Ever wondered why I am an English teacher?

Then you will be pleased to know that my story has been published on Vocal Media, to read it please go to:



I am still here! [Poorly teacher :( ]

I will endeavour to release some Halloween themed worksheets before the Halloween week is out, I’ve been so poorly that I have spent the last week under a blanket trying to stay awake!

I hope you all had a fabulous Halloween!

UK History Halloween Special: British Murders

Us Brits have long had a morbid curiosity for the macabre, and our history is full of it. In this Halloween special, I will give a short glimpse into where it all began, with accounts of some of our earliest infamous murderers…

To begin, a little foray into the history of grave robbing. Approximately 200 years ago, grave robbing was becoming a problem for the recently deceased… Just when you finally thought you might get some peace and quiet, some body snatcher would come along and dig you back up again to, quite literally, sell you for science. Which, while assisting in the development of modern medicine, was somewhat rude! These grave robbers, body snatchers or ‘resurrectionists’ (Book recommendation: a novel by James Bradley, ‘The Resurrectionist’) had stumbled upon a gap in the market – while the number of medical and anatomy schools was increasing, the number of public executions (the usual, and only legal, place to acquire a body for medical science) was decreasing and we hadn’t quite mastered the art of refrigeration. You see the problem… So, for a fee, a body could be acquired by alternative means and delivered under darkness via a back door. The fresher the cadaver, the higher the fee…

“What was it like to enter a Victorian mortuary?
It was a room in a hospital likely to look out upon an internal courtyard, so that members of the public couldn’t see in. Its windows would be rubbed with soap or tallow to obscure the view, but natural light was preferred. In the centre of the room would stand a stone table, without a rim or drain: any fluids ran off it to be soaked up by the sawdust on the floor.
Sometimes there was a secret chamber above the fireplace, where a dubiously acquired corpse would be lifted, via hooks and pulleys, to evade any investigation. The notion that medical students needed to hone their skills by dissecting corpses caused great distress, and in previous centuries had been condemned by the Church.”
Taken from: Lucy Worsley, ‘A very British Murder’, page 197.
(Book & TV recommendation: I 100% recommend this book, along with the corresponding TV show of the same name.)

Burke and Hare: Edinburgh, Scotland (1828) – Anatomy Murderers 

Burke and Hare[1]

For Burke and Hare, spying on funerals and digging up corpses was just too much effort. Why would you spend your evenings sneaking around in the dark and digging up merchandise, when a far simpler solution was at hand? 
The career choice of ‘Anatomy Murderers’ began to form in their minds when one of Hare’s elderly tenants made the mistake of dying whilst still owing Hare £4 in rent – naturally, the only solution the pair could see to regain this loss was to weigh down the old man’s coffin with tanning bark and sell his body to Edinburgh University for £7.10, a tidy profit for their troubles. This made being an elderly or unwell tenant in Hare’s house a rather risky affair, and when a second tenant wasn’t dying of natural causes quickly enough, the pair suffocated him and got him down to the University for their fee.
Unluckily for Burke and Hare, although lucky for Hare’s tenants, no further illnesses struck the property, so they decided to investigate other means. Now, fresher is better (more money) and all that planning, spying, waiting and digging is a tiresome, messy business. So instead, Burke and Hare wandered the poorest communities and lured back drunkards, prostitutes, the elderly and the disabled. They suffocated, forcefully overdosed and broke the backs of at least 16 victims, in just ten months. Selling them onto Edinburgh University for between £7 and £10 a piece.

William Palmer: Rugeley, England – The Victorian ‘Prince of Poisoners’ 

“The greatest villain that ever stood in the Old Bailey.”
Charles Dickens on William Palmer in ‘The Demeanor of Murderers’.

William Palmer[2]

As the local doctor, William Palmer should have been an upstanding and trustworthy member of the community. Which many may have considered him to be, until it was discovered that he had poisoned 15 people including his wife, four infant children (the eldest making it to 2 and a half months, the youngest just 7 hours), his own brother and his mother in law!
As with Burke and Hare, Palmer’s motive was money. He insured his relatives, poisoned them with strychnine (traditionally used for killing rodents), noted their death as being due to “convulsions”, pocketed any additional cash on the body – as with a friend who had the misfortune of visiting Palmer’s home while in possession of a large sum of cash, and gambled the insurance money away on a horse racing addiction. His motives for killing his own children are also thought to have been financial, although admittedly not for insurance money, but rather so that he didn’t have to pay to feed them.

Constance Kent: Road (now Rode), England (1860) – The Rise of the British Whodunnit


In the 1860s, Detectives were still new to England (see my blog post on Thursday 6th October 2017 on ‘Jack the Ripper and the Victorian Policeman’ for further information on the Victorian British Police force). Not only were detectives new, and not entirely trusted, but society was still unfamiliar with the notion of a female murderer – let alone a female who had murdered a child, a child who was her blood relative. (Book Recommendation: ‘The Suspicions of Mr Whicher or The Murder at Road Hill House’ by Kate Summerscale. It is an in-depth look into The Constance Kent Case and the rise of the British detective.)


Constance was one of the ten children of a wealthy Home Office Factory Inspector, Samuel Saville Kent and his wife, Mary Ann Kent. In 1852, her childhood was rocked by the sudden death of her Mother, Mary. Constance’s father went on to marry Constance’s former governess, Mary Drew Pratt with whom he had a further five children – including the murder victim, Francis Saville Kent.
Constance had an intense dislike for her stepmother due to her mistreatment of her Mother – it is thought that her father had not waited for the death of his first wife before bedding his later second wife and that the second Mrs Kent was verbally condemning of the first Mrs Kent. It is also considered that both her father and stepmother showed a preference for the younger, second Mrs Kent’s children.
On the night of June 29th 1860, four year old Francis was removed from his bedroom and later found wrapped in his nightshirt and blanket down the outdoor toilet, with several stab wounds to his chest and hands and his throat slit to the point of almost being decapitated.
Cue the perplexing whodunnit situation – it must have been someone within the family home, but who, when, why and how?
The Police attempted a conviction on the boy’s nursemaid (and Mr Saville Kent’s lover), Elizabeth Gough, who had been sleeping in the same room as young Francis – she was arrested twice but released without charge.  On July 16th Constance was arrested, “but released without trial owing to public opinion against the accusations of a working class detective against a young lady of breeding” (Road Hill House Murder by Susanne Ross). The case collapsed and the family moved to Wrexham in North Wales, sending Constance off to a French finishing school in the process.
However, five years later, Constance confessed to the murder, claiming that it was an act of revenge against her stepmother and served 20 years in prison.
Many suspect that Constance was not guilty, but acting as a shield for someone else. Some suspect that the murderer was in fact her father, who after being interrupted in his coitus with the nursemaid, killed the child in a fit of rage. Others suspect it was to cover for her beloved brother, William Saville Kent – with whom she had a close sibling relationship, and lived with in Tasmania following her release from prison.

So whodunnit? We will never know…

References for images:
1. http://content.time.com/time/specials/packages/article/0,28804,1900368_1900369_1900364,00.html
2. https://www.cannockchasedc.gov.uk/custom/HeritageTrail/rugeley_town.html
3. http://murderpedia.org/female.K/k/kent-constance-photos.htm


It’s October! :D

My favourite time of year!!

To celebrate, this month will have several themed blog posts, activities and even words of the day!

Upcoming Halloween themed blog posts include:

  • Halloween Idioms
  • Jack the Ripper & The Victorian Detective
  • Film, TV, book and song recommendations
  • British Murders

Halloween themed ‘Word of the Day’: Monday 30th October – Sunday 5th November

Halloween themed activities will be added throughout the month, including:

  • Which Witch?
  • Pumpkin Adjectives
  • Vampire Quiz

Watch this space! 😀


British English TV/film/book recommendations + fluency tips!

In a previous blog post, I discussed the differences between British and American English and recommended some TV shows and films which were great for British English language learners.

Read it here:  https://graceenglishlanguageteaching.wordpress.com/2017/09/22/british-v-american-english/

In addition to recommended watch and read lists – here are some additional tips for fluency!

YouTube videos: Short clips, up to 10 mins long
For: Beginners
What to look for: Neutral British accents with a slow speaking speed – check out my FREE Google Classroom for some which I have already found + tasks to go with them (for help on how to access this see:  https://graceenglishlanguageteaching.wordpress.com/tech-support/ )
Fluency tips: Listen to the whole video without stopping. Do not stop and start on words you’re unsure of. If you are finding the video too fast, use the settings to slow the speed:
Youtube SettingsI recommend reducing the speed to 0.75.
Once you’re more confident with hearing the words at 0.75, turn it back up to ‘normal’, and listen again! 🙂


TV Shows: Episodes between 20mins and 60mins in length.
For: Intermediate
What to look for: Generally filmed in England, with English actors. The language will be faster in TV shows than YouTube clips.
Fluency tips: Listen to a whole episode without stopping. Do not stop and start on words you’re unsure of. Try to get an idea of what is happening, see if you can understand the story of the episode. Watch as many times as you need to and see if you can work out all of the key plot points. Ideally discuss with other learners or native speakers.
Recommendation list: 

  • Jeeves and Wooster (comedy)
  • Black Adder (comedy)
  • The Paradise (drama)
  • Goodnight Sweetheart (comedy-drama)
  • Open All Hours (comedy)
  • Time Team (history/documentary)
  • Midsummer Murders (detective drama)
  • Victorian Farm (history/documentary)
  • Edwardian Farm (history/documentary)
  • Tudor Farm (history/documentary)
  • Lucy Worsley shows, any (history/documentary)
  • Brian Cox shows, any (astronomy/documentary)


Films: I would aim for 1.5 to 2 hours in length, leave the 3hours + sagas for later!
For: Advanced
What to look for: Generally filmed in England, with English actors.
Fluency tips: Watch the film all the way through, without stopping to go over particular words or phrases. Watch as many times as you need to and see if you can work out all of the key plot points and make notes of any words or phrases which you’re not sure about.  Ideally discuss with other learners or native speakers.
Recommendation list: 

  • The Kings Speech (historical drama)
  • Love Actually (Christmas-themed romantic comedy)
  • Brief Encounter (romantic drama)
  • Hot Fuzz (parody/mystery)
  • Shaun of the Dead (comedy horror)
  • The Hogfather (fantasy thriller)
  • Great Expectations (romantic drama)
  • The Best Exotic Marigold Hotel (comedy drama)
  • Carry On, any (comedy)


Books: For learners who are feeling more confident with their reading and want to give an English novel a go, I have some recommendations below.
Fluency tips: Do not stop to translate each word you do not understand while you are reading, underline the word with a pencil if you wish to come back to it, but keep going! At the end of each chapter – have a think about what happened, did you follow the main plot points? Make a guess for the meaning of each unknown word, then see if you were correct using your dictionary. HOWEVER, if you’re happily reading and don’t want to stop after each chapter – don’t! See if you can figure out the words you didn’t recognise at the end 🙂
Recommendation list:

  • ‘My Brother is a Superhero’ by David Solomons
  • ‘The Twits’ by Roald Dahl (to be honest, ANY Roald Dahl is fine – this one just happens to be my personal favourite!)
  • ‘The House That Sailed Away’ by Pat Hutchins
  • ‘The Worst Witch’ by Jill Murphy
  • ‘The Firework Maker’s Daughter’ by Philip Pullman
  • ‘Cliffhanger’ by Jacqueline Wilson
  • Any of ‘The Magicians Series’ by William Corlett – the first one is ‘Steps Up the Chimney’
  • ‘The Time-Travelling Cat’ by Julia Jarman

If you have read these, or fancy something different, start with books recommended for native English speakers aged 8 to 9 years, then work your way up to young adult.

Happy watching and reading! 😀


British v American English

I have had a few students come to me and explicitly state a preference for learning British English over American English. In my experience, the desire to know one over the other depends mostly on where a student is, or wishes to be, living and/or a requirement from their job to deal with companies in one country more often than the other. In some cases it comes down to geography, but even then, most of the time it is due to which country they are required to deal with the most at work.

Being a native British English speaker, all of my resources (in terms of language and spelling), lessons, blog posts and so on, are in British English.

This blog post will briefly outline the differences between British and American English. It will also give those wishing to concentrate their learning on British English, some TV shows and films which may assist in their listening and comprehension.

So, what is the difference? Surely they’re both English, right?

The main difference between the two forms of English is vocabulary. Many words, although existing in both, have completely different meanings in each. For example;

American English: One’s trousers
British English: One’s underwear

A mistake here, could already be sending a conversation off track.. No one wants to walk into a business meeting in London, and accidentally compliment their new boss on their choice of underwear… Not to mention the fact that British English also uses ‘pants’ to express a dissatisfaction in an item or experience – “that movie was pants, what a waste of time and money”.

It becomes very easy to see how learning one when you require the other, can lead to some interesting (and potentially embarrassing) conversations!

Here is a short list of other examples:

American English: A device for holding up one’s trousers
British English: A device for holding up lady’s stockings

American English: A type of firework
British English: An informal term for a sausage

American English: A level, smooth, single leveled structure
British English: A self contained housing unit, often in blocks of multiple dwellings

American English: A room for relaxation in a public place
British English: A room for relaxation and entertainment, within one’s own home

American English: A person leaping from a building as an act of suicide
British English: A warm item of clothing, worn during winter

American English: A wafer thin slice of potato, baked or fried, eaten as a snack
British English: A long, rectangular piece of deep-fried potato, eaten as part of a meal

On a further note r.e. chips – I unexpectedly found the perfect example of this while watching a British TV show. During the show, a wedding for a British couple was arranged in America. The groom requested the classic British dish ‘fish and chips’ to be served at their wedding reception. However, being American, the restaurant proceed to serve fried fish with salt & vinegar flavoured crisps on the side!

Okay, so some words mean different things – that’s it, right?

Well, no. Unfortunately not. On top of the fact that some things have entirely different words attributed to them across the two forms of English, some words are the same! They are even spelled the same! But they are pronounced in an entirely different way… For example:

ADVERTISEMENT: A notice in a public medium, to promote a product or service
British English pronunciation: Ad-vert-is-ment
American English pronunciation: Ad-ver-tise-ment

HERB: A plant with leaves, herbs or seeds which are used to flavour food
British English pronunciation: H-er-b
American English pronunciation: err-b

BROCHURE: A small book or magazine containing promotional images and information
British English pronunciation: Bro-sher
American English pronunciation: Bro-shure

But wait, sometimes the word is the same in terms of meaning and pronunciation!

…However, the spelling is different! For example:

British English: COLOUR
American English: COLOR

British English: FLAVOUR
American English: FLAVOR

British English: HUMOUR
American English: HUMOR

British English: TRAVELLED
American English: TRAVELED

British English: ORGANISE
American English: ORGANIZE

British English: ANALYSE
American English: ANALYZE

British English: CATALOGUE
American English: CATALOG

British English: CENTRE
American English: CENTER

And many more!… Theses differences are mainly due to the 20th Century American dictionary pioneer, Noah Webster, who wanted to ensure an American independence from England. Webster created the first American dictionary, simplifying many spellings and altering the spellings of other words. Some of his changes, such as dropping the ‘b’ from thumb and spelling women as ‘wimmen’, didn’t stick, but many did. Whereas, British English kept the spellings which it had absorbed from other languages, such as French and German.

Okay, so there’s some different meanings, some different pronunciations, some different spellings, that MUST be all?

Nope! In some cases, the words for a certain thing in the two forms of English are just completely different! For example, it took me a long time to discover that when a chef on an American cookery show referred to ‘cilantro’, they were referring to what in England we call ‘coriander’…

A few further examples are:

British English: Aubergine
American English: Eggplant

British English: Cot
American English: Crib

Image result for courgette[3]
British English: Courgette
American English: Zucchini

British English: A (baby’s) dummy
American English: A pacifier

Image result for football[5]
British English: Football
American English: Soccer

You get the idea! And even some of the American English words in these situations, such as pacifier, are also used in British English – they just have a different meaning. In British English, a pacifier is a person or thing which pacifies a certain thing or person – so we’d say, ”pass them their dummy, that will pacify them for now”.

So you have…

  • Words, which are in both British and American English, but mean an entirely different object in each.
  • Words which are in both forms of English, are spelled the same, mean the same objects, but are pronounced in entirely different ways.
  • Objects which exist in both cultures, but have completely different names.

Hopefully, this has elaborated some of the differences between the two forms of the English language!

Still want to concentrate on British English?

If you’re still interested in improving your British English, then I recommend the following TV shows and films – they have mainly British casts and the actors have neutral accents. (Please check that the age rating is suitable for those watching, before settling down to watch any of my recommendations!)

TV shows:

  • Jeeves and Wooster (comedy)
  • Black Adder (comedy)
  • The Paradise (drama)
  • Goodnight Sweetheart (comedy-drama)
  • Open All Hours (comedy)
  • Time Team (history/documentary)
  • Midsummer Murders (detective drama)
  • Victorian Farm (history/documentary)
  • Edwardian Farm (history/documentary)
  • Tudor Farm (history/documentary)
  • Lucy Worsley shows, any (history/documentary)
  • Brian Cox shows, any (astronomy/documentary)


  • The Kings Speech (historical drama)
  • Love Actually (Christmas-themed romantic comedy)
  • Brief Encounter (romantic drama)
  • Hot Fuzz (parody/mystery)
  • Shaun of the Dead (comedy horror)
  • The Hogfather (fantasy thriller)
  • Great Expectations (romantic drama)
  • The Best Exotic Marigold Hotel (comedy drama)
  • Carry On, any (comedy)


References for images:
[1] https://www.seedsforafrica.co.za/products/black-beauty-eggfruit-organic-heirloom-vegetable-100-seeds
[2] http://www.kiddicare.com/c/Cots.htm
[3] https://www.bbcgoodfood.com/howto/guide/grow-your-own-courgettes
[4] http://www.dailymail.co.uk/femail/article-3194442/How-cure-four-year-old-s-addiction-dummy-Harper-Beckham-photographed-one-mouth-JILL-FOSTER-speaks-mums-children-use-soother-past-age-one.html
[5] http://www.bbc.co.uk/sport/football/national-league

Commonly Confused Words

The English language is riddled with homophones (words which sound alike but have different meanings and different spellings i.e. blew and blue – see https://graceenglishlanguageteaching.wordpress.com/downloadable-worksheets/ for my free, downloadable worksheet on this), homographs (words which are spelled the same, but have different meanings i.e. read and read or, row and row) and homonyms (words which sound the same but have different spellings i.e. which and witch).  I assure you, these are the bane of many a native English speaker, let alone foreign language students! In this blog post, I will address a few of the homophones, homographs and homonyms, which I have found trip up my students most often.


To make these two even more complicated, the verb which relates to the meaning of affect, is effect!

Affect: verb: to have an impact on; to make a difference to
e.g. My love of cake is beginning to have an affect on my weight!

Effect: verb: to cause an event
e.g. The earthquake had the effect of causing a tsunami.

Effect: noun: a change which is the result of another action
e.g. Class A drugs can have lethal effects on the user.


Note: Fayre, an archaic spelling of fair and fare, hasn’t been used in day-to-day English since the early 19th century.

Fair: noun:  A market (or event) for business or pleasure i.e. funfair, antiques fair, wedding  fair.
e.g.  The girls were very excited about going to the County fair.

Fair: adjective: 1. the act of treating people equally; 2. to be of a light complexion or have light/blonde hair; 3. dry pleasant weather
e.g. Tom’s boss was very fair, he treated all of his employees equally.
e.g. Sue had no idea how both her daughters were fair, both her and her husband had black hair!
e.g. The weather had been fair all week.

Fare: noun: The money paid for a journey on public transport
e.g. Claire wanted to go to Australia, but the plane fare was too expensive.

Fare: noun: To get on; to progress; to cope
e.g. ”How are you faring in your new job?”
e.g. John’s favourite football team has fared badly in the Championships.

or IT’S

Its: possessive pronoun: belonging to it
e.g. The cat flicked its tail from side to side.

It’s: contracted form of ‘it is’
e.g. It’s a beautiful day.


Stationary: adjective: not moving
e.g. The bus had been stationary for over an hour, Joe was definitely late for work!

Stationery: noun: pens, paper etc used to study or work
e.g. The academy stationery had arrived, every student would now have an academy notebook and pen.


Their: determiner: belonging to or associated with someone
e.g. ”Have you heard Jane’s band? Their songs are really good!”

There: adverb: in, at, or to that place or position
e.g. ”Please can you pass me the cake tin? I put it over there.”

They’re: contraction of ‘they are’
e.g. ”You don’t have long to get ready, they’re picking us up at 6pm!”


Which: pronoun and determiner: to specify one over another
e.g. George was not sure which shirt to wear for his first day at work.

Witch: noun: a woman thought to have magical powers (think pointy hats, black cats and flying about on broomsticks)
e.g. The witch was counting the days until Halloween.


Who’s: contracted form of ‘who is’
e.g. ”Who’s going to cook dinner?”

Whose: determiner and pronoun: belonging with or associated to a person
e.g. ”Whose are these clothes? They’re lovely!”


I hope these help! If there are other word combinations confusing you, just drop me a message! 🙂 Don’t forget to keep an eye on my free, downloadable homophone, homograph and homonym worksheets!

Google Classroom: Free Listening and Comprehension Exercises

I have begun adding free listening and comprehension activities to my Google Classroom! The first one – a listening task on Arthur Conan Doyle’s famous fictional detective, Sherlock Holmes, is ready to use!

If you have a gmail account and wish to access the materials, the class code is 1ecd41c

For further instructions on how to use Google Classroom, take a look at my Tech Support page: https://graceenglishlanguageteaching.wordpress.com/

I hope they help – enjoy! 🙂


Talking Like A Native: The Power of ‘Get’ Phrasal Verbs

Ah, the phrasal verb… A phrasal verb is a main verb + adverb, preposition, or both.

As an English as a foreign language learner, you may ‘run into’ many a native English speaker who frequently uses phrasal verbs, without actually seeming to notice themselves do so!  Ultimately, ‘it boils down to’ the fact that native speakers hear, and subsequently use, phrasal verbs their entire life – and we don’t always realise that we are doing it!

This blog marks the first of my posts into the wonderful world of phrasal verbs – to get you talking like a native! There will be many blogs to follow on phrasal verbs, but I’m going to start with ‘get’, so…

…Let’s ‘get on with it’!

English has a lot of ‘get’ phrasal verbs, you will hear these a lot! (They are particularly good if you have teenage children to yell them at!)

To get on with something: To do an activity, generally one you are avoiding
e.g. ”You should be getting on with your homework!”
e.g. ”Will you just get on with it? I’m waiting for you to be finished.”

To get on with someone: To have a good relationship with someone
e.g. ”I like Amanda, we get on really well!”

To get along: To be on good terms with someone
e.g. ”It is important to get along with your teacher.”

To get out of: To avoid doing an activity or task
e.g. ”My son is trying to get out of washing the dishes!”

To get out: To leave 
e.g. ”Did it take you a long time to get out of town? I heard the traffic was terrible!”
e.g. ”Get out of my house!” (this is negative and would be said in anger or after insult)

To get away: To leave
e.g. ”I think we should get away for the weekend!”

To get away with: To not be punished for something
e.g. ”He’s not going to get away with stealing my car!”
e.g. ”Don’t think you’re going to get away with not doing your homework!”

To get over: To recover from (physically or emotionally)
e.g. ”I think I am getting over my cold, I feel much better.”
e.g. ”Sue needs to get over Bob, they broke up months ago and he’s dating someone new!”

To get: To understand
e.g. ”Did you get what the teacher was explaining in class?”
e.g. ”I don’t get it, please can you explain again?”

To get up: The action of getting out of bed in the morning or to arise from a position
e.g. ”Will you get up? You are going to be late for school!” 
e.g. ”Can you please get up off the floor?”

To get together: To meet up with a person or group
e.g. ”Let’s all get together at the weekend, we can do our homework then drink beer”
e.g. ”We should all get together for your birthday!” 

To get in: To enter
e.g. ”What time did you get in last night?”

To get into: To enter into a place or situation
e.g. ”How did you manage to get into your house, if you didn’t have your keys with you?”
e.g. ”Sue finally seems to be getting into rock music”

To get by: To survive, to cope
e.g. ”It is hard to get by with only a part time job, but I manage.”
e.g. ”My students find it hard to get by without a job.’

To get at: To imply
e.g. ”What are you getting at? Do you think it is my fault?”

To get off: To avoid punishment; To finish work; To remove; To enjoy something (to name but a few)
e.g. ”I can’t believe the thief is going to get off! They should have charged him!”
e.g. ”What time do you get off tonight?” (Meaning: ”What time do you finish work?”)
e.g. ”Get your shoes off my furniture!”
e.g. ”Where do you get off on calling your sister names?” 

To get rid of: To dispose of something
e.g. ”When are you going to get rid of your old clothes? You never wear them anymore!”
e.g. ”You need to get rid of that man, he brings you nothing but trouble!” (Meaning: You should end your relationship with that man, he brings you nothing but trouble!”


This list, although extensive, doesn’t provide ALL of the ‘get’ phrasal verbs, and additional meanings are often added! But it gives you a pretty good start! See how many you can use this week 😀



GELT Lessons now available via Google Hangouts!

Google Hangout lessons are now available! To find our more visit the GELT ‘Tech Support’ page https://graceenglishlanguageteaching.wordpress.com/tech-support/

All group lessons will be via Google Hangouts. One to one lessons can be via Google Hangouts, or Skype.

To learn more, or book your first lesson, head over to:  graceenglishlanguageteaching.wordpress.com


Watch this space for Google Classroom, Udemy and WIZIQ updates! 

Brighton beach morning.jpg

‘Early Morning at Brighton Beach’. All images are my own, please contact me via the online contact form if you wish to use them.