B1 - B2 Level Intermediate English Grammar

Present perfect simple vs present perfect continuous

Simple focuses on result or completion (how many, how much). Continuous focuses on duration and the activity itself.

• I've written three emails. (result)
• I've been writing emails all morning. (activity)

Past simple vs present perfect

Past simple = finished time and finished action. Present perfect = unfinished time or relevance to now.

• I lived in Tokyo for three years. (no longer)
• I have lived in Tokyo for three years. (still there)

Past simple, past continuous and past perfect

Past continuous sets the background; past simple is the main event; past perfect goes back further to an earlier past action.

• I was reading in bed when the lights went out. I had locked the door an hour earlier.

Narrative tenses

Use the four narrative tenses (past simple, past continuous, past perfect, past perfect continuous) together to give time depth to a story.

• She had been waiting for an hour when the phone finally rang. She picked it up while her hands were shaking.

Future forms: will, be going to, present continuous, present simple

Pick the form by intention: "will" for predictions/decisions, "be going to" for plans/evidence, present continuous for arrangements, present simple for timetables.

• The film starts at 8.
• I'm meeting Jane tomorrow.
• I think she'll win.
• I'm going to redecorate the kitchen.

Review of all main tenses

Twelve English tenses combine three times (past/present/future) with four aspects (simple, continuous, perfect, perfect continuous). Build them by combining auxiliary verbs.

• I work / I am working / I have worked / I have been working.

Modal verbs for obligation, prohibition, necessity and advice

must / have to (obligation), mustn't (prohibition), needn't / don't have to (no obligation), should / ought to (advice).

• You must wear a seatbelt.
• You don't have to come if you don't want to.
• You ought to apologize.

Can / could / be able to for ability and possibility

Past ability: "could" for general ability, "was able to" for a specific successful achievement. After modals, use "be able to".

• I could swim when I was five.
• We were able to escape through a window.
• You might be able to find it online.

Modal verbs of deduction: must, might, could, can't

"Must" = certain it is true. "Can't" = certain it is false. "Might / could / may" = possible.

• She must be at home - her car is here.
• He can't be serious.
• They might be stuck in traffic.

Had better; it's time

"Had better + verb" = strong advice with warning. "It's time + past simple" = it should already be happening.

• You'd better not be late.
• It's time we left.

Would rather and would sooner

Personal preference. Same subject: "would rather + verb". Different subject: "would rather + past simple".

• I'd rather stay home.
• I'd rather you didn't smoke here.

Used to / would / be used to / get used to

"Used to" and "would" describe past habits (only "used to" for past states). "Be used to + -ing" = accustomed to. "Get used to + -ing" = becoming accustomed to.

• I used to live in Italy.
• She would always sing while cooking.
• I'm used to driving on the left.
• He's getting used to the new schedule.

Zero, first, second and third conditionals

Zero = facts, first = real future, second = unreal present/future, third = unreal past.

• If you heat ice, it melts.
• If it rains, we'll cancel.
• If I were rich, I would travel more.
• If I had known, I would have called.

Unless, in case, if vs when

"Unless" = if not. "In case" = as a precaution. "If" = possibility, "when" = certainty.

• I won't go unless you come.
• Take an umbrella in case it rains.
• Call me when you arrive (you will). Call me if you need help (you may not).

Passive voice in main tenses

Form: appropriate form of be + past participle. The structure works across tenses: is built, was built, has been built, will be built.

• This bridge was built in 1900.
• Your order has been processed.
• The report will be sent tomorrow.

Passive with modal verbs

Form: modal + be + past participle. Use it when the focus is on the action, not the doer.

• This document must be signed.
• It can be done in a day.
• Children should not be left alone.

Active vs passive choice

Choose passive when the doer is unknown, obvious, irrelevant, or when you want to emphasize the receiver.

• Active: Picasso painted Guernica.
• Passive: Guernica was painted in 1937.

Reported statements, questions, commands and requests

Statements: tense backshifts. Questions: use if/whether for yes/no questions, keep wh- word, no inversion. Commands: tell + object + to-infinitive.

• She said she was tired.
• He asked if I lived alone.
• She told me to wait outside.

Tense backshift in reported speech

When the reporting verb is in the past, tenses normally shift back one step. Modals also shift: will -> would, can -> could, must -> had to.

• "I am tired." -> She said she was tired.
• "I have finished." -> He said he had finished.
• "I will come." -> She said she would come.

Reporting verbs at intermediate level

Different verbs need different patterns: agree to do, suggest doing, accuse someone of doing, warn someone about something.

• She agreed to help.
• He suggested going out.
• They accused me of lying.

Gerund or infinitive after verbs and prepositions

After a preposition, always use -ing. After certain verbs, the gerund changes meaning (stop smoking vs stop to smoke).

• She's good at painting.
• Thank you for helping.
• I stopped smoking. (gave up)
• I stopped to smoke. (paused in order to smoke)

Verb + object + infinitive / gerund

Many verbs follow the pattern verb + object + to-infinitive (want, ask, expect, tell, advise). Some use -ing (catch, see + object + -ing).

• I want you to listen.
• She asked me to wait.
• I saw him crossing the street.

Make, let, help, allow, ask, tell, want + object structures

Compare: make / let + object + base verb (no to). Allow / want / ask / tell + object + to-infinitive.

• She made him apologize.
• Let me try.
• They allowed us to stay.
• He told me to leave.

Verbs of perception: see, hear, watch + object + verb / -ing

Base verb = the whole action. -ing form = an action in progress.

• I saw him cross the road. (whole action)
• I saw him crossing the road. (in progress)

Phrasal verbs in everyday and informal English

English speech is full of phrasal verbs. Learn them in context, with their typical objects.

• I bumped into Anna at the supermarket.
• We've run out of milk.
• Can you back me up on this?

Articles: a/an, the, no article in broader contexts

Use "the" with unique things (the sun), superlatives, ordinals, names of rivers and seas. No article with most countries, meals, and abstract nouns in general statements.

• the moon
• the Nile
• She had breakfast.
• Honesty matters.

Reflexive and reciprocal pronouns

Reflexive: -self/-selves (subject = object). Reciprocal: each other / one another (action between people).

• She blamed herself.
• They love each other.
• We talked to one another for hours.

Quantifiers: all, both, either, neither, any, no, none

These quantifiers express totality, choice, and absence. Position and verb agreement vary, so notice them in context. 'None' can take a singular or plural verb depending on meaning and style.

• All of us agreed.
• Both options are fine.
• Neither of them came.
• None of the answers was/were correct.

Another, other, others, the other, the others

"Another" = one more / a different one (singular). "Other(s)" without "the" = more, unspecified. "The other(s)" = the remaining specific ones.

• Would you like another coffee?
• Some people like jazz; others prefer rock.
• I have two sisters. One is a doctor; the other is a teacher.

Each, every, all

"Each" = considering members individually. "Every" = all members together, with a singular verb. "All" works with plural and uncountable nouns: use a plural verb with plural nouns and a singular verb with uncountable nouns.

• Each student got a certificate.
• Every room is taken.
• All the rooms are taken.
• All the water is gone.

Defining and non-defining relative clauses

Defining clauses identify (no commas). Non-defining clauses add extra information (with commas) and do not allow "that".

• The man who phoned is my uncle.
• My uncle, who lives in Madrid, called yesterday.

Relative clauses with prepositions

Preposition can go at the end (informal) or before the relative pronoun (formal: with whom, in which).

• The person I spoke to was helpful.
• The person to whom I spoke was helpful.

Noun clauses with that and wh- words

Whole clauses can serve as objects: I know that he's right; I wonder what she meant; It is true that he resigned. "That" is often dropped in speech.

• I think (that) you're correct.
• She asked what time it was.
• What he said surprised me.

Question tags

Short questions added to statements: positive statement + negative tag, negative statement + positive tag. Use the same auxiliary as in the statement.

• It's cold today, isn't it?
• You don't smoke, do you?
• She can swim, can't she?

Negative questions and echo questions

Negative questions show surprise or seek confirmation. Echo questions ("Did she really?") show interest or disbelief.

• Don't you like coffee?
• She moved to Tokyo. - Did she really?

-ed / -ing adjectives and participles as adjectives

-ed adjectives describe how someone feels (bored, interested). -ing adjectives describe the thing causing the feeling (boring, interesting). Participles can also work alone as adjectives.

• I'm bored. The film is boring.
• She was excited. The news was exciting.
• Broken glass is dangerous.

Modifying comparatives

Use much, far, a lot, a bit, slightly, even before comparatives to indicate how big the difference is.

• This one is much better.
• She's a bit taller than me.
• It's far more expensive.

So, such, such a, so much, so many

"So" before adjectives/adverbs. "Such (a)" before noun phrases. "So much / so many" before quantities.

• He's so kind.
• It was such a good film.
• She has so many shoes.

Compound adjectives

Two-word adjectives joined by hyphens, often used before nouns: a two-hour meeting, a 10-year-old child. The noun inside stays singular.

• a five-star hotel
• a well-known actor
• a long-term plan

Clauses of contrast, purpose, reason and result

Contrast: although, even though, while. Purpose: so that, in order to. Reason: because, since, as. Result: so + adj, such + noun.

• Although he was tired, he kept working.
• We left early so that we could catch the train.
• Since you're here, let's start.

Although, even though, despite, in spite of

Although / even though + clause. Despite / in spite of + noun or -ing.

• Although she was tired, she smiled.
• Despite being tired, she smiled.
• In spite of the rain, we went out.

Watch out: Do not say "despite of" - it is just "despite".

Because of, due to, so that, in order to

"Because of / due to" + noun. "So that / in order to" express purpose.

• The match was cancelled because of the weather.
• She studied hard in order to pass.

During, for, while; for, since, from

"During" + noun period. "For" + length of time. "While" + clause. "Since" + starting point. "From... to/until" for a range.

• I slept during the film.
• He talked for an hour.
• She read while I cooked.
• From Monday to Friday.

Already, still, yet

"Already" = sooner than expected (positive). "Still" = continuing. "Yet" = up to now (questions/negatives).

• She's already finished.
• He still lives at home.
• Haven't you eaten yet?

Verb + preposition and adjective + preposition patterns

English locks many verbs and adjectives to specific prepositions: depend on, look at, listen to, afraid of, interested in, good at. Learn them as set phrases.

• It depends on the weather.
• I'm interested in history.
• She's good at maths.

Indirect / embedded questions

After phrases like "I don't know", "Could you tell me", use statement word order. For yes/no questions, use "if" or "whether".

• Do you know where he lives?
• I wonder if she's coming.
• Can you tell me what this means?