Countable and Uncountable: Much/Many

B1 – Intermediate

Countable Nouns

Countable nouns are things you can count.

 Examples:

  • 1 apple, 2 apples
  • 1 book, 3 books
  • 1 student, 10 students

Note: They have singular and plural forms.


Uncountable Nouns

Uncountable nouns are things you cannot count individually.

 Examples:

  • water
  • rice
  • sugar
  • milk
  • information

Note: They usually don’t have plural forms.


Quick Comparison 

CountableUncountable
many apples much water 
many books much rice 
many chairs much sugar 

Simple Tip for Using Many vs Much

  • Use many → things you can count
  • Use much → things you cannot count

Many

We use many with countable nouns (plural).

Structure:

  • many + plural noun

Examples:

  • How many apples are there?
  • There are many students in the class.
  • She has many books.

Much

We use much with uncountable nouns.

 Structure:

  • much + uncountable noun

 Examples:

  • How much water do you drink?
  • There is much sugar in the cake.
  • We don’t have much time.

How Did The World Get So Ugly?

B2 – Upper Intermediate

When we look at the structures that surround us in this day and age, the ones that catch our eye are often from a time before most of us were even born. Creations of the modern day do not tend to inspire awe or wonder compared to the gleaming Eiffel Tower, magnificent halls, and even the tiny yet ornate street lamps of the Victorian era. But what has changed from then to now? How has the world become so ugly?

To find out more, watch the video below.

Vocabulary Questions:

  1. What is a “cesspit”“There would have been open cesspits spilling down the streets, and the stench of sewage boiling in the midday sun would have been unbearable” Use this term in a sentence. Give a similar expression.
  2. What does “embankment” mean? “Those lamps on the embankment did their job, and even though more efficient and better methods of lighting have been invented, they remain 150 years later.” Use this word in a sentence. Give a similar expression.
  3. What does exuberance” mean? “And yet, it has been designed with the same ornamental exuberance as any church or palace.”  Use this expression in a sentence. Give a similar expression.

Discussion Questions:

  1. Have you noticed examples of old structures that look more beautiful than new ones? If so, elaborate on your experiences.
  2. Give your interpretation of this statement: “If you want to understand any society, don’t listen to what it says about itself; look at what it creates.”
  3. Should the aesthetics of public structures be considered more important in modern-day society?
  4. Why do you think designers put less emphasis on the beauty of structures in the modern day?

Non-Gradable Adjectives

B2 – Upper Intermediate

Non-Gradable Adjectives

Non-gradable adjectives describe absolute or extreme qualities — things that are not usually thought of in degrees.

They typically mean:

  • “100%” of a quality, or
  • an extreme point on a scale

Examples:

  • perfect (cannot be “more perfect”)
  • dead (cannot be “very dead”)
  • freezing (already extremely cold)
  • impossible (no degrees logically)

Types

A. Absolute Adjectives (binary: yes/no)

These describe states that are either true or not:

  • dead, alive, married, finished, empty, full, unique

o: The glass is completely empty.
x: The glass is very empty.


B. Extreme Adjectives (strong intensity)

These already contain the idea of “very”:

  • freezing (= very cold)
  • exhausted (= very tired)
  • terrified (= very afraid)
  • delicious (= very tasty)

o: The water is absolutely freezing.
x: The water is very freezing.


Adverbs Used with Non-Gradable Adjectives

Instead of very, we use intensifiers like:

Common Intensifiers:

  • absolutely
  • completely
  • totally
  • utterly
  • entirely

Examples:

 The result was absolutely perfect.
 She was completely exhausted.
 The situation is utterly impossible.


Gradable vs Non-Gradable Comparison

GradableNon-Gradable Equivalent
very coldfreezing
very tiredexhausted
very bigenormous
very goodexcellent

Note: Advanced point: English often prefers lexical intensification (stronger word) rather than adding very.


Can Non-Gradable Adjectives Ever Be Gradable?

Yes — in informal or expressive language, speakers sometimes bend the rules:

Examples:

 This is more perfect than the last version.
 I feel very dead after that workout.

 This is stylistic, emotional, and sometimes ironic or humorous. But in formal/academic English, avoid this.


Subtle Meaning Differences

Compare:

  • very cold → moderately high degree
  • freezing → extreme, vivid, often emotional
  • very good → positive but neutral
  • excellent → strong approval

Note: Choosing non-gradable adjectives adds precision and impact.


Collocation Patterns

Certain intensifiers strongly prefer non-gradable adjectives:

  • absolutely + perfect, impossible, essential
  • utterly + ridiculous, absurd, useless
  • completely + wrong, different, empty

Examples:

That idea is utterly absurd.
 She was completely right.


Common Advanced Errors

x: very perfect
o: absolutely perfect

x: a bit impossible
o: completely impossible

x: extremely unique (controversial in formal English)
o: truly unique (better stylistically)

The Eden Project

B1 –  Intermediate 

The Eden Project in Cornwall, UK is 25 years old. It was built in an old clay pit. Now it has big domes with a rainforest inside.

Many people visit to learn about nature. The site uses energy from underground to keep plants warm.

Now, it has money problems. Fewer people visit after the pandemic. The project lost money and had to cut jobs. Its future is uncertain.

But the founder is still hopeful. The site offers new activities to bring in visitors. It wants to stay open for the future.

Listen to this audio and read the transcript about the problems that the Eden Project is facing.

https://www.newsinlevels.com/products/the-eden-project-is-having-problems-level-3

Vocabulary Questions:

  1. What does “world-class attraction” mean? “This famous destination transformed an old clay pit into a world-class attraction with domes that house a giant indoor rainforest.” Use the term in a sentence. Give a synonym. 
  2. What is “geothermal energy”? “The site even uses geothermal energy from deep underground to keep the tropical plants warm and healthy. ” Use the term in a sentence. Give a synonym. 
  3. What does “to put something in jeopardy” mean? “Because of these problems, the organization had to cut many staff positions to save money. This situation puts the future of the famous greenhouses in jeopardy.” Use the expression in a sentence. Give a synonym. 

Discussion Questions:

  1. Why is the Eden Project so popular place for visitors, especially school children?
  2. Talk about a similar place in your city or country.
  3. What are the effects of the pandemic on the Eden Project?
  4. Do you think adding attractions like a zip wire is a good way to bring more visitors? Why or why not?
  5. How can we protect important places like the Eden Project?

Reported Speech – Questions

B2 – Upper Intermediate

Reported Questions

Reported questions (also called indirect questions) are used to report what someone asked, without quoting their exact words.

  • Direct: She said, “Where are you going?”
  • Reported: She asked where I was going.

Structure 

A. Yes/No Questions → if / whether

When the original question can be answered with yes or no:

  • Direct: “Are you tired?”
  • Reported: He asked if I was tired.

Use:

  • if (more common)
  • whether (more formal)

B. Wh- Questions → Keep the question word

  • Direct: “Where do you live?”
  • Reported: She asked where I lived.
  • Direct: “Why did he leave?”
  • Reported: They asked why he had left.

Change in Word Order

In reported questions, there is no inversion (no question word order).

x: She asked where was I going.
o: She asked where I was going.


Changes in Tenses

When the reporting verb is in the past (asked, wondered, wanted to know), tenses usually shift back:

Direct QuestionReported Question
“Where is he?”She asked where he was.
“What are you doing?”He asked what I was doing.
“Did you finish?”She asked if I had finished.
“Will you come?”He asked if I would come.

Changes in Pronouns, Time, and Place

These often shift depending on context:

DirectReported
nowthen
todaythat day
tomorrowthe next day
herethere
I / youdepends on speaker

Example:

  • “Will you be here tomorrow?”
    → He asked if I would be there the next day.

Advanced Reporting Verbs

Instead of just asked, use more precise verbs:

  • inquire → formal
  • wonder → polite/uncertain
  • want to know → neutral
  • question → sometimes skeptical

Examples:

  • She wondered whether he was telling the truth.
  • They inquired how long the process would take.

Advanced Embedded Questions 

Reported questions can function inside longer sentences:

  • I don’t know where she went.
  • Can you tell me what he meant?
  • Do you remember why they canceled the meeting?

Note: There is still no inversion:
x:  Do you know where is he?

O: Do you know where he is?


Reporting Questions Without “ask”

Sometimes the question meaning is implied:

  • She wanted to know where I had been.
  • He was curious why they left early.
  • They were wondering if we could help.

Common Advanced Errors

x: He asked me where did I go.
o: He asked me where I went.

x: She asked if I am tired.
o: She asked if I was tired. (backshift)

x: They asked where is the station.
o: They asked where the station was.

Modifying Comparisons

B2 – Upper Intermediate

Modifying comparisons means adding words or phrases to fine-tune the degree of difference or similarity between things.

They answer questions like:

  • How much more?
  • How much less?
  • To what extent are they similar or different?

Basic Structure

Comparisons usually follow:

  • comparative adjective/adverb + than
    • faster thanmore complex than

Modifiers come before the comparative form.


Common Types of Modifiers

A. Degree Modifiers (Strength of Difference)

Strong increase:

  • much / far / a lot / significantly / considerably
    • This solution is far more effective than the previous one.
    • She works significantly faster than her colleagues.

Small difference:

  • slightly / a bit / a little / marginally
    • The new model is slightly cheaper than the old one.
    • He arrived a bit earlier than expected.

Emphatic precision:

  • by far
    • This is by far the best option available.

B. Exact Measurement Modifiers

Exact measurement modifiers are used for precise, measurable differences.

  • twice / three times / half / double
  • X percent / X times / X units

Examples:

  • The new engine is twice as powerful as the old one.
  • This building is three meters taller than that one.
  • Sales are 30% higher than last year.

C. Minimizers and Negative Comparisons

  • no / not any
    • This version is no better than the original.
    • He is no more reliable than his predecessor.

Note: These often imply disappointment or equality in a negative sense.


D. Parallel Comparison Modifiers

Parallel comparison modifiers are used in structures like:

“as…as” with modifiers:

  • just as / almost as / nearly as / not quite as
    • She is just as capable as her peers.
    • This task is not quite as difficult as I expected.

Advanced Structures

A. “The + comparative…, the + comparative…”

This structure shows proportional change.

  • The more you practice, the better you become.
  • The less he sleeps, the more irritable he gets.

Modifiers can be added:

  • The much harder you try, the more rewarding it feels. (This is less common and more stylistic.)

B. Comparative Correlatives with Nouns

  • There are far more people attending this year.
  • We have slightly fewer options than before.

C. Ellipsis in Comparisons

Advanced users often omit repeated elements:

  • She is much more experienced than I (am).
  • The results were far better than expected.

D. Comparisons with “ever” and “still”

  • This is even better than before.
  • The situation is still worse than we anticipated.

Note: “Even” and “still” act as intensifying modifiers.


Subtle Meaning Differences

“Much” vs “Very”

  • x: very better
  • o: much better

Note: “Very” does NOT modify comparatives.


“A lot” vs “much”

  • Informal: a lot better
  • More formal: much better

“No more than” vs “Not more than”

  • No more than 10 people attended (= only 10)
  • Not more than 10 people attended (= maximum 10, neutral)

Stylistic and Academic Use

In formal/academic English, you’ll often see:

  • considerably more significant
  • markedly less efficient
  • substantially higher
  • marginally lower

Note: These are preferred over informal forms like a lot.


Common Errors

x: more easier than
o: easier than

x: very more effective
o: much more effective

x: twice more than
o: twice as much as / twice as many as

New Rules for Bikers in Japan

B1 –  Intermediate 

Japan is now punishing bikers who don’t drive properly. This is because accidents have increased. Many accidents involved pedestrians.

A new law will let police give fines. Riders can be fined for using a phone, not stopping at red lights, or riding with earbuds or an umbrella. The highest fine is about $75.

Last year, there were over 67,000 bicycle accidents. Many happened because riders didn’t follow the rules. Some people were badly hurt.

The law is for people aged 16 and older. Small first mistakes may only get a warning.

Listen to this audio and read the transcript about the new rules for bikers in Japan.

https://www.newsinlevels.com/products/new-rules-for-bikers-in-japan-level-3

Vocabulary Questions:

  1. What does “recklessly” mean? “Japanese police are starting to punish people who ride bicycles recklessly, following a record number of accidents that involved pedestrians.” Use the word in a sentence. Give a synonym. 
  2. What does “a record number of something” mean? “Japanese police are starting to punish people who ride bicycles recklessly, following a record number of accidents that involved pedestrians.” Use the idiom in a sentence. Give a synonym. 
  3. What does “fine” mean here: “It allows officers to issue tickets and fines for breaking rules.” Use the word in a sentence. Give a synonym. 

Discussion Questions:

  1. What is your opinion about these new rules for bikers in Japan?
  2. The highest fine is about $75.” What is your opinion on this amount?
  3. What is your reaction to this, “Last year, there were more than 67,000 bicycle accidents in Japan.”?
  4. How can bike accidents be prevented?
  5. Talk about some rules for bikers in your country.
  6. Is your city suitable for biking? Talk about it.

Fermented Food Expel Nanoplastics

B1 –  Intermediate 

Scientists say tiny plastic particles are everywhere, including in our bodies. Microplastics are small, and nanoplastics are even smaller.

A new study in South Korea found that bacteria from the food kimchi can help remove nanoplastics from the body. The bacteria attach to the plastic in the gut, and it leaves the body as waste. This may stop the plastic from building up in organs.

Nanoplastics are a growing health concern because their effects are still unknown. People may take in thousands of tiny plastic pieces each year. Scientists believe this new discovery could help reduce plastic in the body.

Read the article about how fermented food like kimchi can help expel nanoplastics from our body.

https://breakingnewsenglish.com/2604/260402-kimchi-nanoplastics-2.html

Vocabulary Questions:

  1. What does “fermented” mean? “A new study has found that bacteria from the fermented Korean dish  kimchi can help to take nanoplastics out of the body.” Use the word in a sentence. Give a synonym. 
  2. What does “side effect” mean? “Nanoplastics are worrying the medical community. There are many side effects.” Use the term in a sentence. Give a synonym. 
  3. What does “tackle” mean? “The lead researcher said fermented  foods could be “a new biological approach” to tackle the nanoplastic problem.” Use the word in a sentence. Give a synonym. 

Discussion Questions:

  1. What is your opinion about what this study found about kimchi?
  2. What is your opinion and reaction to this, “Our body has 7 grams of plastic. This is about the size of a credit card.“?
  3. What are your thoughts on this, “Fermented  foods could be a new biological approach to tackle the nanoplastic problem.”?
  4. Do you worry about microplastics and nanoplastics and their effects on our health? Share your insights.
  5. Do you like fermented food? Why or why not?

Germany Wants Workers from India 

B1 –  Intermediate 

Germany has a shortage of workers because many older people are retiring and fewer children are being born. There are not enough young workers to fill the jobs.

To solve this, Germany wants to bring in workers from other countries, especially India, which has many young people. It needs workers in engineering, healthcare, manufacturing, and IT, including many nurses and caregivers.

Read the article about how Germany wants to fix the labor shortage problem by asking Indians to come work in their country.

https://breakingnewsenglish.com/2603/260326-germany-labour-shortage.html

Vocabulary Questions:

  1. What does “renewable energy” mean? “Germany is also a leader in renewable energy, pharmaceuticals, and financial services.” Use the term in a sentence. Give a synonym. 
  2. What does “labor surplus” mean? “There’s a huge labour surplus in India.” Use the term in a sentence. Give a synonym. 
  3. What does “area” mean here, “It is struggling to find enough skilled people to work in many areas.”? Use the word in a sentence. Give a synonym. 

Discussion Questions:

  1. What are the pros and cons of hiring Indian workers for Germany?
  2. What is your opinion on this, “The government has made it easier for people to get visas to work in Germany.”?
  3. What causes labor shortage?
  4. What are other solutions to labor shortage in a country?
  5. Do you have the same problem in your country? Discuss it.

Negative Adverbs


B2 – Upper Intermediate

Negative adverbs are used to limit, restrict, or negate meaning, often adding emphasis, formality, or rhetorical force. At advanced levels, they are especially important for inversion, tone, and subtle distinctions.


1. Core Negative Adverbs

Common forms:

  • never
  • rarely / seldom
  • hardly / barely / scarcely
  • no sooner
  • little (formal, meaning “not much”)
  • not only (paired structure)
  • in no way / on no account / under no circumstances

These are often called negative or semi-negative adverbials.


2. Inversion After Negative Adverbs

When a negative adverb starts a sentence, we use subject–auxiliary inversion (like a question form).

Structure:

Negative adverb + auxiliary + subject + main verb

Examples:

  • Never have I seen such chaos.
  • Rarely does she complain about anything.
  • Hardly had we arrived when it started raining.
  • Under no circumstances should you open that door.

Notes:

  • Use an auxiliary verb (do/does/did) if none exists:
    • X: Rarely she goes there.
    • O: Rarely does she go there.

3. “Hardly / Scarcely / Barely” + “when”

These express that one event happens immediately after another.

Structure:

Hardly/Scarcely/Barely + had + subject + past participle + when + clause

Examples:

  • Hardly had I finished speaking when he interrupted me.
  • Scarcely had they met when they became close friends.

4. “No sooner” + “than”

Similar meaning, slightly more formal.

Structure:

No sooner + had + subject + past participle + than + clause

Example:

  • No sooner had she left than the phone rang.

5. “Little” as a Negative Adverb (Formal)

“Little” can mean “not at all” or “hardly”, often with inversion.

  • Little did he know that everything was about to change.
  • Little have we understood the true impact of this decision.

This is very common in storytelling and formal writing.


6. Emphatic Structures with “Not only…”

Structure:

Not only + auxiliary + subject + verb, but also + clause

Example:

  • Not only did she win, but she also broke the record.
  • Not only is he talented, but he is also incredibly disciplined.

7. Double Negatives (Advanced Nuance)

In standard English:

  • X: I don’t know nothing (non-standard, dialectal)
  • O: I don’t know anything

However, advanced learners should recognize:

  • Double negatives can be used rhetorically:
    • This is not uncommon (= somewhat common)
    • He is not unwilling to help (= somewhat willing)

These create softened or nuanced meanings.


8. Negative Adverbials of Restriction

These add strong emphasis and are common in formal or academic English:

  • In no way is this acceptable.
  • At no point did they explain the risks.
  • On no account should this be repeated.

9. Register and Style

StructureRegister
Never have I seen…Formal / literary
I have never seen…Neutral
Rarely does he…Formal
He rarely…Neutral

Inversion makes it more dramatic, formal, or rhetorical.


10. Common Mistakes

X: Never I have seen such a thing
O: Never have I seen such a thing

X: Hardly I had arrived when…
O: Hardly had I arrived when…

X: No sooner I had finished than…
O: No sooner had I finished than…