Topic 1: The “Salary Multiplier” Effect
Title: 外企里，英语好一级，工资高多少？
(In a foreign company, how much more do you earn if your English is one level higher?)

Hook: Start with a shocking number.

“Many of you work in foreign companies. You think your English is ‘good enough.’ But let me ask the HR moms in the room: When two candidates have the same skills, but one can argue in English with the regional boss and one cannot, who gets the promotion?”

Content:

The Invisible Glass Ceiling: Explain how intermediate English gets you the job, but advanced English (nuance, negotiation, small talk) gets you the corner office.

Real Examples: Share anonymized stories of parents who got raises or promotions because their child’s English tutor (you) helped them practice presentation skills.

The Kid Connection: “Your child is in 2nd or 3rd grade. Their brain is a sponge. If you learn with them, you aren’t just helping their future salary; you’re protecting your own.”

Call to Action: “Want the vocabulary list for ‘How to interrupt politely in a meeting’? Follow me and comment ‘外企升职’ (Foreign company promotion).”

Topic 2: Import/Export: The $100 Million Mistake
Title: 一个单词拼错，损失100万？外贸人的英语坑。
*(Spelling one word wrong, losing 1 million? The English pitfalls in import/export.)*

Hook: Start with a tense, relatable story.

“A Shenzhen exporter lost a $500,000 contract because they used the word ‘confirm’ instead of ‘agree’ in the final email. The client thought they were still negotiating. I’m not joking. This happened to a friend of a friend.”

Content:

The Precision of Business English: Contrast “School English” (grammar perfect) with “Business English” (tone perfect). Explain that in import/export, a misplaced comma can change a shipping date.

The Parent-Child Parallel: “When your 3rd grader writes ‘I am go to school yesterday,’ we correct the grammar. But when you write an email to a German buyer with the wrong tone, you don’t just lose points on a test; you lose money.”

Cultural Nuance: Touch on how Westerners communicate (direct, but polite; critical, but constructive) and how understanding this as a parent helps you guide your child’s critical thinking at home.

Call to Action: “I’ve made a checklist of ’10 Business English Words That Cost Money If Misused.’ Get it by commenting ‘外贸避坑’ (Import/Export pitfalls).”

Topic 3: The “Guilt Trip” – 15 Minutes a Day
Title: 你那么忙，怎么还能让孩子英语超过你？
(You’re so busy, how can your child’s English still surpass yours?)

Hook: Acknowledge their pain.

“You work 9 to 9. You’re exhausted. You come home and your child has English homework. You want to help, but you’re tired, and honestly… their textbook is getting hard. I see this every day with my students’ parents.”

Content:

The “Company” vs. “Tutor” Dynamic: Explain that a tutor (you) teaches the skill, but a parent provides the environment. In foreign companies, the best leaders are those who empower their teams; at home, the best parents are those who empower their kids by showing interest.

Micro-Learning: Teach them a game. “You don’t need an hour. You need 15 minutes. Tonight, when you eat dinner, ask your child in English: ‘What’s one funny thing that happened today?’ If they can’t answer, you learn the word together. You’re not the teacher; you’re the teammate.”

The Psychological Boost: Kids whose parents work in foreign companies often feel pressure to be “international.” Show parents how to relieve that pressure by being a learner with the child, not just a critic.

Call to Action: “Next live stream, I’m teaching ‘5 Dinner Table Questions in English for Busy Parents.’ Turn on notifications so you don’t miss it.”

Topic 4: Beyond the Classroom – English as a Life Hack
Title: 学英语不是为了考试，是为了“不吃哑巴亏”。
(Learning English isn’t for tests; it’s so you don’t suffer in silence.)

Hook: Broaden the scope beyond work and school.

“Have you ever been in a hotel abroad and the front desk messed up your room? Have you ever been to a parent-teacher conference at an international school and felt lost? That’s not a language problem; that’s a power problem. English gives you power.”

Content:

Life Scenarios: Give quick, actionable phrases for real-life situations (投诉, 谈判, 社交) that parents face when traveling or dealing with expat colleagues.

The Confidence Loop: Explain how when parents feel more confident in English, the child feels safer. The child sees the parent handling a situation in a foreign language and thinks, “If mom can do it, so can I.”

The “Foreign Company” Mindset: Connect it back. “In foreign companies, we value ‘problem solvers.’ At home, we want kids who are problem solvers. English is just the tool to solve bigger problems.”

Call to Action: “Comment ‘生活英语’ (Life English) and I’ll send you a PDF of ’20 Phrases to Handle Difficult Situations Abroad.'”

Topic 5: The Q&A: “Ask an Expat Corporate Parent”
Title: 外企高管妈妈答疑：我怎么一边忙一边带娃学英语？
(Q&A with an Expat Corporate Mom: How do I stay busy and still teach my kid English?)

Format: Invite a current student’s parent (who fits your criteria perfectly) to join the live stream as a guest.

Hook:

“Everyone says they’re too busy. But Lily’s mom works at [Famous Foreign Company] and her 3rd grader just read a full English book by themselves. Let’s ask her how she does it.”

Content:

Real Talk: The parent guest shares their routine, their struggles, and how your method fits into their busy schedule.

Authenticity: This is the most powerful marketing. Other parents see someone “like them” succeeding.

Your Role: You facilitate, showing how you guide the parent as much as the child.

Call to Action: “If you want to be a guest on my next stream and share your story, apply in the private message. Let’s build a community of 外企 parents.”

A Quick Tip for Your Livestreams:
Since you are targeting parents in foreign companies, use bilingual slides. Put the key point in Chinese (big characters) and the English jargon in smaller text. For example:

Big Chinese: 薪资天花板

Small English: (Salary Ceiling / Income Cap)

This visually reinforces that you are the bridge between their world (Chinese parenting) and the tool (English) they need.

🛢️ Energy Sector (Oil & Gas)
This is the most directly impacted sector and the primary barometer for the conflict’s economic fallout.

Immediate Reaction: Oil prices have already jumped. Brent crude rose above $72 per barrel, and WTI climbed to $67 . More critically, some major oil companies and trading houses have suspended shipments through the Strait of Hormuz, through which about 20% of global oil supply passes .

Price Forecasts: The outlook depends entirely on escalation.

Limited conflict: Brent could settle around $80, similar to the 12-day war last June .

Prolonged conflict/supply disruption: Brent could spike to $100 or higher . This would add an estimated 0.6-0.7 percentage points to global inflation .

Why it matters for your parents: Higher oil prices mean energy stocks (like Exxon Mobil which rose 2.4% recently) become more valuable . But it also means higher inflation, which pressures central banks and can hurt other sectors.

🛡️ Defense Sector
Defense stocks are the classic “geopolitical winners” and are expected to rally significantly .

Immediate Reaction: Stocks like Lockheed Martin (LMT) and RTX typically rise when tensions escalate . Lockheed has a massive $194 billion backlog, and RTX sits on nearly $268 billion .

The “Subscription” Model: Here is the key insight for long-term thinking: modern defense is no longer just about one-time weapons sales. The U.S. Government Accountability Office estimates that operating and support costs account for roughly 70% of a major weapon system’s lifetime cost . This means recurring revenue from maintenance, software updates, and logistics—contracts that last for decades, long after the conflict ends .

Software Layer: Companies like Palantir (PLTR) , which provide AI and analytics to the military, also benefit from multi-year government contracts .

🏦 Safe-Haven Assets (Gold, Silver, Currencies)
When geopolitical risk spikes, capital flees to safety.

Gold: Gold is the ultimate safe haven. It surged nearly 11% in February alone (its strongest monthly gain since 2012) and is now trading above $5,296 per ounce . Investors are rotating into it aggressively.

Silver: Silver is also climbing as a secondary precious metal .

Currencies: The Swiss franc and Japanese yen are strengthening as traditional safe havens. The Swiss franc is already up 3% against the U.S. dollar this year . The U.S. dollar’s reaction is mixed—it may rise if oil supply is disrupted (since the U.S. is a major producer), but it initially dipped during the June war .

U.S. Treasuries: Demand for U.S. government bonds also increases as investors seek capital preservation over growth .

💻 Technology & Growth Sectors (Nasdaq)
This sector is the most vulnerable in a risk-off environment.

Immediate Reaction: The tech-heavy Nasdaq fell 0.92% immediately after the strikes . Growth stocks are sensitive to higher interest rates, and if oil spikes cause inflation to rise, the Federal Reserve may keep rates higher for longer.

Crypto is NOT a Safe Haven: Bitcoin dropped below $64,000 and has lost more than a quarter of its value over the past two months. It is no longer trading as a safe-haven asset during this crisis .

AI Sector Uncertainty: There is added turbulence in AI stocks. Nvidia tumbled 5.5% recently despite a strong forecast, as investors worry about sustainability of AI spending and potential margin compression . Block Inc. is cutting 4,000 employees (nearly half its workforce) as it bets on AI, adding to fears about labor disruption .

📉 Broader Market Indices (S&P 500, Dow Jones)
Immediate Reaction: The Dow Jones dropped 521 points (1.05%) , the S&P 500 fell 0.43% , and Dow futures sank another 622 points in extended trading .

Volatility: The VIX “fear index” has increased by a third over the past year . Markets dislike uncertainty, and this conflict adds to existing volatility from trade tariffs and tech sector sell-offs .

Gulf Markets: Middle Eastern bourses (Saudi Arabia, Qatar, Dubai) are expected to drop 3-5% if hostilities continue, as they are directly exposed to oil price swings and regional instability .

📝 Summary Table: Sector Performance
Sector/Asset Performance Outlook Key Drivers
Energy (Oil & Gas) Bullish (price spike) Supply disruption risk, Strait of Hormuz closure
Defense Bullish (short & long-term) Increased military spending, massive maintenance backlogs
Gold / Silver Bullish (safe-haven) Capital flight to safety, inflation hedge
Swiss Franc / Yen Bullish (safe-haven) Currency appreciation during crises
U.S. Treasuries Bullish (flight to quality) Demand for capital preservation
Technology (Nasdaq) Bearish (vulnerable) Interest rate sensitivity, growth concerns
Cryptocurrency Bearish (risk-off) No longer trading as safe haven; selling pressure
Airlines Bearish Fuel cost spikes, flight cancellations, airspace closures
🔍 Connection to Your Parents’ Strategy
This sector analysis reinforces why your parents’ move to China is strategically sound:

Energy inflation will pressure Western economies; diversifying to China provides exposure to a different economic cycle.

Tech sector weakness in the U.S. (Nasdaq) suggests growth stocks may underperform; holding cash or safer assets in another jurisdiction preserves capital.

Gold’s surge confirms that wealth preservation is the dominant theme—moving money geographically is another form of “safe haven” diversification.

As one analyst noted, the key variables to watch are Iran’s retaliation scope, whether the Strait of Hormuz faces sustained disruption, and how equity futures open each week . These will determine whether the market shock remains temporary or becomes structural.

Fall came quickly in 2008, and I had just completed my last three units for grad school. For me, it was quite an accomplishment. But more importantly, I had met so many wonderful people who had helped resolve my inner demons. Jennifer. Her family the Detweilers. Karla and her kids. And all the wonderful people I met through my two years in Bucks County have changed my outlook and perspective. As a result, my insomnia was partially cured and I was a much happier person. However, I missed my grandparents terribly, and I wanted to actually start work in my field of study. To kill two birds with one stone, I decided to move back to Califiornia.

When I arrived back home, I was surprised to hear that my uncle Yong Qing, the brother behind my dad, had arrived in California. He was living with my grandparents at the time so I paid them a visit. He looked exactly like I remembered. Handsome, strong, and vibrant. However, he lacked intuition. He took care of my grandparents for a while in exchange for their social security benefits. His son and my older cousin, Cao Yang Yang, was a product manager at SPDB (Shanghai Pudong Development Bank). Yang Yang was living with his mother, and they owned a high rise apartment in downtown Shanghai.

I had crippling debt so I needed to find a job soon.

Many people would think that a fresh graduate with a Computer Science degree would have offers up to their necks. Not one bit. You see, this wasn’t the 70s where you couldn’t use the internet to export work and there were only about 15,000 engineers in the US. This was years after 2000 where Big Tech was bringing in as many H1B visa holders as possible because they work for much less than Americans. These H1B holders’s presence in the US are tied to their employers. They can be sent back to India within 90 days if they do not do overtime or perform as expected. H1b visa holders cannot switch companies either.

As time went on, many major companies would layoff all the engineers in a division, and promptly hired H1-Bs. These guys would come in at the lower end of the pay scale. The company dictated that they do overtime and constantly hung the threat of replacing them withi someone else over their heads. Many deadlines were not realistic and it forced the Indian engineers to do free overtime. It was capitalist exploitation at its finest.

As a result, experienced American workers have been pushed out of their jobs while new graduates like me had dim prospects. The way they do this became easier. US companies don’t go through any complications to get foreign workers. They pick up the phone and tell contractors that they need a team. The contractors would assemble a team and send them through the process to receive their H1B and work in the US. It is a remnant of The Jungle by (Upton Sinclair) where they imported European workers into America’s meat factories and processing plants. This time, it was with technology and IT developers.

When I graduated, the internet was already in full bloom and you don’t need foreign talent to be imported. The projects and work were outsourced to companies such as Infosys (India) and EPAM (Eastern Europe).

There + Form of BE + (Indefinite) Subject + (Optional: Place/Time Adverbial)

There – Dummy Subject (Expletive). This is the key. This “there” is not an adverb of place. It’s a grammatical placeholder that fills the mandatory subject slot at the beginning of the sentence. It carries no meaning.

BE Verb – The verb (is, are, was, were, has been, will be, etc.). Its number (singular/plural) is determined by the real subject that comes after it.

Real Subject – The noun phrase that names the thing that exists. It is very often indefinite (a, an, some, many, a few, any, no, three, etc.).

Optional Adverbial – Often added to specify location or time (e.g., “…on the table,” “…in my life,” “…last night”).

3. Key Characteristics & Rules

A. Subject-Verb Agreement
The verb agrees with the real subject that follows it, not with the word “there.”

There is a book on the table. (Singular subject)

There are three books on the table. (Plural subject)

There has been an update. (Singular, present perfect)

There were shots fired. (Plural, past)

The Structure: The Absolute Phrase
An absolute phrase combines a noun with a participle (and sometimes other modifiers). It’s attached to a full sentence to provide extra context.

Formula: [Noun] + [Participle] + [Rest of Main Sentence]

Examples with Present Participle (-ing)
The present participle shows an action that is happening at the same time as the main verb.

Your Sentence:

He shed weight at an alarming rate, **his legs buckling** as he walked.

Noun: his legs

Participle: buckling

What it adds: It describes how he was shedding weight, showing the physical manifestation of his weakness.

The storm raged outside, its winds howling like a banshee.

Noun: its winds

Participle: howling

What it adds: This describes the nature of the storm, creating a more vivid soundscape.

She delivered the speech, her voice trembling with emotion.

Noun: her voice

Participle: trembling

What it adds: This tells us how she delivered the speech, revealing her internal state.

The work finally finished, we collapsed onto the sofa.

Noun: The work

Participle: finished

What it adds: This establishes the cause for the main action (collapsing).

Examples with Past Participle (-ed or irregular form)
The past participle often shows a state of completion or describes a condition.

His mission accomplished, the spy vanished into the night.

Noun: His mission

Participle: accomplished (describing the state of the mission)

What it adds: It explains why he was able to vanish.

The old man sat in his chair, his will read and his affairs settled.

Nouns: his will; his affairs

Participles: read; settled (describing the state of the will and affairs)

What it adds: It describes the circumstances surrounding the main action, giving a sense of finality.

She stared at the contract, her hopes dashed by the fine print.

Noun: her hopes

Participle: dashed (describing the state of her hopes)

What it adds: It provides the emotional consequence of the main action (staring at the contract).

Why Use This Structure?
Using absolute phrases makes your writing more concise, dynamic, and literary. Instead of writing multiple short, choppy sentences, you can combine ideas to show the relationship between them more elegantly.

Choppy: Peter was terrified. His heart was pounding. He ran from the room.

Dynamic with Absolute Phrase: **His heart pounding**, Peter ran from the room.

The Core Difference

Passive Voice: Describes an ACTION being done to the subject.

Subject Complement: Describes a STATE or CONDITION of the subject.

Use these tests to determine which one you’re dealing with.

Test 1: The “By Whom?” Test (The Most Reliable Test)

Ask: “Can you add a by… phrase to indicate who performed the action?”

If YES → Passive Voice. You’re describing an action, and you can specify who did it.

If NO → Subject Complement. You’re describing a state, not an action performed by someone.

Examples:

“The window was broken.”

Can we say “The window was broken by the storm.”? Yes.

✅ This is Passive Voice.

“The woman is tired.”

Can we say “The woman is tired by her job.”? No, that sounds unnatural. We’d say “tired from her job,” but not “by.” The “by” test fails.

✅ This is a Subject Complement (describing her state).

Test 2: The “Very” Test

Ask: “Can you put the adverb very before the past participle?”

If YES → Subject Complement. “Very” modifies adjectives, not actions.

If NO → Passive Voice. You can’t modify an action with “very.”

Examples:

“The woman is tired.”

Can we say “The woman is very tired.”? Yes.

✅ This is a Subject Complement.

“The window was broken.”

Can we say “The window was very broken.”? No, that sounds wrong.

✅ This is Passive Voice.

Remember: Context is king! The same past participle can be one or the other depending on the sentence. For example, “The store is closed” could be a state (adjective) if it’s 3 AM, or a passive action if you say “The store is closed by the manager at 10 PM.”

Satisfy(v)

The detailed report

This generous offer

The company’s swift response

A single payment

The final product

The team’s performance

Group B (Direct Objects)

the client’s demands

our primary requirement

the key conditions

the board of directors

my main concern

Explore (v)

Group A (Subjects)

The adventurous geologists

A dedicated research team

The new documentary

Our book club

The curious child

An advanced AI

Group B (Direct Objects)

the dense rainforest

every possible solution

ancient ruins

complex philosophical ideas

the ocean’s deepest trenches

Exploration(n)

Group A (Subjects)

The team’s exploration

Further exploration

Our thorough exploration

A series of exploration

The continued exploration
verb
reveals

direct object

the hidden treasures [of the cave/island].

the smaller details

the victims and their skeletons.

the ship wreck

Transitive: It requires a direct object (the thing being moved).

Complex: It requires a second element—a complement—to complete the meaning. In the case of “put,” this complement is an adverbial complement (or locative complement) that states the location.

I(主语) + put(复杂及物动词) + the gift(直接宾语） + [in the closet].

The cashier puts the money [in my hand].

I put the gift [on the table].

The waitress(s) + puts (复杂及物动词) + the plate (直接宾语） + [on my tray].

I was hired by a high end client that paid minimum 600/hour. I taught their son first at 450/hour. Then they increased my pay to 550. Their son was addicted to the iPad and had serious behavior problems. He may even have ADHD. When I asked him to read, he would use a weird funny voice. When I asked him to do word problems, he would use Douban app to search for answers. And when I talked to his mother about removing wifi and taking away his iPad, she ignored my requests. He did improve because of his hard work in the beginning. Towards the end, the son didn’t listen anymore and all I could do was entertain him with drinks/snacks and some word games. What should I do in such a situation?

This is an incredibly challenging and frustrating situation that speaks to a core conflict in high-end educational tutoring: the expectation of professional results without the parental support necessary to achieve them. You are not just a tutor but are being asked to be a behavioral therapist, entertainer, and tech moderator without the authority to do so.

Here is a structured analysis of your situation and a step-by-step strategy for how to proceed.

Analysis of the Problem
The Root Cause: The core issue is not your teaching ability but the student’s uncontrolled iPad addiction and likely undiagnosed/untreated ADHD. You are trying to treat a symptom (poor academic focus) without addressing the disease (the addiction and potential neurodivergence).

The Parental Dynamic: The parents are outsourcing a solution without changing the home environment that creates the problem. By ignoring your professional recommendations, they are undermining your effectiveness and setting their son up for failure. The high pay is often a substitute for their own involvement; they are paying for a result, not just your time, but refusing to enable it.

Your Role: You have been forced from a “Tutor” into an “Entertainer/Babysitter.” This is professionally unsatisfying and unsustainable. The increase in pay to $550/hour may have been a tacit acknowledgment of the difficulty, but it also raises their expectations for results you cannot deliver under these constraints.

What You Should Do: A Step-by-Step Strategy
Your goal is to either reconfigure the engagement to be productive or terminate it professionally while protecting your reputation.

Step 1: Request a Formal Meeting with the Parents
This is non-negotiable. You need to have a serious, frank conversation with both parents together, without the son present. Frame it as a “strategy session to ensure we are all aligned on [Son’s Name]’s goals.”

Step 2: During the Meeting, Use Direct but Professional Language
Your tone must be that of a concerned expert, not a frustrated employee. Use the framework of “I need your partnership to succeed.”

Talking Points:

Acknowledge the Investment: “Thank you again for your trust and investment in [Son’s Name]’s progress. I take my role very seriously, which is why I requested this meeting.”

State the Positive: “We saw some excellent improvement initially when [Son’s Name] was engaged and focused. This shows he has great potential.”

State the Problem Objectively (Use “I” statements):

“I have observed that his primary challenge is now focus and distraction, not ability.”

“My professional assessment is that his iPad use is fundamentally preventing learning during our sessions. I see him using Douban to search for answers rather than engaging with the material.”

“I have found that my previous recommendations regarding limiting WiFi and iPad access are critical for us to make progress.”

Define Your Role Clearly: “My expertise is in tutoring and knowledge transfer. However, I cannot compete with a highly engineered distraction machine designed to capture attention. Without a change in the learning environment, my role is being reduced to that of an entertainer, which is not what you are paying for nor what [Son’s Name] needs.”

Present a Clear Choice & Ultimatum (Politely): Give them two options.

Option A (The Productive Path): “For our sessions to be effective, I need your support in creating a focused environment. This means the iPad is physically removed from the room before I arrive, and WiFi is disabled for the duration of our session. This is non-negotiable for me to do my job effectively.”

Option B (The Conclusion Path): “If that is not a change you are willing to make, I completely understand. However, I must be honest that I cannot in good conscience continue to accept your payment when I am unable to provide the quality of education and results you expect and deserve. It would be professionally irresponsible.”

Step 3: Be Prepared for the Outcome
If They Agree (Option A): Fantastic. You have reset the boundaries and have a chance to be effective again. Start the next session with a clean slate.

If They Refuse (Option B): You must be prepared to resign. This is the hardest but most crucial part. Say: “I understand. I am sorry we cannot find a path forward. I will finish my scheduled sessions this week as a courtesy to allow you to find a replacement, but I cannot continue beyond that.” This protects your integrity and stops you from taking money for a service you cannot provide.

Why This Approach Works
It’s Professional: You are framing everything around the student’s success and your professional ethics.

It’s Direct: You are making the problem and the solution clear and unavoidable for the parents.

It Gives Agency: You are giving them a clear choice. The outcome is their decision, not your failure.

It Protects You: Walking away from a client who will not enable you to succeed is not a failure. It is a strategic decision that protects your reputation, your sanity, and your professional standards. A client like this can damage your confidence and lead to burnout.

You were hired as an expert. Part of being an expert is knowing the limits of your effectiveness and having the courage to state them. The ball is then in their court. Either they empower you to do the job they hired you for, or they relieve you of an impossible task.

Understanding the Subjunctive Mood

The subjunctive mood is a verb form used to express

wish,
preference,
demand,
suggestion

i.e wishes, recommendations, demands, doubts, and possibilities.

Unlike the indicative mood (used for facts) and the imperative mood (used for commands), the subjunctive deals with what isn’t yet real but is suggested, necessary, or imagined.

When to Use the Subjunctive

1. After Certain Verbs (Recommend, Suggest, Demand, Insist, prefer etc.)
These verbs often trigger the subjunctive because they express advice, necessity, or urgency rather than facts.

Structure:

[Verb of suggestion/demand] + that + [subject] + [base verb (no -s)]

✅ She suggests that he study harder. (Not “studies”)
✅ The boss demands that the report be finished today. (Not “is”)
✅ I insist that she come with us. (Not “comes”)

Common Verbs:

Advise, ask, command, demand, desire, insist, propose, recommend, request, suggest, urge

2. After Expressions of Necessity or Importance

Phrases like “It is necessary that,” “It is important that,” “It is crucial that” also require the subjunctive.

✅ It’s essential that he arrive on time. (Not “arrives”)
✅ It’s important that she be honest. (Not “is”)

3. Hypothetical/Wishful Situations (Using “Were” Instead of “Was”)

For unreal or imaginary situations, we use “were” for all subjects (I, he, she, it), even if it’s singular.

✅ If I were rich, I would travel the world. (Not “was”)
✅ She acts as if she were the boss. (Not “was”)

4. Fixed Phrases & Formal Expressions

Some common subjunctive phrases include:

God save the Queen! (Not “saves”)

Long live the king! (Not “lives”)

So be it.

Key Rules to Remember
No -s in third-person singular (he, she, it):

❌ She insists that he goes.

✅ She insists that he go.

“Be” is used instead of “am/is/are” in present subjunctive:

❌ It’s important that she is here.

✅ It’s important that she be here.

“Were” replaces “was” in hypotheticals:

❌ If I was you, I’d apologize.

✅ If I were you, I’d apologize.

Practice Sentences (Correct the Errors)
❌ The teacher requires that everyone brings their book.
✅ The teacher requires that everyone bring their book.

❌ It’s crucial that he is on time.
✅ It’s crucial that he be on time.

❌ I wish I was taller.
✅ I wish I were taller.

Final Summary

Use the base verb (no -s) after verbs like suggest, demand, insist.

Use “be” instead of “am/is/are” in formal demands.

Use “were” for hypotheticals (wishes, “if” clauses).

List

1. Can
Function: Expresses ability, possibility, or permission.

Example: “She can solve complex equations very quickly.” (ability)

Example: “You can borrow my book.” (permission)

2. May
Function: Expresses permission or possibility (more formal than can).

Example: “May I be excused from the table?” (permission)

Example: “It may rain later, so take an umbrella.” (possibility)

3. Must
Function: Expresses strong obligation, necessity, or a logical conclusion.

Example: “Students must complete the assignment by Friday.” (obligation)

Example: “You’ve been traveling all day; you must be tired.” (logical conclusion)

4. Shall (Formal/British English)
Function: Used for suggestions, offers, or future action (especially in formal contexts).

Example: “Shall we go for a walk?” (suggestion)

Example: “I shall inform him of your decision.” (future action)

5. Will
Function: Expresses future intention, certainty, or a promise.

Example: “I will call you when I arrive.” (promise)

Example: “The sun will rise at 6:23 AM tomorrow.” (certainty)

6. Should
Function: Expresses advice, expectation, or mild obligation.

Example: “You should get more sleep.” (advice)

Example: “The package should arrive today.” (expectation)

7. Would (for present hypotheticals or politeness)
Function: Used for polite requests, preferences, or hypothetical situations in the present.

Example: “Would you please pass the salt?” (polite request)

Example: “If I had more time, I would learn the piano.” (present hypothetical)

8. Could (for present possibility or ability)
Function: Expresses possibility or a potential ability in the present.

Example: “It could be true.” (present possibility)

Example: “We could go to the beach if the weather is nice.” (suggestion)

9. Might
Function: Expresses a weaker or more uncertain possibility than may or could.

Example: “I might join you for dinner, but I’m not sure yet.” (uncertainty)

10. Ought to
Function: Similar to should; expresses duty, correctness, or advisability.

Example: “You ought to apologize for what you said.” (advisability)