Introduces mixed conditionals ‚Äî constructions that combine elements from different time frames ‚Äî using the example “If I knew, I would have told you”. Distinguishes this from both the standard second and third conditionals, and connects the topic to backshift in reported speech.
Explains why the standard rule for “some” and “any” ‚Äî some for positive statements, any for questions and negatives ‚Äî breaks down about 20% of the time. Introduces a more accurate explanation based on what the words actually mean: “some” when the speaker has a particular thing in mind, “any” when it doesn’t matter which.
Explains why ‘will’ appears once in ‘I’ll do what she tells me’ but twice in ‘I’ll tell you what she’ll do’. Introduces the concept of the future in the future ‚Äî a second future reference embedded within an already-future context.
Explains why teaching only how to form the passive voice is insufficient. Introduces the principle that the passive is used to talk about what happens TO someone or something, explaining why some grammatically correct passives are nonetheless wrong in practice.
A listening comprehension exercise in which a student answers every question correctly and still fails the test. Raises important questions about assessment design and the grammar of or questions.
Uses the example of ‘may you’ to illustrate good and bad language teaching practice. Explains the correct uses of ‘may you’ (wishes, hopes, wh- constructions) and demonstrates why teachers must consider all contexts before labelling an expression as wrong.
Uses a classroom quiz question about “and” vs “so” to illustrate how unspecified context leads teachers to mark correct answers as wrong. An important video for language teachers on context in assessment.
Examines a group of verbs (live, work, study, teach, speak) for which the present perfect simple and continuous are largely interchangeable. Corrects the common textbook rule that the simple form implies completion or cessation.
Explores the overlap between the zero and first conditional, showing that the zero conditional can be used for future plans and policies as well as general truths. Explains why choosing between them is often more ambiguous than textbooks suggest.
Corrects the widespread textbook misconception that ‘been to’ always means ‘gone and come back’. Explains that ‘been to’ simply means having visited a place at some point in the past, regardless of current location.