Showing posts with label English as a Second or Foreign Language. Show all posts
Showing posts with label English as a Second or Foreign Language. Show all posts

My destination: Kokkinos Pirgos, by Eleni Xidaki

This post is actually a short essay written by an adult English Language student of mine, on favourite travel destinations.

Kokkinos Pirgos is a small village sixty miles way from Heraklion. It belongs to small town, Tympaki of about 5,000 people.

Things to do

If you are on holiday, you can find there a small variety of accommodation units, restaurants and cafes. You can enjoy the sea and the sun. Kokkinos Pirgos has a beach of over six miles, where you can walk with your dog for instance. You could visit the street market in Tympaki every Friday (or the one in Moires every Saturday); where you can drink the traditional red colour drink "kanellada".

My suggestions

You can visit a lot of nearby attractions and archaeological sites, like the Palace of Phaistos, the famous Minoan city in South Crete, or Gortys, and Agia Triada. You could also visit small traditional villages like Kamilari, Vorroi. And, of course, you should visit Matala the famous coastal village with the famous caves in which hippies lived in the 60s.

Things not to do

Do not throw parties on the beach, because Kokkinos Pirgos is also a small sanctuary (protected area) for sea turtles.
Do not go swimming when it's windy. There are big waves, a dangerous thing one might not enjoy.

Are you interested in combining Summer in Crete with English or Greek Language Learning?

Kids explain art to experts (British Council, LearnEnglish)

Watch five-year-old JJ describing three famous paintings to professional art critics. Can the experts guess the paintings correctly?

Task 1: Multiple choice 
Choose the best answer to these questions.

1. What hobby does JJ say he enjoys? 
a. painting pictures 
b. playing marbles 
c. making things 

2. For the first painting, why is it difficult for Shana to guess a painting? 
a. because she is laughing too much 
b. because she can’t think of any paintings which are suitable for children 
c. because JJ’s description is very confusing

3. For the second painting, why does John laugh when JJ zooms in on the painting? 
a. because JJ doesn’t know how to use the computer screen 
b. because JJ says something very obvious 
c. because JJ thinks the dots are marbles 

4. For the second painting, what does JJ see when he zooms in? 
a. little people 
b. a yellow background 
c. little faces 

5. For the third painting, what does JJ compare the people in the painting to? 
a. animated creatures (like Mickey Mouse or Homer Simpson) 
b. pinkish pigs 
c. normal people in a photo 

6. For the third painting, what country is the artist from? 
a. Scotland 
b. China 
c. France

Task 2: Discussion 

Were you surprised by any of JJ’s descriptions? Can you describe a painting that you love?

Source ©2018 British Council. The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Reading Activity: Mona Lisa in the Louvre

Read the letter. Then do the exercises that follow.

Dear Grandmother,
Yesterday we arrived in Paris. We are staying in a small hotel near the bus station. We can take a bus from here to all the places we want to visit.
Today we went to the Louvre Museum and it was amazing! Did you know
that a rich king of France built it hundreds of years ago? It was his palace. After that it became a museum.
The Louvre has got thousands of pictures. One of the most famous pictures in the world, the Mona Lisa, is in it. We heard an interesting story about the picture. One day in 1911, a man who worked in the museum took the Mona Lisa from the wall, walked down some stairs and left the museum. There were a lot of people in the museum that day, but they didn’t see him! Police officers looked for the Mona Lisa. After many months they found it in Italy and brought it back to the Louvre.
Tomorrow we are going to the Eiffel Tower. It’s got 1,665 stairs and from the top you can see all of Paris.

A Answer the questions.

1. Who built the Louvre?
2. What famous picture can you see there?
3. What happened in the Louvre in 1911?
4. Who looked for the Mona Lisa?
5. Where did they find the Mona Lisa?
6. Where is Mike going tomorrow?

B Find words for these definitions.

1. having a lot of money (par. 2) ...................
2. home of a king (par. 2) ..............................
3. not boring (par. 3) ...................
4. things you climb (par. 4) ...................

Here We Go 1 Teacher’s Resource Pack 1 Photocopiable © Burlington Books

Talking about the present

English has two main ways of talking about present time: the simple present and the present progressive.


The simple present 

You make the simple present by using the verb in its basic form. You add ‑s or ‑es to the verb in the third person singular.

The simple present is used in the following ways:

1. You use the simple present to talk about something which is happening now, and which will continue to happen in the future. You often use the simple present in this meaning to talk about things that are true about your life, for example where you live, your job, or the kinds of things you like.

  • Martin lives in Canada.
  • I work in a hospital.
  • "What kind of books do you read?”  “I mostly read science fiction."

2. You use the simple present when you talk about something which happens again and again, or when you say that something happens regularly at a particular time. Use words such as always, often, sometimes, occasionally, and never, or phrases such as on Tuesdays or every day with the simple present in this meaning.

  • They often go out to restaurants. 
  • I travel to London twice a month.
  • He gets up at 6 o'clock.
  • She goes to church every Sunday.

3.  You use the simple present to talk about something which stays the same for ever - such as a scientific fact.

  • Oil floats on water. 
  • Two and two make four.

4.  You use the simple present when you are describing what is happening at the exact moment when you are speaking. This meaning of the simple present is used for example in sports commentaries.

  • Shearer gets the ball from Gascoigne. He shoots ‑ and scores!

!   For descriptions of actions that are happening now, you usually use the present progressive rather than the present simple. For example:

  • “What are you doing?" "I’m  making a poster." NOT "What do you do?" “I make a poster.”

The present progressive    

You make the present progressive by using a form of the verb be in the present tense, followed by the main verb with an ‑ing ending, for example: I am waiting, she is coming.

The present progressive is used in the following ways:

1.  You use the present progressive to talk about something which is happening now at the time you are speaking or writing. You often use this meaning with words and phrases that express present time, such as now, at the moment, and currently.

  • “What's Bob doing?" "He's watching television." 
  • It's raining again.
  •  I’m looking for my glasses.

2. You use the present progressive to say that something is happening now, but will only continue for a limited period of time. Compare these pairs of sentences:

We live in France. (="France" is our permanent home)
We're living in France. (="we" are living there for a limited period of time)
He cooks his own meals. (="he" always does it)
He's cooking his own meals. (="he" does not usually do it)

If you want to talk about the subjects you are studying at school or university, you usually use the present progressive.

She's studying law at Harvard. NOT She studies law at Harvard.
I’m studying English. NOT  I study English.

Stative verbs


Verbs which express a situation or process, rather than describing a definite action, are not usually used in the progressive. Do not use the progressive with the following verbs:

 be                                have                           see

believe                       like                              agree

know                           love                            disagree

recognize                  hate                            mean

remember                  prefer                         need

understand               want                           deserve

wish                            belong

  • I know the answer.  NOT  I am knowing the answer.
  • She understands me.  NOT She is understanding me.

Longman Dictionary of Contemporary English 5th Edition

Verbs: intransitive and transitive

Most verbs in English belong to either of two types: intransitive verbs or transitive verbs.

Intransitive verbs

An intransitive verb does not have an object. You can use it without having to add any more words to the sentence. Here are some examples of intransitive verbs:                                                       
  • Something’s happening.
  • I’ll wait.
  • It doesn’t matter.
You can add other words to these sentences in order to show meanings such as time, place, or manner, but these words do not have to be there for the sentence to make sense.

  • Something’s happening in the street.
  • I’ll wait for a few minutes.
  • It doesn’t matter at all.
Other intransitive verbs include appear, come, go, smile, lie, and rise.
Intransitive verbs cannot be used in the passive.

!   Don’t say ‘it was happened’ or ‘they were died’. Say it happened or they died.

Transitive verbs

A transitive verb must have an object. Without the object, the sentence does not make sense. The object of the verb is usually a noun, a noun phrase, or a pronoun. Here are some examples of transitive verbs:
  • She bought that dress in Tokyo. NOT She bought in Tokyo.
  • Did you find the key? NOT Did you find?
  • I really like him. NOT I really like.
Sometimes the object is a clause which begins + (that). For example:

  • I wish she would stop smoking.  OR I wish  that she would stop smoking.
Sometimes the object is a whole sentence. For example:

  • “It’s time to go home,” he said.
Other transitive verbs include make, use, need, thank, enjoy, keep, and carry.


Several verbs can be used in a transitive or intransitive way. Here are some examples of verbs that can be transitive or intransitive:
  • There’s no need to shout. [Intransitive]
  • Someone shouted my name. [Transitive]
  • Where do you want to meet? [Intransitive]
  • I’ll meet you outside the school. [Transitive]
  • I’m sorry. I don’t understand. [Intransitive]
  • She didn’t understand his explanation. [Transitive]

The intransitive uses are very similar to the transitive ones, except that the object been left out.


Some verbs can be followed by an adjective or adjective phrase. Here are some examples of these verbs:
  • You seem tired. 
  • It all sounds very interesting. 
  • Was he angry?

Longman Dictionary of Contemporary English 5th Edition

Statements and questions


A statement is a sentence which gives information. If you make a statement, you usually give the sentence a subject, and this must go in front of the verb.

  • The children are playing in the garden.

Negative statements 

Negative statements are made in two main ways:
1. If the statement contains an auxiliary verb, such as is or have, you usually add not or its contracted form n’t.

  • She is not leaving. OR She isn’t leaving.

*Am and may do not allow n’t. Will, shall, and can have special contracted forms: won’t, shan’t, can’t.

The same rules apply when you make a question negative.

  • Are they in the garden? Aren’t they in the garden?
  • Will he get the job? Won’t he get the job?

2. If the statement has no auxiliary verb, you need to make the negative using a form of do + not/n’t. Make sure that the main verb is in its basic form.

  • She likes swimming. She doesn’t like swimming. NOT She doesn’t likes swimming.
  • I saw a ship. I didn’t see a ship. NOT I didn’t saw a ship.


Questions are sentences which ask for information. They fall into three main types, depending on the kind of reply they expect.

‘Yes‑no questions’ expect a simple yes or no reply (or a word or phrase which can be used instead of yes or no). In these cases, you change the order of subject and verb.

  • Will Jane resign? (Possible answers: yes, no, don’t know; probably, maybe etc)
  • Are they ready?

‘Wh‑ questions’ begin with a question word, such as what, why, where, or how. This kind of question can have a wide range of different replies. The answer may be a full sentence, or one which leaves out the words that you can guess from knowing the question. Here too, you need to change the order of subject and verb.

  • Where are you going? (Possible answers: I’m going to work, downstairs, the library etc)

‘Alternative questions’ give the listener a choice of two possible replies, both of which are mentioned in the question. The two possibilities are connected by the word or. Once again, you must change the order of subject and verb.

  • Will you travel by train or by boat? (Possible answers: by train, by boat, don’t know etc)

Tag questions
You can change a statement into a question by adding a ‘tag question’ at the end of it. When you use a tag question, you are asking the listener to agree with the statement you have just made. If you make the statement positive, you expect the answer yes. If you make it negative, you expect the answer no.

A tag question is a type of ‘yes‑no question’, and shows the same change of word order. You use the same personal pronoun (she, they etc) and tense of the verb as in the statement to which the tag question is joined. In the most common kind of tag question, you change from positive to negative, or from negative to positive.

  • She’s outside, isn’t she? (Expected answer: yes)
  • They were ready, weren’t they? (Expected answer: yes)
  • You aren’t going, are you? (Expected answer: no)
  • It isn’t difficult, is it? (Expected answer: no)

Questions which are not questions

You can also use a sentence which looks like a question, but it is one where you are not actually expecting any reply. Because these sentences are halfway between a question and an exclamation, you will find them sometimes written with a question‑mark and sometimes with an exclamation mark.

In some cases, you already know the answer or you are asking your listener to agree with you. These sentences are called ‘exclamatory questions’.

  • Hasn’t she grown!
  • Wasn’t the book marvellous?

In other cases, no answer is possible. (Of course your listener may still give you an answer, whether you like it or not!) These sentences are used when you want to express a strong feeling about something. They are called ‘rhetorical questions’.

  • Doesn’t everyone know that the whole thing is impossible?

Longman Dictionary of Contemporary English 5th Edition


Sentences with if are used to express possibilities:

First conditional

if clause present tense; main clause future tense =  used to talk about the consequence of a possible action:

  • If I write my essay this afternoon, I will have time to go out tonight. (it is still morning, and it is quite possible that I will do this.)

Second conditional

if clause past simple; main clause conditional tense =  used to talk about the consequences of a hypothetical action:

  • If I wrote my essay this afternoon, I would have time to go out tonight. (it is still morning, but I think it is less likely that I will do this.)

Third conditional

if clause past perfect; main clause conditional perfect tense =  used to talk about the possible consequence of an action that did not happen:

  • If I had written my essay this afternoon, I would have had time to go out tonight. (it is now evening, and I haven’t written my essay: it is now impossible for me to go out.)

Zero conditional

Sometimes sentences with if express certainty rather than possibility. The zero conditional is used to talk about something that is always true, or that was always true in the past:

  • If you mix blue and red, you get purple. (present simple in both parts of the sentence)
  • If I asked her to come with us, she always said no. (past simple in both parts of the sentence)

© Oxford University Press

The passive

In an active sentence, the subject is the person or thing that performs the action:
  • Masked thieves stole a valuable painting from the museum last night.

When you make this into a passive sentence, the object of the verb becomes the subject:
  • A valuable painting was stolen from the museum last night.

The passive is formed with the auxiliary verb be and the past participle of the verb:
  • The painting is valued at 2 million dollars.
  • The lock had been broken and the cameras had been switched off.
  • Other museums have been warned to take extra care.
  • Staff at the museum will be questioned by police tomorrow.
  • Museum security is to be improved.

Use the passive:

■ when you do not know who performed the action, or when this information is not important. It is common in formal writing, for example scientific writing:
  • The liquid is heated to 60o and then filtered.

NOTE If you want to mention who performed the action, you use by at the end of the sentence:
  • The theft is being investigated by the police.

■ when you want to save new or important information until the end of the sentence for emphasis:
  • The picture was painted by Constable.

It is possible to put a verb that has two objects into the passive:
  •  (active) The director told the staff the news this morning.
  • (passive) The staff were told the news this morning by the director.

NOTE  Some verbs cannot be used in the passive.

© Oxford University Press

Use of tenses: Talking about the future

There are several ways of talking about the future.

The future simple (will + infinitive) is used:

■ to talk about a decision that you make as you are speaking:
  • ‘It’s cold in here.’ ‘OK, I’ll close the window.’
  • I’ll have the salad, please.

■ to talk about what you know or think will happen in the future (but not about your own intentions or plans):
  • Her mother will be ninety next week.
  • Will he pass the exam, do you think?
  • This job won’t take long.

■ for requests, promises and offers:
  • Will you buy some bread on your way home?
  • We’ll be back early, don’t worry.
  • I’ll help you with your homework.

However, other tenses and expressions are also used to express a ‘future’ idea.

The present progressive is used:

■ to talk about future plans where the time is mentioned:
  • He’s flying to Japan in August.
  • What are you doing this evening?
  • I’m not starting my new job till next Monday.

Be going to with the infinitive is used:

■ to talk about what you intend to do in the future:
  • I’m going to phone Michael tonight.
  • What are you going to do when you leave school?

About to with the infinitive is used:

■ to talk about the very near future:
  • Go and ask him quickly. He’s about to go out.

The present simple is used:

■ to refer to a future time after when, as soon as, before, until, etc.:
  • Ring me as soon as you hear any news.
  • I’ll look after Jo until you get back.
  • You’ll recognize the street when you see it.

■ to talk about future plans where something has been officially arranged, for example on a timetable or programme:
  • We leave Palma at 10 and arrive in Luton at 12.30.
  • School starts on 9 September.

The future progressive is used:

■ to talk about actions that will continue for a period of time in the future:
  • I’ll be waiting near the ticket office.
  • I’ll be wearing a green hat.
  • This time next week you’ll be relaxing in the sun!

■ to ask somebody about their plans or intentions:
  • How many nights will you be staying?
  • Will you be flying back or going by train?

The future perfect or the future perfect progressive is used:

■ to talk about the duration of something that you will be looking back on at a particular time in the future:
  • They’ll have lived here for four years in May.
  • She’ll have been working here for a year in October.

© Oxford University Press

Use of tenses: Talking about the past

The past simple is used:

■ to talk about an action that took place in the past:
  • He got up, paid the bill and left.
  • I didn’t read the letter, I just gave it to Lee.
  • What did you say?

NOTE Often a specific time in the past is mentioned:
  • Did you speak to Amy yesterday?

■ to talk about a state that continued for some time, but that is now finished:
  • I went to school in Scotland.
  • Did she really work there for ten years?

■ to talk about actions that happened regularly in the past:
  • I often played tennis with her.
  • She always won.
  • They never went to the cinema when they lived in the country.

The present perfect is used:

■ to talk about something that happened during a period of time that is not yet finished:

  • The train has been late three times this week.
  • He still hasn’t visited her.

■ when the time in the past is not mentioned, or is not important:
  • He’s written a book.
  • We’ve bought a new computer.

■ when the action finished in the past, but the effect is still felt in the present:
  • He’s lost his calculator (and he still hasn’t found it).

■ with for and since to show the duration of an action or state up until the present:
  • I have worked here since 1998.
  • She hasn’t bought any new clothes for years.

■ in British English, with just, ever, already and yet:
  • I’ve just arrived.
  • Have you ever been here before?
  • He’s already packed his suitcases.
  • Haven’t you finished yet?

NOTE In informal American English the past simple can be used with just, already and yet:

  • He already packed his suitcases.
  • Didn’t you finish yet?

The present perfect progressive is used:

■ with for and since to talk about an activity that started in the past and is still happening:
  • I’ve been working since eight o’clock.
  • He’s been learning English for several years.

■ to talk about an activity that has finished, but whose results are visible now:
  • My hands are dirty because I’ve been gardening.

The past progressive is used:

■ to talk about an action that was in progress at a particular time in the past:

  • What were you doing in the summer of 1999?
  • Was it raining when you left home?

■ to talk about something that was already in progress when something else happened. (You use the past simple for the action that interrupts it):

  • The doorbell rang while they were having breakfast.

NOTE As with the present progressive, this tense cannot be used with ‘state’ verbs:
  • The fresh bread smelled wonderful (not was smelling).

The past perfect is used:

■ to talk about something that happened before another action in the past:
  • I had already met Ed before he came to Bath.
  • When I got to the station, the train had left.

The past perfect progressive is used:

■ with for or since to talk about an activity that started at a time further back in the past than something else:
  • She hadn’t been living there very long when she met Mark.

■ to talk about an activity that had a result in the past:
  • My hands were dirty because I had been gardening.

    © Oxford University Press

Use of tenses: Talking about the present

The present progressive is used:

■ to talk about an action that is happening now, or about a temporary situation:
  • We’re just having breakfast.
  • What are you reading?
  • She’s not listening to me.
  • They’re spending a year in Spain.

■ to talk about something that is not yet finished, even if you are not doing it at the moment when you are talking:
  • I’m learning Italian.
  • She’s writing a novel.

■ with always, to talk about something that happens often, and that you find annoying:
  • He’s always asking silly questions.
  • They’re always coming round here to borrow something.

NOTE Some verbs are not used in the progressive tenses, for example need, want, know, agree, seem, appear, understand, smell, hear, etc. These verbs refer to a state, not an action.
  • I need some new shoes.
  • He wants to go home.
  • Do you know Tania Smith?
  • They love Japanese food.
  • She hates her job.

NOTE Other verbs are used in the present progressive when they refer to an action, and the present simple when they refer to a state:
  • He’s tasting the soup.
  • The soup tastes salty.
  • She’s being difficult again.
  • She’s a difficult child.
  • What are you thinking about?
  • Do you think I should leave?

The present simple is used:

■ to talk about a permanent situation or something that is always true:
  • He lives in Spain.
  • Does he work in a factory?
  • Insects have six legs.
  • What temperature does water boil at?

■ to talk about things that happen regularly:

  • She leaves for school at 8 o’clock.
  • We don’t often go out for a meal.
  • What time do you catch the bus

© Oxford University Press

Prepare for English B2 Exam

Αποκτήστε πιστοποιητικό γνώσης Αγγλικής γλώσσας επιπέδου Β2, ή απλά μάθετε Αγγλικά, με τους ρυθμούς σας, από το σπίτι σας, τον επαγγελματικό, ή οποιοδήποτε άλλο ήσυχο, χώρο, σε οποιοδήποτε σημείο της γης!

Study and learn English B2 at your own pace and at ease!

Χρησιμοποιώντας απλά εργαλεία όπως γρήγορη σύνδεση στο διαδίκτυο και ψηφιακή κάμερα, χωρίς να χρειάζονται ειδικές γνώσεις υπολογιστή, οι σπουδαστές, μέσω Skype και Google Classroom, μπορούν να αποκτήσουν όλα τα απαραίτητα γλωσσικά εφόδια για την πληρέστερη προετοιμασία και επιτυχία σε εξετάσεις Αγγλικών επιπέδου Β2 αναγνωρισμένων από τον ΑΣΕΠ.

Στα μαθήματα αξιοποιούνται η εκπαιδευτική σειρά των Liz και John Soars, New Headway, Fourth Edition από την Oxford University Press, Authentic Examination Papers (Past Papers) των διαφόρων πιστοποιητικών Β2, όπως και πλούσιο υποστηρικτικό υλικό. Για την πληρέστερη παρακολούθηση του προγράμματος συνίσταται η αγορά των: New Headway Upper-Intermediate B2 Student's Book (ISBN: 978-0-19-477181-8), και New Headway Upper-Intermediate B2 Workbook (ISBN: 978-0-19-471889-9). Επιπλέον, κρίνεται χρήσιμη, αν όχι απαραίτητη, η απόκτηση ειδικού βιβλίου προετοιμασίας για τις συγκεκριμένες εξετάσεις που εσείς επιλέγεται, αν το επιθυμείτε. Προσοχή!Για την επιτυχία του στόχου σας είναι απαραίτητη η πολύ προσεκτική μελέτη όλου του υλικού της ψηφιακής πλατφόρμας.

Το πρωτοποριακό και ευέλικτο εκπαιδευτικό πρόγραμμα συνδυάζει όλα τα πορίσματα της νέας παιδαγωγικής αντίληψης με τη σύγχρονη και ασύγχρονη τηλεκατάρτιση/ τηλεκπαίδευση (e-training) για την απόκτηση γνώσης της Αγγλικής σε επίπεδο Β2. Για όλες τις απαραίτητες γλωσσικές δεξιότητες (reading, writing, listening, speaking) παρέχονται οδηγίες και διδάσκονται αναλυτικά. Παράλληλα, με την κατάλληλη εξάσκηση έχουμε το όποιο επιθυμητό αποτέλεσμα. Όλες οι λύσεις των ασκήσεων Reading και Listening (όπως και όλα τα ακουστικά μέρη) υπάρχουν αναρτημένες στην πλατφόρμα για την καλύτερη και αποτελεσματικότερη αυτοδιδασκαλία (self-study). Οι σπουδαστές φωτογραφίζουν ή σκανάρουν τις εκθέσεις (Writing) και τις παραδίδουν ηλεκτρονικά. Στη συνέχεια, οι εκθέσεις επιστρέφονται με τον ίδιο τρόπο με διορθώσεις και εξατομικευμένες υποδείξεις εντός 7 ημερών. Απαραίτητη, αν και προαιρετική, κρίνεται η αμφίδρομη οπτικοακουστική επικοινωνία σε πραγματικό χρόνο (συνάντηση μέσω Skype) για την εξατομικευμένη εκπαιδευτική καθοδήγηση και για την πληρέστερη προετοιμασία για το μέρος των προφορικών (Speaking).

Έναρξη μαθημάτων καθ’ όλη τη διάρκεια του έτους.

Το αρχικό πακέτο μαθημάτων περιλαμβάνει πρόσβαση στην ψηφιακή πλατφόρμα για ένα ολόκληρο έτος και δωδεκα (12), προαιρετικές, ωριαίες συναντήσεις μέσω Skype, σε ημέρες και ώρες από κοινού συμφωνημένες.

Κόστος προγράμματος*

Για την αποτελεσματικότερη παρακολούθηση των μαθημάτων απαιτείται επίπεδο Αγγλικών B1 (Pre-Lower ή Intermediate). Μπορείτε να κλείσετε εδώ με μιρκή επιβάρυνση (€12) ένα κατατακτήριο τεστ (placement / screening test), υπό τη φροντίδα της Hellenic American Union. Για να βρείτε μόνοι σας το επίπεδο των Αγγλικών σας, με την αξιοπιστία του Cambridge Assessment English, ακολουθήστε το σύνδεσμο εδώ.

Για εκδήλωση ενδιαφέροντος για την τάξη Αγγλκών Β2 (Upper-Intermediate / τάξη Lower), παρακαλώ, συμπληρώστε την αίτηση συμμετοχής – φόρμα επικοινωνίας, εδώ.

*Η πληρωμή των διδάκτρων γίνεται με κατάθεση σε τραπεζικό λογαριασμό. Με την αποστολή του αποδεικτικού κατάθεσης, θα λάβετε και τους κωδικούς πρόσβασης στην ειδικά σχεδιασμένη ψηφιακή πλατφόρμα. Προσοχή! Μετά την αποστολή των κωδικών πρόσβασης δεν γίνεται καμία επιστροφή χρημάτων.

My iTutoring
Κόκκινος Πύργος, 70200
Υπ. Σπουδών: Ιωάννης Κων. Τζωρτζακάκης, TESOL, ΜΑ, BA Hons

Book your ECCE and ECPE Screening Tests

Are you ready for ECCE* and ECPE**?  

Would you like to have a clear indication of your own preparation progress towards the Examination for the Certificate of Competency in English (ECCE) and the Examination for the Certificate of Proficiency in English (ECPE)?

You can now take the ECCE and ECPE Screening Tests!

What are the ECCE and ECPE Screening tests?

These are tests within the wide range of the B2 and C2 levels indicating the preparation progress of students towards taking the actual tests.

When can I use the ECCE and ECPE Screening Tests?

Early in the academic year to indicate your current level before the beginning of preparation classes.
At any time during the academic year to monitor your preparation progress.

How can I use the screening tests for the best preparation for the ECCE and ECPE?

  • To have an indication of your current level and to estimate how well you may perform on the ECCE and the ECPE. 
  • To see which parts of the ECCE and the ECPE you may have a better performance in and on which parts of your preparation you need to focus more. 
  • To have a visual indication of whether your correct answers form a consistent pattern by comparing the difficulty of the items with your ability. 

Book your ECCE or ECPE screening test with me!

After your booking and paying the required fee for the screening test of your choice, I will send in your email all required material. A receipt can also be sent to your home address, if you wish. You will then take the test at your most convenient place and time. After you finish the test, you email me your completed efforts, and I will be back to you as soon as possible in no more than 24 hours with your detailed results and a personalised report on your ECCE (B2) or ECPE (C2) preparation progress.

Express your interest by completing this form!

* The Examination for the Certificate of Competency in English (or ECCE) is a standardized high intermediate-level English as a foreign language (EFL) examination. The ECCE certificate is recognized in several countries as official documentary evidence of high-intermediate proficiency in the English language and can be used for academic and professional purposes.
** The Examination for the Certificate of Proficiency in English (ECPE) is a standardized English as a foreign language (EFL) examination. It is recognized in several countries as official proof of advanced proficiency in the English language and can be used for academic and professional purposes. It is accepted by some universities as evidence of proficiency in English if it has been received within the past two years.

List of Irregular Verbs

A list of irregular verbs would be: 

InfinitiveSimple PastPast Participle
alightalighted, alitalighted, alit
awakeawoke, awakedawoken, awaked
bewas, werebeen
bearboreborne, born
beatbeatbeaten, beat
bereavebereaved, bereftbereaved, bereft
beseechbesought, beseechedbesought, beseeched
betbet, bettedbet, betted
bidbade, bidbidden, bid, bade
bidebade, bidedbided
blessblessed, blestblessed, blest
broadcastbroadcast, broadcastedbroadcast, broadcasted
burnburnt, burnedburnt, burned
bustbust, bustedbust, busted
cancould(kein Participle)
cleavecleft, cleaved, clovecleft, cleaved, cloven
clotheclothed, cladclothed, clad
crowcrowedcrew, crowed
dreamdreamt, dreameddreamt, dreamed
dwelldwelt, dwelleddwelt, dwelled
forbidforbad, forbadeforbid, forbidden
forecastforecast, forecastedforecast, forecasted
geldgelded, geltgelded, gelt
getgotgot, gotten
gildgilded, giltgilded, gilt
gnawgnawedgnawed, gnawn
gripgripped, griptgripped, gript
heaveheaved, hoveheaved, hove
hewhewedhewed, hewn
hidehidhidden, hid
kneelknelt, kneeledknelt, kneeled
knitknitted, knitknitted, knit
leanleant, leanedleant, leaned
leapleapt, leapedleapt, leaped
learnlearnt, learnedlearnt, learned
lightlit, lightedlit, lighted
maymight(kein Participle)
meltmeltedmolten, melted
mowmowedmown, mowed
penpent, pennedpent, penned
pleadpled, pleadedpled, pleaded
proveprovedproven, proved
quitquit, quittedquit, quitted
ridrid, riddedrid, ridded
sawsawedsawn, sawed
sewsewedsewn, sewed
shallshould(kein Participle)
shearshearedshorn, sheared
shitshit, shitted, shatshit, shitted, shat
shoeshod, shoedshod, shoed
showshowedshown, showed
shredshred, shreddedshred, shredded
shrinkshrank, shrunkshrunk
smellsmelt, smelledsmelt, smelled
sowsowedsown, sowed
speedsped, speededsped, speeded
spellspelt, spelledspelt, spelled
spillspilt, spilledspilt, spilled
spoilspoilt, spoiledspoilt, spoiled
springsprang, sprungsprung
stinkstank, stunkstunk
sweatsweat, sweatedsweat, sweated
swellswelledswollen, swelled
telecasttelecast, telecastedtelecast, telecasted
wakewoke, wakedwoken, waked
wedwed, weddedwed, wedded
wetwet, wettedwet, wetted

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