Prepositions of time

IN
- Parts of the day (e.g. IN the morning/afternoon) → at midday, at midnight, at night
- Months (e.g. IN January/February)
- Seasons (e.g. IN summer, IN autumn)
- Years, centuries, decades (e.g. IN the 80s, IN 2016)
- Time phrases (e.g. IN the past/future/last few weeks)

ON
- Specific dates (e.g. ON my birthday, ON New Year’s Eve)
- Days (e.g. ON Fridays, I have lunch with my families)

AT
- Clock times (e.g. I get up AT 6.30 a.m. and go for a run)
- Mealtimes (e.g. She doesn't like to leave the office AT lunchtime)
- Expressions (e.g. She's a nurse and she works AT night)
Present simple and continuous
PRESENT SIMPLE
- When do we use it?
● Something that happens regularly (routine): I PLAY tennis every Tuesday
● Something that is TRUE and PERMANENT at the present time: My brother LIVES in France
● Something that is ALWAYS true: The sun RISES in the East

PRESENT CONTINUOUS
- When do we use it?
● Something that is happening at the moment of speaking: I AM just LEAVING work
● Future plans or arrangements: Mary IS GOING to a new school NEXT TERM

STATIVE VERBS:
- When do we use it?. Refers to AN STATE, not an action
● Verbs of thinking and feeling: Love, believe, like, hate, prefer, want, agree…
● Verbs of the senses: Look, seem, smell, taste, feel…
● Verbs of possession or measurement: Own, weight, belong, possess…
 Frequency adverbs
WHEN DO WE USE THEM? To say how often we do something
HOW TO USE THEM?
● Before the main verb (most common). Examples:
○ She ALWAYS practises the piano in the evenings (every time)
○ They SOMETIMES make a cake (only on special days)
○ He NEVER forgets his homework (no times)
● After the verb to be (am, is, are). Examples:
○ They are USUALLY on holiday in July (most times)
○ He is OCCASIONALLY late for school
● At the beginning or end of the sentence: Every day, twice a week, at weekends, on Fridays, most
nights…
WHAT ABOUT QUESTIONS? We use the frequency adverb often
● HOW OFTEN do you play computer games?
● Does she play football OFTEN?
 Prepositions of place
IN
- Talk about a place that is inside a bigger space (e.g. the clothes are IN the wardrobe)
- Physical locations (e.g. in the mountains, in water, in a car, in the world)

ON
- Locations on a surface (e.g. the books are ON the desk)
- Public transport (e.g. He is ON the bus now)
- Lines (boarders, rivers, streets) and islands (e.g. The Pyrenees are located ON the border of Spain and
France)

AT
- Talking about a place for doing an specific activity (e.g. They are AT the supermarket)
- Addresses or exact positions (e.g. He is waiting AT the entrance)
Countable and uncountable nouns
COUNTABLE
- Grammar explanation: Can be counted (e.g. 1 apple, 5 oranges…)
- Structure:
● Positive: A/an for singular nouns, some for plural (e.g. there’s A MAN at the door)
● Negative: A/an for singular noun, any for plural (e.g. there aren’t ANY SEATS)
● Question: A/an, any or how many (Are there ANY chairs?)

UNCOUNTABLE
- Grammar explanation: Cannot be counted (e.g. air, rice, water - or any other drink -, information, money)
- Structure
● Positive: Some (e.g. there’s SOME MILK in the fridge)
● Negative: Any (e.g. there isn’t ANY COFFEE)
● Question: Any or how much (e.g. HOW MUCH orange juice is there?)
 Quantifiers
WHEN DO WE USE THEM?
- We use quantifiers when we want to give information about a quantity or a number: how much or how many
- We can also use them as a subject (e.g. Most children start school at the age of five) or as an object (e.g.
we ate some bread and butter)

QUANTIFIERS WITH COUNTABLE AND UNCOUNTABLE NOUNS

- Quantifiers that can be used with both: all, some, no, any, lots of, more, enough… (e.g. we have lots of
time/friends)
- Quantifiers that can only be used with countable nouns: (not) Many, several, neither, each, (a) few/couple of
both… (e.g. I will be back in a couple of minutes)
- Quantifiers that can only be used with uncountable nouns: (not) much, a bit of, a little… (e.g. would you like a
bit of wine?)
How to write an informal email?
PREVIOUS TO THE WRITING. Things to consider
- Who are you writing to? Will determine the tone of writing (formal or informal)
- What is the purpose? Look closely at the initial question, as it will determine the grammar and the sentences
used for answering such
- What is the topic or theme? Before writing you should brainstorm some topic-based vocabulary related to it

WRITING STRUCTURE
- Opening: Hi/ hello… (informal), Dear … (formal)
- Introductory sentence: How have you been?, Guess what?, Thanks so much for your last email… Reply to
the previous email
- Main body: Answer questions, and add new information
- Final paragraph: Ask questions (supposedly, you want him/her to reply to you), proposal or “ending
sentence” (e.g. I look forward to hearing from you again soon, let me know if you need more information…)
- Closing: Take care, see you soon, all the best, best, lots of love…
 Past simple
- When do we use it? It is used for talking about an action that happened in the past
- Structure:
● Positive: Verb in regular (-ed) or irregular form
○ Regular: Sam PLAYED basketball when he was at university
○ Irregular: I WOKE UP early this morning (wake → woke)
● Negative: Didn’t + infinitive verb (e.g. My parents DIDN’T CALL ME yesterday)
● Question: Did + subject + infinitive verb (e.g. DID you PLAY volleyball in high school?)
 Past continuous
- When do we use it?
● It is used for talking about an action that was already in progress at a certain time in the past (e.g.
What were you doing at 8 p.m. last night?)
● Can also show that an activity was in progress for some time, not just for a moment (e.g. we were
cleaning the house all morning)

- Structure
● Positive: Was/were + verb-ing (e.g. she was working at 10 p.m.)
● Negative: Wasn’t/weren’t + verb-ing (e.g. I tried to give him some advice, but he wasn’t listening)
● Question: QW + was/were+ subject + verb-ing (e.g. What were you doing this time last year?)
 Can we use both tenses together?
YESS!! We can use the two tenses together when:
● An action that happened in the middle of the past continuous action, while it was in progress
○ While I WAS STUDYING, I suddenly FELT sleepy
○ I BROKE my leg when I WAS SKIING

NOTICE THE DIFFERENCE:

● When the guests ARRIVED, Jane WAS COOKING dinner (she was doing so before they arrived)
● When the guests ARRIVED, Jane COOKED dinner (she started doing it once they arrived)
 Used to
- When do we use it?
● Used to + infinitive: To talk about a past situation that is no longer true (e.g. I used to live here as I was
a child)
● Be used to: Has the same meaning as “be familiar with” or “be accustomed to” (e.g. She is used to the
city and doesn’t get lost anymore)
● Get used to: To talk about the process of becoming familiar with something (e.g. I’m finding this new
job hard but I’m sure I’ll get used to it soon)

Other examples
● I USED TO want to be a lawyer but then I realised how hard they work!
● How's Boston? ARE you USED TO the cold weather yet
● No matter how many times I fly, I'll never GET USED TO take-off and landing!
 So (am, do) I, nor/neither (am, do) I
- When do we use it? We use it when we want to say that we think/do the same as the other person

- Structure
● Positive sentences when we have the same feeling or experience
○ I love/loved chocolate → So do/did I
● Negative sentences when we have the same feeling or experience
○ I don’t like sweets → Nor/Neither do I

¡! When responding, always use the same auxiliary verb as the question ¡!
● I haven’t had coffee for ages → Nor/Neither have I
● I will have lunch at one o’clock → So will I
 How to write an article?
PREVIOUS TO THE WRITING. Things to consider
- Use linking words and phrases: But, because, although, moreover, firstly, also,...
- Use a variety of adjectives to describes what you are talking about
- Remember that you have to give your opinion: I think…, I would say that…

WRITING STRUCTURE
- Title
- Introduction: Introduce the topic and answer the first question
- Main body: Answer the questions
- Final paragraph: Try to summarize your article a bit
 Verbs followed by to or -ing
Explanation: Some verbs are always followed by infinitives, others by the -ing form of a verb and others can
be followed by both. There are no rules to determine which one do you use, so you will have to learn them
- Structure in negative sentences: Subject + 1st verb + not + 2nd verb (-ing/ to infinitive)....

Verbs followed by -ing: Admit, avoid, consider, finish, prevent, suggest, practise, miss…
- Also, all verbs that express likes or dislikes: Don’t mind, enjoy, fancy…
Verbs followed by to + infinitive: Afford, agree, arrange, attempt, choose, decide, expect, learn…
Verbs followed by both:
- With no difference in meaning: being, continue, intend, start
● I have just STARTED DOING/TO DO the essay
- With little difference in meaning: hate, like, love, prefer
● He LIKES BAKING cakes
● He LIKES TO BAKE cakes for special occasions (to describe something we prefer)
- With clear difference in meaning: forget, go on, remember, stop, try…
 Phrasal verbs
- Look up to: Admirar
- Dress up: Arreglar-se
- Give up: cease making an effort, admit defeat
- Go off: to stop liking or being interested in someone or something/ exploding
- Go on: start working/ continue doing something
- Find out: discover something
- Hang on: Wait a moment
- Join in: take part or become involved in an activity
- Look after: take care of someone or something
- Look forward to: Expect something with pleasure
- Put down: stop holding something/ record something by writing it
- Run out of: to finish, use, or sell all of something, so that there is none left
- Set off: Cause someone or something to start doing an action
- Sign up for: Agree to become involved in an activity
- Take up: Start doing an activity
- Break down: Trencar-se
- Take after: Assemblar-se
- Show off: Show something or someone you are proud of
Speaking part: describing a photo
EXAM INSTRUCTIONS: You will have 1 minute to look at a picture and you should
● Describe all you can see in it
● Explain what you think it’s happening

Some ideas for describing the photo:

● Say what you CAN see: The picture shows…, I can see…, He has…
○ Describe the people, the place, the weather…
● Describe where things are in the picture by using prepositions of place
● Use present continuous: To be + verb-ing
● When you don’t know a word, use sentences like: It’s kind of…., It looks like…
● Make guesses: He seems to be…., She looks like…, I think maybe…
 How to write a story?
EXAM INSTRUCTIONS: You must start a story with a sentence given by your teacher/examiner

IMPORTANT:
- Use a wide range of adjectives to describe things
- Use time expressions to organize your story

WRITING STRUCTURE
- First paragraph: Initial sentence + start of the story
- Second paragraph: Main events of the story
● Use time expressions and linking words to make the order of events clear
- Third paragraph (optional): Continue with the story
- Final paragraph: End the story
You can find more
information on page
150 of the book
 Comparatives and superlatives
WHAT ARE COMPARATIVES AND SUPERLATIVES USED FOR? We use comparative adjectives to show change
or make comparisons (e.g. I'm feeling happier now). We use superlatives
- How to form the adjectives? Verb - er/-est
● One syllable verbs: old → older → oldest
● If an adjective ends in a vowel and a consonant, we double the consonant: Big → bigger → biggest
● If an adjective ends in a consonant and –y, we change –y to –i (+) –er: Happy → happier → happiest
● If an adjective ends in –e, we add –r or –st: Nice → nicer → nicest
● Two syllable adjectives:
➔ Ending in -ow, -le, -er and polite, common, quiet and stupid: We can put either -er/-est or
more/most (polite → politer/more polite → politest/ most polite)
➔ Ending in -ful or longer adjectives (+ 2 syllables): We put more/less, most/least
(difficult → more/less difficult → most/least difficult)

STRUCTURE
- Comparing two things (than): She is two years older than me.
- Describe how something changes (and): Everything is getting more and more expensive
- Stating that one thing depend upon another (the): The higher they climbed, the colder it got.
Irregular adjectives
 A bit, a little, slightly, much, far…
WHEN DO WE USE IT?
- A BIT, A LITTLE and SLIGHTLY are used to complement comparatives:
● My brother is a little younger than me
● I’m a bit older than him

- MUCH, A LOT and FAR are used to describe a large difference

● I am much fitter than my brother, but he is a lot faster than me
● He is much more polite than his cousins
 As… as / Not (as)... (as)
AS… AS: We use as + adjective/adverb + as to make comparisons when the things we are comparing are equal
in some way:
- The world’s biggest bull is as big as a small elephant.
- The weather this summer is as bad as last year. It hasn’t stopped raining for weeks.

NOT (AS)... (AS): We use not as … as to make comparisons between things that aren’t equal:
- It’s not as heavy as I thought it would be, actually.
- Rory hasn’t grown as tall as Tommy yet.

AS… AS + POSSIBILITY: We often use expressions of possibility or ability after as … as:

- Can you come as soon as possible?
- We got here as fast as we could.

AS MUCH AS/ AS MANY AS: When we want to make comparisons referring to quantity, we use as much as
with uncountable nouns and as many as with plural nouns:
- Greg makes as much money as Mick but not as much as Neil.
- There were as many as 200 people at the lecture.
Gradable and non-gradable adjectives
What is a gradable adjective? Adjectives used to describe a quality
● We can make them stronger or weaker putting this adverbs before the adjectives: very, extremely, a bit,
slightly, really, pretty, fairly
○ Examples: I’m very cold; he is pretty tired; Our exam was fairly difficult

What is a non-gradable or extreme adjectives? Adjectives used to describe the limits or extremes. For instance:
we use boiling (= very hot) or freezing (= very cold).
● We can make them stronger or weaker by putting this adverbs before the adjectives: absolutely, completely,
totally, utterly, really
○ I’m absolutely exhausted (=very tired); Harry’s new house is really enormous (very big), isn’t it?

Normally, gradable adjectives have 1 non-gradable equivalent (they mean the same), but some gradable adjectives
have more than one.
● Only 1: angry (gradable) can be furious (non-gradable)
● More than 1: good (gradable) can be fantastic, amazing, incredible or great (non-gradable)
 Vocabulary
FEELINGS + NOUN FORM FEELINGS
● Afraid = fear ● Bored
● Angry = anger ● Confident: Confiat
● Happy = happiness ● Disappointed
● Jealous = jealousy ● Embarrassed: Avergonyit
● Sad = sadness ● Grateful: Agraït
● Nervous
ADJECTIVES AND OPPOSITES
● Awful (very bad) = fantastic
● Funny = serious
● Generous = mean
● Miserable = cheerful (alegre)
● Negative = positive
● Nervous = relaxed
● Simple = complicated
● Strange = ordinary
 Adjectives and prepositions
WITH AT: We use at with adjectives like good/bad/amazing/brilliant/terrible, etc. to talk about skills and abilities
- He’s really good at English

WITH ABOUT: We often use about with adjectives of feelings like

angry/excited/happy/nervous/sad/stressed/worried, etc. to explain what is causing that feeling.
- I’m excited about the decision

WITH OF: Sometimes we use of with feelings (afraid, scared, frightened…)

- You should be proud of your progress.
- She was afraid of telling her mum.

WITH TO: We can use to to show the connection between people or things. Also, we can also use to to talk
about someone's behaviour towards someone else.
- He's married to the director.
- I'm addicted to my phone
- They were really friendly to me.
- Was he nice to you?
 Adjectives and prepositions
WITH FOR
https://www.englishclub.com/vocab
- Exercise is good for you.
ulary/adjective-preposition.php
- Stress is bad for you.
- The town is famous for its cheese.

WITH IN
- She's interested in the project.
- They want someone who's experienced in design.
- I didn't want to get involved in the argument.

WITH BY: We often use by to express surprise (either positive or negative) with something
- We were amazed by his performance.
- They were not impressed by your argument

WITH WITH: We use with to express a feeling with someone or something

- I am blessed with robust health.
- Unusually, the town was not crowded with tourists
 Modal verbs of ABILITY and POSSIBILITY
TALKING ABOUT ABILITY/INABILITY: We use can/can’t (present or future) and could/couldn’t (past) + infinitive
WITHOUT to
● Anna can speak French, but she can’t speak Chinese
● Max could walk when he was a year old, but he couldn’t talk until he was two
● Questions:
○ Can Maria eat chocolate?
○ Could they dance well?

TALKING ABOUT POSSIBILITY: We can use might, may and could to talk about possibilities in the present or
the future. We can use can to talk about possibilities, but ONLY in the present. They are also followed by
infinitive WITHOUT to
● Possible: It can be very cold here in winter. (= It is sometimes very cold here in winter.)
● Possible but not certain: They could come by car. (= Maybe they will come by car.)
● Impossible: That can't be true.

QUESTION: We make questions by putting the subject after can/could:

● To make offers (Can I help you?), requests (Could I have my bill, please?), ask for permission (Can we go
home now?)...
 What about MAY and MIGHT?
USING MAY: Can be used for both asking and giving permission
● When we are not sure about something, but there is a high possibility that it happens: She's had no sleep.
She may be tired. (= Perhaps she is tired.)
● To ask for permission in a formal way, in the present: May I borrow the car tomorrow?
● To give or refuse permission in a formal way:
○ Positive: You may go now
○ Negative: You may not borrow the car until you can be more careful with it!

USING MIGHT: Be used to ask permission, but not to give it

● When we are not sure about something, and there is few probability that it happens: I might see you
tomorrow; It's quite bright. It might not rain today.
● We use it as the PAST tense of requests: He asked if he might borrow the car.
● As a very polite way of asking for permission: Might we ask you a question?

QUESTIONS
● We make questions by putting the subject after may/might: May I …? Might I …?
 Adjectives with -ed and -ing
COMMON CHARACTERISTICS: Are formed from verbs
- -ed: excited, interested, bored, annoyed, surprised.
- -ing: exciting, interesting, boring, annoying, surprising

ADJECTIVES WITH -ED: Used to describe a feeling (or how a person feels) or an emotion.
- Describes something temporary
- Since only people (and some animals) have feelings, -ed adjectives cannot be used to describe an object
or situation.
- Examples
- I am confused.
- I was so bored in that lesson
ADJECTIVES WITH -ING: Used to describe the characteristic of a person, a thing or a situation.
- Examples
- I am confusing her
- It was such a boring lesson
 Modal verbs of OBLIGATION and PROHIBITION
OBLIGATION: MUST and HAVE TO are used to express obligation
● MUST: Is often used to talk about rules which we agree with or believe in (We must wear a seat belt in the car)
● HAVE TO: Is often used to talk about rules made by someone else or which we may not agree with (My teacher
says that I have to finish the homework tonight or I’ll be in trouble)

NO OBLIGATION (not necessary to do it): We use either NEEDN’T or DON’T HAVE TO (We don’t have/need to wear
uniform at our school)

PROHIBITION: We use MUSTN’T or CAN’T to express that something isn’t allowed (We mustn’t/can’t use our phone in
the cinema)
● There is no past tense of MUST, so we should use the phrase not allowed to (We weren’t allowed to go into the
concert without a ticket)

ADVICE: We use SHOULD/SHOULDN’T or OUGHT TO/OUGHTN’T TO (more formal) to give or ask for advice
● SHOULD: It’s Mary’s birthday, you should call her.
● OUGHT TO: They ought to follow the rules, or they will get the consequences
● QUESTIONS: Should/Shall + subject + infinitive (Should/Shall I call her)
 Been/gone, meet/get to know, know/ find out
BEEN - GONE: The past participle of the verb “to go”
- If a person has returned from a place we use “been”, but if the person is still absent, we use “gone”
- Exercises:
https://english-at-home.com/lessons/grammar-exercise-been-gone/#:~:text=The%20past%20participle
%20of%20the,have%20visited%20in%20the%20past.

MEET - GET TO KNOW- TO KNOW: Describes “levels/degrees” of knowing someone

- Meet: Conèixer per primer cop (Nice to MEET you)
- Get to know: Proces de conèixer a algú (I need to GET TO KNOW him before giving him my keys)
- To know: Ja la coneixes bé (Do you KNOW her?, Yes, I KNOW her, I met her a year ago at a party)
- https://english.lingolia.com/en/vocabulary/confusing-words/know-vs-meet/exercise-know-meet

KNOW - FIND OUT : Used to describe the characteristic of a person, a thing or a situation.
- Know: Saber (afterwards)
- Find out: Averiguar (first moment that we learn some information)
Present perfect simple and continuous
USE: We use them to talk about past actions or states which are still connected to the present

PP. SIMPLE: Have or Has + Past participle (third column)

- Structure
● Positive: I have finished my work
● Negative: Elena hasn’t done this
● Questions: Have you bought a sandwich? → Yes I have / No I haven’t
- Focuses on result: You have cleaned the bathroom
- Says how many: She has read ten books this summer
- Describes a completed action: I have written you an email

PP. CONTINUOUS: Have or Has + been + -ing form

- Focuses on the activity: I have been gardening. It’s so nice
- Says how long: She has been reading that book all day
- Describes an activity that may continue: I have been writing emails
- Temporary situations: My gym is closed for repairs, so I have been going to the other one
 Just, already, yet
JUST: Very recently, a short time ago
- Placed between has/have and the Past Participle
- Example: I have just emailed Marcus and told him the good news

ALREADY: Before now, often sooner than expected

- Placed between has/have and the Past Participle
- Example: He has already done his homework, so he can go out

YET: Until now

- Used in negative sentences or questions, for talking about things we plan to do in the
future, but which aren’t done
- Placed at the end of the sentence
- Example: I haven’t finished my project yet
 Since and for
COMMON CHARACTERISTICS: We can use both with the present perfect to talk about a time
that started in the past and continues to the present

SINCE: Followed by the beginning of a period of time

- Example: We have lived here since December 2020

FOR: Followed by an established period of time

- Example: She has lived there for six years
 Differences between PPS and PS
Present perfect simple
● Used to talk about a past experience but without saying when it happened.
○ I have been to the top of the Eiffel Tower
● Used to talk about the continuing effect of a past event or action on the present.
○ There has been an accident on the motorway. Now there are long queues of traffic into the city
● Used to talk about a time period that may continue to the present.
○ I have been to town this morning (It’s still morning)
○ My brother has written a short story (he may write more stories)

Past simple
● Used to say when something happened.
○ I went to the top of the Eiffel Tower last summer
● Used when the time period is over.
○ I went into town this morning (It is now afternoon or evening)
○ Prince wrote over 150 songs (He died in 2016, so he can’t write anymore)
 ADVERBS OF DEGREE
EXTREMELY, REALLY, VERY
● They make adjectives or adverbs stronger
○ We have had an extremely busy day
○ I’m going to stay inside today. It’s going to be really hot.

RATHER AND FAIRLY

● We use them to make adjectives and adverbs weaker.
○ They mean “not very”
■ I think you’ll pas the exam fairly easily.
■ I’m rather disappointed that failed the exam, but I’m not surprised.
QUITE
● It has 2 opposite meanings:
○ COMPLETELY (gradable adjectives) → I’m quite exhausted after running (a lot)
○ NOT VERY (non-gradable adjectives) → I’ve been working hard, I’m quite tired (a bit)
 TOO AND ENOUGH
TOO
● This adverb is used to indicate an excessive or undesirable degree or extent of something. It
suggests that a particular quality or action surpasses what is considered appropriate,
suitable, or acceptable. For example:
○ "The soup is too salty."
○ "She talks too much."
ENOUGH
● This adverb is used to indicate sufficiency or adequacy.
● "enough" indicates satisfaction or adequacy. For example:
○ "The soup is salty enough."
○ "She talks quietly enough."
● IN FRONT OR BEHIND THE WORD
○ In front → BEFORE A NOUN → We don’t have enough chairs. NOT → chairs enough
○ After → AFTER AN ADJECTIVE/ADVERB → He is strong enough for the game.
FUTURE FORMS
MORE FUTURE FORMS….
CONDITIONALS
CONDITIONALS
INTRODUCTION TO THE CONDITIONALS
GENERAL GRAMMAR EXPLANATION:
● Conditionals describe the result of a certain condition. The if clause tells you the
condition (If you study hard) and the main clause tells you the result (you will pass your
exams). The order of the clauses does not change the meaning.
○ If you study hard, you will pass your exams.
○ You will pass your exams if you study hard.
● Conditional sentences are often divided into different types.
 ZERO CONDITIONAL
USE:
● We use the zero conditional to talk about things that are generally true, especially for laws and rules.
○ If I drink too much coffee, I can't sleep at night.
○ Ice melts if you heat it.
○ When the sun goes down, it gets dark.
● The structure is: if/when + present simple >> present simple.

● if/when + present simple, // + present simple.

● Present simple + // if/when + present simple
 FIRST CONDITIONAL
USE:
● We use the first conditional when we talk about future situations we believe are real or possible.
○ If it doesn't rain tomorrow, we'll go to the beach.
○ Arsenal will be top of the league if they win.
○ When I finish work, I'll call you.
● In first conditional sentences, the structure is usually:

● if/when + present simple // + , + will + infinitive.

 SECOND CONDITIONAL
USE:
● The second conditional is used to imagine present or future situations that are impossible or unlikely in
reality.
○ If we had a garden, we could have a cat.
○ If I won a lot of money, I'd buy a big house in the country.
○ I wouldn't worry if I were you.
● The structure is usually:
● if + past simple // + , + would + infinitive.

● When if is followed by the verb be, it is grammatically correct to say if I were, if he were, if she were
and if it were. However, it is also common to hear these structures with was, especially in the he/she
form.
○ If I were you, I wouldn't mention it.