BK 12 Instructor File

Lesson 1: Grammar

1. The Conditional (True in the present or future)

When using the subordinating conjunction "if" to introduce a clause that provides a real condition,
expressing present or future probability, the sentence construction typically follows a few common
patterns. These patterns vary depending on the message you want to convey—possibility, advice,
warnings, or predictions. Here are some formulas you can use:
Conditional Sentences (Type 1: Real Conditional)
This formula is used for conditions that are real or possible. It expresses situations that can happen in
the present or in the future.
Structure: If + Present Simple, ... will + Base Form of Verb.
 Example: If it rains, we will cancel the picnic.
Giving Advice
You can use "if" to give advice subtly.
Structure: If + Present Simple, ... should/could + Base Form of Verb.
 Example: If you feel sick, you should see a doctor.
Making Suggestions
Similarly, "if" clauses can be used to suggest future actions under certain conditions.
Structure: If + Present Simple, ... can + Base Form of Verb.
 Example: If you are free tomorrow, we can catch up for coffee.
Making Warnings or Expressing Concerns
This formula helps in expressing concerns or warnings about potential future events.
Structure: If + Present Simple, ... may/might + Base Form of Verb.
 Example: If you don’t study harder, you might fail the exam.
Expressing Unlikely Future Conditions (Type 2 Conditional)
Though this slightly deviates from your focus on real conditionals, it's worth mentioning for a
comprehensive understanding. This form is used for hypothetical situations that are unlikely to
happen.
Structure: If + Past Simple, ... would + Base Form of Verb.
 Example: If I won the lottery, I would travel the world.
Remember, the "if" clause can be at the beginning or the middle of the sentence. If the "if" clause is
first, a comma is usually needed.
 Example with "if" clause at the beginning: If you save enough money, you can buy a new car.
 Example with "if" clause in the middle: You can buy a new car if you save enough money.
These formulas are not stringent rules but guidelines to help construct sentences that articulate
conditions and their possible outcomes, offering clarity and variety in expression.

2. Using the Present Perfect Tense

Using the Present Perfect tense in English indicates that an action or event began in the past and
continues up to the present. Here are the sentence formulas for utilizing the Present Perfect in various
contexts:
Expanded and Contracted Forms in Statements
 Positive Statement (Expanded): Subject + has/have + Past Participle (verb) + (rest of the
sentence).
o Example: She has finished her work.

 Positive Statement (Contracted): Subject + [‘s (for has) / 've (for have)] + Past Participle (verb)
+ (rest of the sentence).
o Example: She 's finished her work. / We 've seen that movie.

 Negative Statement (Expanded): Subject + has/have + not + Past Participle (verb) + (rest of the
sentence).
o Example: I have not visited Paris.

 Negative Statement (Contracted): Subject + [hasn't/haven't] + Past Participle (verb) + (rest of

the sentence).
o Example: I haven't visited Paris.

Yes/No Questions
 Question: Has/Have + Subject + Past Participle (verb) + (rest of the sentence)?
o Example: Have you eaten lunch?

Affirmative and Negative Answers

 Short Affirmative Answer: Yes, subject + has/have.
 o Example: Yes, I have.

 Short Negative Answer: No, subject + hasn't/haven't.

o Example: No, I haven't.

Affirmative Information Questions

 Question with Question Word: Question word (e.g., Where, What, How) + has/have + Subject
+ Past Participle (verb) + (rest of the sentence)?
o Example: What have you done today?

These formulas show how to structure sentences using the Present Perfect tense to communicate
actions or events that have relevance to the present time due to their initiation in the past and potential
continuity or effect into the present.
Lesson 1: Vocabulary
 Lesson 2: Grammar
1. Using adverbs of time
use the adverbs "already," "no longer," "yet," "anymore," "any longer," and "still" in sentences to
indicate time, you can follow these basic formulas. These structures can aid in crafting clear and
grammatically correct sentences.
Already
 Questions: Have/Has + Subject + already + Main Verb...?
o Example: Have you already finished your homework?

 Affirmative Statements: Subject + have/has + already + Main Verb...

o Example: She has already left the office.

No Longer
 Affirmative Statements: Subject + no longer + Main Verb...
o Example: He no longer works here.

Yet
 Questions: Have/Has + Subject + Main Verb + ...yet?
o Example: Have you finished your project yet?

 Negative Statements: Subject + haven't/hasn't + Main Verb + ...yet.

o Example: I haven't seen the movie yet.

Anymore / Any Longer

 Questions: Do/Does + Subject + Main Verb + ...anymore/any longer?
o Example (Anymore): Do you play tennis anymore?
 o Example (Any Longer): Does he live here any longer?

 Negative Statements: Subject + don't/doesn't + Main Verb + ...anymore/any longer.

o Example (Anymore): She doesn't work here anymore.

o Example (Any Longer): They don't go there any longer.

Still
 Questions:
o For present: Is/Are + Subject + still + Main Verb...?

o For past utility or action continuing up to now: Have/Has + Subject + still + been + Verb-
ing...?
o Example (Present): Is he still working at the company?

o Example (Past): Have you still been working on that report?

 Affirmative Statements: Subject + is/are or have/has (for present perfect) + still + Main Verb...
o Example (Present): He is still living in New York.

o Example (Present Perfect): She has still not decided.

 Negative Statements: Subject + is/are or have/has + not + still + Main Verb...

o Example (Present): He is not still working; he retired.

o Example (Present Perfect): They have still not responded to the offer.
 Each of these adverbs serves to modify the verb in a sentence in terms of time, indicating when an
action has been completed, is ongoing, or has ceased. The choice of adverb depends on the specific timing
and nuance you want to convey in your statement or question.
2. Using the present perfect tense
The Present Perfect tense is used to link the past with the present, often to indicate that an action or
event occurred at an indefinite time in the past or has relevance to the present moment. Here’s how to
construct sentences with the Present Perfect tense, including both expanded and contracted forms, across
various types of sentences:
Statements
 Expanded Form: Subject + has/have + past participle of the verb...
o Example: She has completed her assignment.

 Contracted Form: Subject + ’s/’ve + past participle of the verb...

o Example: She's completed her assignment.

Yes/No Questions
 Expanded Form: Has/Have + subject + past participle of the verb...?
o Example: Have you seen the latest movie?

 Contracted Form: In questions, contraction isn't typically used for "has/have" except in casual
or spoken English, and it usually isn't contracted with the subject. But "not" can be contracted
with "has/have" in negative questions.
 o Example (Negative Question): Haven’t you finished your work?

Affirmative Answers
 Expanded Form: Yes, + subject + has/have.
o Example: Yes, she has.

 Contracted Form: In affirmative short answers, contractions aren't typically used.

Negative Answers
 Expanded Form: No, + subject + has not/have not.
o Example: No, I have not.

 Contracted Form: No, + subject + hasn't/haven't.

o Example: No, I haven't.

Affirmative Information Questions

 Expanded Form: What/Where/When/Why/How + has/have + subject + past participle of the
verb...?
o Example: What have you done today?

 Contracted Form: In informational questions, contraction isn't typically used for "has/have"
with the subject or auxiliaries in standard construction. However, in casual spoken English,
especially with "not" in negative forms, contractions are more common.
o No standard contracted form for affirmative information questions, but for negation
within a question, you might see or hear: Why hasn’t she called?

3. Using or and so to connect

Coordinating conjunctions are used to connect independent clauses, phrases, or words that are
equal in terms of syntactic importance within a sentence. The conjunctions "so" and "or" serve
distinct functions: "so" is used to indicate a cause-and-effect relationship, showing the result of an
 action, while "or" presents an alternative or choice between two options. Here are the sentence
formulas for combining two independent clauses using these conjunctions:
Using "So" to Express Result
Sentence Formula: Independent Clause + , + so + Independent Clause.
 Purpose: To show the effect/result of what is mentioned in the first clause.
 Example: She forgot her umbrella, so she got soaked in the rain.
Explanation: The first clause "She forgot her umbrella" causes the result mentioned in the
second clause "she got soaked in the rain." Note the comma before "so" when it joins two
independent clauses.
Using "Or" to Express Alternative
Sentence Formula: Independent Clause + , + or + Independent Clause.
 Purpose: To present a choice between two or more alternatives.
 Example: We can go to the cinema, or we can just stay at home.
Explanation: The sentence presents two choices: "go to the cinema" or "stay at home." When
"or" is used between two independent clauses, a comma precedes it.
Note on Punctuation
 Comma Usage: When coordinating conjunctions like "so" or "or" join two independent clauses
(clauses that can stand alone as sentences), a comma is used before the conjunction. However, if
the clauses are very short and closely related, the comma may be omitted in less formal contexts.
 No Comma Needed: When "or" is used to connect items in a simple list or within a compound
object, subject, etc., that doesn't form independent clauses, no comma is needed.
Additional Tips
 Clarity: Ensure both parts of the sentence (the clauses joined by "so" or "or") are clear and
complete thoughts on their own for logical coherence and grammatical correctness.
 Conjunction Placement: The conjunctions "so" and "or" should be placed between the clauses
they are connecting. Remember to punctuate correctly, especially in formal writing, to avoid run-
on sentences or comma splices.
By understanding these formulas, you can effectively use "so" and "or" to construct clear and
grammatically correct sentences that convey results or present alternatives.
Lesson 2: Vocabulary
Lesson 3: Grammar
1. Using could to express possibility
When using "could" to express a 50% possibility, the sentence structure varies slightly depending on
whether you're making an affirmative statement or asking a question. Here's a basic formula for both:
Affirmative Statements
Structure: Subject + could + base form of the verb
Example: "She could go to the concert tonight."
Questions
Structure: Could + subject + base form of the verb?
Example: "Could she go to the concert tonight?"
These structures help indicate that something is possible, but not certain, giving it that sense of being
50% likely to happen.

2. Using adjectives with-ed and -ing

Statements
-ing (cause): The [noun] is [adjective ending in -ing].
 Example: "The movie is interesting."
-ed (experience): I am (or "He/She/They are") [adjective ending in -ed].
 Example: "I am interested."
Yes/No Questions
-ing (cause): Is/Are the [noun] [adjective ending in -ing]?
 Example: "Is the movie interesting?"
-ed (experience): Are you (or "Is he/she/they") [adjective ending in -ed]?
 Example: "Are you interested?"
Affirmative Answers
General form: Yes, [subject] [am/is/are].
 Examples:
o "Yes, it is interesting."

o "Yes, I am interested."

Negative Answers
General form: No, [subject] [am not/is not/are not].
 Examples:
o "No, it isn't interesting."

o "No, I am not interested."

Affirmative Information Questions

When asking for more information, the structure slightly adjusts to accommodate the interrogative
word, focusing more on eliciting details rather than confirming or denying an emotional state.
-ing (cause): Why/How is [noun] [adjective ending in -ing]?
 Example: "Why is the movie interesting?"
-ed (experience): Why/How are you (or "is he/she/they") [adjective ending in -ed]?
 Example: "Why are you interested?"
Remember, the "-ing" form highlights the cause or the source of an emotion, making it subject-
focused (e.g., a boring lecture, an exciting game). In contrast, the "-ed" form emphasizes the
receiver's emotional state, making it people-focused (e.g., bored students, excited fans). This
distinction is crucial for accurate and clear communication of emotions.

3. Reported Speech
When using "said" followed by a past tense affirmative or negative statement in a noun clause, you're
either reporting or inquiring about something that was stated in the past. The reporting verb "said" can
be used with or without "that," and when shifting from direct to indirect speech, pronouns and
sometimes verb tenses need to be adjusted for accuracy and clarity. Here is how you can structure
these sentences in various contexts:
Statements
Affirmative
Formula: Subject + said + (that) + noun clause [with appropriate pronoun or tense changes].
 Direct: "I like this movie," he said.
 Indirect: He said (that) he liked that movie.
Negative
Formula: Subject + said + (that) + not + noun clause [with appropriate pronoun or tense changes].
 Direct: "I don't like this movie," he said.
 Indirect: He said (that) he didn't like that movie.
Yes/No Questions
To inquire about whether something was said, you can use this structure:
Formula: Did + subject + say + (that) + noun clause [with appropriate pronoun or tense changes]?
 Indirect Question: Did he say (that) he liked that movie?
 Negative Indirect Question: Did he say (that) he didn't like that movie?
Affirmative and Negative Answers in Response
When responding to yes/no questions about what was said, you simply affirm or negate the question.
Affirmative Response
Formula: Yes, + subject + did.
 Direct Answer: Yes, he did.
Negative Response
Formula: No, + subject + didn't.
 Direct Answer: No, he didn't.
Adaptations for Simple Present Tense Statements to Past Tense Reports
When the original statement is in the simple present tense, and you're reporting it in the past tense,
you generally shift the verb to the simple past. Pronouns may also need to be adjusted to fit the
context of the indirect speech.
 Direct: "She thinks the movie is boring," he said.
 Indirect: He said (that) she thought the movie was boring.
In constructing noun clauses for reported speech:
 That is optional but often omitted in informal contexts.
  Pronouns need to be changed from first to third person (or second to third, depending on the
context).
 Verbs in simple present tense statements are typically shifted to the simple past tense in the
report.
This approach ensures clarity and accuracy when conveying or asking about information that was
previously stated.
4. Sub-ordinate conjunctions (or, so, but, and)
"So" is typically used to show a result or consequence:
 Independent clause + so + independent clause.
Example: He studied hard for the exam, so he scored well.
"Or" is generally used to present alternatives or options:
 Independent clause + or + independent clause.
Example: You can either go to the party or stay at home and relax.
"And" is used to join similar elements or add information:
 Independent clause + and + independent clause.
Example: She likes to read books and watch movies in her free time.
"But" is often used to contrast or present a conflicting idea:
 Independent clause + but + independent clause.
Example: He wanted to go out, but the weather was too rainy.
These conjunctions can also be used to connect phrases or individual words, with adjustments made
to the sentence structure to accommodate the shorter elements.

Lesson 3: Vocabulary
Lesson 4: Grammar
1. Using comparative adverbs with -er
The sentence formula for using the comparative form of adverbs with '-er' (+ than), for adverbs like 'early,
far, fast, hard, high, late, low, near, slow, soon, and straight' to express relative degrees when referring to
two people or things is as follows:
Statements:
 Subject + verb + (comparative form of adverb) + than + noun/pronoun
Yes/No Questions:
 Verb + subject + (comparative form of adverb) + than + noun/pronoun + ?
Affirmative Answers:
 Yes, subject + verb + (comparative form of adverb) + than + noun/pronoun
Negative Answers:
 No, subject + verb + not + (comparative form of adverb) + than + noun/pronoun
Affirmative Information Questions:
 Question word + verb + subject + (comparative form of adverb) + than + noun/pronoun + ?
For example:
 STATEMENT: She arrived earlier than him.
 YES/NO QUESTION: Did he arrive later than her?
 AFFIRMATIVE ANSWER: Yes, he left earlier than she did.
 NEGATIVE ANSWER: No, she didn't study harder than him.
 AFFIRMATIVE INFORMATION QUESTION: How much higher did he jump than her?
These structures can help effectively communicate comparisons between two people or things using the
comparative form of adverbs like 'early, far, fast, hard, high, late, low, near, slow, soon, and straight'.
2. Using used to to talk about the past
The sentence formula for using 'used to' to indicate a past routine or a discontinued habit, condition, or
situation that contrasts with the present can be applied in various types of sentences as follows:
Statements:
 Subject + used to + base form of the verb + additional information
 She used to play the piano every day after school.
Yes/No Questions:
 Did + subject + used to + base form of the verb + additional information?
 Did she used to play the piano every day after school?
Affirmative Answers:
 Yes, + subject + did use to + base form of the verb + additional information
 Yes, she did use to play the piano every day after school.
Negative Answers:
 No, + subject + did not + use to + base form of the verb + additional information
 No, she did not use to play the piano every day after school.
Affirmative Information Questions:
 Question word + did + subject + use to + base form of the verb + additional information?
 When did she use to play the piano every day after school?
These sentence structures effectively convey the use of 'used to' in statements, yes/no questions,
affirmative and negative answers, and affirmative information questions to describe past routines or habits
that are no longer the case in the present.
3. Using would to talk about the past
The sentence formula for using 'would' in both expanded and contracted forms to indicate a past routine is
as follows:
Expanded Form: Statements:
 Subject + would + base form of the verb + additional information
o Expanded: She would visit her grandmother every Sunday.

Yes/No Questions:
 Would + subject + base form of the verb + additional information?
o Expanded: Would she visit her grandmother every Sunday?

Affirmative Answers:
 Yes, + subject + would + base form of the verb + additional information
o Expanded: Yes, she would visit her grandmother every Sunday.

Negative Answers:
 No, + subject + would + not + base form of the verb + additional information
o Expanded: No, she would not visit her grandmother every Sunday.

Affirmative Information Questions:

 Question word + would + subject + base form of the verb + additional information?
o Expanded: When would she visit her grandmother?

Contracted Form: Statements:

 Subject + 'd + base form of the verb + additional information
o Contracted: She'd visit her grandmother every Sunday.

Yes/No Questions:
 'd + subject + base form of the verb + additional information?
o Contracted: Would she visit her grandmother every Sunday?

Affirmative Answers:
  Yes, + subject + 'd + base form of the verb + additional information
o Contracted: Yes, she'd visit her grandmother every Sunday.

Negative Answers:
 No, + subject + 'd + not + base form of the verb + additional information
o Contracted: No, she'd not visit her grandmother every Sunday.

Affirmative Information Questions:

 Question word + 'd + subject + base form of the verb + additional information?
o Contracted: When'd she visits her grandmother?

These sentence structures illustrate the use of 'would' in both expanded and contracted forms in various
sentence types to indicate a past routine.
Lesson 4: Vocabulary