### Articles: A, An, The & Zero Article

Choosing the right article is one of the trickiest parts of English — even advanced learners slip up. This challenge focuses on the rules that catch people out most often.

You'll practice picking **a** or **an** based on the *sound* a word starts with (hint: "hour" and "honest" don't behave the way you'd expect). You'll also decide when to use **the** for something specific, when to drop the article entirely for general statements, and how **first mention vs. second mention** changes your choice.

Try the 14 questions on real-world scenarios like shopping, travel, and café conversations to check your knowledge!



Do you know when to say **an hour** but **a university**? Test yourself on **a/an sound rules**, **the vs. zero article**, and **first vs. second mention** across 14 everyday scenarios.
> See a quick refresher inside!


Articles: A, An, The & Zero Article

When using articles, there are a number of ways to communicate specific shades of meanings with articles. Related rules for proper names don't make things easier. To complicate things even further, there are other determiners occasionally taking the place of articles. For instance, _some_ and _no_ function like articles, but behave somewhat differently with uncountable nouns.

Answer the questions to check if you understand the nuances!


Articles Advanced

Articles are ubiquitous; _the_ is the most common word in English, accounting for 7% of all words.

The concept of definiteness is hard to grasp even for advanced learners who don’t have articles in their first language. A spectacular example of such confusion is the occasion with Ivana Trump. She explained, “Yes, you know the outcome — ‘The Donald’ just slipped off the tongue, and now it seems to be making its ways to the political history books.”

Take the challenge to find out if articles are easy for you!


Articles Basics

### Verb Forms: Be/Have/Do and Regular/Irregular Verbs

#### **Explanation and Examples**

Verb forms are the different ways verbs change to show tense, voice, mood, or other grammatical features. In English, there are regular and irregular verbs.

-   Regular verbs: These verbs follow a consistent pattern when changing forms, usually by adding **-ed** for past simple and past participle forms.
-   Irregular verbs: These verbs have unique forms for past simple and past participle that do not follow the regular pattern.

The verbs "**be**," "**have**," and "**do**" are essential because they are used as auxiliary verbs and have irregular forms in the past tense.

#### **Regular and Irregular Verb Forms**

Regular verbs follow a pattern when forming their past simple and past participle forms, usually by adding **-ed**.

Example:

| Base Form | Past Simple | Past Participle |
| --------- | ----------- | --------------- |
| work      | worked      | worked          |

Irregular verbs have unique forms for past simple and past participle that do not follow the regular pattern.

Examples:

| Base Form | Past Simple | Past Participle |
| --------- | ----------- | --------------- |
| be        | was/were    | been            |
| have      | had         | had             |
| do        | did         | done            |

#### **Common Irregular Verbs**

Here is a table of some common irregular verbs with their past simple and past participle forms:

| Base Form | Past Simple | Past Participle |
| --------- | ----------- | --------------- |
| go        | went        | gone            |
| write     | wrote       | written         |
| sing      | sang        | sung            |
| swim      | swam        | swum            |
| bring     | brought     | brought         |
| buy       | bought      | bought          |
| catch     | caught      | caught          |
| come      | came        | come            |



Verb forms show tense, voice, mood, or other grammatical features, with regular and irregular verbs. Regular verbs follow a pattern by adding **-ed** for past simple and past participle forms. Irregular verbs have unique forms, including essential auxiliary verbs "be," "have," and "do." Examples of common irregular verbs are "go," "write," "sing," and "swim."

> See a quick verb forms refresher inside!



Basics. Verb Forms: Be/Have/Do and Regular/Irregular Verbs.

### Common Questions

In English, there are various types of questions that can be formed depending on the purpose and the information required. The following categories provide an overview of common questions and their subtypes.

#### **Simple present and simple past questions**

These questions are used to ask about habits, routines, or past events. They typically involve the simple present or simple past tense.

-   **Simple present questions:**

    -   Do they play basketball on weekends?
    -   How often do you visit your cousins?
    -   Does she own a car?
    -   What time does the concert start?

-   **Simple past questions:**
    -   Did they travel to Asia last year?
    -   What did you eat for lunch?
    -   What time did the conference end?

#### **"Why + negative" questions**

These questions are used to ask about the reasons for a negative situation or action.

-   Why isn't he attending the event?
-   Why don't you enjoy this movie?
-   Why can't I open this window?

#### **Questions with "Who" as the subject**

These questions seek information about the subject of a sentence, often involving the pronoun "who".

-   Who resides in that apartment?
-   What occurred during the meeting?
-   What's happening at the mall?
-   Who's got my umbrella?

#### **Questions with "who" as the object**

These questions ask about the object of a sentence, often involving the pronoun "who" as well.

-   Who did you encounter yesterday?
-   What did Laura mention about the assignment?
-   Who are you inviting to the party?
-   What was James wearing at the ceremony?

Now that you have a better understanding of common questions, why not put your knowledge to the test? Complete the quiz to practice and reinforce your learning.


The challenge is about **common questions in English**: simple present and past questions, "why + negative" questions, questions with "who" as the subject, and questions with "who" and "whom" as the object.

> See a quick theory refresher inside!



Basics. Common Questions.

### Conditionals and Wish

Conditionals are essential structures in English that help us talk about possibilities, hypothetical situations, and their consequences. They are often introduced with "if" and are divided into several types: zero, first, second, and third conditionals. For example, the first conditional ("If it rains, I will stay home.") expresses a real possibility in the future, while the second conditional ("If I won the lottery, I would travel the world.") is used for unlikely or imaginary situations.

The structure "wish" is used to express regrets about the present or past, or desires for things to be different. When talking about present situations we wish were different, we use "wish" with a past tense verb: "I wish I had more time." For past regrets, we use "wish" with the past perfect: "I wish I had studied harder." Both conditionals and "wish" help us communicate about real, unreal, and desired situations in nuanced ways.

In this challenge, you will answer 11 questions focused on recognizing and using conditionals and "wish" correctly. You'll need to identify the right structure, verb tense, and meaning in various scenarios.

Try the quiz to check your knowledge!



Test your understanding of **conditionals** and the use of **wish** for expressing unreal or desired situations. Practice identifying the correct forms and meanings in context.
> See a quick refresher inside!


Basics. Conditionals And "wish".

### Adjectives and Adverbs

#### **Adjectives**

Adjectives are words that describe or modify nouns.

-   **Adjective + noun**: The adjective comes before the noun it modifies.

    -   Example: She has a _red_ car.

-   **Be/am/is/was + adjective**: The adjective follows a form of the verb "to be".

    -   Example: The weather is _warm_ today.

-   **Look/feel/smell/taste/sound + adjective**: The adjective follows a sensory verb.
    -   Example: The cake smells _delicious_.

#### **Adverbs**

Adverbs are words that modify verbs, adjectives, or other adverbs.

-   **Comparison with adjectives**: Adjectives modify nouns, while adverbs modify verbs, adjectives, and other adverbs.

    -   Example: She speaks _slowly_ (adverb). She is a _slow_ speaker (adjective).

-   **Words that are both adjectives and adverbs**: Some words, like "hard", "fast", "late", and "early", can function as both adjectives and adverbs.

    -   Example: He works _hard_ (adverb). He has a _hard_ job (adjective).

-   **Good and well**: "Good" is an adjective, while "well" is an adverb.
    -   Example: She is a _good_ student. She did _well_ on the test.

#### **Comparatives & Superlatives**

Comparatives and superlatives are used to compare differences between two or more things. Here's how they are formed for different types of adjectives:

| Type of Adjective          | Example   | Comparative    | Superlative    |
| -------------------------- | --------- | -------------- | -------------- |
| 1 syllable                 | tall      | taller         | tallest        |
| 2 syllable, ending with -y | happy     | happier        | happiest       |
| 2 or more syllables        | beautiful | more beautiful | most beautiful |

**Examples**:

-   John is _tall_, but Mark is _taller_. Peter is the _tallest_ of them all.
-   She was _happy_ yesterday, but today she is even _happier_. On her birthday, she was the _happiest_ I've ever seen her.
-   This painting is _beautiful_, but that one is _more beautiful_. The one in the gallery is the _most beautiful_ of all.

There are also some irregular comparatives and superlatives:

| Adjective | Comparative | Superlative |
| --------- | ----------- | ----------- |
| good      | better      | best        |
| bad       | worse       | worst       |
| far       | farther     | farthest    |

**Examples**:

-   Mary is a _good_ student, but Jane is _better_. Sarah is the _best_ student in the class.
-   His performance was _bad_, but her performance was even _worse_. The worst performance, however, was by the last contestant.
-   His house is _far_ from the city, but her house is even _farther_. Their cousin's house is the _farthest_ of all.

-   **Using more/less, most/least**: These words can be used to create comparative and superlative forms.

    -   Example: She is _more intelligent_ than her brother. He is the _least experienced_ worker.

-   **Modifiers with comparatives**: Phrases like "a little older" or "much older" can be used with comparatives.

    -   Example: She is _a little taller_ than her sister.

-   **Not as ... as ...**: This phrase can be used to show equality.

    -   Example: He is _not as tall as_ his brother.

-   **Superlatives with ever**: Phrases like "the best I've ever seen" can be used with superlatives.
    -   Example: This is the _best movie I've ever seen_.

#### **Enough**

"Enough" is used to indicate that something is sufficient.

-   **Enough + noun**: In this case, "enough" comes before the noun it modifies.

    -   Example: We have _enough_ food for the party.

-   **Enough without a noun**: "Enough" can be used on its own to indicate that something is sufficient.

    -   Example: "Do you want more cake?" "No, thanks. I've had _enough_."

-   **Adjective + enough**: In this case, "enough" comes after the adjective it modifies.
    -   Example: The water is _warm enough_ to swim in.

#### **Too**

"Too" is used to indicate that something is excessive or more than necessary.

-   **Too + adjective/adverb**: In this case, "too" comes before the adjective or adverb it modifies.

    -   Example: The coffee is _too hot_ to drink.

-   **Too much/many**: These phrases are used to indicate that something is excessive.

    -   Example: I ate _too much_ food at the party.

-   **Too vs not enough**: "Too" indicates excess, while "not enough" indicates insufficiency.
    -   Example: The soup is _too salty_, but the bread is _not salty enough_.

Try the quiz to check your knowledge!


The challenge covers the basics of **adjectives and adverbs**, including their usage, **comparative** and **superlative** forms, and the use of "enough" and "too" to indicate sufficiency and excess.

> See a quick **adjectives and adverbs** refresher inside!


Basics. Adjectives and Adverbs.

### Common uses of auxiliary verbs

#### **Common auxiliary verbs**

Auxiliary verbs are helping verbs that accompany the main verb to provide additional information about tense, mood, or voice. Some common auxiliary verbs include "be," "have," "do," "will," "can," "may," "might," "must," "shall," "should," and "could."

#### **Auxiliary verbs in negative forms**

Negative forms of auxiliary verbs like "should," "can," "have," and "must" are often used. Learn to form negative sentences using contractions (e.g., shouldn't, can't, haven't, mustn't) or the correct placement of "not" (e.g., should not, cannot, have not, must not).

Examples:

-   I can't swim.
-   They haven't finished their homework.
-   She mustn't tell anyone.

#### **Expressing interest or surprise using auxiliary verbs**

Use auxiliary verb phrases such as "you have?", "it is?", "he can't?", "you do?", "you did?" to express interest or surprise.

Examples:

-   A: I've just seen Bob.
    B: You have? This is interesting.
-   A: They're moving?
    B: They are? What a surprise!

#### **Tag questions**

Tag questions are added to the end of sentences to confirm or check information. Use affirmative tag questions with negative sentences and negative tag questions with affirmative sentences.

Examples:

-   You're coming to the party, aren't you?
-   She isn't studying English, is she?

#### **Using "too," "either," "so," and "neither" in sentences**

Learn to use "too" and "either" at the end of sentences, as well as "so" and "neither" in dialogues with various verbs (e.g., am, is, are, was, were, do, does, did, have, has, can, will, should).

Examples:

-   I like pizza, too.
-   She doesn't like coffee, either.
-   I am tired, and so is she.
-   He can't swim, and neither can I.

Remember that these examples and explanations are just a starting point.

Try the challenge to practice using auxiliary verbs in different contexts!


This challenge covers **common uses of auxiliary verbs**, including forming negative sentences, expressing interest or surprise, creating tag questions, and using "too," "either," "so," and "neither" in sentences.

> See a quick **common uses of auxiliary verbs** refresher inside!


Basics. Common Uses of Auxiliary Verbs.

### Conjunctions

Conjunctions are used to link words, phrases, or sentences together. They help make our speech and writing more coherent and organized. By using conjunctions, we can combine ideas and express more complex thoughts.

#### **Common Conjunctions**

There are several common conjunctions. Here are some examples:

1. **and**: used to connect similar ideas or items.

    - Example: I like apples and oranges.
    - Example: She sings and dances.

2. **but**: used to connect contrasting or opposing ideas.

    - Example: I wanted to go outside, but it was raining.
    - Example: He is smart, but he can be forgetful.

3. **or**: used to present alternatives or choices.
    - Example: Do you want tea or coffee?
    - Example: You can stay here or go home.

#### **What Conjunctions Can Join**

Conjunctions can join various language blocks, including:

1. **Words**: They can connect individual words.

    - Example: He has a cat and a dog.

2. **Phrases**: They can link phrases, such as noun phrases or verb phrases.

    - Example: She likes playing tennis but not watching it.

3. **Sentences**: They can also connect entire sentences.
    - Example: I wanted to go to the party, but I had to study for an exam.

#### **Complex and Compound Sentences Joined with Conjunctions**

Conjunctions play a crucial role in creating complex and compound sentences. Here's the difference between the two:

1. **Compound sentences**: These are formed by joining two independent clauses (complete sentences) using a coordinating conjunction like 'and,' 'but,' or 'or.'

    - Example: I wanted to watch a movie, but I had to finish my homework.

2. **Complex sentences**: These consist of an independent clause and one or more dependent clauses (incomplete sentences) connected by a subordinating conjunction, such as 'because,' 'since,' or 'although.'
    - Example: Although it was raining, we decided to go for a walk.

Conjunctions are essential tools that help you connect words, phrases, and sentences in English. Understanding how to use them will enable you to express more complex ideas and make your speaking and writing more engaging.

Try the quiz to check where you are in the journey of mastering English conjunctions.


**Conjunctions** are key elements in English, connecting words, phrases, and sentences. Common conjunctions include "and," "but," and "or." They join language blocks like words, phrases, and sentences, and help create compound and complex sentences.

> See a quick **conjunctions** refresher inside!


Basics. Conjunctions.

### Determines and Pronouns

#### **this/that/these/those**

This group of words refers to specific items or people, with their usage depending on the distance from the speaker and the number of items:

-   "this" refers to a singular item close to the speaker.
    -   Example: This book is interesting.
    -   Example: This cake tastes good.
-   "these" refers to multiple items close to the speaker.
    -   Example: These shoes are new.
    -   Example: These apples are fresh.
-   "that" refers to a singular item farther from the speaker.
    -   Example: That house is big.
    -   Example: That shirt looks great.
-   "those" refers to multiple items farther from the speaker.
    -   Example: Those birds are noisy.
    -   Example: Those cars are fast.

#### **every and all**

"every" and "all" are used to refer to the whole group or all members of a group:

-   "every" refers to each member of a group individually.
    -   Example: Every student passed the test.
    -   Example: Every morning, I go for a walk.
-   "all" refers to the entire group collectively.
    -   Example: All students passed the test.
    -   Example: All the books on the shelf are mine.

#### **all, most, some, any, no/none**

These words express different quantities or proportions of a group:

-   "all" refers to the entire group.
    -   Example: All children like to play.
    -   Example: All the cookies were eaten.
-   "most" refers to the majority of a group.
    -   Example: Most people enjoy watching movies.
    -   Example: Most of the work is done.
-   "some" refers to an unspecified number or portion of a group.
    -   Example: Some students didn't finish the assignment.
    -   Example: Some apples are rotten.
-   "any" is used in negative sentences or questions to indicate the possibility or presence of something.
    -   Example: I don't have any money.
    -   Example: Do you have any siblings?
-   "no/none" indicates the absence of something.
    -   Example: No one came to the party.
    -   Example: None of the students failed the exam.

#### **(a) little, (a) few**

These words express small quantities:

-   "(a) little" is used with uncountable nouns to indicate a small amount.
    -   Example: I have little time to finish this task.
    -   Example: She drinks a little coffee in the morning.
-   "(a) few" is used with countable nouns to indicate a small number.
    -   Example: I have a few friends in this city.
    -   Example: He reads a few pages every day.

Try the quiz to figure out if you are comfortable with these!


The introduction covers various **determiners and pronouns**, including **this/that/these/those**, **every** and **all**, **all/most/some/any/no/none**, and **(a) little**/**(a) few**. These words help specify items, people, or quantities in sentences.

> See a quick **determiners and pronouns** refresher inside!


Basics. Determiners and Pronouns.

### Future Tenses: Future Simple, Future Continuous, and Future Perfect

#### **Future Simple**

The future simple tense is used to express an action or event that will happen in the future.

Example: She _will visit_ her grandparents tomorrow.

| Subject | Auxiliary (will/shall) | Base Form of Verb |
| ------- | ---------------------- | ----------------- |
| She     | will                   | visit             |

The future simple is used to describe an action or event in the future, unlike the present or past tenses, which describe actions or events in the present or past.

##### **Negative Sentences**

Add "not" after "will" or "shall" to form a negative sentence.

Example: She _will not visit_ her grandparents tomorrow.

##### **Questions**

Invert "will" or "shall" and the subject to form a question.

Example: _Will_ she _visit_ her grandparents tomorrow?

#### **Future Continuous**

The future continuous tense is used to describe an ongoing action or event that will be happening at a specific time in the future.

Example: She _will be visiting_ her grandparents at 5 PM tomorrow.

| Subject | Auxiliary (will be/shall be) | Present Participle (-ing form) |
| ------- | ---------------------------- | ------------------------------ |
| She     | will be                      | visiting                       |

The future continuous emphasizes the ongoing nature of an action in the future, unlike the future simple, which focuses on the occurrence of the action.

##### **Negative Sentences**

Add "not" after "will be" or "shall be" to form a negative sentence.

Example: She _will not be visiting_ her grandparents at 5 PM tomorrow.

##### **Questions**

Invert "will be" or "shall be" and the subject to form a question.

Example: _Will_ she _be visiting_ her grandparents at 5 PM tomorrow?

#### **Future Perfect**

The future perfect tense is used to express an action or event that will be completed by a specific time in the future.

Example: She _will have visited_ her grandparents by the end of the week.

| Subject | Auxiliary (will have/shall have) | Past Participle |
| ------- | -------------------------------- | --------------- |
| She     | will have                        | visited         |

The future perfect emphasizes the completion of an action by a specific time in the future, unlike the future simple or future continuous, which focus on the occurrence or ongoing nature of the action.

##### **Negative Sentences**

Add "not" after "will have" or "shall have" to form a negative sentence.

Example: She _will not have visited_ her grandparents by the end of the week.

##### **Questions**

Invert "will have" or "shall have" and the subject to form a question.

Example: _Will_ she _have visited_ her grandparents by the end of the week?


The **Future Simple**, **Future Continuous**, and **Future Perfect** tenses express actions or events in the future. Future simple describes an action's occurrence, future continuous highlights its ongoing nature, and future perfect emphasizes its completion by a specific time. These tenses are formed using different auxiliary verbs: "will/shall" for future simple, "will be/shall be" for future continuous, and "will have/shall have" for future perfect. Negative sentences and questions involve placing "not" after the auxiliary or inverting the auxiliary and subject, respectively.

> See a quick **Future Simple**, **Future Continuous**, and **Future Perfect** usage rules refresher inside!


Basics. Future Simple, Continuous and Perfect Tenses.

### Some Uses of Go, Get, Do & Make, and Have

In English, certain verbs have multiple uses and meanings depending on the context. This covers some of the unique uses of the verbs "go," "get," "do," "make," and "have."

#### **Go**

"Go" is often used in phrases to describe various activities:

1. **Go to sleep** and **Go to bed**: Referring to the act of going to rest.

-   I was tired and went to sleep early.
-   What time did you go to bed yesterday?

2. **Go home**: Returning to one's house.

-   I'm going home now.

3. **Go on**: Often used with words like vacation, trip, tour, strike.

-   John is going on vacation tomorrow.
-   Ontario teachers went on strike.

4. **Go for**: Engaging in a particular activity.

-   Do you go for a run every morning?

5. **Go -ing**: Used for sports and shopping activities.

-   Are you going shopping this afternoon?

#### **Get**

"Get" has multiple meanings:

1. **Get + noun (receive/buy/find)**: Obtaining or acquiring something.
    - Is it hard to get a job nowadays?
2. **Get + adjective**: Describing a change in state.
    - If you work a lot, you get tired.
    - David and Natasha are getting married soon.
3. **Get to a place** can be used to indicate arriving at a destination.
    - I usually get to work at 9:00 am.
4. **Get here/there**.
    - How did you get there?
5. **Get in, get out**: Entering or exiting a vehicle.
    - Doug got in the car and drove away.
    - The car stopped and Doug got out.

#### **Do & Make**

These verbs have different uses.

1. **Do**

-   I hate doing housework.
-   I have to do twelve exercises for homework tonight.
-   I did my best, but I just couldn't win.

2. **Make**

-   I'm sorry. I made a mistake.
-   I need to make an appointment to see a doctor.
-   Hush! Don't make any noise.
-   I have to admit that I never make my bed in the morning.

#### **Have and have got**

1. **I have (something) or I've got (something):** It is mine.

-   Sue has long hair. OR Sue has got long hair.
-   Do they have any children? OR Have they got any children?
-   I have a headache. OR I've got a headache.

2. **The past is always "I had" without got**:

-   I've got some time today.
-   Yesterday, I had some time.

3. **Have**: Consuming food or drink.

-   I had a cup of coffee this morning.
-   "Have a cookie."

4. **Sometimes only "have" is possible**:

-   Kate just had a baby. It's a girl.
    

This challenge covers unique uses of the verbs "**go**," "**get**," "**do**," "**make**," and "**have**" in English grammar. Each verb is utilized in various phrases and contexts to convey different meanings, such as describing activities, indicating changes in state, or expressing possession. Understanding these special uses is crucial for mastering English grammar and communication.

> See a quick refresher of **go**, **get**, **do**, **make**, and **have** inside!


Basics. Some Uses of Go, Get, Do & Make, and Have.

### Past Simple (I did)

#### **Explanation and Examples**

The Past Simple tense is used to describe actions or events that happened in the past and are now completed. These actions or events can be specific or general, with a definite beginning and end.

Examples:

-   I _worked_ at a bookstore last year.
-   She _visited_ Paris two months ago.

#### **Formation**

To form the Past Simple tense, we use the past form of the main verb. For regular verbs, we add _-ed_ to the base form. For example:

| Base Form | Past Simple |
| --------- | ----------- |
| work      | worked      |
| study     | studied     |

However, some verbs are [irregular](/tags/irregular-verb) and have a different past form. For example:

| Base Form | Past Simple |
| --------- | ----------- |
| go        | went        |
| be        | was / were  |

Past Simple is different from Present Simple, which describes habits or facts in the present. It also differs from Past Continuous, which describes ongoing actions in the past.

#### **Negative Sentences**

To form negative sentences in Past Simple, we use _did not_ (or _didn't_) followed by the base form of the verb.

| Past Simple | Negative Past Simple |
| ----------- | -------------------- |
| worked      | didn't work          |
| visited     | didn't visit         |

#### **Questions**

To form questions in Past Simple, we use _did_ followed by the subject and the base form of the verb.

| Past Simple | Question Past Simple |
| ----------- | -------------------- |
| worked      | Did you work?        |
| visited     | Did she visit?       |

### Past Continuous (I was doing)

#### **Explanation and Examples**

The Past Continuous tense is used to describe actions or events that were ongoing or in progress at a specific time in the past. This tense emphasizes the duration or continuity of the action.

Examples:

-   I _was working_ at a bookstore when you called.
-   She _was visiting_ Paris when it started raining.

#### **Formation**

To form the Past Continuous tense, we use the past form of the verb _to be_ (was/were) followed by the _-ing_ form of the main verb.

Examples:

| Subject | Past Continuous |
| ------- | --------------- |
| I       | was working     |
| They    | were studying   |

Past Continuous is different from Past Simple, which describes completed actions in the past. It also differs from Present Continuous, which describes ongoing actions in the present.

#### **Negative Sentences**

To form negative sentences in Past Continuous, we add _not_ after the past form of the verb _to be_ (was/were).

| Past Continuous | Negative Past Continuous |
| --------------- | ------------------------ |
| was working     | wasn't working           |
| were studying   | weren't studying         |

#### **Questions**

To form questions in Past Continuous, we invert the subject and the past form of the verb _to be_ (was/were), followed by the _-ing_ form of the main verb.

| Past Continuous | Question Past Continuous |
| --------------- | ------------------------ |
| was working     | Was I working?           |
| were studying   | Were they studying?      |



The **Past Simple** tense describes completed actions in the past, using regular (-ed) or irregular verb forms. The **Past Continuous** tense expresses ongoing actions in the past, using "was/were" and the -ing form of the main verb. Negative sentences use "didn't" or "not" with the verb, while questions involve inverting the subject and auxiliary verb.

> See a quick **Past Simple** and **Past Continuous** usage rules refresher inside!


Basics. Past Simple and Past Continuous/Progressive Tenses.

### Phrasal Verbs

Phrasal verbs are combinations of a verb and a preposition or an adverb, which together create a new meaning. The position of the preposition or adverb can vary, sometimes coming directly after the verb or following the object of the verb. In some cases, the preposition or adverb can be placed between the verb and its object, or after the object. These expressions often have a different meaning than the individual words, making them unique and sometimes challenging to learn.

#### **Phrasal Verbs Without an Object**

These phrasal verbs do not require an object to complete their meaning.

Examples:

-   The dog ran away from home.
-   He got up early in the morning.
-   Keep on practicing, and you'll get better.

#### **Phrasal Verbs With an Object**

These phrasal verbs require an object to complete their meaning.

Examples:

-   She put on her shoes before leaving the house.
-   He turned off the lights before going to bed.
-   I need to fill out this form for the application.

Try our quiz to check if you are comfortable with common phrasal verbs!


**Phrasal verbs** are combinations of a verb with a preposition or an adverb, creating new meanings. The position of the preposition or adverb can vary in a sentence. They can be categorized into two groups: those without an object, like "ran away" or "got up," and those with an object, such as "put on" or "turned off." Understanding phrasal verbs is crucial for effective communication in English.

> See a quick **phrasal verbs** refresher inside!


Basics. Phrasal Verbs.

### Prepositions

Prepositions are used to connect words in a sentence and show the relationship between them. They typically express information about time, place, direction, or other connections.

#### **Common Prepositions**

##### **Time-related Prepositions**

-   **at**: used for specific times

    -   Example: The meeting is at 9:00.

-   **on**: used for specific days

    -   Example: I have a dentist appointment on Monday.

-   **in**: used for months, years, and seasons

    -   Example: They will visit us in January.

-   **from ... to ...**: used to indicate a range of time

    -   Example: The store is open from 11:00 to 17:00.

-   **until**: used to indicate a point in time when something ends

    -   Example: The sale lasts until Friday.

-   **since**: used to indicate a starting point in time

    -   Example: They have been living here since 2010.

-   **for**: used to indicate a duration of time
    -   Example: She studied for three hours.

##### **Sequence and Duration Prepositions**

-   **before**: used to indicate an event happening earlier in time

    -   Example: We arrived before the movie started.

-   **after**: used to indicate an event happening later in time

    -   Example: They left after dinner.

-   **during**: used to indicate something happening within a period of time

    -   Example: It rained during the night.

-   **while**: used to indicate something happening at the same time as another event
    -   Example: She called while I was cooking.

##### **Location and Direction Prepositions**

-   **in**: used for larger areas, such as countries, cities, or rooms

    -   Example: They live in France.

-   **at**: used for specific locations or addresses

    -   Example: We met at the library.

-   **on**: used for surfaces

    -   Example: The book is on the table.

-   **to**: used to indicate movement toward a destination

    -   Example: She went to the store.

-   **in**: used to indicate movement into a place

    -   Example: They walked in the park.

-   **at**: used to indicate movement to a specific location

    -   Example: He arrived at the party.

-   **up, over, through, etc.**: used to indicate movement in various directions
    -   Example: She climbed up the ladder.
    -   Example: The bird flew over the trees.
    -   Example: He drove through the tunnel.

##### **Prepositions for Other Relationships**

-   **on, at, by, with, about**: used to show various connections between words

    -   Example: I found this book on the Internet.
    -   Example: She is good at math.
    -   Example: The painting is by Picasso.
    -   Example: He cut the paper with scissors.
    -   Example: She is worried about her test.

-   **afraid of ..., good at ...**: used to show emotions or abilities

    -   Example: He is afraid
    -   Example: She is good at painting.

-   **listen to ..., look at ...**: used to show actions related to our senses
    -   Example: I like to listen to music.
    -   Example: Look at that beautiful sunset.

Prepositions play a vital role in connecting words and expressing relationships in the English language. Understanding how to use them correctly will enhance your ability to convey more detailed and precise information.

Check your progress in your language learning journey with our quiz!


**Prepositions** are vital components of the English language that establish relationships between words in a sentence, providing context about time, place, direction, and other connections. Mastering prepositions is crucial as they help convey clear and accurate information.

> See a quick **prepositions** refresher inside!


Basics. Prepositions.

### Pronouns and Possessives

Pronouns are words that replace nouns in a sentence to avoid repetition, and possessives indicate ownership or a relationship between two entities. Understanding pronouns and possessives is crucial for clear and concise communication in English.

#### **Pronouns**

Pronouns can represent people or things. The table below shows subject and object forms of personal pronouns along with examples:

| Subject | Object | Example                       |
| ------- | ------ | ----------------------------- |
| I       | me     | I see him. / He sees me.      |
| we      | us     | We know her. / She knows us.  |
| you     | you    | You found it. / It found you. |
| he      | him    | He has it. / It has him.      |
| she     | her    | She wants it. / It wants her. |
| they    | them   | They are here. / We see them. |
| it      | it     | It is here. / We see it.      |

#### **Possessives**

Possessives show ownership or a relationship between two entities. The table below presents possessive forms of pronouns and nouns along with examples:

| Possessive Pronoun | Possessive Noun | Example                          |
| ------------------ | --------------- | -------------------------------- |
| my                 | 's              | my book / John's book            |
| our                | 's              | our house / Sarah's house        |
| your               | 's              | your car / Tom's car             |
| his                | 's              | his dog / Peter's dog            |
| her                | 's              | her cat / Emily's cat            |
| their              | 's              | their toys / The children's toys |
| its                | 's              | its tail / The dog's tail        |

To form questions with possessives, use "whose": _Whose book is this?_

"Short forms" like mine, yours, and theirs are formed by adding the appropriate possessive pronoun to the noun: _This book is mine (my book)._

#### **Reflexive Pronouns**

Reflexive pronouns like myself, yourself, and themselves refer back to the subject of the sentence:

| Subject | Reflexive Pronoun                        | Example                                                   |
| ------- | ---------------------------------------- | --------------------------------------------------------- |
| I       | myself                                   | I did it myself.                                          |
| we      | ourselves                                | We can do it ourselves.                                   |
| you     | yourself (singular), yourselves (plural) | You should treat yourself. / You should treat yourselves. |
| he      | himself                                  | He hurt himself.                                          |
| she     | herself                                  | She prepared herself for the exam.                        |
| they    | themselves                               | They enjoyed themselves at the party.                     |
| it      | itself                                   | The cat cleaned itself.                                   |

Reflexive pronouns emphasize the subject's involvement in the action or indicate that the subject and object are the same entity.

Check your knowledge with the quiz!


This topic covers various aspects of **pronouns and possessives** in English. It includes personal pronouns for people and things, possessive forms to show ownership or relationships, forming questions with possessives, and reflexive pronouns.

> See a quick **pronouns and possessives** refresher inside!


Basics. Pronouns and Possessives.

### Reported Speech

Reported speech, also known as indirect speech, is a way to express what someone else has said without directly quoting their exact words. It is commonly used to relay information or recount events in a more natural and conversational manner.

To form reported speech, we usually change the tense of the original statement, and we replace the original speaker's pronouns with the appropriate third-person pronouns. Additionally, we may need to adjust time expressions and other contextual details.

For example, consider the following direct speech:

> He said, "I **am** studying English."

When we convert it to reported speech, we get:

> He said (that) he **was** studying English.

Here's a simple table to illustrate some of the main tense changes:

| Direct Speech      | Reported Speech |
| ------------------ | --------------- |
| Present Simple     | Past Simple     |
| Present Continuous | Past Continuous |
| Present Perfect    | Past Perfect    |
| Past Simple        | Past Perfect    |

Remember that the reported speech should convey the meaning of the original statement accurately, even if some of the words or tenses are changed. Practice with various examples to get a better understanding of how to form and use reported speech correctly.

Here are four more examples of reported speech:

1. Direct speech: She says, "We **are** going to the cinema tonight."
   Reported speech: She says (that) they **are** going to the cinema tonight.

2. Direct speech: They told us, "We **have** finished our project."
   Reported speech: They told us (that) they **had** finished their project.

3. Direct speech: He said to her, "I **will** call you later."
   Reported speech: He **told** her (that) he **would** call her later.

4. Direct speech: She said, "They **were** waiting for the bus."
   Reported speech: She said (that) they **had been** waiting for the bus.
   

**Reported speech**, or **indirect speech**, is used to convey what someone else said without directly quoting their exact words. It often involves changing tenses, pronouns, and contextual details to create a more natural and conversational narrative. Mastering reported speech requires understanding the main tense changes and practicing with various examples to ensure the original meaning is accurately conveyed.

> See a quick **reported speech** usage refresher inside!


Basics. Reported Speech.

### There is/are and It

In English, impersonal sentences are often constructed using the pronoun "it" or the phrase "there is/are". Impersonal sentences are sentences in which the subject is not a specific person or thing, but rather an idea or a general concept. Impersonal sentences are often used to make general statements, give advice, or describe situations in a neutral and objective way.

#### **There is/are**

"There is/are" can be used to express different things. Some of them are listed below.

-   To show the presence of something: _there are_ books on the shelf.
-   To express an event happening at a specific time: _there is_ a party tonight.
-   To mention the number of parts in a whole: _there are_ four chapters in the book.
-   For abstract items or situations: _there is_ nothing on TV.
-   With uncountable nouns: _there is_ milk in the fridge.
-   To express a quantity: _there are a lot_ of people in the park.

Questions with _there is/are_ are formed like this: _is there_ a restaurant nearby? _Are there_ any apples left?

The negatives are formed as follows: _there isn't_ any sugar. _There aren't_ any tickets available.

"There is/are" can be used with verb tenses other than present. See the examples below.

-   Use _There was/were_ for past events: _there was_ an accident yesterday. _There were_ ten people at the meeting.
-   Use _There has/have been_ for past events with present relevance: _there has been_ a change in plans. _There have been_ many complaints.
-   Use _There will be_ for future events: _there will be_ a meeting tomorrow.

#### **It**

Here are some common uses of "it" to form impersonal sentences.

-   For time and day: _it's_ 3 o'clock. _It's_ Friday.
-   For distance: _it's_ 5 miles to the nearest town.
-   For weather: _it's_ raining. _It's_ hot today.

It's important to notice that there are other uses.


Learn how to use "**there is/are**" and "**it**" in everyday English sentences to talk about the presence of objects, events, and quantities. Get to know how to create questions and negative sentences, and see examples using different verb tenses. Also, discover common ways to use "it" when discussing time, distance, and weather.

> See a quick **There is/are and It** usage refresher inside!


Basics. Using there is/are and it in impersonal sentences.

### To Be

The verb **to be** is a special verb in English that is used to describe the existence or identity of someone or something. It can also be used to indicate a temporary state or condition. In English, the verb **to be** is conjugated differently based on the subject of the sentence.

Here is a table to show the conjugation of the verb **to be** with different pronouns:

| Subject   | Singular | Plural |
| --------- | -------- | ------ |
| I         | am       | are    |
| You       | are      | are    |
| He/She/It | is       | is     |
| We        | are      | are    |
| They      | are      | are    |

And here is a table to show the conjugation of the verb **to be** with different nouns:

| Subject  | Singular | Plural |
| -------- | -------- | ------ |
| (a noun) | is       | are    |

For example:

-   I _am_ a student.
-   She _is_ a teacher.
-   The book _is_ on the table.
-   Three pencils _are_ on the desk.

The verb **to be** can also be used in the construction **there _is_/_are_** to indicate the existence of something. **There _is_** is used for singular nouns and **there _are_** is used for plural nouns.

For example:

-   There _is_ a cat in the room.
-   There _are_ two dogs in the park.

### Negative forms

Negative sentences with the verb "to be" are formed by adding "not" after the conjugated form of the verb. The negative form of "to be" can be made by adding "not" after "am," "is," or "are."

Here is a table to show the negative conjugation of the verb "to be" with different subjects:

| Subject   | Singular | Plural  |
| --------- | -------- | ------- |
| I         | am not   | are not |
| You       | are not  | are not |
| He/She/It | is not   | is not  |
| We        | are not  | are not |
| They      | are not  | are not |

For example:

-   I am not a doctor.
-   You are not my sister.
-   The books are not on the table.
-   The cat is not in the room.

### Questions

Questions with the verb "to be" are formed by inverting the subject and the conjugated form of the verb. "Is" or "Are" is placed before the subject to form a question.

Here is a table to show the question form of the verb "to be" with different subjects:

| Subject   | Singular     | Plural   |
| --------- | ------------ | -------- |
| I         | Am I         | Are we   |
| You       | Are you      | Are you  |
| He/She/It | Is he/she/it | Are they |
| We        | Are we       | Are we   |
| They      | Are they     | Are they |

For example:

-   Am I a teacher?
-   Is she your mother?
-   Are the dogs barking?
-   Are the books on the table?

It is important to use the correct form of the verb "to be" based on the subject in the sentence to make your writing grammatically correct.


In English, the verb **to be** is conjugated differently based on the subject of the sentence. This grammar quiz focuses on the conjugation of the verb "to be" with different subject pronouns and nouns, both singular and plural, in affirmative, negative and interrogative sentences. Participants will need to use the correct form of the verb "to be" based on the subject in each sentence to demonstrate their understanding of this grammar concept.

> See a quick **to be** usage rules refresher inside!


Basics. "To be" in Present Tense.

### Word Order

Word order is the arrangement of words in a sentence to convey meaning and provide structure. In English, word order generally follows a subject-verb-object (SVO) pattern, but other elements such as adjectives, adverbs, and prepositional phrases can affect the arrangement. Understanding the basic word order in English can help you create clear and coherent sentences.

#### **Basic English Word Order: Subject-Verb-Object (SVO)**

In English, the basic word order is Subject-Verb-Object (SVO). The subject comes first, followed by the verb, and finally the object: **She (subject) reads (verb) a book (object).**

#### **Adjectives and Adverbs**

Adjectives typically come before the noun they modify, while adverbs can be placed in different positions depending on what they modify.

-   Example (adjective): _She reads an interesting book._
-   Example (adverb of manner): _She reads quickly._
-   Example (adverb of frequency): _She often reads._

##### **Adverb Placement**

Adverbs can modify verbs, adjectives, or other adverbs. Their placement in a sentence depends on what they modify.

-   If the adverb modifies a verb, it usually comes after the verb: _She reads quickly._
-   If the adverb modifies an adjective, it comes before the adjective: _She reads a very interesting book._
-   If the adverb modifies another adverb, it comes before that adverb: _She reads quite quickly._

##### **Still, Yet, Already, and Similar**

These adverbs are used to express the progress or completion of an action.

-   "Still" typically comes before the main verb.
    -   Example: _She is still reading the book._
-   "Yet" usually comes at the end of the sentence in questions and negative statements.
    -   Example: _Has she finished the book yet?_ or _She hasn't finished the book yet._
-   "Already" is placed before the main verb or at the end of the sentence.
    -   Examples: _She has already read the book_ or _She has read the book already._

#### **Prepositional Phrases**

Prepositional phrases provide additional information about time, place, or manner and usually come after the main subject-verb-object structure.

-   Example (place): _She reads a book in the library._
-   Example (time): _She reads a book before dinner._
-   Example (manner): _She reads a book with enthusiasm._

#### **Questions**

In questions, the word order changes to place the auxiliary verb before the subject.

-   Example: _Does she read a book?_ (Auxiliary verb "does" comes before the subject "she")

#### **Negation**

To form negative sentences, place the word "not" after the auxiliary verb.

-   Example: _She does not read a book._

Understanding these basic principles of word order will help you create clear and coherent sentences in English.
So, this is the theory. Now try the challenge!


This challenge covers basic rules for **word order**, including the placement of adjectives and adverbs. It also explains how adverbs like "still," "yet," and "already" can affect word order.

> See a **word order** introduction inside!


Basics. Word Order.

### Common More Complex Questions

English learners often encounter a bit more complex questions. This challenge will cover four subcategories of common questions, with examples provided for each type.

#### **Questions with "Who...? / What...? / Where...? / Which...?" and prepositions at the end**

-   Who are you waiting for?
-   What are you looking at?
-   Where do you come from?
-   Which book are you interested in?

#### **"What + noun" and "Which + noun" questions**

-   What color is your car?
-   What time is the meeting?
-   Which is bigger, an elephant or a mouse?
-   Which book do you prefer?

#### **"How long" questions**

-   How long does it take to travel from New York to Los Angeles?
-   How long did it take you to finish the book?
-   Did it take you long to get here?

#### **"Do you know" questions**

-   Do you know where the nearest supermarket is?
-   Can you tell me when the train leaves?
-   Could you let me know how much this costs?

Complete the quiz to practice and reinforce your learning.


Master **more complex common question types**, such as "Who...? / What...? / Where...? / Which...?" with prepositions at the end, "What + noun" and "Which + noun" questions, questions about duration, and complex sentence questions.

> See a quick refresher inside!


Basics. Common More Complex Questions.

### Present Perfect (I have done)

#### **Explanation and Examples**

The Present Perfect tense is used to describe actions or events that started in the past and have a connection to the present. This tense often indicates that the action has been completed, but its result or effect is still relevant.

Examples:

-   I _have finished_ my homework.
-   She _has traveled_ to Europe several times.

#### **Formation**

To form the Present Perfect tense, we use the auxiliary verb _have_ (or _has_ for third person singular) followed by the past participle of the main verb. For regular verbs, the past participle is the same as the past simple form, usually ending in _-ed_. Irregular verbs have different past participle forms.

Examples:

| Subject | Base Form | Present Perfect |
| ------- | --------- | --------------- |
| I       | work      | have worked     |
| He      | study     | has studied     |
| We      | go        | have gone       |
| She     | be        | has been        |

Present Perfect is different from Past Simple, which describes completed actions in the past with no connection to the present. It also differs from Present Simple, which describes habits or facts in the present.

To identify the Present Perfect tense, look for the auxiliary verb _have_ or _has_ followed by the past participle of the main verb.

#### **Negative Form**

To form negative sentences in Present Perfect, we add _not_ after the auxiliary verb _have_ or _has_.

Examples:

| Present Perfect | Negative Present Perfect |
| --------------- | ------------------------ |
| have finished   | haven't finished         |
| has traveled    | hasn't traveled          |

#### **Questions**

To form questions in Present Perfect, we invert the auxiliary verb _have_ or _has_ and the subject, followed by the past participle of the main verb.

Examples:

| Present Perfect | Question Present Perfect |
| --------------- | ------------------------ |
| have finished   | Have you finished?       |
| has traveled    | Has she traveled?        |



Any idea what **Present Perfect** is? The **Present Perfect** tense describes actions with a connection to the present, formed using "have" or "has" and the past participle of the main verb. It differs from **Past Simple** and **Present Simple** tenses. To identify Present Perfect, look for "have" or "has" followed by a past participle. Negative sentences add "not" after the auxiliary verb, and questions invert the subject and auxiliary verb.

> See a quick **Present Perfect** usage refresher inside!


Basics. Present Perfect.

### Advanced Conditionals and Wish

This challenge focuses on advanced uses of conditionals and the structure "wish" in English grammar. Conditionals are sentences that describe possible situations and their outcomes, often using "if." Beyond basic forms, advanced conditionals include mixed conditionals (combining different time frames) and nuanced usage of "if only" and "wish" for expressing regrets, hypothetical desires, or unreal situations.

For example, a mixed conditional might be: "If I had studied medicine, I would be a doctor now" (past condition, present result). The structure "wish" is used to express unreal or regretted situations, such as "I wish I had known about the meeting" (regret about the past) or "I wish it would stop raining" (desire for a change in the present/future). Mastering these forms is essential for expressing complex ideas and emotions in English.

Understanding the subtle differences between various conditional forms and wish statements will help you sound more fluent and precise. This quiz will test your ability to identify, correct, and construct sentences using advanced conditionals and "wish" appropriately.

Try the quiz to check your knowledge!



Test your understanding of **advanced conditionals** and the use of **wish** for expressing unreal, hypothetical, or regretted situations. Challenge your skills with mixed conditionals and nuanced wish structures.
> See a quick refresher inside!


Basics. Advanced Conditionals And "wish".

### Passive Voice

#### **Explanation and Examples**

The passive voice is used to emphasize the action or the receiver of the action, rather than the person or thing performing the action. The subject of the sentence is the receiver of the action.

Examples:

-   Active: John _wrote_ the letter.
-   Passive: The letter _was written_ by John.
-   Active: They _have been painting_ the house.
-   Passive: The house _has been painted_ by them.

#### **Formation**

The passive voice is formed by using the appropriate form of the verb _to be_ for the tense, followed by the past participle of the main verb.

Example for Present Continuous:

-   Active: They _are painting_ the house.
-   Passive: The house _is being painted_ by them.

Example for Present Perfect:

-   Active: They _have painted_ the house.
-   Passive: The house _has been painted_ by them.

#### **Passive Voice in Different Tenses**

| Tense              | Example (Active)               | Example (Passive)              |
| ------------------ | ------------------------------ | ------------------------------ |
| Present simple     | They _make_ the toys           | The toys _are made_            |
| Present continuous | They _are making_ the toys     | The toys _are being made_      |
| Present perfect    | They _have made_ the toys      | The toys _have been made_      |
| Past simple        | They _made_ the toys           | The toys _were made_           |
| Past continuous    | They _were making_ the toys    | The toys _were being made_     |
| Past perfect       | They _had made_ the toys       | The toys _had been made_       |
| Future simple      | They _will make_ the toys      | The toys _will be made_        |
| Future continuous  | They _will be making_ the toys | The toys _will be being made_  |
| Future perfect     | They _will have made_ the toys | The toys _will have been made_ |

To identify the passive voice, look for the appropriate form of the verb _to be_ for the tense, followed by the past participle of the main verb.

#### **Negative Sentences**

To form negative sentences in the passive voice, add _not_ after the appropriate form of the verb _to be_ for the tense.

Examples:

-   The toys _are not made_ (Present simple)
-   The toys _are not being made_ (Present continuous)
-   The toys _have not been made_ (Present perfect)

#### **Questions**

To form questions in the passive voice, invert the subject and the appropriate form of the verb _to be_ for the tense, followed by the past participle of the main verb.

Examples:

-   _Are_ the toys _made_? (Present simple)
-   _Are_ the toys _being made_? (Present continuous)
-   _Have_ the toys _been made_? (Present perfect)
    

The **Passive Voice** emphasizes the action or receiver, using the verb to be and the past participle of the main verb. It can be formed in different tenses, including continuous and perfect. Negative sentences add not after the verb to be, while questions invert the subject and the verb to be.

> See a quick **Passive Voice** usage refresher inside!


Basics. Passive Voice.

### Modals

#### **What are Modal Verbs?**

Modal verbs are auxiliary verbs that express necessity, possibility, permission, or ability. They include "might," "may," "can," "could," "must," "should," and "have to."

#### **Usage of Modal Verbs and Modal Constructs**

-   **Might** and **may** express possibility: She _might_ arrive early.

-   **Can** indicates knowing how to do something: He _can_ play the piano.

-   **Can** and **could** are sometimes used for asking people to do things: _Could_ you pass the salt, please?

-   **Must** can be used to express that something is true: They _must_ be tired.

-   **Must do** indicates necessity: We _must_ study for the test.

-   **Had to** expresses necessity in the past: She _had to_ leave early yesterday.

-   **Must not do** means "don't do it": You _must not_ park here.

-   **You should do** can suggest a good thing to do: You _should_ try that restaurant.

-   **You should do** sometime implies the right thing to do: You _should_ apologize.

-   **I don't think ... should ...** is used to give advice: I don't think you _should_ go there.

-   **I have to** expresses personal necessity: I _have to_ finish this assignment.

#### **Negating Sentences with Modal Verbs**

To negate a sentence with a modal verb, add "not" after the modal verb.

Example: She _might not_ come to the party.

#### **Forming Negation with Modal Verbs**

| Modal Verb | Negative Form |
| ---------- | ------------- |
| might      | might not     |
| may        | may not       |
| can        | cannot/can't  |
| could      | could not     |
| must       | must not      |
| should     | should not    |
| have to    | don't have to |



**Modal verbs** are auxiliary verbs that convey necessity, possibility, permission, or ability. They include "might," "may," "can," "could," "must," "should," and "have to." Modals have various uses, such as expressing possibility, knowing how to do something, asking for help, or indicating necessity. To negate a sentence with a modal verb, simply add "not" after the modal verb.

> See a quick **Modal verbs** usage rules refresher inside!


Basics. Modal verbs to convey necessity, possibility, permission, or ability.

### Modals When Speaking About Preferences and Requests and Imperatives

#### **Modals Usage**

##### **Would you like...?**

-   As a replacement for "Do you want?": _Would you like_ some coffee?
-   To invite someone: _Would you like_ to join us for dinner?

##### **I'd like...**

-   To say "I want" politely: _I'd like_ a cup of tea, please.

##### **I'd rather... / I would rather...**

-   To express preference: _I'd rather_ stay home tonight.

#### **Imperatives Usage**

##### **Positive Imperatives**

-   Direct order: _Do this!_
-   Polite request: _Please_ pass the salt.
-   Wishing well: _Have a good_ trip.
-   Encouragement: _Enjoy your_ meal.
-   Offering: _Have a_ cookie.

##### **Negative Imperatives**

-   Direct order: _Don't do that!_
-   Alert: _Don't_ touch the hot stove.
-   Appeal: _Don't_ forget your umbrella.
-   Emphasis: _Don't_ be late.

##### **Let's...**

-   Asking people to do things: _Let's_ go to the movies.
-   Suggesting not to do something: _Let's not_ argue about this.
    

**Modals and imperatives can express preferences, requests, and suggestions**. "Would you like...?" can replace "Do you want?" or invite someone. "I'd like..." is a polite way to say "I want." "I'd rather..." expresses preferences. Positive **imperatives** give orders, make polite requests, or offer encouragement. Negative imperatives forbid actions or emphasize points. "Let's..." is used for asking people to do things or suggesting not to do something.

> See a quick **modals and imperatives to express preferences, requests, and suggestions** refresher inside!


Basics. Modal verbs for expressing preferences, requests, and imperatives in speech.

### Basic collocations

Collocations are combinations of words that are frequently used together in a particular order, forming a natural-sounding expression. These word pairs or groups often sound more natural to native speakers than other possible combinations of the same words. Understanding collocations is important for language learners because they help you sound more fluent and natural when speaking or writing. Below are explanations of some common collocations that you may encounter:

-   **Good morning**: This collocation is used as a greeting when you see someone for the first time in the morning. It is a friendly and polite way to say hello.
-   **Living room**: A living room is a space in a house or apartment where people gather to relax, socialize, and enjoy leisure activities, such as watching television or reading.
-   **Cold weather**: This collocation describes a situation when the temperature outside is low. It can be used to talk about the weather conditions during winter or a cold day in general.
-   **Primary school**: Primary school is the first level of formal education for children, typically for ages 5 to 11. It is also known as elementary school in some countries.
-   **High school**: High school is the educational institution attended by teenagers, usually between the ages of 14 and 18, after completing primary or middle school.
-   **Fast food**: Fast food refers to meals that are prepared quickly and are usually served in a casual setting or as take-out. Examples of fast food include hamburgers, pizza, and fried chicken.
-   **Heavy rain**: Heavy rain is a collocation used to describe a lot of rain falling in a short period of time, often causing flooding or other problems.
-   **Red wine**: Red wine is a type of alcoholic beverage made from red or black grapes. It is typically served with dinner or enjoyed on its own.
-   **Hard work**: This collocation refers to tasks or activities that require a lot of effort, dedication, or persistence.
-   **Cold beer**: Cold beer is a popular alcoholic beverage, usually served chilled or with ice to make it more refreshing.
-   **Hot chocolate**: Hot chocolate is a warm, sweet beverage made from chocolate or cocoa powder, milk or water, and sugar. It is often enjoyed during cold weather or as a comforting treat.
-   **Kitchen sink**: A kitchen sink is a fixture in a kitchen used for washing dishes, preparing food, or getting water for various tasks.
-   **Public transport**: Public transport refers to the shared transportation system available for use by the general public, such as buses, trains, and subways.
-   **City center**: The city center is the central area of a city where many businesses, shops, and cultural attractions are located. It is also known as the downtown area.
-   **Happy birthday**: This collocation is used to wish someone a joyful celebration on the day they were born. It is a common expression during birthday parties and gatherings.
-   **Social media**: Social media refers to websites and applications that allow users to create, share, and interact with content, such as photos, videos, and messages. Examples of social media platforms include Facebook, Instagram, and Twitter.

Now try the quiz to check if you remember these!


**Collocations** are natural-sounding word combinations used frequently by native speakers, such as "good morning," "cold weather," and "fast food." Understanding collocations helps language learners sound more fluent in speaking and writing. They're common in everyday expressions like "happy birthday" and describing places, such as "city center" and "living room."

> See a quick **basic collocations** refresher inside!


Collocations (Basic, A1 and A2).

### Intermediate collocations

Collocations are combinations of words that frequently appear together, forming natural-sounding expressions in a language. They are important for language learners as they help improve fluency and create more native-like speech and writing. Understanding collocations at an intermediate level allows learners to communicate more effectively and with greater precision. Below are explanations of some intermediate collocations that you may encounter:

-   **Lost and found**: A lost and found is a place where lost items are collected and kept until their owners claim them. These are often found in schools, offices, or other public places.- \*\*Peace and quiet: This collocation refers to a calm and tranquil environment, free from noise and disturbance. It is often used when someone wants to relax or concentrate.
-   **Rush hour**: Rush hour is the time of day when traffic is at its busiest, typically during morning and evening commutes when people are traveling to and from work or school.
-   **Limited resources**: Limited resources refer to the insufficiency of materials, money, or other assets needed to achieve a particular goal or complete a task.
-   **Limited time**: This collocation describes a situation where there is not much time available to complete a task or enjoy an experience.
-   **Limited budget**: A limited budget means having a restricted amount of money to spend on a project, event, or purchase.
-   **Sharp wit**: Sharp wit refers to the ability to think and express oneself quickly and cleverly, often with a sense of humor.
-   **Small talk**: Small talk is casual, light conversation about everyday topics, such as the weather or recent events, often used to break the ice or fill silence between people.
-   **Short notice**: Short notice means having very little time to prepare for something or respond to a request.
-   **Long overdue**: This collocation is used to describe something that should have been done or happened a long time ago, but has been delayed.
-   **Private property**: Private property refers to land, buildings, or belongings owned by an individual or a group, as opposed to being owned by the government or the public.
-   **Public property**: Public property is property owned by the government or a community, and is accessible to everyone, such as parks, libraries, and government buildings.
-   **Childcare center**: A childcare center is a facility that provides supervision and care for young children, typically while their parents are at work or otherwise occupied.
-   **Secondary school**: Secondary school is the educational institution attended by students after completing primary school, usually between the ages of 12 and 18, depending on the country. It is often called high school or middle school in some regions.

By familiarizing yourself with these collocations, you will enhance your language skills and be better equipped to express yourself clearly and naturally.

Now try the quiz to check if you remember these!


This challenge focuses on Intermediate English level collocations. **Collocations** are natural-sounding word combinations, such as "lost and found," "rush hour," and "private property." Understanding collocations helps language learners sound more fluent in speaking and writing.

> See a quick **Intermediate collocations** refresher inside!


Collocations (Intermediate, B1).

### Upper Intermediate collocations

Collocations are pairs or groups of words that are often used together, creating expressions that sound right to those who speak the language fluently. They are important for language learners because they add authenticity to speech and writing, and improve fluency. For those at an upper-intermediate level, understanding and using these more advanced collocations helps articulate more sophisticated thoughts and ideas.

-   **Big deal**: A "big deal" refers to something very important or significant. It can also imply a lot of fuss or excitement about something.
-   **Safe and sound**: "Safe and sound" means being completely unharmed or undamaged, often used after a journey or potentially dangerous situation.
-   **Love at first sight**: This phrase describes the situation where one person feels romantic love for another immediately upon seeing them for the first time.
-   **First impression**: A "first impression" is the initial judgement or perception you have of someone or something when you encounter them for the first time.
-   **Bright future**: A "bright future" suggests a period of time coming up that is likely to be successful or positive.
-   **High expectations**: "High expectations" means expecting a lot from someone or something, believing that they will perform well.
-   **Open-minded**: Being "open-minded" means being willing to consider and accept new ideas or perspectives.
-   **Last-minute**: "Last-minute" refers to something done or happening just before the latest time possible or before a deadline.
-   **Big fish**: A "big fish" is a person with a lot of influence or importance, especially within a specific domain.
-   **Critical thinking**: "Critical thinking" involves making reasoned judgments that are logical and well-thought out. It's a way of thinking where you don't simply accept all arguments and conclusions you're exposed to, but question them instead.
-   **Common sense**: "Common sense" refers to the basic level of practical knowledge and judgment that we all need to help us live in a reasonable and safe way.
-   **Positive attitude**: A "positive attitude" means having an optimistic outlook, expecting the best possible outcome in every situation.
-   **Creative thinking**: "Creative thinking" involves looking at things from a new perspective, coming up with unique solutions or ideas.
-   **Brainstorming session**: A "brainstorming session" is a meeting where people come up with a lot of ideas about a particular issue or problem.
-   **Communication skills**: "Communication skills" are the abilities you use when giving and receiving different kinds of information.
-   **Problem-solving skills**: "Problem-solving skills" are the methods and techniques you use to solve difficulties or challenges.
-   **Time-consuming**: If something is "time-consuming," it takes a lot of time to do.
-   **High-quality**: "High-quality" refers to something that is of excellent standard or grade.
-   **Heavy traffic**: "Heavy traffic" means a lot of vehicles on the road, often causing slow movement or congestion.
-   **Personal touch**: A "personal touch" is a distinctive feature or quality that makes something feel unique or special.
-   **Professional attitude**: A "professional attitude" means behaving in a way that's appropriate for the workplace, such as being reliable, respectful, and competent.
-   **Relaxed atmosphere**: A "relaxed atmosphere" means a calm, comfortable, and stress-free environment.
-   **Formal dress**: "Formal dress" refers to clothing that is suitable for serious or important occasions.
-   **Serious relationship**: A "serious relationship" is a long-term committed partnership between two people.
-   **Long-term relationship**: A "long-term relationship" is a romantic relationship that has lasted for a significant period of time.

By learning and using these collocations, you can take your language abilities to the next level, allowing you to communicate with more precision and fluency. These collocations will help you sound more like a native speaker and enhance your ability to express more complex ideas clearly and naturally.


**Collocations** are word pairs frequently used together, forming natural-sounding expressions. They enhance fluency, making language learners sound more authentic. Examples for upper-intermediate learners include "big deal," signifying something important, "last-minute," denoting actions just before a deadline, and "professional attitude," referring to appropriate workplace behavior. Learning these collocations improves communication precision and fluency.

> We provide an explainer for **Upper Intermediate collocations** inside!


Collocations (Upper Intermediate, B2), Part 1.

Very often when we compare different objects or events. As we tend to be as colorful as possible, using only comparative or superlative form of adjectives is not always enough.

Because of this, we begin to add adverbs or special constructions such as far, by far, much, a lot, a little etc.

The knowledge of the rules how to use the intensifiers of comparison usually indicates an advanced student.


Comparatives and Superlatives

There are five types of subordinate clauses in English: the subject, the predicative, the attributive, the object and several types of adverbial clauses.

Adverbials happen to be the thing this challenge is about.


Complex Sentence: Adverbials

There are five types of subordinate clauses in English: the subject, the predicative, the attributive, the object and several types of adverbial clauses.

In English grammar, all the clauses are subdivided into three main groups: noun clauses, adjective clauses and adverb clauses.

The Noun clauses include three types of subordinate sentences such as the subject clause, the predicative clause and the object clause. Usually in subordinate clauses we use the direct word order but in some cases we may face a particular version of inversion. Also, different subordinate clauses need to be introduced by different introductory words which cannot be omitted.

Try the challenge to figure out what all this is about!


Complex Sentence

Subjunctive mood is represented by three main forms in contemporary English: present subjunctive, past subjunctive, past perfect subjunctive. Other forms such as present continuous subjunctive and past continuous subjunctive are used very rarely.

These subordinate clauses may be divided into 4 types according to the realness of the condition and the time.

Apart from the aforementioned, advanced students are particularly interested in the accurate usage of such verbs as _should_, _would_, _could_, _might_, _wish_ after _if_ and in the case when it is omitted in the mixed type conditionals.

All this is simple and clear for you, and you would easily prove it passing a test on the subject, wouldn't you?


Conditional Subjunctive

### Mastering Quantifying Determiners

Determiners like **some**, **any**, **few**, and **little** are essential for expressing quantity in English, but they follow specific rules that can be tricky for learners. **Some** is typically used in affirmative sentences and polite requests (e.g., "I need some help" or "Would you like some coffee?"), while **any** appears in negative sentences and questions (e.g., "I don't have any money" or "Do you have any questions?"). However, there are exceptions—**any** can be used in affirmative sentences to mean "it doesn't matter which" (e.g., "You can choose any color").

The determiners **few** and **little** also require careful attention. **Few** is used with countable nouns (e.g., "few friends," "few opportunities"), while **little** is used with uncountable nouns (e.g., "little time," "little patience"). Adding the article "a" changes the meaning significantly: "few" suggests a negative or insufficient quantity ("He has few friends" = not many, which is sad), whereas "a few" implies a small but sufficient amount ("He has a few friends" = some friends, which is positive). The same distinction applies to "little" versus "a little."

Understanding these subtle differences will help you communicate more precisely and naturally in English. Try the quiz to check your knowledge!



This challenge tests your understanding of the quantifying determiners **some**, **any**, **few**, and **little**. Learn when to use each one and how adding "a" changes the meaning of **few** and **little**.
> See a quick refresher inside!


Determiners: Some, Any, Few, and Little

### Gerund and Infinitive after Adjectives

In English, certain adjectives are followed by either a gerund (-ing form) or an infinitive (to + verb), and choosing the correct form is essential for grammatically accurate sentences. Understanding which structure to use depends on the specific adjective and sometimes the meaning you want to convey.

Many adjectives that describe feelings or reactions are typically followed by infinitives. For example: "I'm **happy to help** you," "She was **surprised to see** him," or "They are **eager to learn**." Common adjectives in this category include *glad*, *ready*, *willing*, *afraid*, *likely*, and *certain*.

However, some adjectives are followed by prepositions, which then require a gerund. For instance: "I'm **tired of waiting**," "She's **good at solving** problems," or "He's **interested in learning** French." The preposition determines that a gerund must follow. Additionally, the construction "It's + adjective + gerund" appears in expressions like "It's no use **crying** over spilt milk" or "It's worth **trying**."

Mastering these patterns will help you sound more natural and avoid common errors that even intermediate learners make. Try the quiz to check your knowledge!



This challenge tests your ability to choose between **gerunds** and **infinitives** after common adjectives. Practice with expressions like "happy to help," "tired of waiting," and "worth trying."
> See a quick refresher inside!


Gerund vs. Infinitive after Adjectives

### Gerund vs Infinitive: Common Verbs

One of the trickiest aspects of English grammar is knowing whether to use a gerund (verb + -ing) or an infinitive (to + verb) after certain verbs. Many common verbs in English are followed by only one of these forms, and using the wrong one can sound unnatural or even change the meaning of your sentence.

Some verbs are always followed by a gerund. For example: "I enjoy **reading** books," "She avoids **eating** fast food," and "They finished **working** on the project." Other verbs require an infinitive: "I want **to learn** Spanish," "He decided **to leave** early," and "We hope **to visit** Paris someday."

Learning which verbs take gerunds and which take infinitives is largely a matter of memorization and practice. Common verbs that take gerunds include: enjoy, avoid, finish, mind, suggest, and consider. Common verbs that take infinitives include: want, need, decide, hope, plan, and agree. With regular practice, choosing the correct form will become second nature!

Try the quiz to check your knowledge!



This challenge tests your understanding of **gerunds** and **infinitives** after common English verbs. Practice choosing between the **-ing form** and the **to + verb** form with verbs like *enjoy*, *want*, *avoid*, and *decide*.
> See a quick refresher inside!


Gerund vs. Infinitive with Common Verbs

### Gerund vs. Participle: Function of -ing Words

Words ending in -ing can serve very different grammatical functions in English, and distinguishing between gerunds and participles is essential for understanding sentence structure. A **gerund** functions as a noun and can act as a subject, object, or complement. For example, in "Swimming is great exercise," the word "swimming" is a gerund serving as the subject. In contrast, a **participle** functions as an adjective, modifying a noun or pronoun, as in "The swimming instructor gave us tips," where "swimming" describes the instructor.

The key to identifying whether an -ing word is a gerund or participle lies in analyzing its role within the sentence. Ask yourself: Is the -ing word naming an activity or thing (gerund), or is it describing a noun (participle)? Consider these examples: "I enjoy reading" (gerund as direct object) versus "The reading lamp needs a new bulb" (participle modifying "lamp"). Additionally, present participles can form part of continuous verb tenses, such as "She is working," where "working" combines with the auxiliary verb "is."

This 11-question challenge will test your ability to identify gerunds and participles in various sentence contexts. You'll analyze -ing words and determine whether they function as nouns, adjectives, or parts of verb phrases. Try the quiz to check your knowledge!



This challenge tests your ability to distinguish between **gerunds** (functioning as nouns) and **participles** (functioning as adjectives or verb parts). Analyze -ing words in context to determine their grammatical role in each sentence.
> See a quick refresher inside!


Gerund vs. Participle: Understanding -ing Word Functions

Scores above 7 effectively cannot be reached without deep understanding of IELTS exam format.
This challenge covers how IELTS is structured. Use it to make sure you understand what you will encounter during the examination and detect possible problem areas.


IELTS Test Format

There are some verbs in English that need different type of objects: either gerunds or infinitives. In order not to make a mistake students usually learn these verbs by heart. Besides, there are also such verbs that may be followed by both gerunds and infinitives, and the choice of the object type directly influences the meaning of a sentence.

Of course there are not so many verbs such as “forget” in English, but the reason for the choice of the infinitive or the gerund object each time will be different and will strongly influence the meaning of a sentence. And it’s a real challenge for advanced students.

Speaking about the challenge, did you forget... ehm... nervermind...


Gerund vs Infinitive

Inversion is the change of a standard word order from subject-verb to verb-subject. If there is more than one verb, only the first auxiliary verb swaps places with the subject. Inversion is usually used in questions, but there are a number of other scenarios in which it applies. It is often used to make the speech more emphatic.

Inversion is not used a lot in everyday colloquial speech, it sounds a bit bookish and will remind people of Shakespeare’s times.

Hardly it makes knowledge of the rules of inversion less important for advanced students, does it?


Inversion

### Quantifiers A2: much / many / a lot of — Choosing the Right One

This challenge contains 15 questions at easy difficulty covering Quantifiers A2: much / many / a lot of — Choosing the Right One.


Test your **Quantifiers A2: much / many / a lot of — Choosing the Right One** skills with 15 questions at **easy** level.


Quantifiers: Much, Many, and a Lot of

### Participle Clauses: Shortening Sentences with -ing and Having + Past Participle

Participle clauses are a powerful tool for making your English more concise and sophisticated. Instead of using full subordinate clauses with conjunctions, you can use present participles (-ing forms) or perfect participles (having + past participle) to shorten sentences while maintaining their meaning. These structures are especially common in written English and formal contexts.

The present participle (-ing) is used when two actions happen at the same time or when one action is the reason for another. For example, "Because she felt tired, she went to bed early" becomes "Feeling tired, she went to bed early." Similarly, "The man who is standing by the door is my uncle" can be shortened to "The man standing by the door is my uncle."

The perfect participle (having + past participle) is used when one action is completed before another begins. For instance, "After he had finished his homework, he watched TV" becomes "Having finished his homework, he watched TV." This structure emphasizes that the first action was completed before the second one started. It's important to note that the subject of both clauses must be the same for these reductions to work correctly.

Try the quiz to check your knowledge!



Practice using **participle clauses** to create more concise sentences. This challenge covers both **-ing participles** for simultaneous actions and **having + past participle** for completed actions.
> See a quick refresher inside!


Participle Clauses: Shortening Sentences with -ing and Having + Past Participle

Complex participles and gerunds, their perfect, passive or perfect-passive forms are interesting. The accurate understanding and usage of such participial nad gerund constructions especially after the verb _to be_ and different prepositions; before nouns; and also in set expressions and constructions shows... shows...

Actually, go and try to figure it out yourself.


Participle vs Gerund

Understanding the principle of the sequence of tenses in direct and indirect speech must not be a great challenge!

However, the devil is in the details, exceptions and rules variations, not to mention indirect sentences with modal verbs and the usage of adverbs of time and place, which in turn must be changed in a special way.


Sequence of Tenses in Indirect Speech

In English there are some verb constructions having special indirect meaning, such as _used to_, _would_, _get used to_, _get doing_, _be to do_, _happen to do_, _be going to do something_, _be about to do something_ etc.

For example “I would go swimming to the swimming pool in my childhood” – means that in the past I went to swim periodically but now I don’t go swimming anymore...

These constructions help to add different shades to the main meaning of a sentence without wordy explanations.
Now, how about getting answering the questions?


Special Constructions

### Stop, Remember, and Try: Gerund vs. Infinitive Meaning Changes

In English, certain verbs can be followed by either a gerund (-ing form) or an infinitive (to + verb), but the meaning changes dramatically depending on which you choose. The verbs **stop**, **remember**, and **try** are classic examples of this phenomenon, and mastering them is essential for clear communication.

**Stop + gerund** means to quit doing something (e.g., "She stopped smoking" = she quit the habit), while **stop + infinitive** means to pause in order to do something (e.g., "She stopped to smoke" = she paused her activity to have a cigarette). Similarly, **remember + gerund** refers to recalling a past action (e.g., "I remember locking the door" = I have a memory of doing it), whereas **remember + infinitive** means not forgetting to do something in the future (e.g., "Remember to lock the door" = don't forget to do it).

The verb **try** follows a similar pattern: **try + gerund** suggests experimenting with something as a possible solution (e.g., "Try restarting the computer"), while **try + infinitive** emphasizes making an effort or attempt to do something difficult (e.g., "I tried to open the jar but couldn't"). Understanding these distinctions will help you express yourself more precisely and avoid confusing your listener or reader. Try the quiz to check your knowledge!



This challenge tests your understanding of how **stop**, **remember**, and **try** change meaning depending on whether they're followed by a **gerund** or an **infinitive**. You'll practice distinguishing between past memories and future intentions, quitting an action versus pausing for one, and experimenting versus making an effort.
> See a quick refresher inside!


Stop, Remember, and Try with Gerund or Infinitive

### Subjunctive and Conditional B1

Master the art of expressing wishes, hypothetical situations, and unreal conditions! The subjunctive mood is used after verbs like wish, suggest, demand, and recommend to express desires or requirements. For example: "I wish I were taller" or "The teacher suggests that he study harder." Notice how we use "were" instead of "was" and the base form of verbs after certain expressions.

Conditional sentences help us talk about imaginary or hypothetical situations using if-clauses combined with modal verbs like would, could, and might. Second conditionals use the past tense in the if-clause and would/could/might in the main clause: "If I had a time machine, I would visit ancient Rome." Third conditionals discuss past hypothetical situations: "If I had studied harder, I could have passed the exam."

This challenge features 10 engaging scenarios including zombie apocalypses, time travel adventures, wise wizards granting wishes, detective mysteries, and helpful raccoons giving advice. You'll practice both subjunctive patterns and various conditional structures in creative, memorable contexts. Try the quiz to check your knowledge!


What if zombies attacked or you could time travel? Master **subjunctive mood** and **conditional sentences** through 10 thrilling scenarios that will make you wish grammar were always this exciting!


Subjunctive and Conditional Adventures

This English grammar quiz is designed to help learners determine their proficiency level in the language according to the Common European Framework of Reference for Languages (CEFR).
It covers a range of topics and language structures that are typically associated with A1 level learners, such as basic grammar structures, vocabulary related to everyday topics, and simple sentence constructions. The questions are designed to test learners' understanding of basic grammar concepts, such as verb tenses and subject-verb agreement, as well as their ability to use basic vocabulary to communicate in simple and familiar situations.

After taking the quiz, learners would be able to see where they stand in terms of their English proficiency and if they are ready to move to the next level. Passing the challenge indicates the control of English grammar enough to move to the next level.


Are you A1/Beginner? Test your English CEFR Level!

This English grammar quiz is designed to help learners check if their English proficiency level according to the Common European Framework of Reference for Languages (CEFR) as A2/Pre-intermediate.

The test covers a range of grammar and vocabulary concepts that are typically associated with learners at this level. These concepts include more advanced verb tenses, more complex sentence structures, and a wider range of vocabulary related to various topics such as work, travel, and current events.

After taking the quiz, learners would be able to see where they stand in terms of their English proficiency and if they are ready to move to the next level. Passing the challenge indicates the control of English grammar enough to move to the next level.


Is your English level A2/Pre-intermediate? Test your English CEFR Level!

This English grammar quiz is designed to check if an English learner is at B1/Intermediate CEFR level.

It covers a range of grammar and vocabulary concepts that are typically associated with Intermediate learners. These concepts include more advanced verb tenses such as present perfect and past continuous, complex sentence structures such as adverbial clauses and modal verbs, and a wide range of vocabulary related to various topics such as hobbies, and opinions. The quiz also tests the learner's ability to understand idiomatic expressions and phrasal verbs.

After taking the quiz, learners would be able to see where they stand in terms of their English proficiency and if they are ready to move to the next level. Passing the challenge indicates the control of English grammar enough to move to the next level.


Are you B1/Intermediate? Test your English CEFR Level to figure out!

This English grammar quiz is designed to check if an English learner is at B2/Upper Intermediate CEFR level.

This quiz is designed to test your knowledge of English grammar and vocabulary on an upper-intermediate level, as per the Common European Framework of Reference (CEFR) guidelines. It will cover a wide range of topics such as verb tenses, relative clauses, modal verbs, and adjective and adverb clauses, as well as testing your ability to understand and use complex grammar structures.

After taking the quiz, learners would be able to see where they stand in terms of their English proficiency and if they are ready to move to the next level. Passing the challenge indicates the control of English grammar enough to move to the next level.


Is your English level B2/Upper Intermediate? Test your English CEFR Level to figure out!

This English grammar quiz is designed to check if an English learner is at C2/Upper Intermediate CEFR level.

This is a quiz to check if an English learner is at the C1/Advanced CEFR level. It tests the learner's ability to understand and use a wide range of complex and nuanced language. The questions will cover various grammar topics such as verb tenses, modals, passive voice, and idiomatic expressions. The learner will be expected to show a high degree of accuracy in their use of English. The quiz is designed to challenge even the most advanced learners and will be a good indicator of whether they have reached a C1 level of proficiency in the language.


CEFR C1/Advanced - check if this is your English grammar mastery level. Take the test to figure out!

This challenge is intended for a wide audience, but might be hard to complete even for advanced learners. It showcases particular issues and highlights some common English usage scenarios.


That Challenge

All English [verbs](/tags/verb) are divided into three big groups of **transitive**, **intransitive** and **linking verbs**. The belonging to one of these groups influences the choice of the object the verb may be followed by: direct, indirect, indirect without a preposition, prepositional object or the complex object. Another reason to know about "transitivity/intransitivity" of a verb is to be able to use the verb in the [passive voice](/tags/verb-passive-voice). In addition, some verbs such as _get_, _grow_, _keep_, _look_, and alike, can be also link verbs that will strongly influence the meaning of a sentence.


Transitive and Intransitive Verbs

### Transitive vs intransitive: high-impact verbs

Many English learners struggle with transitive verbs by adding unnecessary prepositions. Because of first-language (L1) interference from languages where a preposition is required, it is common to hear mistakes like *discuss about*, *reach to*, *enter into*, or *marry with*. However, high-impact transitive verbs such as *discuss*, *reach*, *enter*, *attend*, *marry*, and *contact* take a direct object immediately after the verb, without any preposition. For example, you should say "We discussed the plan" (not "discussed about the plan") and "She contacted the manager" (not "contacted to the manager").

It is also important to master verbs with special patterns. For instance, the verb *explain* follows the structure *explain + thing + to + person* (e.g., "He explained the rules to us"), rather than *explain + person + thing*. Conversely, some verbs are strictly intransitive and *do* require a preposition to connect to an object. Common examples include *arrive at* a destination or *listen to* a song.

This challenge uses spot-and-correct and fill-in-the-blank question formats wrapped in engaging, real-life micro-stories to help you master these tricky verb patterns. Try the quiz to check your knowledge!


Master **transitive vs. intransitive verbs** and avoid common errors like *discuss about* or *enter into*. Stop adding unnecessary prepositions with high-impact verbs like **discuss**, **reach**, **enter**, and **contact**!


Transitive vs. Intransitive: High-Impact Verbs

We use this expression to talk about habits or repeated actions in the past which we don't do in the present.

For instance: "I used to pass all these grammar tests with ease!"


Used to

### Understanding Verb + Object + Infinitive Structures

In English, many verbs follow a specific pattern where they take a direct object followed by an infinitive (to + verb). This construction allows us to express actions we want, expect, or cause others to perform. Common verbs that follow this pattern include *want*, *ask*, *tell*, *expect*, *allow*, *encourage*, *remind*, *persuade*, *advise*, and *force*.

For example: "She **asked him to help** with the project" or "The teacher **encouraged the students to participate** in the discussion." Notice how the object (him, the students) comes between the main verb and the infinitive. This is different from verbs that take only an infinitive without an object, such as "She decided to leave."

Some verbs can work both ways, with or without an object, but the meaning may change. Compare "I want to go" (no object) with "I want you to go" (with object). Additionally, certain verbs like *let* and *make* are followed by an object and a bare infinitive (without "to"): "She **made him apologize**" rather than "made him to apologize."

Try the quiz to check your knowledge!



Practice using verbs that take an **object + infinitive** pattern, such as *want*, *ask*, *tell*, *allow*, and *encourage*. Learn when to use **to + verb** after the object and which verbs require a **bare infinitive** instead.
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Verb + Object + Infinitive Patterns

### Prepositions with verbs: core combinations

English verb and preposition combinations (often called prepositional verbs) are fixed collocations. This means that certain verbs require a specific preposition to connect to an object. Unlike phrasal verbs, where the preposition changes the core meaning of the verb entirely, prepositional verbs keep their original meaning. For example, you always *depend on* someone, *listen to* a song, *wait for* a train, *look at* a picture, and *agree with* a colleague.

Because these pairings are fixed, they simply have to be memorized. Common errors frequently come from L1 interference, where learners translate directly from their native language. For instance, French or Spanish speakers might incorrectly say "depends of" instead of the correct *depends on*. Other common mistakes include dropping the preposition completely (like saying "listen the music") or using the wrong one (such as "agree to you"). 

This challenge covers 12 key combinations: *depend on*, *listen to*, *wait for*, *look at*, *look for*, *belong to*, *think about*, *agree with*, *apologize for*, *ask for*, *pay for*, and *worry about*. You will practice these through varied question formats, including fill-in-the-blank and spot-and-correct exercises, all set within everyday micro-story contexts.

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Master **fixed collocations** like **depend on**, **listen to**, and **agree with** that must be memorized. Avoid common errors like "depend of" or "listen the music" with 10 **medium** level questions.
