Level C: Advanced

Passive Voice – Focus, Structure, and Logic

Objective: Learners will review and master the basic structure of the passive voice, understand its use to shift sentence focus, and explore logical reasons for using it in discourse.

Understanding Passive Voice – The Foundation

Focus and Emphasis – Active vs. Passive

Logic, Context, and Application

Vocabulary about passive voice, understand its use to shift sentence focus, and explore logical reasons

Speaking about passive voice, understand its use to shift sentence focus, and explore logical reasons

Listening about passive voice, understand its use to shift sentence focus, and explore logical reasons

Writing about passive voice, understand its use to shift sentence focus, and explore logical reasons

Conversational simulation

Reading about passive voice, understand its use to shift sentence focus, and explore logical reasons

Game about passive voice, understand its use to shift sentence focus, and explore logical reasons

Quiz about passive voice, understand its use to shift sentence focus, and explore logical reasons

Grammar about passive voice, understand its use to shift sentence focus, and explore logical reasons

Advanced Passive Forms – Complex Structures and Modal Verbs

Objective: Learners will explore complex passive structures, including those with modals, reporting verbs, and infinitive constructions, and use them to express speculation, obligation, and formality.

Passive Voice with Modal Verbs – Expressing Possibility and Obligation

Reporting Structures and Infinitive Constructions in Passive Voice

Causatives and Complex Passive Applications

Vocabulary for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Writing for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Speaking for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Listening for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Conversational simulation

Reading for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Game for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Quiz for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Grammar for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Learners will explore complex passive structures, including those with modals, reporting verbs, and infinitive constructions, and use them to express speculation, obligation, and formality for C level

The Passive in Real-World Communication – Formality, Nuance, and Stylistic Impact

Objective: Learners will analyze the stylistic and rhetorical effects of the passive voice in different contexts, including everyday speech, formal writing, and media, developing the ability to choose passive or active voice intentionally.

Passive Voice Core Structure – Be + Past Participle

Objective: Learners will consolidate their understanding of how to form the passive voice using the structure be + past participle, and identify its function in shifting sentence focus from the agent to the action or result.

Introducing the Agent – Using “By” Phrases

Objective: Learners will understand how and when to include the agent in a passive sentence using "by + noun", and practice making choices about whether the agent is necessary, stylistically appropriate, or best omitted.

Understanding the Agent in Passive Voice – Who Does the Action?

Including or Omitting the Agent – Making Stylistic Choices

Agents and Style – Matching Voice to Context

Vocabulary to understand how and when to include the agent in a passive sentence using «by + noun»

Writing to understand how and when to include the agent in a passive sentence using “by + noun”

Listening to understand how and when to include the agent in a passive sentence using «by + noun»

Speaking to understand how and when to include the agent in a passive sentence using «by + noun»

Conversational simulation

Reading to understand how and when to include the agent in a passive sentence using «by + noun»

Game to understand how and when to include the agent in a passive sentence using «by + noun»

Quiz to understand how and when to include the agent in a passive sentence using «by + noun»

Grammar to understand how and when to include the agent in a passive sentence using “by + noun”

Learners will understand how and when to include the agent in a passive sentence using «by + noun», and practice making choices about whether the agent is necessary, stylistically appropriate, or best omitted for C level

Get-Passive – Form, Meaning, and Tone

Learners will understand how get is used to form the passive voice, how it differs in tone and use from be-passives, and when this construction is appropriate in informal contexts.

Juegos interactivos: Lección complex sentences

When and Why We Use Get-Passives – Expressing Involvement and Impact

Objective: Learners will explore the pragmatic reasons for using get-passives, especially to express personal involvement, unexpected outcomes, or emotional tone.

Limitations, Style, and Mixed Use – Choosing Between Be and Get

Objective: Learners will be able to distinguish when it is not appropriate to use the get-passive, and how to choose effectively between get and be for style, clarity, and audience.

Understanding the Impersonal Passive with “It + Be + Past Participle + That…”

Objective: Learners will recognize and construct impersonal passive sentences using the structure it + be + past participle + that-clause, and understand its function in formal and objective reporting.

The Alternative Form – “Subject + Be + Past Participle + Infinitive”

Objective: Learners will construct and manipulate impersonal passive sentences using subject + be + past participle + infinitive, and select the appropriate infinitive form to reflect time and aspect.

Comparing Both Forms – Choosing for Clarity, Style, and Focus

Objective: Learners will analyze the stylistic and structural differences between the two impersonal passive forms and learn to choose the appropriate one based on tone, emphasis, and clarity.

Timeless Truths vs. Evolving Realities – Knowing What’s Permanent and What’s Changing

Objective: Learners will distinguish between the present simple for general truths and the present continuous for evolving or changing situations, developing the ability to express nuance in professional and global topics.

Routines vs. Temporary Actions – Refining the Message

Objective: Learners will analyze how using the present simple vs. the continuous can communicate different time frames and degrees of permanence or temporariness in daily and professional contexts.

Future Meaning and Mixed Tenses – Present Forms, Future Implications

Objective: Learners will master how present simple and present continuous can be used with future reference, learning to choose the correct form depending on structure, tone, and context.

Recognizing State Verbs – Meaning Over Motion

Objective: Learners will identify state verbs and understand why they are typically used in the present simple rather than the continuous, with attention to verb categories and their non-action meaning.

Mixed-Meaning Verbs – State vs. Action in Context

Objective: Learners will differentiate between verbs that can be used both statively and actively, depending on their meaning in context, and practice accurate usage in complex sentences.

Native-Like Nuance – Avoiding Errors and Using Stative Verbs Naturally

Objective: Learners will refine their use of stative verbs in real-world contexts, avoiding overuse of continuous forms, and sound more natural and accurate in both speech and writing.

Other Uses of the Present Continuous – Describing Change and Ongoing Development

Objective: Learners will use the present continuous to describe ongoing change and trends, and understand how it expresses processes that are unfolding gradually over time, not just "in the moment."

Other Uses of the Present Continuous – Expressing Annoyance or Complaints – “Always + Present Continuous”

Objective: Learners will understand and apply the “always + present continuous” structure to express irritation, disapproval, or exaggeration about repeated behavior.

Other Uses of the Present Continuous – Using Present Continuous for Stylistic Emphasis and Personal Voice

Objective: Learners will explore how the present continuous can be used stylistically to add immediacy, vividness, or informality in speech, storytelling, and creative writing.

Headlines and News Summaries – The Present Simple for Dramatic Effect

Objective: Learners will understand how the present simple is used in news headlines to report past events for immediacy and impact, and learn to interpret and write concise headlines effectively.

Instructions and Manuals – The Present Simple as a Command Form

Objective: Learners will learn to recognize and use the present simple in instructions, especially in written guides, recipes, manuals, and software instructions, where the imperative tone is implied.

Present Simple for Commentary, Timetables, and Narrative Style

Objective: Learners will explore how the present simple is used for live commentary, scheduled events, and literary/historical narration, gaining control over its stylistic and functional flexibility.

Present Simple for Main Plot Events

Objective: Learners will use the present simple to describe the main actions and key events in a narrative, understanding its function in making stories feel immediate and universal.

Present Continuous for In-Progress or Background Actions

Objective: Learners will use the present continuous to describe ongoing actions or background scenes that accompany main events in a plot.

Combining Tenses for Depth and Flow in Narratives

Objective: Learners will learn to blend present simple and present continuous effectively in plot summaries to add rhythm, depth, and narrative structure.

The Narrative Present – Creating Immediacy in Storytelling

Objective: Learners will use the present simple to tell anecdotes in a more immediate and vivid way, transforming past events into engaging, conversational narratives.

Present Continuous for Background and Action in Progress

Objective: Learners will use the present continuous to describe background actions, ongoing situations, or scene setting within an anecdote.

Structuring Anecdotes – Transitions, Reactions, and Dialogue

Objective: Learners will structure full anecdotes using present tenses, including time expressions, reported and direct speech, and interactive reactions to build a dynamic narrative.

Avoiding Repetition in a Text – Using Reference Words – this, that, these, those, it

Objective: Learners will identify and correctly use reference words to refer back to nouns, noun phrases, or entire clauses, helping avoid unnecessary repetition and improving flow.

Avoiding Repetition in a Text – Using “such” and “so” for Category and Degree Reference

Objective: Learners will use “such” and “so” to refer to types or degrees of things previously mentioned, allowing for elegant variation and avoidance of repetition in more formal or descriptive writing.

Avoiding Repetition in a Text – Using “do so” and Synonyms for Action Substitution

Objective: Learners will avoid repeating full verb phrases by using “do so”, as well as applying synonyms and varied structures to maintain cohesion and stylistic quality in writing.

Using “It” for Neutral Reference and Textual Flow

Objective: Learners will identify and use “it” to refer neutrally to a previously mentioned idea or object, ensuring smooth cohesion without emphasizing or distancing.

Using “This” and “These” for Emphasis, Introduction, and Continuity

Objective: Learners will use “this/these” to emphasize something newly mentioned or important and to signal continuation or further explanation.

Using “That” and “Those” for Distance, Critique, and Distant Reference

Objective: Learners will use “that/those” to signal distance—either emotional, critical, or textual—and distinguish it from “this/these” in tone and meaning.

Using “that of” to Refer to a Singular Noun

Objective: Learners will understand and apply the use of “that of” to refer to a previously mentioned singular noun, avoiding repetition in formal comparisons and explanations.

Using “those of” to Refer to a Plural Noun

Objective: Learners will use “those of” to refer to plural nouns previously mentioned, particularly in comparative and analytical writing.

Using “Those who” to Refer to a Group of People

Objective: Learners will learn to use “those who” to refer to a specific group of people identified by their actions, opinions, or characteristics, avoiding generalization and increasing clarity.

Using “Such” to Refer Back to a Type of Noun

Objective: Learners will understand how to use “such” to refer back to a previously mentioned type of thing, especially when making generalizations or comparisons.

Using Synonyms to Replace Repeated Words or Phrases

Objective: Learners will identify and use appropriate synonyms to avoid repeating the same word or expression, enhancing lexical range and fluency in formal writing.

Using Metaphors and Figurative Synonyms for Stylistic Variety

Objective: Learners will explore how to use creative or figurative synonyms to replace literal expressions, improving expressiveness and engagement—especially in journalism, speeches, or narrative writing.

Synonym Choice for Tone, Precision, and Register

Objective: Learners will choose synonyms that fit the tone (formal/informal), convey precise meaning, and match the text's register (academic, conversational, journalistic).

Contrast with Prepositions and Phrases: Despite / In spite of / Much as

Objective: Learners will use prepositional structures like despite, in spite of, and the phrase much as to introduce contrasting ideas followed by noun phrases or gerunds.

Sentence Positioning and Contrast Flow

Objective: Learners will understand how to vary sentence structure by placing contrast connectors at the beginning, middle, or end, improving style and sentence variety.

In Spite Of / Despite + Noun Phrase or Gerund

Objective: Learners will correctly use in spite of and despite followed by noun phrases or -ing forms to introduce contrasting ideas.

Advanced Form – In Spite Of / Despite + the Fact That + Subject + Verb

Objective: Learners will accurately use in spite of the fact that and despite the fact that to introduce full clauses while maintaining a formal and fluent tone.

Sentence Contrast Using Although, Though, and Even Though

Objective: Learners will develop fluency by varying the position of in spite of and despite phrases and choosing between simple or extended forms based on tone and emphasis.

Positioning and Spoken Use of Though

Objective: Learners will understand how to use though at the end of a sentence, a common feature in spoken and informal English, to express contrast in a natural, fluent way.

Meaning and Structure of Even If

Objective: Learners will understand that even if introduces a condition that doesn’t affect the outcome, and will use it correctly with a subject + verb clause.

Expressing Strong Commitment or Determination

Objective: Learners will use even if to express determination, refusal, or conviction in both formal and emotional contexts.

Even If vs. Even Though vs. If – Clarifying the Differences

Objective: Learners will compare even if, even though, and if, choosing appropriately based on the reality or relevance of the condition.

While as a Contrastive Conjunction (Meaning «Although»)

Objective: Learners will understand and apply while to mean “although” or “despite the fact that”, particularly at the beginning of a sentence.

While and Whereas for Comparing Opposites or Differences

Objective: Learners will use while and whereas to make direct comparisons between two people, groups, or situations that show contrast.

Choosing Between Contrastive Uses of While, Whereas, and Other Conjunctions

Objective: Learners will distinguish while and whereas from other conjunctions like although, even though, and but, based on tone, position, and function.

Meaning and Structure of Much as

Objective: Learners will understand that much as introduces a strong concession and is followed by a subject + verb clause.

Emphasizing Emotion, Desire, or Appreciation with Much as

Objective: Learners will use much as to express strong emotional or personal contrasts, especially in writing about experiences, reflections, or arguments.

Comparing Much as to Other Contrast Structures

Objective: Learners will compare much as with other contrastive connectors like although, even though, and while, learning when to choose it for formality and emotional emphasis.

Ellipsis in Coordinated Clauses – Avoiding Repetition

Objective: Learners will use ellipsis in compound or coordinated sentences to avoid repeating elements (subject, verb, object) that are already stated.

Advanced Ellipsis – Contextual Clarity and Stylistic Control

Objective: Learners will control when and how to apply ellipsis for effective and natural communication without causing ambiguity.

Omitting the Repeated Subject After And, But, and Or

Objective: Learners will recognize and apply ellipsis rules when the subject is repeated after coordinating linkers like and, but, and or.

Omitting Be After Linkers with Repeated Subjects

Objective: Learners will omit both the subject and the verb "be" when used repeatedly after coordinating linkers, maintaining natural rhythm and clarity.

When Ellipsis Is Not Allowed – Understanding Limits

Objective: Learners will recognize that ellipsis is not appropriate after subordinating conjunctions like because, before, when, after, or while.

Omitting the Verb Phrase After To

Objective: Learners will recognize when a verb phrase following to can be omitted because it's understood from context.

Enhancing Fluency and Naturalness in Conversation

Objective: Learners will incorporate ellipsis after to in spoken interaction to improve natural rhythm, avoid repetition, and sound more fluent.

Comparing Full and Elliptical Constructions

Objective: Learners will understand when it is appropriate to use ellipsis after to, and when it is better to repeat the verb for clarity or emphasis.

Omitting Repeated Verb Phrases After Auxiliaries

Objective: Learners will omit part of a verb phrase already mentioned after auxiliary verbs such as have, be, and do when context makes the meaning clear.

Omitting Verb Phrases After Modal Verbs

Objective: Learners will practice omitting verb phrases after modal verbs (can, could, might, should, must, will, would, etc.) to express agreement, contrast, or confirmation without repetition.

Comparing Ellipsis After Auxiliaries, Modals, and Full Repetition

Objective: Learners will compare elliptical and non-elliptical forms, identifying when ellipsis improves fluency and when full repetition is needed for emphasis or clarity.

Recognizing When Subject Pronouns Can Be Omitted

Objective: Learners will understand when it’s natural and acceptable to omit subject pronouns, especially in short, spontaneous responses.

Using Omitted Pronouns in Real-Time Speech and Interaction

Objective: Learners will practice responding fluently in conversation by omitting subject pronouns when appropriate.

Style and Register – When to Keep or Omit Pronouns

Objective: Learners will learn when omitting subject pronouns is stylistically appropriate (e.g., speech, texting) and when it should be avoided (e.g., formal writing).

Recognizing Ellipsis in Informal Questions

Objective: Learners will recognize when it's acceptable to omit both the subject pronoun and the auxiliary verb in spoken English questions, especially with "want" and "have got".

Speaking Fluently – Using Elliptical Questions Naturally

Objective: Learners will use elliptical questions accurately and fluently in spoken interactions, focusing on rhythm, tone, and appropriateness.

When Ellipsis Is Not Appropriate – Formality and Clarity

Objective: Learners will understand the limits of omitting subjects and auxiliaries, especially in formal or written contexts where clarity is essential.

Omitting Auxiliary Verbs in Spoken English

Objective: Learners will identify when auxiliary verbs can be omitted in informal spoken questions, particularly when the subject is you, we, they, or he/she.

Subject Limitations – When You Can and Can’t Omit

Objective: Learners will understand when it’s not acceptable to omit auxiliary verbs—especially with “I”, “it”, or more formal structures.

Balancing Informality and Clarity in Communication

Objective: Learners will apply ellipsis confidently in spoken English while knowing when to avoid it in writing or formal situations.

Cleft Sentences – Focusing the Message

Objective: Learners will use cleft sentences to shift focus and emphasise specific information in a sentence.

Inversion for Emphasis and Style

Objective: Learners will use inversion to add emphasis and create more formal, literary or dramatic tone.

Emphatic Use of Auxiliary Verbs

Objective: Learners will use auxiliary verbs for contrast, correction, and emphasis, especially in spoken English.

Understanding It-cleft Sentence Structure

Objective: Learners will understand the structure and function of it-cleft sentences and how they differ from neutral statements.

Emphasising Different Elements of a Sentence

Objective: Learners will practise how to cleft different sentence elements to adjust focus and create rhetorical contrast.

Style and Tone – Using It-clefts Appropriately

Objective: Learners will use cleft structures with stylistic awareness, adjusting tone for formal, spoken, and narrative contexts.

What-clefts – Highlighting a Key Idea

Objective: Learners will use what-cleft sentences to express what matters most or what caused something, especially in personal or emotional contexts.

Expanding with Other Wh-words: How, Why, Where, Who

Objective: Learners will explore and use other wh-cleft constructions for emphasis and storytelling clarity.

Flexible Word Order – What-clefts at the End

Objective: Learners will use reverse what-clefts (emphasised idea + what clause) to add style variety and subtlety in written and spoken English

What Is Inversion with Negative Adverbials?

Objective: Learners will understand the structure and function of inversion when using negative or limiting adverbials for emphasis in formal contexts.

Common Adverbials and Their Uses

Objective: Learners will explore the specific meanings and use cases of each negative adverbial and practice applying them for different rhetorical effects.

Style and Register – When and Why to Use Inversion

Objective: Learners will recognise the stylistic impact of inversion and apply it appropriately in different types of communication.

Using “Little” for Unexpected Realisations

Objective: Learners will use “little” + auxiliary + subject + verb to express surprise, regret, or lack of awareness about a situation.

Using “No sooner… than” for Immediate Sequence

Objective: Learners will correctly form and use “No sooner… than” sentences to describe two actions that happen almost simultaneously, with emphasis on unexpected timing.

Inversion with “Not” and Other Negated Elements

Objective: Learners will recognise and use inversion with “not” + phrase at the beginning of a sentence to add formality or emphasis.

Stressing Existing Auxiliary Verbs for Emphasis

Objective: Learners will use intonation and stress on auxiliary verbs (e.g. am, are, have, will) to affirm, reassure, or correct assumptions in spoken English.

Using “Do,” “Does,” or “Did” for Emphasis

Objective: Learners will add “do,” “does,” or “did” to emphasise the verb in affirmative statements that don’t already include an auxiliary.

Emphatic “Do” in Commands (Formal British English)

Objective: Learners will use “do + base verb” to create stronger, more formal, or polite-sounding commands, especially in British English.

What Is Inversion After Negative Adverbials?

Objective: Learners will understand how negative adverbials like never, not only, barely, etc., trigger inversion to add formal emphasis or rhetorical effect.

Most Common Negative Adverbials That Trigger Inversion

Objective: Learners will familiarise themselves with a wide range of inversion triggers and use them in nuanced contexts.

Formal and Stylistic Uses of Inversion

Objective: Learners will identify contexts where inversion enhances tone, persuasion, and precision, and apply inversion to real-world formal texts.

The Structure and Function of Inversion with Never, Rarely, and Seldom

Objective: Learners will understand how negative adverbials like never, rarely, and seldom are used at the beginning of a sentence to create inversion for emphasis, and how this affects word order.

Tense and Modal Variations in Inversion

Objective: Learners will practice inversion with a variety of tenses and modals, focusing on how never, rarely, and seldom interact with different grammatical structures.

Register and Tone – When and Why to Use This Type of Inversion

Objective: Learners will explore the stylistic purpose of using “never/rarely/seldom” + inversion and apply it to formal and literary contexts.

Understanding Sequential Inversion

Objective: Learners will identify and correctly use inversion with adverbials that describe two closely linked past events—one immediately following the other.

Grammar Patterns and Common Errors

Objective: Learners will master the correct word order, tense, and connector usage with each adverbial, and avoid common mistakes in placement and structure.

Using Sequential Inversion in Formal Writing and Storytelling

Objective: Learners will apply these inversion structures in formal and narrative contexts, such as reports, essays, and anecdotes, to add style, pacing, and emphasis.

Structure and Meaning of Inversion with “Only + Time Expression”

Objective: Learners will identify and use the inversion that occurs after “only” followed by a time expression to emphasize that an action happened after a specific time or condition was met.

Tense and Auxiliary Rules in “Only” Inversion

Objective: Learners will apply correct grammar rules for inversion with “only”, including choosing the right tense and auxiliary verb.

Using “Only” Inversion in Formal and Literary Writing

Objective: Learners will practice using “Only + time expression” inversion to create more formal, emphatic, and elegant structures in writing.

Fixed Negative Phrases that Trigger Inversion

Objective: Learners will be able to identify fixed phrases starting with “no” or “not” that cause subject–auxiliary inversion in formal and persuasive English.

Using “Not Until” and “Not Only” in Inversion

Objective: Learners will use inversion triggered by “Not until” and “Not only”, and understand how emphasis and sequencing work with these structures.

Formality, Tone, and Practical Application

Objective: Learners will understand where and why to use these inverted phrases in formal, academic, and persuasive communication.

The Role of “Little” in Emphatic Inversion

Objective: Learners will understand how “little” can introduce inversion in formal or literary contexts to express limited awareness, expectation, or understanding.

Inversion in Conditionals (Types 1, 2, and 3)

Objective: Learners will apply correct grammar rules for inversion after “little,” selecting the appropriate tense and auxiliary verb.

Negative Inversion in Conditionals

Objective: Learners will identify and construct negative conditionals using inversion, placing “not” after the subject.

Stylistic Use and Contextual Awareness

Objective: Learners will explore when and why inversion in conditionals is used, especially in formal communication, legal language, and academic writing.

Strengthening or Softening Predictions with Adverbs and Phrases

Objective: Learners will combine modals with adverbs and set expressions to better reflect tone and probability.

Using “Must” for Strong Positive Deduction

Objective: Learners will understand and correctly use “must” to express what they believe is true based on logic or evidence.

Using “Can’t” for Strong Negative Deduction

Objective: Learners will use “can’t” to express strong disbelief or to logically rule something out.

Using “Be Bound To” for Confident Predictions

Objective: Learners will correctly use “be bound to” to express confident future expectations or inevitability.

Talking about Possibility with “May”, “Might”, and “Could”

Objective: Learners will express uncertainty or possibility using may, might, and could to describe real but uncertain outcomes in the present or future.

Comparing Certainty and Uncertainty in Real-Life Scenarios

Objective: Learners will choose the appropriate modal based on the speaker’s level of confidence in real-life contexts such as travel, health, plans, or news.

Perfect Participle Clauses

Objective: Learners will correctly use perfect participle clauses to refer to actions completed before the action in the main clause.

Common Errors and Advanced Usage in Formal Writing

Objective: Learners will avoid dangling participles and misuse, and apply participle clauses naturally in formal and academic writing.

Time Relations — Using Participle Clauses after “Before”, “After”, “On”, “Since”, “When” and “While”

Objective: Learners will use -ing participle clauses after time-related prepositions/conjunctions to show sequence or simultaneous actions more concisely.

Cause and Contrast — Using “In spite of”, “Despite”, “Because of” with Participle Clauses

Objective: Learners will recognize how to express reason and contrast using participle clauses after specific prepositions.

Replacement and Preference — Using “Instead of” and “Rather than” with Participle Clauses

Objective: Learners will express alternatives and preferences using participle clauses after “instead of” and “rather than”.

Expressing Alternatives with “Instead of” and “Rather than”

Rewriting with “Instead of” and “Rather than”

Using “Instead of” and “Rather than” in Argument and Opinion

Vocabulary: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Grammar: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Game: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Quiz: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Conversational simulation

Writing: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Listening: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Reading: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Speaking: express alternatives and preferences using participle clauses after “instead of” and “rather than”

Learners will express alternatives and preferences using participle clauses after “instead of” and “rather than” for C level

Verb + Infinitive

Objective: Learners will accurately use reporting verbs that are directly followed by an infinitive, in order to report what someone decided or intended to do.

Verb + Object + Infinitive

Objective: Learners will correctly use verbs that require an object before the infinitive, to report instructions, advice, and warnings.

Choosing the Right Verb for Accuracy and Tone

Objective: Learners will learn to select the most appropriate reporting verb based on tone, intent, and context, improving the precision of their communication.

Verb + -ing

Objective: Learners will correctly use verbs that are directly followed by a gerund (verb + -ing) to report statements, opinions, or admissions.

Verb + Preposition + -ing

Objective: Learners will be able to use verbs with dependent prepositions followed by -ing forms, improving the accuracy and fluency of their reports and complaints.

Verb + Object + Preposition + -ing

Objective: Learners will accurately use complex reporting structures that include an object and a preposition before the -ing form, allowing for clearer reporting of accusations, praise, and blame.

Verb + that + Subjunctive

Objective: Learners will use verbs of recommendation or insistence followed by that + base verb (subjunctive) to express demands, suggestions, or requirements in a formal and grammatically accurate way.

Verb + that + Indicative

Objective: Learners will differentiate when to use indicative tenses after reporting verbs that express opinions, facts, or mental states (not wishes or demands).

Verb + Object + that Clause

Possession with ‘s – People, Animals, and Time Expressions

Learning Objective: Use apostrophe-'s correctly with singular and plural nouns to express possession related to people, animals, and time.

Possession with of – Things, Ideas, and Fixed Phrases

Learning Objective: Recognize when to use of to indicate possession, especially with inanimate objects, abstract ideas, and positional descriptions.

Choosing between ‘s and of – Style, Emphasis, and Exceptions

Learning Objective: Develop stylistic awareness in choosing between 's and of, especially when both are grammatically correct.

Choosing Between ‘s and of – Style and Flexibility

Objective: Understand that sometimes both 's and of structures are grammatically correct, and that the choice depends on style, emphasis, and formality.

Noun Modifiers – Using Nouns as Adjectives (Not Possessive)

Recognize that in English, we often use a noun in place of an adjective to describe another noun — without apostrophes.

Style Choices – Noun Modifier vs Possessive vs of

Learn when to use noun modifiers, possessives, or of constructions based on formality, clarity, and naturalness.

Wishes About the Present

We use wish or if only + past simple (or past continuous) to express regret or dissatisfaction about a present situation.

Wishes About Someone Else’s Actions – Annoyance

We use wish + would(n’t) to express that we want someone else to change their behavior. It often shows annoyance or frustration.

Wishes About the Past

We use wish / if only + past perfect to express regret about things that happened (or didn’t happen) in the past.

Wishes About the Future

If Only vs Wish

It’s (High) Time + Past Verb

As If / As Though

We use as if and as though to say that something appears to be the case — often when we don’t believe it's true. When it’s not true or not likely, we use unreal tenses.

Would Rather

We use would rather to express preference.

Mastering Separable Phrasal Verbs – Core Structure and Object Placement Rules

Learning Objective: Learners will identify and correctly construct separable phrasal verbs with both noun and pronoun objects, understanding when separation is required and when it's optional.

Mastering Separable Phrasal Verbs – Emphasis, Stress & Register: Spoken vs Written Preferences

Learning Objective: Learners will analyze contextual preferences between separated and unseparated forms in both written and spoken English, including prosody and emphasis patterns.

Mastering Separable Phrasal Verbs – Advanced Usage with Idiomatic and Complex Objects

Learning Objective: Learners will use separable phrasal verbs naturally in complex sentence structures and with idiomatic meanings, improving their precision and fluency in advanced writing and conversation.

Mastering Non Separable Phrasal Verbs – Understanding Non-separability and Verb Types

Learning Objective: Learners will distinguish non-separable phrasal verbs from separable ones and understand the syntactic reasons for non-separability, including transitivity and particle type.

Mastering Non Separable Phrasal Verbs – Prepositional Verbs and Fixed Object Positioning

Fluency and Idiomatic Usage of Non-separable Phrasal Verbs

Learning Objective: Learners will incorporate non-separable phrasal verbs naturally into complex, idiomatic, and context-rich spoken and written communication.

Sobre este curso

Contenido tematico

Passive Voice – Focus, Structure, and Logic

Understanding Passive Voice – The Foundation

Focus and Emphasis – Active vs. Passive

Logic, Context, and Application

Vocabulary about passive voice, understand its use to shift sentence focus, and explore logical reasons

Speaking about passive voice, understand its use to shift sentence focus, and explore logical reasons

Listening about passive voice, understand its use to shift sentence focus, and explore logical reasons

Writing about passive voice, understand its use to shift sentence focus, and explore logical reasons

Conversational simulation

Reading about passive voice, understand its use to shift sentence focus, and explore logical reasons

Game about passive voice, understand its use to shift sentence focus, and explore logical reasons

Quiz about passive voice, understand its use to shift sentence focus, and explore logical reasons

Grammar about passive voice, understand its use to shift sentence focus, and explore logical reasons

Advanced Passive Forms – Complex Structures and Modal Verbs

Passive Voice with Modal Verbs – Expressing Possibility and Obligation

Reporting Structures and Infinitive Constructions in Passive Voice

Causatives and Complex Passive Applications

Vocabulary for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Writing for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Speaking for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Listening for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Conversational simulation

Reading for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Game for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Quiz for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Grammar for complex passive structures, including those with modals, reporting verbs, and infinitive constructions

Learners will explore complex passive structures, including those with modals, reporting verbs, and infinitive constructions, and use them to express speculation, obligation, and formality for C level

The Passive in Real-World Communication – Formality, Nuance, and Stylistic Impact

Passive vs. Active – Tone and Style in Real-Life Contexts

Passive Voice in Science, Media, and Professional Settings

Choosing Voice for Purpose – Style, Nuance, and Audience Impact

Vocabulary about stylistic and rhetorical effects of the passive voice

Writing about stylistic and rhetorical effects of the passive voice

Listening about stylistic and rhetorical effects of the passive voice

Speaking about stylistic and rhetorical effects of the passive voice

Conversational simulation

Reading about stylistic and rhetorical effects of the passive voice

Game about stylistic and rhetorical effects of the passive voice

Quiz about stylistic and rhetorical effects of the passive voice

Grammar about stylistic and rhetorical effects of the passive voice

Passive Voice Core Structure – Be + Past Participle

The Core Structure of Passive Voice – Be + Past Participle

Tense Variation in Passive Voice – Mastering “Be” Forms

Function and Focus – Why Use the Passive Voice?

Vocabulary about understanding of how to form the passive voice using the structure be + past participle

Writing about understanding of how to form the passive voice using the structure be + past participle

Listening about understanding of how to form the passive voice using the structure be + past participle

Speaking about understanding of how to form the passive voice using the structure be + past participle

Conversational simulation

Quiz about understanding of how to form the passive voice using the structure be + past participle

Game about understanding of how to form the passive voice using the structure be + past participle

Reading about understanding of how to form the passive voice using the structure be + past participle

Grammar about understanding of how to form the passive voice using the structure be + past participle

Introducing the Agent – Using “By” Phrases

Understanding the Agent in Passive Voice – Who Does the Action?

Including or Omitting the Agent – Making Stylistic Choices

Agents and Style – Matching Voice to Context

Vocabulary to understand how and when to include the agent in a passive sentence using «by + noun»

Writing to understand how and when to include the agent in a passive sentence using “by + noun”

Listening to understand how and when to include the agent in a passive sentence using «by + noun»

Speaking to understand how and when to include the agent in a passive sentence using «by + noun»

Conversational simulation

Reading to understand how and when to include the agent in a passive sentence using «by + noun»

Game to understand how and when to include the agent in a passive sentence using «by + noun»

Quiz to understand how and when to include the agent in a passive sentence using «by + noun»

Grammar to understand how and when to include the agent in a passive sentence using “by + noun”

Learners will understand how and when to include the agent in a passive sentence using «by + noun», and practice making choices about whether the agent is necessary, stylistically appropriate, or best omitted for C level

Get-Passive – Form, Meaning, and Tone

The Get-Passive – Structure and Basic Meaning

Be-Passive vs. Get-Passive – Tone and Context

Using the Get-Passive – Practice with Style and Expression

Vocabulary to understand how get is used to form the passive voice

Writing to understand how get is used to form the passive voice

Speaking to understand how get is used to form the passive voice

Listening to understand how get is used to form the passive voice

Conversational simulation

Reading to understand how get is used to form the passive voice