Study the rules, look at the examples, then do the exercises.
At A2 you joined ideas with a few basic words: and, but, so, because. That is enough for short sentences, but real B1 writing and speaking need more. To sound natural, you must show contrast (two ideas that clash), give a reason, and describe a result — all inside longer, connected sentences.
This unit gives you the tools for that. The most important skill is knowing what comes after each linking word: some need a full clause (subject + verb), while others need only a noun or an -ing form. Choosing the wrong one is the most common B1 mistake, so we will focus on it carefully.
Use although, even though or though to connect two ideas that are surprising together. The key rule: each of these is followed by a full clause (a subject and a verb). Even though is a stronger, more emphatic version of although; though is more informal and can also go at the end of a sentence.
| Linker | What follows | Example |
|---|---|---|
| although | subject + verb (a clause) | Although he was tired, he kept working. |
| even though | subject + verb (stronger contrast) | Even though it was expensive, she bought it. |
| though | subject + verb (informal; also end position) | It was a good film. I did not like the ending, though. |
Despite and in spite of mean exactly the same as although, but the grammar is different: they are followed by a noun, a pronoun, or an -ing form — never a full clause. This is the single most important table in the unit.
| Structure | Correct form | Example |
|---|---|---|
| despite / in spite of + noun | a noun phrase | Despite the noise, I slept well. |
| despite / in spite of + -ing | verb + -ing | In spite of feeling ill, she came to school. |
| despite / in spite of + the fact that + clause | the only way to use a clause | Despite the fact that it was late, we continued. |
Both give a reason, and again the difference is only in the grammar. Because is followed by a clause; because of is followed by a noun.
| Linker | What follows | Example |
|---|---|---|
| because | subject + verb (a clause) | We stayed in because it was raining. |
| because of | a noun / noun phrase | We stayed in because of the rain. |
To show that something is so extreme that it causes a result, English uses two patterns. The choice depends on whether an adjective stands alone or comes with a noun.
| Pattern | Structure | Example |
|---|---|---|
| so ... that | so + adjective + that | The soup was so hot that I burned my mouth. |
| such ... that | such + (a/an) + adjective + noun + that | It was such a hot day that we stayed inside. |
However is a connecting adverb. Unlike but, it usually joins two separate sentences and shows a contrast between them. Punctuation matters: put a full stop (or a semicolon) before it, and a comma after it.
| Word | Position & punctuation | Example |
|---|---|---|
| but | joins two clauses inside one sentence | It was cheap, but it was very good. |
| however | starts a new sentence + comma | It was cheap. However, it was very good. |
These are the errors B1 students make most often with linking words. Almost all of them come from putting the wrong thing (a clause or a noun) after the linker.
| Wrong ✗ | Right ✓ | Why? |
|---|---|---|
| Although the bad weather, we went out. | Despite the bad weather, we went out. | a noun follows → use despite / in spite of. |
| Despite it was raining, we went out. | Although it was raining, we went out. | a clause follows → use although / even though. |
| The match stopped because of it rained. | The match stopped because it rained. | a clause follows → use because, not because of. |
| It was so nice weather that we walked. | It was such nice weather that we walked. | an adjective + noun follows → use such. |
| It was cheap, however it was good. | It was cheap. However, it was good. | however needs a full stop before it and a comma after. |
Two friends talk about a marathon. Read it twice and notice how each linking word is followed by the right structure — a clause after although / because, a noun after despite / because of, and the so/such ... that pattern for results.
Choose the correct answer. — 10 questions, each one is marked instantly. Questions get harder as you go.
Learn the words, then use them — with linking words — to talk about a real challenge.
Write 8 sentences about a challenge you have faced and how you dealt with it. Use at least 8 of the words above.
Sentence starters (you can begin with these):
Değerlendirme öğretmenin tarafından yapılacak. (Your teacher will review your task.)
Read the text, then answer the questions.
Good readers prepare before they start. Before you read, think about these three questions (you do not need to write the answers):
Words to spot (from the Speaking section): challenge · overcome · effort · patience · determined · succeed · difficulty · improve
Maria is now the best player on her school basketball team, but her success did not come easily. Although she always loved basketball, she was never chosen for a team when she was younger, because she was quite short and not very fast. Despite this difficult start, she never gave up on her dream.
When Maria was ten, she often watched the older students play basketball in the school yard during break time. She loved the sound of the ball on the ground, and she dreamed of wearing the team shirt one day. However, some classmates laughed at her because she was the shortest girl in her class. Even though their words hurt her, she decided that she would prove them wrong. Her best friend, Lena, told her to forget about basketball and try an easier hobby, such as drawing or chess. Despite this advice, Maria could not stop thinking about the game.
When she was twelve, Maria started training with an old ball in her garden. The training was so hard that she often wanted to quit. However, she carried on because she wanted to learn everything about the game. In spite of the cold winter evenings, she practised new moves after school every day, while her friends were watching videos online.
Her training was never easy. Every afternoon, before she started her homework, Maria threw the ball at an old ring that her father had fixed to the garage wall. Because her family did not have much money, she could not join an expensive club, so she watched free videos of famous players on her phone and copied their moves. She wrote down every new skill in a small notebook, and she repeated each one hundreds of times. Although her hands were often cold and sore, she smiled because she could feel herself getting better. Sometimes her little brother counted her points, and this simple game made the long evenings pass more quickly. In spite of the rain, she rarely missed a single day.
After three years, Maria decided to try out for the school team. It was such a big step that her friends were worried she would fail. The first months were extremely difficult. Because of a slow start, she almost lost her place in the squad. Even though she sat on the bench for weeks, Maria kept improving her skills with patience and effort.
At first, the other players did not take Maria seriously. Some of the taller girls thought she was too small to be useful, so they hardly passed her the ball during practice. This was such a lonely time that she almost stopped going to the gym. However, one teammate named Zoe understood how hard Maria was trying, and the two of them started to practise together after every session. Because of Zoe's support, Maria felt less alone, and slowly her confidence grew. Even the strict coach began to change his mind, although he still made her work harder than anyone else on the team.
Slowly, things changed. The coach noticed her hard work and quick passing, and she started to play in real matches. Although she was still tired every day, she felt proud, because she had overcome so many difficulties. She became so good that younger students now ask her to teach them.
The biggest moment came during the regional school tournament in the spring. In the final match, Maria's team was losing by two points with only a minute left on the clock. Despite her nerves, she stayed calm, stole the ball and scored the winning basket just before the whistle. Her classmates jumped from their seats, and someone filmed the moment on a phone. That evening, the short video was shared many times on social media, and even students who had once laughed at her sent kind messages. Although she was proud of the attention, Maria knew that the years of quiet, boring practice in her cold garden mattered far more than a few likes online.
These days, younger children from the lower classes often wait for Maria near the court after school. Some are shy, and some are afraid of failing, just as she once was. She always tells them the same thing: mistakes are not the end, but a normal part of learning. Because she remembers her own difficult start so clearly, she is patient with every beginner, even the ones who drop the ball again and again. It gives her such a warm feeling to see them improve that coaching has become almost as important to her as playing.
Life did not become perfect after that game. Maria still had to balance long training hours with a heavy load of homework, and there were weeks when she felt so tired that she could barely keep her eyes open in class. Because of this, she learned to plan her time carefully, finishing her most difficult subjects first and saving basketball as a reward. Her teachers were surprised that her marks actually improved, even though she spent so many hours on sport. She often says that the patience she learned on the court also helped her stay calm before exams.
Today, Maria still trains for hours, but she is happy. She often tells younger players that talent is important; however, hard work and patience matter even more. Despite all the challenges, she believes that anyone can succeed if they stay determined and never stop trying.
Choose the correct answer.
Are these sentences true or false, according to the text?
Complete each sentence with ONE linking word from the text. Mind the grammar (a clause or a noun follows).
Write your answer in your own words. These questions are not marked automatically.
1. Why did Maria keep training even though it was very hard?
2. How did Maria behave during her difficult first months on the school team?
3. What is Maria's main message to younger players about success?
Find these connectors in the text — each one appears at least once: although, even though, despite, in spite of, because, because of, so ... that, such ... that, however. (You will use these same connectors in the Writing section.) Note them down, then check.
Sarah and Todd talk about all the computers and phones they own.
You will hear two friends, Sarah and Todd, talking about the many computers and phones they own and why they keep so many. You will listen TWICE. First listen: answer questions 1-5. Second listen: answer questions 6-10. (Kaydı İKİ kez dinleyeceksin: ilk dinlemede 1-5, ikinci dinlemede 6-10.)
Write and submit your paragraph; your teacher will review it.
A list of short, separate sentences is not strong B1 writing. What makes writing mature is the connections between ideas. This unit gives you a full set of linkers for contrast, reason and result. Use them — and remember the golden rule: put the right structure after each one.
| Connector | Use it to... | Example |
|---|---|---|
| although / even though | show contrast (+ clause) | Although it was hard, I finished. |
| despite / in spite of | show contrast (+ noun / -ing) | Despite the difficulty, I finished. |
| because | give a reason (+ clause) | I stayed because I wanted to learn. |
| because of | give a reason (+ noun) | We stopped because of the rain. |
| so ... that | show a result (+ adjective) | It was so hard that I nearly quit. |
| such ... that | show a result (+ noun phrase) | It was such a challenge that I grew stronger. |
| however | contrast between two sentences | I failed once. However, I tried again. |
See the difference — the same facts, written two ways:
| Separate sentences ✗ | Connected, fluent writing ✓ |
|---|---|
| I wanted to learn the guitar. I was nervous. I played badly at first. I did not give up. I got better later. | Although I wanted to learn the guitar, I was very nervous. Because of my nerves, I played badly at first. However, I did not give up, and I got better later. |
A "challenge" paragraph has three parts. The skeleton stays the same every time — you change the content, not the structure:
| Part | What to write | Example |
|---|---|---|
| 1. Opening | Name the challenge in one general sentence | Learning to swim was one of the biggest challenges of my life. |
| 2. Body | The difficulties and how you dealt with them. Use contrast (although / despite), reason (because / because of) and result (so / such ... that). | Although I was afraid of deep water, I practised every weekend. Because of my effort, I slowly improved. |
| 3. Closing | What you learned, or how you feel now | However, I never gave up, and today I feel proud. |
Write about a challenge you have faced and how you dealt with it. Show contrast, give reasons and describe results with linking words.
Değerlendirme öğretmenin tarafından yapılacak. (Your teacher will evaluate your writing.)
Mixed questions from the whole unit, then check what you can do.
14 questions: grammar + vocabulary + reading + listening. Each question is marked instantly.
Tick what you can do now. Honest answers help your teacher.
İşaretlemediğin madde varsa ilgili bölüme dönüp tekrar çalış — soldaki menüden her bölüme geri dönebilirsin.
Oturum kontrol ediliyor...