Reported Speech and the 'Historic Present' Tense

  The 2008 film, The Dark Knight, tells the story of Batman, a fictional superhero. At one point in the movie, Batman's enemy, the Joker, says the following lines: My father was a drinker and a fiend. And one night, he goes off crazier than usual… He turns to me, and he says: 'Why so serious?' Today's report is not about violent stories. Nor is it about superheroes. Instead, it is about reported speech. You will learn how Americans report speech in everyday situations. You will learn about different verb tenses speakers use to report speech.  So, what is the link between the Joker's lines and reported speech? We will tell you, but first we must give you some definitions. Reported Speech In everyday speech, speakers often report what others say. They quote what other people told them, or they repeat what they said themselves. This is known as direct speech. The verb say is often used to report direct speech in conversation, note Susan Conrad and Douglas Biber, two English grammar experts. Here is an example: "I called the mechanic and said I was ready to come pick up my car – a white convertible, and he said, "Oh, sorry, somebody already picked it up," and I said, "Excuse me, who did you give my car to?" In the example, the speaker used the verb say in the past tense just before the speech that he was reporting. This is a conversational, informal way of reporting what a person said. You can imagine that the speaker is a little angry about this story – his car seems to have disappeared! "Historic present tense" Direct speech makes a story more exciting. To make the story even more interesting, some speakers use the quoting verb in the "historic present" tense. This means that a present tense verb is used to refer to past time. Here is an example: "He was sitting there drinking his coffee, and he says what is this? It was a tooth! " In the example, the speaker uses the present tense – she said says instead of said. This is the "historic present tense." Speakers use this form because it makes the story sound more immediate, more exciting, and less formal. You heard an example of the "historic present" at the beginning of this report. The Joker had already shown that he was talking about the past when he said, "My father was a drinker and a fiend." Then, he changes to the "historic present" tense: "He turns to me, and he says: 'Why so serious?" The good news about the so-called "historic present" is this: you do not need to use it. You should not use it in writing, and you should probably not use it in speaking, either. However, it can be useful to understand it. Native speakers might use it in conversation – and when they do, you will understand what they mean. Other common verbs or expressions used to report something In everyday, informal speech, Americans often use other verbs and expressions to report direct speech. Some of these verbs and expressions have the same meaning as say. The most common of these is probably the verb go. Often used in the simple present tense, the verb go is used commonly by young people, although older people use it too. Here's an example: I asked him why he didn't call me back, and he goes, "Well, I didn't get your message." Here, the verb go is taking the place of the verb say. The speaker could have said "and he said, "Well, I didn't get your message." Americans also use the expression be like to replace the verb say. Be like is commonly used among young adults, but many older people also use it.  This structure is primarily used among friends. Consider this example: I'm like are you from Washington, D.C.? and she's like yeah, how did you know? Be like can also be used to report thoughts, rather than speech. When speakers use be like in this manner, it takes on the meaning of "to be thinking (something)." What can you do? The next time you are watching television or talking to an American, try to listen for examples of reported speech. Does the speaker report speech using the verb say, or does he or she choose a different word or expression? Ask yourself if the speaker is using the "historic present" tense to add excitement to the story. With time, and with practice, you will learn how Americans report speech. You might even be able to report speech in a similar manner. However, one warning: do not try to use the historic present tense – if you use it incorrectly, you might confuse others! We did not talk about formal reported speech today. If you would like to learn more about formal reported speech, please read our previous Everyday Grammar story, "They Say That Reported Speech Is Easy." You can find it on our website, learningenglish.voanews.com I'm John Russell. And I'm Alice Bryant.   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   superhero – n. a fictional character who has amazing powers (such as the ability to fly) fiend – n. a very evil or cruel person tense – n. grammar : a form of a verb that is used to show when an action happened informal – adj. having a friendly and relaxed quality quote –v.  to write or say the exact words of (someone) practice –n. the activity of doing something again and again in order to become better at it confuse – v.  to make (someone) uncertain or unable to understand something  

source https://learningenglish.voanews.com/a/everyday-grammar-reported-speech-and-historic-present-tense/4010017.html

Lesson 51: A Good Habit

Summary Anna has a new goal - to run in a marathon. Her friend Ashley knows that training a little every day is a good idea. Will Anna be able to meet her goal? Speaking In this video, learn how to say the new words. Then learn about gerunds and infinitives. ​Pronunciation Use this video to learn about how Americans pronounce the reduced form of "to" in sentences with infinitives. Conversation   Anna: D.C. is a popular city for marathons! A marathon is a long race. Many marathons raise money for charity, you know - good works. A marathon is a good fitness goal too. I want to challenge myself in a marathon and maybe win a medal! Hey, there’s Ashley. Ashley! Wait for me! It’s Anna! Anna: Ash … ley. Ash … ley. Ashley: Are you okay, Anna? Anna: I just ran … from over there. Ashley: Do you want to sit down, Anna?  Do you want some water? (Anna takes the bottle and tries to return it.) No thanks. You keep it. Anna: Thanks. I didn’t know you like to run. Ashley: I love running. In fact, this weekend, I will run in my first marathon. Anna: Me … too. Ashley: Really? You are running in a marathon? Anna: Yeah. In a couple of days. Why do you ask … like that? Ashley: What do you know about running in a marathon? Anna: I know that there’s a lot of running and sometimes you can win a medal.  Ashley: How long have you been training? Anna: I started today. I’ve been training for an hour … no, an hour and seven minutes! Ashley: Anna, training a little every day is a good habit to get into. Not all at once! Anna: Thanks for the advice, Ashley. But I’m running in a special race. Ashley: What marathon is it? Anna: I don’t remember the name. But the website said everyone gets a medal. Ashley: Okay, well, good luck, Anna! Anna: Thanks, Ashley. Good luck to you, too. Ashley: Thank you. Anna: Bye! Ashley: Bye, Anna! Anna: See you! (At the race: an announcer calls out race information) Anna: Hello. I am here to enter the race! Woman: But ma’am you can’t enter the race. Anna: What? How am I going to meet my goal? Woman: Ma’am, this race is for children. You can’t run with the children. Anna: Children? Children. That’s perfect. I just might win! Woman: No, ma’am. You really can’t run with the children. Anna: I’m sorry. Of course. I was only thinking of my goal. Woman: Well, you can help us with our goal, which is to raise money for sick children. Would you like to help us? Anna: I’ve just found my new goal. And I get to wear a medal. (to child who finished race) Good job! Writing In this lesson, Anna helps at a charity event. Have you ever helped with a charity? Tell us about what you did to help. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet to practice using gerunds and infinitives to talk about sports.  Please note, our activity sheets now can be completed on the computer. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Set a Goal. This strategy is what we do when we plan to do something. In learning a language, setting a goal means we have a reason to learn. That helps us focus on our study and practice more often.  In this lesson, Anna has a goal of running in a marathon. Her friend Ashley has the same goal. But Ashley has been training so she can run the long race. She set a goal and is working hard to meet it. Anna's goal is not easy to meet because she has not been training, or preparing to run well. She learns that she can have a new goal in this week's lesson. That goal is something she will be able to meet. What is your goal for learning English? Write to us about the goals you have and how you are working to meet them 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 challenge - v.  to test the ability, skill, or strength of (someone or something) charity - n.  a organization that helps people in need fitness - n.  the condition of being physically fit and healthy goal - n.  something that you are trying to do or achieve habit - n.  something that a person does often in a regular and repeated way marathon - n. a running race that is about 26 miles (42 kilometers) long medal - n.  a piece of metal often in the form of a coin with designs and words in honor of a special event, a person, or an achievement race - n.  a competition between people, animals or vehicles to see which one is fastest special - adj. different from what is normal or usual train - v.  to try to make yourself stronger, faster, or better at doing something before competing in an event or competition ______________________________________________________________ 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 gerunds and infinitives to talk about sports. 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: Review of Present Perfect and Present Perfect Continuous; Gerunds; Infinitives (to + verb) Topics: Habits; Discussing things you dislike doing; Expressing appreciation Learning Strategy: Set a Goal Speaking and Pronunciation: Reduced "to" in infinitives Poll _______________________________________________________________ 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-51-a-good-habit/3773577.html

Invitations- Coin Games

New Entry: 'Invitations- Coin Games' has just been added to the Lesson Plans area of UsingEnglish.com.

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Prototype Lessons #5 - English Word Association: Geography

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Lesson 50: Back to School

Summary Anna has been wanting to go back to school for a long time. In this lesson, we go to class with her at Georgetown University, where she is getting ready to give a report in her class. Did she understand the directions? Speaking In this video, learn how to say the new words. Then learn about the present perfect continuous verb tense. Pronunciation This video teaches about how the word "for" is pronounced quickly in sentences using the present perfect continuous and a time phrase. Conversation   Anna: Hello, and welcome to Georgetown University in Washington, D.C.! I am going back to school! Georgetown is the oldest Catholic and Jesuit university in the United States. The Jesuits are a religious order known worldwide for their many colleges and universities. Students have been studying here since 1792! Sarah: Hey, are you finished with your report? Taylor: Almost. I have been writing and re-writing since last night! The subject is really interesting to me. Sarah: Me too! I have been studying this topic* for a long time. Anna: Am I late? Sarah: You’re a little late. But don’t worry. The professor isn’t here yet. Anna: How long has the class been waiting? Taylor: We’ve only been waiting for about 10 minutes. Anna: Oh good. Oh, no! I forgot my pencil sharpener. Excuse me, do you have a pencil sharpener I can borrow? Taylor: No, sorry. Anna: Oh wait. I found my extra one! Whew, that was close. Anna: So, how long have you been studying at Georgetown? Andrew: I’ve been studying here since 2015. Anna: Awesome. You know, I've been wanting to go back to school for a long time. So, here I am! Andrew: Well, you picked a great school. I’ve been really happy here. Anna: Awesome. See, I’ve been working for several years now. So, going back to school makes me a little nervous. Randall: Don’t be nervous. Just pay attention and do your best! Anna: That is great advice. You know, I have been paying attention. But sometimes I still feel like I don’t understand. Like last week … Anna: What’s that? Jada: This is my draft. Anna: What draft? Jada: The professor told us to bring our drafts. Anna: I think she said “giraffe.” Jada: No. She didn’t. Anna: Here comes the professor. Dr. Jones: Hello class! Sorry I'm late, but the snow storm made getting here really difficult. I see you’ve been waiting very patiently. So, let’s get started! Who wants to give their talk first? Anna: Oh! Oh! Please, please pick me. Dr. Jones: Anna? Anna: Who me? Sure. Thanks. Anna: Here is my report on “Violins in the City.” Anna: People have been looking for a solution to the problem of violins in the city. I say stop! Stop! They are not the problem! In fact, violins are part of the solution! Anna: Violins create beautiful music that can fill a city with hope. Dr. Jones: Anna … Anna: If we put a violin in the hands of every child … Dr. Jones: Anna! The topic is “Violence in the city.” Violence. Not violins. Anna: Until next time …Like I was saying, many people are saying that violence in the city is a problem. A very big problem. *  topic = subject Thanks to Georgetown University for allowing us to film on their historic campus. And a special thanks to the Georgetown students and staff who appeared in this episode: Andrew Debraggio, Sarah Mucha, Taylor Soergel, Jada Bullen, and Randall-Grace Johnson.   Writing In this lesson, Anna goes back to school. Did you ever take a special training course or classes? What did you learn? If you have not gone back to study, do you want to study something? 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 using the present perfect continuous tense and monitoring what you hear. Please note, our activity sheets now can be completed on the computer.   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. This strategy is what we use when we are speaking, and we want to know if our listeners understand what we say. We also monitor while we are listening, to check on whether we understand what we hear. In this lesson, Anna goes back to school. She misunderstands the professor, and gives her report on the wrong topic. As she is speaking, she looks at her classmates. Their faces show they are confused. Anna should be monitoring here, to see that the other students cannot understand why she is talking about violins.  After the professor corrects her, she begins talking about the topic of violence. What do you do to monitor when you are speaking in 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   Catholic - adj. of or relating to the Roman Catholic Church class - n. a group of students who meet regularly to be taught a subject or activity draft - n. a version of something (such as a report) that you make before you make the final version confused - adj. unable to understand or think clearly giraffe - n.  a very tall African animal that has an extremely long neck and legs Jesuit - n. a man who is a member of a religious group called the Roman Catholic Society of Jesus order - n. a religious organization whose members usually live together and promise to follow special rules and traditions patient - adj. able to remain calm and not become annoyed when waiting for a long time pay attention - phrase to listen to, watch, or consider something or someone very carefully pencil - n. an instrument used for writing and drawing that has a hard outer part and a black or colored center part professor - n. a teacher especially of the highest rank at a college or university religious - adj. believing in a god or a group of gods and following the rules of a religion report - n. a written or spoken description of a situation or event sharpener - n. a tool or machine that makes something sharp since - prep. in the time after (a specified time or event in the past) orfrom (a point in the past) until the present time solution - n. something that is used or done to deal with and end a problem study - v. to learn about something by reading, memorizing facts or attending school understand - v. to know the meaning of something violence - n. the use of physical force to harm someone or to damage property violin - n. a musical instrument that has four strings and that you play with a bow ______________________________________________________________ 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 the present perfect continuous verb tense.   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: Present perfect continuous verb tense   Topics: Discussing duration of activity; Expressing surprise; Reassuring someone    Learning Strategy: Monitor Speaking & Pronunciation: Reduced "for" in sentences using  the present perfect continuous and a time phrase Poll _______________________________________________________________ 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-50-back-to-school/3771173.html

Jiggery-pokery

Tricks and dishonesty: Learn this phrase before it fools you!

source http://www.bbc.co.uk/programmes/p05dmd0j

Learn American English Conversations with Animation — Beginner #5 - Lecture at a University

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Like and Would Like Bluffing Game

New Entry: 'Like and Would Like Bluffing Game' has just been added to the Lesson Plans area of UsingEnglish.com.

source https://www.usingenglish.com/teachers/lesson-plans/view-like-and-would-like-bluffing-game/

American Business English for Beginners #5 - Expressing Your Opinion 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 give your opinion. [...]

source https://www.englishclass101.com/lesson/american-business-english-for-beginners-5-expressing-your-opinion-in-english/

Lesson 49: Operation Spy!

Summary Ms. Weaver has asked Anna to help with Operation Spy. Her mission is to learn all she can about spying. She learns by going to the International Spy Museum in Washington, D.C. Speaking In this video, learn how to say the new words. Then compare the present perfect, present, and past verb tenses.  ​Pronunciation Use this video to learn about how Americans pronounce the reduced forms of "has" and "have' in the present perfect verb tense. Conversation Anna: It is no secret that Washington, D.C. has spies. Well, it should be a secret because spying is secret. But it’s not a secret. There’s even a spy museum! The International Spy Museum has created an amazing collection of spy things! And today, we will see them! My boss, Ms. Weaver, has sent me here … on a mission! Ms. Weaver: Hello, Anna, are you there? Anna: That’s her. Yes, Agent Peacock. This is Agent Flamingo, reporting for duty. Ms. Weaver: Agent what? Look, Anna … I mean, Agent Flamingo, I want you to learn all you can about spying. Anna: You mean, collect intelligence? Ms. Weaver: Yeah, it’s for our new show -- “D.C. Secrets.” Anna: You've got it, Agent Peacock. The mission is safe with me. Ms. Weaver: Oh, okay, great. Just be back by noon. Anna: Agent Peacock, I’m at an air duct! Ms. Weaver: Yes, spies sometimes sneak down air ducts. Anna: I have never snuck down an air duct. It’s dark and small. I’m afraid of dark, small places. Ms. Weaver: You can do it, Agent Flamingo. You know, spies aren’t afraid of a little darkness. Anna: Right. It’s just an air duct -- a dark, small air duct. Okay. I’m doing it, Agent Peacock! I am sneaking down a long, dark, small air duct. I’m having a little trouble breathing. Ms. Weaver: Just keep going, Agent Flamingo. Think of the team! Anna: Okay, I will think of the team. I’m thinking of the team, Agent Peacock! I did it! I did it! I sneaked down an air duct. That was a little uncomfortable. Ms. Weaver: Good! Anna: What's the next mission? Ms. Weaver: Umm … have you ever cracked a code? Anna: No. Ms. Weaver: Well, go learn. Spies use their brains. Anna: Got it! I’ve never cracked a code before. Let’s try, Agent Flamingo! This is really hard. I'm still trying to crack the code. I've cracked the code! I've cracked the code, Agent Peacock! My brain really hurts. Ms. Weaver: Great. Umm, Agent Flamingo, now answer this question: Do spies have to be in good shape? Anna: “Yes,” Agent Peacock! Spies have to be in really good shape! Can you hear me? Ms. Weaver: You’re breaking up, Flamingo. Anna: The International Spy Museum is awesome! Agent Peacock, I completed the mission! Ms. Weaver: Great. Great. Now, I have another very important mission for you. Anna: Got it. See you back at H.Q.! Ms. Weaver: Yummy! You brought my lunch! Thanks, Agent Flamingo! Anna: Mission completed. Agent Peacock! (Amelia makes a face.) Ms. Weaver: Don't ask.   Special thanks go out to the International Spy Museum for letting us film in the museum! Writing In this lesson, Anna learns about a job that many people think is exciting. Have you ever thought about doing a job that is different from the one you have now, or the one you think you will have when you finish school? Would it be more fun or more exciting? Tell us about the job. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet to practice three verb tenses and learn about how your friends practice speaking English.  Please note, our activity sheets now can be completed on the computer.​ Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Find Practice Opportunities. This strategy is what we use when we look for any chance we can get to practice speaking, listening to, reading, or writing English.  In this lesson, Anna is learning about being a spy. She practices some of the things that spies do - sneaking down an air duct, cracking a code, and staying in good shape. She found a good opportunity to practice spy skills. These experiences will help her to write a good story for her children's show. What do you do to find opportunities to practice English? Maybe you meet another English learner for coffee and speak English when you are together. Maybe you write emails or texts to a friend in English. Or you could read in English for fun: novels, comics, blogs, tweets, and so on. Write to us about how you look for ways to practice 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 agent - n. a person who tries to get secret information about another country or government air duct - n. a duct or pipe for air to flow through to the rooms of a building brain - n. the organ of the body in the head that controls functions, movements, sensations, and thoughts breathe - v. to move air into and out of your lungs code - n. a set of letters, numbers or symbols that is used to secretly send messages to someone collection - n. a group of interesting or beautiful objects brought together in order to show or study them complete - v. to finish making or doing (something) crack - v. to find an answer or solution to (something) duty - n. something that is done as part of a job flamingo - n. a tall wading bird with mainly pink or scarlet plumage and long legs and neck H.Q. - abbrev. headquarters - n. a place from which something (such as a business or a military action) is controlled or directed intelligence - n. secret information that a government collects about an enemy or possible enemy mission - n. a task or job that someone is given to do operation - n. a set of planned actions for a particular purpose peacock - n. a male peafowl, which has very long tail feathers that it can spread like a fan secret - n. a fact or piece of information that is kept hidden from other people shape - n. a physically strong and healthy condition sneak - v. to move quietly and secretly in order to avoid being noticed spy - n. a person who tries secretly to get information about a country or organization for another country or organization   ​______________________________________________________________ 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 the present, past, and present perfect verb tenses, and talk about ways to practice English. 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: Present perfect vs. present; Present perfect vs. past tense Topics: Reacting to information; Research for work Learning Strategy: Find Practice Opportunities Speaking & Pronunciation: Reduced forms of has/have in present perfect tense _______________________________________________________________ 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-49-operation-spy/3763537.html

Everyday Grammar: Anyway

source https://learningenglish.voanews.com/a/everyday-grammar-anyway/3944815.html

News #211 - For English Learners - Top 5 English Learning Strategies (Steal These for Yourself!)

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English Vocab Builder #111 - Body - Describing the Body

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Lesson 48: Have You Ever ...?

Summary Anna helps a tourist find interesting museums in Washington, D.C. She gets some help herself, too. Speaking In this video, learn how to say the new words. Then learn about using the present perfect verb tense. Pronunciation Use this video to learn about how Americans pronounce "been," the present perfect form of BE. Conversation Anna: Hello! I have lived in Washington, D.C. for a long time now. And I have done a lot. I feel that I know this city pretty well. (walks off and comes back) That's the wrong way. Where is it again? Anna: (sees a tourist at a sign) Excuse me, can I help you? Have we met before? Jean: I don’t think so. I’ve just flown in from Boston. My name is Jean. Anna: Hi, Jean! I'm Anna. I really feel like we’ve met before. Anyway, how can I help? Jean: I want to see an interesting museum but I don’t know which one. Anna: I can help with that. I’ve lived in Washington, D.C. a long time. I think I’ve seen all the museums. Jean: Wow, thanks. So, tell me, which museums are good? Anna: Well, they are all good. But they’re all different. There are science museums and history museums and art and culture museums. Jean: I want to see an unusual museum. Anna: I like the Sculpture Garden. Have you ever seen sculptures in a garden? It is really artistic! Jean: I have never seen a garden of sculptures! I’ll write that on my list! Anna: Have you been to the Museum of the American Indian? I’ve visited that museum many times. It is very peaceful. Jean: I have always liked American Indian culture. Jean: I’ll put that on my list. (writes on list) Do you have any other suggestions? Anna: Well, if you like plants, you can visit the U.S. Botanic Gardens. It's very organic. Jean: I have always loved plants. I’ll write that on my list, too! Wow, you know so much about D.C.’s museums. Anna: Well, I have lived here for over a year. Jean: You’re so lucky to live in such a beautiful city filled with so many museums and a zoo! Anna: What? D.C. has a zoo? Jean: Yes, and it’s beautiful. You’ve lived here for so long and you haven’t been to the zoo? Anna: I've never been to D.C.’s zoo. I've never been to any zoos! Jean: You have never seen zoo animals? Anna: I grew up on a farm, Jean. I've known farm animals my whole life. Jean: But the zoo has lions (makes sound of lion roaring) and elephants (makes sound of elephant trumpeting) and zebras (makes no sound)! If you have never seen a real, live elephant, you must. They are so majestic. Anna: I will. I will! (writes list) There. I’ve written my own must-see zoo animal list! Jean: Have fun at the zoo and thanks, Anna! Anna: Have fun at the museums, Jean! And thank YOU! Anna: This has been awesome! And I have seen every animal on my list! Jean, the tourist, helped me see more of my city. But where have I seen her before? Oh well. Until next time …   Writing In this lesson, Anna helps Jean learn about places to see in Washington, D.C. Have you ever visited a museum, a zoo, or a public garden? Where was it? What did you see there? If you have not, what would you tell a tourist to see in your home town? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about things you have seen or done. Please note, our activity sheets now can be completed on the computer. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Focus Attention. This strategy is what we use when we want to finish a job and make sure we do all of the things we want to do. In this lesson, Jean is a tourist in Washington, D.C. Anna tells Jean about the interesting museums in the city. Jean makes a list so she can remember to visit all of the interesting museums. When Jean makes at her list, then looks at it later, she is focusing attention on what she wants to do. As she sees each museum, she can check each museum off on the list. What do you do to focus your attention on the things you are learning in 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 American Indian - n. a member of any of the first groups of people living in North America or South America. The members of these nations are also called Native Americans or by the name of their tribal nation, as in "a member of the Navajo tribe." animal - n. a living thing that is not a human being or plant U.S. Botanic Garden - n. a large public garden in Washington, D.C. where plants are grown in order to be studied elephant - n. a very large gray animal that has a long, flexible nose and two long tusks lion - n. a large wild cat that has golden brown fur and that lives mainly in Africa majestic - adj. large and impressively beautiful own - v. to have (something) as property or to legally possess (something) plant - n. a living thing that grows in the ground, usually has leaves or flowers, and needs sun and water to survive science - n. knowledge about or study of the natural world based on facts learned through experiments and observation sculpture - n. a piece of art that is made by carving or molding clay, stone, wood or metal suggestion - n. an idea about what someone should do or how someone should behave zebra - n. an African animal that looks like a horse and has black and white stripes covering its body zoo - n. a place where many kinds of animals are kept so that people can see them​ ​______________________________________________________________ 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 the present perfect verb tense.   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: Present perfect verb tense​  Topics: Review of making recommendations; Talking about things to do and see  Learning Strategy: Focus Attention Speaking & Pronunciation: Past participle of BE​ ​_______________________________________________________________ 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-48-have-you-ever/3753664.html

How to teach acronyms

New Entry: 'How to teach acronyms' has just been added to the Articles area of UsingEnglish.com.

source https://www.usingenglish.com/articles/how-to-teach-acronyms.html

Video News #5 - Free English Gifts of the Month - August 2017

Lesson Video Download Video

source https://www.englishclass101.com/lesson/video-news-5-free-english-gifts-of-the-month-august-2017/

Comparative Adjectives- Miming Games

New Entry: 'Comparative Adjectives- Miming Games' has just been added to the Lesson Plans area of UsingEnglish.com.

source https://www.usingenglish.com/teachers/lesson-plans/view-comparative-adjectives-miming-games/

Currant cakes

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

source https://www.usingenglish.com/members/idioms/view.php?show=Cockney&entry_id=27213

Academic Writing: Common Patterns, Part Two

The Everyday Grammar team often receives questions about academic writing. Students around the world want to improve their academic writing so that they can gain admission – and succeed – in a college or a university.  In this week's report, we are going to explore one pattern that is commonly used in academic writing.  You will learn to recognize this pattern, and you will learn how you can use it in your own writing.  In addition, you will learn about the times you might not want to use it. Common Structure: noun+that-clause The structure we are exploring is this: noun + a that clause. The structure is often used to evaluate, or judge, a topic or idea.  A that-clause is a group of words beginning with the word that. A clause has both a subject and a predicate. The predicate shows what is said about the subject.  The noun might come at the beginning or middle of the sentence. Consider the following examples:  "The fact that the theory of evolution has been so contentious in public debates deserves some explanation." "This essay is written in the belief that modern historians need to radically change the way they think." In the first example, the that-clause follows the noun fact at the beginning of the sentence.  In the second example, the that-clause follows the noun belief at the middle of the sentence.  In both cases, the noun plays an important part in showing how a writer evaluates an idea. In other words, the noun helps show how the writer is taking a position and making a claim about something.  Let's study these sentences in greater detail.  #1 Showing Certainty  Think back to the first example sentence we gave you, "The fact that the theory of evolution has been so contentious in public debates deserves some explanation." Academic writers often use the noun + a that clause structure to express certainty.  In the sentence, the noun fact plays an important role. When the writer uses the word fact, he or she is showing certainty. It shows that the writer does not consider the point to be a subject of debate.  The that-clause contains the idea that the writer is certain about – the theory of evolution has been a contentious topic. Susan Conrad and Douglas Biber are grammar experts. They note that academic writers often use nouns or noun phrases such as conclusion, fact, little doubt, and no doubt to express certainty.  The that-clause can have any number of words or ideas. The important point is that it has a subject and a predicate. #2 Showing Possibility  A second common use of noun + a that clause is to express possibility. Consider our second example, "This essay is written in the belief that modern historians need to radically change the way they think.""  Here, the noun belief suggests possibility – it is possible for historians to change the way they think. Whether this is correct or not depends on the reader's opinion – and the persuasiveness of the author's argument. Conrad and Biber note that other nouns commonly used to show possibility include claim and assumption. Sometimes writers will use the noun possibility itself.  What can you do? The structures we have discussed today are common in academic writing. If you are writing for other purposes, you might want to use more direct language.  Take our example, "The fact that the theory of evolution has been so contentious in public debates deserves some explanation." You might read this in an academic publication. This structure might not be the best choice for other situations – writing an opinion piece in the newspaper or an email to your supervisor, for example.  In those cases, it might be better to use more direct language. For example, you could write, "Here are the reasons why the theory of evolution has been a contentious topic…" Or simply, "People have long debated the theory of evolution."  Remember: you have many choices to make when you write a sentence. Learning when to use certain structures can be a long, difficult process. But, we bring this lesson to a close with the belief that you will succeed! I'm John Russell. And I'm Alice Bryant.   John Russell adapted it 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   evaluate – v. to judge the value or condition of (someone or something) in a careful and thoughtful way predicate— n. grammar: the part of a sentence that expresses what is said about the subject contentious –adj.  likely to cause people to argue or disagree

source https://learningenglish.voanews.com/a/academic-writing-common-patterns-part-two-everyday-grammar/3997498.html

Weird off on

New Entry: 'Weird off on' has just been added to the Phrasal Verbs area of UsingEnglish.com.

source https://www.usingenglish.com/reference/phrasal-verbs/weird+off+on.html

Would the world stop without clocks?

What would happen to the world if all the clocks stopped? Neil and Rob wonder if we are slaves of time

source http://www.bbc.co.uk/programmes/p05d6dxs

Bazaar

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

source https://www.usingenglish.com/members/idioms/view.php?show=Cockney&entry_id=27212

Sneeze at

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

source https://www.usingenglish.com/reference/phrasal-verbs/sneeze+at.html

English Vocab Builder #15 - Winter Clothes

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! In this lesson, you’ll learn words and phrases about Winter Clothes. Click [...]

source https://www.englishclass101.com/lesson/english-vocab-builder-15-winter-clothes/

We met on ____ day of our course.

New Entry: 'We met on ____ day of our course.' has just been added to the Language Polls area of UsingEnglish.com.

source https://www.usingenglish.com/poll/1187.html

How To Make Your English Fluent

Dо you feel like your English ѕреаking skills nееd a littlе bit mоrе оf реrfесtiоn? If so, уоu are nоt аlоnе. Thеrе аrе ѕо mаnу оthеr реорlе оut there juѕt likе уоu but thе diffеrеnсе with them iѕ thаt they believe thаt at a certain age уоu саn nо lоngеr сhаngе уоur accent. Thiѕ iѕ […]

source http://www.gr8english.com/real-english-lessons/how-to-make-your-english-fluent.html

Academic Writing Tips with Useful Phrases

New Entry: 'Academic Writing Tips with Useful Phrases' has just been added to the Lesson Plans area of UsingEnglish.com.

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Success Strategy #7. Uphold Motivation and have fun as you learn Spanish

Now, this is the final success strategy of the Rocket Spanish learning system and it is about motivation which you need while you learn. The final technique that successful language learners utilize is high motivation; which means upholding your motivation and vigorously improving it.

Have you tried doing something new that was so sensational that you had an incapability to focus on anything else? As time goes on it, gradually but surely, it gets to the stage where it is easier for you to stay in bed… I think we’ve all been there…

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• Progress tracking: you are at-a-glance Dashboard, so you are aware of where you stand
• Rating system: As you proceed, you get to rate your performance, the words you know, lessons and phrases. The more you know, the better your assessment
• Points, Badges and the leaderboard: this works well to keep you inspired and coming back for more
• Phrase Finder: find phrases and words within different contexts all through the course
• My Vocab: a convenient instrument to store any hard to remember words
• My Notes: another convenient instrument that lets you make notes on each class for future mention
• Flashcards: improves your active recollection of Spanish phrases and words using Flashcards. With a Flashcard set for every class, you’ll be mastering Spanish in no time!
• Voluntary weekly emails: reporting your whole progress and pointing you towards endorsed lessons
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Rocket Spanish has ingeniously integrated a full, easy-to-follow curriculum that allows for self-paced, FUN and ENGAGING learning for all levels of learning. Nothing tops Rocket Spanish. It’s simply the best.

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So, how much will it cost to master Spanish?

It depends on how you go about it… The truth is that you do not need to spend a vast sum of money, or years behind some desk to become skilled at daily discussion. Rocket Spanish offers a quick, simple, and inexpensive means of attaining mastery at Spanish, at the same time allowing you to do whatever you want. It’s that simple.

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Rocket Spanish is definitely the easiest way to learn Spanish. It’s a big help for me, now I can understand my customers when they speak Spanish. They’re all amazed because they all know that a few months ago I couldn’t understand a word. I’m glad I’ve chosen the right program on the right time. I’m sure that Rocket Spanish will always be a number 1 selling program because it’s a unique method of teaching a foreign language. Thank you Mauricio.

Rabia Elmessaoudi— Florida, USA, United States

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The post Success Strategy #7. Uphold Motivation and have fun as you learn Spanish appeared first on Learn Spanish Speaking.

source http://learnspeakingspanish.com/success-strategy-7-uphold-motivation-fun-learn-spanish

Left, right, and centre

If you do something left, right, and centre does that mean you do it everywhere? Rob's being doing just that but what's he been doing it with?

source http://www.bbc.co.uk/programmes/p05d0z0c

English Vocab Builder #110 - Clothing -Accessories

Lesson Audio Download MP3

source https://www.englishclass101.com/lesson/english-vocab-builder-110-clothing-accessories/

Upper Intermediate #22 - An Unexpected English Call

Learn English with EnglishClass101.com! Since you’ve been living in the United States, you have started to have quite a number of migraines. Between the stress of holding down a tough job in the US and dating women who don’t understand your career aspirations in the United States when you explain them in English, no wonder [...]

source https://www.englishclass101.com/lesson/upper-intermediate-22-an-unexpected-english-call/

Typely

New Entry: 'Typely' has just been added to the TDOL's Blog area of UsingEnglish.com.

source https://www.usingenglish.com/profiles/tdol/archives/000496.html

Opposites Miming Games

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

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

Lesson 47: How Can I help?

Summary Pete is fixing his car. Can Anna help him? She was fixing cars when she was a teenager.  Speaking In this video, learn how to say the new words. Then learn about how to offer and accept help.  Pronunciation Use this video to learn about the reduced form of "I will" in the future tense. Conversation Anna: Hi, Pete. What are you doing? Pete: Oh! Hi, Anna. Right now, I am fixing my car. Anna: How’s it going? Pete: It’s going … not so good. Anna: How can I help? I was planning to visit some friends. But if you need help, I can help. I like helping. Pete: Anna, I can fix it myself. But thanks. Anna: Pete, I think I found your problem. These are spark plugs. (holds them up) Anna: They start the engine. Pete: I know that, Anna. But there were too many spark plugs … in there. So I took out the extra ones. Anna: There are no extras, Pete. You need all of them. Pete, can you fix a car yourself? Pete: Well, Anna, last night I was watching the online video course, “You CAN Fix a Car Yourself!” Dan: Yes, you CAN fix your car yourself! Pete: And I watched the first 10 lessons. So, I think I know what I’m doing. Anna: How many lessons are there? Pete: Four hundred and fifty. Anna: 450! That'll take too long! If I fix your car, I'll have it running in 10 to 15 minutes. Anna: Where’re your tools? Pete: I have this. (puts a useless tool in her hand). And this. (hands her another useless tool) Anna: Great. Um, I’ll get my tools. I’ll be back in a flash! Pete: But, Anna, I don’t need your ... (She goes and quickly comes back with tools.) Pete: … help. Anna: Pete, when I was a teenager, I was fixing cars -- myself. I learned from a master. Anna: You can trust me. Pete: Okay. Anna: Great! But we need teamwork. You sit in the car. When I say “go,” you start the engine. Anna: Okay, go! ​ Anna: Stop! Anna: Okay, go! Huh.  Pete: It's not starting! It’s not starting! Anna: What’s wrong? Pete: This car is stupid … stupid, stupid! Anna: Pete, kicking the tires will not help. Pete: Well, you did not help, Anna. You did not help!! Anna: Pete, Pete! Pull yourself together, man. Give me the keys. I must feel the key in the ignition and turn it myself. Master: Use the key, Anna. Turn the key, Anna. What are you forgetting, Anna? Anna: Pete. Pete. Pete: What? Anna: You are out of gas. Pete: I can’t be out of gas. (looks at gauge) I’m out of gas. Sorry, Anna. I’ll go get some. Anna: Pete. You relax. Clean your face. You can watch the rest of your online video course. It’ll be faster if I go … in a flash. Until next time … Dan (in the online video course): “Lesson 11. Always make sure you have a full tank of gas!”   Writing In this lesson, Anna helps Pete fix his car. When was the last time you helped a friend or family member? What were they doing when you helped? What were you doing to help them?  Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about common household problems and offering help. Please note, our activity sheets now can be completed on the computer. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Access Information Sources. In today's computer age, it is easy to learn online. But you can also learn from people who have experience. In this lesson, Pete learns to fix his car by watching an online video course. Anna tells Pete that she learned to fix cars from someone who had many years of experience. She calls her teacher "a master," and she remembers her master's words when she helps Pete with his car. Both Pete and Anna are accessing information sources to learn. What sources of information do you use, or access, as you are learning 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 course - n. a series of classes about a particular subject in a school engine - n. a machine that changes energy (such as heat from burning fuel) into mechanical motion face - n. the front part of the head that has the eyes, nose and mouth on it fix - v. to make (something) whole or able to work properly again orto repair (something) flash - n. a sudden appearance or occurrence of something ignition - n. the electrical system in an engine that causes the fuel to burn so that the engine begins working key - n. a device that is used to open a lock or start an automobile kick - v.to hit (someone or something) with your foot master - n. a person who has become very skilled at doing something spark plug - n. a part of an engine that produces a spark that makes the fuel burn stupid - adj. informal. used to refer to something in an angry or irritated way tank - n.a container for holding a liquid or gas tire - n. a rubber ring that usually contains air and that fits around the wheel of a car or bicycle tool - n. something (such as a hammer, saw or shovel) that you hold in your hand and use for a particular task video - n. a movie, television show or event that has been recorded so that it can be watched on a television or computer screen   ​______________________________________________________________ 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 offering help and accept inghelp from a friend with common household problems.​   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: Review of past and present continuous; review of reflexive pronouns Topics: Offering and accepting help Learning Strategy: Access Information Sources Speaking & Pronunciation: Reduced form of "I will" in American English ​_______________________________________________________________ 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-47-how-can-i-help/3737352.html

Lesson 48: Have You Ever ...?

Summary Anna helps a tourist find interesting museums in Washington, D.C. She gets some help herself, too. Speaking In this video, learn how to say the new words. Then learn about using the present perfect verb tense. Pronunciation Use this video to learn about how Americans pronounce "been," the present perfect form of BE. Conversation Anna: Hello! I have lived in Washington, D.C. for a long time now. And I have done a lot. I feel that I know this city pretty well. (walks off and comes back) That's the wrong way. Where is it again? Anna: (sees a tourist at a sign) Excuse me, can I help you? Have we met before? Jean: I don’t think so. I’ve just flown in from Boston. My name is Jean. Anna: Hi, Jean! I'm Anna. I really feel like we’ve met before. Anyway, how can I help? Jean: I want to see an interesting museum but I don’t know which one. Anna: I can help with that. I’ve lived in Washington, D.C. a long time. I think I’ve seen all the museums. Jean: Wow, thanks. So, tell me, which museums are good? Anna: Well, they are all good. But they’re all different. There are science museums and history museums and art and culture museums. Jean: I want to see an unusual museum. Anna: I like the Sculpture Garden. Have you ever seen sculptures in a garden? It is really artistic! Jean: I have never seen a garden of sculptures! I’ll write that on my list! Anna: Have you been to the Museum of the American Indian? I’ve visited that museum many times. It is very peaceful. Jean: I have always liked American Indian culture. Jean: I’ll put that on my list. (writes on list) Do you have any other suggestions? Anna: Well, if you like plants, you can visit the U.S. Botanic Gardens. It's very organic. Jean: I have always loved plants. I’ll write that on my list, too! Wow, you know so much about D.C.’s museums. Anna: Well, I have lived here for over a year. Jean: You’re so lucky to live in such a beautiful city filled with so many museums and a zoo! Anna: What? D.C. has a zoo? Jean: Yes, and it’s beautiful. You’ve lived here for so long and you haven’t been to the zoo? Anna: I've never been to D.C.’s zoo. I've never been to any zoos! Jean: You have never seen zoo animals? Anna: I grew up on a farm, Jean. I've known farm animals my whole life. Jean: But the zoo has lions (makes sound of lion roaring) and elephants (makes sound of elephant trumpeting) and zebras (makes no sound)! If you have never seen a real, live elephant, you must. They are so majestic. Anna: I will. I will! (writes list) There. I’ve written my own must-see zoo animal list! Jean: Have fun at the zoo and thanks, Anna! Anna: Have fun at the museums, Jean! And thank YOU! Anna: This has been awesome! And I have seen every animal on my list! Jean, the tourist, helped me see more of my city. But where have I seen her before? Oh well. Until next time …   Writing In this lesson, Anna helps Jean learn about places to see in Washington, D.C. Have you ever visited a museum, a zoo, or a public garden? Where was it? What did you see there? If you have not, what would you tell a tourist to see in your home town? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about things you have seen or done. Please note, our activity sheets now can be completed on the computer. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Focus Attention. This strategy is what we use when we want to finish a job and make sure we do all of the things we want to do. In this lesson, Jean is a tourist in Washington, D.C. Anna tells Jean about the interesting museums in the city. Jean makes a list so she can remember to visit all of the interesting museums. When Jean makes at her list, then looks at it later, she is focusing attention on what she wants to do. As she sees each museum, she can check each museum off on the list. What do you do to focus your attention on the things you are learning in 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 American Indian - n. a member of any of the first groups of people living in North America or South America. The members of these nations are also called Native Americans or by the name of their tribal nation, as in "a member of the Navajo tribe." animal - n. a living thing that is not a human being or plant U.S. Botanic Garden - n. a large public garden in Washington, D.C. where plants are grown in order to be studied elephant - n. a very large gray animal that has a long, flexible nose and two long tusks lion - n. a large wild cat that has golden brown fur and that lives mainly in Africa majestic - adj. large and impressively beautiful own - v. to have (something) as property or to legally possess (something) plant - n. a living thing that grows in the ground, usually has leaves or flowers, and needs sun and water to survive science - n. knowledge about or study of the natural world based on facts learned through experiments and observation sculpture - n. a piece of art that is made by carving or molding clay, stone, wood or metal suggestion - n. an idea about what someone should do or how someone should behave zebra - n. an African animal that looks like a horse and has black and white stripes covering its body zoo - n. a place where many kinds of animals are kept so that people can see them​ ​______________________________________________________________ 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 the present perfect verb tense.   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: Present perfect verb tense​  Topics: Review of making recommendations; Talking about things to do and see  Learning Strategy: Focus Attention Speaking & Pronunciation: Past participle of BE​ ​_______________________________________________________________ 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-48-have-you-ever/3753664.html

Everyday Grammar: Adjectival Infinitives + Thing, Stuff, A Lot

source https://learningenglish.voanews.com/a/everyday-grammar-adjectival-infinitives-plus-thing-stuff-a-lot/3944810.html

English Vocab Builder #110 - Clothing -Accessories

Lesson Audio Download MP3

source https://www.englishclass101.com/2017/08/20/english-vocab-builder-110-clothing-accessories/

Academic Writing: Common Patterns, Part One

  The new school year is beginning in communities across the United States. Many students are busy at work in their new classes. Some are already thinking about all the homework they will face in the weeks to come. Schools often require students to read academic articles -- short or long reports about a class-related subject. Teachers also ask students to write book reports and research papers.    Today on Everyday Grammar, we will explore two grammatical structures that you will see often in academic writing. We will show you how to use these structures. We also will show you when not to use them.  #1 Evaluating an idea If you are writing or reading for academic purposes, you will likely see the following structure: It + is + an adjective + that-clause. This is a common way to express an attitude, opinion or position. It is often used when considering an idea, note grammar experts Susan Conrad and Douglas Biber. Here is an example: "It is clear that the evidence is inconsistent." Here is how you can understand the sentence. The subject in our example is the word it. Then comes the verb is. After is, there is an adjective: the word clear. After clear, there is a that-clause. A that-clause is a group of words, beginning with the word that. It has a subject and a predicate. A predicate is the part of a sentence that expresses what is said about the subject. The that-clause has the idea that the writer is considering. In the example we gave you, the idea under consideration is the following statement: "the evidence is inconsistent." The adjective clear suggests the writer's judgment. By saying "it is clear," the writer is saying that he or she agrees the evidence appears to be conflicting with other information. Note that the writer did not write, "I think that the evidence is inconsistent," even if it has the same meaning as the example sentence. Why? We will explore that issue later in the report. Academic writers often use it + is + an adjective + that-clause to raise questions, note possibility, and express importance. For example, you might read the following sentence: "It is unlikely that the results will be conclusive." Or,  "It is likely that the information was incomplete." In the former case, the writer is using the adjective unlikely to raise questions. In the latter one, the writer is using the adjective likely to express possibility. #2 Evaluating an action A second common structure, it + is + an adjective + an infinitive phrase, is often used to judge an action. The infinitive phrase describes the action. The adjective shows the writer's evaluation.  Consider this example: "It is difficult to define these ideas." In this example, the infinitive to define relates to an action, while the adjective difficult shows the writer's evaluation. Writers often use it + is + an adjective + an infinitive phrase to show possibility, difficulty, importance, and so on. So, for example, you might read the following sentences: "It is hard to understand these effects," or "It is necessary to carry out further research." In the former example, the writer is expressing difficulty, while in the latter the writer is expressing necessity. Other ways to express the same ideas The two structures we have discussed are common in academic writing. You should try using them with your own adjectives, that-clauses, infinitive phrases, and so on. There is one point to keep in mind, however. You should know that sometimes you might not want to use these structures – especially if you are writing for business or even artistic reasons. In those situations, it might be better to use more direct language. Consider the first example we gave you, "It is clear that the evidence is inconsistent." This is a common, acceptable way to write a sentence for academic purposes. It is grammatically correct. However, the statement uses indirect language to express an evaluation. The writer is expressing an opinion without specifically writing "I think...," for example. However, if you are writing for other purposes other than college professors, you could simplify your language. You could give a very direct evaluation by writing "I think the evidence is inconsistent," or simply "The evidence is inconsistent." The structure that you choose to use depends on what kind of writing you are doing.  It is difficult to improve your writing. But with practice, you can do it! I'm John Russell. And I'm Pete Musto. 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   that-clause – n.  a part of a sentence (beginning with that) that has its own subject and verb evaluate – v. to judge the value or condition of (someone or something) in a careful and thoughtful way inconsistent – adj. having parts that disagree with each other conclusive – adj. showing that something is certainly true data – n. facts or information used usually to calculate, analyze, or plan something infinitive phrase – n. an infinitive phrase is a group of words consisting of an infinitive, objects, and modifiers concept – n. an idea of what something is or how it works academic – adj. of or related to a school, especially of higher education article – n. a piece of writing or story about a subject verb – n. a word that expresses an action, event or state of being  

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Academic Writing: Common Patterns, Part 1

  The new school year is beginning in communities across the United States. Many students are busy at work in their new classes. Some are already thinking about all the homework they will face in the weeks to come. Schools often require students to read academic articles -- short or long reports about a class-related subject. Teachers also ask students to write book reports and research papers.    Today on Everyday Grammar, we will explore two grammatical structures that you will see often in academic writing. We will show you how to use these structures. We also will show you when not to use them.  #1 Evaluating an idea If you are writing or reading for academic purposes, you will likely see the following structure: It + is + an adjective + that-clause. This is a common way to express an attitude, opinion or position. It is often used when considering an idea, note grammar experts Susan Conrad and Douglas Biber. Here is an example: "It is clear that the evidence is inconsistent." Here is how you can understand the sentence. The subject in our example is the word it. Then comes the verb is. After is, there is an adjective: the word clear. After clear, there is a that-clause. A that-clause is a group of words, beginning with the word that. It has a subject and a predicate. A predicate is the part of a sentence that expresses what is said about the subject. The that-clause has the idea that the writer is considering. In the example we gave you, the idea under consideration is the following statement: "the evidence is inconsistent." The adjective clear suggests the writer's judgment. By saying "it is clear," the writer is saying that he or she agrees the evidence appears to be conflicting with other information. Note that the writer did not write, "I think that the evidence is inconsistent," even if it has the same meaning as the example sentence. Why? We will explore that issue later in the report. Academic writers often use it + is + an adjective + that-clause to raise questions, note possibility, and express importance. For example, you might read the following sentence: "It is unlikely that the results will be conclusive." Or,  "It is likely that the information was incomplete." In the former case, the writer is using the adjective unlikely to raise questions. In the latter one, the writer is using the adjective likely to express possibility. #2 Evaluating an action A second common structure, it + is + an adjective + an infinitive phrase, is often used to judge an action. The infinitive phrase describes the action. The adjective shows the writer's evaluation.  Consider this example: "It is difficult to define these ideas." In this example, the infinitive to define relates to an action, while the adjective difficult shows the writer's evaluation. Writers often use it + is + an adjective + an infinitive phrase to show possibility, difficulty, importance, and so on. So, for example, you might read the following sentences: "It is hard to understand these effects," or "It is necessary to carry out further research." In the former example, the writer is expressing difficulty, while in the latter the writer is expressing necessity. Other ways to express the same ideas The two structures we have discussed are common in academic writing. You should try using them with your own adjectives, that-clauses, infinitive phrases, and so on. There is one point to keep in mind, however. You should know that sometimes you might not want to use these structures – especially if you are writing for business or even artistic reasons. In those situations, it might be better to use more direct language. Consider the first example we gave you, "It is clear that the evidence is inconsistent." This is a common, acceptable way to write a sentence for academic purposes. It is grammatically correct. However, the statement uses indirect language to express an evaluation. The writer is expressing an opinion without specifically writing "I think...," for example. However, if you are writing for other purposes other than college professors, you could simplify your language. You could give a very direct evaluation by writing "I think the evidence is inconsistent," or simply "The evidence is inconsistent." The structure that you choose to use depends on what kind of writing you are doing.  It is difficult to improve your writing. But with practice, you can do it! I'm John Russell. And I'm Pete Musto. 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   that-clause – n.  a part of a sentence (beginning with that) that has its own subject and verb evaluate – v. to judge the value or condition of (someone or something) in a careful and thoughtful way inconsistent – adj. having parts that disagree with each other conclusive – adj. showing that something is certainly true data – n. facts or information used usually to calculate, analyze, or plan something infinitive phrase – n. an infinitive phrase is a group of words consisting of an infinitive, objects, and modifiers concept – n. an idea of what something is or how it works academic – adj. of or related to a school, especially of higher education article – n. a piece of writing or story about a subject verb – n. a word that expresses an action, event or state of being  

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Lesson 47: How Can I help?

Summary Pete is fixing his car. Can Anna help him? She was fixing cars when she was a teenager.  Speaking In this video, learn how to say the new words. Then learn about how to offer and accept help.  Pronunciation Use this video to learn about the reduced form of "I will" in the future tense. Conversation Anna: Hi, Pete. What are you doing? Pete: Oh! Hi, Anna. Right now, I am fixing my car. Anna: How’s it going? Pete: It’s going … not so good. Anna: How can I help? I was planning to visit some friends. But if you need help, I can help. I like helping. Pete: Anna, I can fix it myself. But thanks. Anna: Pete, I think I found your problem. These are spark plugs. (holds them up) Anna: They start the engine. Pete: I know that, Anna. But there were too many spark plugs … in there. So I took out the extra ones. Anna: There are no extras, Pete. You need all of them. Pete, can you fix a car yourself? Pete: Well, Anna, last night I was watching the online video course, “You CAN Fix a Car Yourself!” Dan: Yes, you CAN fix your car yourself! Pete: And I watched the first 10 lessons. So, I think I know what I’m doing. Anna: How many lessons are there? Pete: Four hundred and fifty. Anna: 450! That'll take too long! If I fix your car, I'll have it running in 10 to 15 minutes. Anna: Where’re your tools? Pete: I have this. (puts a useless tool in her hand). And this. (hands her another useless tool) Anna: Great. Um, I’ll get my tools. I’ll be back in a flash! Pete: But, Anna, I don’t need your ... (She goes and quickly comes back with tools.) Pete: … help. Anna: Pete, when I was a teenager, I was fixing cars -- myself. I learned from a master. Anna: You can trust me. Pete: Okay. Anna: Great! But we need teamwork. You sit in the car. When I say “go,” you start the engine. Anna: Okay, go! ​ Anna: Stop! Anna: Okay, go! Huh.  Pete: It's not starting! It’s not starting! Anna: What’s wrong? Pete: This car is stupid … stupid, stupid! Anna: Pete, kicking the tires will not help. Pete: Well, you did not help, Anna. You did not help!! Anna: Pete, Pete! Pull yourself together, man. Give me the keys. I must feel the key in the ignition and turn it myself. Master: Use the key, Anna. Turn the key, Anna. What are you forgetting, Anna? Anna: Pete. Pete. Pete: What? Anna: You are out of gas. Pete: I can’t be out of gas. (looks at gauge) I’m out of gas. Sorry, Anna. I’ll go get some. Anna: Pete. You relax. Clean your face. You can watch the rest of your online video course. It’ll be faster if I go … in a flash. Until next time … Dan (in the online video course): “Lesson 11. Always make sure you have a full tank of gas!”   Writing In this lesson, Anna helps Pete fix his car. When was the last time you helped a friend or family member? What were they doing when you helped? What were you doing to help them?  Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about common household problems and offering help. Please note, our activity sheets now can be completed on the computer. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Access Information Sources. In today's computer age, it is easy to learn online. But you can also learn from people who have experience. In this lesson, Pete learns to fix his car by watching an online video course. Anna tells Pete that she learned to fix cars from someone who had many years of experience. She calls her teacher "a master," and she remembers her master's words when she helps Pete with his car. Both Pete and Anna are accessing information sources to learn. What sources of information do you use, or access, as you are learning 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 course - n. a series of classes about a particular subject in a school engine - n. a machine that changes energy (such as heat from burning fuel) into mechanical motion face - n. the front part of the head that has the eyes, nose and mouth on it fix - v. to make (something) whole or able to work properly again orto repair (something) flash - n. a sudden appearance or occurrence of something ignition - n. the electrical system in an engine that causes the fuel to burn so that the engine begins working key - n. a device that is used to open a lock or start an automobile kick - v.to hit (someone or something) with your foot master - n. a person who has become very skilled at doing something spark plug - n. a part of an engine that produces a spark that makes the fuel burn stupid - adj. informal. used to refer to something in an angry or irritated way tank - n.a container for holding a liquid or gas tire - n. a rubber ring that usually contains air and that fits around the wheel of a car or bicycle tool - n. something (such as a hammer, saw or shovel) that you hold in your hand and use for a particular task video - n. a movie, television show or event that has been recorded so that it can be watched on a television or computer screen   ​______________________________________________________________ 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 offering help and accept inghelp from a friend with common household problems.​   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: Review of past and present continuous; review of reflexive pronouns Topics: Offering and accepting help Learning Strategy: Access Information Sources Speaking & Pronunciation: Reduced form of "I will" in American English ​_______________________________________________________________ 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.

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Academic Writing: Common Patterns, Part 1

  The new school year is beginning in communities across the United States. Many students are busy at work in their new classes. Some are already thinking about all the homework they will face in the weeks to come. Schools often require students to read academic articles -- short or long reports about a class-related subject. Teachers also ask students to write book reports and research papers.    Today on Everyday Grammar, we will explore two grammatical structures that you will see often in academic writing. We will show you how to use these structures. We also will show you when not to use them.  #1 Evaluating an idea If you are writing or reading for academic purposes, you will likely see the following structure: It + is + an adjective + that-clause. This is a common way to express an attitude, opinion or position. It is often used when considering an idea, note grammar experts Susan Conrad and Douglas Biber. Here is an example: "It is clear that the evidence is inconsistent." Here is how you can understand the sentence. The subject in our example is the word it. Then comes the verb is. After is, there is an adjective: the word clear. After clear, there is a that-clause. A that-clause is a group of words, beginning with the word that. It has a subject and a predicate. A predicate is the part of a sentence that expresses what is said about the subject. The that-clause has the idea that the writer is considering. In the example we gave you, the idea under consideration is the following statement: "the evidence is inconsistent." The adjective clear suggests the writer's judgment. By saying "it is clear," the writer is saying that he or she agrees the evidence appears to be conflicting with other information. Note that the writer did not write, "I think that the evidence is inconsistent," even if it has the same meaning as the example sentence. Why? We will explore that issue later in the report. Academic writers often use it + is + an adjective + that-clause to raise questions, note possibility, and express importance. For example, you might read the following sentence: "It is unlikely that the results will be conclusive." Or,  "It is likely that the information was incomplete." In the former case, the writer is using the adjective unlikely to raise questions. In the latter one, the writer is using the adjective likely to express possibility. #2 Evaluating an action A second common structure, it + is + an adjective + an infinitive phrase, is often used to judge an action. The infinitive phrase describes the action. The adjective shows the writer's evaluation.  Consider this example: "It is difficult to define these ideas." In this example, the infinitive to define relates to an action, while the adjective difficult shows the writer's evaluation. Writers often use it + is + an adjective + an infinitive phrase to show possibility, difficulty, importance, and so on. So, for example, you might read the following sentences: "It is hard to understand these effects," or "It is necessary to carry out further research." In the former example, the writer is expressing difficulty, while in the latter the writer is expressing necessity. Other ways to express the same ideas The two structures we have discussed are common in academic writing. You should try using them with your own adjectives, that-clauses, infinitive phrases, and so on. There is one point to keep in mind, however. You should know that sometimes you might not want to use these structures – especially if you are writing for business or even artistic reasons. In those situations, it might be better to use more direct language. Consider the first example we gave you, "It is clear that the evidence is inconsistent." This is a common, acceptable way to write a sentence for academic purposes. It is grammatically correct. However, the statement uses indirect language to express an evaluation. The writer is expressing an opinion without specifically writing "I think...," for example. However, if you are writing for other purposes other than college professors, you could simplify your language. You could give a very direct evaluation by writing "I think the evidence is inconsistent," or simply "The evidence is inconsistent." The structure that you choose to use depends on what kind of writing you are doing.  It is difficult to improve your writing. But with practice, you can do it! I'm John Russell. And I'm Pete Musto. 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   that-clause – n.  a part of a sentence (beginning with that) that has its own subject and verb evaluate – v. to judge the value or condition of (someone or something) in a careful and thoughtful way inconsistent – adj. having parts that disagree with each other conclusive – adj. showing that something is certainly true data – n. facts or information used usually to calculate, analyze, or plan something infinitive phrase – n. an infinitive phrase is a group of words consisting of an infinitive, objects, and modifiers concept – n. an idea of what something is or how it works academic – adj. of or related to a school, especially of higher education article – n. a piece of writing or story about a subject verb – n. a word that expresses an action, event or state of being  

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Lesson 46: May I Borrow That?

Summary Anna finds out it's Marsha's birthday. She wants to give her a present. But she does not have much money. What will she do? Speaking In this video, learn how to say the new words. Then learn how to talk about borrowing or lending.​ Pronunciation Use this video to practice the pronunciation of words that end with an "r" sound in American English. Conversation   Anna: Have a nice day at work Marsha! Marsha: You too, Anna. Oh, wait. Do you have pen and paper I can borrow? Anna: Of course. Marsha: We are meeting at this restaurant tonight. Anna: What is happening tonight? Marsha: Today is my birthday. We are celebrating at 7pm tonight. Did you forget? Anna: Sorry, Marsha! I gotta go! See you later! Marsha: Don't forget! Tonight … 7pm! Anna: I forgot Marsha’s birthday! And I don’t get my paycheck until next week. I know. I'll make her a gift. I’ll just have to borrow a couple of things. Anna: Amelia, may I borrow your stapler? Amelia: Sure. I can lend you my stapler, Anna. But please return it. It’s my favorite stapler. Anna: You can trust me. I understand. One time, I loaned my stapler to the wrong person. Anna: Thanks, Amelia. Amelia: Don’t mention it. Bye, stapler! Anna: Jonathan! Can I borrow your scissors? Jonathan: Oh! Hi, Anna! What’re you doing? Anna: Can I borrow your scissors? Sorry to bother you. Jonathan: Yes, I can lend them to you, but you must return them. These scissors -- they are the sharpest scissors in the office. Watch. Anna: Wow, those are sharp. I will be very careful. Jonathan: Okay. Anna: And I’ll bring them back tomorrow. Jonathan: Good. Anna: Thank you. Jonathan: You're welcome. Anna: Happy Birthday, Marsha! (gives Marsha a gift) Marsha: Thanks, Anna! I love birthday gifts! Anna, it is … interesting. What is it? Anna: Well, I know you love hats. And you need office supplies. So, this is your own office supply hat! Marsha: Wow! That is a lot of office supplies! Anna: Many people loaned or shared their supplies with me. Some people really love their office supplies. It has paper, pens, tape, erasers, rubber bands, binder clips, paper clips, and a light! Marsha: What is the balloon for? Anna: The balloon will help your friends find you. Let’s try it! You get a seat in the restaurant - I will find you! Anna: Sometimes all the money in the world can’t buy the perfect gift. Until next time!   Writing In this lesson, Anna makes a gift for her friend Marsha. Did you ever make a gift for a friend or a family member? What was it? How did you make 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 borrowing and lending office supplies. You can now fill in the activity sheet on the computer!   Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Act it Out. When we act out something, using our body instead of using words, we are finding another way to communicate our meaning.  That helps when we do not know a word, or when it is too loud to talk. We can also use this strategy to build stronger memories of the things we are learning. In this lesson, Anna wants to ask Jonathan if she can borrow his scissors. But he is listening to loud music, so she acts out using scissors. He understands that she wants to use his scissors easily before he hears her question. Do you ever act out the new words you are learning in English? Try it with the new words for office supplies in this lesson. Say each word and make an action with your hands as if you are holding or using that thing. Does it help you learn the new words? 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   borrow - v. to take and use (something that belongs to someone else) for a period of time before returning it bring back - phrasal verb. to return with (something or someone) celebrate - v. to do something special or enjoyable for an important event, occasion or holiday gift - n. something that is given to another person lend - v. to give (something) to (someone) to be used for a period of time and then returned loan - v. to give (something) to (someone) for a period of time mention - v. to talk or write about something or someone in a brief way don't mention it -used to answer someone who has just thanked you for something paycheck - n. the money that you regularly earn sharp - adj. having a thin edge that is able to cut things supplies - n. [plural] : things (such as food, equipment, fuel, and so on) that are needed for a particular purpose   Office Supplies ​______________________________________________________ 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 borrowing and lending things. For Teachers ​ Grammar: Verbs lend, borrow, and loan Topics: Asking for permission Learning Strategy: Act It Out Pronunciation: Words that end in "r" in American English 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. ____________________________________________________________ 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.

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