American Business English for Beginners #3 - Introducing Your Boss to a Client in English

Learn Business English with EnglishClass101.com! Whether you’ve just started working for an American company or started doing business with one, you’ll need some polished and professional English words and phrases to make a good impression. And that’s exactly where this new Business English series comes in! In this lesson, you’ll learn how to introduce your boss [...]

source https://www.englishclass101.com/2017/07/31/american-business-english-for-beginners-3-introducing-your-boss-to-a-client-in-english/

Rough out

New Entry: 'Rough out' has just been added to the Phrasal Verbs area of UsingEnglish.com.

source https://www.usingenglish.com/reference/phrasal-verbs/rough+out.html

Lesson 38: She's My Best Friend!

Summary In this lesson, Anna's best friend from her hometown, Penelope, visits Washington, D.C. Anna tells Penelope about her friends and her job. Is Penelope going to make a change in her life? Speaking In this video, learn how to say the new words for this lesson and the rules of making superlative adjectives. Pronunciation Use this video to learn about stressing the superlative adjectives in a sentence. Conversation Anna: Hello! I have great news. My best friend from my hometown is coming here -- to Washington, D.C.! I can’t wait to catch up with her! Oh! I gotta go. Her train arrives in 10 minutes! Anna: Penelope! Penelope: Anna! I am really happy to see you! Anna: Me too! How was your trip? Penelope: It was fine. Anna: Let me help you with your bags. Penelope: I’m really excited to be in Washington, D.C.! I can’t wait to hear about … everything! Anna: I have so much to tell you. Let’s go to my apartment. We can talk over a hot cup of tea. Penelope: I love your apartment building, Anna. Is your rent expensive? Anna: Well, I have a roommate. So, we split the rent. Penelope: Oh, that’s right. Is your roommate nice? Anna: Marsha is the nicest person I know in this city. Sometimes she worries too much. And she says I’m the messiest cook she knows. But we are great roommates. Penelope: So, Anna, is it hard to make friends in D.C.? Anna: At first it was hard. But now, Marsha is a good friend. And there’s Pete. Of all the people I know in D.C., Pete is the most serious and also the silliest. Penelope: He sounds … interesting. Anna: Jonathan and Ashley are two other good friends of mine. In the city, they are the friendliest people I know. They always help me when I need it. Penelope: Your friends sound great! So, tell me about your job. Anna: I love my work! I make a children’s show called the “Time Traveling Treehouse.” Penelope: Anna, that is the best job for you! Do you remember when we were little? We played in that old treehouse behind my family’s house for hours! Anna: I forgot about that! We thought it really time traveled! Penelope, it is really good to talk to you. New friends are good. But old friends are the best. Penelope: I know. Our hometown isn’t the same now. You are not there. Anna: No crying. Why don't you move here and live with me and Marsha? Penelope: Anna, I can’t leave our hometown. You forget -- I love my job, too. Anna: I didn’t forget. You are the most famous turkey farmer I know! Penelope: Thanks, Anna. Anna: Come on. Let’s go eat dinner at one of D.C.’s most famous restaurants. Penelope: Awesome! Anna: That’s the restaurant, Penelope. I’ll be right there. Anna: I have a great apartment. I love my work. And I have awesome friends -- both old and new. I am the luckiest woman in Washington, D.C. (sound of thunder) Anna: Until next time ? Writing Who is the most important person in your life? They can be a family member or a friend. Tell us about them using some superlative adjectives like nicest, silliest, the most _____ and so on. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice using superlative adjectives. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Evaluate.  When we think about the good or bad qualities of someone or something, we are evaluating. In this lesson, Anna tells her friend Penelope about her new life and friends in Washington, D.C. She evaluates by using words like best, nicest, friendliest, messiest and silliest. Anna says, "New friends are good. But old friends are the best. " We can also evaluate our English language skills by testing ourselves. You can take the quizzes in these lessons, have a friend listen while you repeat new words and phrases, or record yourself and listen to your own pronunciation. How do you evaluate or check your use of English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ______________________________________________________________ New Words catch up (with) - phrasal verb. to talk to someone you have not seen for some time and find out what they have been doing cry - v. to produce tears from your eyes often while making loud sounds because of pain, sorrow, or other strong emotions expensive - adj. costing a lot of money famous - adj. known or recognized by very many people friendly - adj. acting like a friend friendliest - superlative adj. lucky - adj. having good luck luckiest - superlative adj. messy - adj. not clean or tidy messiest superlative adj. nice - adj. kind, polite, and friendly nicest - superlative adj. rent - n. money that you pay in return for being able to use property and especially to live in an apartment or house that belongs to someone else silly - adj. silliest - superlative adj. playful and funny split - v. to divide (something, such as money or food) among two or more people or things tea - n. a drink that is made by soaking the dried leaves of an Asian plant in hot water train - n. a group of vehicles that travel on a track and are connected to each other and usually to an engine turkey - n. a large American bird that is related to the chicken and that is hunted or raised by people for its meat ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice using superlative adjectives. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Superlative Adjectives Topics: Describing people, places, & things; Reporting details; Identifying positive & negative personal qualities Learning Strategy: Evaluating Speaking & Pronunciation Focus: Stressing superlative adjectives   ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-38-shes-my-best-friend/3591967.html

Lesson 39: It’s Unbelievable!

Summary Anna sees an ad for a hair product on television. Her friend Pete is in the ad, so she believes that the product is a good one. She learns that she cannot believe everything she sees in television ads. Speaking In this video, learn how to say the new words. Then learn about using negative prefixes with adjectives.​ Pronunciation Use this video to learn about the pronunciation of the words "comfortable" and "uncomfortable." Conversation Anna: Hello! Winter weather in Washington, D.C. can be really windy. And wind messes up my hair. It is really windy today. Look at my hair. Will it be windy this weekend? I’ll listen to the news. I am tired of my untidy hair. Pete: Are you tired of your untidy hair? Anna: Yes. Yes, I am. And it’s … uncomfortable. Pete: Is it … uncomfortable? Anna: Yes. Yes, it is! Hey, is that … Pete? Pete: Hi. I’m Pete. And I have the perfect product for you -- Hair Be Good! Pete: Just spray Hair Be Good on your hair … wrap in a towel … and you are done! Hair Be Good works and it’s inexpensive. One can costs only $10! So, go online and order your Hair Be Good today! Anna: Hair Be Good sounds perfect! And I can trust Pete! I am buying some right now. Okay, I will order one can of Hair Be Good for $10. I’ll pay with a credit card. My delivery will arrive in 2 days. Awesome! Anna: It arrived! I'll use it before I go to work. Okay, Hair Be Good, make my untidy hair tidy! No, make it … fabulous! Amelia: Hi, Anna. Anna: Hello, Amelia! Amelia: Anna, you look … different. Anna: Thanks! I used a new product called Hair Be Good. Amelia: Well, it’s not. Anna: It’s not what? Amelia: Good. Your hair does not look good. Anna: Oh, no! This is not good. Amelia: Why don’t you go home and take care of … this. Anna: Good idea. Pete: Hi, Anna! Anna: Hello, Pete. Pete: Is something wrong? Anna: This is wrong! Pete: What did you do to your hair? Anna: Hair Be Good did this to my hair. Pete: Ah, you bought it! Anna: Yes, I bought it. You said in your ad it was a perfect product. This is not perfect. This is imperfect! Pete: It’s unbelievable! Anna: I believed your ad, Pete. It was dishonest! Pete: Anna, you don’t believe everything you see in ads, do you? Anna: No, Pete. Just the ones with my friends. Pete: Your hair will be okay. Just wash it ... a couple of times. Anna: Thanks. Thanks a lot, Pete! Here, here's your product! You should call it "Hair Be Really Bad!" Until next time, Pete! Till next time. Writing In this lesson, Anna believed an ad she saw on television. It was not a good decision. Do you believe the ads you see on television? Why or why not? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about ads. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Asking Questions to Clarify.  When we try to get more information we ask clarification questions. The information may help us to better understand others. In this lesson, Anna asks Amelia to clarify.  Amelia says, "Anna, you look … different." Anna thinks she looks great. She tells Amelia about the new hair product: "Thanks! I used a new product called Hair Be Good." When Amelia says, "Well, it’s not," Anna asks a question to clarify: "It’s not what?" Amelia clarifies, or explains her meaning: "Good. Your hair does not look good." Do you ever ask questions to clarify when you speak English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ______________________________________________________________ New Words can - n.a closed metal container that is usually shaped like a cylinder and that holds food, drink, or other liquids delivery - n. something that is taken to a person or place or something that is delivered dishonest - adj. not honest: such as saying or likely to say things that are untrue imperfect - adj. having mistakes or problems or not perfect fabulous - adj. very good inexpensive - adj. low in price o rnot expensive order - v. to place an order for (something): such as to request (something) from a company product - n. something that is made or grown to be sold or used spray - v. to put a stream of small drops of liquid on (someone or something) tidy - adj. clean and organized or not messy towel - n. a piece of cloth used for drying things unbelievable - adj. difficult or impossible to believe uncomfortable - adj. causing a feeling of physical or mental discomfort untidy - adj. not neat or clean wrap - v. to cover (something) by winding or folding a piece of material around it ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about advertisements. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Adjectives with negative prefixes (in-, un-, dis-, im-) Topics: Shopping online, Interpreting factual statements; Critical thinking about advertisements Learning Strategy: Ask questions to clarify or get more information Speaking & Pronunciation Focus: Using negative prefixes with adjectives; Pronouncing "comfortable" and "uncomfortable."   ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-39-its-unbelieveable/3598920.html

Everyday Grammar: Uses of Well

source https://learningenglish.voanews.com/a/everyday-grammar-uses-of-well/3944818.html

English Vocab Builder #107 - People - Feelings

Learn English with EnglishClass101.com! Our English vocabulary lists are listener favorites, and now we’ve made it even better! In each lesson, you’ll hear the English words and phrases from the English vocabulary lists. Join us for English Vocab Builder! Click here to make your own flashcards using the vocab and phrases introduced in this lesson! Visit [...]

source https://www.englishclass101.com/2017/07/30/english-vocab-builder-107-people-feelings/

Video News #4 - Free English Gifts of the Month - July 2017

Lesson Video Download Video

source https://www.englishclass101.com/2017/07/29/video-news-4-free-english-gifts-of-the-month-july-2017/

Edgelord

New Entry: 'Edgelord' has just been added to the Slang area of UsingEnglish.com. This entry is only available in our members' area.

source https://www.usingenglish.com/members/idioms/view.php?show=Slang&entry_id=27203

Colours and Numbers- Word Searching Game

New Entry: 'Colours and Numbers- Word Searching Game' has just been added to the Lesson Plans area of UsingEnglish.com.

source https://www.usingenglish.com/teachers/lesson-plans/view-colours-and-numbers-word-searching-game/

Absolute Beginner American English for Every Day #45 - 10 Phrases for Surviving Back to School

Learn English with EnglishClass101.com! In your home country, there are some phrases that are so common you use them or hear them every day. The same is true in USA too, so why not give your English an instant boost by learning them in this video lesson? With Bridget’s help, you’ll be sounding like a [...]

source https://www.englishclass101.com/2017/07/28/absolute-beginner-american-english-for-every-day-45-10-phrases-for-surviving-back-to-school/

Starting Sentences With Conjunctions

  The film Finding Forrester tells a story of a high school student who becomes friends with a famous writer named William Forrester. Forrester published a single book, then withdrew from public life. Forrester teaches the student about writing. In one scene, he gives this piece of advice: "You should never start a sentence with a conjunction… It's a firm rule." In today's program, we are going to explore that “rule.” Should writers not use conjunctions such as but and and at the beginning of a sentence? What are coordinating conjunctions? Many writing students are confused about conjunctions. Perhaps their teacher told them they should never write sentences that begin with conjunctions. Yet, they have seen sentences beginning with conjunctions in newspapers and books. So, should you or shouldn’t you? Before we answer the question, here are some important definitions. But and and come from a group of words called coordinating conjunctions. These words connect two or more structures.   Consider this example: I disapproved of his study habits, and I told him so. This example sentence has two independent clauses. An independent clause is a group of words that could make a complete sentence. Let's study the sentence closely. The sentence has a subject, I, and a predicate, disapproved of his study habits. The second part of the sentence, I told him so, also has a subject, I, and a predicate, told him so. What about but? Here is an example: She claimed to be the best student in her class, but I suspect she's joking. Once again, this sentence has two independent clauses joined by a conjunction.  The important point, writes English grammar expert Martha Kolln, is that coordinating conjunctions connect structures as equals. They show that structures or ideas have an equal weight or importance in the sentence. There is a difference, however. And shows that the structures go together; but shows that the structures contrast. Conjunctions can be used with a variety of punctuations, notes Max Morenberg, an English grammar expert. They can even connect two or more sentences. Using conjunctions to connect sentences can show how ideas relate to one another across sentences. The use of conjunctions can also give a certain flow - or abruptness - to a writer's sentences. Conjunctions and Style Let's look at famous examples from literature. Novelist Vladimir Nabokov is famous for the beautiful way he uses language. Most critics say his 1955 book, Lolita, is a classic. If you read the book, you will notice that Nabokov sometimes starts sentences with conjunctions. In one of the first lines of Lolita, Nabokov uses but to start a sentence: "She was Dolly at school. She was Dolores on the dotted line. But in my arms she was always Lolita.”      ​In this example, Nabokov creates a pattern in the first two sentences. Then, he breaks the pattern by using a different sentence structure. The word but helps to show a contrast between ideas, and it also helps to create a mix of sentence styles. Nabokov's use of but at the beginning of the sentence lends a poetic quality. The word adds interest and drama. Nabokov also uses "and" to begin a sentence Nabokov used and at the beginning of a sentence, too. At the end of Lolita, the lead character Humbert Humbert is writing a goodbye to Lolita that he knows she will never read. In the last paragraph, and begins several sentences. The usage gives the reader the idea that each sentence holds equal importance. It also gives the reader the feeling that Humbert is writing the thoughts as quickly as they enter his mind. Consider the last two sentences of Lolita: "I am thinking of aurochs and angels, the secret of durable pigments, prophetic sonnets, the refuge of art. And this is the only immortality you and I may share, my Lolita. Should you use conjunctions at the beginning of a sentence? You might think that you should begin writing sentences that begin with conjunctions. Nabokov did it! So did other famous writers, such as Jane Austen and Mark Twain. We suggest that you be careful about using conjunctions at the beginning of sentences. Teachers have good reasons for repeating this rule. First, students often use conjunctions incorrectly. This can confuse the reader. Second, many students use conjunctions too often. This creates a repetitive writing style. Remember: you should use many different sentence structures when you are writing. Think of Nabokov's writing – he used conjunctions to give style to his writing. He did not begin every sentence in the same way! What can you do? We started this report with a question: can you begin a sentence with a conjunction? The answer is yes. Should you begin a sentence or a paragraph with a conjunction? That answer depends on your writing ability.   The next time you are reading the news or a book, try to look for examples of but or and at the beginning of a sentence. Ask yourself why the writer formed the sentence that way. Does the choice make stylistic sense? The process of mastering conjunctions can be difficult and lengthy. But you will make progress -- with time. And we will be here to help! I'm John Russell. And I'm Pete Musto.   John Russell wrote this story for Learning English. Caty Weaver was the editor.  We want to hear from you. Write to us in the Comments Section. _____________________________________________________________ Words in This Story   conjunction – n. grammar a word that joins together sentences, clauses, phrases, or words coordinating conjunction – n.  a conjunction (such as and, or, or but) that joins together words, phrases, or clauses of equal importance clause – n. grammar a part of a sentence that has its own subject and verb controversial – adj. relating to or causing much discussion, disagreement, or argument contrast – n. something that is different from another thing — + to aurochs – n. large, black European wild ox, extinct since 1627. pigment – n.  a substance that gives color to something else immortality – n. the quality or state of someone or something that will never die or be forgotten repetitive – n.  happening again and again: repeated many times

source https://learningenglish.voanews.com/a/everyday-grammer-starting-sentences-with-conjunctions/3960264.html

How honest are we?

Rob and Neil discuss if honesty is a product of living in a group.

source http://www.bbc.co.uk/programmes/p059tlsm

Hospitality English for Hotels #4 - Delivering Room Service

Learn English for the hospitality industry with EnglishClass101.com’s Hospitality English for Hotels series! No matter which part of the hotel you work in, it’s important to be able to communicate with your guests professionally and efficiently. With this series, you’ll learn how to do just that! In this lesson, you’ll learn [...]

source https://www.englishclass101.com/2017/07/27/hospitality-english-for-hotels-4-delivering-room-service/

Lesson 37: Let's Agree to Disagree

Summary In this lesson, Anna meets a new friend. Phil is new to Washington, D.C. and he feels lost in the city. Anna asks him to make the city a friendlier place. Speaking Use this video to earn the new words for this lesson. Then, learn how to give a reason when you say your opinion. Pronunciation Use this video to learn how to pronounce possessive pronouns. Conversation Anna: You know, I am from the country and sometimes I miss it. But I really like life in the city! I love the city. Oh, look. Someone lost a bag. Maybe it's theirs. Excuse me. Is this bag yours? Dr. Jill: No. It's not mine. It might be hers. Anna: Excuse me. Is this bag yours? Sarah: No. It's not mine. It might be his. Anna: Thank you. Hello. Is this bag yours? Phil: Yes, that's mine. These are all my travel things. Thank you, thank you! Anna: Are you okay? You seem ... nervous. Phil: Well, this is my first visit to Washington, D.C. I'm from a small town in the country. I feel a little lost. Anna: I am from the country too! And I understand. When I first came here, I felt lost ... all the time. Phil: So, do you like living in the country or in the city? Anna: I like to live in the city. Phil: Why? Anna: The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there is theater and music. And, there are more jobs. That is why I'm here. Phil: Well, I agree. There is more culture in the city and there might be more jobs. But the country has more nature! It's peaceful and beautiful. There are more trees and mountains. The air is clean. You can go hiking and camping. The city is not beautiful. It's noisy and dirty. Anna: I disagree. I think all the different buildings are beautiful. And I like to watch all the different people. Phil: That's another thing that is different. People in the country are friendly. They always say "hello!" Here, no one says "hello." I think city people are rude. Anna: Well, I agree. Country people are friendly. But I don't think city people are rude. I think they're just busy. Phil: That's a good point. Anna: Look at me. I live in the city and I said "hello" to you. Phil: But you are from the country. Anna: I have an idea. Let's say "hello!" to people -- to many people! Phil: What? Why? Anna: Well, if we say "hello," maybe they will say "hello" to other people ... Hello! Phil: ... and they will say "hello" to more people! That's a great idea! I'm glad you found my bag. Anna: Come on. Let's go say "hello" to people. Anna: We don't have to agree with people. They have their opinions. We have ours. And as we like to say, you can always agree to disagree! Until next time...! Hello! Writing What is the best place to live? Tell us about where you live now or where you want to live. Be sure you give a reason for your opinion. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice sharing opinions.  Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Personalize.  This means connecting new information to our own feelings and experiences. When we are listening in English, we personalize by thinking about how what we hear is like our own experience. When speaking or writing, we can use what we know to communicate. In this lesson, Anna tells Phil why she likes living in the city. She is personalizing by thinking about the things she likes: "The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there is theater and music. And, there are more jobs." Can you find another example in this lesson of someone personalizing and giving a reason for their opinion? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. _____________________________________________________________ New Words agree - v. to have the same opinion dirty - adj. not clean disagree - v. to have a different opinion friendly - adj. acting like a friend or kind and helpful    nature - n. the physical world and everything in it that is not made by people    noisy - adj. making a lot of loud or unpleasant noise opinion - n. a belief, judgment, or way of thinking about   something peaceful - adj. quiet and calm or without noise rude - adj. not polite ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice giving your opinion and asking others for theirs. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Possessive Pronouns (mine, ours, their, theirs, her/hers, his/his) Topics: Exchanging Opinions; Agreement & disagreement; Comparing things, places, & people Learning Strategy: Personalize Speaking & Pronunciation Focus:  ​Giving a reason for your opinion; Pronouncing possessive pronouns   ____________________________________________________________ Now it's your turn. How are you using Let's Learn English? Send us an email, answer the poll or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson. ​

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-37-lets-agree-to-disagree/3574029.html

Snowflake

Do you melt too easily?

source http://www.bbc.co.uk/programmes/p059mls0

You think you’re invisible?

Do you want to be invisible? Neil and Dan explore how we are being watched.

source http://www.bbc.co.uk/programmes/p0595jsv

Augean stables

New Entry: 'Augean stables' has just been added to the Idioms area of UsingEnglish.com.

source https://www.usingenglish.com/reference/idioms/augean+stables.html

Academic English Discussions- Cultural Differences and Useful Phrases

New Entry: 'Academic English Discussions- Cultural Differences and Useful Phrases' has just been added to the Lesson Plans area of UsingEnglish.com.

source https://www.usingenglish.com/teachers/lesson-plans/view-academic-english-discussions-cultural-differences-and-useful-phrases/

Snowflake

Do you melt too easily?

source http://www.bbc.co.uk/programmes/p059mls0

Conscience makes cowards of us all

New Entry: 'Conscience makes cowards of us all' has just been added to the Idioms area of UsingEnglish.com.

source https://www.usingenglish.com/reference/idioms/conscience+makes+cowards+of+us+all.html

She's got ____ nerve to behave like that.

New Entry: 'She's got ____ nerve to behave like that.' has just been added to the Language Polls area of UsingEnglish.com.

source https://www.usingenglish.com/poll/1184.html

Lesson 36: I Can Fix This!

Summary Anna bought the wrong foods for the dinner she and Marsha planned for some friends. They are coming in thirty minutes. What will Anna make with the unusual ingredients she bought? Speaking Use this video to practice saying the new words and learn some prepositions of location: in, on, under, and inside. Pronunciation Use this video to learn how to change your intonation when saying compound nouns like pancake mix, shopping list, and peanut butter. Conversation Anna: Last time on Let’s Learn English, Marsha and I invited friends to a dinner party but I shopped with the wrong list. Guests are coming soon. Marsha is worried but I have a plan. Let’s see what it is. Anna: I just need a couple of ingredients. Marsha, please hand me the flour. Marsha: Anna, where is the flour? It's not in the cabinets. Anna: I put the flour inside the refrigerator. Marsha: Why? Anna: It’s cold and dry in the refrigerator. See, it says: “Put in a cold, dry place.” Okay, now, Marsha, please hand me the eggs. Marsha: Anna, where are the eggs? Anna: The eggs are inside the cabinet under the sink. Marsha: Anna, why are the eggs in here? Anna: On the farm, we always put the eggs there. How else can the chickens see them? Okay. You clean the living room. I will make dinner. Marsha: What are you going to make with these ingredients? Anna: I have a plan. Marsha: Okay, the apartment is clean. The kitchen is not. What are you cooking? Anna: I made my favorite recipe: peanut-butter-banana pancakes! Marsha: You made breakfast. Anna: Yes! I call it let’s-eat-breakfast-for-dinner dinner! Marsha: Anna! Mmm! Hey, this tastes good! Anna, you made it work! Anna: That’s our guests! Marsha: I’ll answer the door. Anna: I’ll finish here. Anna: Like I said, sometimes Marsha worries too much. When something goes wrong with your plan, just change the plan! Till next time! Writing What is your favorite recipe? Is it an easy food to cook? Tell us about it. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about location​s in the kitchen. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Substitute.  That means using one thing instead of another. In using English, if you can't think of a word, you can use a phrase that means the same thing. Let's say you cannot remember the word "huge." You can say "very, very big" instead and communicate the same meaning. Or, you can use a gesture with your arms out to your side. Gestures are another way to substitute when communicating in your second language. In this lesson, after Anna makes pancakes for dinner, she says, "Yes! I call it let’s-eat-breakfast-for-dinner dinner!" She substitutes a breakfast food for a dinner food. Marsha agrees with Anna's substitution. She says, "Anna, you made it work! How about you? Do you ever substitute in speaking English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ​______________________________________________________________ New Words breakfast - n. the first meal of the day cabinet - n.  a piece of furniture that is used for storing things and usually has doors and shelves dry - adj. having no or very little water or liquid egg - n. a hard-shelled oval thing from which a young bird is born flour - n. powder made from a grain (especially wheat) that is used in cooking for making bread or cakes inside - p.  in or into the inner part of  (something or someone) recipe - n. a set of instructions for making food refrigerator - n. a device or room that is used to keep things (such as food and drinks) cold sink - n. a wide bowl that has a faucet for water and a drain at the bottom and is usually positioned in a counter taste - v. to have a particular flavor under - p. in or to a lower place than (something)  ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about locations in the kitchen. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Prepositions of location Topics: Asking the location of items; Names of locations in the kitchen Learning Strategy: Substitute Speaking & Pronunciation Focus: Intonation patterns of compound nouns ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson. ​

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-36-i-can-fix-this/3568962.html

Everyday Grammar: Dying Grammar Rules

source https://learningenglish.voanews.com/a/everyday-grammar-dying-grammar-rules/3860510.html

English Vocab Builder #106 - Kitchen

Learn English with EnglishClass101.com! Our English vocabulary lists are listener favorites, and now we’ve made it even better! In each lesson, you’ll hear the English words and phrases from the English vocabulary lists. Join us for English Vocab Builder! Click here to make your own flashcards using the vocab and phrases introduced in this lesson! Visit [...]

source https://www.englishclass101.com/2017/07/23/english-vocab-builder-106-kitchen/

Lesson 35: Let’s Make Dinner!

Summary In this lesson, Anna and Marsha are planning a dinner party. But Anna comes home from the store with some unusual foods for dinner. Speaking In this video, learn about using measure words, like "jar of" and "bag of." Pronunciation Use this video to learn about the reduced pronunciation of the word "of" before measure words. Conversation   Anna: Hi there! Washington, D.C. has many fun places to eat. But, sometimes it's more fun to cook. In fact, tonight Marsha and I are cooking for friends. Well, she is cooking. I am doing the shopping. (phone rings) It’s Marsha. Hi, Marsha. Marsha: Hi, Anna. Do you have the shopping list? Anna: Yes, I told you: I have the shopping list. Can you hear it? Marsha: Okay, good. I hear the list. Anna, please buy all the ingredients on the list. Anna: Yes, Marsha, I will. Marsha: And do not spend too much time shopping. Anna: No, Marsha, I won’t. See you later. Anna: Sometimes, Marsha worries too much. I love shopping! And, I did not spend too much money. Oh, no! But I did spend too much time! I have to return home now! Marsha: Anna, what took you so long? Our guests will be here soon! Anna: Don’t worry, Marsha. I bought everything on the list. Marsha: Let me see. You bought a bunch of bananas, a box of pancake mix, a bag of coffee … Anna, this is all wrong! Anna: What do you mean wrong? I bought a jar of peanut butter and a loaf of bread … no, wait … two loaves of bread. Marsha: Anna, these are the wrong ingredients! Anna: These ingredients are all on the list! I took this list from the counter. Marsha: Anna, this is the shopping list for breakfast. I said, take the shopping list - on the refrigerator - for dinner! Anna: Marsha, there was no shopping list - on the refrigerator - for dinner! Marsha: Oh no! It’s on the floor!! Anna/Marsha: Ahh!!! Ahh!!! Marsha: What are we going to do? Anna: When do our guests arrive? Marsha: They arrive in 30 minutes! Anna: I can fix this. Do you trust me? Marsha: Do I have to? Anna: Yes. (The story continues next week) Writing Do you like shopping for food? What do you like to make for a dinner with guests? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about foods and measure words.​ Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Cooperate.  When we work together to meet a goal we are cooperating.  In this lesson, Anna and Marsha are planning a dinner party. They cooperate to share the work. Anna says, "In fact, tonight Marsha and I are cooking for friends. Well, she is cooking. I am doing the shopping.​" We can also cooperate by practicing English language skills with a friend or classmate. How do you use this cooperating strategy in your study of English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ______________________________________________________________ New Words banana - n. a long curved fruit with a thick peel that is yellow when it is ripe bought - v. past tense of buy: to get (something) by paying money for it box - n. a container that is made of a hard material (such as wood, metal, or cardboard) and that usually has four straight sides bread - n. a baked food made from a mixture of flour and water bunch - n. a group of things of the same kind that are held or tied together or that grow together counter - n. a long, flat surface on which food is prepared in a kitchen floor - n. the   part of a room on which you stand ingredient - n. one of the things that are used to make a food or product jar - n. a glass container that has a wide opening and usually a lid loaf - n. an amount of bread that has been baked in a long, round, or square shape (plural: loaves) mix - n. a dry mixture of ingredients that is sold in one package and used for making something (such as a type of food) pancake - n. a thin, flat, round cake that is made by cooking batter on both sides in a frying pan or on a hot surface peanut butter - n. a creamy food made from peanuts shopping list - n. a list of things to be bought at a shop or store told - v. past tense of tell: to give information to (someone) by speaking or writing trust - v. to believe that someone or something is reliable, good, honest, or effective ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about foods and measure words. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources.Send us an email if you have comments on this course or questions. Grammar focus: Partitives (measure words); Count/Non-count Nouns (review) Topics: Giving reasons for concern Learning Strategy: Cooperate Speaking & Pronunciation Focus: Reduced​ “of” before consonants and vowels (in partitives)   ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-35-lets-make-dinner/3571922.html

Lesson 33: Learning America's Sport

Summary In the second part of "The Time Traveling Treehouse," Anna finds the answer to this question: How do you play baseball?" Speaking In this video, learn about agent nouns. These are nouns that indicate someone or something that performs the action of a verb.  Usually, they end in " -er." Pronunciation Use this video to learn American English pronunciation for the "er" ending of agent nouns.  Conversation   Coworker 2: It is time for part two of the children’s show! Coworker 1: It’s time! It’s time! I can’t wait! Coworker 3: Shh! I can’t hear it! Announcer: Last time on "The Time Traveling Treehouse," Anna was lost, really lost. She wants to learn about baseball. But her computer, MINDY, sent her to many wrong places. Anna: MINDY! Help me! I am in the ocean with a shark!  MINDY: I will try one more time, Anna. Anna: Please try harder, MINDY! Anna: Now, where am I? I am at a playground with a baseball field! Yes! I can teach children about baseball here! MINDY, MINDY, it took you a long time. But you did it! MINDY: Thanks, Anna. Give me a call when you find the answer. Anna: Okay. Come with me. Let’s learn how to play baseball! This is a baseball field. This is a pitcher's mound. This is first base! This is second base! This is third base! This is home plate! Anna: To play baseball, you really only need a bat, a ball and a glove. Each team has many players. Pitchers pitch the ball. Catchers catch the ball. Batters bat the ball. Runners run the bases. Fielders field the ball. Anna: First, the pitcher pitches the ball to the batter. The batter bats the ball. Then, the runner runs to first base.   Anna: Each time a batter bats, the runners run around the bases. Each time a runner runs across home plate, they score a run! There are nine innings in a game. The team with the most runs at the end of nine innings wins the game! Anna:  MINDY, MINDY, we found the answer! It’s time to return to the treehouse. MINDY: Good job! That was fast.    Coworker 3: Good job Anna.  You know, I still don't like children's shows, but I like this children's show. Coworker 2: I liked the time travel. Coworker 1: But time travel is not real. You’re so silly, Anna. Anna: Yeah, time travel is so silly. Thanks, goodbye. Bye, thank you. Anna: Hello, MINDY? Are you there? MINDY: Hello, Anna. Anna: MINDY, I want to go to China! Until next time … Writing Do you work with or play on a team? Did you work with or play on a team in the past? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about a sequence of events using agent nouns. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Sequence.  Sequence means thinking about how one event or action follows another. For example, Anna says, "First, the pitcher pitches the ball to the batter. The batter bats the ball. Then, the runner runs to first base."   Can you find an example in the lesson of a sequence (hint: it follows "We found the answer!")? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ​______________________________________________________________ New Words bat - v. to hit (something, such as a ball) with a bat or club batter - n. baseball. a player who is trying to hit the ball catcher - n. baseball. the player who plays behind home plate and catches the pitches thrown by the pitcher catch - v. to use your hands to stop and hold (an object that is moving through the air) field - v. baseball or cricket. to catch or stop and throw a ball fielder – n. baseball or cricket. a player who is in the field while the opposing team is batting glove - n. baseball. a padded leather covering for the hand that is used to catch the ball and that has individual thumb and finger sections harder - adj. (try harder) working or doing something with more energy inning - n.baseball. one of the usually nine parts of a game in which each team bats until three outs are made mound - n. the slightly raised area of ground on which a baseball pitcher stands out* - adv. baseball. no longer batting or on a base because of a play made by the other team pitch – v. baseball. to throw a baseball to a batter pitcher – n. baseball. the player who throws the ball to the batter in baseball player - n. a person who plays a sport or game runner - n. baseball. a player who is on base or is trying to reach a base * This word is not in the conversation but may be used for further explanation of the game of baseball ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice agent nouns. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Agent Nouns Topics: Complimenting someone's ability; Explaining how to play a sport or activity Learning Strategy: Sequence Speaking & Pronunciation Focus: Agent Nouns; American pronunciation of "er" endings   ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lesson-33-learning-americas-sport/3555047.html

Why Americans Use Euphemisms

  Comedian George Carlin is famous for talking about language. He is famous for criticizing indirect or overly pleasant speech. Consider these lines from one of his performances: "I don't like words that hide the truth. I don't like words that conceal reality. I don't like euphemisms – or euphemistic language. And American English is loaded with euphemisms. Because Americans have a lot of trouble dealing with reality." ​Today we will explore the case of euphemisms – pleasant or nice words that take the place of direct language. We will give you examples of euphemisms, and explain why they are so common. Direct speech and politeness In earlier Everyday Grammar stories, we discussed how Americans sometimes choose indirect speech. They consider it to be more polite. What takes the place of direct speech? Americans often replace it with creative noun phrases, phrasal verbs, or expressions. These words give the same basic meaning as direct language, but they have a very different style. Americans often use euphemisms when talking about sensitive topics – death, love, body processes, anything they might not want to speak of directly. Here is an example. Consider the noun, alcohol. Alcohol consumption can be a taboo topic in American society. So, some restaurants and stores sell adult beverages instead. The term adult beverages is a euphemism. It refers to alcohol, but in an indirect manner. ​Euphemisms and death You might think that euphemisms are very informal, or slang. You  might think that euphemisms are silly. But, Americans often use euphemisms when talking about serious issues – death, for one. Consider the verb die. In euphemistic language, Americans often replace it with the phrasal verb, pass away. ​When expressing news about a person's death, Americans might say, "I was sad to hear that so-and-so passed away." Americans often send condolence cards to those who have lost friends or family.  These condolence cards often do not use the verb die. Instead, they use euphemistic or indirect language. Here is another example. Instead of saying euthanize, or even kill, Americans might say, put to sleep. Put to sleep sounds much gentler and kinder than euthanize or kill. Parents often use this structure when a child's beloved pet needs to be euthanized by a veterinarian. The reason they do this is to avoid making the child sadder about the situation. Food and euphemisms Euphemisms are not always used to talk about sensitive topics. Sometimes business people create euphemisms to increase sales. Consider this example. If you were to ask Americans if they would like to eat Patagonian toothfish, they would probably say no. Toothfish just does not sound like an appealing food to eat. However, if you were to ask Americans if they would like to eat Chilean sea bass, they might say yes. The two names refer to the exact same kind of fish. Ralph Keyes is an author. He wrote "Euphemania," a book about euphemisms. In an interview with NPR, Keyes noted that "[At] one time, Patagonian toothfish was freely available to anyone because no one wanted to eat it…until a very clever entrepreneurial sea importer renamed it Chilean sea bass." Now, you will see Chilean sea bass on menus at expensive restaurants. The lowly toothfish has come a long way!   Euphemisms and style Euphemisms often make sentences longer.  They can also take away clarity – especially in writing. For these reasons, writing style guides often recommend that writers not use euphemisms or indirect language.   Whether you like euphemisms or not, you should learn some of the common ones. They play a part in American culture – for better or for worse.   The next time you are watching a film, listening to music or reading the news, try to look for euphemistic language. Ask yourself why the speaker or writer might want to use a euphemism instead of direct language.   We will leave you with a euphemism from the 2004 comedy, Anchorman. Actor Will Ferrell is expressing surprise. Instead of using bad or offensive words, he refers to Odin, a character in Norse mythology. Americans do not use this expression. They rarely refer to Norse mythology. That is part of the humor of the line. Great Odin's Raven! I'm Pete Musto. And I'm John Russell.   John Russell wrote this story for Learning English. Mario Ritter was the editor. We want to hear from you. When is it right or wrong to use a euphemism? Write to us in the Comments Section. ________________________________________________________________ Words in This Story   conceal – v.  to prevent disclosure or recognition of  euphemism – n. a mild or pleasant word or phrase that is used instead of one that is unpleasant or offensive creative – adj. having or showing an ability to make new things or think of new ideas taboo – adj. not acceptable to talk about or do sensitive – adj. likely to cause people to become upset condolence – n. a feeling or expression of sympathy and sadness especially when someone is suffering because of the death of a family member, a friend, etc. euthanize – v.  to kill or permit the death of hopelessly sick or injured individuals (such as persons or domestic animals) in a relatively painless way for reasons of mercy veterinarian – n.  a person qualified and authorized to practice veterinary medicine entrepreneurial – adj. a person who starts a business and is willing to risk loss in order to make money​ mythology – n. the myths or stories of a particular group or culture

source https://learningenglish.voanews.com/a/euphemisms/3950918.html

English Prepositions Made Easy #6 - Is Your Dog Missing in the United States?

Learn American English with EnglishClass101.com! Prepositions are an essential part of the English language because they identify the spatial (space), directional, and temporal (time) relationships between things and people. In this series, you will learn the subtle differences in usage between the different prepositions. You’ll be sounding like a native English speaker in no time! In [...]

source https://www.englishclass101.com/2017/07/20/english-prepositions-made-easy-6-is-your-dog-missing-in-the-united-states/

You think you’re invisible?

Do you want to be invisible? Neil and Dan explore how we are being watched.

source http://www.bbc.co.uk/programmes/p0595jsv

Lesson 34: What Will I Do?

Summary In this lesson, Anna wants to go to a Halloween party. But she needs a costume. Will her friend Genie help her find the right one? Speaking Learn the new words for this lesson. Then, learn how to talk about the future in two ways.  You can use the modal verb "will" or the modal verb "might." ​ Pronunciation Use this video to learn a stress pattern to show strong emotion with the modal "might."​ Conversation   Anna: Hello! Halloween is very popular in the United States. Anna: Children trick-or-treat. They ask people for candy. Children and adults wear costumes and go to parties! Anna: In fact, there is a Halloween party tonight. I need my friend, Genie. Genie! Anna: Hi! Genie: Hi, Anna! What do you need? Anna: Tonight, there is a Halloween party. Genie: I love Halloween! Are you going? Anna: I might go. I might not go. I don’t have a costume. Can you help me? Genie: Dress as a genie! Anna: Great idea! I can do a genie trick like read minds! Genie: Anna, be careful. Things might go wrong. Anna: What can go wrong? Genie: Okay. Anna: Hey, look! I’m a genie! This is going to be fun! Genie: Remember, Anna. Be careful! Anna: Don’t worry, Genie! I will! Rebecca: Excuse me, are you really a mind reader? Anna: I might be. Rebecca: Okay, tell me what I am thinking. Anna: Sure! First, what do you do? Rebecca: I study. I'm a junior in college. Anna: What do you study? Rebecca: I study journalism. Anna: Okay. Wait. You are thinking … you will graduate from college in about one year. Rebecca: Well, yeah. That’s the plan. I told you, I’m a junior in college. Anna: Right, um, wait. There’s more. You are thinking … you might get a job writing the news. Rebecca: I MIGHT get a job writing the news? I MIGHT! That means I might not. And I'm studying really hard. Anna: No, no, no, no. Uh, no, you will! You WILL get a job writing the news. Rebecca: I will? Anna: You will. Rebecca: I will. I think. Anna: 'Bye. Happy to help! Kaveh: Can you really read minds? Anna: I might. Kaveh: Well, today, I will ask my girlfriend to marry me. What am I thinking? Anna: Wait. Wait, you are thinking ... you might have a wedding very soon! Kaveh: Might? MIGHT? She won’t say "no," will she? Anna: No, no! She WILL say “yes”! Kaveh: I will have a wedding, won’t I? Anna: You will. You will! Kaveh: Thanks. I think. Anna: Good luck! Anna: This is hard. Genie! Genie! Genie: Anna, what’s wrong? Anna: I don’t want to be a genie for Halloween. I might not go to the party. Genie: Of course you will go. I have another costume for you! Anna: I’m a rock star! You read my mind! Genie: No. You told me you like rock music. Anna: Oh, right. Well, I love it! Genie: Have fun, Anna! Anna: Thanks, Genie!! Anna: I am ready for the Halloween party! But I am not going to read minds. I might play some rock music! Or I might not. Until next time … Writing What do you think about your future? Where might you live and work in five years? What might happen in your life? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about the important things that happen in our lives. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Make Your Best Guess​.  That means using what you know about the world to make a guess.  When we do this with language, it can help us understand and speak more fluently.  For example, Anna says she might be able to read minds. But she is really guessing. After she hears Rebecca say, "I'm a junior in college." Anna says, "You are thinking … you will graduate from college in about one year." She knows that "junior" means a student in the third year at a four-year college, so she can make a good guess that Rebecca will be graduating in one year. Can you find another example in the lesson of Anna making a guess? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ​______________________________________________________________ New Words candy - n. a sweet food made with sugar or chocolate college - n. school that offers courses leading to a degree (such as a bachelor's degree or an associate's degree) costume - n. the clothes that are worn by someone (such as an actor) who is trying to look like a different person or thing dress - v. to put clothes on (yourself or someone else) girlfriend - n. a woman with whom someone is having a romantic relationship graduate - v. to earn a degree or diploma from a school, college, or university Halloween - n. the night of October 31 when children dress up as ghosts, witches or monsters, and go to houses to ask for candy journalism - n. the activity or job of collecting, writing, and editing news stories for newspapers, magazines, television, or radio junior - n. US:a student in the third of four years in a high school or college marry - v. to become the husband or wife of (someone)orto become joined with (someone) in marriage might - modal. used to say that something is possible mind - n. the part of a person that thinks, reasons, feels, and remembers rock star - n. a person who plays a kind of popular music with a strong beat that is played on instruments that are made louder electronically think - v. to form or have (a particular thought) in your mind trick - n. something that causes confusion or that makes something seem different from what it actually is trick-or-treat - expression. a custom on Halloween in which children knock on people's doors and say “trick or treat” when the doors are opened to ask for candy wedding - n. a ceremony at which two people are married to each other ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about life events. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Modal verb "might" Topics: Asking about the future; Talking about life events Learning Strategy: Make Your Best Guess (Inferencing) Speaking & Pronunciation Focus: Using modal verb​s "will" and"might;"  ​patterns of intonation with modal verbs   ____________________________________________________________ Now it's your turn. What do you like best about using Let's Learn English? Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-34-what-will-i-do/3566043.html

Want to Learn English with Easy Lessons by Real Teachers?

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Wazzock

New Entry: 'Wazzock' has just been added to the Slang area of UsingEnglish.com. This entry is only available in our members' area.

source https://www.usingenglish.com/members/idioms/view.php?show=Slang&entry_id=27201

Learn American English Conversations with Animation — Beginner #2 - What’s Your Major?

Lesson Video Download Video

source https://www.englishclass101.com/2017/07/18/learn-american-english-conversations-with-animation-beginner-2-whats-your-major/

Want to Learn English with Easy Lessons by Real Teacher?

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The heat is on

Learn an expression which you can use to say you're under pressure

source http://www.bbc.co.uk/programmes/p05903gc

Opposites Stories

New Entry: 'Opposites Stories' has just been added to the Lesson Plans area of UsingEnglish.com.

source https://www.usingenglish.com/teachers/lesson-plans/view-opposites-stories/

The most effective error correction games

New Entry: 'The most effective error correction games' has just been added to the Articles area of UsingEnglish.com.

source https://www.usingenglish.com/articles/most-effective-error-correction-games.html

Rocket Spanish Premium Strategy #6. Have a durable support network…

In this post we are going to talk about Rocket Spanish Premium strategy number 6. If you want to learn and speak Spanish easily, you need to have a strong support network to have the greatest chance of success with understanding Spanish, you need a solid network of fellow native speakers and learners to help you along whenever you get stuck. You do not want to be sitting there raising your hands in the air in frustration if you ever come across a tricky bit…

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Rocket Spanish Student’s Reviews

You will find below a few honest review of some Rocket Spanish premium users. Please read them and share your comments with us at the end of this post. Thanks in advance for supporting us by commenting and sharing our page on the social media.

Prior to purchasing, I did extensive research on which Spanish language learning program to select… Rosetta Stone, Tell Me More, Visual Link, Learning Spanish Like Crazy, you name it, I researched and tried it (using trial software). But, at the end of the day – and countless hours of research – Rocket Spanish Premium had the best interface, best reviews, and most accessible teaching methods. This will be the software that my wife and I will use to first, learn Spanish, and second, introduce our daughter to the language. Wish me luck!

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The post Rocket Spanish Premium Strategy #6. Have a durable support network… appeared first on Learn Spanish Speaking.

source http://learnspeakingspanish.com/rocket-spanish-premium-strategy-6-durable-support-network

American Business English for Beginners #2 - Asking Someone to Repeat Their Name in English

Learn Business English with EnglishClass101.com! Whether you’ve just started working for an American company or started doing business with one, you’ll need some polished and professional English words and phrases to make a good impression. And that’s exactly where this new Business English series comes in! In this lesson, you’ll learn how to ask someone to [...]

source https://www.englishclass101.com/2017/07/17/american-business-english-for-beginners-2-asking-someone-to-repeat-their-name-in-english/

Everyday Grammar: Oxford Comma

source https://learningenglish.voanews.com/a/everyday-grammar-oxford-comma/3860512.html

News #209 - How to Learn English Fast & Reach Your Goals with This Study Tool

Lesson Audio Download MP3

source https://www.englishclass101.com/2017/07/16/news-209-how-to-learn-english-fast-reach-your-goals-with-this-study-tool/

English Vocab Builder #105 - Meals

Learn English with EnglishClass101.com! Our English vocabulary lists are listener favorites, and now we’ve made it even better! In each lesson, you’ll hear the English words and phrases from the English vocabulary lists. Join us for English Vocab Builder! Click here to make your own flashcards using the vocab and phrases introduced in this lesson! Visit [...]

source https://www.englishclass101.com/2017/07/16/english-vocab-builder-105-meals/

Dime out

New Entry: 'Dime out' has just been added to the Phrasal Verbs area of UsingEnglish.com.

source https://www.usingenglish.com/reference/phrasal-verbs/dime+out.html

Lesson 32: Welcome to the Treehouse!

Summary Anna introduces her new partner, MINDY. They are working together on the new children's show: "The Time Traveling Treehouse." Then, some coworkers watch the show. What will they think of the show? Will they like it? Speaking In this video, learn to say the new words for this lesson. You can also learn about direct and indirect objects. Pronunciation Use this video to learn about pronouncing two interjections: "Aw, man!" and "Woo-hoo!" Conversation Anna: Hello! Today is a big day. My first children’s show is on television! Woo-hoo! I’m excited and nervous. Ms. Weaver: Hello, Anna. Anna: Hello, Ms. Weaver! Ms. Weaver: Some people are going to watch your children’s show. After they watch it, they’ll tell me what they liked, and what they didn’t like. Anna: Oh, dear. Ms. Weaver: They’re in the conference room. They’re in the conference room. Anna: Hello, everyone. I’m Anna, and thanks for coming! Coworker 2: What is the show about? Anna: It’s a children’s show. Coworker 1: But we are not children! Anna: This children's show is different. I hope. Coworker 3: I don’t really like children's shows. Anna: Shhh, please. The show is starting! Anna: Oh, hi! Just give me one minute ….oops! Oh well. I can fix that later. Anna: Hello, I’m Anna! Welcome to “The Time Traveling Treehouse!” This is not a usual treehouse. It can time travel! That is why it’s called "The Time Traveling Treehouse." MINDY: Anna, do not forget me. Anna: Of course not! This is my partner, MINDY! MINDY: My name means Massive Information Navigation Device, for You! Anna: That means we can travel to many places and learn many things. Kids from all over the world ask us questions. We find them answers! MINDY: Woo-hoo! That is right, Anna. Anna: MINDY, what is our first question? MINDY: Layla asks us this question. Layla: Hello, Anna! Hello, MINDY! I'd like to know -- how do you play baseball? Anna: That is a great question! MINDY, we need to find her an answer! MINDY: I know that we can find it, Anna! Anna: Where am I now? MINDY, now I am on a snowy mountain! MINDY: That is a good place to learn how to ski. Anna: Yes, MINDY, but it cannot teach us about baseball! And I don’t know how to ski! MINDY: Sorry, Anna. Let’s try again. Anna: Where I am now!? MINDY, I am in the ocean! An ocean cannot teach us about baseball! MINDY: Please don’t yell, Anna. The ocean can teach us about surfing. Anna: Yes, MINDY, it can teach us about surfing … and sharks! Ahhh! MINDY: Anna, please wait. I need to fix my navigation device Anna: MINDY, please fix it faster. And get me out of here … now! Announcer: Whoa! Is Anna going to be lost forever? Next week, you can watch part two of “The Time Traveling Treehouse!” Coworker 1: Aw, man! Will the shark eat her? Coworker 2: Will Anna find the answer? Coworker 3: Please tell me the ending! Anna: So, you liked it? Coworkers: Yes! Anna: Well, you can watch the ending next week! Coworkers: Noooooo! Anna: Don’t forget to watch next week! Writing What do you think of Anna's new show? Does it remind you of a children's show you watched? Tell us about your opinion of Anna's show and suggest other questions for Anna to answer.  Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice using interjections with a friend. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Monitor.  Monitor means to notice how well you are understanding or bring understood. It can also mean identifying problems in communication. This strategy helps us learn, because after we find a communication problem, we can decide how to solve it. In this week's video, Anna monitors what MINDY is doing. She finds that there is a problem: she is not going to a place where she can learn about baseball. She tells MINDY, "It cannot teach us about baseball!"  Can you find an example in the lesson of MINDY monitoring, or finding out about a problem? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ​______________________________________________________________ New Words INTERJECTIONS aw- interjection. used to express mild disappointment or sympathy man - interjection. used to express frustration oops - interjection. used to express surprise or distress or to say in a mild way that you are sorry about having done or said something wrong shhh - interjection. used to tell someone to be quiet whoa - interjection. used to tell someone to slow down or stop and think about something woo-hoo- interjection. used to express excitement GENERAL VOCABULARY answer - n. something you say or write when someone asks you a question ask - v. to say or write something to someone as a way of gaining information device - n. an object, machine, or piece of equipment that has been made for some special purpose ending - n. the final part of something fix to make (something) whole or able to work properly againorto repair (something) information - n. knowledge that you get about someone or something such asfacts or details about a subject massive - adj. very large and heavy mountain- n. an area of land that rises very high above the land around it and that is higher than a hill navigation - n. the act, activity, or process of finding the way to get to a place when you are traveling in a ship, airplane or car partner - n. one of two or more people or businesses that work together or do business together shark- n. a large and often dangerous sea fish with very sharp teeth ski- v. to move or glide on a pair of long narrow pieces of wood over snow or water surf - v. to ride on ocean waves using a special board (called a surfboard) travel- v. to go to a place that is far away treehouse- n. a small house that is built among the branches of a tree for children to play in ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice using interjections and monitoring. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Direct and indirect objects; Interjections​ Topics:  Requesting help or information; Talking about technology; Politely disagreeing Learning Strategy: Monitor​ / Identify Problems Speaking & Pronunciation Focus: Indirect objects; Interjections  _ ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-32-welcome-treehouse/3547306.html

Expletives Are Not Always Bad Words

Many Americans consider Red House, a song by Jimi Hendrix, to be a great piece of Rock and Roll music. "There's a red house over yonder (baby)..." Today we will show you how one line from this song can give you a large amount of grammatical information. It can also help you say words and expressions correctly. We will explore the strange case of expletives – words that have a grammatical purpose, but no real meaning. Message from a teacher After a recent Everyday Grammar story, we received a question from a teacher. The teacher asked about the grammatical structure of an Ernest Hemingway quote. The line has the words, "there are shadows of the leaves." The teacher wrote: "My students often ask about sentences such as Hemingway's "there are shadows of the leaves" with the expletive "there." What are your thoughts on "there" sentences that don't include an adverbial? How can we analyze them?" Now, you might be asking yourself about the relationship between the teacher's question and Hendrix's song Red House. It turns out that Hemingway and Hendrix have something in common. But before we tell you how, we need to give you some definitions. Explanation of an expletive The word expletive has two meanings. It can mean something that people say when they are angry or in pain. These are called swear words. We are not talking about them today. Instead, we will be talking about expletives in grammar. They are words that have a grammatical purpose but do not carry meaning. One common place you will find expletives are in expressions called "Existential-there sentences." Do not worry about the difficult name. Existential-there sentences are common in American English. Consider the statement "Mice are in the house." The sentence has the subject, "mice," the verb BE, and an adverb phrase, "in the house." The sentence could be changed to say, "There are mice in the house." This is an example of an "existential-there sentence." The word there takes a place in the sentence, but it has no meaning. Here is one way to look at the sentence. There is the grammatical subject. It is taking the position that a noun phrase usually does. But, it is neither a noun nor a pronoun! It is an expletive. In the sentence, "There are mice in the house," the word there becomes the grammatical subject. "Mice" becomes the logical subject, and the adverb phrase, "in the house" remains the same. This structure is common in speaking and writing. Think back to the famous lines from Jimi Hendrix's rock song, Red House. "There's a red house over yonder (baby)..." The lines "There's a red house over yonder" have the same structure as the sentence about the mouse. ​ Now you might be asking yourself a question: What is the purpose of there? It fills a grammatical slot, but does not have meaning. Why would writers, musicians, and other people use it? While we may never know the exact reason that Hemingway or Hendrix used there, we suspect it sounded better to their ears. Martha Kolln is an English grammar expert. She notes that English speakers make their voices go up and down while they are talking. They often say the first word or two of a sentence quietly, then raise their voice. She calls this idea "end focus." By using there at the beginning of the sentence, the subject moves to a spot later in the sentence – where the voice places stress on it. Listen to the rock song again. Notice how Hendrix uses there to direct the listener’s attention to the logical subject of the sentence: red house. "There's a red house over yonder (baby)..." Hendrix could have said, "A red house is over yonder." The sentence would have had a similar meaning to the lines of the song. But it does not sound nearly as good. Back to the teacher's question Why wouldn't a speaker or writer include an adverbial phrase, such as "over yonder" or "in the house?" First, they may have made a stylistic choice. Adverbials can appear at different places in a sentence. In other words, they are movable. Second, sometimes writers and speakers will not use an adverb phrase when the location is known. Hemingway wrote "…there are shadows of the leaves" after he had already made it clear he was writing about a café. Hemingway did not write "there are shadows of the leaves on the sidewalk next to the café," for example. Why not? Hemingway made a stylistic decision. Sometimes stylistic choices do not follow traditional grammar rules or analysis. Expletives and Style English has expletives other than there. These include words such as it and do, writes English grammar expert Max Morenberg. We will not study these expletives today. However, we will leave you with some advice. You should be careful about how you use expletives. In general, one should not use sentences that begin with the expletive there too often. The overuse of there often creates unclear – or perhaps uninteresting – writing. Remember that the expletive there does not have a meaning. If your goal is to be brief with wording, then you may not want to use the expletive there. That said, try to listen and look for example of how speakers use expletives. Ask yourself how they build their sentences, and if they could have produced a sentence with the same meaning. There are reasons to use expletives. Sometimes you should use them; sometimes you should not. We will leave you with words from the musical, West Side Story.​ There's a time for us,  Some day a time for us,  I'm Pete Musto. And I'm John Russell.   John Russell wrote this story for Learning English. George Grow was the editor. We want to hear from you. Write to us in the Comments Section. _____________________________________________________________ Words in This Story   grammatical – adj. of or relating to words and how they are used analyze – v. to study (something) closely and carefully adverb – n. a word that is often used to show a relationship or some level of quality, time, place or number phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence logical – adj. of or related to reasoning or using reason shadow – n. a dark shape; an area of darkness leaves – n. parts of a tree or plant sentence – n. a declaration verb – n. a word that expresses an action stylistic – adj. of or related to the methods of creating something location – n. the position or placement of something  

source https://learningenglish.voanews.com/a/everyday-grammar-expletives-are-not-always-bad/3943026.html

Colloquial expressions for medical terms

New Entry: 'Colloquial expressions for medical terms' has just been added to the Articles area of UsingEnglish.com.

source https://www.usingenglish.com/articles/colloquial-expressions-for-medical-terms.html

Culture Class #25 - Top 5 Most Famous Sports Controversies!

Learn English with EnglishClass101.com What vocabulary do you need to know to have a conversation with English-speaking locals? You’ll learn all this and more in this Culture Class: Essential English Vocabulary series! Vocabulary is essential to mastering English. In this 25-lesson series, you’ll learn the *most* essential English words related to sports in the United [...]

source https://www.englishclass101.com/2017/07/13/culture-class-25-top-5-most-famous-sports-controversies/

How do pets navigate?

We hear stories about pets who manage to find their way home, even across hundreds of miles? How do they do it?

source http://www.bbc.co.uk/programmes/p058k3ft

How Mаnу Wоrdѕ Dо Yоu Nееd Tо Bе Fluent?

Engliѕh – Thе language that iѕ spoken bу billiоnѕ of реорlе, thе language that is spread асrоѕѕ every continent & the lаnguаgе thаt iѕ mandatory in all areas оf studies iѕ undоubtеdlу wоrld’ѕ mоѕt imроrtаnt lаnguаgе & аlѕо iѕ a nесеѕѕitу tо survive in this сut-thrоаt соmреtitiоn. Yоu knоw thе lаnguаgе, thе grammar & even […]

source http://www.power-english.net/real-english-conversations/how-m%d0%b0n%d1%83-w%d0%berd%d1%95-d%d0%be-y%d0%beu-n%d0%b5%d0%b5d-t%d0%be-b%d0%b5-fluent.html

Lesson 31: Take Me Out to the Ball Game

Summary Anna wants to go to see a baseball game. The question is: what is the fastest way for her to get there? Her friends Jonathan and Ashley give her advice. Speaking In this video, learn to say the new words for this lesson. You can also learn about ​comparative adjectives like "faster," and superlative adjectives like "fastest." Pronunciation Use this video to learn about pronouncing "than" in sentences with comparative adjectives. Conversation   Anna: Hi, there, sports fans! Baseball is America’s sport. Today, I am going to Nationals Park. It is home to Washington, D.C.’s baseball team -- the Washington Nationals! Anna: Hi, Jonathan! Jonathan: Hi, Anna! Where are you going? Anna: I am taking a bus to a Nationals baseball game! Jonathan: Don’t take the bus. A taxi is faster than a bus. Anna: Oh, good idea. You know I love baseball. Jonathan: That’s great. Have fun. Anna: In fact, I wanted to be a baseball player. Jonathan: Is this one of your memories? I’m really busy. Anna: This won’t take long. I can see it now... I am at home plate. I wait for the pitch. The ball comes. I swing. It’s a hit! I run to first base, second base, third base, then home plate. It’s a home run! The crowd cheers! Woo hoo! Jonathan: You really love baseball. Have fun at the game, Anna. Anna: Thanks, Jonathan.Taxi! Ashley: Hi, Anna. Where are you going? Anna: Hi, Ashley. I am going to see a Nationals baseball game! Ashley: What time is the game? Anna: 7 o’clock. Ashley: Do you have a ticket? Anna: No, not yet. Ashley: Anna, you should go a lot earlier than 7 o’clock. Anna: That is why I’m taking a taxi. Taxi! Ashley: Anna, Anna, that’s not a good idea. A bicycle is faster than a taxi. Anna: Oh, Ashley. Ashley, Ashley, Ashley. A car is faster than your bicycle. Ashley: In D.C. traffic sometimes a bicycle is faster than a car. And right now, there is a lot of traffic. Anna: Good point. But I don’t have a bicycle. Ashley: Okay, Anna, you can use my bicycle. Anna: Thanks! I really want to learn how to ride one. Ashley: What do you mean, learn how to ride a bike? Oh, Anna! Anna, Anna! Ashley: You know, Anna, the Metro is faster than a taxi and a bicycle. You ought to take the Metro. It’s that way. Anna: Good idea. Ashley: OK. Anna: See you later! Ashley: Bye, Anna! Anna: Bye! Anna: The Metro was a lot faster than a bus, taxi or bike. And now I’m at Nationals Park! Look at all these fans! So many people like to watch baseball. There’s the ticket window. What? The tickets are sold out? Nooooooo!Nooooooo! But I really want to watch a baseball game. Does anyone have an extra ticket? Fan: Next time, you should buy your ticket online. Anna: Thanks. Thanks a lot. It is good advice. Being early is better than being late. Until next time … Writing Do you like to watch sports? Where do you watch them? Write to tell us about a game you saw. Try to use some of the words from this lesson, like ticket, crowd, fans, and cheer.  Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice using comparative and superlative adjectives with a friend. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Visualize. Visualize means creating an image in your mind. When learning a new language, we can visualize to help us understand what we are learning. In this week's video, Anna visualizes playing a baseball game. You can also say she imagines playing the game. Jonathan listens and makes an image in his own mind. He understands that Anna loves baseball. He says, "You really love baseball. Have fun at the game, Anna." Do you ever visualize when listening to or reading English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ​______________________________________________________________ New Words base - n. any one of the four places a runner must touch in order to score in baseball baseball - n. a game played on a large field by two teams of nine players who try to score runs by hitting a small ball with a long rounded stick and then running to each of the four places a runner must touch in order to score without being put out better - adj. more attractive, appealing, effective or useful bicycle/bike - n. a 2-wheeled vehicle that a person rides by pushing on foot pedals cheer(s) - v. to shout with joy, approval, or enthusiasm crowd - n. a large group of people who are together in one place earlier -adv. before the usual or expected time extra - adj. more than is usual or necessary fan(s) - n. a person who likes and admires someone, such as a famous person, or something, such as a sport or a sports team, in a very enthusiastic way faster - adv. with great speed hit - v. to cause a ball to move by hitting it forcefully with a bat in baseball; hit - n. when a baseball player is able to successfully swing the bat and connect it with the ball home plate - n. the base that a runner must touch in order to score in baseball home run - n. a hit that allows the batter to go around all the bases and score a run in baseball Nationals Park - n. a baseball park located in Washington, D.C. that is the home ballpark for the Washington Nationals baseball team online - n. done over the Internet pitch - v. to throw a ball to the player who is trying to hit the ball in baseball swing - v. to move your arms while holding the long rounded stick that is used to hit the ball in baseball with a quick, curving motion team - n. a group of people who compete in a sport or game against another group than - conj. used to introduce the second or last of two or more things or people that are being compared — used with the comparative form of an adjective or adverb ticket - n. a piece of paper that allows you to see a show, participate in an event, travel on a vehicle window - n. an opening in a wall or door that usually contains a sheet of glass ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice using comparative adjectives and learn more about baseball. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus:   Comparatives: faster, earlier Topics:  Making comparisons; Asking for & giving advice Learning Strategy: Visualize Speaking & Pronunciation Focus: Using comparative and superlative adjectives; Pronouncing reduced "than" in comparative sentences ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-31-take-me-out-to-the-ball-game/3535235.html