Sunday, February 15, 2026

Present Perfect Tense















https://youtube.com/shorts/-0P7tMhszPM?si=LJ_PcqW-_SO6ikIS

The present perfect tense is a grammatical tense used in English to describe actions or situations that have relevance to the present moment. It combines the auxiliary verb "have" (or "has" for third-person singular subjects) with the past participle of the main verb. 

 Structure:

- Affirmative: Subject + have/has + past participle

  - Example: "I have eaten."

- Negative: Subject + have/has + not + past participle

  - Example: "She has not finished her homework."

- Interrogative: Have/Has + subject + past participle?

  - Example: "Have you visited Paris?"


Uses:

1. Unspecified Time in the Past: Present perfect is often used when the exact time of the action is not important or not specified.

   - Example: "They have learned Spanish."


2. Experience: It expresses experiences or actions that have occurred at some point in the past, without saying when.

   - Example: "I have tried sushi."


3. Continuing Situation: It can describe situations that started in the past and continue to the present.

   - Example: "She has lived in London for five years."


4. Recent Past with Present Relevance: It can indicate an action that has recently been completed but has current relevance.

   - Example: "He has just finished his report."


5. Change Over Time: Used to indicate changes or developments that have occurred over a time period.

   - Example: "My English has improved since I moved here."


 Key Points:

- The specific time of the action is typically not mentioned.

- It's often used with time expressions such as "ever," "never," "before," "just," and "since."

- It's important to differentiate it from the simple past tense, which focuses on completed actions at a specific time.


Understanding the present perfect tense helps convey the connection between past actions and the present situation effectively.

Advanced English test, designed for learners at the C1 (Advanced) to C2 (Proficiency) level.

 Here is a comprehensive Advanced English test, designed for learners at the C1 (Advanced) to C2 (Proficiency) level. It covers a range of skills: grammar, vocabulary, reading comprehension, and a writing prompt.


The test includes an answer key at the end.


---


Advanced English Proficiency Test


Total Time: 60 minutes


Section 1: Grammar – Open Cloze

Read the text below and think of the word which best fits each gap. Use only one word in each gap.*


The concept of a four-day work week, once considered a utopian fantasy, is gaining serious traction in mainstream economic discourse. (1) ______ its critics argue that it would lead to decreased productivity, proponents suggest quite the opposite. They contend that a compressed work schedule forces employees to focus (2) ______ the most critical tasks, eliminating the time-wasting activities (3) ______ often fill a traditional five-day week. (4) ______ is more, the potential benefits for employee well-being and mental health are substantial. A shorter week could lead to lower stress levels and higher job satisfaction, which in turn reduces staff turnover. However, the successful implementation of such a policy hinges on the nature of the work itself. It is far (5) ______ suited to some sectors than others. For knowledge workers, whose output is measured by projects completed rather than hours logged, the transition could be seamless. For roles in hospitality or retail, it presents a far (6) ______ significant logistical challenge. Ultimately, the debate is not simply (7) ______ hours, but about redefining our very relationship (8) ______ work and leisure in the 21st century.


 Section 2: Grammar & Vocabulary – Multiple Choice

Choose the best word or phrase (A, B, C, or D) to complete the sentences.


9. The CEO's resignation was so sudden and unexpected that it ______ the entire business community.

   A. disconcerted

   B. uprooted

   C. nonplussed

   D. reverberated through


10. Despite months of negotiation, the two parties were unable to bridge the ______ gap between their positions.

   A. broad

   B. wide

   C. chasmic

   D. cavernous


11. By the time the new management software is finally implemented, the company ______ over a million dollars in lost productivity.

   A. will lose

   B. is losing

   C. will have lost

   D. has been losing


12. Her writing style is often described as ______; she captures the subtle, unspoken emotions between people with remarkable precision.

   A. nuanced

   B. flagrant

   C. superficial

   D. grandiose


13. The scientist's theory was so ______ that few of his colleagues could even understand it, let alone challenge it.

   A. esoteric

   B. ubiquitous

   C. mundane

   D. tangible


14. Not until the final report was published ______ the full extent of the data breach.

   A. did the public realize

   B. the public realized

   C. realized the public

   D. that the public realized


15. The film's cinematography is absolutely ______; every frame looks like a masterpiece painting.

   A. striking

   B. forgettable

   C. dim

   D. coarse


Section 3: Vocabulary – Word Formation

Use the word given in capitals at the end of the lines to form a word that fits in the gap in the same line.


The lecture was a masterclass in obfuscation. The speaker’s arguments were not only (16) ______ [COHERENT] but also deliberately designed to confuse the audience. His main point seemed to be about the supposed (17) ______ [LEGITIMATE] of modern art, a claim he supported with a series of (18) ______ [CONVINCE] and poorly researched examples. There was a palpable sense of (19) ______ [FRUSTRATE] in the room as he dodged direct questions with increasing (20) ______ [EVADE]. It was a truly (21) ______ [MEMORY] performance, but for all the wrong reasons.


Section 4: Reading Comprehension

Read the text and answer the questions that follow.


The Paradox of Connection


We are more connected than ever before. The digital age has gifted us with tools that allow instant communication across continents, the formation of global communities, and access to the collective knowledge of humanity. Yet, a growing body of research points to an epidemic of loneliness, particularly among the young. This presents a profound paradox: in an era of hyper-connectivity, why do so many feel more isolated than ever?


One prominent theory is that the quality of our connections has been degraded. The effortless 'like' or emoji reaction is a poor substitute for the richness of a face-to-face conversation, where we absorb subtle cues like tone of voice, facial expression, and body language. These digital interactions, often performative and curated, can lead to social comparison and a fear of missing out (FOMO), which paradoxically exacerbates feelings of inadequacy and exclusion. The online world becomes a highlight reel of everyone else's life, against which our own mundane reality seems bleak.


Furthermore, the architecture of social media platforms is designed not for deep connection, but for engagement. The goal is to keep users scrolling, clicking, and viewing advertisements. Algorithms are therefore trained to promote content that is emotionally charged—often outrage or envy—as this is what captures our attention. This creates a public square dominated by polarizing soundbites rather than thoughtful discourse, eroding the very foundation of empathetic community.


However, it would be simplistic to lay the blame entirely at the feet of technology. Societal shifts, such as increased geographical mobility, the decline of traditional community institutions (like religious organizations or local clubs), and longer working hours, have all contributed to the fraying of our social fabric. Technology, rather than being the sole cause, often acts as a megaphone, amplifying these pre-existing trends. It offers a tempting, but ultimately hollow, substitute for the complex, messy, and time-consuming work of building real-world relationships. The challenge of our time is not to reject technology, but to learn to wield it in a way that fosters genuine human connection, rather than replacing it.


Questions


22. According to the first paragraph, what is the "profound paradox" the author describes?

   ___________________________________________________________________________


23. In your own words, explain two reasons why the author believes digital interactions are a "poor substitute" for face-to-face conversations.

   1. _______________________________________________________________________

   2. _______________________________________________________________________


24. What does the author mean by saying social media platforms are designed for "engagement" rather than "deep connection"? (Use evidence from the text.)

   ___________________________________________________________________________

   ___________________________________________________________________________


25. Does the author believe technology is the sole cause of modern loneliness? Explain your answer with a reference to the text.

   ___________________________________________________________________________

   ___________________________________________________________________________


26. The word "megaphone" is used in the final paragraph. What does this metaphor imply about the role of technology?

   A. It is the original source of the problem.

   B. It makes pre-existing social problems louder and more visible.

   C. It is a tool for positive communication.

   D. It silences other important social trends.


Section 5: Writing

Choose one of the following prompts and write a response of approximately 250-300 words.


Option A (Opinion Essay):

"Gen Z are often labeled the 'burnout generation,' facing immense pressure to succeed in a hyper-competitive world." To what extent do you agree or disagree with this statement? Discuss the factors that contribute to pressure on young people today and propose potential solutions.


Option B (Formal Letter/Proposal):

You are a member of a city council committee. Write a proposal to the mayor arguing for or against a ban on single-use plastics in all city-owned facilities (e.g., parks, offices, cafeterias). You should consider the environmental benefits, potential costs, and logistical challenges.


Answer Key


Section 1: Grammar – Open Cloze

1.  While / Although / Though (concession)

2.  on (focus on)

3.  that / which (relative pronoun)

4.  What (What is more)

5.  better / more (comparative)

6.  more (far more significant)

7.  about / over (debate about/over)

8.  with / to (relationship with/to)


Section 2: Grammar & Vocabulary – Multiple Choice

9.  D. reverberated through (had a strong effect that continued for a long time)

10. C. chasmic (like a very deep crack/divide; the strongest adjective)

11. C. will have lost (future perfect for an action completed before a point in the future)

12. A. nuanced (characterized by subtle shades of meaning or expression)

13. A. esoteric (intended for or likely to be understood by only a small number of people)

14. A. did the public realize (correct inversion after "Not until..." at the beginning of a sentence)

15. A. striking (attracting attention by reason of being impressive or noticeable)


Section 3: Vocabulary – Word Formation

16. incoherent

17. illegitimacy

18. unconvincing

19. frustration

20. evasiveness

21. unforgettable / memorable (Both work, but "unforgettable" often has a stronger positive or negative connotation, fitting the sarcastic tone here. "Memorable" is also correct.)


Section 4: Reading Comprehension

22. The paradox is that despite having unprecedented tools for digital connection, people are experiencing increased feelings of loneliness and isolation.

23. Accept any two of the following ideas, phrased in the student's own words:

    - They lack the non-verbal cues (tone, expression, body language) that are essential for rich communication.

    - They are often performative and curated, leading to negative social comparison.

    - They can create a "fear of missing out" (FOMO), which increases feelings of exclusion.

24. The author means that the platforms' primary goal is to keep users active and consuming content for as long as possible. The text supports this by stating that algorithms are trained to promote emotionally charged content (like outrage or envy) because it captures attention and drives engagement, rather than fostering thoughtful, empathetic discussion.

25. No, the author does not believe it is the sole cause. The text explicitly states, "However, it would be simplistic to lay the blame entirely at the feet of technology," and goes on to list other factors like geographical mobility and the decline of community institutions.

26. B. It makes pre-existing social problems louder and more visible.


Section 5: Writing

Evaluation should be based on:

-Task Achievement: Does the response fully address all parts of the prompt?

- Coherence and Cohesion: Is the argument logical and well-structured? Are linking words and devices used effectively?

- Lexical Resource: Is there a wide range of sophisticated vocabulary used naturally and accurately?

- Grammatical Range and Accuracy: Are complex sentence structures used with a high degree of accuracy? Is there a good mix of simple and complex sentences?

Thursday, February 12, 2026

Building sentences in English (Daily English)


Building sentences in English involves understanding the basic structure of sentences and how to arrange words to convey meaning clearly. Here's a breakdown of sentence construction along with examples;  https://www.youtube.com/@go-Fun-english


 Basic Structure of a Sentences

1. Subject: The person or thing that performs the action or is described.

2. Verb: The action or state of being.

3. Object: The receiver of the action (if applicable).


 Types of Sentences


1. Simple Sentence: Contains a subject and a verb. It expresses a complete thought.

   - Example: The dog barks.


2. Compound Sentence: Contains two independent clauses joined by a conjunction (e.g., and, but, or).

   - Example: The dog barks, and the cat meows.


3. Complex Sentence: Contains an independent clause and one or more dependent clauses.

   - Example: Although the dog barks, he is friendly.


4. Compound-Complex Sentence: Contains two or more independent clauses and one or more dependent clauses.

   - Example: The dog barks, and the cat hides when it rains.


Building Sentences


1. Choose a Subject:

   - Example: The teacher, The children, My friend


2. Choose a Verb:

   - Example: reads, play, laughs


3. **Add an Object (if necessary)**:

   - Example: a book, games, a joke


4. Add Complement or Modifier (optional):

   - Example: quickly, in the library, after school*


 Sentence Examples


1. Simple Sentence:

   The student studies.


2. Compound Sentence:

   My brother loves pizza, but he doesn’t like pasta.


3. Complex Sentence:

   Since it was raining, we stayed indoors.


4. Compound-Complex Sentence:

   Although it was raining, we went for a walk, and we saw a rainbow.


Tips for Building Sentences


Use correct verb tense: Ensure that your verbs are in the correct tense (past, present, future) to match the context.

  - Example: "They ran to the store." (past tense)

  

Vary sentence length: Mix short and long sentences to enhance the flow of your writing.

  - Example: "She loves reading. Books take her to different worlds."


Be clear and concise: Avoid unnecessary words that can confuse your message.

  - Example: "He talks loudly" instead of "He is talking in a loud voice."


Use descriptive language: Add adjectives and adverbs for more detail.

  - Example: "The tall man quickly crossed the busy street."


By understanding and practicing these components, you can build effective and varied sentences in English.   https://www.youtube.com/@go-Fun-english

Monday, February 9, 2026

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http://www.youtube.com/@go-Fun-english

 


Thursday, February 5, 2026

Problems Learning The English Language

 Here’s a breakdown of some of the most commonly cited "problems" with English, from the perspective of learners, linguists, and even native speakers.

1. Spelling and Pronunciation: A Chaotic Relationship

This is perhaps the biggest gripe. English spelling often has little to do with how a word sounds.

  • Silent Letters: knight, doubt, psalm, wreck, through.

  • Same Letter, Different Sounds: "ough" in tough, though, through, thought, cough, hiccough.

  • Inconsistent Phonics: Why do "read" (present) and "read" (past) sound different? Why is "colonel" pronounced "kernel"?

Root Cause: English is a historical layer cake, borrowing from Germanic languages (Old English), Norman French, Latin, and Greek, often keeping the original spellings.

2. Grammar Inconsistencies

  • Irregular Verbs: While many verbs form the past tense with "-ed" (walk/walked), we have a slew of common irregulars: go/went, see/saw, eat/ate, bring/brought.

  • Plurals: Usually add "s" or "es," but then we have: mouse/mice, child/children, sheep/sheep, ox/oxen, phenomenon/phenomena.

  • Articles (A/An/The): The rules can be confusing for learners. Why "a university" but "an hour"? The distinction between countable/uncountable nouns ("I have information" vs. "I have an idea") is subtle.

3. Idioms and Phrasal Verbs

These can be completely illogical to non-natives.

  • Idioms: "It's raining cats and dogs," "break a leg," "piece of cake."

  • Phrasal Verbs: The meaning changes drastically with a small preposition: give up, give in, give out, give over. "Look up," "look after," "look into," "look down on."

4. Homophones, Homographs, and Homonyms

  • Homophones (sound same, different meaning/spelling): there/their/they're, to/too/two, sea/see.

  • Homographs (spelled same, different meaning/pronunciation): lead (metal) vs. lead (to guide), bow (ribbon) vs. bow (front of a ship) vs. bow (to bend).
    This causes endless confusion in writing and speech.

5. Lack of a Central Governing Body

Unlike French (Académie Française) or Spanish (RAE), English has no single authority to regulate it. This leads to:

  • Rapid evolution and neologisms (a strength in some ways).

  • Varied "standards" (American, British, Canadian, Australian, Indian English) with different spellings (color/colour), vocabulary (lift/elevator), and even grammar ("I have gotten" vs. "I have got").

  • Debates over "correctness" that are often based on style or preference rather than fixed rules.

6. Synonyms with Subtle Connotations

English has a huge vocabulary, but many synonyms aren't perfectly interchangeable due to connotation, register, or etymology.

  • Ask, question, interrogate, inquire, query.

  • Happy, glad, cheerful, elated, content.
    Choosing the wrong one can sound odd or offensive.

7. The Subjunctive Mood

It's often confusing and frequently dropped in casual speech, but it's important for formal writing.

  • "I wish I were" (not was).

  • "It's essential that he be on time."
    This feels unnatural to many native speakers and learners alike.

8. Problems for Native Speakers, Too

  • Comma Splices, Apostrophe Abuse: Its/it's, your/you're, their/there/they're are constant pitfalls.

  • "Proper" Usage Debates: Ending sentences with prepositions, splitting infinitives, using "they" as a singular pronoun. Many of these are style choices masquerading as hard rules.

  • Vague Pronunciation Rules: Knowing when to use "a" or "an" is easy, but the infamous "th" sound (as in this or thin) is difficult for many non-natives and even some native dialects.

A Different Perspective: "Problems" or "Features"?

Many linguists argue that these aren't true "problems" but rather natural features of a living, global language.

  • Flexibility: The very lack of strict rules allows English to adapt quickly, absorbing new words (emoji, blog, selfie) seamlessly.

  • Richness: The layers of borrowed vocabulary give English an enormous lexicon for precise expression.

  • Global Role: As a lingua franca, its "problems" are often negotiated by its millions of non-native speakers, who are shaping its future as much as native speakers are.

Conclusion

The "problems" of English largely stem from its history as a borrower and its current status as a global language. What makes it frustrating for learners—its inconsistency, idioms, and exceptions—is also what makes it a dynamic, expressive, and constantly evolving tool for communication. The key is to embrace the chaos, understand its roots, and focus on communication over perfection.

Monday, February 2, 2026

Past Perfect (FCE TEST with ANSWERS)

 


FCE-Level Past Perfect Tense Test

Time: 15-20 minutes

Part 1: Multiple Choice (6 points)
Choose the correct option (A, B, or C) to complete the sentences.

  1. By the time we arrived at the cinema, the film __________.
    A. had already started
    B. already started
    C. has already started

  2. She was upset because she __________ her keys.
    A. had lost
    B. lost
    C. was losing

  3. They __________ each other for years before they got married.
    A. had known
    B. knew
    C. have known

  4. I couldn't get into my flat because I __________ my door key.
    A. had forgotten
    B. forgot
    C. was forgetting

  5. He told me he __________ his homework.
    A. did already
    B. had already done
    C. already did

  6. We were exhausted because we __________ for over 12 hours.
    A. had been travelling
    B. travelled
    C. were travelling

Part 2: Sentence Transformation (8 points)
Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. You must use between two and five words, including the word given. Do not change the word given.

  1. First I finished work, then I went to the gym.
    AFTER
    I went to the gym __________ work.

  2. I ate lunch. Then, my friend called.
    ALREADY
    When my friend called, I __________ lunch.

  3. They finished the project and then submitted it.
    HAD
    They submitted the project __________ it.

  4. I didn't know about the problem. No one told me.
    BEEN
    I didn't know about the problem because I __________ about it.

Part 3: Error Correction (6 points)
Each sentence contains one mistake with the Past Perfect. Find the mistake and correct it.

  1. When I got home, my family already ate dinner.


  2. He was tired because he has been working all day.


  3. By 2010, they lived in the same house for twenty years.


Part 4: Narrative Gap Fill (10 points)
Complete the following story with the correct form of the verb in brackets (Past Simple or Past Perfect).

Yesterday was a disaster! I _________(1. meet) my friend for coffee, but when I _________(2. get) to the café, she _________(3. leave). Why? Because I _________(4. be) very late. My morning _________(5. not start) well. I _________(6. oversleep) because I _________(7. forget) to set my alarm. Then, I couldn't find my wallet. I _________(8. realise) I _________(9. leave) it in my coat the day before. Finally, when I _________(10. run) to the bus stop, the bus had just gone.


Answer Key & Scoring

Part 1: Multiple Choice

  1. A

  2. A

  3. A

  4. A

  5. B

  6. A

Part 2: Sentence Transformation

  1. ... after I had finished work.

  2. ... I had already eaten lunch.

  3. ... after they had finished it.

  4. ... because I had not been told / hadn't been told about it.

Part 3: Error Correction

  1. ... my family had already eaten dinner.

  2. ... because he had been working all day.

  3. By 2010, they had lived in the same house for twenty years.

Part 4: Narrative Gap Fill

  1. was meeting / had arranged to meet (Past Continuous or Past Perfect acceptable for a planned past event)

  2. got

  3. had left

  4. was / had been

  5. had not started / hadn't started

  6. had overslept

  7. had forgotten

  8. realised

  9. had left

  10. ran


Scoring Guide

  • Total Points: 30

  • Part 1: 1 point per question (6 total)

  • Part 2: 2 points per question (8 total)

  • Part 3: 2 points per question (6 total)

  • Part 4: 1 point per question (10 total)

Rough FCE Grade Correlation:

  • 27-30 points: Excellent (Grade A/B level). Strong command.

  • 22-26 points: Good (Grade B/C level). Minor errors.

  • 17-21 points: Satisfactory (Grade C/E). Understands the concept but inconsistent.

  • Below 17: Needs more practice. Likely confusing Past Simple and Past Perfect.


What this test checks (FCE Focus):

This test mirrors FCE tasks by assessing:

  • Part 1: Understanding in context.

  • Part 2: Key Word Transformation – a core, challenging FCE task requiring precise grammar.

  • Part 3: Self-correction ability.

  • Part 4: Using the tense naturally in a narrative, which is crucial for Writing Part 2 (story) and Reading & Use of English.

Common FCE Pitfalls Included:

  • Using Past Simple when Past Perfect is needed for clarity.

  • Using Past Perfect when it is not necessary (e.g., with simple sequential actions linked by 'then').

  • The combination with Past Perfect Continuous (had been travelling/working).

  • The passive form in Past Perfect (had been told).

  • Time expressions like By the time..., After, Before, Already.

Present Perfect Tense

Present Perfect Tense https://youtube.com/shorts/-0P7tMhszPM?si=LJ_PcqW-_SO6ikIS The present perfect tense is a grammatical tense used in E...