Conditional Inversion: Had I known... (Third); Were I to go... (Second); Should you need anything... (First).

Inversion after So/Such: So beautiful was the sunset that we were speechless. / Such was the force of the storm that trees were uprooted.

Inversion after Adverbials of Place: Into the room ran the children. (Literary/dramatic effect).

Would for Past Habits: Using would as an alternative to used to for nostalgic past routines (e.g., Every summer, we would go to the beach.). Cannot be used for past states.

Criticism with Past Modals: Using should have, ought to have, or might have to criticize past actions (e.g., You should have told me earlier.).

Will and Shall for Assumptions/Formality: Using will for present deductions (That will be the postman.) and understanding the formal/legal use of shall.

Supposing/Imagine/What if...: Used to introduce a hypothetical premise (e.g., Supposing you won the lottery, what would you do?).

It's (high) time...: Used with a past tense to say something should be done now or urgently (e.g., It's high time you went to bed.).

Would rather / Would sooner: Used with a past tense to express a preference about another person's actions (e.g., I'd rather you didn't smoke in here.).

Strong Collocations: Words that almost always go together (e.g., make a decision, deeply regret, heavy rain, draw a conclusion).

Formal vs. Informal Register: Choosing between words like commence (formal) and start (informal), or phrasal verbs (informal) vs. their Latinate equivalents (formal).

Nuances in Synonyms: Understanding that synonyms are rarely perfect substitutes and carry different connotations or collocations (e.g., slim, skinny, thin).

The Auxiliary do/does/did: Adding the auxiliary in a positive statement for emphasis or contradiction (e.g., I did tell you to be careful!).

Intensifying Adverbs & Adjectives: Using adverbs like utterly, indeed, literally, genuinely and reflexive pronouns (I did it myself).

Advanced Clefts & Fronting: Using whatsoever or fronting for dramatic effect (A great teacher he was.).

Reduced Relative Clauses: A participle clause is a form of reduced relative clause (e.g., The man talking to Ann is my boss.).

Reduced Adverbial Clauses: Shortening clauses of time and condition when the subject is the same (e.g., When young, he was very shy. / If in doubt, ask for help.).

Appositives: A noun or noun phrase that renames another noun right beside it, reducing a be-clause (e.g., My brother, a famous architect, lives in Chicago.).

Fronting Adverbials: Moving an adverbial phrase to the beginning of a sentence for emphasis or to set the scene (e.g., Into the room ran the children.).

Fronting Objects/Complements: Moving the object or complement to the front for a literary effect, often with inversion (A great teacher he was...).

Thematic Progression: Structuring sentences so the theme (topic/old information) and rheme (comment/new information) create a logical, cohesive flow in a paragraph.

Phrasal-prepositional verbs: Verbs with three parts that function as a single unit (e.g., look forward to, put up with, get away with, come up against).

Abstract Meanings: Understanding phrasal verbs where the meaning is entirely idiomatic and cannot be guessed from the parts (e.g., make up a story, take in information).

Formal vs. Informal Usage: Recognizing that many phrasal verbs have a more formal single-word equivalent (e.g., put off vs. postpone).

One as a subject: Using one in a very formal or academic context to mean "any person" (e.g., One should always be prepared.).

Generic you: Using you to mean "any person in general" in a more neutral or informal context (e.g., You can't buy happiness.).

Generic they: Using they to refer to unspecified authorities or people in general (e.g., They're building a new road downtown.), now also widely accepted as a singular gender-neutral pronoun.

Advanced Reference: Using the former/the latter, the aforementioned, and demonstratives (this, that) to refer to complex ideas, not just single nouns.

Lexical Cohesion: Using synonyms, antonyms, superordinates (e.g., vehicle for car), and lexical chains to create a cohesive text without simple repetition.

Complex Conjunctions: Using subordinating conjunctions to create complex sentences showing nuanced relationships (provided that, inasmuch as, whilst).