1.

Avoid saying "you" when you criticize or point something out:

For example:
❌ You didn't understand.
✅ I guess I didn't make myself clear.

2. Learn to disagree: avoid saying this like "no, that's not true" or "you didn't understand me" at all costs. It's better to say
the following:
✅ I wouldn't say so, because ...
✅ What wasn't really the case ...
3. Avoid being too direct: polite English uses a lot of indirect and softening phrases.
For example:
❌ I want to talk to you about ...
✅ I was hoping we could discuss ...

Bed is a strange word! If we don't use an article, it means a place where we sleep, not a particular object:

The children are in bed.

We didn't get out of bed until after one o'clock.
She got home and went straight to bed.
But when we are thinking about a bed as an object, we use articles in the normal way:

She sat on the bed in my room [I choose the because the listener knows which bed I mean].
I need to buy a new bed [I choose a because I don't know which bed yet, I'm not talking about a specific one].
The word home is also a bit strange. We usually use no article.

They went home.*

I stayed at home.
Julie works from home.
Lucy is at home at the moment.
*Notice we don't need to with 'go home' (not 'go to home').

But we can use an article with home when it means 'the building that somebody lives (or used to live) in'. In this case we use
articles in the normal way:

We visited the home of Jackie Kennedy.

My sister has made her flat into a beautiful home.

We've already studied how to make the passive in this case.But sometimes verbs have two objects. In this case, a thing is
usually the direct object and the person who receives the thing is usually the indirect object. In this case, we can make two
passive sentences.
I cleaned the kitchen (the object is 'the kitchen').
The kitchen was cleaned (by me).
I gave John the book (the direct object is 'the' book' and the indirect object is 'John').
John was given the book (by me).
The book was given to John (by me).
Let's review!

Make the passive and put the indirect object (usually a person) at the front of the sentence.

She taught the children French.

___________________________________________________________________________

2. We gave the little girl a doll.

___________________________________________________________________________

3. The students brought the teachers cake.

___________________________________________________________________________

Answers

The children were taught French (by her).

The little girl was given a doll (by us).
The teachers were brought cake (by the students)

A regular habit is a series of repeated actions that cross the present moment. They are regular because they happen on a
certain schedule.

Again, the habit or series of regular actions needs to have started before now and will continue after now. It can have started
a long time ago or a fairly short time ago. We often use frequency adverbials, such as always, often, every day, on Tuesdays
and so on. It can be something in our own lives, like going to work, or it can be something in the rest of the world, like the
sun rising. It can also be something that never happens.

The sun rises in the east.

British people often go on holiday to Spain.
He usually takes the train to work.
She never goes to London.

Let's review!

We use the present simple for regular _________.

A regular habit is something that happens on a certain __________.
We often use frequency __________ like 'often' or 'every day'.
The habit needs to have started __________ now and will continue _______ now.
The habit can be something in our own _________ or something in the rest of the _________.

Answers
habits
schedule
adverbs (or adverb phrases)
before, after
lives, world

We can use the suffix '-er' to talk about a person who does something.

teach -> teacher

learn -> learner
work -> worker
bank -> banker
dance -> dancer

We can also use '-ist' with the same meaning.

cycle -> cyclist

psychology -> psychologist
piano -> pianist
guitar -> guitarist
art -> artist

Unfortunately, there's no easy way to know which ending to use with which word. We just need to learn the forms.

Let's review!

Add the correct ending.

He wants to be a ________________________ (teach).

She works as a ________________________ (psychology).
My brother is an excellent ________________________ (piano).
.

Answers
He wants to be a teacher.
She works as a psychologist.
My brother is an excellent pianist.

be bowled over (be very surprised in a good way): She was bowled over by the award.
be taken aback (be very surprised in a bad way): I was taken aback when he swore at the boss.
be passed down (be given to the next generation): This recipe was passed down by my grandmother.
be named after (be given a name because of someone): He is named after his father. They are both called James.
be rained off (be cancelled because of rain): The match was rained off.

Let's review!

What phrasal verb do we need? Remember they're in the passive.

She was _________________________ by the wonderful news.

She is _________________________ her mother.
This necklace was _________________________ by my great aunt.

Answers

She was bowled over by the wonderful news.

She is named after her mother.
This necklace was passed down by my great aunt.

highly likely (this will probably happen): It's highly likely that it will rain later.
a slim chance (this will probably not happen): There's a slim chance he'll be here on time.
a distinct possibility (this will probably happen): There's a distinct possibility that the whole thing will be cancelled.
in no doubt (definitely): I am in no doubt that she will be an excellent manager.
the odds are against (this is unlikely): The odds are against him passing the exam.

Let's review!

What word do you need to put in?

There's a _________________________ chance that they will call.

We're in no _________________________ that she's right.
The odds are _________________________ us catching the train

Answers

There's a slim chance that they will call.

We're in no doubt that she's right.
The odds are against us catching the train
 . We need to be careful to use an adjective before a noun or after a linking verb, and an adverb when we are saying
something about the verb.

He speaks perfect English ('perfect' is an adjective that gives us more information about the noun ‘English’).
He speaks English perfectly ('perfectly' is an adverb that give us more information about the verb ‘speaks’).
She is a terrible singer ('terrible' is an adjective that gives us more information about the noun ‘singer’).
She sings terribly ('terribly' is an adverb that gives us more information about the verb ‘sings’).
Remember that 'fast' is both an adjective and an adverb.

He drives fast.
He is a fast driver.

Let's review!

Choose the correct word – adjective or adverb?

He drove quick / quickly.

He is an excellent / excellently actor.
She put the cup down careful / carefully.

Answers

He drove quickly.
He is an excellent actor.
She put the cup down carefully.

Today's English expression is 'to bite off more than you can chew'. This is when you try to do too many things or a project
that is too big or too difficult.

I have to give three presentations this week and I have to write two essays and make a video. I have no idea how I'm going
to get it all done. I've really bitten off more than I can chew.
Are you sure you want to learn Thai now? You're already busy - don't bite off more than you can chew.

Let's review!

Put in 'bite off more than you can chew' in the correct form. You might need to change the pronoun.

I think I might have __________________________________________________! I have far too much work.

She often __________________________________________________. She seems to manage somehow!
You really shouldn't __________________________________________________. You'll get ill.
Answers

I think I might have bitten off more than I can chew! I have far too much work.
She often bites off more than she can chew. She seems to manage somehow!
You really shouldn't bite off more than you can chew. You'll get ill.

We use a causative verb when we want to talk about something that someone else did for us or for another person. It means
that the subject caused the action to happen, but didn't do it themselves. Maybe they paid, or asked, or persuaded the other
person to do it.

For example, we can say:

I cleaned my house. (This means I cleaned it myself).

If I paid someone to clean it, of course I can say:

A cleaner cleaned my house.

But, another way is to use a causative construction. So, I can also say:

I had my house cleaned.

In a sense, using a causative verb is similar to using a passive. The important thing is that the house is now clean. We don't
focus on who did the cleaning.

Have + object + past participle (have something done)

We usually use 'have something done' when we are talking about paying someone to do something for us. It's often used for
services. The form is 'subject + have + object + past participle'.

I've had my computer fixed.

John will have his house painted.
They are having their car cleaned.

Let's review!

Make a causative with 'have'.

1. She arranged for someone to cut the grass.

___________________________________________________________________________

2. I will arrange for someone to make some food.

___________________________________________________________________________
3. He's arranging for someone to pick up the children.

__________________________________________________________________________

Answers

She had the grass cut.

I will have some food made.
He's having the children picked up.

We have already talked about using 'wish + past simple' to talk about things that we don't like in the present.

I wish that I had more money.

We can also use 'wish + would + infinitive' to talk about things that we don't like in the present. We use 'would' when we are
talking about someone else's behaviour that we want to change. It's often blaming the other person a little bit for doing
something we don't like.

I wish that he would stop smoking!

I wish that the children wouldn't watch so much TV.
I wish that she wouldn't complain all the time.

Often, it's fine to use either 'wish + past simple' or 'wish + would'. 'Wish + past simple' doesn't give us the feeling of blame –
it's just a fact.

I wish that she didn't complain all the time.

Sometimes, we imagine that something like our car or our computer or the weather has feelings and behaviour that we'd like
to change!

I wish that it wouldn't rain so much!

I wish that my car would start easily.
I wish that my computer wouldn't crash so often.

Let's review!

Make sentences with 'I wish' and 'would'. For example: he eats so much chocolate => I wish that he wouldn't eat so much
chocolate.

1. My neighbours are so noisy.

___________________________________________________________________________
2. She doesn't load the dishwasher.

___________________________________________________________________________

3. It snows every day.

___________________________________________________________________________

Answers

I wish that my neighbours wouldn't be so noisy.

I wish that she would load the dishwasher.
I wish that it wouldn't snow every day.

We use 'be due to' to talk about something that's scheduled or planned for the future. Usually it's some kind of official
timetable or something that has been arranged. It's often used with verbs like 'start', 'finish', 'leave' and 'arrive'.

He is due to start work next Monday.

They are due to arrive at 3:15.
We can also use 'was / were due to' to say that something was scheduled or planned in the past. Often, the thing didn't
happen or maybe we don't know if it happened or not.

The train was due to arrive at 6 pm but it didn't get here till midnight.
We were due to meet yesterday but she had to cancel.

Let's review!

Make sentences using 'am / is / are / was / were + due + to + infinitive'.

1. It's the plan that he will leave this afternoon.

___________________________________________________________________________

2. It was the plan that James would finish work at six - he should be here by now.

___________________________________________________________________________

3. The schedule said that the students should hand in their essays on Friday, but many of them were late.

___________________________________________________________________________

Answers

He is due to leave this afternoon.

James was due to finish work at six - he should be here by now.
The students were due to hand in their essays on Friday, but many of them were late.

We've already talked about how we often use the present simple after time words like
'when', 'as soon as', 'after' and 'once'.

 I'll call you when I get home (NOT: when I will get home).

We can also use the present perfect after the time word, to emphasise that the action with
the present perfect will happen before the other action. Both actions are still in the future.

 I'll call you after we have had lunch (this emphasises that lunch will happen first).
 We'll meet as soon as you've finished work (finishing work happens first, then
meeting).

What's the difference?

 I'll call you when I finish work.

 I'll call you when I've finished work.

These sentences are very close in meaning. The second one emphasises that the finishing
will happen before the calling, not at the same time.

Let's review!

Make sentences using the present perfect.

1. She'll meet us when she ______________________________ (be) to the gym.

2. I'm going to clean the house after the children ______________________________
(leave).
3. We'll set off as soon as John ______________________________ (call).

Answers

1. She'll meet us when she has been to the gym.

2. I'm going to clean the house after the children have left.
3. We'll set off as soon as John has called.

We can use 'unless' in conditional sentences to mean something like 'except if'.

 I'll go to the meeting unless my train is late.

  She goes running every morning unless it's raining.
 A: Are you coming to the party? B: Yes, unless I have to work.

Let's review!

Change the sentences so that they include 'unless'.

1. We'll have a picnic / it's too cold.

_______________________________________________________________________
____

2. She'll learn the violin / we can't find a teacher.

_______________________________________________________________________
____

3. I usually feel good / I drink too much coffee.

_______________________________________________________________________

Answers

1. We'll have a picnic unless it's too cold.

2. She'll learn the violin unless we can't find a teacher.
3. I usually feel good unless I drink too much coffee.

We also use 'a lot' and 'much' with some verbs. 'A lot' and 'much' go in end position. We
use 'much' with negative sentences.

 I really like this cake.

 I like this cake a lot.
 I don't like this cake much.

Let's review!

Put in 'really', 'much' or 'a lot'.

 1. I ________________________ love coffee.
2. He wants a new car ________________________.
3. We don't like winter ________________________.

Answers

1. I really love coffee.

2. He wants a new car a lot.
3. We don't like winter much.

Here, 'may' and 'might' are talking about something that is definitely true.

 She may be rich but she's not happy (= although she is rich, she's not happy).
 London might be busy but there are lots of peaceful parks (= although London is
busy, there are lots of peaceful parks).
 He might be clever but he isn't very good with people (= although he is clever, he
isn't very good with people).

Let's review!

Make sentences using 'might' for concession.

1. Although she is here, she isn't listening.

_______________________________________________________________________
____

2. Although it is cold, it's still a good day for a walk.

_______________________________________________________________________
____

3. Although they are tired, they can't go to sleep yet.

_______________________________________________________________________

Answers

1. She might be here but she isn't listening.

2. It might be cold but it's still a good day for a walk.
3. They might be tired but they can't go to sleep yet.

Let's talk about then we use 'what' and 'that'. Sometimes we use 'what' to mean 'the thing(s) that'. This is very, very common
in spoken English.
I heard what you said. (= I heard the thing that you said.)
She always does what she wants. (= She always does the things that she wants.)
What you need is a cup of tea. (= The thing that you need is a cup of tea.)

If 'what' is the subject of a verb, the verb is singular.

What she likes is books. (NOT: What she likes are books.)

But, if we use 'anything', 'nothing', 'something' or 'everything', we need to use 'that' and not 'what'.

Take anything that you want.

Her mother gave her everything that she needed.

Sometimes we use 'what' to mean 'the thing(s) that'. This is very, very common in spoken English.
I heard what you said. (= I heard the thing that you said.)
If 'what' is the subject of a verb, the verb is singular.
What she likes is books. (NOT: What she likes are books.)

But, if we use 'anything', 'nothing', 'something' or 'everything', we need to use 'that' and not 'what'.
Take anything that you want.
Her mother gave her everything that she needed.

Let's review!

Put in 'that' or 'what'.

I have everything ______________________________ I want.

______________________________ we need to do is talk more.
She bought nothing ______________________________ was useful.

Answers

I have everything that I want.

What we need to do is talk more.
She bought nothing that was useful.

First, we often use the when we are talking about a form of transport as a general idea.
We usually do this with public transport (not with cars or bikes) and we usually use verbs
such as take, be on, get on and get off:

 We took the bus to school.

 She gets off the underground in central London.
  Julie's on the train at the moment.

In all of these examples, I'm not talking about a particular bus, train or plane but rather
the system of transport as an idea.

However, we use 'no article' when we use a form of transport with by:

 We travelled by plane.
 He goes to work by bus.
 We went to Scotland by train.

Remember, we can't say 'by foot' or 'by feet' when we're talking about walking. We say
'on foot' (also 'no article').

Let's review!

Fill the gap with the or write '-' if we don't need an article.

1. We travelled by ______ boat when we went on holiday.

2. Laura is on ______ train.
3. How do you get to work? On ______ foot?

Answers

1. We travelled by - boat when we went on holiday.

2. Laura is on the train.

3. How do you get to work? On - foot?

We've already looked at changing the present simple to the past simple in reported
speech.

 Direct speech: I live in London.

 Reported speech: She said that she lived in London.

We also usually backshift the other tenses.

Present continuous

 Direct speech: I am going to work.

 Reported speech: She said that she was going to work.

Present perfect simple

 Direct speech: I have seen Lucy.

 Reported speech: She said that she had seen Lucy.

Past simple (this one is an exception)

 Direct speech: I met James.

 Reported speech: She said that she had met James OR she said that she met James.

Let's review!

Make reported speech. Always start with 'Julie said that...'

1. James is coming to the meeting.

Julie said that

________________________________________________________________

2. I have had lunch.

Julie said that

________________________________________________________________

3. We are going home.

Julie said that _

Answers
 1. Julie said that James was coming to the meeting.
2. Julie said that she had had lunch.
3. Julie said that they were going home.

Remember, to make the passive, we:

 move the object to the front,

 make the tense we need with the verb 'be' (in this case, the past simple),
 add the past participle of the main verb (for regular verbs, we add 'ed' to make the
past participle),
 add 'by + the original subject', if we want.

Here's are some examples with the past simple.

 Active: The children ate the apples.

 Passive: The apples were eaten (by the children).
 Active: The author wrote the book in 1997.
 Passive: The book was written (by the author) in 1997.
 Active: We finished the project last week.
 Passive: The project was finished last week (by us).

Let's review!

Change the active sentences into passive sentences.

1. He wrote the report.

_______________________________________________________________________
____

2. The boys made the biscuits.

_______________________________________________________________________
____

3. John loved Julie.

_____________________________________________________________________

Answers

1. The report was written (by him).

2. The biscuits were made (by the boys).

3. Julie was loved (by John).

In phrasal verbs, sometimes the preposition (or 'particle') has its own meaning. One of
the meanings of 'on' is 'continuing'.

This is a very strong meaning with 'go on' and 'carry on'. These both really mean
'continue'.

 Go on - I want to know what happened next! (= continue - I want to know what

happened next!)
 Please do carry on (= please do continue).

We can use a gerund after 'on' if we want to say which action continued.

 She went on talking.

 Please, carry on working. Don't let me interrupt you.

We can also use both 'keep + on + gerund' and 'keep + gerund' to mean 'continue'. There's
really no difference in meaning with or without the 'on'.

 I called her but she kept on walking.

 I called her but she kept walking.

We can also use 'on = continue' with other verbs. Usually these don't include an object or
a gerund.

 The bus drove on.

 The band played on.
 She always talks on and on.
 Would you like to stay on for a few more days?

Let's review!

Change the sentences to use the verb in brackets and 'on'.

1. She continued drinking her coffee. (go)

_______________________________________________________________________
____

2. The car continued driving. (drive)

_______________________________________________________________________
____

3. He will continue studying next year. (carry)

Answers

1. She went on drinking her coffee.

2. The car drove on.
3. He will carry on studying next year.

A gerund is the verb+ing form. Normally, it's very easy to make the gerund and there are
no irregular verbs. We add 'ing' to the infinitive.

 be → being
 sleep → sleeping

However, there are some spelling changes. When the verb ends with 'e', we usually drop
the 'e' before we add 'ing'. There are many, many verbs like this.

 share → sharing
 smile → smiling
 phone → phoning
 use → using
 wake → waking
 write → writing
 serve → serving
 realise → realising
 practise → practising
 move → moving
 live → living
 ignore → ignoring
 invite → inviting
 imagine → imagining
 give → giving
 smoke → smoking
 save → saving
 make → making
 have → having
 take → taking
 arrive → arriving
Sometimes we have to double the last consonant.

 swim → swimming
 run → running
 begin → beginning
 fit → fitting
 forget → forgetting
 get → getting
 hit → hitting
 let → letting
 plan → planning
 prefer → preferring
 put → putting
 set → setting
 sit → sitting
 shut → shutting
 stop → stopping
 travel → travelling
 win → winning

When the verb ends in -ie, we change -ie to -y before we add -ing.

 die → dying
 lie → lying

Let's review!

Spell the gerund correctly.

1. share → ______________________________
2. put → ______________________________
3. plan → ______________________________

Answers

1. sharing
2. putting
3. planning
Many grammar books say that we use the present continuous for actions that are
happening at the moment of speaking. This rule is fine, but it doesn’t tell us the whole
story. The action also needs to be temporary (or unfinished - this is in another lesson).
Otherwise, we would use the present simple.

 I’m working at the moment.

 She’s cooking.
 Amanda is sleeping now.

Of course, if the verb is a stative verb, we need to use the present simple, even if the
action is temporary.

This use of the present continuous includes things which are changing. We often use
verbs that include the idea of change in their meaning, like ‘become’ or ‘improve’. We
also often repeat an adjective.

 The weather is becoming colder and colder.

 She's getting older.
 Luke is growing taller.

Let's review!

1. We use both the present simple and the present continuous for actions that
__________ the present moment.
2. We use the present simple for temporary situations when the verb is _________.
3. We also use the present continuous for things that are ________.
4. Can you name two verbs that include the idea of change in their meaning?
5. What do we often repeat when we use the present continuous for change?

Answers

1. cross
2. stative
3. changing
4. become, improve, grow, get
5. an adjective

Possessive pronouns (mine, yours, his, hers, ours, theirs) must be used without a noun.
They replace possessive determiners (my / your / etc) + noun.

 It's my book OR it's mine.

 That's your car OR it's yours.
 Those are his shoes OR they're his.
 It's her umbrella OR it's hers.
  Please open our gift first OR please open ours.
 The students took their books OR the students took theirs.

Let's review!

1. That's (my / mine) car.

2. The red coats are (their / theirs).
3. Could you pass (your / yours) cup?

Answers

1. That's my car.
2. The red coats are theirs.
3. Could you pass your cup?

1: Past Simple for things that are hypothetical

We use the past simple to talk about things that are not real in the present or future. I know this can feel a bit strange! It's not
about real time. We just use the past to say that something is imaginary.

Second conditional:

If I had a lot of money, I would travel round the world.

If it wasn't raining, we could go to the park.

Wish:

I wish (that) I had a car.

I wish (that) we weren't in London at the moment.
I wish (that) Andrew was here now.

We also use the past simple after 'it's time' to talk about the present:

It's time (that) we went home.

It's time (that) you stopped smoking.
It's time (that) I learned to drive.

2: Past simple for politeness

In English, using the past tense when you're making a request makes you sound more polite.
I wondered if you could help me.
I hoped that you might lend me the money.

We also use the past of modal verbs such as could (past of can) or would (past of will) in requests for this reason.
We use the past simple for things that are not __________ in the present or the future.
One example of an unreal use of the past simple is the __________ conditional.
We also use the __________ tense after 'wish'.

Answers
real
second
past simple

You might think this is unnecessary! But you really will get better results when you use this kind of structure to ask native
English speakers for things. We love being indirect and we use this even with close friends and family. The size of the
favour is more important than the closeness of the relationship - we are very polite when we ask for big favours, even with
people we know very well.

After 'I wondered if', we use backshifting, like we do with reported speech. We also use normal subject + verb word order.

Have you cleaned the bathroom? = I wondered if you had cleaned the bathroom.
Can I borrow some money? = I wondered if I could borrow some money.

Let's review!

Make the sentences more polite by using 'I wondered if'.

1. Can you pick me up?

___________________________________________________________________________

2. Will you be at home later?

___________________________________________________________________________

3. Is there any more coffee?

Answers

I wondered if you could pick me up.

I wondered if you would be at home later.
I wondered if there was any more coffee.

For today's mini lesson, let's talk about a very native expression. We use the expression
'to have a lot on your plate' to mean 'to have a lot of work or problems or things to do'. It
usually means that you are too busy.

 She has a job as a lawyer, four children and she writes a book a year. She has a lot
on her plate.
 He only works a few hours a week. He really doesn't have a lot on his plate.

We can also use the forms 'have too much on your plate' and 'have enough on your plate'.

Let's review!

Put in the correct form of 'have a lot on your plate'.

1. She really __________________________________________________ at the

moment.
2. Why do you always __________________________________________________?
Can't you relax for a while?
3. At that time, I __________________________________________________. I had
two jobs and I was studying.

Answers

1. She really has a lot on her plate at the moment.

2. Why do you always have a lot on your plate? Can't you relax for a while?
3. At that time, I had a lot on my plate. I had two jobs and I was studying.
For today's mini lesson, let's talk about choosing between 'if' and 'unless'. Maybe you already know 'unless' and the way that
we use it in conditional sentences to mean 'except if'. Today, let's practise choosing between 'if' and 'unless'. In the example
below, 'if' is more normal because people more often stay at home during rainy weather.

We'll stay at home if it rains. (rain = stay at home)

We'll stay at home unless it rains. (rain = go out)

In the next example, 'unless' is more normal, because usually when you have to work, you can't go to a party.

She'll come to the party unless she has to work. (work = no party)
She'll come to the party if she has to work. (work = go to party)
Let's review!

Put in 'if' or 'unless'.

You should take your umbrella _______________ it's raining.
I will be on time for the meeting _______________ the train is late.
The children go to bed early _______________ they have school the next day.

Answers

You should take your umbrella if it's raining.

I will be on time for the meeting unless the train is late.
The children go to bed early if they have school the next day.

For today's mini lesson, let's talk about indefinite pronouns. Words like 'something' and
'anybody' are indefinite pronouns. We use them for people, things and places.

 people: somebody / someone / anybody / anyone

 things:something / anything
 places:somewhere / anywhere

We can use anybody or anyone - the meaning is the same. It's also true for someone and
somebody.

We use someone / somebody / something / somewhere in the same way as some and we
use anyone / anybody / anything / anywhere in the same way as any.

We use somebody / something / somewhere mainly in positive sentences.

 We can find somebody who can help.

 There's something in the bag.
 Let's go somewhere this weekend.

We use anybody / anything / anywhere in the same way, but for questions and negative
sentences.

 I can't find anybody who can help.

 Is there anything in the bag?
 We didn't go anywhere this weekend.
We also use anybody / anything / anywhere with sentences that have a negative feeling.

 There is hardly anybody here.

 She ate hardly anything.
 We spent the weekend at home without going anywhere.

We can use somebody / something / somewhere in questions when they are offers or
requests or when we think the answer is yes.

 Are you looking for something? (= I think you're looking for something.)
 Would you like something to eat?

We often use anybody / anything / anywhere after 'if'.

 If anybody would like a coffee, tell me now!

 If anything is wrong, you need to phone the reception.
 If there's anywhere that you don't want to go, please send me an email.

We also use anybody / anything / anywhere with the meaning 'it doesn't matter who /
which / where'.

 Anybody can do this.

 I'd like to go anywhere! I just don't want to be here!
 She was so hungry that she ate anything.

Let's review!

Put in the correct word.

1. Would you like _______________ to drink?

2. We can go _______________ - I don't care where!
3. Is there _______________ in the dishwasher?

Answers

1. something
 2. anywhere
3. anything

We use 'too + much + uncountable noun'.

 There was too much water in the pot.

 You gave the children too much ice cream.
 He has too much money!

We use 'too + adjective'.

 The pot was too full.

 The children became too excited.
 He is too rich!

We DON'T use 'too + much + adjective'.

 NOT: The lesson was too much easy.

 NOT: The coffee is too much hot.
 NOT: London is too much expensive.

However, it's possible to use 'too + much + adjective + noun'. In this case, the adjective
just tells us about the noun. It's still the noun that we have too much of.

 We had too much hot coffee (= we had too much coffee and the coffee was hot. The
fact that it was hot wasn't the problem).
 They eat too much delicious ice cream.
 She wears too much expensive jewellery.

Let's review!

Put in 'too' or 'too much'.

1. This book is _______________ long.

2. She eats _______________ cake.
3. The children had _______________ chocolate..

Answers

1. too
2. too much
3. too much
For today's mini lesson, let's talk about how we use the present perfect for life experiences. We often use the present perfect
to talk about life experiences. In this case, we often use 'ever' in the question and 'never' (instead of 'not') in the negative. We
don't use anything special in the positive.

These sentences mean 'at some point in the person's life'. They don't say exactly when.

We usually use 'been' as the past participle of 'go' here.

· Have you ever met Lucy?

· I have never been to France.

· She has studied German.

Let's review!

Make present perfect questions or negatives about life experience. Use 'ever' and 'never'.

1. ____________________________________ (you / go) to Peru?

2. ____________________________________ (you / climb) a mountain?

3. We ____________________________________ (never / go) to the theatre.

Answers

1. Have you ever been to Peru?

2. Have you ever climbed a mountain?

4. We have never been to the theatre.

We can use reflexive pronouns (myself, yourself, himself, herself,

itself, ourselves, yourselves, themselves) to emphasise that
someone in the sentence did the thing, when we might expect
someone else to do it.
 The doctor gave me the medicine herself (= this means the
doctor did it and not anyone else. Maybe here we expect that
the pharmacist might do it).
 She spoke to the manager himself (= she spoke to the manager
and not anyone else).
 I will cook dinner myself! (= I will cook and not anyone else.)
Some participles (like 'bored' or 'boring') can be used as adjectives. These are used in a
slightly different way from normal adjectives. We usually use the past participle (ending
in -ed) to talk about how someone feels.
 I was really bored during the flight (NOT: I was really boring during the flight).
 She's interested in history (NOT: She's really interesting in history).
 John's frightened of spiders (NOT: John's frightening of spiders).
We usually use the present participle (ending in -ing) to talk about the person, thing, or
situation that has caused the feeling:
 It was such a long, boring flight (so I was bored).
 I read a really interesting book about history (so I was interested).
 Many people find spiders frightening (so they're frightened when they see spiders).

Let's review!
1. They had never seen such a bored / boring film!
2. I got more and more bored / boring as the teacher talked and talked.
3. I was confused / confusing, because I asked two people and they told me two different
things.