Pre-IELTS Group Course Program :

Speaking :

  • Pronunciation of ‘/ð/’ and ‘/Ɵ/; possessive adjectives; talking about your own life and experience;
  • Expressing preferences; present simple; identifying key words in questions;
  • Connecting ideas; past simple; pronunciation; past simple verbs and ‘–ed’; giving longer answers
  • Pronunciation; syllables and word stress; ‘there is’ there are’; fluency;
  • Adverbs of frequency; organizing your answer;
  • Pronunciation: vowel sounds; ‘can’/’can’t’; giving relevant answers;
  • Pronunciation: word stress; collocations; present continuous; using a long range of vocabulary;
  • ‘have to’; using phrases to give you time to think;
  • Opposite adjectives; ‘be going to’; pronunciation: /ᵊ/ and sentence stress; taking notes and preparing your answers;
  • Giving explanations; pronunciation: contractions; ‘should/shouldn’t’; understanding different types of questions;
  • Describing feelings; pronunciation: giving emphasis; comparing; using the tenses in answers;
  • Describing objects; pronunciation: linking words; present perfect with ‘for’ and ‘since’;

Grammar :

  • Past time: past simple; past continuous; past perfect; ‘used to’; would’; participle clauses;
  • Present clauses: present perfect simple and continuous; past simple;
  • Future time: ‘will’; ‘going to’; future continuous; future perfect; future time clauses; present continuous; present simple;
  • Present time: present simple; present continuous;
  •  Indirect speech: with and without tense changes; questions; commands and requests; reporting verbs; paraphrase;
  • Conditionals: real/likely situations (first conditional) with ‘if’, ‘unless’, ‘provided’, ‘as long as’, the imperative, ‘should’; unreal/imaginary situations (second conditional) with ‘if’, ‘were’, ‘were to’; unreal/imaginary past situations (third conditional) with ‘if’; mixed conditions; other ‘if’ sentences;
  • Wishes and related forms: wishes about the present and the past; wishes about the future with ‘could’ and ‘have to’; wishes with ‘would’; wishes with ‘if only’, ‘it’s time’, ‘I’d rather’, ‘suppose’, ‘imagine’;
  • Passives: transitive and intransitive verbs; focus on important information; reporting verbs; ‘have/get something done’; ‘needs doing’; verbs and propositions; other problems;
  • Relative clauses: subject and object clauses; combining sentences; defining and non-defining clauses; omitting the relative pronoun ‘which’, ‘who’, ‘that’, ‘whom’, ‘whose’;
  • Prepositions: movement; position and place; problems of use; prepositions without an object; prepositions with more than one word; prepositional phrases;
  • Linking words: purpose: ‘so that’; infinitive of purpose: ‘in order to’, ‘so as to’, ‘for’; result: ‘so/such a’, so many/much/ ‘few’/’little’, ‘too/not enough + to’; contrast: ‘although’, ‘though’, ‘even though’, ‘while’, ‘whereas’, ‘however’, ‘nevertheless’, ‘despite’, ‘in spite of’
  • Time expressions: present time: ‘nowadays’, ‘these days’; future time: ‘in’; calendar references; ‘at the end’, ‘in the end’, ‘at last’, ‘presently’; past time: ‘once’; periods of the day; calendar references; ‘in those days’, ‘at that time’, ‘after’, ‘later’, ‘afterwards’; other problems;
  • Modal verbs: present and future; ability: ‘can’, ‘be able to’; certainty and uncertainty: ‘must’, ‘can’t’, ‘may’, ‘might’, ‘could’, ‘should’, ‘ought to’, ‘be bound to’; obligation: ‘must’, ‘have to’, ‘mustn’t’, ‘don’t have to’, ‘should’, ‘ought to’, ‘had better’, ‘is/are to’;
  • Modal verbs: past: ability: ‘could’, ‘was able to’; certainty and uncertainty: ‘must have’, ‘can’t have’, ‘may have’, ‘might have’, ‘could have’, ‘was/were to have’; obligation: ‘had to’, ‘should have’, ‘ought to have’ , ‘needn’t have’, ‘didn’t need to’; pronunciation and writing, indirect speech;
  • Functions: asking for and giving advice; agreeing and disagreeing; apologizing; complaining; ending a conversation; asking for and giving directions; greeting; asking how someone is; asking for information; introducing yourself and others; inviting; accepting and declining invitations; offering something; offering to do something; things to say on special occasions or at special moments; asking for and giving an opinion; pausing to think; asking for permission; giving and refusing permission; expressing preferences; promising; reassuring; recommending; refusing to do something; making and responding to a request; suggesting; thanking;
  • Countable and uncountable nouns: typical uncountable nouns; uncountable nouns that describe a category; change of meaning; plural nouns; group nouns;
  • Articles: indefinite article (‘a’/ ‘an’); definite article (‘the’); zero article (no article)
  • ‘all’, ‘no’, ‘none’, ‘each’, ‘every’, ‘either’, ‘neither’;
  • Making comparisons: making comparative adjectives, irregular comparatives, superlatives, comparatives of adverbs, making comparisons, comparative clauses;
  • Phrasal verbs: understanding phrasal verbs, verbs with two particles, verbs with one particle: transitive and inseparable; verbs with one particle: transitive and separable; verbs with one particle: intransitive;
  •  Verbs followed by ‘-ing’ or infinitive: verbs followed by ‘-ing’ or a noun, verbs followed by ‘-ing’ or a noun or ‘that’-clause, verbs followed by ‘-ing’ or infinitive: little change of meaning, verbs followed by the infinitive, verbs followed by the infinitive or ‘that’-clause, verbs followed by ‘-ing’ or infinitive without ‘to’;
  • Verb/adjective + preposition
  • Inversions and question tags: inversions after negative adverbs, inversion to emphasize an adverb, question tags;
  • Linking words: reason: ‘because’, ‘as’, ‘since’, ‘because of’, ‘on account of’, ‘due to’, ‘owing to’; text organizers: sequencing, adding, giving opinions, giving examples, showing a result, making a contrast, summarizing;
  • Pronouns: ‘it’ and ‘there’, ‘it’ and adjectives, ‘one’, ‘someone’, ‘everyone’, ‘anyone’, ‘somewhere’, ‘what’ as pronoun, ‘whatever’, ‘whoever’, ‘wherever’, ‘whenever’, ‘why ever’, ‘however’, reflexive pronouns, possessives: parts of the body;
  • Spelling and pronunciation, spelling problems, spelling and pronunciation;

Writing :

Supporting Topic Sentences

Examples, Details, Anecdotes, Facts, and Statistics

  • Examples
    • Structures of Exemplifications
    • The paragraph in an academic setting
  • Details
  • Anecdotes
  • Facts and Statistics

The Topic Sentence

Paragraph Unity

  • The Paragraph
  • Indentation
  • Length
  • Topic versus topic sentence
  • Paragraph unity

Types of Enumeration
Process and Chronology

  • Process
    • Enumerators
    • Listing Signals
  • Time, Clues, Repetition, and Pronoun Reference
    • Time Clues
    • Repetition and Pronoun Reference
  • Chronological Order
    • Listing Signals
    • Time Clues


  • Enumeration (Listing)
    • Enumerators
    • Listing Signals
  • Ascending versus Descending Order
    • Ascending Order
    • Descending Order

Comparison and Contrast

  •  Comparison
    • Structures of Comparison
  •  Contrast
    • Structures of Contrast
  •  Methods of Contrast
    • Additional Comments on the Topic Sentence
  •  Comparison and Contrast

Cause and Effect

  • Cause-Effect Development: Focus on Effect
  • Cause-Effect Development: Structural Signals
  • Cause-Effect Development: Focus on Cause
  • Cause-Effect Development: Chain Reaction


  •  The Formal Definition
    • Structures of Definition
  •  The Extended Definition
  •  Problems in Definition
    • Circular Definition
    • Overextended Definition
    • Overrestricted Definition
  •  The Stipulated Definition

From Paragraph to Essay (Optional at this Level)

  • Expanding a Paragraph
  • Thesis Statement (Controlling Statement) versus Topic Sentence
  • Mixing Methods of Paragraph Development