is used to and then would is the other main options. So this is talking about past habits, but not a state. So have a look. We would fly to Cape Town for Christmas every year. But we would live in Cape Town over december each year. So you can see that one of those is right, the other one is wrong. So the action of flying, we can use wood. But the states, the situation, an ongoing thing of living we can't use would, we could say though, we used to live in Cape Town over december each year. So the important thing to remember wood is for past habits, but not for estate. And just so it's totally clear, we can say we used to live in Cape Town each December. Alright, That one is correct. If there are ever any situations when you're not sure, Is this an action or is it a state, should I use wood or is it wrong to use would just go for use two. That one's basically always right. So having said that, let's take a look at a little quiz. Let's try and practice choosing right option. We've got two pages of quizzes coming. So I'm going to open these ones. Give you a look at these, this first page of quiz. You can pause the video, you can try. Then I'll show you the second page of quizzes and we'll do the same. And then I'll give you the answers. So let's take a look at the first three questions. When I was growing up, we had have a dog called copper. So as it would is it used to or is it used to? They sound the same. Did you prefer to squash or tennis when you were young? I'm more inclined towards tennis these days. So used to or used to. Finally, when we live in Antigua and TCGA, how do you pronounce that? Antigua? I think. Yeah, Antigua sounded wrong to me. Apologies. Anyone watching from emptier? And if it's not anti-gay, you guys can send me a message and let me know about that as well. Anyway, we go snorkeling among the coral reefs. So here we've got two gaps, the choices for the first gap there and the second gap there. Okay, so now I want you to pause and try to answer these first three questions. Pause, have a try now. So welcome back. Let's take a look at the second set of questions. Here's the first one. Gustav, be the opening bowler in our team. But when fast bowlers became popular, he couldn't keep up and was dropped from the team. You mean he wasn't the fast bowler anymore? Is it would is it used to or is it used to? Rachel enjoy roller skating as a child, but now she's a bit more risk averse and prefers cycling. Which is the right one. And the final one. Did your mother also long hair? Is it used to is it would or is it used to? Pause, have a try. Now Welcome back. Let's take a look at the answer. The first one, when I was growing up, we used to have a dog called copper. Have is a state Verbs, so it lasts for a long time. So we couldn't say we would have a dog. It must be we use to have a dog. Did you use to prefer squash or tennis? So the clue here is because it's a question. So did you use to when we used to live in Antigua, we would all we used to go snorkeling. So interesting, why is the first one only used to? The second could be both. What do you think? What's the, what's the logic of the grammar here? The logic is that the first one is a state. Living somewhere is a long, long thing, long activity. So then we have to use, used to. But then the second one is just a regular daily activity like go snorkeling or go shopping. So then we can use wood or used to. Both are correct. Then Gustaf used to be. So again, be just like have just like live a long-term thing. He used to be the opening bowler. Rachel used to enjoy roller skating. So the important word here, the important verb is enjoy. It isn't roller skating. Enjoying lasted for a long time, so it's a state, so it has to be used to. And then the last one, pretty easy because it's a question. Did your mother also used to have long hair? And it's important to be able to use these ones to make your own sentences as well. So let's do another little writing activity. So I want you to write the ending for these three sentences. First of all, the first one, we used to go to my yoga on holiday. And you can finish the sentence. The second, I used to eat meat. Then did you use two? And then you can ask a question there. So you're going to complete those three. And I want you to answer these questions. We're you well behaved at school. How often did you get into trouble? Like, how often did the teachers get angry with you? What foods did you hate growing up, but have come to appreciate or have come to Lake now that you are older. Okay, so it's about your Changing taste in food. And what music did you listen to as a kid? So you can see all of these questions are about those past habits, past behaviors, past routines. So you're going to answer the three questions there. So pause the video and try these two activities. Welcome back. Let's take a look at some possible answers. So we used to go to my yoga on holiday, but now we prefer to visit family instead of spending lots of money on tickets and accommodation. So next one, I used to eat meat, but I don't anymore. And you can see that when we're using these sentences, these words like used to and would, very often it's a two-part sentence. So look at the first one. We used to go to a yoga on holiday, but now we prefer. So we've got the now. And the prefer is in the present simple tense, the same with the second one. I don't anymore. So we're talking about a change from your behavior in the past compared to now. Used to eat meat? Now I don't eat meat. I don't I don't anymore because of the environmental impact and the risks of heart disease and colon cancer. Pretty scary things. Did you use to play the saxophone? And why did you stop playing? And then we can look at the question. So we're you well-behaved or did you get into trouble? A lot. So my answer, I used to get into trouble all the time. I used to hang out with a guy called Walter and we would constantly play pranks on the teachers. The teachers used to give us the tension every week. Okay. So the, you can see the wood is talking about an action, playing pranks, doing tricks on the teachers. So that's why we've used wood. Alright, so we've used a little mix there. Let's take a look at the second question about the foods that are opinion has changed over time. I used to really hate again, haters a long thing. So it's a state. I used to really hate the texture of mushrooms since I'm older now. I've come to appreciate the flavor it adds to a dish. Very true. Mushrooms are very nice. What music did you listen to as a kid? I grew up on rock and roll. So I would listen to all the classic rock legends like Led Zeppelin, Black Sabbath, and Eric Clapton. Listen is an action, it's an activity, it's not a state. So we can use, would 26. Past Actions Part 2: So that's one way that we use, used to, but there's another use for use two. And let's take a look at it. That's when we're showing that we are familiar with something. And many people get confused between these two different ways that we use, used to. So we're going to make it hopefully nice and clear is to show your familiarity with something. So another way to use, use two is to show you are familiar with something, are accustomed to something. And quite often, it's a process where at first you don't know it at all. It's unfamiliar. And gradually you are more and more familiar. It's less and less new. So you're used to it. And it's often to show you are comfortable with a new change, some things changing. And gradually you are adapting to that change. And it can be used in all the tenses. Let's take a look at some examples. First of all, I struggled with the workload. At first, workload means how much work you have to do. But now I'm used to it. And what you can notice is that here, when we're talking about being familiar with something used to is used as an adjective. So I am used to it. You might say, I was used to it. So that's one way that we use it. I am I was are you used to it? Things like that. Here's another way. Actually. This is, this example sentence is full of use two. Let's take a look. How did you learn to cope? By the way, cope means to be able to deal with a difficult situation. That's a very good word. I used to stay late after work. Now that used to because it's in black there. That's talking about our past behavior, our past action. I used to stay late after work, getting used to the software. My company uses the getting used to the verb to get used to. That means to become more and more familiar. Eventually, I learned to manage my time better. And after about six months, I was used to it again. So we need some form of the verb to be. I am, I was, you are, and so on. Alright, so I was used to it. Then. How long do you think it will take for you to get used to the new weekly feedback meeting format. Alright, so the will take is talking about the future. So here we're showing that not only can it be used in the present and in the past, but also in the future? It's all tensors. Again, we're using, get used to something that's become familiar with, get used to that thing. Another more specific way that we can use this familiar use two is with modal verbs. So we can combine used to with modal verb and the perfect tense. Now, if you're not sure about modal verbs, make sure you check out the section of this course all about modal verbs. You can watch it again, or you can watch it for the first time. Okay, so here's an example. I should have been used to the workload by now. Now what are we saying? What we're saying is that now I'm still not familiar or I'm still not accustomed to the amount of work. It still feels like a lot of work. But I've been working Let's say I've been working at this company or in this job for a long time. So I think that I'm going a little slowly with getting used to this situation. I should have been used to it by now is saying, I'm a bit worried that it still feels like a lot of work. Another example is I would have been used to the workload by now, but I had to look after my kids as well, so I wasn't able to focus properly on my new job. So what we're saying again is we're not used to it and we're giving a reason. The reason that stopped us being used to this new job is kids and life is very busy and things like that. So that's another way that we can use it. We can also ask a question. Would you have been used to it by then if there was more support for new employees. So again, we're saying you're not used to it at this point, but they're asking so what was the reason that you're not used to it they're trying to find the cause for why you didn't get used to it and maybe having more support would have solved the problem. And one more is, I could have been used to it, but I kept procrastinating. That means like wasting time and not doing the thing that you should do and doing everything at the last minute. So here what we're saying is that We had the ability, like we were smart enough to be able to get used to this thing. But we made some bad choices. So that's why we use could. We had the possibility, but we didn't actually do it. We've talked a lot about use to so far in these videos, but we don't always have to use that when we are talking about past actions. So let's talk about how we can show regret by using the perfect tense and modal verbs. They are useful for showing regrets about a decision someone made in the past if it was the wrong decision, we want to show I really made the wrong decision there. These are basically the third conditional. So if you can't remember about the third conditional, make sure you go back and watch those videos again. You can find them somewhere else in this course. I should have asked her out when I had the chance. So we know here that this person didn't ask out. The other person. Scout means like ask them to go on a date or something like that. So it was a missed opportunity. I should have done it when I had the chance. Should you have said that? That's a very nice way of politely saying that was the wrong thing to say. You can say, should you have said that? Should you have done that? Should you have eaten that? And it's a really good form of showing that you disagree with something in a slightly more polite way? No, I shouldn't have said that. So I said the wrong thing. I should not, I shouldn't have said that. And remember that should can also be replaced with two. Alright, so you two have said that. Now, could you have gotten full marks for your test? So this is the background of this is that you didn't get full marks. And this person is asking, did you have the possibility of getting full marks or was it impossible? For some reason? Maybe you were quite lazy and you didn't study hard enough. So you could say, I could have gotten full marks, but I was too lazy. I could have gotten 100 per cent for the test, but the test was canceled, so nobody got any scores. Alright, so those are some of the ways that we can show regret. But we also can show possibility. If we're showing possibility, It's the same idea, it's the modal verbs and it's the perfect tenses is to show there was an alternative possibility in the past. Just like with that example about the exam that we just talked about, we could have surpassed, that means to go higher or exceed. We could have surpassed our sales target by 20 per cent. Okay, So we're saying there was the possibility. But then the background is that something happened to stop us because we didn't do this. But there was a possibility. Could we have surpassed our sales target or couldn't we have surpassed our sales target? And actually, those last two, the questions, one of them is could, one of them is couldn't, but they really have the same meaning. And we can see some examples with wood as well. So we would have surpassed our sales target by 20 per cent. But our suppliers let us down. Let someone down means to like disappoint someone or do something that causes damage to someone else, would we have surpassed our sales target by 20 per cent with a different supplier? Okay, so that's one way we can ask that, wouldn't we have surpassed our sales target by 20% using alternative suppliers. Those are basically the same meaning. Something interesting to know is that these are basically the third conditional, but we're not using if, for example, you might say, if we hadn't been let down by our supplier, we would have surpassed our sales target. Or if we had had a different supplier, we would have surpassed. That's how we would change it into the third conditional. But these ones are very close. What I want you to do now is to write me some sentences. It's time for you to have another tray. So you're going to write sentences that show possibility just as we've been looking at. And I want you to try to write some questions as well, and also some negative statements. Let's see our example table. So we have the situation on the left. We have receive a promotion at work. We have submit the application on time and accept the job offer. And on the right you can see our examples that we can use to check. So Georgina could have gotten the promotion. So there's an alternative possibility that if something had been different than it was possible for Georgina to get the promotion. Georgina couldn't have gotten the promotion because Catherine dead. Alright. So when we say couldn't have, it means it was impossible because Catherine was way too good. Could Georgina have gotten the promotion? She was definitely qualified for the position. So here we're not sure we're checking. Was there a possibility for Georgina to get the promotion? So we have a positive statement. A negative statement with no And a question. And I want you to try to do the same for the application and the job offer. Pause, have a try now. Okay, let's take a little look. For the application. You could, or you should have submitted it on time. You shouldn't have left it to the last minute. A question. Could you have handed in the application before the deadline? All right. And then you couldn't have done it in time because you had to take your kids to the Dr. so you're showing the reason why it was impossible. And then for the job offer, I could have accepted the offer, but I chose another one instead. So in the past, I had the choice. I had the possibility of choosing this job, but I decided on the other job, better salary. I couldn't have taken up the offer because I had already accepted another offer. Now this is a good comparison. So in this second sentence, we're saying that in the past there was no possibility to accept this job because I had already signed my contract with another job. So in this situation there's no possibility. So we say Couldn't. You can also ask the question, couldn't I have accepted it and then negotiated the salary? So this one could and couldn't. As a question, again, it really means the same thing here. So either one would be fine. 27. Past Actions Part 3: Something else that's very cool that we can do. Talking about Past Actions is to make logical deductions, talking about what possible action happened in the past. So we use again Modal Verbs and Perfect Tense to explain situations that happened in the past. I think the first one is a really good example. So what's wrong with the Wi-Fi? So we're saying right now, What's wrong with the Wi-Fi? And the answer, the Internet may or might or could have been disconnected over the weekend for some reason. So here the feeling is, we're not sure that this has happened. But right now the Wi-Fi isn't working. So something like this could have happened. So may, might and could all give that feeling of we don't know. But this is certainly a possibility. Alright? And it's talking about something that happened in the past over the weekend. And it's still affecting now. So we're using the Perfect Tense. Some more examples. Wouldn't our service provider have contacted us if there was a problem on their end? On their end means like in in their technology in their office or something. Okay. So wouldn't they have contacted us? Yes, they would have. Oh, you could just say yes, but the correct grammar is yes, they would have. Another possibility is the cleaners might not or may not have reconnected the router after they cleaned the staff room. So they unhooked it, they disconnected the Internet router, the Wi-Fi router, and then they forgot to put it back in. That's another possibility. So we're just we're like detectives were talking about what is possible. We don't know, but these are some possibilities. Then finally, I don't think so. It couldn't have been the cleaners because they don't work on Fridays. So there was no possibility of it being the cleaners. It couldn't have been then it must have been something else. So we're sure that this one idea of the cleaners were sure it's wrong. So the answer must be something else. We're absolutely sure it's something else. It must have been something else. The last thing we're gonna do in this video is one more quiz, just to check, just to check that you've been paying attention. Let's have a look. So you're going to complete the sentences with a Past Modal Verbs, our example. So you can see at the end we have the idea or the feeling which is regret. So we shouldn't have invited so many people that aren't enough seats for everyone. So we're saying that we made the wrong decision in the past. We invited too many people. Now we have a regret. Alright, so let's take a look at the ones that you have to run. We called you back, but you didn't leave your number. So this was like an opacity intention or a possibility. So what should that be actually come into work today? She's coughing and has a temperature. This one is regret. I think about that one. The feeling is important. Driven himself home from the hospital. This one's a question. Ai driven myself home from the hospital. I was still woozy from the painkillers. This one is two sentences about the same situation. The first one is talking about a possibility of Past possibility. The second one, I regret. And then I driven myself home from the hospital. My left leg was still in plaster. So that's when you break your leg and the Dr. puts the big white thing to hold it in place. Again, that one is a possibility as well. So this I think, is quite a difficult challenge because you really have to think about the meaning, the background to be able to choose the right grammar. So pause, have a really good try. Do your best, and then we'll take a look at the answers. Try now. Welcome back. Let's take a look at some possible answers. So we would have or we could have called you back but you didn't leave your number. So this one is a possibility or maybe an intention as well. So we're saying like, sorry, the reason that we didn't call you was no number an important word is, but for example, if you if you answered, we wouldn't have or we couldn't have called you back. It wouldn't have been right because think about it. We couldn't have called you back. But you didn't leave your number. Now, if we change, but for because it starts to make sense, we couldn't have called you back because you didn't leave you a number. That would be logical. But because we have but it has to be would have or could have. Next one. Ashley shouldn't have come into work today. She's coughing and has a temperature. So this one we call it like the intention of coming in, but it's also kind of a regret because she's in she's in work now. We can see luxuries over there. She's coughing and she she keeps wiping her head. She must have a temperature. She made the wrong decision. She shouldn't have come into work today. She should have stayed at home. Then number three, could he have driven himself home from the hospital? So we're asking, is it possible that he did that? We don't know right now, but we know well, he's he's not here. Where is he? Could he have driven himself home? And then two answers. The first one, I shouldn't have driven myself home from the hospital. I was still woozy from the painkillers. So it's regret. Woozy means like like not clear headed, kind of like drunk or high. And so I shouldn't have driven. What that means is I actually did drive, but there was a bad idea. I've I've I've, I've survived and I didn't crash, but it was quite dangerous, so it was a bad decision. So that one is regret. I shouldn't I did it, but I shouldn't have done it. Then. I couldn't have driven myself home. So we're saying there was no possibility in the past of driving. Why not? I have a broken leg. My leg is still in plaster. You can't drive with a broken leg or at least I've never seen anyone do it. So yeah, there was no possibility of doing that. So I couldn't have driven. Of course remember that it's not drove or drive. It's the participant driven. I couldn't have driven. So that is a review of some past Actions and we've reviewed some parts and we've introduced some new parts as well. I hope you found it very useful. And of course, as always, any questions, send me a message, make sure to review this video if anything's not clear. And I'll be waiting for you in the next video. 28. Modal Verbs Part 1: Welcome back. In this video, we're going to start talking about Modal Verbs are going to go really in-depth into Modal Verbs. So let's take a look. So what are Modal Verbs? They are a type of auxiliary verb, like a helping verb. And they're very important. They are an essential part of the English language because they have a lot of different functions. They do many different things in English. Alright, and as we go through these videos, we're gonna be taking a look at those different functions. So what are the Modal Verbs? Most of them, you already know, you might know all of them. Here they are. Here is the whole list. So we have can, could, may, might, must, shall, should, or two, that one might be a new one for you, will and would. There are certain rules that we have to learn with the Modal Verbs. So we're going to learn the rules first and then we're gonna do a little quiz to see if you understand the rules and can remember the rules. So let's take a look. The Modal Verbs don't behave in the same way as other Verbs. So Verbs, other Verbs, normal verbs like play or eat, things like that. So they have some different rules, different behavior. First of all, they don't need any other auxiliary verbs, and they're always followed by a base form verb. Remember, base form is talking about the verb in just it's very normal way. So the base form of play is play. The base form of heat is eat, and so on. Okay? So we don't need to, we don't follow it with to eat. We don't say I can to eat or you should to play. We just directly say the base form of the verb. We also don't conjugate Modal Verbs, so we never say, he, Ken's do that, alright? Or my friends should go to the shop. We don't conjugate, it always stays the same. We don't use do or does if we're asking a question using a modal verb. And if we're making a negative statement saying know about something we don't use, don't or doesn't. And Modal Verbs can't be used in all of the Tenses. In certain situations, you have to learn a different verb are, and we'll talk about that in more detail later. These are some of the rules that you have to remember about Modal Verbs. So let's do a quiz now and see how much of that you've taken it. I'm going to include a couple of the rules there to help remind you what I want you to do. Look at these five pairs of sentences and figure out number one, which one is the correct one. That Part should be kind of easy. But number two, what is the rule that the incorrect one is breaking? So for each pair, one is right, one is wrong. So choose which one is rights and find what is the mistake with the wrong one. So you can look at these five and have a try now. So hopefully you've had a tray at that. Let's take a look at the answers. So those are the couple of those rules. Again, she can speak four languages. So remember that the, we don't conjugate the Modal Verbs, so we didn't say cans, we also don't conjugate the verb after. So definitely the sheet can speak is the right one. So the S is the problem. It should be in the base form, so speak is the base form. Alright, that's the first one. Here's the second one. Fred cans fetch the kits. So again, there's no S with can. I think that one probably that was a pretty easy one because we'd never see cans in English, right? So, yeah, when we don't conjugate the modal verb, the next one, I think, is a little bit more difficult. This is a problem that many people have a very common mistake. So it's not Marco must, to finish. Its, Marco must finish. So again, it's not an infinitive verb. The two finished to do to go. When we're using a modal verb, it's not an infinitive verb. Afterwards, it's just the base form verb Okay, then you should not playing in the street when it's dark. Again, that's a gerund playing. So it should be played. And we can stop by the post office. Is correct. We do. Can is not correct. Now, this is the one where I didn't give you that rule. Again, some people do make this mistake. They put do with a modal verb and we shouldn't do that. Okay? So we can stop is the correct one. Let's do another quiz just to keep testing you on these ones. So remember, we don't use do or does For question. When we're making a negative statement, we don't use don't or doesn't. So there's the first pair, that's the second pair, there's the third path and there's the fourth pair. Pause the video and again, find me which one is correct. And what is the mistake? What rule is the incorrect one? Breaking, pause. Have a try. Now. Let's take a look. So the first one, you don't can't park there. So we just directly say you can't park that or you cannot park that? We don't use. Would you like any sources? Is correct. Do you would like is not right? Again, would is our modal verb. And we don't use do with a modal verb. We don't should drink a lot tonight. Instead, we shouldn't, we shouldn't drink a lot tonight. And finally, it doesn't will rain later. I've heard things like this a lot with my students. So it will not, or it won't rain later. The correct 11 more very quick quiz we're going to do. So remember, Modal Verbs can't be used in all Tenses, and they require certain extra Verbs in different situations. So take a look at these two pairs. And I want you to find me which one is correct, and also find me what is the new verb that we have used? And what is the verb that can't be used in a certain situation? So you're thinking about three things, alright, pause the video and find those three things for me. Now. Let's take a look. So the first one I mustered to arrive, I must it. So there's no past tense of must. Actually, if we want to say must in the past tense, we say had to, have to and must in the present Tenses the same, right? I have to do something. I must do something, but we can't go into the Past with must. We just change it to had to. And the same situation here. So we must make a reservation soon. We're looking at the future, and we must make a reservation soon. Not right. So must can talk about something that's coming in the future and we don't have to change it. We also certainly don't say we will must. That would also be totally wrong. We can use must for talking about the future. We can take a look at, I think, a very useful table which tells us all about Modal Verbs that we can and can't use in the past tense, because we do have a few extra ones that we need to be aware of. So something that I hear a lot is people saying a can. And like yesterday, I can do something which is definitely wrong. But let's start at the top of the table and have a look. So like we talked about must, if we're in the past, we would say, have to know if it's the present tense. You can see present Tenses in green. And the example sentence. I have to speak the truth or I must speak the truth. Both of those are correct. But if we go into the past tense like we just looked at, we can't say I must ID or a mosque. It would be I had to speak the truth. Okay. So when you're going into the past tense with must, use, had to. Now, must not, is not allowed to. Jamie must not watch violent movies that's talking about now and also connected to the future. But if it's in the past, let's say now Jamie is an adult and we're talking about in the past when Jamie was a child, we would say Jamie was not allowed to watch violent movies. To be not allowed. They weren't allowed. He wasn't allowed. The next one is can this is Ken when we talk about the ability, like you can speak English very well, things like that. And in the past, we're going to use able to, so he can juggle four balls. Jugglers do this like a, like a clown. He can juggle, juggle four balls. Or he was able to juggle four balls. And that's talking about in the past. And it suggests that now he can't, maybe he forgot how to or his arms were cut off or his dad or something like that. Anyway, it's talking about his ability. In the past. He was able to, that's a super useful one. Very common mistake that people make with that Grammar. Next is can for permission. So saying, yes, you can do something kind of like the feeling of May, you may do something. And our alternative form for that is allowed to present tense. He can go out with his friends. In the past, he was allowed to go out with his friends. And another super useful one is the one at the bottom, which is, should really very common in the present tense, should, future, should as well. But in the past tense, we don't have any shifted. Shaw showed yesterday. I should do something. Instead. We say supposed to. Alright, so present tense, we should help them set up, help them organize something. Past tense. We were supposed to help them set up. So supposed to do something that was the past. And we can also take a look at the future tense. So these are some examples of the ways that we can use Modal Verbs to talk about the future. And what you can see is that the rules are a lot easier, I think in the future, most of the Modal Verbs can be used in some way. So let's talk about are able to, I think able to is very good because if you're using able to, it's good for all three Tenses. It can be the past, it can be the present, and it can be the future. So it's a very useful one to remember and try to use more in your English. The sentence, after you register with your e-mail address, you'll be able to continue browsing for free. Can the ability can the physiotherapist can give you an a a consultation next Wednesday or can you if it's a question, can you give me an earlier appointments? Can I drive afterwards or someone have to fetch me. So all three of those are talking about the ability to do something in the future. Then if we're talking about possibility, we talked about could we use the word could? We could leave the exam room early. So if you finish, you can say, hey, we could leave the exam early, we're already finished. Which sounds good. I literally couldn't care less about that. So when you're saying that it means I don't care at all, I couldn't care less. Then we have good as the conditional. So if you had a car, you could drive to campus early. If you're not sure about Conditionals, we have a whole other section in this course, all about Conditionals. It tells you all of the rules of Conditionals is very useful. Then would be able two, which is a conditional as well and a very advanced one. I think if you had a car, you would be able to drive yourself home. Again. Check out the Conditionals section for more information about that. 29. Modal Verbs Part 2: We've talked about the different rules related to Modal Verbs. Now we're going to talk about how we use them, the applications of Modal Verbs. So why do we use them? There are many different functions, as I said earlier. So one is to show an ability. So you might say my eldest brother can play the ukulele, that's that little guitar, and make an offer to offer something. Can I help you carry those heavy shopping bags? Make a request, please. Can you help me with these bags that too heavy for me to carry? Alright. So you can offer help or you can ask for help. Give or ask for permission. May I do my presentation first, mom? Yes. Then Massimo. Massimo. I'm not sure how to pronounce. If you're watching this in your name as Massimo or Massimo, you can let us know which is correct. I think it's Massimo, but I'm not sure. Then Massimo can do His after yours. So that's permission. Give a suggestion or some advice. You should bring the cushions inside. It looks like we'll get rain tonight. Provide an obligation. That's something that you must do. They must not be late again, or they will be given a fine. Finally, something very cool, which is make a deduction. And we'll look more about that later. But that's like guessing about something based on some information that you have, kind of like Sherlock Holmes. Sherlock Holmes is famous for his very quick deductions. So it could be Zander as wallet, but I'm not sure. Let's go down deeper into each of those different functions. First, we're gonna look at showing an ability. So Modal Verbs can show an ability or something that could happen, something that has the, maybe the ability or the possibility to happen. So I want you to look at these examples in this table. And I want you to try to make your own sentences in the place where you can see the green dots. And I want you to try, if you can, to make a mix of positive, negative and also questions, alright, so positive and negative statements can count, could, couldn't, and also questions. So pause the video and have a try at that now. Alright, welcome back. Let's take a little look. So we already had the ones for can and can't. So we can't go to the Movie Tonight. We can head out for a movie tonight. Then could we could see a movie tonight. And you can see that this one is like not super, super certain, but it's not very uncertain either. It's kind of in the middle. So couldn't we see a movie instead of going to the theater? So both of those are using could. One of them is a question? And then the least certain shall, shall we watch a movie tonight? You shall fall asleep in the movie if you don't take a nap this afternoon. Now, look at Shao. Shao is, it's like a suggestion and it's often used when we want to make an ID. We want to say to someone, Hey, let's do something, Shall we get started, something like that. But it's not all that common anymore. It's a little bit more common in British English. In American English. If you use, shall they think, oh wow, he's very posh. Sometimes it's used in jokes as well. Like you say it in the way that an actor would say in an old movie. You said, like we shall be victorious. Like if you've ever seen the movie Gladiator from the year 2000s with Russell Crowe. If you haven't seen it, you should watch it. But that's the kind of language that they would use. We shall be victorious this day. Game of Thrones uses that language as well. But it's not all that commonly used nowadays, really more like in British English. And generally only if we're asking a question or making a suggestion, as we looked at before, we also have the chance to make deductions, deductions our conclusions based on logic. So you have some information. You process that information in your brain, and you come to some kind of idea based on that information. So we've got some examples, a table full of examples here. So we have, on the left we have the certainty. So at the top It's very certain way, totally sure about this thing. At the bottom is least certain. So the most certain one is, must The traffic was so bad this morning, there must be an accident on the highway. Or we might say there must have been an accident. We'll, prices will go up when there is inflation. Again, we're pretty sure about that. Would getting another car wouldn't be a wise financial decision should the warranty should cover you for a cracked screen. Now, you can tell by my voice that should is the is the word where we move from? Pretty short too. Not that sure. So should is the turning points. It's like, I would say maybe 75% sure, whereas wood is at least 90% sure. Then we get to May and we're getting less and less certain less and less sure. The warranty may cover a battery replacement as well. Can warranties can cover water damage, but not all of them do. Could you could get your phone fixed and an unofficial vendor. So when we're saying that, we're saying it's a possibility, it's an option. It might not be the best idea though. It might be that your phone gets even more broken and then might they might offer you a replacement. But I doubt it so that we go all the way from Must down to mate where kinda making a guess about the future or talking about the future when we don't have all the information, but we're using what information we do have to say what is true or what could happen. The next function to look at is making a request. So we can use Modal Verbs to make a request. And we have different levels of politeness when we're using our Modal Verbs. And so it's very important that In whatever situation you find yourself, you use the right tone. So we're gonna do a little exercise where you're going to pause the video and write your own sentences. So we've got an example. First of all, we've got the modal verb on the left, which is can. And then the more polite way is could. So the first one, can you drop off the kids today? So that's like, it's not rude, but it's pretty direct. And you'd probably say that light to your husband or your wife or someone you know very well. And then could you drop off the kids today is more like you're asking a favor from someone and you probably don't know them as well. So you would be being a little bit more polite and more respectful using could. There's not a huge difference, but there is a difference. Then we've got three more. We've got can, may and might. We've got we'll, and wood and we've got shell and should. Alright, so try to make some requests with those. Pause the video, have a try now. Alright, hopefully you've had a try at that. Let's take a look. Sofa can me and Mike, can I stay for dinner? That would be someone who you know very well. Like if you're visiting your brother's house, it's a Hey, can I stay for dinner? And your brother would say, yeah, sure. And then may is much more polite. May I stay for dinner? That would be like if you are a child visiting your like your friend's house and you're asking that parents, you might say, May I stay for dinner? Then Mai Tais stay for dinner is very formal. It would be like you're visiting the queen or the president. Might I stay for dinner? I think if you're going for dinner with the queen or the president, probably they have to ask you. You don't just turn up and say, Excuse me, Mr. President. Yes, I'm here. I heard there was some dinner and I'm here for it. Might I stay for dinner? Anyway? Maters is very formal. The next one, will. And would Will you mow the lawn, please? Mow the lawn is to cut the grass at your house. Again, we'll is someone that you know very well. Would you mow the lawn is really asking if you've got someone round. Let's say you've paid someone to clean your house or something. Then you want to also ask them an extra thing, an extra favor, or let's say your uncle is visiting or something and you want to ask him a favor, you would say, would you would you mow the lawn, please. Then finally Shao and should, shall we start the meeting? So shall we start the meeting is let's say if you're in-charge of the meeting, you're the boss and you're just ready you're ready to get going. Should we start the meeting would be the feeling is like, let's say you're not the boss and the boss hasn't arrived or somebody hasn't arrived You know that it's important to start. So you could say, okay, should we start the meeting? So you don't have the power in that situation, but you still want to make a suggestion, then we can use should. The next one we're gonna look at is asking for permission and also giving permission. So remember, we can use Modal Verbs to do both of those things. You ask if you can do something, and you also answer to say yes, you can do that thing. I want you to write me some sentences. Let's take a look at the table first. So we have very formal at the top this time. So it may and might then could, and then the least formal is can. And we can see the example, may I leave early? So that would be a student asking the teacher, or possibly a worker asking that boss in a quite a formal work environments. And what I want you to do, you can see the three green dots. I want you to answer that. I want you to finish the buses answer. So you're giving permission. Then for the other three might, could and can. I want you to make a sentence to ask for permission and also give the answer to that permission. If you want, you can say no, you can refuse permission or you can give permission is up to you. It depends how generous you are feeling. So pause this video. Have a try now. Alright. Let's take a look at some answers. So may I leave early, sir? Yes. You may leave early or you could just say yes, you may. That would also be correct. Might there be space for me to join? You could say yes. Then if we say yes, then might. And then it is a little bit weird. So in this situation we just say, yeah, there is. Yeah, sit down, feel free. Could I sit next to you, please? Now, you might have answered yes, you could. But actually that wouldn't be right? Yes, You Can. Would be correct or yeah. No problem. Or please sit down. Please have a seat. And then can that can you fetch me from James's what does that sentence mean? It means I'm at James's house and I want my dad to come and pick me up in his car. Alright. So can you fetch me from James's? Sure. You can text me when you're ready to come home. You can send me a message. Let's take a look at giving suggestions or giving advice to someone. So we often use Modal Verbs if we're giving suggestions or advice. So let's take a look at our table here. We have should and we have could. Now, if you want, I haven't written it here, but you could also try to make a sentence with two and usually ought to. We don't often use it as a question. We also don't use it as a negative statement. Usually it's just straight up giving advice to someone or giving a suggestion what they should do. It's the same meaning as should, ought to. So if you want, you can try that one. But what I definitely do want you to try is to make me finish the sentences that we've got. So for should we have, you should the neighbors shouldn't, should we shouldn't way. Alright? And the difference between should we, shouldn't way is pretty like very small difference really. Should we is more like we're giving an idea that we've had. And and maybe it's correct, maybe it's not. It's more like asking a question. Shouldn't way is where you really think that this is something that really we should do. But instead of saying, Hey, this is what we must do, you're making it a little bit more indirect. You're making it a little bit more polite. Maybe you feel in this situation, in this conversation, you don't have the power or something like that. Okay. We'll see an example in a minute. And then could, you could or couldn't we, you know what to do? Pause the video, try to complete those six sentences. Try to also make them I'm unique and different from each other. Don't just give the same situation again and again, try to challenge yourself. And also if you want to challenge yourself, make a sentence with ought to pause. Have a try. Now. Alright, let's take a look. So you should read that job advert I sent you. The neighbors shouldn't leave their lights on. Those ones are relatively easy, right? Should we cancel the booking? And then the Shouldn't is shouldn't we try to phone them now? You can see that there's, there's that feeling that the should we Giving an idea. You're not sure. But you're saying, well, here's an idea. Should we cancel the booking? What the Shouldn't we is more like, you know what the right idea is, but you can't direct or you don't want to directly say, we must do that. So you're saying like what you think should happen in a more gentle way, but still pushing the people around you to agree with your idea. These are the little differences in feeling that we get with English. Shouldn't we try to phone them now? You know that we should try to phone them. So you're saying to the room of people, shouldn't we try to phone them now? Like that? Then could, you could try phoning, but they're very busy. Couldn't we try phoning them? Those two are the same feelings, same meaning. But then ought to, at the bottom, that man ought to polish his shoes. Now, ought to is pretty, pretty formal. I would say. It's not very commonly used, but we do see it from time-to-time. And if you're looking to make your English a bit more formal, and then it's a good one to learn as well. So it just means should, that men should polish his shoes, that man, or to polish his shoes. And the last function we're going to look at is an obligation. An obligation, something that you must do? So we're going to use must. You don't have a choice about it. So it's something that has to happen. Alright, let's take a look at our table. We have must, Sarah, must, and the criminal must. Alright, so make the sentences for those and must not. So this is, they shouldn't do this thing. The children must not our parents must not. Pause the video. Have a try at finishing those sentences now. Okay, let's take a quick look. So Sarah must complete the task before the deadline. The criminal must appear before the courts. So both times, Sara and the criminal, they don't have any choice about it. They can't say no, they must do it. Otherwise, they will face very serious consequences. Must not, the children must not make a noise. Now, when we're writing, we write must, not. When we're speaking, we would say mustn't, mustn't. And so it's not mustard and it's written MUS T N apostrophe T. But we say it almost like M, N apostrophe T. So the middle T is silent. Mustn't, the children mustn't make a noise during the funeral, and our parents mustn't know. We use our phones after 09:00 P.M. is a secret. Our parents mustn't know. That is a look at Modal Verbs and some different functions. As always, if there's anything that's not clear, you can watch the video again. You can send me a message. I'll be very happy to help and I'll be waiting for you with yet another topic in the next video. See you there. 30. Future Actions Part 1: Welcome back. Let's talk about the future. We're going to talk about Future Actions. And the first type of action is making a wish. When we're thinking about what we would like to happen in the future. And let's talk about using would and could to make a wish. So when we want something to happen in the future or we want a change to happen. We want something to change. We can use would or could to make a wish. Alright? So would we use when you want someone else to change what they are doing? Alright, so that's an important detail to remember someone else to change what they're doing. For example, I wish the baby would stop crying on the flight. The other person is the baby. Alright. I wish they would change what they're doing. And then could is when you hope that something will change, maybe a situation will change in the future. For example, I wish I could be on a different flight. You're hoping that your situation could change. You're hoping for a different situation with less crying baby. And I want you to keep those two could and would in mind as we straightaway start our first quiz of this section, you're going to look at the sentence, look at the gap, and choose at the right option. And we actually have four options. You can see wood wouldn't, could and couldn't. So you have to think about the logic of the sentence and which of the wood and could it should be? The first one is all my colleagues will have time off in December this year. I wish I say the same. Alright. And we have another one, my mother's wishes, my system B, so moody all the time. And we've got four choices there as well. Now we're going to continue the quiz on the next page. So now I just want you to pause, see if you can answer these first two questions. Okay, So now we're going to take a look at the third and fourth question. That was so much FUN. I really wish we do this more often. The same four options. And finally, our professor keeps assigning as extra tutorials in the days leading up to the test. I wish he do that. And the four choices again. So again, pause the video and have a try. Hopefully you've had a try at those four. Let's take a look at some possible answers. All my colleagues will have time off. I wish I could say the same. Alright, so I wish my situation was different. I wish I had Holiday. My mother wishes my sister wouldn't be so moody. So it's the word not good because it's someone's behavior and its wouldn't because Moody is like very grumpy. Alright, so less moody, we want less moody. So we would say, wouldn't be so moody. The next one that was so much FUN. I really wish we could do this more often. I wish it was possible for that situation to come true. And then the last one is an interesting one. The last one kind of has two options. One of them is a more logical option than the other, but there are two options. So the professor keeps giving extra tutorials, extra tasks. I wish he wouldn't do that, or I wish he couldn't do that. So both are grammatically correct. Meaning is different. In some cases we could use would or could, we have both choices? But I want you to look at that last example and think, what is the difference in the meaning between I wish he wouldn't do that and I wish he couldn't do that. What's the difference? Have a think about it for a second. Then I'm gonna give you the answer. And the idea. So would or wouldn't. It means your professor is choosing about that behavior. So I wish he wouldn't do that means I wish the professor would realize that we're very busy. And he's giving us too much pressure, too much stress. And he would think, okay, I won't give as many tutorials just before the final exam. So he's making that choice. So with that information, what does couldn't mean here? It means the professor doesn't have the power. So that the university makes a rule and it says, no professors can give extra tutorials just before the exam. And so the professor, even though we really wants to, he wants to give you all that extra work. He can't his hands are tied The University has said he can't do it. So there's no possibility he doesn't have the power to do it. So that's the difference here between wouldn't and couldn't. Now as well as would and could we also have the choice of using was or were? Wasn't? Weren't. When we're making a wish, we can use those instead of wood. But we do have to change the grammar a little bit so we can see some examples. So we remember this one. I wish the baby would stop crying on the flight. Okay. So that's the behavior that we want them to decide. And if we want to change the wood, we could say, I wish the baby wasn't crying all the time. Alright? Or I wish the baby was on a different blame. Or I wish the baby was asleep, something like that. Or if it's more than one baby, even worse, I wish that babies weren't crying all the time. Weren't because it's more than one. Or I wish the crying babies were on a different plane. So with those extra options, we can do a little bit of practice of making our own wishes. So we're going to use all of the different options. Let's take a look. We're going to have a look at some tables and write some sentences. So we've got some examples. First, you can see on the left is the Modal that we want you to use. So it was and were for the first one. And then the wish is to have more vacation days. And then we have the example, I wish there were more vacation days. Or we can put it with wood and could again, it's the same wish. I wish we could have more vacation days. Now, we're doing this because it's really good to have your, to have flexibility, to have different choices. How you can express yourself in English. So that's why we always try to learn several options and we practice making sentences in different ways. Having said all of that. Here's the thing that you have to do. So you can see again the modals along the left. We've got to with Watson were to, with would or could, and for different wishes. And you have to make the practice sentences. You have to make your own example. So pause the video and have a triad those sentences. Now. Welcome back. I hope you've had to try that. Let's take a look at some possible choices. So first of all, living somewhere else, my brother and his fiance wish they were living somewhere else or wish they were living elsewhere. That's another great word. Then the wooden could for afford something. I wish we could afford to go abroad this year. Abroad means to another country. Notice that it's not. I wish we can, many people make that mistake. Wish goes with could or would not with can. Hope, goes with can. You can say, I hope we can go abroad this year. So you match hope with Cam and also with Will. And you match, you match. Wish we could and would. Important thing to remember. Now, the next one, different hair color. My sister wishes she was blonde. That's where the yellow hair or brunette? That's brown hair or ginger orange hat. And then seen for your potential. The employee wishes he could be seen for his full potential. That means he wishes that his boss would see that he has the possibility of becoming someone very good, very effective, a very good employee. 31. Future Actions Part 2: The next function, the next future action that we're going to talk about is hypotheticals. Hypotheticals, that means things that are not real. Now. We just imagine, what if, what if that thing happened? What would you do? Alright, So in that situation, a famous one is, if you won $1 million, what would you do, or if you could fly? These ones are hypotheticals and very useful for, particularly for conversation in English because we like to talk a lot about imagining amazing things happening in the future. What would you do? So let's take a look at the grammar. So this is something that might happen or maybe has a small chance of happening. And we want to talk about what we would do in that situation. So sometimes we want to talk about events that might happen in the future. We use would or could to describe the possible outcome. So what we would do or what would happen. So it goes like this. If Subject we're and two. Now this sets the scene. It means it gives the background of the situation. For example, if I were to resign, that means quit right now, what would you do? Notice the two halves of the sentence if I were to. So that's the thing that hasn't happened. Could happen if I were to resign. Alright. And then asking what would be the result or what would happen next? We say, what would you do if he were to ask you out like on a date, How would you feel it Suzanne were to ask for a divorce? Could you say no? Again, it's not. We'll and it's not can is good and it's word. Then we can also use this model, which is either saying suppose or saying what if and then the subject. We're two. Suppose I were to resign or what if I were to resign right now, what would you do? The second half stays the same. So the question Part, the result part. But the way that we form that situation, that background that changes suppose or what if he were to ask you out and suppose or whatever Suzanne were to ask for a divorce. What are could you say no. What would you do? How would you feel? Something you'll notice here is that all of these, the situation side is using, we're now this is the grammatically correct way to say it. Like if I were to resign, if you were to do something, if they were to do something, that's the grammatically correct way. So if you're in an exam, use were, however, quite often these days, we say was, if I was to resign, it's just more of like the modern spoken English way. So it's sort of up to you. It depends on how you want to speak English. If you want to speak in a very formal, very correct way, then always use we're if you want to be a little bit more relaxed and casual, then you can speak using was. But still right word because we're is technically the correct way of saying it. But it's a little bit flexible when you're speaking. Something. You might also notice about all of these is that they all have a verb immediately after the two after the subject. So if I were to resign, so the verb is to resign. They have an infinitive verb. If he were to ask you out or to ask, or to do, or to go. Now, that is one way of forming this hypothetical, but we have another way as well. If we don't include a verb straight away after, after the war, then we can just directly at the subject. So it'd be Subject, we're, and usually it goes like this. It goes if Subject, we're object. What do I mean? I mean this if you look at the second one, if I were you, if I were you or if Daniel were me. And another way to say that is the first sentence which is if you were in my shoes, that just means if you were me. This is a way that we often like, give advice or give suggestions. You could say like if I were you, I would, blah, blah, blah. You might have heard that one like in an English class before. So if I were you, I would run away very fast. If I were you, I would finish my homework on time. Okay, so let's look at the full sentences then. If you were in my shoes, notice no. Two, if you were to walk in my shoes, you could say, but we can just directly say if you were in my shoes and that's totally fine. How would you resolve this? So the second half stays the same. How would you do something? If I were you, I wouldn't react like that. If Daniel were me, he would understand my perspective, my point of view. Okay. So this gives you a little bit more flexibility again, when you're making your sentences. And you can also use these suppose or what if you can substitute them in just like we saw in the previous ones. So suppose you were in my shoes, or what if you were in my shoes? Suppose I were you. We can use that one to be honest. We always would say if I were you, but it is possible to use that suppose or what if as well. So many choices for these hypotheticals. Now we're going to move on to a little quiz here, and this course has several parts, several stages. Pay attention. So I want you first of all to write a question using those constructions that we've learned. So here's an example. On the left, we have the hypothetical situation. So be the CEO of your company. And then we make the whole sentence, which is a question. So if you were the CEO of your company, what would be the first thing you would change? Or you could say, what would you change? First of all, alright, so you're making an example question with two parts. You're saying that if you were blah-blah-blah, you're setting the situation, then what would you do? You're asking the question, you're asking what would the result be? So here are three more hypotheticals, three more imaginary situations. We have your best friends steals from you, your child, your son or daughter gets caught shoplifting, stealing from a shop, or you are late for an interview for your dream job. That sounds like That sounds like a nightmare that I would have as a your dream job and then you're trying to get there but you're late. So remember what you have to do is to ask the question. You're writing a question using this grammatical style and one question for each of those situations. So pause the video and write those questions. Now. Let's take a look at some possible questions here. So the first one, what if your best friends stole something from you? How would you respond? Now, notice that we didn't use Words. Instead, we used the Past Simple of steel. So what if your best friend stole something? You could also say, what if your best friend were to steal? That would also be okay? But probably the most direct, simplest way is to say stop. And then the real question is, is pretty simple. What, how would you respond or what would you do? How would you feel? The important word is would then your child gets caught shoplifting. If your child work Koch, it's caught stealing or caught shoplifting, how would you react? What would you do? Would you punish him or her? I think probably, yes. Right. Then the last one on being late, the nightmare situation. If you were to arrive late for an interview at the job of your dreams, how would you react? What would you say to the interviewer? So now we've made the questions, but the next step is to answer those questions. So I told you this is a quiz with several stages. This is the second stage. So you're going to write a response and let's see an example. So the CEO of your company one, the one that we showed you. So if I were the CEO of my company, the first thing I would do is give everyone a yearly cost of living adjustment that keeps up with inflation, pay them more basically. So notice that this is also a two-part answer. Of course, when you're, when you're answering this in real life, if you're in conversation, you could directly say the word Part a. The first thing I would do would be to blah, blah, blah. But because we're practicing, because we're aiming to get perfect English grammar. I want you to write the first part to set the situation as well. So the if I were the CEO of my company. So you've got your three you've also got your questions. I want you to answer your own questions, so check your questions again and try to answer those ones in a full sentence with both halves of the answer, setting the situation and saying what you would do. Pause. Have a try now. Okay, Let's take a little look at some possible answers then set your best friends steals from you. If my best friend were to steal something from me, I would feel disappointed and hurt, but I would also try to understand why he or she did it. So notice that we've got two woods for the two different Clauses in our answer. We've got, I would feel, but also I would try. Alright, so if you start a new clause, like you have the comma and you start a new clause. So you see after and hurt comma and a whole new Part of the sentence starts, we need to put wood in again to keep it with that feeling of it's not real, but I'm imagining what I would do. The second one, stealing child, very naughty child. If my child were caught stealing, I would be extremely disappointed, but everything has a reason. So I I would usually when we're speaking, we say I add it to try to figure out, figure that out before deciding on a punishment. Still going to give a punishment that right. Maybe just not as severe, not as stricter punishment. Then the last one, late for the interview. If I were late for the most important interview of my life. You could also say if I were to arrive late, both would be okay. I would apologize profusely. That means such a long and extreme apology. I'm so sorry about it. Then I would ace the interview to make up for being late. As the interview means do like a really, really good job in the interview. Sounds like a pretty reasonable thing to do to make up for being late. 32. Future Actions Part 3: Something else that I think is quite difficult and many people make a mistake on, is when we're thinking about a combination of the past and the future. What do I mean? So, let's imagine that in the past, we had thoughts about the future. Okay, So let's say it was like Yesterday. We were thinking, what should we do this weekend? Alright, so that you're, you're, you're in the past. It was yesterday, but you're looking into the future, the weekend. Alright. So how do we describe that situation? Many people make a mistake about that. Okay. So when you're in that past situation, like if it was still yesterday, You see it's kinda hard even to explain the situation until you see an example. But imagine it's still yesterday and you're in that moment, you're in the moment, and you're looking into the future. We just use the normal future tense. So we would just say we'll and a verb, that's the easy one. So an example, I think I will finished my tax return by the deadline. Or you could say, I think I will go to the cinema this weekend. I think I will go shopping this weekend. Alright? So that's when you are in the moment. Alright, but that's not what we're trying to do. That part's easy. The difficult part is if we are now looking at that time in the past, when we were thinking about the future. Alright. You're looking at yesterday, when you were thinking about the weekend. Complicated. To look back and talk about that thought or that situation. Now, we have to use a past tense verb, and we use wood as well, but we keep the same main verb, sell. The same situation, that same example, I thought I would finish my tax return by the deadline. Alright, this also has the feeling of now we know that I didn't do it because I forgot about it or something. But we're saying that at that time in the past, my thought was that I would finish it. Alright. So at that time, Let's say this was two months ago. I was looking into the future and I was saying, yes, I will finish my tax return. So when we are here now in the present and with thinking about that thought we had, or that plan we had in the past. We would say, I thought past simple tense, I would finished my tax return. So that's kind of a complicated idea. Hopefully, after this explanation it's a little bit clearer, but we're also going to do some practice as well. The first type of practice we can do is a quiz where I want you to choose the right words. So you have to look at the two options this time it's will or would. I thought you will do that? I thought you would do that. You have to choose which ones, right? But the way that you choose them is to look at the whole sentence and see if you can find some help in that whole sentence. Okay? See if you can look at maybe some of the other Verbs and they can give you that idea, or maybe some other clues, some other suggestions in the sentence. You have to make the whole sentence match and have perfect Grammar. This first one's pretty easy I think. But they get a little bit more complicated. So I'm just going to let you look at them, look at the five altogether. And I want you to work on them. And then in a minute, we'll read through together. So pause, have a try. Now. Welcome back. What did you think? Difficult, easy, not so difficult. Let's take a look and see if you've got them. All right. The first one I think is is definitely the easiest, it's the shortest, and we just have to match the wood with the thought. So remember, it's the Past simple. So that first part, the Past Simple. And then we match it with the wood. I thought you would do that. So we're looking at our idea in the past and saying, I knew, I knew what you would do. I thought you would do that. Then the more difficult ones, I didn't believe my professor when he said The only one-third of us would pass the course at the end of the semester. Now, important word is at the start, I didn't, I didn't. So that sets the whole scene, the whole time of this sentence. It makes it in the past. So I didn't believe when he said that we would those all have to match. My father told me not to call him 4-6 because he would be at work. Told not to call him would be again, we're matching the past word. Even though they are old. Now, I knew that Metallica concert, that the Metallica constant would be an exhilarating experience and I was happy to fork out. That means to pay the money for inexpensive trip to see them live. And finally, one of my colleagues, Ella, thought she would become the next team lead, but sadly, she didn't get the promotion. Now, why is it get a knock, got its get and not gut? Because it didn't, didn't already has the past tense in it. So we don't say didn't got, didn't went. We say didn't get didn't go. She's a strong contender for the job and maybe she will get it next time. So remember, we're talking now. We're looking at something in the past. That's when Ella didn't get the job. But at the end we start to look towards the future. If there is a next time the job is available, maybe she will get it, then, so that one should be the future. Now we also have another choice instead of using will or would, when we're talking about looking to the future or a Past thought, looking at the future. We can also use going to, as we've talked before, as we've said in this course a number of times, going to is definitely like more common in spoken English than well. So it's important to know how to use going to in this situation as well. Okay? So we can use going two plus a verb instead of the will or the word plus a verb. Okay? So for example, in the, in the moment, in that past situation, I think I will finish my tax return. Could be. I think I'm going to finish my tax return. All right. That one we already know. But then how does it change if we're looking at Past situation from now, we're standing in the present, looking at what we were thinking before. I thought I would. How does that work with go into so I thought I would this one we know. I thought I was going to so it changes. It's not I thought I am going to is I thought I was going to the was going to replaces the word. I'm going to replaces. Well, okay, so that's another bit of flexibility when you're talking about those Past and Future Actions. 33. Future Actions Part 4: Now let's do a little bit more practice of choosing the correct pair or the correct sentence and finding problems and making sure our sentences are grammatically accurate. So let's have a look. The first one, we're going to choose, these two are going to see which one is the correct one. So you have Ian was going to assist me during the onboarding process but he was on leave or Ian would assist me during the onboarding process but he was on leave. Alright. Which one is wrong? And why is it difficult question? So pay attention. We have two more pairs. There's the one and there's the other. So I want you to choose which one is correct. And also see if you can find what the problem is with the incorrect one. Pause, have a tray. Now. Welcome back. Let's take a look at some answers. So the correct one is Ian was going to assist me but he was on leave. Alright. So we look back and his thought was he was going to assist me. Now, Ian would assist me but he was on leave. That doesn't match up exactly. And I'm not going to tell you exactly why yet. Alright, so if you haven't figured that one out, keep thinking about it. We're going to come back a little bit later to that particular problem. The next one is a bit easier. I think the next one is I was going to come visit you this afternoon, but I decided that tomorrow would be better. It's just the D I decide did so we're looking at a time in the past when we first had the thought I was going to visit. But still in the past, I decided that tomorrow would be better. Okay. And then the last time we saw Isabella, she was going to take up a job offer overseas at take-up means to accept. And so we're we're just making sure here that everything is in the past as we're describing this situation. So the last time we saw, so the fact that we have number one, the last time, we know it's in the past and saw. We definitely know it's in the past. But then she is a can't be right. All of the situation must match. It must all be in the past. So it has to be she was going to take up. And we're gonna do something similar again now with some other sentence pairs. So we have these two, these two, and these two as well. Now the last two sets are both about one called Joseph, who has borrowed our lawn mower and it's going to bring it back. You really have to pay very careful attention to the details in those two. And in the first pair. Have a think about that unanswered question that we have from the previous page. The thing I said that we wouldn't talk about yet because you're going to see the same problem again, but I'm not going to tell you what it is yet. Okay? So again, pause, choose the correct one, and see if you can figure out what the mistake is, what the problem is with the incorrect one. Pause, have a try now. So let's see the first one then we would take the metro, but it was too busy. So it's that same problem. But which voice sore, which tense, which thing is missing from that red one? The correct one is we were going to take the metro but it was too busy. Keep thinking about the first incorrect one there. Now, these ones are almost identical right there pretty hard I think, but this is why we're here. We want to have perfect English grammar. So the correct one is Joseph said he was going to bring the lawnmower back This afternoon. So all of it is in the past. Notice. The second one Joseph says he would bring those two don't match, says Would it should be set, would set or said he was going to. We could also set say Joseph said he would bring back. That would be correct. But Joseph says, why is the present tense doesn't match? Would? Okay, So that's why that one's wrong. The other one is the same problem. So Joseph says he would be bringing the lawn mower back this afternoon. Wrong because of the sales. Joseph said he would be bringing these are the same. He would bring he would be bringing this is one of those situations where the two different ways of saying it have the same meaning. So you can be flexible with those. But the important detail we're talking about Past and Future Actions. The important detail is the tense, and that's what you have to be careful of. The last thing we're gonna do here is take a look at those two unanswered questions. So I want you to correct these ones. I want you to make them correct, but not in a way that we've seen so far. Alright, so remember in English, quite often are many ways to say an idea correctly. And so I don't want you just to remember what we did in the previous pages. I want you to see if you can find a way to adapt what we have here, these two sentences, maybe thinking about some Conditionals, some Perfect Tense, and make them correct. Okay? So pause, have a try now. Okay. Hopefully you've had a try. Let's take a look. So really we are bringing in the third conditional here. So the correct would be Ian would have assisted me. Would have. He would have. So it's looking at that past situation and showing a bit of regret or showing a Past willingness or Past intention. But he couldn't do it because he was on leave. And again, we would have taken the metro, but it was too busy. We would have taken at that time, we were ready to take the metro. We wanted to take the metro, but we couldn't get in. It was too busy. We would have taken. So there we go. That is all about Future Actions and also some connection between Past and Future Actions. I hope you found this useful. Of course, make sure you watch it as many times as you need to to understand it is a little bit complicated. And any questions, send me a message. I'll be happy to help and I'll be waiting for you with another set of videos very soon. See you then 34. Conditionals Part 1: Welcome back. In this video, we're going to talk about Conditionals. So these are the different ways of speaking that can represent different situations and we'll see all of the different types as we go. So let's get started with first of all, the zero conditional. What you'll notice is that all of them have a number. And the first one is the zero Conditionals. So when do we use the zero Conditionals? It's used to talk about Actions or situations that are always true. So that's the important thing, That's why it's in green. Always true. And we'll see as we go on that the different Conditionals first, second, third, become less and less true. Alright, but this one, the zero is always true. It's also called the real conditional because the results of the action that we do is real and it's always, factually always happens. So we can use this in the positive or the negative form when we make a statement. Think about these situations. How could you make a sentence to talk about these situations? What happens if you freeze water? What would happen? What happens if you boil water? What happens if you drop something? Or what happens when there is no electricity? How could you express any of those situations in a sentence? So when we are forming the zero conditional, we're going to use the present simple tense, so the regular form of the verb. So we're going to say if or when. Then we say whatever the action is, we'll have a comma and then we'll have the results. And we can see some examples is very simple. This one, this one is extremely simple. But wait, it's gonna get more difficult. If you put water in the freezer, it turns two. It always happens. If you boil water, it becomes steam and evaporates. It turns into steam into when you drop something, it falls to the ground because of gravity, it must be true when there is no electricity. So is the present simple, the TV doesn't turn on. Alright, so that is one way that we can form the zero Conditionals, but we could also put the result first. And then we say F01 and we say the Actions. So water freezes and becomes is when you put it in the freezer, water turns to steam and evaporates. When you boil it. Objects fall to the ground. If we drop them. Kitchen appliances, for example, don't turn on if there is no electricity. So either way is fine, has the same meaning, result first and Actions second, or action first and results second. So we're always gonna be using the present simple tense. That's the zero Conditionals. And of course, the next one after zero that we should look at is the first conditional. So it uses the first, second, third type of numbers, not the 123. Alright? So the first conditional used to relate a choice in the present with a likely result in the future. So you can see already, we've changed from something that absolutely definitely will happen to something that probably will happen, but we're not totally sure. So the completely factual, remember is zero or the real conditional. When we get to the first conditional, things are talking a little bit less securely. There are a little bit less sure. Alright, let's see some examples. We use the present simple tense for the action and for the future results. We use well may or might. And we can use positive and negative forms. And it can be statements or it can be questions. It's very flexible. So let's see how we can use it, how we can form this first Conditionals. So we have, if we have the action in the present simple remember, and then the result which uses will, may or might. So if I study hard this week, so present simple study. I will pass the exam. Alright? If we don't leave right now, again, don't leave. That's the negative. That one is still in the present simple voice, this present simple tense. We might not have enough time to catch a taxi to the apple. If I finish my work in the next hour or so, may I clock off a bit earlier today? So this one's asking a question. And just like with the zero conditional, with the first conditional, we have the choice to reverse the order of the sentence and put the result first. So again, the result is gonna be, well, may or might, if. And then the action in the present simple set. You may clock in a bit later tomorrow morning If you stay late today. So the May goes with the clock in, that's the phrasal verb. You might still catch your flight if you leave immediately. So again, we're talking something that's not totally sure, but there's a good chance of it happening. You will get stuck in rush hour traffic if you don't leave before 730. And then something in the negative, they won't be impressed if we show up late again. Now, up until now we've been using if and sometimes when. But we also have a choice of using unless with the first Conditionals. Let's take a look. We can form the first conditional by replacing if with unless, and it gives the same situation, but the grammar is going to change a lot. It changes significantly. So we don't have to use the don't or the negative part of the sentence. If we have F, Let's take a look. If you don't study hard this weekend, you will fail your exams next week. Now if we want to use unless, what would it be? How would we make the sentence with? Unless what do you think? It would be like this? Unless you study hard this weekend, you will fail your exams next week. So the second part, the result part, is staying the same. It's still using the will. But the action, the situation Part That's setting our scene is changing because if we do, if we have to add that don't unless doesn't need the feeling of don't. So unless you study hard. Alright, another one. If he doesn't apologize, he might lose his friend forever. So I'm gonna give you another chance. How do you make that same sentence with the same meaning using unless. Have a think about it. We're gonna be, it looks like this. Unless he apologizes, he might lose his friend forever. Alright, and that I think is a more common, more natural way to say it than the if he doesn't apologize unless he apologizes, sounds very natural. Indeed. That's how we use unless with the first conditional. Then let's move on and talk about the second conditional. So it's a big surprise. Write zero first and what could be next? The second conditional. So what is it? The second conditional is used to relate or connect a choice in the present with an unlikely result, The future. So that's the difference between first and second. Alright? Unlikely, it probably won't happen. We use the past simple tense for the action, and we use wood for the result. And as always, these can be positive and negative forms, and it can be statements or it can be questions. So it's best if we take a look at some examples and you'll see the Noticeable Difference between the first and the second conditional. We form it by doing this. We say, if we say the action and in the past simple tense, we do a comma and then we give the result using would set. If I one, not when won the lottery today, I would hand in my notice at my job. Immediately, I would quit my job and relocate to a tropical island. Sounds very nice. So we can see that this situation is a lot less real than, for example, if you don't study hard, you will fail your exams. This one is much more unlikely. It's not impossible, but it's pretty unlikely. If I could fly, I would circumnavigate the globe from east to west. So it's not if I can fly. If I could fly, what would I do? I would circumnavigate. Good word, it means go all the way around the world. If I studied English for 3 h every day, I would reach C1 proficiency in six months. Again, it's not study is studied. And it's, I would reach those ones are if we have the action first. But we can also take a look at what happens if we have the result first. So it's the result using wood. If and then the action in the past. Simple. Some examples. I wouldn't, so it's the negative here. I wouldn't still be working if I won the lottery. Would I use this question? Would I use my powers for good or for evil? If I could read minds? Alright. I'd call my old English teacher if I still had his phone number. And finally, he said he would be He'd be more assertive if he took up kick boxing. So if you started doing kick boxing, he'd have more confidence and he'd be able to be more assertive. So in a big surprise, the next one we're looking at is the third conditional. Who would've thought first, second, and then the third. So huge shock. Anyway Silliness aside, let's talk about the third conditional. The third conditional is used to talk about hypothetical situations in the past. And these things did not happen. So remember, I was telling you that starting from the zero conditional, each one gets less real. You can imagine it going from zero down, that the reality goes down and down and down until we get to. This one is very, very unreal, very not real. And it's used often to talk about regret. So like if we made bad choices or we did the wrong thing in the past, we can use the third conditional, thinking about what if we made a different choice? Back then? We're going to use the past Perfect Tense for the action that's had, done something not have, had, and we use would have or could have for the result. Now, what is the difference between would and could? Can you remember? Wood is talking about something that we're certain we're sure about it. And could is expressing possibility. So like maybe might, may, that kind of thing. Let's see how we can form it and how we can make some sentences. So we use, if we use the action in the past, perfect. And that's talking about whatever situation that was in the past. And then we use the results. And with the result, it's gonna be could have or would have. If we had left sooner, we could have caught our flights. So think about the situation that it means that actually in there talking about the past. And we can say that they've missed their flight, that Flights has already left. They were too late. And they're looking back into the past. And they're thinking if we had left sooner. So if we had done something different in the past, maybe, you know, really we left at 08:00 A.M. if we had left at 07:00 A.M. it might have been different. So they're showing their regrets or that they did the wrong thing in the past. If we had left sooner, we could have caught our flight still not sure because it's could, but a good chance that they would have caught the flight. If we had stuck to our original plan, we wouldn't have missed the train. So that's saying that actually they changed their original plan and that was a bad decision. They should have stuck to their original plan. And two more, if I hadn't been delayed at the airport, I would have arrived in time to seat the sunset. You might imagine that the delay at the airport was 2 h and then this person missed the sunset by 10 min. So he can very confidently say, I would have arrived in time, except for the problem at the airport. If you had saved more during your '30s, could you have retired earlier? So we can see that we are putting the could at the start of that clause. If we want to make it into a question, There's an extra little cool thing that I want to tell you about for the third conditional, which is the formal third conditional. This is something that we don't use too often, but it's a really nice way to spice up your English to show that you have different ways of talking. And if you're writing a very formal e-mail, you could use something like this. So we make it more formal by using had at the beginning of the sentence and removing or deleting the if. Let's see some examples. The normal way would be if we had left sooner, we could have caught our flight. So we can change it to this. Had we left sooner, we could have caught hour flight. So the result stays the same. But it's the action that changes. Had we left sooner. If we had stuck to our original plan, we wouldn't have missed the last train had we stuck to our original plan, had we stuck one more, if I hadn't been delayed at the airport, I would have arrived in time to see the sunset had I not been delayed at the airport. So that's how we use it in the negative, had not been delayed. Now as over all of the third conditional that we'd seen has had the action first. But as always, we can put the result first instead if we want. Result could have a would have IF, and then the action in the past Perfect. So let's take a quick look. We could have made the movie if we hadn't taken such long showers at the hotel. When we say make the movie, it means arrive on time. We could have made the movie. We wouldn't have been shouted at. If we had submitted our homework before the deadline, would I have made the same choices as a teenager if I had known what I know now 35. Conditionals Part 2: Those are all of the main Conditionals that we have to know about. And we're going to get onto a quiz shortly. But first let's do a quick recap. That means a quick review. So the zero conditional is if or when, the action and the present simple. And then the result or the result if or when an action in the present simple. Remember that first conditional is if the action in the present simple and then the result in will, may or might, or the result will neonate if, and then the action in the present. Simple. And remember that this one is talking about things that probably will happen. Then we move on to the second conditional, which is things that are unlikely. So then if the action in the past simple and the results using wood, and then the other way round the result with wood. If and then the action in the past. Simple. And of course the third is the very unreal one. That's if the action using the past perfect and the result would have or could have, or results if the action in the past. Perfect. Let's get started with a quiz. And I think that this is a pretty challenging quiz. Let's take a look. So I want you to choose the correct options that these two sentences. So if the delivery arrives before you get home, I call you and you have the choice of will would or would have if she had joined the meeting after you left, I called you. And then these this time the choices are we'll have could or would have. Pause the video, really pay attention, think about all of those rules and choose the two correct options. Have a try. Now. Alright, let's take a look at some answers. So if the delivery arrives before you get home, I will call you. Alright, so it's something that could happen. It might not definitely happen, but it could happen. So if and then arrives in the present simple tense, and then it's, I will. So this one is the first condition. Then if she had there's the important word joined the meeting after you left, I would have called you. There we go. We match the hat and the would have an that is the third conditional. Let's take a look at two more sentences. These ones are actually questions. Let's see if you can choose the right option. What will you do if you your driving test? It's a question and another question, what would you do if you your driving test? So I want you to do two things this time. I want you to choose the right option. And I want you to think, what is the background of these two questions? What's the difference between them? Pause, have a try. Now. Welcome back. Let's take a look at some answers. So what will you do if you fail your driving test? And what would you do if you've failed your driving test? So we're matching the will with the present tense of fail and the wood with the past simple tense, there would be another option here, which is, what would you have done if you had failed your driving test? Which we'll be talking about something in the past that didn't happen, the third conditional. But these ones are the first and the second conditional. And my other question, what's the difference between them? What's the background? The first one, what will you do gives the feeling that this person failing that test is something that really could happen. Like that. There are a bad driver. But in the second one, it's more like a very small possibility. So this person probably is pretty confident that they're going to pass. Not totally sure, of course, because it's a driving test. You never know for sure. But they're pretty confident in the first one is a low level of confidence because they really could fail. In the second one, it's a high level of confidence because probably they will pass. Now let's take a look at a different type of quiz this time, I want you to find the mistakes in these five sentences. So I'm just gonna give you the sentences because if I read them for you, my brain will probably correct them into being correct and then you'll be able to get the answer easily. So I'm not gonna read them for you. I'm just going to let you look at them yourself. And each of them has some kind of mistake. I want you to write these sentences in the correct way. Pause the video, find those mistakes. Have a try now. Alright, let's take a look at some answers. This is pretty tough So if you had forgotten to pack my jewelry, I would have given it would have goes with given. That's the Past participle, I will be able to replace the light bulb if you hold the ladder. So hold is the present simple and it matches the eye will be able. If I had traveled by train, I could have made it to the interview on time. So this is the third conditional, talking about something in the past that we could have changed on. Those can't change. In fact, it would be nice to be able to change the past, right? But until right, up until now, we don't have that technology. Who knows? Maybe in the future, I wouldn't be able to replace the light bulb if you held the ladder. So this is a tricky one because you were probably looking at the word and the health and thinking, well, these two match each other. And so actually it was just that replaced. We delete that deep and we just have Replace. I wouldn't have gone outside if it were raining. Now you've probably thought, well, this must be the end of the video because we've done a bunch of quizzes already. But guess what? It's raining quizzes. There's more quizzes to come. Let's do another one. Let's really test if you know these Conditionals correctly. The thing is if you want to master English grammar, you have to be able to use things like the Conditionals very accurately. And that's what we're checking here. Can you use them accurately? So I want you to choose the correct ending for each of these sentences. So you can see these five sentences and these five endings. So pause the video, match them up now. Okay, let's take a look at some answers. Hopefully you've had a try. If you had stayed consistent with your exercise program, you would be even fitter than you are. So notice the crucial words, had and would, Alright, you wouldn't be so fit today if you had given up when you want it to, alright. If you had spent less money during your holiday, your budget wouldn't be so tight. So it's spending money to it must be budget. We know that and the head matches the wouldn't. If we hadn't eaten before we left, we might have arrived on time. And if I had given up, I wouldn't be as successful as I am today. Now we're gonna do one more type of quizzes. Well, and this one is more like what you've been used to. This one is writing an ending. So I'm gonna give you four sentence starts. You have to complete these sentences however you want. You can be creative. The first one is, if I had studied harder in school, Be careful, look at that. Had studied if I were to change an important decision. Had been born into a wealthy family. Had I listened to my, grew up my y's grandmother's advice. So pause the video and try to write at least one ending. And if you can write two endings to each sentence, have a tray. Now. Alright, let's take a look at some possible answers. Of course, the answers are almost unlimited, but here are two for each one. So if I had studied harder in school, I might have got into my first choice university, or I may have ended up in a totally different career. If I were to change an important decision, I wouldn't have studied law. I would have immigrated sooner had I been born into a wealthy family. I wouldn't have had to work so hard. I could have been retired by now. Had I listened to my y's grandmother's advice, I would be in a better position than I am now. I probably wouldn't have met my current wife. Never last thing that we have to talk about with Conditionals is the different ways we can use Conditionals with Modal Verbs to change the literal feeling at the sentences that were making. So let's take a look. First. We're gonna look at the first conditional. So we can use different Modal Verbs, change the meaning of these conditional sentences. So for example, if I study all weekend, I will pass my exams. We know this one already. We could replace will with other, other Modal Verbs like Mount, may, should, or must. So if we changed that word will and put those different ones, in, what effect would it have? If we said, well, it means it's sure, it's certain it's guaranteed. I definitely will pass. If we say might, it means we have a chance of passing, but it's definitely not certain. I might pass. I have a chance maybe 50, 50 May is the same feeling as mite, it's the same level. 5050 could means it's possible but less likely than not. We might say it in this way. If I study all weekend, I could pass my exams. So we might say 30 or 40 per cent chance should. It's possible, and it's more likely than not. So if I study all weekend, I should pass my exams. Probably we've got a 75 per cent chance of passing. And finally, must means like it's possible. And it's very, very important. And it gives us quite a strong feeling like a 90 per cent, I must pass my exams. It's not absolutely definite. So we'll is a stronger chance than must. But must is still pretty strong. I would say it would go should, must, and then we'll. We can also use Modal Verbs with the second conditional. And again, the Modal Verbs will change the meaning of the result. So if I studied all weekend, I would pass my exams. So if I studied and then would. So if we replace wood, we can bring in words like might or could. And if we were to do that, what would happen? If I studied all weekend? I might pass my exams. Again, it's like a 50 per cent chance, 5050, we're not really sure. And could, again is gonna be a little less than the 50 per cent, maybe 30 or 40% chance. So again, we can use either might or could if we're talking in the second conditional. And finally, with the third conditional, we again can use different Modal Verbs. So here's the third conditional version of that same sentence. If I had studied all weekend, I would have passed my exams. So we're talking here from a time in the future, looking back and saying, well, I I really wasted my weekend. I just slept or a partied or I did whatever and I didn't study. So what we are looking back and saying is, I made, I made a bad decision. Alright, so remember we're at that point in the future, but we're saying I would have passed and that means that we're totally sure that if we had made a better decision to study all weekend, the chance of passing was 100%, or at least very close to 100 per cent. But of course, we can change the would have and we can bring in either might have or could have. So if we say might have, I might have passed my exams. Again, we're feeling like it's maybe about 50, 50. And I could have passed my exams, maybe a 5050 or a little bit less than 5050. So when we're doing this in the third conditional, we're looking to the past and saying, what are the different possible outcomes are different results if my action had been different in the past and what are the different levels of how likely it would be, would have passed very likely. Might have Past, sort of kind of likely could have Past. There's a chance, but it's definitely not guaranteed. So it changes that feeling and that's something very important to be able to use to adjust your English in a very accurate and a very natural way. So that is the end of our section all about Conditionals. I hope that everything is as clear as it can be. And if I could have made it clearer, I would, I would have done ****, I should have prepared a better conditional sentence anyway. So I hope that you've found this useful. Of course, if you do have any questions, please make sure to send me a message. I'm very happy to help with any confusion. And of course, as always, I'll be waiting for you with another topic in the next video. See you then 36. Clauses Part 1: Welcome back. Let's take a look at Clauses, which is a very important thing to understand. If you want to have perfect English grammar, let's get started. The first thing we need to talk about the two words at the top, subject and predicate. So Subject we talked about quite a lot. Predicate we haven't mentioned yet. First of all, what are Grammar Clauses? A clause is a group of words that make up a sentence. And Clauses contain a subject and a predicate. In a clause, you can always see a relationship between the subject and the predicate. Now that's a lot of words. So let's see some examples. But first, look in the yellow. A predicate is a group of words that contains a verb. Look at the green. These modify or give information about the subject. So look at this one. The meeting that is, our subject was the verb. Incredibly boring. Now, which Part here is giving information about the subject? Which words or word are getting information. And we know that those must be the predicate. It's these three is the whole part. So the subject is the meeting, the rest of the sentence there, the rest of that clause is the predicate was incredibly boring. Next one, the new secretary will have to adapt quickly. So Subject blue, new secretary, verb green, adapt. And there's the predicate. So it's all of the will have to adapt quickly. And then the last one, they're pretty easy. One, which is she cooked. Cooked, is our predicate. That is also just the verb. So this is true with the subject and the predicate. If it's a long clause or if it's a clause of only two words. Now there are two types of Clauses that we need to know about. We have independent and dependent clauses. Let's take a look at the difference between these two. This is very important thing for grammar, and many people don't understand this, and they make grammar mistakes as a result. So let's focus, try and get it clear as possible. So there are two main types of Clauses. Independent clauses can exist by themselves. They can stand in a sentence by themselves, but dependent clauses need a, an independent clause as part of the same sentence. So basically, dependent clauses can't stand by themselves, alright? So if you write a dependent clause and you don't add anything else, It's a Grammar problem. We'll see some examples shortly. Every sentence must have at least one independent clause. Independent clauses, they can exist by themselves. Here are some examples. I'm a receptionist at the hotel. It's a complete idea. It's a finished idea. There's nothing that's left that we haven't dealt with, nothing hanging around. It's a complete idea. The municipality band fireworks on New Year's Eve. We could also say the municipality band fireworks. That would also be complete. Francoise quit his job. All of these ones are independent. They can all stand by themselves. Let's take a look now at dependent clauses, which can't stand by themselves. Now, see if you can notice what the problem is with these three. So what do these three have that the independent clauses don't have. Let's take a look where you went on honeymoon last year. As people complained about the noise because he doesn't want to work anymore. So what's the problem? What is the issue? That means that these ones are dependent clauses and can't be by themselves in a sentence. It is those words alike as and because and where. Those ones are connecting words. And they would very often connect to an independent clause. But here they're not connecting to anything. That, because what's before the because we don't know the ads What's before that. Now, those three words are the ones that change what could be an independent clause. So for example, he doesn't want to work anymore. That's a complete idea because he doesn't want to work anymore is incomplete. We know that there's something missing. So that's why it's dependent. And we can check this, this box. If you remove the Conjunctions where, as, because, and so on, you can convert or change a dependent clause into an independent clause, as long as it's still makes sense, That's not always true. But in these examples, it would be true. So if you're not sure or you get to the point in your writing where you're thinking, this, this is a dependent clause by itself. I have to write something else, write an independent clause to go to it. And if there's nothing that you can write, your other choice is to remove conjunction and make it a shorter but still complete idea, like the second one. People complained about the noise. That would be complete, that would be an independent clause. Another phrase you might here is main clause. So the main clause is what we call the central or the most important part of the sentence. And this has like the main idea, the statement or the thoughts. It's like the reason that we write this sentence is the main clause. All independent clauses are main Clauses because they can exist by themselves. And sentences can have one. They can have more than one main clause. So if it's one main clause, it would look like this. I started a new job earlier this month. That's just one main idea, one independent clause. So it's our main clause. Look at this 12 main clauses. I started a new job this month and I relocated to a new city. So we've connected them with end. And these are two main ideas that we're trying to, trying to tell you in this one sentence. So it's two main clauses. But if a sentence has a main clause and a dependent clause, one that can't stand by itself, or maybe two or three dependent clauses, then we call that a complex sentence. So here's an example. I started a new job because I wanted to earn more money. Now, of course, as we talked about on the last slide, you could delete because and make this into two individual sentences. You could say, I started a new job, full stop period. New sentence. I wanted to earn more money. But of course we want to make some of those longer sentences to show our good Grammar. So because we have the word, because that conjunction that become that green part becomes a dependent clause. And the yellow part is still our main clause. It's our independent clause. And altogether, this is a complex sentence. And knowing about the different types of sentences is quite important. It's an important thing to know the theory of so that we can have perfect English grammar. So let's take a look at the three types of sentences. So we can create different types of sentences by combining independent and dependent clauses. So as simple sentence first of all, is just one independent clause. I'm a receptionist at the hotel. The municipality band fireworks on New Year's Eve, Francoise quit his job. He's still quit his job. He hates that job. So each of these is called a simple sentence because it only has one independent clause. A compound sentence is when we have two or more independent clauses. Now notice, this is a longer type of sentence, but it's still made of independent clauses. Let's take a look. I'm a receptionist at the hotel, but I don't like working there. So each of those, the green and the orange, are both independent clauses. They could stand by themselves if you just made the sentence, I don't like working there has also completely correct. It would be a simple sentence, but it would be a correct sentence because it is independent. The same for the next one. The municipality band fireworks on New Year's Eve. And the new mayor agreed with the decision. If you just said the new mayor agreed with the decision, it would be a complete idea. Francoise quit his job and he doesn't want to work anymore. He really hates working, but he doesn't want to work anymore. Independent clause. So two independent clauses together make a compound sentence. Now, notice the words that are connecting those compounds sentences we have, but we have end. Alright? Now, later we'll look at a table that is pretty important. And what you'll notice is that that table doesn't have, but, or, and, or Alright, so we'll talk about that in a few minutes. But these ones now our compound sentences. And then the third type of sentence is a complex sentence. So this is when we have one independent clause and one or more dependent clauses, and we can see those in yellow. So the Football League does not get postponed. That means the games are not canceled when it is raining. Now, we can, we can see that the dependent clause is when it is raining. If we just made a sentence, when it is raining, it wouldn't be complete. We can also switch around the order. Even when it is raining. The Football League continues. Alright, so notice though that if the dependent clause goes first and then the independent clause is after, will usually add a comma. But we don't always have to add a comma if it's the independent clause first and then the dependent clause second. And we can also put the dependent clause in the middle and separate it with two commas. So the Football League, which takes place in an indoor sports center, is not affected by rain, Wind. Now, the independent clause is divided into, but it's still the independent clause. So the Football League is not affected by rain or wind. That is a complete idea. It's a complete sentence, but which takes place in an indoor sports center is not a complete idea. You couldn't just write which takes place in a, an indoor sports center and walk away and leave the sentence, it would be wrong. So that one is our dependent clause. So now that we know about independent and dependent clauses, the important thing is to know how to identify which, which Clauses or dependent clauses. And a very useful way to be able to do that is to look at these Conjunctions. So this is that table I was telling you about. So if a clause has any of these Conjunctions connecting it to another part of the sentence, then we know that it is a dependent clause. And you can read these ones by yourself. But what you'll notice is that those words and for, NOR, but yet are all not there. So those are not included. That's why when we looked at those compounds sentences, they used those words and, and, but to connect the two parts. So those ones are a little bit different. But all of the ones in this list, if you see them in a clause, it means that that is a dependent clause. And you'll also notice as you read through that on the second, in the second column, the second row down, we have so that, so that is different too. So, alright, so if it's just so, it can be part of a compound sentence. But if it's so that those two together, that becomes a different conjunction. So that one is gonna be a dependent clause. Let's do a quiz about these different pieces of sentences that we've been talking about. So I want you to identify or find the dependent clause, the independent clause, and also the conjunction that joining word in each sentence. And we can see an example. So the example is when you walk the dog this morning. So our conjunction is when, and the dependent clause is the yellow part, and then the rest of the sentence is in blue. Notice as well we've used a comma because we should separate the first dependent clause. If it's first in the sentence, we make a comma and then we put the independent clause. Remember to pick up some laundry detergent on your way home for cleaning clothes. So take a look at these three, and I want you to find those three parts and identify them. Pause the video. Have a try now. Okay, welcome back. Let's take a look. After the sunset. So our conjunction is after and the dependent is after the sunset. It's not a complete sentence, right? Let's grab a bite to eat at the new restaurant. On the preliminary next one, we didn't manage to locate the phone number of our previous supplier. That's our independent clause because is our conjunction. They were liquidated two years ago. That means that the company went bankrupt, it stopped existing. Finally, I'm feeling very confident for the interview. Independent as conjunction. I recommend slightly overqualified for the position. Okay, now, if it was just, I reckon I'm slightly overqualified, then that would be an independent clause, but it's connected to as, so that makes it dependent 37. Clauses Part 2: Now one thing to know is that there are several types of dependent clause, and we're going to take a look at each of them one by one. Dependent clause can be divided into several categories based on their function, based on what they do. So first of all, we have adjective clause, and these can modify or change nouns or pronouns. Usually they start with who, which, whose, or that. That's kinda how you'll know them. And they change or make some change or modification to nouns or pronouns will see something in a minute adverbial. So based on adverb, adverbial clause, and these are like an adverb because they change the meaning of verbs, adjectives, or sometimes other Adverbs in the sentence, they tell us how something happened. That's a good way to remember how something happened, the way that something happened. Those are adverbial clauses. Next is conditional. So these are talking about when something might happen in the future. And quite often they'll use words like if, unless, noun clause, these ones function like a noun. But when we need like several words to give the idea of one thing. And so it's like a lot of words or sometimes just a few words. And it acts like a noun in the sentence. Again, we'll see some example. Finally, relative clause. And these identify the noun that they are referring to are talking about. And they start again with words like which, that, whom, whose, when, where, or who. Those are the last ones that we'll look at. So obviously that's a lot of information to just go, hey, there you go. So we're going to take a deeper look at each type. First, adjective clauses, remember, these ones, modify, they change nouns and pronouns. So here's an example. This is the restaurant that I got food poisoning from. So the dependent clause, the orange bit, is talking about the restaurants. You could also say, this is the restaurant that makes really delicious pizza. That would also be a correct sentence. It would also be adjective clause. Okay, here's the kind man who helped me replace my flat tire. I had a problem with the car and he helped me to fix it. That's talking about the man. So it's an adjective clause. These are the kids whose parents founded. The academy. Academy is a type of school. Founded means to start the next one. That's the dog. Bit me when we cycled past as a bad dog is a very bad experience as well. Anyway. So all of the detail of the that bit me when we cycled past is talking about the dog and it's changing our idea of the dog. So that's an adjective clause. And the last one, Qatar, is the country that are cata. I'm not quite sure what is the correct pronunciation? Qatar. Qatar. You can decide if you're from Qatar or from Qatar. Send me a message and let me know which is correct or maybe neither of those is correct. Anyway. So that is the country that were selected to host the 2022 FIFA World Cup. Alright, so all of that orange is describing the country, okay, it's giving us more details, letting us know the whole situation. So let's do a quiz and practice using those adjective clauses. So we're going to combine two sentences into one. Let me give you an example. This is everyone. The people want to register for the tournament. So it's two separate sentences, and we can use an adjective clause like this. So these are all the people who want to register for the tournament. Okay? So the orange part is that dependent clause, the adjective clause. And it means we can connect it all into one nice complex sentence. So I want you to do that for these three sentences. Let's take a look. You can see Rotterdam Harbor in the distance. It's one of the largest and busiest in the world. Number two, JK Rowling wrote the Harry Potter books. No more Harry Potter books are planned. Sadly, my watch can be submerged up to 1.5 m. That means put underwater. The watch was a gift from my mother. Okay. So I want you to do the same. I want you to take each of those two sentences and turn them into one. Very nice, grammatically correct, complex sentence with an adjective, clause. Pause, have a try. Now Alright, let's take a look. The first one, you can see Rotterdam Harbor, which is one of the largest and busiest harbors in the world over in the distance. And notice we've got the comma before, the comma after our dependent clause, which is the darker green. Alright, so that we get JK Rowling and Harry Potter. Jk Rowling, calmer, who wrote the Harry Potter series, comma, has announced that no more Harry Potter books had been planned or unplanned. My watch can be submerged. The watch that my mother gave me can be submerged in water up to 1.5 m. So those are three ways that we can turn two sentences into one nice, grammatically correct, complex sentence. The next type of clause that we should look at is an adverbial clause. Remember, these are like an adverb, so they change verbs, adjectives, or other Adverbs in a sentence and they tell us how something happened. So usually they give information about how, when, where, or why something happened. Here's some examples. I will start studying when I have finished eating. Alright, so when will the studying happen? After I finished eating? Payment was delayed due to a software error. So this time due to is the way that we connect into that clause. And it's saying about why payment was delayed. And then where were you when the burglary occurred? Burglary is like when someone breaks into your house and steal something from your house, the person who does it is a burglar. The same spelling but know why. Anyway, that part is talking about the time when this thing happened. So let's practice making some adverbial clauses. We've got an example, 9th of November 1989, the Berlin, Berlin Wall was knocked down. And we can make a full sentence, 9th of November 1999 is when the Berlin Wall was knocked down. Alright? So it's telling us when that thing happened. So I'm gonna give you 33 pairs of sentences. And again, you're going to combine those sentences using an adverbial clause. So the first one there it is, sick, Mary left work early. Number to the cleaners have not finished steam cleaning the office curtains. There is time to go for a walk. And three, accept a project. You must complete the project. Those are not very good sentences, but you're going to make them into an instruction. So you know what I want you to do. Pause the video and have a try at making those three sentences now. Okay, welcome back. So marius sick, married leftward. This is a very complicated one. It doesn't have to be so complicated, but I wanted to give you something that was a little bit longer. So Mary left work at 3PM because she has been feeling sick all week and has a doctor's appointment at 03:30 P.M. alright. So a couple of different adverbial clauses that two reasons why she left. She has been feeling sick and she has that doctor's appointment. The next one about the cleaners, we could go for a walk while the cleaners finished steam cleaning the office curtains. Notice that because the dependent clause is second, we don't need the comma this time. Except a project. You must complete the project. You must complete your projects whenever you accept them 38. Clauses Part 3: The next type of clause to look at is a conditional clause. Now we have a whole section all about conditional sentences, which if you haven't watched it already, you should definitely watch that very useful section. I think I like that section. Anyway. Conditional clauses show it when something might happen in the future. Generally they're going to use if or unless as their Conjunctions. In conditional sentences like the whole sentence, usually there are two parts. The conditional clause is usually just the if and a verbal, unless and a verb, maybe when and a verb. And that's true for all of the conditional forms. That's the zero, first, second, and third. Now the tense of that verb can change. Alright, and we're going to review that briefly in a moment. But usually that is the conditional clause. It's the part that has the if or the unless, and that's the dependent clause. So let's quickly look at zero conditional. Remember this is how we form it. We have if or when we have the action in the present simple, we have a comma and we have the results. So the result is usually an independent clause. And this part is the dependent clause. And the same if it's the other way round if result is first and then if or when, and then the action. This part would be the dependent clause. And of course refer to the section on Conditionals. If you want to review. For the first conditional, it looks like this. We have if and then we have the action in the present simple. And then the result is will, may, or might. But again, the if part is our dependent clause, our conditional clause. And the same for if it's the other way round. For the second conditional, the logic is the same. Remember second conditional, this part will have the Past Simple, and that's the conditional clause. And again, the other way round, if the conditional clause is second, it's going to be that area as well. Then the third conditional is the one that uses the past perfect, had done something. Again, it's going to be that section and that section. So we're not going to do too much on conditional clauses here. You can go and watch that whole section about Conditionals if you want to review. But just remember that the dependent clause is the one that has the if and the verb. Let's now take a look at noun clauses. So these are ones that come up quite often and they function as a noun. But usually we think about a noun as one word, right? These ones are several words, but that's still talk about one thing. They create one thing in a sentence. It's when more than one word is needed to describe the noun. So we're going to take a look at four or five examples starting from a fairly short noun clause. You can see it in orange. Later we'll get a much longer one. So he made his opinion about plagiarism. Very clear. Plagiarism is copying someone else's work in a cheating way, not telling people that you're copying their work. So his opinion is, our noun clause is a very short one. Or we could say what he said about plagiarism was very clear. So that one is a three word noun clause. It's still one thing. What he said. I don't have his contact details anymore, so I can think about his contact details. It's still one thing, isn't it? It's one item, but we need several words to describe it. That's a noun clause. I don't know how anyone can contact him. So again, if we took this and put it in his own sentence, how anyone can contact him. It's not a complete sentence, so it's a dependent clause. And it's talking about, a noun is talking about the way that people can contact this person. Then finally, an even longer one. We sent a letter to whoever is staying in his previous apartment. So think about that. That's talking about one person, whoever is staying in his previous apartment. It's one to the river as a seven words, but it's still just talking about one person. We sent a letter to that person, whoever is staying in his apartment, asking for his contact details. So let's do a little bit of practice of those noun clauses. So here's an example of what I want you to do. Again, going to give you two sentences Going to combine them into one and try to use a noun clause. This is quite hard, so we don't know the doctor's name. The Dr. sent the invoice for the appointment and we can turn this into the Dr. whatever his name was, centres the invoice from the appointment. So here are your two challenges. We have. She was talking, I couldn't hear her and Gabrielle applied for a new job. We don't know what the job involves. So I want you to try to turn those into one sentence using a noun clause, pause and do your best. Now. So let's take a look at some answers then. She was talking. I couldn't hear I couldn't hear what she was talking about. Alright. So the what she was talking about is a dependent clause and it's talking about the words coming from her mouth. Just one thing. So it's a noun clause. And the second one, we don't know what Gabrielle is new job involves. So again, the responsibilities of gabriella, new job. That's the thing that noun that we are talking about here, and we don't know what it is. Finally, the last type of clause that we have to look at more carefully is a relative clause. So these identify the noun that they're referring to, that they're talking about. And they start with a relative pronoun. So when I say identify, I mean like give more information and make it clear to kinda go deeper in detail about that Nouns. They often use words like which, that whom, whose, when, where, or who. See an example. My research has focused on which factors most influence carbon dioxide emissions. Pretty complicated. One, the new restaurant that I heard about sounds like a FUN excursion. Excursion is like when you go out to do something. So if we just say the new restaurant, Which one are we talking about? We say that I heard about or which is on the next street, then we are sort of identifying exactly which restaurant it is. Detectives are investigating the fingerprints of the person who broke in last night. If we just said the fingerprints of the person, again, we don't know. So we need to add more details using who to figure out exactly which person that detectives are trying to find. Have the police still not located the weapons which were used to gain entry to the building. So again, it's could be any weapons? No, it's not. It's specifically these weapons that were used to get into the building. So those are called relative clauses. And as we've done with all of the other types of Clauses, guess what? I want you to do a quiz. I want you to have a try and make me some single complex sentences from these two sentences that I'll give you our example. I spoke with all the people here. They have all been affected by layoffs. Layoffs means when a company decides to fire or let go, a lot of workers at the same time. I spoke with all the people who have been affected by layoffs. Three for you to work on. I grew up in this town. It was quite a rural place with not many inhabitants. My time and Columbia, did I ever tell you about it? That one you'll have to change around and add a few new words. We used to live in Hong Kong. Hong Kong is very densely populated. So take these three pairs of sentences and make them into single sentences. Pause, have a try now. Okay, let's take a little look. So the first one about my town where I grew up. The town where I grew up doesn't have many inhabitants. Not many people live that my time in Columbia. Did I ever tell you what happened when I went to Columbia? Finally, Hong Kong. We used to live in Hong Kong, which is a very densely populated city. There we go. We've got three nice complex sentences with perfect English grammar. So that is what we're going to talk about for Clauses. I hope this was useful. Of course, feel free to come back and watch this set of videos as many times as you want. And of course, send me a message of anything isn't clear. And I'll be waiting for you with more videos in the future. See you there. 39. Adverbs Adjectives Part 1: Welcome back. In this series of videos, we're going to look at Advanced adjectives and adverbs. And we're going to start by looking at Adverbs, in particular, something called adverbs of degree. Now, what are adverbs of degree? They are Adverbs that can make an adjectives meaning stronger or weaker. They change how strong or weak the adjective is. Not all Adverbs can be used in this way. We'll see some later that can't be used. Adverbs of degree can only be paired and they be put together with certain types of adjectives as well. Those ones are called gradeable Adjectives. Gradeable is like, when your teacher gives you a grade, how good was your homework? Was it an a, was it a, B, C, so it can go up or down. The grades and Adjectives. Some Adjectives are the same. And we're going to see a few examples now, and we'll talk a lot more about them a little bit later. But we call the Adverbs that can go with gradeable Adjectives, grading Adverbs. Let's see some examples. That's a lot of words, right? So we can see on the left of this table the change in meaning, how strong or how like, how very these things are. And it goes from very, very at the top down to like, not very or not at all at the bottom. And the Adverbs are in the middle. So we have extremely, very, really, remarkably, fairly quiet, slightly, not very, not particularly. And then barely at the bottom, barely is like if we're talking about percentages, it's not zero per cent, but it might be maybe three per cent or something like that. Then the adjectives that we can use here, and there are lots more, but these are some examples we have dangerous kind, attracted, healthy, confident, certain nauseous, which means like you feel a bit sick, funny, tasty and edible. Edible means you can eat that thing. It's not dangerous to eat it. So all of these ones, we can move them up or down. We can change how strong they are. For example, if you said something was extremely dangerous, That's a very different meaning to not very dangerous or not particularly day. So these Adjectives are gradeable. We can change how strong they are. So we're gonna get started with some practice straightaway. So we've got some grading Adverbs and some gradeable Adjectives. And we're going to write some sentences, some positive, some negative statements, and some questions as well. Let's take a look at the table. So we have the Adverbs that I want you to use on the left, and then the Adjectives that I want you to pair with them on the right. Now, you can mix and match if you want, for example, you don't have to say extremely dangerous. You could match extremely with extremely attractive or extremely confident. But these ones are good, matches the ones that I've given you here. So it's a safe place to start. And we can see some examples. Remarkably. He's remarkably healthy for his age. It means like always very healthy, like very surprising how healthy hears. And then not particularly. These bagels aren't particularly tasty. So they are not, they aren't particularly tasty. So now I want you to pause the video and try to make me, or how many eight more sentences using those other adverbs and adjectives? Pause and have a try now. Okay, welcome back. Let's take a little look at some possible answers. So here we go. Extremely. Driving on ice is extremely dangerous because you could crash. Very, is she a very kind person? Alright. Know she she's horrible. Now I'm sure she is a very kind person. Really. Those jackets are not really attractive. Okay. Remarkably, he's remarkably healthy, fairly, I'm fairly confident it won't rain today. Here's where you see that the feeling, it starts to change from extremely down to remarkably. It's quite a strong feeling, but then fairly is significantly weaker. So I would say fairly confident means about maybe 65 per cent confident. So not very confident, but more than half. I'm fairly confident Quite an, Are you quite certain it won't rain? Quite as an interesting one here, because it can be used in two ways. It can be used in a way of very, you can say, I'm quite certain. But if you ask it like a question or if you say it, you match it with a word like, like good, it could be something that's kind of 50 or 60 per cent. These are quite good. So if we say these are quite good with that tone of voice, these are quite good. It means they're not good. If you imagine the level good is here, quite good as a little bit under it. So quite is one that you have to be careful with. Because it can mean two different things depending on the tone of your voice. Then we have slightly, Lucy is slightly nauseous. Not very, you are not very funny. Not particularly. The bagels still aren't particularly tasty and barely the food was barely edible. That means it was not totally inedible like we could still eat it, but only just like we were almost feeling sick after eating it, it was barely edible. We've looked at the grading Adverbs and you might not be very surprised to hear that the opposite of those is non grading Adverbs were not very good at making of interesting names in English grammar. Non grading Adverbs, unlike grading Adverbs that we just looked at, can only be used with non gradeable Adjectives. Alright? Non grading Adverbs basically have the feeling of completely or almost completely like 100% or maybe 95%. And we can see some examples here. And you're going to try to make some sentences with them. Set. Some of the most common ones. If we're talking about 100%, you can see that one on the left under completely, so absolutely, entirely, thoroughly, utterly, perfect, totally or wholly. Those ones all have the feeling of like 100% completely. And then on the other, in the other column on the right, we have almost completely, we have nearly, largely, practically, virtually, almost essentially. And mostly. And those all have the feeling of, I would say at least 90 per cent, maybe not 95, but at least 90, up to 100. Okay? So you might say, I got practically all of the answers, right, then you might have got 95 out of 100 answers. Okay? So what I want you to do now is to pause this video again and choose maybe four or five of these, some from the completely column and some from the almost completely column. And make me some sentences. So pause, have a tray. Now. Welcome back. Hopefully you've had a tribe. What you'll notice is that I didn't give you any Adjectives to use. We're going to look more at some good Adjectives choices a little bit later in this series of videos. But let's take a look at some now. The first two I want to give you as an example. So the doughnut is perfectly round. Okay? So that's just one donut. And it's totally round. Round is our adjective here. And that is a non gradeable adjective. So you can't say it's half round or something like that. It's either totally, completely round or it's almost drowned, or it's just, we don't use the word round, it becomes a different shape. So we have the completely perfect one. The doughnut is perfectly round. Or if you're looking at like six doughnuts and four or five of them are perfect and one is almost per, you can say the donuts are mostly round. Another one, yesterday's exam was virtually impossible. Virtually impossible. Not totally, completely impossible, but very close to being impossible. And this is another example. You couldn't say it was a bit impossible or kind of impossible or quite impossible. It wouldn't make sense. It's, something is impossible or it's not. Nadal was thoroughly beaten by Federer. You can't be half beaten. You are beaten or you're not beaten. Nadal was thoroughly beaten. And that's adding more emphasis to say, not just beaten, but very clearly beaten. Federal won the game very easily. Those chocolates are almost entirely sugar. So here we've got to actually, we've got almost and we've got entirely. So this means they are about 95% sugar. Almost the entire class failed the exam, almost the entire class, and make a note of that Grammar. We don't say almost entirely the class. We say almost the entire class. The judge's ruling the judge's decision was wholly unfair to the defendant. It was wholly unfair, like completely unfair. And the last one, your child's behavior was entirely unacceptable. So again, unacceptable is a great example of a non-degradable Adjectives because something can't be like half unacceptable or a bit unacceptable. It's unacceptable or it's acceptable. There's no middle ground. So that one is non degradable 40. Adverbs Adjectives Part 2: Now let's take a look at such. And so because many people get these confused and we're going to take a long, very deep look and do a lot of practice of these two words. So get ready. I promised that at the end of this section, you will feel super confident and you'll have lots of great ways to use such. And so to make very sophisticated, very high level sentences. So let's get started. How do we use so and such? We're going to take a look at some examples first, but the important thing is that both of them are used to add emphasis. Now, such can be used before noun. That's very interesting. That's something that is a little bit unusual. Grammatically speaking. We'll see some examples in a minute. And we can also particularly with the words, so we can use the word that later in the sentence to add a result, and you'll see those ones in green. So remember that both of them are adding emphasis. The first one, the product launch, was such a success. So that means it was a very big success. Notice what comes after such it's a success. So not the Project was such successful. The adjective, success is a noun. That's the important thing. It was so dangerous to drive at night that they closed the road. So the the so is making the dangerous even stronger, so strong that we get the results. They closed the road. And notice that dangerous is an adjective. So dangerous, the air is so much cleaner here. So this is like so much cleaner. We're comparing two things. So much cleaner here than back home. My car is so new that there isn't one speck of dust inside. Sadly, that's not true for me. My car is extremely dirty, embarrassingly dirty. I would say. This is this is more what I would like to be true, maybe in the future. So my cart is so new, again, new Adjectives. Michael's studied so intensely that he got a headache. So the that is the result. Notice what we're using. So with this time, what type of word is that? Intensely is an adverb. So we can put so with an adverb as well to make that adverb even stronger. So it's not just studied, it's not just studied intensely. It studied so intensely. So it's like two levels up from just normal study. And that's a great example of using. So then we have a long one to finish. Working from home is so much more efficient. And we'll see how to make a little Clauses like that a little bit later. So much more efficient than the old way of working that the Executive decided to make it a permanent option for all staff. So homework is the new norm. On the previous page, we saw some different examples of different sentence structures using a lot using so one of them using Such as well. And now we're going to try and practice all of those different types and a few more as well. So we're going to start with two. The first one is such, the article and a noun, just like we saw such a success. So the product launch was such a success. So you can see the details of before. We have such, we have the article, of course, that could be an if the noun begins with a vowel with AEIOU, and then the noun is success. Alright, so such a success. Then we have another one as well, which is even more complicated. But again, it's gonna give you lots of flexibility with your grammar, such article, adjective. And then now the product launch was such an there's the article inspiring our adjective and success again. Alright, such an inspiring success. Your challenge is to try to write three sentences with each of those two. So in total it's going to be six sentences. And for the second formula, the one with the adjective, tried to use these Adjectives. Explicit, meaning, very clear, exquisite, very high-quality, and delicate. Like it can break easily, but also the feeling of high-quality So pause and make me six sentences. Have a try now. Okay, let's take a look at some possible answers for the first one. How Cristiano Ronaldo is still a superb footballer at his age is such a mystery. That's a very common one. Something is such a mystery like we don't know. There's no way to, no way to know. It's very surprising. You have such an eye for detail, such an I and again, such an I4, something such an eye for fashion, such an eye for design, such an eye for talent. That's a quite a common little chunk that you can use it English, buying a smartwatch was such a waste, or you could say such a waste of money. Again, such a waste of time, such a waste of money, such a waste of energy. Very common, very natural English. Also I agree, I smartwatch, I'm not very impressed by smartwatches. I must say. The next one, such article, adjective, noun. Thank you. That was such an explicit explanation of how the machinery works. Such an explicit explanation. You do have to be a little bit careful with that word, explicit because it can be used as well for like in movies. If there's a lot of adults material, you know what I'm talking about? They they would use that word explicit. So don't use this one too often and be careful when you use it. But the meaning, the base meaning of explicit is very clear, very easy to see or easy to understand. Such explicit explanation, explanation is our noun. That is, such an exquisite carpets. So it's really nice, It's very high-quality. Look at the precision of the embroidery, and please be careful when you bring the vars in. These are such delicate flowers. This time we haven't used the article because it's more than one flowers. There's an S, such delicate flowers. Now let's have a try at making some sentences with. So again, we're going to look at two different formulas. The first one is so and an adjective, it's relatively simple. So our apartment is so cozy, that's just a regular adjective. But we're also going to do a more complicated one. So much and a comparative adjective. So remember those ones. If you don't remember how to make those ones, go back to the Review section where we talk about, we talk about how to make those comparative Adjectives. Our department is so much easier than this one. So cozy with them is our comparative adjective. Remember that means we are looking at two things and saying which one is more, something like better, bigger, smaller, smelly, more beautiful, or whatever it is. Okay, so you're going to make, again three sentences for each six in total. And try to use the second formula with lavish, like very expensive, very luxurious, spacious, a lot of space and extravagant like where you've spent a lot of money or brought in a lot of resources to do something. Pause and have a try at those six sentences. Nap. Okay, let's take a look. The first one there, apartment is so lavish. Alright, It's very nice, very expensive apartments. Ours is so spacious though. Ours is. You've got a lot of space. It might it might be empty space because we haven't got any chairs or any furniture. But there's a lot of space. The Deco is so extravagant. Deco means the decoration. So they might have like diamonds on the walls or something. Maybe they're talking about like visiting a palace. Although a palace is also spacious, probably just someone's house. Anyway. We don't need to analyze it too deeply. So much and comparative adjectives. So this is the harder one. The opera house is so much more lavish than we expected or than we expected it to be. So take a look. It's not lavish or lavish, just it's so much more lavish. Lavish is one of those words that only has two syllables, but still we don't say lavish. We say much more lavish. Okay? So it's so much more lavish than we expected. The interior of the car is so much more spacious than it appears from the outside. So it's surprisingly spacey, spacious, roomy inside. The outfits at the Grammy Awards are so much more extravagant than they need to be. So they are like just crazily extravagant dresses made of gold and things like that. 41. Adverbs Adjectives Part 3: The next two structures that we're going to look at both use Adverbs. So we're going to use so and then adverb. So we can see a very common example here, are nice. Did so well in her finals, in her exams. So it's so well is the adverb, alright, so we'll see some example Adverbs that you can use a little bit later. But remember that, well, is not an adjective. It's irregular adverb. And here's the interesting part. We're also going to make sentences with a comparative adverb. So we're using so much and a comparative adverb. So we have the exam went so much better than. So remember something, we do something well, we do something better than someone else, or we do something the best. So much better than we were expecting. So we expected the exam to be like this. Actually, it was really good. So it was so much better than we were expecting. Now I want you again to try six sentences in total. And I want you to use these three Adverbs for both of your sets. So you're going to use courageously, like bravely, enthusiastically. And defiantly. Defiantly means like, you won't let other people tell you what to do. It could be a good thing or a bad thing. Like if you are a parent and your child is behaving quite defiantly, that's not good. You want your child to behave better. But it could be like a brave soldier was fighting defiantly against evil or something. Okay. So I haven't got a very good way of telling those stories, fighting against evil or bad people. Anyway, I'm sure your imagination will be much better than mine. Pause and try to make me six sentences now. Okay, welcome back. Let's take a look at the so and adverb ones. The firemen acted so courageously, so courageously, not just courageously, even more so courageously. The puppy was trying to play with me so enthusiastically. And you could add that afterwards. No results like so enthusiastically that it bent my finger and I had to cut my finger off. But enthusiastically as a good like it's a happy thing. We can imagine a puppy playing like that. Then sentence three, Steven, my youngest, that means my youngest child or my youngest son walked away so defiantly when I told him it was bedtime. So he was really not happy to have to go too bad. Then we have so much and a comparative adverb. So here's the challenge, the away team. So that's like in sports, when the team comes to visit the home team, the away team played so much more courageously than the home team dead. So much more courageously. Okay. My partner was greeted so much more enthusiastically than I was. So it could be like when you've come home and you're puppies. The puppies more excited to see one person than the other person. The neighbor's cat behaves so much more defiantly than usual when I'm house sitting. So we're comparing the neighbor's cat normally and then the neighbor's cat when I'm how settings. So it's much more defiance when I'm how setting. We're gonna go back to such now and we're going to take a look at this type of sentence. We have such article, noun and that. And we're gonna look at some, some interesting nouns. So the exhibition will be such a spectacle that the Gallery will bookers again. So we're adding the result again, such as the thing that we looked at before, such a and then a noun. And then we're adding that plus the results. So I want you to make me three sentences, and I want you to use these Nouns, celebration, disaster, disappointment. Try and make me three interesting sentences using this formula. And these three Nouns, pause, have a try. Now. Okay, let's take a look. So we will have such a celebration that the entire neighborhood will want to join. Notice that we are matching. Our tense at the start is we will have and then at the end, the neighborhood will want to join. By the way, notice again, a neighborhood is the area. Many people get confused between the words neighborhood and neighbor. Neighbor is a person. I talked to my neighbor about. The loud music. And neighborhood is the whole area around you The launch of the new website was such a disaster. This is such a natural phrase, by the way, really, really good. Such a disaster that the department had terminated the contract with the web development agency. So basically he fired the agency. The latest Modal released by Tesla was such a disappointment that the company is now planning to scrap production entirely. Scrapped means to cancel, to scrap the production, scrap the sale of this new product. Now if you thought that last set of sentences was hard, Let's take a look at this one. So this one is such article, adjective, noun. And that we can see down at the bottom. This is such a long sentence where to put it at the bottom. The new model is such an abysmal. Abysmal is our adjective here. It means really, really bad, terrible, such an abysmal failure. And that's how a noun that the executives want to scrap the Project. Alright, so that the difference here is that we're adding in a, an adjective that can really give our sentence a bit more character, a bit more color, and feeling. I want you to try and write three sentences for me using these Adjectives, the noun, you can choose, that these are the Adjectives definitely like really loud, excruciating that can be very painful or something that's very like embarrassing or uncomfortable, like talking about sex with your parents or something like that. Alluring. That means very attractive are very interesting. It attracts people to find out more about it. So try to make me three sentences with these three Adjectives. Pause, have a try now. Okay, let's take a look at some possible answers. So we have at the airport, I had such a deafening roar from a nearby jet taking off that notice that the that is much later in the sentence this time that I had to cover my ears until it was gone. So R4 is a big loud noise. It can be the noise that a lion makes or a tiger. And it can also be the noise of a very loud engine. Or it could be an explosion, a bomb going off, such a deafening roar. The patient was in such excruciating pain that the Dr. put him on a drip with powerful painkillers such and then the adjective excruciating. And that describes the now, which is pain. He was in such pain, the actress had such an alluring personality and sense of humor that she was hired on the spot. That means like in that moment, immediately 42. Adverbs Adjectives Part 4: Let's come back out of such and go back into so. And we're going to add some of those details with the result at the end with that, we're using so Adjectives that plus a result. Property in New York is so expensive that what happened, the mayor instituted a rent cap. So he put a limit on how expensive rent could be. So I want you to write me some sentences using these Adjectives, stimulating, exotic, and therapeutic. Alright? Now if you don't know the meaning of those, make sure you check them. I'm gonna give you that challenge and I want you to make me some sentences using that formula. So the adjective that and a result, pause, have a try. Now. Okay, Let's see some examples. So we have looking at a computer screen all day is so stimulating that I often struggled to fall asleep at night. Now, take a look at the first part there. So the subject of this sentence is a phrasal nouns and noun phrases, looking at a computer screen all day. All of that is our Subject and then the verb is, is so stimulating. And then our result. Cuisine in the area might be so exotic that the kids will refuse to eat anything. Now in this case, exotic means very different to what you're used to. It because of the result, it has a negative feeling here, but it can also have a very positive feeling like We visited all kinds of exotic places. That's like has a very positive feeling of we saw things that were quite different from our normal life. So exotic can go both ways, positive or negative. And the last one, those muscle relaxants was so therapeutic that I fell asleep on the couch right after dinner with all the lights on. So they were extremely relaxing. In this case, therapeutic means relaxing. Now we're going to make it even more complicated and do so much a comparative adjective and a result. So let's take a look at an example. The staff are so much friendlier than back home that we tipped them all generously. Alright, we've even got an extra adverb in there at the end, generously. So we're saying so much, we're saying that comparative adjective. So it could be with an ear or an array or a more something. And then we're saying we're including the van. Remember we need a van and of that so much more friendly, so much friendlier, then back home. So that's our comparison, that, and then we give the results. So pretty complicated, these ones. Let's see if you can get them right. Three words I want you to use reasonable, secretive, and nutritious. Nutritious means like Good for you. It's got lots of the things that your body needs to be healthy. Those are the Adjectives that I want you to use as comparative adjectives. Now, take your time with this one. Don't rush it. This is quite a challenge. Pause. Make me three sentences. Now. Let's take a look at some choices. Living costs are so much more reasonable here that we are thinking about emigrating. Now notice that this time we didn't include the van, but there is a Advanced suggested and again, it's them back home or in our hometown or in our home country. So the very long version would be living costs are so much more reasonable here than in our home country that we are thinking about emigrating. But we don't always have to include the van if the meaning is clear. And here it's clear. In other situations it might not be. But here it's clear that we're comparing our home country and the country that we might move to. Next one, Jonathan is so much more secretive than anyone else I've met that I often wonder what's going on in his life. Now here, if we didn't have the van and anyone else I've met, we wouldn't really know what we were comparing two, we might think that we were comparing to Jonathan in the past or maybe to Jonathan's brother Or to the person who's talking like maybe than me. So this is a situation when we do need to keep the van and be more explicit to say it more clearly. The last one, home-cooked meals are so much more fulfilling. That means like they make you feel happy and full and healthy and nutritious than anything you can buy at a store that we are considering only eating out twice a month. So that we get, our result is that we're thinking about making a change in our lives. Let's take a look at so an adverb and then that with a result. So this is some interesting ones. I think the waiter popped the champagne bottle. That's like championing of like in in Formula One. When they win a race and they get the champagne and spray it on everyone. The way to pop the champagne bottle. So suddenly big surprise that everyone shrinked with surprise. As shriek is like a like kind of noise, like a scream or like a very angry and scared shout. Shriek was a good, good word for you. So suddenly that, that's the important part. So an adverb. And then that. Let's try and use these Adverbs. So we have awkwardly, gracefully and sympathetically pause, try to make me three sentences. Now. Let's take a little look. I asked my crush out so awkwardly that she blushed as well. Alright, so it was so awkward that not only was I embarrassed, she was embarrassed as well. Fortunately, she refused so gracefully that I didn't feel too bad about being rejected. Afterwards, my friends treated me so sympathetically that I felt a bit embarrassed that they watched. So here we've got to that. You can see the, the, the result is after the first bet, not the second that it's the I felt a bit embarrassed. That one is our results. The other one is just some extra detail. And the very last part of this very long section on such. And so that we're going to look at is this one so much comparative adverb that we've piled everything on. This is the most complicated set. So here's an example. Birth rates are falling so much more rapidly that politicians are concerned Western Europe will face a democratic demographic crisis. Now, you can also include, I'm a van in the middle. So here if you were including event, it would be something like so much more rapidly than expected or so much more rapidly than in other parts of the world. But if you don't feel it's necessary, then you don't have to add a van. Only add it if it adds clarity, if it makes your sentence clearer. Let's take a look. We're going to write sentences with these three Adverbs effortlessly. That's like, seems so easy, seems like almost no trouble, even though maybe it is trouble. Cautiously, very carefully and reassuringly reassure someone means to make them feel better, to stop them from worrying. Pause, and take your time and try to make me these three sentences. And let's take a look at some answers. The first one, famous musicians play their instruments so much more effortlessly. Now notice, effortlessly is the adverb, and that's connected all the way back in the sentence to play. Those two are not next to each other, but effortlessly is talking about play. Alright? This is, this is what Advanced English grammar is like. So much more effortlessly. And also notice it's more effortlessly. It's not effortlessly. And if you're not sure about that, watch our review video about Adverbs so much more effortlessly than the rest of us that they make everything look easy. Alright, this time we included a van than the rest of us. And that, that is our result. My business partner invests so much more cautiously than anyone that we call him the top choice because he moves very, very slowly. We've got so much and then we've got more cautiously. That's our comparative adverb than a comparison. And then that plus the result. The nurse gave the medical results so much more reassuringly than the Dr. that we actually don't want the Dr. to give the results anymore. Now, this would be a situation when we wouldn't need to have the van. Let's take a look so we could say the nurse gave the medical results so much more reassuringly that we actually don't want the Dr. to give the results anymore. Why do we not have to put the can? Because we mentioned who the person is later in the sentence. So we mentioned the comparison. So we wouldn't necessarily need to say than the Dr. because we mentioned the Dr. later, it's clear that the nurses better at giving the results than the Dr. so that is our section all about such and so so and such. It has been such a long, such a long section that you're probably sick of it by now. You're probably so sick of it that you want to move on to something else. I should have prepared these sentences anyway. As I told you at the start, I think that this has been something that hopefully is very useful for giving you a lot of variety and flexibility to make really natural, quite complicated English sentences and very high level grammar. So I hope you feel the same and we're gonna move on and talk about something else now 43. Adverbs Adjectives Part 5: As I promised you long time ago, several videos ago, we're gonna take a deeper look at gradeable and non-degradable Adjectives. Now, let's try and remember what our gradeable adjectives, they are the ones that can be graded. Remember like, like a homework, like your teacher marking your homework and telling you a or B or C. They can go up and down in how strong they are and they're graded using an adverb. Alright? And that shows how strong the strength of the adjective. So for example, the iPhone Pro Max is extremely expensive. Alright, so expensive as our adjective. And we can adjust or change how strong that Adjectives is using extremely, which is the adverb. Another one, the iPhone Pro is very expensive. Very is still up here, but extremely is even stronger. The iPhone 14 plus is pretty expensive. So again, it's gone a little bit down again. And the iPhone six is not very expensive. And we can also use these adjectives and other tensors as well. For example, the iPhone 15 will be extremely expensive, or the iPhone 13 was also very expensive. And these adjectives that are gradeable, we know it's only a limited number of them. Not every adjective is gradeable. In a minute, we're going to look at some of the ones that aren't gradeable, the non-degradable ones. But you basically have to remember through practicing, through getting feedback, through reading, paying attention, remember which Adjectives are gradeable, so they can get stronger or weaker. Which ones are non-degradable? Which ones we can't change the strength of. What I'd like you to do as little challenge, a little quiz for you, is to write me five sentences using the table right here of adverbs and adjectives and try to use different Tenses. Use positive and negative statements and questions as well. Alright, you can see the grading Adverbs on the left starting from a little bit all the way to extremely. And on the right we've got one-and-a-half columns of gradeable Adjectives for you to choose. So pause and make me five sentences. Now. Welcome back. Let's take a look at some possible answers. Of course, there are almost an unlimited number of sentences you can make. But we'll take a look at some good ones. He's a bit irritable today. Alright, so he's not very, very, very irritable. Just a bit, a bit grumpy. The next €150, that's a reasonable price. That movie was pretty frightening. I'm still feeling quite shaken. Quite shaken, pretty frightening. It's not particularly hot today. Alright, So particularly, and hot. Matt thought the movie would be extremely boring, but I actually think it was quite exciting. And are you very tired? You can leave a bit earlier today. Now, gradeable Adjectives, the ones we can grade, those are pretty common, like the majority of Adjectives are gradeable. But we need to look in more detail at the ones that aren't gradeable. So the non credible Adjectives. And we've got three main types that we can look at. What are non degradable Adjectives? Those are the Adjectives that can't be graded with an adverb. The first type is what we call extreme Adjectives. So the sound, the soundtrack of June, the movie June is phenomenal. So this is one of those ones where you can't say a bit phenomenal or kind of phenomenon, it doesn't make sense. It's such a strong feeling already that we can't change it. That series is hilarious. You should check it out. Hilarious means very, very, very funny. So again, you can't say a bit hilarious. The same as you wouldn't say a bit fascinating or a bit amazing. The feeling is very strong, so we don't grade it. The next one is absolute adjectives, and they, of course, can't be graded either. So there is boiled water in the kitchen and the exam was impossible to pass. So these are the things that are either true or they're not true. There's no middle ground, There's no gray area in the middle. So either the the water is boiled It's ready or it's not. It can't be a bit boiled. A famous one here is at pregnant. There's a famous expression which is, you can't be a bit pregnant or you can't be half pregnant. You are either pregnant or you're not pregnant. And that's what absolute Adjectives are about. Then the final one is classifying Adjectives and they describe a noun or a type of noun. So that is a nuclear power plant. So the adjective is nuclear and it tells us what kind of power plant this is. You can't say that is a really, Really nuclear power plant or kind of a nuclear power plant. It's just describing it. Mercedes Benz is a German car manufacturer. Again, you can't say they're pretty German. They're either German or they're not German. Let's look in more detail at extreme Adjectives. Now, we're going to try and make some sentences. But first of all, let's learn a little rule, an extra rule about extreme Adjectives. So we know that extreme Adjectives are those ones with a very strong meaning. They already have a really strong meaning. Like fascinating, phenomenal, things like that, amazing, brilliant. And so we can't make them less. We can't grade them by saying like fairly brilliant or like kind of phenomenal. It doesn't make sense, It's just not right. But what we can do is use modifiers. And particularly, we use absolutely and really to give some extra emphasis, some extra strength to these extreme Adjectives. So, for example, it is absolutely freezing tonight. So you're making it even more emphasized, even stronger that it's very cold. Wow, that was really fascinating. This is a very, very common way of speaking. It's super, well, It's really common. It's absolutely common to use this kind of modifier. Have a look at this table. And these are some non-degradable extreme Adjectives, by the way, if you want to improve your vocabulary, this is also a great word list for you to learn. These all have a very strong meaning. And what I want you to do is make maybe five sentences using the modifier of ADA. Absolutely are really combined with these words. So we'll take a quick look. Amazing, Very good, Ancient, very old. Awful is very bad. Boiling very hot, delicious, very tasty. Enormous is very big. Excellence is very good. Exhausted, very tired, fascinating, very interesting. Freezing, very cold, Gorgeous, Very good looking. Terrible. Again, very bad. Terrifying, very scary. Now notice terrible is very bad. Terrifying is very scary. And tiny is very small. If any of those words and new for you, then make sure you add them to your vocabulary and you learn them because they're very useful. Try to make me five sentences using the modifier and those Adjectives. Now, let's take a look at a few examples. Your phone is really ancient, really ancient, like so-so old. How absolutely terrible was that joke? Tomorrow is gonna be absolutely boiling, or you could say absolutely boiling hot. She's absolutely gorgeous. She's really gorgeous. Simone looks really terrifying in her Halloween costume. 44. Adverbs Adjectives Part 6: Next, let's talk about absolute adjectives. So remember, absolute Adjectives are used by themselves without an adverb because it doesn't make sense. If we put an adverb in front of them, we'll see an example very shortly. So we don't use any kind of adverb before them. So my friend's dog was run over. He's dead. Run over means hit by a car. Alright, and you can see that in the little box. So my friend's dog was run over, he's dead. And then my friend's dog was run over. He is completely dead. So completely is our adverb there. Now, think about this. Can a dog be like a little bit dead or of person be a little bit dead or like reasonably dead, fairly dead kind of debt or extremely debt. Completely dead. No, it doesn't make sense. So we don't say he's completely dead. Just say directly He's dead. It's an absolute adjectives. But something that we can do with absolute Adjectives is again, emphasize them. In some situations, we can use modifiers like absolutely, totally and completely to modify those absolute adjectives. So can you believe at the concert is totally free? I'm going to absolutely destroy you in Call of Duty. Alright, now think about these statements. So, could a concert be like a bit three? Could it be like very, very free? And if something is destroyed, can it be like a bit destroyed, fairly destroyed? Know, it can. So something is free or it's not free. It's free or it costs like maybe $0.01 or $1. And if it's one central $1, it's not free. So we can't use those words like kind of fairly partially things like that. Okay. The same as destroyed. Something is destroyed or it's not destroyed. Like we can never use it again, or we can still use it. Actually, that's an interesting thing. If something is like hurt, we would say it's damaged. Like my laptop is damaged. My phone is damaged, but I can still use it or I can fix it. If you say my laptop is destroyed, my phone is destroyed. You can never use it again. It's totally gone. So that's why I destroyed isn't absolute adjectives. So the question is, what are those words are absolutely totally or completely doing? Again, they're adding emphasis where they're making the, the strength of what you're saying even clearer with the concept is like, Oh my God, it's hard to believe that it's free. Such an amazing concept. Wow, it's free. I can't believe it. So then we can use totally free. And about the talking to your friend. You're like showing your friend that you really are going to beat them very badly. Like you're gonna, you're gonna kick their *** basically. Excuse my language. So again, we can use the word Absolutely, I'm going to absolutely destroy you in this game. So remember, when its absolute adjectives, we can use modifiers. We can't use those grading Adverbs. We're gonna do a little quiz. And in this quiz I want you to think about something a little difficult. So what I want you to do is try to write if four or five sentences using this set of modifiers and Adjectives. So we've got absolutely, totally and completely. And we've got acceptable. Dad destroyed, finished free, impossible, necessary, perfect, ruined, and unacceptable, which are all non-degradable, absolute adjectives. But when you're doing it, think about this. Remember the context, the situation, the background of each statement. So for example, if you said something is totally unacceptable, that makes sense that you are putting the emphasis, you're making it really strong in what you're saying, your behavior is totally unacceptable or come in, it's absolutely free. That kind of thing. You're making the the strength of what you're saying clear. You're emphasizing it But it doesn't really make sense if you say Elvis Presley is totally dead. The dog is totally dead. Because how can it be less than that? So we have to use our own judgments in these cases. Think about the logic. It's not so much a question of remembering grammar rules. It's more what is the logic of what we're saying? Can we make the sentence logical? And by thinking in a logical way, choose whether we should use these modifiers or not. Anyway, I'll leave that for you to think about. And I want you to write me four or five sentences. Pause this video, have a try. Now. Let's take a look at some possible answers. We have our Starbucks giving away free coffee. So they're completely free. We don't have to complete a Review or give you our phone numbers in exchange for the coffee. So you're checking, is it, is the free really true? Completely free? Is it absolutely necessary for you to speak so loudly all the time? As a really good my sisters and my friend's sister wrote off her car. That means like she she was driving, she crashed it and it's so badly damaged that has to destroy it completely. Like she can never drive it again. It's totally ruined. So we're making the strength of that word ruined even more clear by using totally, we're adding emphasis. Finally, let's talk about classifying Adjectives. The third of those type of adjectives that we looked at. These ones are useful for grouping nouns of one particular type together. And that standard Adjectives, you know, these ones you've already been using one's. They can't be graded. Remember, before we looked at German, BMW or Mercedes Benz is a German car manufacturer. They can't be kind of German. So some examples is classical or quantum physics more interesting? You would never say, Oh, this is fairly quantum. It just wouldn't make sense. My mom bought me a digital watch for Christmas. And then let me say something interesting here, which is that sometimes native speakers break these rules. So take a look at these two sentences here. And you'll notice that things which should be classifying Adjectives have the word extremely and the word vary in front of them. What is the meaning? What is the purpose of what they're saying here? Can you figure it out? The first one is that film was extremely British. Or you could say like he is very American. Or you could say, it's a very capitalistic country. So what's the purpose here? What, what are we doing? What does that mean exactly? Because it's breaking the grammar rule. So first of all, if a film is very British, it's showing that the humor or the culture or the styles that are like connected or associated with Britain. British people are with British films. So it's showing British stereotypes. It's like much more British than maybe the reality. Alright, so you could say someone has a very British attitude to something. That means that they're an extreme version of being British. Like that would be probably they, they're not very good at saying what they think. And they're not good at dealing with their emotions and things like that. Bad food, some would say. Then the other one, if a country is very capitalistic country, it suggests that like profit is the big priority. Profit is prioritize instead of people's well-being, instead of looking after the people. And it's kind of comparing it to other capitalist countries. Some people say that America, and particularly the healthcare system in America, is extremely capitalistic, is more focused on profit and making money than about looking after people. Again, we're like breaking the rule, but in an acceptable way to show that something is even more of an extreme thing than the normal. So the very British is even more British than British. Very capitalistic is even more capitalistic than other capitalist countries. So this is not something that you necessarily need to start doing yourself, but it's something that you should be aware of. And next time you hear it, you can, you'll breaking the grammar rule. But it's acceptable and I get what you're doing. 45. Adverbs Adjectives Part 7: Let's move on from talking about the gradeable and non-degradable Adjectives. And take a look at a few pairs of words. So first of all, let's look at just and about two. And many people get a little bit confused between these two. So these are two very common Adverbs that are talking about time. These are adverbs of time. And they show when something has happened or will happen. Just means something happened very recently. Can I call you back in 2 min? I just got home. I very recently got home. I'll see you in half an hour. I've just left the office. So I walked out of the office 2 min ago. Then about two means something will happen very soon. So I'm about to get into BED. Can I call you back tomorrow? So in two more minutes, 2 min in the future, I might get into bet he's about to leave the office. You should talk to him. Now. He's about to leave the office. It means he's still in the office, but he's like walking to the door and he's ready to leave, he's ready to finish work for today. And we could put both of them in one sentence and say, I just got home and I'm about to get into bad. Must have been a very long day that you're so tired that you got home and immediately get into bad without even eating or sitting down and watching TV. So there you go. That's how we use both of them in one sentence, another pair of words that people get confused about already and yet. So already talks about an action that has happened in the past. And sometimes it can be an action that was quicker than expected, like it's a little bit surprising. So you already home. I wanted to ask for a left. So now you are at home. I'm a little bit surprised because I thought you might be maybe still in the office, are still at school or something like that. My apologies, mom. Your flight has already left. So it's not here anymore. It's gone. And yet is a period of time between the past and the present moment shows that something hasn't happened, hasn't happened yet. But we think it's going to happen in the future. It is expected to happen in the future. For example, Shawn isn't here yet, but I'm happy to help you if I can. So in this situation, we're expecting Sean, by the way, CAN is pronounced sure not seen or cyan is Sean. He isn't here yet, but we know that he's coming sometime in the future, maybe in 10 min, maybe in 2 h. But not yet. Has the plane landed yet? And then we're not sure. Is it still in the air or not? We can say yes, it's already landed. It's on the ground or it hasn't landed yet, it's still in the air. And we can put them both into one sentence. We haven't seen the new teacher yet, but he's already given us homework. So he might have e-mailed homework before the first-class. And one more word that we should look at and quickly review is the word still, still talks about an action or event that is currently happening. So it hasn't finished yet. So are you still working? It's already 11:00 P.M. so you're still doing your work. Can you still give me a lift to the gym tomorrow? Now that one means has the situation changed or is the situation the same as before? Yes, you can take me in your car to go to the gym. John Bonham is still the greatest rock drummer of all time. Jump on them was the drummer for Led Zeppelin. For anyone who doesn't know. What we're saying is that even though there's been another like more than 40 years since he died, he is still the best one. That situation hasn't changed. It's still currently true. And my brother's still hasn't woken up, so he's still sleeping. Now, you might be thinking, but in a master English grammar course, this is maybe a little bit too easy. Julie. You might be right. If we were to only look at the words still or the word already, it might be a little bit easy. But here's what I want you to do. This is the hard part. Can you choose the right adverb of time for the right situation? So I'm gonna give you some sentences. You're going to choose which adverb goes into which place. So we have 12,345.6 and the last one has got three different Adverbs in there. That's a bit of a challenge. So I want you to choose for each space. Should we have already yet? Just still or about two? Pause, have a triad, those ones now. So welcome back. Let's take a look. Sophia's mom says, hi, I just saw her on my way home. So it happened in the recent past. That's why we say just where are you? I'm about to leave. So I haven't left yet. And I'm waiting for you probably maybe I want to say something to you before I go or we're leaving together, but I am ready. I'm about to leave. Have you still not bought the tickets? We might not be able to get seats so close before the movie. Alright, so the time is getting very long. You could also change this around to use yet. You might be able to say, haven't, you bought the tickets yet? But probably the one we've got here is a bit more common. Have you still not? Or you might say, you still haven't bought the tickets. Have you met them? Bosses, new secretary yet? So there we go. Is it something that's already happened to you or not? Might I might I be able to catch a ride with you? No, I'm sorry. I just left or I already left. So in this situation, both of those would be acceptable. Because it means, they both mean that the action of leaving is finished. Just means that it finished very recently, like a few minutes ago already. It might be recently or it might be 2 h ago, but we know that it's finished. Okay. So the difference between Justin already is just how close it is to now. Just is probably a few minutes ago. And already is could be any time could be a short-term or long-term. Finally, did you already tell your manager about the problem? I'm hoping I can still fix the problem before anyone finds out, but I'm still not sure how to do it. The last thing we're going to talk about in terms of Adverbs and Adjectives is this table. So what I want you to do, this is an interesting challenge. I want you to read the sentence on the left, explain the situation, explain the meaning of the sentence, as you can see in green on the right. So for example, tally is just cooked dinner. That means that Talia finished cooking dinner a few minutes ago. So I want you to look at the other four. So we have Talia already cooked dinner. Talia still hasn't cooked dinner. Talia hasn't cooked dinner yet. And has Talia cooked yet? I want you to explain, in other words, the meaning of those four. Pause and have a try. Now, let's take a look. Now. Already cooked Talia finished cooking dinner. We don't know when. Remember that's the difference between already and just already as much more loose, much more flexible in the time. Still hasn't cooked dinner. She hasn't started cooking yet. Hasn't cooked dinner yet. Talia has not started cooking, but we know that she will start cooking. The feeling, I think still is that wears a little bit of noise. Like Talia still hasn't cooked dinner. I'm so hungry. Whereas the next one tally it hasn't cooked dinner yet, doesn't have such a strong feeling of being annoyed. It's just describing something. And then has Talia cooked yet? We don't know if Talia has cooked dinner and we want to find out. Okay. And that's how we make a question with yet. So that is the end of our section all about Adverbs and Adjectives. I hope it was useful, has certainly been a long section. So I hope you've stuck with me through to the end. And you've answered all of those quiz questions. As always, if there's anything you're not sure about, please go back and check or send me a message to clarify. And I'll be waiting for you with some more videos very soon.