Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-5-how-to-describe-something-positively/
Tuesday, 31 July 2018
Crunch time
When the time comes to make an important decision, what do you say?
source http://www.bbc.co.uk/programmes/p06g5hl3
source http://www.bbc.co.uk/programmes/p06g5hl3
Sunday, 29 July 2018
Learn Basic Spanish Phrases With Maurucio
Hola dear Spanish learners. In this lesson we are going to learn some basic Spanish phrases with Maurucio one of the teachers of Rocket Spanish. Now watch below video and start to learn immediately…
Learn Basic Spanish phrases and greetings with Rocket Spanish course. Join Mauricio Evlampieff as he teaches us some basic greetings and phrases in his native language, Spanish…
Click here to start your free trial!
Rocket Spanish Tutorials:
The post Learn Basic Spanish Phrases With Maurucio appeared first on Learn Spanish Speaking.
source http://learnspeakingspanish.com/learn-basic-spanish-phrases-with-maurucio
Saturday, 28 July 2018
Friday, 27 July 2018
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
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-37-lets-agree-to-disagree/3574029.html
Improve Your Writing with Inversion, Part 1
In English, the traditional word order of a statement is subject + verb. Never do we change the order except when asking a question. Or do we? If you listened closely, you may have noticed that my statement beginning with the word “never” failed to follow the usual order. I put the auxiliary verb “do” before the subject “you” and the main verb “know” after the subject. Using this word order in statements is called “inversion.” We use inversion to add emphasis to statements and variety to our writing. Inversion can “make[s] our sentence[s] sound surprising or striking or unusual,” writes Seonaid Beckwich. She is founder of the website Perfect-English-Grammar.com. But inversion is not for everyday speech. English speakers use it in formal statements, and most often in writing, such as in essays and works of literature. And, it is only done with some words and phrases. There are more than 15 types of inversion, but only some are used in academic writing. Today we will show you how to use a few types. When used the right way, inversion can strengthen points and make your writing more memorable. Another reason for learning inversion is that examples appear on the TOEFL, or Test of English as a Foreign Language. How inversion works Getting word order right in inversion is important. So, let’s start there. There are two ideas worth remembering: The first is that many types of inversion use the auxiliary verb + subject + main verb word order. Auxiliary verbs – such as be, do and have -- are verbs that help form a verb tense, mood or voice of main verbs. The second is that inversion usually puts the thing we want to emphasize at the beginning of the sentence. One example might be the adverb “never” in my earlier statement. Intro –ED One type of inversion common both in academic writing and on the TOEFL is starting a statement with the past participle. In this inversion, the word order is past participle + BE + subject. Listen to the following reading about television viewership in the United States. Then try to find the inversion. Gone are the days when American families would gather around a television program at its scheduled time. Today’s viewers want to watch their programs on-demand. And, they often binge-watch whole series, whether on cable TV or the Internet. Did you find the inversion? It begins with the word “Gone.” But that statement has more than one clause in it, which is very common in English. “Gone are the days” is the main clause. The other is a relative clause: “when American families would gather around a television program at its scheduled time.” Notice that the relative clause does not use inversion. That is important. Often, statements that use inversion contain more than one clause and only one of the clauses contains inversion. You will also notice that there was only one inversion in the example. Inversion is something that you should avoid overusing. Negative adverbs Now, let’s move to inversions involving a negative word or phrase. These are very common in essay writing and on the TOEFL. For these, the negative word or term almost always begins the statement. Think back to my statement with the negative adverb “Never.” In addition to “never,” you can use inversion with the negative adverbs “rarely,” “seldom,” “hardly” and “scarcely.” Listen to the following sentence, a factual statement one might find in an essay: Punishment is rarely severe for attackers who are found guilty. It is a well-written statement that does not use inversion. But if we wanted to note how rare it is for attackers to be punished severely, we could move the negative adverb “rarely.” Listen for the inversion in this reworded statement: Rarely is punishment severe for attackers who are found guilty. Putting “rarely” first makes the point more striking. Notice also that there are two clauses in this statement, and the relative clause “who are found guilty” does not use inversion. Negative phrases In addition to negative adverbs, there are also many negative phrases that use inversion. Some examples are phrases like “not only…but also” “not until” and “not since.” Unlike for negative adverbs, which can go anywhere in a sentence, for some negative phrases, inversion is a requirement, not a choice. Now, let’s look at “not only…but also.” It often uses inversion, but that is only required when the “not only” part begins the statement. Using “Not only…but also” shows that something has more than one quality or has done more than one action, where the action or quality after “but also” is especially notable. In academic writing, this phrase can be effective for making an argument. Here’s an example in a persuasive essay about automobiles: There are a number of advantages to owning a hybrid car. Not only do hybrids run cleaner than gasoline, but they also have better gas mileage. And those are just the environmental benefits. Other benefits, such as tax credits and a higher resale value, are financial. The statement with “not only…but also” uses inversion in the first clause, “Not only do hybrids run cleaner than gasoline.” And it follows the auxiliary verb + subject + main verb construction. The negative phrase “not only” appears first, followed by “do,” then the subject “hybrid cars” then the main verb “run.” In the second clause, which has “but also,” there is no inversion. This is the structure to follow when using inversion for “not only…but also.” Something to note about the wording: The word “also” can be left out completely or replaced with “too” at the end of the statement. Using inversion can be difficult for English learners. But it is useful in adding emphasis and variety to academic writing. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. _____________________________________________________________ Words in This Story emphasis – n. a forceful quality in the way something is said or written auxiliary verb – n. a verb that is used with another verb to show the verb's tense, to form a question variety – n. the quality or state of having or including many different things formal – adj. suitable for serious or official speech and writing mood – n. a quality that creates a particular feeling viewership – n. the audience for a particular television program or channel binge-watch – v. watch multiple episodes of a television program in rapid succession clause – n. a part of a sentence that has its own subject and verb hybrid – adj. something that is formed by combining two or more things
source https://learningenglish.voanews.com/a/improve-your-writing-with-inversion-part-1/4500912.html
source https://learningenglish.voanews.com/a/improve-your-writing-with-inversion-part-1/4500912.html
It's not too hot.
New Entry: 'It's not too hot.' has just been added to the Language Polls area of UsingEnglish.com.
source https://www.usingenglish.com/poll/1204.html
Thursday, 26 July 2018
Improve Your Writing with Inversion, Part 1
In English, the traditional word order of a statement is subject + verb. Never do we change the order except when asking a question. Or do we? If you listened closely, you may have noticed that my statement beginning with the word “never” failed to follow the usual order. I put the auxiliary verb “do” before the subject “you” and the main verb “know” after the subject. Using this word order in statements is called “inversion.” We use inversion to add emphasis to statements and variety to our writing. Inversion can “make[s] our sentence[s] sound surprising or striking or unusual,” writes Seonaid Beckwich. She is founder of the website Perfect-English-Grammar.com. But inversion is not for everyday speech. English speakers use it in formal statements, and most often in writing, such as in essays and works of literature. And, it is only done with some words and phrases. There are more than 15 types of inversion, but only some are used in academic writing. Today we will show you how to use a few types. When used the right way, inversion can strengthen points and make your writing more memorable. Another reason for learning inversion is that examples appear on the TOEFL, or Test of English as a Foreign Language. How inversion works Getting word order right in inversion is important. So, let’s start there. There are two ideas worth remembering: The first is that many types of inversion use the auxiliary verb + subject + main verb word order. Auxiliary verbs – such as be, do and have -- are verbs that help form a verb tense, mood or voice of main verbs. The second is that inversion usually puts the thing we want to emphasize at the beginning of the sentence. One example might be the adverb “never” in my earlier statement. Intro –ED One type of inversion common both in academic writing and on the TOEFL is starting a statement with the past participle. In this inversion, the word order is past participle + BE + subject. Listen to the following reading about television viewership in the United States. Then try to find the inversion. Gone are the days when American families would gather around a television program at its scheduled time. Today’s viewers want to watch their programs on-demand. And, they often binge-watch whole series, whether on cable TV or the Internet. Did you find the inversion? It begins with the word “Gone.” But that statement has more than one clause in it, which is very common in English. “Gone are the days” is the main clause. The other is a relative clause: “when American families would gather around a television program at its scheduled time.” Notice that the relative clause does not use inversion. That is important. Often, statements that use inversion contain more than one clause and only one of the clauses contains inversion. [GRAPHIC] You will also notice that there was only one inversion in the example. Inversion is something that you should avoid overusing. Negative adverbs Now, let’s move to inversions involving a negative word or phrase. These are very common in essay writing and on the TOEFL. For these, the negative word or term almost always begins the statement. Think back to my statement with the negative adverb “Never.” In addition to “never,” you can use inversion with the negative adverbs “rarely,” “seldom,” “hardly” and “scarcely.” Listen to the following sentence, a factual statement one might find in an essay: Punishment is rarely severe for attackers who are found guilty. It is a well-written statement that does not use inversion. But if we wanted to note how rare it is for attackers to be punished severely, we could move the negative adverb “rarely.” Listen for the inversion in this reworded statement: Rarely is punishment severe for attackers who are found guilty. Putting “rarely” first makes the point more striking. Notice also that there are two clauses in this statement, and the relative clause “who are found guilty” does not use inversion. Negative phrases In addition to negative adverbs, there are also many negative phrases that use inversion. Some examples are phrases like “not only…but also” “not until” and “not since.” Unlike for negative adverbs, which can go anywhere in a sentence, for some negative phrases, inversion is a requirement, not a choice. Now, let’s look at “not only…but also.” It often uses inversion, but that is only required when the “not only” part begins the statement. Using “Not only…but also” shows that something has more than one quality or has done more than one action, where the action or quality after “but also” is especially notable. In academic writing, this phrase can be effective for making an argument. Here’s an example in a persuasive essay about automobiles: There are a number of advantages to owning a hybrid car. Not only do hybrids run cleaner than gasoline, but they also have better gas mileage. And those are just the environmental benefits. Other benefits, such as tax credits and a higher resale value, are financial. The statement with “not only…but also” uses inversion in the first clause, “Not only do hybrids run cleaner than gasoline.” And it follows the auxiliary verb + subject + main verb construction. The negative phrase “not only” appears first, followed by “do,” then the subject “hybrid cars” then the main verb “run.” In the second clause, which has “but also,” there is no inversion. This is the structure to follow when using inversion for “not only…but also.” [GRAPHIC] Something to note about the wording: The word “also” can be left out completely or replaced with “too” at the end of the statement. Using inversion can be difficult for English learners. But it is useful in adding emphasis and variety to academic writing. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. _____________________________________________________________ Words in This Story emphasis – n. a forceful quality in the way something is said or written auxiliary verb – n. a verb that is used with another verb to show the verb's tense, to form a question variety – n. the quality or state of having or including many different things formal – adj. suitable for serious or official speech and writing mood – n. a quality that creates a particular feeling viewership – n. the audience for a particular television program or channel binge-watch – v. watch multiple episodes of a television program in rapid succession clause – n. a part of a sentence that has its own subject and verb hybrid – adj. something that is formed by combining two or more things
source https://learningenglish.voanews.com/a/improve-your-writing-with-inversion-part-1/4500912.html
source https://learningenglish.voanews.com/a/improve-your-writing-with-inversion-part-1/4500912.html
English Listening Practice Calling the American Doctor’s Office
Hello Power English followers! Let’s do some listening practice! Do you find yourself only understanding bits and pieces of English conversations? Do you spend hours trying to figure out what that person said to you in English? Then this English Listening Comprehension for Absolute Beginners series is for you! In each lesson of this five-part […]
source http://www.power-english.net/englishclas-101/english-listening-practice-calling-the-american-doctor.html
source http://www.power-english.net/englishclas-101/english-listening-practice-calling-the-american-doctor.html
American English Words of the Week with Alisha for Advanced Learners #10 - Ism Words
In this Advanced lesson, you’ll learn Ism words in English. Visit us at EnglishClass101.com, where you will find English lesson notes and many more fantastic lessons and learning resources. Leave us a message while you are here!Learn English with EnglishClass101.com! How would you react if someone put you on the spot with an English question? [...]
source https://www.englishclass101.com/lesson/american-english-words-of-the-week-with-alisha-for-advanced-learners-10-ism-words/
source https://www.englishclass101.com/lesson/american-english-words-of-the-week-with-alisha-for-advanced-learners-10-ism-words/
Not going out
Neil and Catherine discuss the trend of staying indoors and teach you new vocabulary.
source http://www.bbc.co.uk/programmes/p06fr6ns
source http://www.bbc.co.uk/programmes/p06fr6ns
Wednesday, 25 July 2018
Learn Spanish with Rocket Spanish 2018 Edition
Leaning languages can indeed be fun and fulfilling. With this in mind, we’d like to show you how to learn Spanish with Rocket Spanish 2018 Edition.
We take you through a virtual tour of the Members area and explain the lessons and features included in this comprehensive course.
Key Steps Involved in Using Rocket Spanish
Below are the vital procedures you should follow before you learn Spanish with Rocket Spanish:
- Log in
- Select your preferred language (Spanish) in the list of Rocket Language courses
- Use your dashboard to select lessons and view progress
- At the end of the lesson, start your Rocket certification
- Expect a Certificate of Achievement if you pass the Rocket Certification.
Components of the Rocket Spanish Course
Click here to view more details!
Now, the Rocket Spanish course comprises two main lesson structures. They are:
- Interactive Audio Lessons
- Language and Cultural Lessons
We’ll explain what each entails.
Interactive Audio Lessons
The Interactive Audio lessons have been designed to teach you conversational Spanish.
It’s not enough to memorize a specific number of vocabularies. Instead, consider learning how to speak full sentences.
How does it work?
- Each lesson begins with a conversation split into short phrases.
- You can download the audio tracks or listen to them online.
- You’ll also find a written copy of the conversations and added vocabulary to help you learn Spanish productively.
Rocket Record
This voice recognition software allows you listen to one conversation at a time. You can then repeat the phrase and record yourself.
In addition, the tool processes your recording and rates your pronunciation. If you’d like the full voice recognition, please install the Free Rocket Languages App.
You can also use Chrome on a desktop computer or take this course using other browsers.
Note:
You can adjust the difficulty settings whenever you please.
Rocket Reinforcement Activities
Each lesson ends with the Rocket Reinforcement activities which improve how you speak Spanish and your recall of lessons learned.
They include:
- Hear It, Say It
This tests your spoken language abilities. Listen to the audio, repeat the phrase, and record yourself (not compulsory). Get the transaction when you click on “reveal.”
- Write It
This improves your written language skills. You’ll be required to listen to some audio and type what you hear. A special keyboard is available and you can click “reveal” to know your rating.
- Know It
This reinforces your translation skills by requiring you to translate the English version of a phrase.
- Quiz
This entails comprehension practice where you select a correct answer, submit, and view your score.
- Flashcards
These also reinforce your Spanish vocabulary effortlessly. You only have to toggle the audio for Spanish and English in the “Settings.”
- Play It
In this part, you act as one of the characters in a conversation. Next, you’ll record a part of the transcript and await your rating.
What’s more?
Feel free to select your preferred difficulty level as you learn Spanish with Rocket Spanish.
At the end of each Reinforcement Activity, the icons at the top of the page will change color to indicate your performance.
Language and Culture Lessons
Several Rocket record audio tracks here reinforce your understanding of Spanish. Plus, you’ll find Reinforcement Activities at the end of the lessons.
Take the Rocket certification when you complete every lesson within a module.
Click here to start your free trial!
Other Features on Rocket Spanish
- My Tools – Find helpful features
- My Progress – Monitor your performance
- My Forum – Ask questions
- My Notes – Make and save notes
- My Vocab – Search for and save Rocket Spanish phrases
- My Advanced Learning – Find helpful, tested tips and tricks
- Help – Read through frequently asked questions when you need help
To learn Spanish with Rocket Spanish, contact the team of Rocket Spanish 2018 using the contact form or speak with one of our customer service representatives. Begin your Spanish learning journey today!
Click here to start your free trial now!
Related Posts:
The post Learn Spanish with Rocket Spanish 2018 Edition appeared first on Learn Spanish Speaking.
source http://learnspeakingspanish.com/rocket-spanish-2018-edition-review
A & An Drawing Games
New Entry: 'A & An Drawing Games' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-a-an-drawing-games/
Tuesday, 24 July 2018
Monday, 23 July 2018
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 locations 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
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-36-i-can-fix-this/3568962.html
Honey bees
New Entry: 'Honey bees' 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=27280
Time Expressions- Meetings Roleplay
New Entry: 'Time Expressions- Meetings Roleplay' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-time-expressions-meetings-roleplay/
Saturday, 21 July 2018
Friday, 20 July 2018
Walk back
New Entry: 'Walk back' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/walk+back.html
Know Your Verbs #6 - Verb: “Keep”
Lesson Video Download Video
source https://www.englishclass101.com/lesson/know-your-verbs-6-verb-keep/
source https://www.englishclass101.com/lesson/know-your-verbs-6-verb-keep/
Thursday, 19 July 2018
The Exciting World of Participial Adjectives
The English language has a lot of adjectives. Some estimates put the number at several thousand. And while those numbers may sound frightening, adjectives can be exciting! In English, many adjectives come from verbs. In today’s program, we will tell you about participial adjectives – adjectives that we make from verbs. To understand these adjectives, we must first get to know participles. What is a participle? Don’t worry: Participles are simpler than they sound. A participle is a word that is made from a verb and usually ends in -ING or -ED. For example, the verb “to surprise” can be made into the words “surprising” and “surprised.” Participles can act as one of three parts of speech: 1) a verb tense when used with the verb “to be” 2) a gerund 3) an adjective. Today, we turn our attention to adjectives. Participial adjectives are used just like normal adjectives. In other words, they can appear before a noun, such as in the words “surprising results.” Or, they can appear after linking verbs, such as in the sentence, “The results were surprising.” Past or present? There are two types of participles: the present participle, which ends in –ING, and the past participle, which ends in -ED. Adjectives with -ED endings tell us how people feel about something or someone. It is less common for words with the –ED ending to describe non-living things, situations or ideas. And, adjectives with -ING endings often describe a quality of a person, thing or idea. They describe the thing that causes a feeling or emotion. Let’s look at two examples of the verb “to shock” as a participial adjective and compare their meanings: I was shocked by the president’s words. The president’s words were shocking. In the first sentence, “shocked,” tells us how the speaker felt. In the second, “shocking” describes the thing that caused the speaker’s feelings – the president’s words. In other words, the shocking words made the person feel shocked. Common mistakes English learners sometimes have trouble choosing between the endings. This is especially true for certain adjectives, such as bored / boring, interested / interesting and confused / confusing. There are two common mistakes that happen when learners choose the wrong ending: The person incorrectly uses -ED to talk about the thing that caused the feelings in someone. (OR) The person uses the wrong ending to express their intended meaning about someone. Listen to an example of the first problem: I don’t like Professor Holt. His writing class is so bored! In this example, the person incorrectly used the -ED ending to describe the thing that caused boredom: the writing class. Here is the correct way to say that: I don’t like Professor Holt. His writing class is so boring! Or, if they wanted to express their feelings about the class, they could say this: I don’t like Professor Holt. I’m always bored in his writing class. Sadly, we can’t do anything to make Professor Holt’s class more fun. Let’s look at an example of the second common mistake: using the wrong ending to express an intended meaning about a person. And, let’s continue with Professor Holt. Listen: Professor Holt is so bored! I always fall asleep in his class. Remember that the -ED ending is used to describe the feelings of someone. So, this example means that the professor feels bored. But, we know that this wasn’t the speaker’s intended meaning. Here’s the intended meaning: Professor Holt is so boring! I always fall asleep in his class. This example expresses a quality about Professor Holt, which is that he is a boring person. Here is a tip from the British Council on how to know which ending to use: Remember that people can be boring but only if they make other people feel bored. The same tip applies to other participial adjectives. Adjective vs. verb Another common difficulty is mistaking participial adjectives with continuous verb tenses or with passive voice verbs. First, let’s talk about continuous verb tenses. These are formed with the verb “to be” + the present participle. So, participial adjectives ending in -ING can look like a verb tense. Listen to two examples with the word “annoying” and guess which one uses a continuous verb tense and which uses a participial adjective. The baby’s cries are annoying the tired travelers. The baby’s cries are annoying and the travelers are tired. If you guessed correctly, you are within the top percentile of English speakers. That’s right -- even native English speakers have difficulty telling the difference. The first sentence uses the present continuous verb tense. But in the second sentence, “annoying” is a participial adjective. It describes the baby’s cries, which is the thing causing the speaker’s annoyed feelings. The word “are” in the second sentence is simply a linking verb. English speakers also sometimes cannot recognize the difference between passive voice verbs and participial adjectives. Both are formed by the verb “to be” + the past participle. Listen to these two examples and test yourself: The child was amazed by the clown. The child was amazed. Tell us which sentence you think has a passive voice verb and which has a participial adjective with a linking verb. Well, we hope you feel as inspired by the exciting world of participial adjectives as we do. That’s our program for today. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Ashley Thompson was the editor. ______________________________________________________________ Practice Choose the correct participial adjective (-ED or -ING) for each sentence. Write your answers in the Comments section. 1. I went to Thailand last month. It was excited/exciting! 2. She is interesting/interested in joining a sports team. 3. He was really tiring/tired when he left work last night. 4. I don’t understand the homework. This class is confused/confusing! 5. I am embarrassed/embarrassing by my child’s behavior. ______________________________________________________________ Words in This Story linking verb – n. a verb which connects a subject to its predicate without expressing an action; linking verbs are used to re-identify or describe their subjects intended – adj. in your mind as a purpose or goal tip – n. a piece of advice or useful information guess – v. to form an opinion or give an answer about something when you do not know much or anything about it
source https://learningenglish.voanews.com/a/the-exciting-world-of-participial-adjectives/4489551.html
source https://learningenglish.voanews.com/a/the-exciting-world-of-participial-adjectives/4489551.html
Cotton up to
New Entry: 'Cotton up to' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/cotton+up+to.html
The 150 most useful Business English abbreviations
New Entry: 'The 150 most useful Business English abbreviations' has just been added to the Articles area of UsingEnglish.com. This entry is only available in our members' area.
source https://www.usingenglish.com/members/articles/150-most-useful-business-english-abbreviations.html
Is technology always the solution?
Catherine and Rob discuss whether we suffer from technochauvinism.
source http://www.bbc.co.uk/programmes/p06f4zzk
source http://www.bbc.co.uk/programmes/p06f4zzk
English Kids’ Songs: Easy Videos for Beginners #22 - Shoo Buggy Buggy
Learn English with EnglishClass101.com! This series is an easy way to improve your child’s English level and discover new music at the same time. Learn the song’s key words and phrases, then add it to your playlist to master it 100%. By listening over and over, [...]
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-22-shoo-buggy-buggy/
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-22-shoo-buggy-buggy/
Tuesday, 17 July 2018
Put the months in order games
New Entry: 'Put the months in order games' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-put-the-months-in-order-games/
A necessary evil
Learn a phrase about accepting something you don't like but have to do
source http://www.bbc.co.uk/programmes/p06dyw2t
source http://www.bbc.co.uk/programmes/p06dyw2t
Monday, 16 July 2018
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
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-35-lets-make-dinner/3571922.html
Sunday, 15 July 2018
English Vocab Builder #142 - Traveling
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source https://www.englishclass101.com/lesson/english-vocab-builder-142-traveling/
source https://www.englishclass101.com/lesson/english-vocab-builder-142-traveling/
Saturday, 14 July 2018
Friday, 13 July 2018
Thursday, 12 July 2018
The Mysterious Word ‘Whose’
Suppose you are at a birthday party. Everyone has a cell phone. Just as the group begins singing to the birthday girl, someone’s phone rings loudly and won’t stop. You see the noisy phone on the table and ask: Whose phone is this? Someone answers: It’s mine. I’m sorry! … and turns the sound off. Even though this person and her phone interrupted the party, she did introduce the word for today’s grammar lesson: “whose.” It may seem short and simple, but how to use and write “whose” confuses even native English speakers. This is partly because they mistake it with another word that sounds the same: “who’s” (spelled w-h-o-apostrophe-s) – a contraction that means “who is” or “who has.” In contrast, the word “whose” is used to show possession. It is a pronoun that comes from the word “who” but acts as an adjective. It always appears before a noun – for example, in the phrase “whose phone.” Today, we’ll tell you about the three uses of “whose”: in questions, to introduce relative clauses and to introduce noun clauses. As a question word OK, let’s start with “whose” as a question word. The simplest way to ask who something belongs to is this: Whose + noun + the verb “to be” + this/that/these. Here are three examples: Whose umbrella is this? Whose car is that? Whose books are these? Ending the sentence with “this,” “that” or “these” is useful when the thing you’re asking about is visible. But, suppose that thing is located elsewhere. You wording would need to be more exact. Listen to these questions: Whose umbrella can we take to the game? Whose car is parked down the road? Whose books were left in the kitchen? How detailed you are will depend on what you’re asking. But notice that “whose” always goes before the nouns you’re asking about. In relative clauses OK, let’s move to relative clauses. We use “whose” to introduce relative clauses that show possession by people, animals or things. As you may recall from earlier Everyday Grammar programs, relative clauses act as adjectives in a sentence. For example: She taught a student whose parents are from Brazil. The word “whose” shows possession with “parents.” And the relative clause “whose parents are from Brazil” describes the noun “student.” Notice that it appears after the word “student.” Usually, relative clauses appear directly after the nouns they describe. Now, let’s try something different. I’ll give you two sentences. You think about how they might be joined using “whose.” Ready? Listen: I know a man. His daughter works for Voice of America. The word “his” is a possessive adjective that describes the noun “daughter.” So, did you discover how to combine the sentences? Listen: I know a man whose daughter works for Voice of America. We replaced “his” with “whose" and joined the sentences. The relative clause is “whose daughter works for Voice of America.” This clause acts like an adjective describing the man. In noun clauses Another type of clause that uses “whose” is a noun clause. You’ll recall that noun clauses behave like nouns in a sentence. In noun clauses, “whose” often appears in sentences with a main verb of either “know” or “wonder.” Again, the meaning is one of possession. Here’s an example with “know.” He knows whose song was chosen for the competition. The word “whose” introduces the noun clause “whose song was chosen for the competition.” Now suppose you were the one seeking information. You could ask a direct question: Whose song was chosen for the competition? … or an indirect question: Do you know whose song was chosen for the competition? The words “whose song was chosen for the competition” are still the noun clause. Let’s stick with this example but use the verb “wonder.” Suppose you want to know whose song was chosen but, rather than ask, you simply think aloud. You might say: I wonder whose song was chosen for the competition. Again, the noun clause is the same. To ‘whose’ or not… For a long time, “whose” was used to show possession only by people or animals. Grammar tyrants balked at its use for non-living things. For example, they would not like this sentence: “This is the book whose author won the award.” The relative clause “whose author won the award” describes a non-living thing: a book. But, that rule is now considered dated, including by Merriam-Webster dictionary. And, the truth is that English doesn’t have an equivalent possessive pronoun for non-living things, so even the New York Times uses “whose” for them. Times reporters are not the only ones. Writers dating back centuries, such as Shakespeare, did the same. Well, that’s our time for today. You can use the Comments section to practice using “whose” in questions, relative clauses and noun clauses. You can also check each other’s work. Or, to say it another way, use the Comments section to see who’s using “whose” correctly. I’m Alice Bryant. ________________________________________________________________ Words in This Story cell phone – n. the American name for mobile phone apostrophe – n. the punctuation mark ‘ used to show that letters or numbers are missing contraction – n. the act or process of making something smaller or of becoming smaller clause – n. a part of a sentence that has its own subject and verb visible – adj. able to be seen park – v. to leave a vehicle in a particular place balk – v. to refuse to do what someone else wants you to do practice – v. to do something again and again in order to become better at it
source https://learningenglish.voanews.com/a/everyday-grammar-the-mysterious-word-whose-/4479936.html
source https://learningenglish.voanews.com/a/everyday-grammar-the-mysterious-word-whose-/4479936.html
It was all I could do to stop them fighting.
New Entry: 'It was all I could do to stop them fighting.' has just been added to the Language Polls area of UsingEnglish.com.
source https://www.usingenglish.com/poll/1203.html
Talking about the Future- the Same or Different?
New Entry: 'Talking about the Future- the Same or Different?' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-talking-about-the-future-the-same-or-different/
Smartphone addiction
How many hours a day do you spend staring at your smartphone
source http://www.bbc.co.uk/programmes/p06djyrb
source http://www.bbc.co.uk/programmes/p06djyrb
Lower Intermediate Lesson #19 - Asking for Business Hours in English
Learn English with EnglishClass101.com! Your roommate told you in English that you should be ready at five o’clock to get a drink before dinner, so you’re rushing to get ready to meet your deadline. Right now, it looks like you might not make it, so you expect your roommate to grow impatient and start making [...]
source https://www.englishclass101.com/lesson/lower-intermediate-lesson-19-asking-for-business-hours/
source https://www.englishclass101.com/lesson/lower-intermediate-lesson-19-asking-for-business-hours/
Tuesday, 10 July 2018
Monday, 9 July 2018
How to teach past time expressions
New Entry: 'How to teach past time expressions' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/how-to-teach-past-time-expressions.html
Extensive Reading in English for Intermediate Learners #3 - Taking Care of Earth
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source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-intermediate-learners-3-taking-care-of-earth/
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Sunday, 8 July 2018
Saturday, 7 July 2018
Friday, 6 July 2018
Would You Like to Know More About 'Would'?
In Part 1 of this program, we told you many uses of “would” in everyday speech. Today, we will talk about two more uses. We’ll also look at some important elements for understanding this modal verb. Before we continue, though, let’s do a short review exercise on what you learned in Part 1. Here’s how the review will work: I will give you example sentences and you will think about how each sentence uses “would.” The answer options are: polite request, polite offer, reported speech, imaginary situation or repeated past action. Listen carefully – I will use the shortened version of “would” in some of the sentences. It simply sounds like the letter “d.” For example, “I would” shortened is “I’d.” OK, let’s get started. Listen: Every summer, we’d drive across the country to see family. Would you like sugar and cream in your coffee? She said that she would be there at 7 p.m. If I were you, I’d bring a few bathing suits. Hello, I’d like two tickets to New York. Now that you have had a little practice, let’s learn two more uses of “would.” Refusal to do The first usage we will examine is about willingness – or lack of it. The word “would” can express someone’s refusal to do something when used with the word “not.” For this meaning, we use “will” to talk about the future and “would” for the past. Listen to two examples. The first is about the future: I’ll ask my cousin to go to the concert. But he won’t go. The word “won’t” is a contraction for “will not.” It shows that the speaker thinks their cousin will refuse to attend. Now, imagine that the speaker asked their cousin, and the cousin was unwilling. Listen to the statement now with the word “would”: I asked my cousin to go to the concert. But, he wouldn’t go. In addition to people, this usage also applies to things. We know that non-living things cannot really “refuse” to do something. But, we often express the malfunctioning of cars, computers and other machines in this way. In these cases, “would” again acts as the past tense of “will.” Here is an example about a car with engine troubles: Her car wouldn’t start so she took an Uber to work. And here’s one about computers: I tried several times but the program wouldn’t open. The past tense -- “would” -- shows that the people tried to use these things but they did not operate correctly. Softening language OK, let’s move to the next usage. In Part 1, we told you that English speakers often use indirect language to be polite. Indirect language can also soften the sometimes-critical sound of opinions, suggestions or reactions. Listen to two examples for comparison — the first one without “would.” I suggest that you read customer reviews before buying a new computer. And now with “would.” I’d suggest that you read customer reviews before buying a new computer. The word “would” helps this piece of advice sound more like a suggestion than a command. Notice that the main verb is “suggest” – a verb we often use for giving advice. The other common verbs for this usage of “would” are: say, recommend, think, imagine and advise. Here’s another example – this one with “advise”: I’d advise you to take only four classes per semester. Okay, we have given you many uses of “would.” There are a few more. But instead of overwhelming you with information, let’s look at some important elements to understanding “would” in everyday English. ‘Will’ and ‘would’ One element is knowing the connection between “will” and “would.” For a few uses, the meanings of “will” and “would” are connected. One example is in reported speech, as you may recall from Part 1. The word “would” in reported speech clauses acts like the past tense of “will” in direct speech. The same is true when we talk about refusal to do something: The word “would” acts like the past tense of “will.” And, in polite requests and offers, “would” is the polite form of “will.” But, for other uses, there is no connection in meaning between these two words. No relationship It is also important to know that the different uses of “would” are unrelated. For example, the meaning of “would” in reported speech has no relationship to the meaning of “would” in expressing refusal to do something. To know what “would” means in a statement or question, pay close attention to the context, as you did in the review at the start of the program. Practicing ‘would’ And, don’t forget to listen carefully. In spoken English, we almost always shorten “would” to just the letter “d” with personal pronouns. Now, let’s test your understanding again. I will give you examples. You think about how “would” is being used. Your choices are: willingness or softening language. Listen: The videos you emailed me wouldn’t open. I’d say that you need more practice. We’d suggest visiting the waterfalls on a weekday. I tried to return the coat but the store wouldn’t take it back. Write your answers in the Comments section. You can also practice by writing your own sentences. We would love to read them! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Ashley Thompson was the editor. Uses of ‘Would’ Examples Structures Refusal to do something But, he wouldn't go. (people) Subject + wouldn’t + simple verb form Her car wouldn’t start.(things) Subject + wouldn’t + simple verb form Softening language I’d suggest that you read the customer reviews. Subject + would + “that”-clause I’d suggest reading the customer reviews. Subject + would + gerund _____________________________________________________________ Words in This Story modal verb - n. a verb that is usually used with another verb to express ideas such as possibility, necessity, and permission willingness - n. the act of doing something or being ready to do something without being persuaded contraction - n. the act or process of making something smaller or of becoming smaller malfunction - v. to fail to function or work properly customer - n. someone who buys goods or services from a business overwhelm - v. to cause someone to have too many things to deal with context - n. the words that are used with a certain word or phrase and that help to explain its meaning coat - n. an outer piece of clothing that can be long or short and that is worn to keep warm or dry
source https://learningenglish.voanews.com/a/would-you-like-to-know-more-about-would-/4469136.html
source https://learningenglish.voanews.com/a/would-you-like-to-know-more-about-would-/4469136.html
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 verbs "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
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-34-what-will-i-do/3566043.html
Know Your Verbs #5 - Verb: “Work”
Lesson Video Download Video
source https://www.englishclass101.com/lesson/know-your-verbs-5-verb-work/
source https://www.englishclass101.com/lesson/know-your-verbs-5-verb-work/
Looking at Both Sides- Dominoes
New Entry: 'Looking at Both Sides- Dominoes' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-looking-at-both-sides-dominoes/
Thursday, 5 July 2018
Would You Like to Know More About 'Would'?
In Part 1 of this program, we told you many uses of “would” in everyday speech. Today, we will talk about two more uses. We’ll also look at some important elements for understanding this modal verb. Before we continue, though, let’s do a short review exercise on what you learned in Part 1. Here’s how the review will work: I will give you example sentences and you will think about how each sentence uses “would.” The answer options are: polite request, polite offer, reported speech, imaginary situation or repeated past action. Listen carefully – I will use the shortened version of “would” in some of the sentences. It simply sounds like the letter “d.” For example, “I would” shortened is “I’d.” OK, let’s get started. Listen: Every summer, we’d drive across the country to see family. Would you like sugar and cream in your coffee? She said that she would be there at 7 p.m. If I were you, I’d bring a few bathing suits. Hello, I’d like two tickets to New York. Now that you have had a little practice, let’s learn two more uses of “would.” Refusal to do The first usage we will examine is about willingness – or lack of it. The word “would” can express someone’s refusal to do something when used with the word “not.” For this meaning, we use “will” to talk about the future and “would” for the past. Listen to two examples. The first is about the future: I’ll ask my cousin to go to the concert. But he won’t go. The word “won’t” is a contraction for “will not.” It shows that the speaker thinks their cousin will refuse to attend. Now, imagine that the speaker asked their cousin, and the cousin was unwilling. Listen to the statement now with the word “would”: I asked my cousin to go to the concert. But, he wouldn’t go. In addition to people, this usage also applies to things. We know that non-living things cannot really “refuse” to do something. But, we often express the malfunctioning of cars, computers and other machines in this way. In these cases, “would” again acts as the past tense of “will.” Here is an example about a car with engine troubles: Her car wouldn’t start so she took an Uber to work. And here’s one about computers: I tried several times but the program wouldn’t open. The past tense -- “would” -- shows that the people tried to use these things but they did not operate correctly. Softening language OK, let’s move to the next usage. In Part 1, we told you that English speakers often use indirect language to be polite. Indirect language can also soften the sometimes-critical sound of opinions, suggestions or reactions. Listen to two examples for comparison — the first one without “would.” I suggest that you read customer reviews before buying a new computer. And now with “would.” I’d suggest that you read customer reviews before buying a new computer. The word “would” helps this piece of advice sound more like a suggestion than a command. Notice that the main verb is “suggest” – a verb we often use for giving advice. The other common verbs for this usage of “would” are: say, recommend, think, imagine and advise. Here’s another example – this one with “advise”: I’d advise you to take only four classes per semester. Okay, we have given you many uses of “would.” There are a few more. But instead of overwhelming you with information, let’s look at some important elements to understanding “would” in everyday English. ‘Will’ and ‘would’ One element is knowing the connection between “will” and “would.” For a few uses, the meanings of “will” and “would” are connected. One example is in reported speech, as you may recall from Part 1. The word “would” in reported speech clauses acts like the past tense of “will” in direct speech. The same is true when we talk about refusal to do something: The word “would” acts like the past tense of “will.” And, in polite requests and offers, “would” is the polite form of “will.” But, for other uses, there is no connection in meaning between these two words. No relationship It is also important to know that the different uses of “would” are unrelated. For example, the meaning of “would” in reported speech has no relationship to the meaning of “would” in expressing refusal to do something. To know what “would” means in a statement or question, pay close attention to the context, as you did in the review at the start of the program. Practicing ‘would’ And, don’t forget to listen carefully. In spoken English, we almost always shorten “would” to just the letter “d” with personal pronouns. Now, let’s test your understanding again. I will give you examples. You think about how “would” is being used. Your choices are: willingness or softening language. Listen: The videos you emailed me wouldn’t open. I’d say that you need more practice. We’d suggest visiting the waterfalls on a weekday. I tried to return the coat but the store wouldn’t take it back. Write your answers in the Comments section. You can also practice by writing your own sentences. We would love to read them! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Ashley Thompson was the editor. Uses of ‘Would’ Examples Structures Refusal to do something But, he won’t go. Subject + won’t + simple verb form Her car wouldn’t start. Subject + wouldn’t + simple verb form Softening language I’d suggest that you read the customer reviews. Subject + would + “that”-clause I’d suggest reading the customer reviews. Subject + would + gerund _____________________________________________________________ Words in This Story modal verb - n. a verb that is usually used with another verb to express ideas such as possibility, necessity, and permission willingness - n. the act of doing something or being ready to do something without being persuaded contraction - n. the act or process of making something smaller or of becoming smaller malfunction - v. to fail to function or work properly customer - n. someone who buys goods or services from a business overwhelm - v. to cause someone to have too many things to deal with context - n. the words that are used with a certain word or phrase and that help to explain its meaning coat - n. an outer piece of clothing that can be long or short and that is worn to keep warm or dry
source https://learningenglish.voanews.com/a/would-you-like-to-know-more-about-would-/4469136.html
source https://learningenglish.voanews.com/a/would-you-like-to-know-more-about-would-/4469136.html
Surf and turf
Rob and Neil discuss online shopping and teach you six items of vocabulary.
source http://www.bbc.co.uk/programmes/p06cxmwd
source http://www.bbc.co.uk/programmes/p06cxmwd
Tuesday, 3 July 2018
English Grammar Made Easy #22 - “If” clauses
Lesson Video Download Video
source https://www.englishclass101.com/lesson/english-grammar-made-easy-22-if-clauses/
source https://www.englishclass101.com/lesson/english-grammar-made-easy-22-if-clauses/
Must-Know American English Slang Words & Phrases #1 - Everyday Slang Expressions
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-1-everyday-slang-expressions/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-1-everyday-slang-expressions/
Fork over
New Entry: 'Fork over' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/fork+over.html
Fork out
New Entry: 'Fork out' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/fork+out.html
If the cap fits
Sometimes the truth hurts. Rob and Feifei help you learn a phrase about honest opinion
source http://www.bbc.co.uk/programmes/p06cqt2m
source http://www.bbc.co.uk/programmes/p06cqt2m
Business English- Time Expressions- Meetings Roleplay
New Entry: 'Business English- Time Expressions- Meetings Roleplay' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-business-english-time-expressions-meetings-roleplay/
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