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Preparing your learning path…One focused step in language learning, every day
Preparing your learning path…Level-based grammar path
Study 28 practical lessons in the recommended order. Every lesson includes a clear explanation, formulas, natural examples, common mistakes, and FAQs.
Distinguish completed events, activities in progress and past questions.
The past simple describes actions and events that started and finished in the past. With regular verbs, we usually add -ed to form positive sentences. For negatives and questions, we use did or didn't followed by the base form of the verb. Some regular verbs also require spelling changes when -ed is added.
24 bank questions
Start lessonIrregular verbs do not form the past simple by simply adding -ed. Instead, they have special past forms, such as go → went and see → saw. Use the past form in affirmative sentences, but use the base form after did and didn't: Did you go? I didn't go.
24 bank questions
Start lessonUse didn’t to make most past simple sentences negative and did to form questions. After did and didn’t, the main verb always stays in its base form. At A2 level, you also need to ask for details about past events using question words such as what, where, when, why, who, and how.
24 bank questions
Start lessonThe Past Continuous describes an action that was in progress at a particular time in the past. We form it with was or were plus the -ing form of the verb. It is also useful for describing two simultaneous actions or a longer action interrupted by a shorter past event.
24 bank questions
Start lessonUse the Past Simple for completed actions and events in the past. Use the Past Continuous for actions that were in progress at a particular past time. The two often work together: the Past Continuous describes the background or ongoing activity, while the Past Simple describes an event that happened during it.
24 bank questions
Start lessonLearn three common future constructions through form and meaning.
We use will to talk about future predictions, decisions made at the moment of speaking, promises, and offers. The structure is simple: use will followed by the base form of the verb. Use will not or won't for negative sentences, and put will before the subject when you make a question.
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Start lessonWe use be going to to talk about future intentions and plans that we have already decided on. We also use it to make predictions when there is present evidence that something will happen. The basic structure is am, is, or are + going to + the base form of the main verb.
24 bank questions
Start lessonWe use the Present Continuous for future arrangements that are already planned or organized. The structure is am/is/are + verb-ing, usually with a future time expression such as tonight, tomorrow, or next week. It is especially common for appointments, meetings, travel plans, visits, and other arrangements with clear details.
24 bank questions
Start lessonExpress qualities, degree, quantity and specific or general reference.
Comparative adjectives help you compare two people, places, things, or situations. Short adjectives usually take -er, while many longer adjectives use more. When you mention the second person or thing in the comparison, you normally use than. Common examples include taller than, easier than, and more expensive than.
24 bank questions
Start lessonSuperlative adjectives compare one person, place, or thing with the rest of a group and show the highest or lowest degree of a quality. Short adjectives usually take -est, while many longer adjectives use the most. Some common adjectives have irregular forms, such as good → best and bad → worst.
24 bank questions
Start lessonUse as … as to compare two people, things, or situations that are equal or similar in a particular way. Put an adjective or adverb between the two as words. To show that two things are not equal, use not as … as. The adjective or adverb stays in its base form.
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Start lessonAdjectives describe nouns or tell us what a person or thing is like, while adverbs often describe how an action happens. Many adverbs are formed by adding -ly to an adjective, but there are important exceptions such as fast and well. Learning what each word describes helps you choose the correct form.
24 bank questions
Start lessonUse too when something is more than necessary, suitable, or wanted, and use enough when something is sufficient. Too normally comes before adjectives and adverbs, while enough comes after adjectives and adverbs but before nouns. You can also use too much, too many, too ... to, and ... enough to.
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Start lessonUse many with plural countable nouns and much with uncountable nouns. A lot of can be used with both types and is especially common in positive everyday sentences. Much and many are frequent in questions and negative sentences. Use How many for numbers and How much for amounts.
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Start lessonUse few and a few with plural countable nouns, and little and a little with uncountable nouns. A few and a little emphasize that some people, things, or amounts are available. Few and little usually emphasize that the number or amount is very small and may not be enough.
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Start lessonIndefinite pronouns refer to people or things without naming them exactly. We commonly use forms with some in positive sentences, any in questions and negatives, every when we mean all, and no when we mean none. Related forms such as somewhere, anywhere and nowhere help us talk about unspecified places.
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Start lessonChoose articles from specificity, countability and context.
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Start lessonPractise modal meanings and ing versus infinitive patterns.
Use should to say that you think something is a good idea or the right thing to do. Use shouldn't to advise someone not to do something. After should and shouldn't, use the base form of the verb without to. In questions, put should before the subject: Should I call her?
24 bank questions
Start lessonMust and have to both express obligation or necessity in English. Must often emphasizes a strong or personal obligation, while have to is common for rules, schedules, and outside circumstances. Their negative forms are very different: mustn't means something is prohibited, while don't have to means something is not necessary.
24 bank questions
Start lessonMay, might and could can express situations that are possible but not certain. Could is also useful for making polite requests, while May I ...? and Could I ...? can ask for permission. These modal verbs are followed by the base form of the main verb, without to or an -s ending.
24 bank questions
Start lessonSome English verbs are followed by an -ing form, such as enjoy reading, while others are followed by to + base verb, such as want to read. At A2 level, learning common verbs together with their patterns helps you talk correctly about activities, wishes, needs, decisions, hopes, and plans.
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Start lessonAdd identifying information and connect conditions with results.
Relative clauses add information about a person, animal, or thing without starting a new sentence. At A2 level, use who mainly for people, which for things and animals, and that commonly for people or things. These words help you connect simple ideas and make your English clearer and more natural.
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Start lessonThe zero conditional describes facts, routines, rules, and situations where one condition always or usually produces the same result. Its basic pattern is if + present simple, present simple. Use it when you are talking about what generally happens, rather than predicting one particular event in the future.
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Start lessonThe First Conditional is used to talk about a real or possible future situation and its likely result. The usual pattern is if + present simple, will + base verb. Use it when a future result depends on a condition that can realistically happen, such as weather, plans, decisions, or everyday events.
24 bank questions
Start lessonDistinguish Present Perfect from finished past time using context.
The present perfect connects the past with the present. Use it to talk about life experiences when the exact past time is not important, or about past actions with a result that matters now. Form it with have or has followed by the past participle of the main verb.
24 bank questions
Start lessonUse the Past Simple for completed events at a finished time in the past. Use the Present Perfect for experiences, recent events, or past actions with a connection to now when the exact past time is not important. The key is to decide whether you are focusing on a finished past time or the present connection.
24 bank questions
Start lessonRetrieve several topics together and revisit lessons that need practice.
Combine related structures in one review. Recall patterns without the table, then use separate practice and exam banks. Revisit the linked lessons when needed.
Integrated review
Start lessonCombine related structures in one review. Recall patterns without the table, then use separate practice and exam banks. Revisit the linked lessons when needed.
Integrated review
Start lessonA2 · English A2 grammar: final review
The final review includes one question from every core lesson. Finish to see explanations and links back to the lessons.
Open the final review80% mastery threshold · Grammar-path result, without an official language certificate
