| Lesson 1. Checking Your Grammar in Everyday Emails and Chats |
| In this first lesson, you work with a familiar situation: writing quick emails and chat messages to teachers, colleagues and friends. You read several short, realistic texts and notice how subjects, verbs and objects appear in natural sentences. Together we highlight typical mistakes that strong A2–B1 learners make, such as missing subjects, confusing word order or dropping articles. You then correct and improve sample messages so they are clearer and more professional but still friendly. Next, you write a short self-introduction email and a casual chat message, focusing on complete sentences and simple, accurate tenses. You also experiment with slightly more formal or informal options, depending on who you are writing to. Finally, you create a personal mini grammar profile and checklist, so you know which errors to watch for and what you already do well. This gives you a clear starting point for the rest of the course. |
| Lesson 2. Describing Daily Routines and Current Projects Clearly |
| In this lesson you focus on talking about what you usually do and what you are doing now. You listen to two colleagues getting to know each other and describing their typical day and current projects. By noticing the patterns in their language, you see how present simple and present continuous work together, and how adverbs like usually, often and at the moment add useful detail. You practise building accurate sentences about your own daily routines, using clear time phrases and correct word order. Then you shift to describing ongoing work or study projects, distinguishing between permanent responsibilities and temporary tasks. You plan and deliver a short spoken introduction about your week, and write a short paragraph that could appear on a personal profile or team page. By the end, you can give a quick but precise picture of your life using present tenses that feel confident and natural. |
| Lesson 3. Telling Life Stories with Past and Present Perfect |
| Here you use grammar to tell richer stories about your life. You read a short blog post and listen to someone describing their education, jobs and travel experiences. You notice how past simple, past continuous and present perfect work together to show main events, background and life experience. We highlight useful story openings, linking words and typical mistakes with tense consistency. You then plan and tell a short life story, for example for an interview, a new colleague or a new flatmate. You practise moving smoothly between different time periods and choosing whether to focus on when something happened or on the result now. In a guided writing task, you write a short personal story or LinkedIn-style summary and then edit it for tense accuracy. By the end, you can share key experiences and changes in your life with a clear timeline and more natural narrative flow. |
| Lesson 4. Explaining Processes and Past Events in Reports |
| In many jobs and courses you need to explain how something works and what happened in a project or incident. In this lesson you read a short process description and a simple incident report. You notice how present simple and passive forms are used for general processes, and how past tenses and linking words show sequence, cause and result. We focus on making sentences longer but still clear, using time clauses, reason clauses and simple relative clauses. You practise explaining a familiar process from your work or study, such as how an order is handled or how marks are calculated. Then you write a short paragraph about a past problem, first in basic sentences and then as a more fluent text. You end the lesson with a mini spoken report, summarising what happened and why. This prepares you for more complex reports and academic writing later in the course. |
| Lesson 5. Planning Future Work and Study with Natural Tenses |
| This lesson helps you talk about the future in a more flexible and natural way. You listen to a student and a manager discussing plans for the next few weeks and notice how they mix will, going to, present continuous and present simple. We look at how each form shows different ideas: decisions made now, intentions, fixed arrangements and timetables. You practise asking and answering questions about future work, study and travel, choosing the most appropriate structure. In a writing task, you create a short plan email to a tutor, boss or team, outlining key dates and responsibilities. You then expand this into a simple project timeline, using time expressions and conditionals from earlier lessons where useful. By the end, you can describe future plans, intentions and schedules more confidently, instead of relying on one or two basic forms for everything. |
| Lesson 6. Making Polite Requests and Offers in the Workplace |
| Polite requests and offers are essential in professional English. In this lesson you read short emails and listen to office conversations where colleagues ask for help, ask for permission and offer support. You notice how can, could, would, may and would you mind create different levels of politeness and distance. We compare direct and softer forms, and discuss when each is appropriate. You then practise transforming direct requests into more polite versions, both in writing and in role-plays. You also learn useful patterns for making and responding to offers and suggestions. Finally, you write a short email asking a colleague or tutor for something important, using clear structure and a tactful tone. By the end, you can choose modal verbs that fit the situation and sound friendly, respectful and professional, not rude or too informal. |
| Lesson 7. Discussing Rules, Duties and Advice with Modals |
| Here you use modal verbs to talk clearly about what is necessary, allowed or recommended. You read a short set of company or course rules and listen to someone explaining them to a new colleague or student. You notice how must, have to, need to, do not have to and should express different strengths of obligation and advice. You also see how we avoid overusing must in polite communication. Through guided exercises you practise rewriting unclear rules and giving advice in a more natural way. In role-plays, you explain rules to a newcomer and give friendly guidance about how to succeed. You finish by writing a short set of guidelines, for example for new staff, new flatmates or new students. By the end, you can choose modal verbs that show whether something is required, optional or simply a good idea, without sounding too strong or too vague. |
| Lesson 8. Solving Real Problems with Conditional Sentences |
| Conditional sentences help you talk about results and decisions. In this mid-course checkpoint lesson, you use them to solve realistic problems. You read and listen to short scenarios at work, university and in everyday life, where people discuss what happens if something goes wrong and what they will or would do. You notice patterns for zero, first and second conditionals, and how they combine with modals to express consequences and suggestions. You then complete guided tasks transforming basic sentences into natural conditional ones. In small problem-solving tasks, you decide on the best solution and explain it using if-clauses. You also review key grammar from earlier lessons, recycling tenses and modals inside your conditional sentences. Finally, you create a short written or spoken advice piece for someone facing a difficult decision. This lesson strengthens your control of complex structures while integrating and reviewing language learned so far. |
| Lesson 9. Explaining Past Problems and Deductions to a Manager |
| Sometimes you need to explain clearly what went wrong and what you think probably happened. In this lesson you listen to a short meeting where an employee explains a delayed project to their manager. You notice how third conditionals and modals of deduction, such as must have, might have and cannot have, express regret, speculation and conclusions about the past. You also see examples of reported speech and relative clauses adding precise detail. Through guided practice you build complex but well-structured sentences to talk about missed opportunities and alternative actions. You then prepare and deliver a short spoken explanation of a past problem from work, study or everyday life, first using notes and then speaking more freely. In a writing task, you draft a short follow-up email summarising causes and lessons learned. By the end, you can discuss past problems in a mature, professional way without losing clarity. |
| Lesson 10. Presenting People, Products and Data with Clear Noun Phrases |
| Here you focus on articles, quantifiers and noun phrases to make your descriptions precise and professional. You read a short company profile and look at a slide from a presentation with people, products and simple data. You notice how a, an, the and zero article are used, and how determiners and quantifiers such as this, those, some, many and little shape meaning. We also build longer noun phrases that are common in reports and presentations, for example a new online booking system or several important customer complaints. Through guided tasks you practise correcting typical article mistakes and choosing clear reference words so the reader always knows who or what you mean. You finish by preparing a mini presentation or written profile introducing a person, a product and one small piece of data. This lesson gives you practical control of articles and noun phrases in real communication. |
| Lesson 11. Reporting Procedures and Services with Passives and Patterns |
| In this lesson you learn to sound more formal and objective when describing procedures, services and rules. You read a short service description and a methods section from a simple report, noticing how passive voice moves attention from the doer to the action or result. You also meet common verb patterns such as advise someone to, allow users to and recommend doing, and see how they appear in real texts. Guided exercises help you transform active sentences into natural passives and correct typical mistakes with verb + ing or to + infinitive. You then write a short explanation of a procedure from your work or study, and record a mini spoken description as if for a training video. By the end, you can choose between active and passive structures, and use common verb patterns confidently when giving instructions, describing services or writing more formal documents. |
| Lesson 12. Linking Ideas Smoothly in Emails and Short Essays |
| Good grammar is not only about single sentences; it is also about how sentences connect. In this lesson you work with a short email and a simple academic-style paragraph that are clear but a little flat. You notice how linking words for addition, contrast, cause and result, time and exemplification can transform the flow. We also look at reference words such as this, that and such, and at how relative clauses help avoid repetition. You practise improving texts by adding appropriate linkers and reorganising information so that each paragraph has a topic sentence and logical support. Then you write your own short email or paragraph giving an opinion or explaining a small problem and solution, paying special attention to cohesion. By the end, you can make your writing easier to follow, which is essential for exams, reports and professional communication. |
| Lesson 13. Shifting Tone between Formal Emails and Quick Messages |
| Different situations require different grammar choices. In this lesson you compare short formal emails with quick messages between colleagues or friends. You notice changes in pronouns, contractions, question forms, ellipsis and politeness strategies. We explore how hedging expressions such as it seems that or I am afraid help you sound careful and respectful, especially in sensitive situations. You practise transforming a formal email into a more relaxed message and then rewriting a casual note so it is suitable for a manager or client. You also work with question tags and common spoken reductions, recognising them in real-life texts even if you do not always use them yourself. By the end, you can adjust your grammar to match relationships and context, avoiding over-formal language in chat and over-casual forms in professional writing. |
| Lesson 14. Editing Your Writing for Punctuation and Clarity |
| This lesson turns you into your own editor. You work with short extracts from emails, reports and CVs that contain typical punctuation and sentence boundary problems. You learn how full stops, commas, colons and semicolons signal relationships between ideas, and how to avoid run-on sentences and fragments. We review comma use in complex sentences and relative clauses, and practise fixing “over-long” sentences by splitting or reorganising them. You then apply a simple editing checklist to your own previous writing from the course, checking tense consistency, subject–verb agreement, article use and punctuation. You make at least one paragraph significantly clearer and more professional. By the end, you will have a practical routine you can use whenever you write an important email, assignment or report, helping you reduce errors and improve readability. |
| Lesson 15. Integrating Grammar in a Short Project Presentation |
| In this capstone lesson you bring together grammar from the whole course in one practical task. You plan a small project or achievement from your work, studies or personal life and prepare to present it. First you study a model where a speaker explains a project: they describe the context, outline the plan, report what actually happened and reflect on results and lessons. You notice how tenses, modals, conditionals, passives, noun phrases and linking words all work together. You then plan your own short presentation and choose key grammar patterns that will help you sound clear and confident. After practising your talk, you create a brief written summary email or report using similar language. Finally, you review your personal grammar profile from Lesson 1, update your main strengths and weak points and design a realistic plan for future practice. You finish the course with a concrete sense of progress and next steps. |
