Table of Contents


Week 1 | English Grammar

Day 1| Auxiliary verbs

Day 2 |Am/is/are

Day 3 |Am/is/are Questions

Day 4 |I am doing (present continuous)

Day 5 |Are you doing? (present continuous questions)

Day 6 |I do/work/like (present simple)(present continuous questions)

Week 2 | English Grammar

Day 1 |I don't... (present simple negative)

Day 2 |Do you...? (present simple questions)

Day 3 |I am doing (present continuous) I do (present simple)

Day 4 |I have... and I've got...

Day 5 |Was/were

Day 6 |Worked/got/went etc (past simple)

Week 3 | English Grammar

Day 1 |I didn't... did you...? (past simple negative and questions)

Day 2 |I was doing (past continuous)

Day 3 |I was doing (past continuous) and I did (past simple)

Day 4 |I have done (present perfect 1)

Day 5 |I've just... I've already... I haven't...yet (present perfect 2)

Day 6 |Have you ever...? (present perfect 3)

Week 4| English Grammar

Day 1 |How long have you...? (present perfect 4)

Day 2 |For, since, ago

Day 3 |I have done (present perfect) and I did (past)

Day 4 |Is done, was done (passive 1)

Day 5 |Is being done, has been done (passive 2)

Day 6 |Be/have/do in present and past tenses

Week 5| English Grammar

Day 1 |Regular and irregular verbs

Day 2 |What are you doing tomorrow?

Day 3 |I'm going to...

Day 4 |Will/shall (1)

Day 5 |Will/shall (2)

Day 6 |Might

Week 6| English Grammar

Day 1 |Can and could

Day 2 |Must, mustn't, don't, need to

Day 3 |Should

Day 4 |I have to

Day 5 |Would you like...?

Day 6 |Do this! Don't do that! Let's do that

Week 7| English Grammar

Day 1 |I used to...

Day 2 |There is... There are...

Day 3 |There was/were... There has/have been... There will be...

Day 4 |It...

Day 5 |I am, I don't

Day 6 |Have you? Are you? Don't you? etc

Week 8| English Grammar

Day 1 |Too/either/so am I/neither do I etc

Day 2 |Isn't/haven't/don't etc (negatives)

Day 3 |Do they? Is it? Have you?

Day 4 |Forming questions (who/what/why/where/when/which)

Day 5 |What...? Which...? How...?

Day 6 |How long does it take...?

Week 9| English Grammar

Day 1 |Do you know where...? I don't know what... etc

Day 2 |He/she said that... He/she told me that...

Day 3 |Work/working Go/going Do/doing

Day 4 |I want you to... I told you to...

Day 5 |I went to the shop to...

Day 6 |Go to... Go on... Go for... Go -ing... Get…

Week 10| English Grammar

Day 1 |Get...

Day 2 |Do and make

Day 3 |Have...

Day 4 |I/me He/him They/them etc

Day 5 |My/his/their etc

Day 6 |Whose is this? It's mine/yours/hers etc

Week 11| English Grammar

Day 1 |Myself/yourself/themselves etc

Day 2 |A/an...

Day 3 |Singular & plural

Day 4 |The...

Day 5 |Go to...

Day 6 |This/that/these/those

Week 12| English Grammar

Day 1 |Some & any

Day 2 |All/most/some/any/no/none etc

Day 3 |Adjectives

Day 4 |Adverbs

Day 5 |Imperatives

Day 6 |And but or so because

Week 13| English Grammar

Day 1 |When...

Day 2 |If we go... if you see... etc

Day 3 |If I had... If we went... etc

Day 4 |A person who... A thing that/which (relative clauses 1)

Day 5 |How long have you…?(present perfect 4)

Day 6 |For since ago


Learning Objective: To understand what a compound-complex sentence is and to be able to recognise them.


A compound-complex sentence is a sentence made up of a compound sentence and a complex sentence.


A compound sentence: is a sentence made up of two or more simple sentences. These two or more simple sentences are normally joined together by a coordinator such as “and” “but” “or”. If a compound sentence is divided the parts will each make sense as smaller sentences on their own.

A complex sentence: is a sentence made up of two different types of clauses. It contains a

main clause (a simple sentence) and a subordinate clause (a sentence which does not make sense by itself).


The main clauses provide the topics of the sentence, the subordinate clause adds extra detail and information afterwards.


Lucy struggled with her English work but she now understands it because she asked her online tutor for help


This compound-complex sentence can be broken down into two main clauses or simple sentencesLucy struggled with her English work” and “she now understands it”. There is also a subordinate clause “Because she asked her online tutor for help.”

Remember you can check for main clauses by reading aloud and seeing if the sentence makes sense on its own. If it does then it is a main clause. If it does not make sense when read aloud then it is a subordinate clause.


Activity 1


Can you think of any examples of a compound-complex sentence? Try and write three below:



What is a compound-complex sentence?



Activity 2

Identify the simple sentences from the table below with a S, the compound sentences with a C and the complex sentences with a X and the compound-complex with a P.


Tears rolled down her face.The sun was shining in the sky yet it was also raining what strange weather.
Lucy’s mum wouldn’t let her go to school unless she had eaten breakfast and brushed her teeth.Peter ran faster than Holly but she ran very fast.
I wanted to eat out but Adam wanted to order food in.Polly went for a long walk outside.
Everything was going well in the exam when suddenly the clock fell off the wall.The computers at school work faster than John’s laptop.
The man was sat the piano was playing music when a lady walked in and started singing. The football had a puncture and was flat.
Tom’s bike is fast but Adam’s bike is faster and bigger. The stack of books was very tall if it wasn’t moved it would fall over.



Activity 3


Look carefully at the sentences below. They are all examples of compound-complex sentences. Try breaking them down into their main clauses and subordinate clause and their subordinating conjunction.

Remember: The subordinating conjunctions are = for, and, nor, but, or, yet, so.

Example: The online tutor was there to help the tutee when they needed it and to support them in all their work.

Answer: Main clause 1: The online tutor was there to help the tutee, main clause 2: To support them in all their work, subordinate clause: when they needed it, subordinating conjunction: and.

Explanation: “The online tutor was there to help the tutee” and “to support them in all their work” are main clauses because they make sense as a single sentence. “When they needed it” is a subordinate clause because it does not make sense as a single sentence. “And” is the subordinating conjunction because it joins two sentence clauses together.


1. Hannah picked up the telephone and she dialled her friends number who she wanted to invite to the cinema.


Main clause:

Subordinate clause:


2. Adam had finished his tuition homework so he got it ready to show his online tutor what he had completed.


Main clause:

Subordinate clause:


3. In winter some trees lose their leaves because of the weather yet other types of trees keep them.


Main clause:

Subordinate clause:


4. When you drive a car it can be dangerous so you should always wear your seatbelt and you should drive carefully.


Main clause:

Subordinate clause:



Activity 4


Choose a subordinate clause and a compound sentence to create some compound-complex sentences. Then write them out underneath



Compound Sentences Subordinate Clauses
I like eating fish but not someone else probably needed it more than he did.
The skies are grey yet the weatherman promised good weather.who was sat at the old piano playing it.
The online tuition work is fun and interesting.because they taste strange.
Lucy had finished colouring so she gave her crayons to her friendunless I misheard and he meant tomorrow.
In the big house I saw an old man or an old woman.which is set for me by my online tutor.
He returned the lost money he had found for he knew it was the right thing to do.who needed them to draw a picture.





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