НЕУЖЕЛИ ЭТО САМЫЙ ЭФФЕКТИВНЫЙ КУРС АНГЛИЙСКОГО?

Main ideas & lessons

1) Course overview and learning methodology

• The video is an English grammar course for beginners.
• It is structured as multiple short lessons.
• Suggested study approach:
  • Don’t finish in one day; split into several days.
  • To avoid forgetting, the speaker recommends:
    • Save the video
    • Watch one lesson per day
    • Then watch the next lesson on the next day
  • Subscribe to the channel to not miss future lessons.

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2) Building a basic English sentence (core elements)

A. Pronouns (the starting point)

• Pronouns covered: I, you, we, they, he, she, it.
• Key detail:
  • “I” is always capitalized.
• Simplification given:
  • English doesn’t distinguish formal/informal “you” like Russian.
• Basic mapping rules mentioned:
  • he/she/it → use -s in the present simple for actions (explained more later).

B. Present simple endings for actions

• Rule for he/she/it (present simple):
  • If verb ends with a consonant → add -s
  • If verb ends with a vowel → add -es
• Examples:
  • I live → he lives
  • I go → he goes

C. “To be” vs action verbs (later expanded)

• English sentences are taught as two large categories:
  • Sentences with action verbs (e.g., I live, we want)
  • Sentences without action verbs (e.g., I am a teacher)
• For sentences that lack an action verb, you use the verb “to be”:
  • Forms: am / is / are
• Key warning:
  • You can’t combine to be with a regular action verb in the same sentence structure (e.g., “I am work” is wrong).

D. Questions and negation in present simple (action verbs)

• Questions in present simple:
  • Use do (for I/you/we/they)
  • Use does (for he/she/it)
  • Example pattern:
    • Do you speak English?
    • Does he work?
• Negation in present simple:
  • don’t for do not (I/you/we/they)
  • doesn’t for does not (he/she/it)
  • Examples:
    • I don’t like it
    • He doesn’t love it

E. Two verbs in one sentence

• If you have two verbs, you generally put “to” between them:
  • I like to play
  • I want to study

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3) Future tense (Future Simple)

Formation

• Structure: will + verb
• Examples:
  • I will work
  • She will work
  • It will work
• No exceptions are claimed for this tense (as taught here).

Negation

• will not → won’t
• Examples:
  • I won’t do it
  • He won’t understand

Questions

• Put will before the subject/person:
  • Will you do it?
  • Will he understand?
  • Will they be in America?

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4) Past tense (Past Simple)

A. Regular verbs (general rule)

• Past for regular verbs is taught as a change in the ending (e.g., adding -d / -ed conceptually).
• Example set:
  • I live → I lived
  • I want → I wanted
  • I watch → I watched

B. Negation

• Use did not → didn’t
• Important rule:
  • In negation/questions, do/did controls the tense, so the main verb stays in its base form.
• Examples:
  • I didn’t play
  • Sasha didn’t watch the movie

C. Questions

• Use did at the beginning:
  • Did you speak English?
  • Did you go to school?
• Again, the main verb remains base form in questions.

D. Irregular verbs

• Irregular verbs do not follow the “add -ed” pattern.
• Examples:
  • go → went
  • see → saw
  • do → did
• Question example:
  • Did you go to school?
  • Even though the irregular past is “went,” the verb after “did” stays base form go.

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5) Was / Were (Past forms of “to be”)

• Past forms of to be:
  • was (singular)
  • were (plural/formal “you” taught as plural)
• Examples:
  • I was / he was / she was / it was
  • You were / we were / they were
• Questions:
  • Was/Were + subject
  • Was he in Moscow?
  • Were you my friend?
• Negation:
  • Use contractions:
    • is not → isn’t
    • was not → wasn’t
    • were not → weren’t

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6) Adjectives and comparison

A. Basic role

• Adjectives answer: what kind/which.
• They usually come before the noun:
  • a big house
  • a rich man

B. Degrees: bigger/smaller/stronger/weaker

• For one-syllable adjectives:
  • Comparative: add -er
  • Use than
• Examples:
  • bigger than
  • smaller than
• Spelling note:
  • Final consonant doubling can occur (the speaker gives an example such as “smaller”).

C. Equality

• Use as … as or like:
  • He is tall like his father
  • She is beautiful like her mother

D. Superlative (strongest/oldest/etc.)

• For one-syllable adjectives:
  • Use the + -est
• Examples:
  • the richest man
  • the oldest in our family
  • the smallest country

E. Two+ syllable adjectives

• Comparative: more
• Superlative: the most
• Examples:
  • more important than
  • the most beautiful
• Exceptions mentioned:
  • good → better → the best
  • bad → worse → the worst
  • far → further → the furthest
  • little → less → the least
  • many/much → more → the most

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7) “There is / There are” (existence/location)

A. Core logic

• English avoids starting typical statements with location like Russian does.
• Instead, use:
  • There is (singular)
  • There are (plural / “a lot of”)
• Word order rule taught:
  • Place/time expressions generally go at the end:
    • There are tourists in America.
• Question formation:
  • Swap: Is/Are + There
    • Is there a wolf in the forest?
    • Are there many bridges in St. Petersburg?
• Negation:
  • is not → isn’t
  • are not → aren’t
  • Examples:
    • There isn’t a wolf in the forest.
    • There aren’t tourists in America.

B. Articles with places

• “the” often goes before the place, but:
  • don’t use “the” before cities/proper names.

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8) Possessive case (John’s car) + pronouns

A. Possessive apostrophe rule

• Formation for ownership:
  • Add ’s to the owner:
    • John’s car
• Ordering:
  • Owner comes before the owned object.

B. When using “of” (as an alternative)

• The “of” construction is said to exist but is “less correct.”
• Examples given:
  • a car of John
  • a window of the house
• Guidance given:
  • ’s is preferred for humans
  • of is suggested for inanimate objects:
    • the door of the apartment

C. Possessive pronouns

• my → mine
• your → yours
• his
• her → hers
• our → ours
• their
• Note: “it’s” vs “it”
  • With apostrophe: it’s = it is
  • Without: it (treated differently as a reference form by the speaker)

D. Object pronouns (“to whom”)

• Examples:
  • me, you, him, her, us, them
• Important warning:
  • Don’t confuse possessive vs object pronouns:
    • his car (whose?)
    • I know him (to whom?)

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9) Present Continuous (most popular present tense taught)

A. Present Simple vs Present Continuous

• Present Simple: habits/general facts (earlier lesson)
• Present Continuous: action happening right now

B. Formation (explicit recipe)

• Pattern:
  • Subject + am/is/are + verb-ing
• Examples:
  • I am working
  • She is sleeping
  • They are watching a movie

C. Negation

• Add not after “to be”:
  • I’m not talking now
  • They aren’t watching…

D. Questions

• Swap order:
  • Am/Is/Are + subject
  • Are you resting?

E. Future use

• Present Continuous can express near future:
  • I’m flying to New York tomorrow
• Also “going to” for future plans:
  • I’m going to visit my grandma
• Mentioned shorthand:
  • “going to” may be abbreviated (speaker gives informal pronunciation guidance).

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10) Past Continuous (action continuing in the past)

A. Meaning

• Past Continuous = an action in progress in the past; may not be completed.
• Contrast emphasized:
  • Simple Past = result/known completion
  • Past Continuous = ongoing process

B. Formation

• Subject + was/were + verb-ing

C. Negation and questions

• Questions:
  • Was/Were + subject + verb-ing
  • Was he playing football?
• Negation:
  • Add not to was/were:
  • I wasn’t playing football

D. When to use it

• With when clauses:
  • I was reading when you called.
• With exact time mentioned (example style):
  • “yesterday at 5:00”

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11) Modal verbs (permission/ability/necessity)

Modal verbs taught (five)

• can
• could
• may
• must
• should

A. Core rules

• Modal verbs do not change with the subject (no -s endings).
• Between two verbs:
  • With regular verb sequences you often use to
  • But after modal verbs you do NOT use “to”
  • Correct: I can work
  • Incorrect: I can to work

B. Negation

• Add not to the modal verb:
  • can’t, couldn’t, may not, shouldn’t, must not

C. Questions

• Put the modal verb at the beginning:
  • Can you speak English?
  • Could you help me?

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12) Prepositions: place (in / on / at)

A. Meaning and usage

• in = inside/enclosed space; also used with countries/cities
  • in the house
  • in Moscow
• on = surface; also streets
  • on the table
  • on Baker Street
• at = location/building type (hospital/airport/hotel)
  • at the hospital
  • at the airport

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13) Prepositions: time (in / on / at)

• in:
  • years: in 1998
  • months: in August
  • parts of day: in the morning/afternoon/evening
• on:
  • specific days/dates: on Monday, on Christmas
• at:
  • clock time: at 7:00
  • night/midnight: at night / at midnight

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14) Articles: a / an / the

A. Article basics

• Articles go before nouns.
• a / an:
  • used for singular nonspecific meaning (“one”)
• a:
  • before singular nouns starting with a consonant sound
  • (examples conceptually like a car)
• an:
  • before singular nouns starting with a vowel sound
  • (examples like an apple)
• the:
  • used for specific/known/previously mentioned nouns
  • also can appear with plural nouns
• Guidance:
  • If it’s special/specific → use the
  • If it’s ordinary/nonspecific → use a/an

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15) Present Perfect (and Present Perfect Continuous)

Part A: Present Perfect meaning and formation

• Meaning taught:
  • Present Perfect = action completed but relevant now / without specifying exact time.
• Structure:
  • have + past participle (third form)
• Examples:
  • I have watched a film
  • I have finished my homework
• Difference from Past Simple (as taught):
  • Past Simple + specific time:
    • I finished my homework yesterday
  • Present Perfect + no time specified:
    • I have finished my homework
• Negation:
  • haven’t / hasn’t + past participle
  • I haven’t eaten, He hasn’t eaten
• Questions:
  • Move have/has to the beginning:
    • Have you finished?

Common “marker” words mentioned

• just
• already
• yet
  • In questions, yet can mean “already” (as claimed by the speaker)

Part B: Have been to + ever / never

• Travel/visiting:
  • I have been to + place
  • not “been in” for cities (speaker notes differences in usage)
• Questions:
  • Have you been to New York?
• Ever:
  • Have you ever been to Paris?
• Never:
  • I have never been to Moscow.

Part C: Present Perfect Continuous (duration)

• Used to show how long something has been happening:
  • have been + verb-ing
• Use for with duration:
  • I have been studying English for 10 years
• Third person singular:
  • has been (he/she/it)
• Question type emphasized:
  • How long have you been … ?
  • How long have you been learning English?

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16) Overall learning advice

• Grammar isn’t everything:
  • you also need listening, vocabulary, and speaking practice.
• Encourages using teachers/mentors to reduce beginner mistakes.
• Mentions ways to study through the speaker’s online school:
  • Online school: “Descher”
  • Website link in description
  • Instagram link in description
  • Telegram link in description

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Speakers / sources featured

• Zubeir (primary instructor; “My name is Zubeir…”)