Here are some suggestions on how to use the SALC to practice and learn languages.

SALC - Here are some suggestions on how to use the SALC to practice and learn languages.


Alors, aujourd’hui je veux bien partager avec vous les règles de formation du SUBJONCTIF PRÉSENT et quelques exercices que je trouve topissimes.

Tout d’abord, on va commencer pour dire que le SUBJONCTIF est un temps qui sert à exprimer l’incertitude ou la doute, l’obligation, le souhaite et ce qu’on désire.  Il est souvent introduit par «que, qu’» et utilisé essentiellement dans les phrases subordonnées (sans que, avant que, à condition que, afin que, etc).

Pour connaître la formation du Subjonctif Présent, visitez le lien ci-dessous:


Amusez-vous en apprenant le subjonctif:


Tag Questions

A tag question is an special construction in English. It is a statement followed by a mini-question. We use tag questions to ask for confirmation. They mean something like: “Is that right?” or “Do you agree?” They are very common in spoken English.

The basic structure of a tag question is:

There is one wierd exception: the question tag after I am is aren’t I.
For example: I’m in charge of the food, aren’t I?

And don’t forget the intonation, its very important! Basically, it depends whether or not you are expecting an answer to your question.

Follow this link for an detailed explanation about how to use tag questions in different cases: Tag Questions explanation

 Now you are ready for practicing with these online quizzes:  Quiz 1                                                                                                                                   Quiz 2

                                                                                                   Quiz 3

                                                                                                   Quiz 4





Stative and Dynamic meanings

Use these links to review and study.

  • Dynamic verbs (sometimes referred to as “action verbs”) usually describe actions we can take, or things that happen; stative verbs usually refer to a state or condition which is not changing or likely to change. The difference is important, because stative verbs cannot normally be used in the continuous (BE + ING) forms. Stative and Dynamic Verbs

Maybe you prefer to watch a video. The first five minutes are a review of action verb tenses and state verb tenses. The last part (Start in minute 5:46) explains this topic: verbs that can have a different meaning, depending on  the use as stative or dynamic verb.

Stative and dynamic meanings #ATSLI #Intermediate

Useful phrases: Giving advice about injuries and health issues

Here are some links where you can practice:

  • Learn the #vocabulary that you need to talk about illnesses and remedies. Listen to the pronunciation, write some sample sentences, and then answer a short quiz to make sure you understood. Click here to start.
  • Continue with your #listening practice:
  • Practice Sentences with the modal verb ‘should’ and ‘shouldn’t’ which are commonly used when giving advice. Doctors give advice when talking about health problems. Here’s the game.
  • There are two board games in the Conversation Corner that you can use to practice the conversation (Both are in the Intermediate box):
    • “Giving Advice Game (Intermediate)”
    • “Health Problems Board Game”

Giving advice about health issues and injuries

Advanced English: Collocations (Week four) and modals

collocation examples:

10 Tips to Teach Collocations

Collocation, or how words occur together in speech and writing, is an important part of speaking and writing fluently. To be able to produce native-like speech and writing, students need to know which words work together well.

For example, in English I “do exercise” not “make exercise”: “do” collocates with “exercise.” Words are learned and stored in memory in groups, not in isolation. Handing out traditional vocabulary lists of isolated words is of little value if students don’t know and haven’t practiced the context in which the word may occur. For example, teaching the word “regard” is more powerful if taught with the collocations and phrases that go with it: “in regard to,” for example. “Contrast” should be taught with its collocate, “in” as in “In contrast.”

Knowing the collocates a word occurs with like this will make students less likely make mistakes in grammar, word choice, and use of idiom and also contributes to fluid speech and writing as students are less likely to need to stop to search for the correct word.

Problems English Learners Have with Collocation

One of the biggest problems with collocation is its arbitrary nature: there is no “rule” or reasonthat it’s “in regard to” and not “on regard to”—it just is.

  1. 1

    Lack of awareness: students need to have a problem brought to their attention before they even know it is a problem. They may be unaware that some words go together better than others, especially as this doesn’t tend to be emphasized in language instruction.

  2. 2

    First language transfer is another ESL problem with collocation—students transfer the appropriate collocation from their first language. “Make” and “do” confusion is common, for example, among students of Latin language backgrounds: e.g., “make my homework” rather than “do my homework.”


More on collocation



Modal verbs explained with examples

2/6/2015 Advanced English Discussing the news

Discuss news Complete the activities that go along with this lesson

Read the exercise on page 84 and answer 1 and 3.

Watch cnn clip

Grammar using Inversion after neither/nor, so/such

Complete the exercises on page 85 1-6

Show surprise and disbelief

Create a diamante using words of surprise and disbelief that you find in your book. or on line

Concessive Clauses explanation

Use concessive clauses SB p. 88-91

Grammar extra 9 part 1 p. 142-143

Exercises on concessive clauses










SALC: Modifying comparatives. Comparative structures.

You can come to the SALC and practice this. Remember that it can count for your #SALChours (#horasdeSALC).

Here are the books that we recommend:

Just Grammar - Intermediate #SALC #ATSLI       Just Grammar – Intermediate #SALC i.G.Lb.02.49
Unit 4, Part B: Comparative and Superlatives (2)
Pages 26 and 27
Read part 1.
Answer exercises 2 and 3.
Check your answers on page 91.


Oxford Grammar Practice - Intermediate #SALC #ATSLI

Oxford Practice Grammar – Intermediate
        #SALC i.G.Lb.02.45
Unit 112: Comparative and superlative patterns (2)
Pages 266 and 267
Read the information part 2.
Answer exercise B.
Check your answers on page 403

Review it with Test S on page 269, exercise D.
Check your answers on page 420


Macmillan English Grammar in Context - Advanced #SALC #ATSLI

Macmillan English Grammar in Context – Advanced
      #SALC i.G.Lb.02.30
Unit 28: making comparisons
Pages 132 and 135
Read the part about modifiers on page 132
Answer exercise 4 on page 135
Check your answers on page 233


#SALC practice for modifying comparatives