Two small Japanese robots landed on a distant asteroid last weekend. The robots took small jumps, making it the first time that any device from our planet has moved on the surface of an asteroid. The two machines, called rovers, landed on the asteroid Ryugu on September 21. The Japan Space Exploration Agency says they were lowered to the surface by an unmanned spacecraft called the Hayabusa2. Asteroids are small, rocky objects orbiting around the Sun. They sometimes have been described as minor planets. The Japanese spacecraft first arrived at Ryugu last June. It flew as close as 55 meters to the asteroid before it released the rovers. Hayabusa2 then rose back up to a waiting position about 20 kilometers above the surface. The next day, Japan’s space agency, known as JAXA, released some pictures the rovers had sent back from the landing area. One shows the dark stone of Ryugu, with a bright line of sunlight lighting up the asteroid’s surface. “I cannot find words to express how happy I am,” said JAXA project manager Yuichi Tsuda in a statement after the robots arrived. The rovers are named MINERVA-II 1a and 1b. They are about the size of a can used to hold cookies. Their movements are powered by solar energy from the sun. The low gravity levels on the asteroid make rolling difficult, so the rovers move by taking jumps, up to 15 meters at a time. They will continue moving across the surface, taking pictures and collecting information about temperature. The Japanese space agency says they will keep jumping as long as their solar equipment and power last. A larger rover and lander will be released onto the surface from Hayabusa2 in the coming months. Why Asteroids? You may be wondering why send a spacecraft millions of kilometers away to land on an ancient piece of rock traveling through space? Scientists believe that asteroids may provide information about the earliest days of our solar system, dating back some 4 billion years. Ryugu orbits the Sun between Earth and Mars, and is a C-type asteroid—the most common type of asteroid in our solar system. Scientists believe some asteroids may contain organic matter and water. Ryugu may give researchers a window to see all the way back to the beginning of life itself. JAXA hopes to find out just what Ryugu is made up of by collecting material from the asteroid’s surface and bringing them home to be studied. Hyabusa2 is set to try three brief landings on Ryugu to collect rock samples. The first attempt is expected to be in October. Later this week, the spacecraft is set to release another lander onto the asteroid. The device is a project of the German and French space agencies. Known as MASCOT, it will be carrying four observation devices. The spacecraft will release a larger rover, called Minerva-II-2, in 2019. Hyabusa2 will stay at Ryugu until late next year. Then it will fly back to Earth with the asteroid samples. JAXA expects the spacecraft to return home by 2020. Scientists will study the samples to understand more about how planets were formed around the Sun in the early days of our solar system. In time, these samples will be compared to ones the American space agency NASA hopes to get from the asteroid Bennu. NASA’s spacecraft was launched two years ago. It is expected to reach Bennu in early December. NASA’s spacecraft will then take samples from the asteroid in 2020, and three years later they will return to Earth for scientists to study. I’m Anne Ball. Anne Ball wrote this story for VOA Learning English with information from The Associated Press. George Grow was the editor. We want to hear from you. Write to us in the Comments Section. ______________________________________________________________ Quiz ______________________________________________________________ Words in This Story asteroid – n. any one of thousands of small planets that circle around the sun cookie – n. a sweet baked food that is usually small, flat, and round and is made from flour and sugar organic – adj. of, relating to, or obtained from living things sample – n. a small amount of something that gives you information about the thing it was taken from
source https://learningenglish.voanews.com/a/japan-deploys-jumping-robots-on-distant-asteroid/4589481.html
Sunday, 30 September 2018
Saturday, 29 September 2018
Fawlty Tower
New Entry: 'Fawlty Tower' 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=27294
Blackout
New Entry: 'Blackout' has just been added to the Slang area of UsingEnglish.com. This entry is only available in our members' area.
source https://www.usingenglish.com/members/idioms/view.php?show=Slang&entry_id=27293
Friday, 28 September 2018
Know Your Verbs #11 - Verb: “Move”
Lesson Video Download Video
source https://www.englishclass101.com/lesson/know-your-verbs-11-verb-move/
source https://www.englishclass101.com/lesson/know-your-verbs-11-verb-move/
Lesson 4: What Is It?
Summary Anna is new to Washington, DC. She meets her friends to go out for coffee. Anna has many things in her bag. Speaking Pronunciation Often English speakers do not say the word "and" carefully. Watch the video to learn about this reduced form in American English. Conversation Anna: Pete, hi! Hi, we are here! Pete: Hi, Anna! Hi, Marsha! Anna: Hi! Pete: How are you two? Marsha: I am great! Anna: You know, Pete, I am new to D.C. The city is big. Pete: Yeah. But you learn a little more every day. How's the new apartment? Anna: The new apartment is great! Let's get coffee! Marsha: Anna, do you have a pen? Anna: Yes. I have a pen in my bag. Anna: I have a … Pete: It is not a pen. It is a book. It is a big book. Anna: Yes. Yes it is, Pete. I know I have a pen, though… Anna: I have a .... Marsha: It is not a pen, Anna ... a toy? Anna: I have a .... Pete: And it is a pillow! Anna: Pete, Marsha, I know I have a pen. Marsha: Anna, it is a map. Pete: Why do you have a map of the world? Anna: Pete, Marsha. Now I know I have a pen. Pete: And now you have a lamp. Marsha: Anna. Anna: I have a pen! Let’s get coffee! Writing Download the worksheet. Practice writing the names of common objects. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. This lesson's learning strategy is focus. Use this learning strategy when you need to get information from listening or reading. Decide what you need to learn and pay close attention when you listen or read. Here is an example of how to use focus: In the video, Anna has some strange things in her bag. Watch the video for this lesson and focus on the name of each thing she takes out of her bag. After you watch the video, try to say or write all the things in Anna's bag. If you cannot say five things, play the video again. Write a comment in the Comments section about how using this strategy worked for you. At the end of the video, can you write or say all the things in Anna's bag? Focus is an important learning strategy because it helps you learn new information more quickly. See the Lesson Plan for this lesson for more details on using this strategy. Listening Quiz See how well you understand the lesson by taking this quiz. Each question has a video. Play the video and choose the correct answer. _______________________________________________________________ New Words bag - n. a soft container used to hold money and other small things big - adj. large in size book - n. a set of printed sheets of paper that are held together inside a cover or a long written work coffee - n. a dark brown drink made from ground coffee beans and boiled water lamp - n. a device that produces light little - adj. small in size map - n. a picture or chart that shows the rivers, mountains, streets, etc., in a particular area pen - n. a writing instrument that uses ink pillow - n. a bag filled with soft material that is used as a cushion usually for the head of a person who is lying down toy - n. something a child plays with world - n. the earth and all the people and things on it Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. 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: BE + Noun; Be + Adjective + Noun; BE + Not + Noun; HAVE + Noun Topics: Greetings; Names of common objects; Negation Learning Strategy: Focus Speaking and Pronunciation: Pronouncing reduced "and;" BE + noun _______________________________________________________________ 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-4/3168920.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-4/3168920.html
The 100 most useful abbreviations for EFL learners
New Entry: 'The 100 most useful abbreviations for EFL learners' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/100-most-useful-abbreviations-for-efl-learners.html
Thursday, 27 September 2018
Don't Be Afraid of Contractions!
Many languages shorten words in everyday speech. In English, we shorten a lot of words. One way we do this is with contractions: two words joined with a special mark called an “apostrophe.” The apostrophe shows the reader where letters have been removed. For example, the words “is” and “not” can be combined to form the contraction “isn’t.” There is a letter missing between the letters “n” and “t.” Contractions are one of the most feared subjects for English learners. They usually do not enjoy writing or reading them. Many are unsure how to say them and often can't understand native English speakers when they use them. This fear probably comes from questions about them. Learners are unsure of what the words mean, which letters were removed, how to spell them and where to put the apostrophe. Some English learners are even unsure whether contractions are correct English. They hear them in films and songs and may think they are not grammatical. In this Everyday Grammar program, we’ll try to answer those questions. (You may also remember an earlier program that shared some of the sounds of contractions.) When and why use them? We use contractions in speaking, informal writing and even some kinds of formal writing. They are, indeed, grammatical . You might even see contractions in newspapers, such as The Washington Post, or on television. Yet we do not use contractions in very formal writing, such as in a college paper or a business letter. Native speakers almost always speak with contractions unless they purposely choose not to in order to emphasize something . Compare these sentences: I’m not tired. I am not tired. The first sentence seems to be a simple, factual statement. But if a native speaker uses the second one, they are likely emphasizing they are not tired. It makes a stronger statement. Using contractions makes your English sound more natural, but English learners are not required to use them. Getting to know contractions But, since contractions are so widely used, it’s a good idea to know their mechanics. This will help reduce misunderstandings – and hopefully fear. Number 1: Most contractions are some form of noun + verb. The first word in a contraction is usually a pronoun and the second is usually an auxiliary verb. Contractions combine these parts of speech: pronoun + verb (as in “he’ll” meaning “he will” and “she’d” meaning “she would”) noun + verb (as in “The book’s on the table”) name + verb (as in “Anna’s going to a baseball game”) verb + not (as in “aren’t” meaning “are not” and “shouldn’t” meaning “should not”) and question word + verb (as in “Where’s the beef?” and “What’s that?) Notice that most of these involve some form of noun + verb. We can also make contractions with the words “this,” “that,” “here” and “there,” as in “This’ll only take a minute” and “There’s my phone!” Number 2. Most verbs in contractions are auxiliary verbs. You may recall from earlier programs that auxiliary verbs are helping verbs. They help to give meaning or purpose to main verbs. In the sentence “She’s leaving today,” the word “is” acts as an auxiliary verb and is part of the present continuous verb tense. The main verb is “leaving.” Auxiliary verbs also include modal verbs (sometimes called “modal auxiliaries”), such as “should,” “can,” “could,” “must,” “will” and “would.” Number 3. The verbs “be” and “have” act as auxiliary verbs in some contractions. In others, they act as main verbs. In a statement like “She’s a teacher,” the word “is” in “She’s” is a main verb. But, in “She’s leaving today,” the verb “is” is an auxiliary verb and part of a verb tense. Number 4. Affirmative contractions are never used at the end of a sentence. And affirmative contraction is a contraction that confirms a piece of information. Let’s hear an example: A: Are you in the library? B: Yes, I am. The correct way to answer is, “Yes, I am,” not “Yes, I’m.” Number 5. We do end statements with negative contractions. Listen to an example of someone answering a yes or no question: A: Have you been to the new café yet? B: No, I haven’t. Number 6. Contractions with the verb be + negative can be made in two ways. To better understand this, let’s hear examples: A: They’re not at the meeting place. In this sentence, the contraction is they + are. B: They aren’t at the meeting place. In this sentence, the contraction is are + not. The first way is more common than the second. Number 7. Do not make “have” into a contraction when it is the main verb. As I said earlier, the verb “have” can be either an auxiliary verb or main verb in contractions. But when a sentence uses “have” as the main verb, we do not shorten it. For example, Americans would not say, “I’ve a cat,” to mean “I have a cat.” The British, however, do use this kind of contraction, although it is not as common as them saying, “I’ve got a cat” (which is not correct in American English). To use or not…? If you’d like to communicate more fluently and better understand the writing and speech of native speakers, it’s a good idea to understand contractions. We hope this program has helped reduce your fears. But practicing is the best thing you can do. And remember: Don’t be afraid to make mistakes! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Words in This Story emphasize - v. to give special attention to (something) auxiliary - adj. available to provide help when it is needed negative - adj. expressing denial or refusal practice - v. to do something again and again in order to become better at it _____________________________________________________________ Practice Now you try it! 1 - Write five sentences about a recent time you did something fun or memorable. Try to use three or more contractions. 2 - Practice listening to and saying contractions. A good pronunciation video can be found here. 3 - Tell us about a shortened or combined word from your language. What does the word sound like? How is it spelled? What does it mean? Is it used in speaking and writing? ______________________________________________________________ Contractions with Pronouns (I, you, she, he, it, we, they) ’m = am (I’m) ’re = are (you’re, we’re, they’re) ’s = is and has (she’s, he’s, it’s) ’ve = have (I’ve, you’ve, we’ve, they’ve) ’ll = will (I’ll, you’ll, she’ll, he’ll, it’ll, we’ll, they’ll) ’d = had and would (I’d, you’d, she’d, he’d, it’d, we’d, they’d) Negative Contractions (auxiliary verb + not) aren’t=are not can’t=cannot couldn’t=could not didn’t= did not hasn’t=has not haven’t=have not isn’t=is not mustn’t=must not shouldn’t=should not wasn’t=was not weren’t=were not won’t=will not wouldn’t=would not
source https://learningenglish.voanews.com/a/don-t-be-afraid-of-contractions-/4590043.html
source https://learningenglish.voanews.com/a/don-t-be-afraid-of-contractions-/4590043.html
Don't Be Afraid of Contractions!
Many languages shorten words in everyday speech. In English, we shorten a lot of words. One way we do this is with contractions: two words joined with a special mark called an “apostrophe.” The apostrophe shows the reader where letters have been removed. For example, the words “is” and “not” can be combined to form the contraction “isn’t.” There is a letter missing between the letters “n” and “t.” Contractions are one of the most feared subjects for English learners. They usually do not enjoy writing or reading them. Many are unsure how to say them and often can't understand native English speakers when they use them. This fear probably comes from questions about them. Learners are unsure of what the words mean, which letters were removed, how to spell them and where to put the apostrophe. Some English learners are even unsure whether contractions are correct English. They hear them in films and songs and may think they are not grammatical. In this Everyday Grammar program, we’ll try to answer those questions. (You may also remember an earlier program that shared some of the sounds of contractions.) When and why use them? We use contractions in speaking, informal writing and even some kinds of formal writing. They are, indeed, grammatical . You might even see contractions in newspapers, such as The Washington Post, or on television. Yet we do not use contractions in very formal writing, such as in a college paper or a business letter. Native speakers almost always speak with contractions unless they purposely choose not to in order to emphasize something . Compare these sentences: I’m not tired. I am not tired. The first sentence seems to be a simple, factual statement. But if a native speaker uses the second one, they are likely emphasizing they are not tired. It makes a stronger statement. Using contractions makes your English sound more natural, but English learners are not required to use them. Getting to know contractions But, since contractions are so widely used, it’s a good idea to know their mechanics. This will help reduce misunderstandings – and hopefully fear. Number 1: Most contractions are some form of noun + verb. The first word in a contraction is usually a pronoun and the second is usually an auxiliary verb. Contractions combine these parts of speech: pronoun + verb (as in “he’ll” meaning “he will” and “she’d” meaning “she would”) noun + verb (as in “The book’s on the table”) name + verb (as in “Anna’s going to a baseball game”) verb + not (as in “aren’t” meaning “are not” and “shouldn’t” meaning “should not”) and question word + verb (as in “Where’s the beef?” and “What’s that?) Notice that most of these involve some form of noun + verb. We can also make contractions with the words “this,” “that,” “here” and “there,” as in “This’ll only take a minute” and “There’s my phone!” Number 2. Most verbs in contractions are auxiliary verbs. You may recall from earlier programs that auxiliary verbs are helping verbs. They help to give meaning or purpose to main verbs. In the sentence “She’s leaving today,” the word “is” acts as an auxiliary verb and is part of the present continuous verb tense. The main verb is “leaving.” Auxiliary verbs also include modal verbs (sometimes called “modal auxiliaries”), such as “should,” “can,” “could,” “must,” “will” and “would.” Number 3. The verbs “be” and “have” act as auxiliary verbs in some contractions. In others, they act as main verbs. In a statement like “She’s a teacher,” the word “is” in “She’s” is a main verb. But, in “She’s leaving today,” the verb “is” is an auxiliary verb and part of a verb tense. Number 4. Affirmative contractions are never used at the end of a sentence. And affirmative contraction is a contraction that confirms a piece of information. Let’s hear an example: A: Are you in the library? B: Yes, I am. The correct way to answer is, “Yes, I am,” not “Yes, I’m.” Number 5. We do end statements with negative contractions. Listen to an example of someone answering a yes or no question: A: Have you been to the new café yet? B: No, I haven’t. Number 6. Contractions with the verb be + negative can be made in two ways. To better understand this, let’s hear examples: A: They’re not at the meeting place. In this sentence, the contraction is they + are. B: They aren’t at the meeting place. In this sentence, the contraction is are + not. The first way is more common than the second. Number 7. Do not make “have” into a contraction when it is the main verb. As I said earlier, the verb “have” can be either an auxiliary verb or main verb in contractions. But when a sentence uses “have” as the main verb, we do not shorten it. For example, Americans would not say, “I’ve a cat,” to mean “I have a cat.” The British, however, do use this kind of contraction, although it is not as common as them saying, “I’ve got a cat” (which is not correct in American English). To use or not…? If you’d like to communicate more fluently and better understand the writing and speech of native speakers, it’s a good idea to understand contractions. We hope this program has helped reduce your fears. But practicing is the best thing you can do. And remember: Don’t be afraid to make mistakes! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Words in This Story emphasize - v. to give special attention to (something) auxiliary - adj. available to provide help when it is needed negative - adj. expressing denial or refusal practice - v. to do something again and again in order to become better at it _____________________________________________________________ Practice Now you try it! 1 - Write five sentences about a recent time you did something fun or memorable. Try to use three or more contractions. 2 - Practice listening to and saying contractions. A good pronunciation video can be found here. 3 - Tell us about a shortened or combined word from your language. What does the word sound like? How is it spelled? What does it mean? Is it used in speaking and writing? ______________________________________________________________ Contractions with Pronouns (I, you, she, he, it, we, they) ’m = am (I’m) ’re = are (you’re, we’re, they’re) ’s = is and has (she’s, he’s, it’s) ’ve = have (I’ve, you’ve, we’ve, they’ve) ’ll = will (I’ll, you’ll, she’ll, he’ll, it’ll, we’ll, they’ll) ’d = had and would (I’d, you’d, she’d, he’d, it’d, we’d, they’d) Negative Contractions (auxiliary verb + not) aren’t=are not can’t=cannot couldn’t=could not didn’t= did not hasn’t=has not haven’t=have not isn’t=is not mustn’t=must not shouldn’t=should not wasn’t=was not weren’t=were not won’t=will not wouldn’t=would not
source https://learningenglish.voanews.com/a/don-t-be-afraid-of-contractions-/4590043.html
source https://learningenglish.voanews.com/a/don-t-be-afraid-of-contractions-/4590043.html
Advanced Audio Blog S3 #24 - Top 10 US Holidays: Thanksgiving Day
Learn English with EnglishClass101.com! You can barely sit up after eating a hearty, multiple-course Thanksgiving meal with your American host family. In fact, you’re ready for a long nap after a full day of filling your belly and watching American football. However, your American hosts are already planning the rest of the long holiday weekend. [...]
source https://www.englishclass101.com/lesson/advanced-audio-blog-s3-24-thanksgiving-day/
source https://www.englishclass101.com/lesson/advanced-audio-blog-s3-24-thanksgiving-day/
High-vis fashion
How did clothes worn for safety end up on the catwalk?
source http://www.bbc.co.uk/programmes/p06m9313
source http://www.bbc.co.uk/programmes/p06m9313
Tuesday, 25 September 2018
Must-Know American English Slang Words & Phrases #13 - Expressions Related to Food
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-13-expressions-related-to-food/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-13-expressions-related-to-food/
Monday, 24 September 2018
Corporation
New Entry: 'Corporation' has just been added to the Slang area of UsingEnglish.com. This entry is only available in our members' area.
source https://www.usingenglish.com/members/idioms/view.php?show=Slang&entry_id=27292
Sunday, 23 September 2018
Saturday, 22 September 2018
Past, Present and Future Listening
New Entry: 'Past, Present and Future Listening' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-past-present-and-future-listening/
Friday, 21 September 2018
Where Did You Learn English? Forming Questions, Part 3
Imagine you are meeting a group of English learners to practice your speaking skills. The group leader puts everyone into small practice groups. The people in your group begin to ask each other questions. Here are some questions you might hear or ask: What do you like doing for fun? When did you come to the U.S.? Where did you learn English? Object questions These are all examples of object questions, and we are going to tell you about them today. Object questions are sometimes called “wh-questions” or “five w” questions” because they begin with one of five “wh” words: “who,” “what,” “when,” “where” and “why.” They can also begin with “how,” “how much” or “how many.” What is QUASM? There is a simple, dependable pattern to remember when forming object questions. It is called QUASM and it works for most verb tenses. The QU in QUASM stands for “question word.” The A stands for “auxiliary verb.” You may recall that auxiliary verbs are helping verbs – such as “do” “be” and “have”—that we use to form questions and verb tenses. The S in QUASM stands for “subject.” And the M stands for “main verb.” Let’s see how QUASM applies to object questions in a few verb tenses. Simple present In the simple present and simple past tenses, we use a form of the verb “do” as the auxiliary verb. Here are some object questions in the simple present tense. What do Americans eat for breakfast? Where does she go to school? Now, we’ll find QUASM in one of these examples. In the question “What do Americans eat for breakfast?” our question word is “what”; the auxiliary verb is “do”; the subject is “Americans”; and the main verb is “eat.” Simple past Moving on to simple past, the form of “do” will always be “did,” which is the past tense. Here are some examples. Listen for the QUASM pattern in each and make a note of the question word, auxiliary verb, subject and main verb: Where did you learn English? How did you make that dish? How much / How many As we said earlier, object questions can also begin with “how much” or “how many.” We often use these phrases for questions in simple present or simple past verb. And, there is usually a noun after the phrase and before the auxiliary verb. Listen to two examples: How much money did you spend on fall clothes? How many cards do I have in my hand? In these questions, the nouns “cards” and “money” do not affect the QUASM pattern. You can think of the phrases how much- or how many + noun as the QU in QUASM. Other verb tenses So, what about object questions in other verb tenses? How do you choose an auxiliary verb for them? The answer is easy: use whichever auxiliary verb that the verb tense uses. For example, we form the present continuous tense with the auxiliary verb be + -ing. In object questions, we put this verb tense into the QUASM pattern. Listen for the pattern in these questions: Where are you going for Thanksgiving? Why is everyone standing around? You can still hear the be + -ing verb tense, but it is separated by the subject. Unlike the simpler tenses, some complex verb tenses in English, such as the perfect continuous tenses, have two auxiliary verbs. Object questions in such tenses do not follow the QUASM pattern. The question “What has she been studying to prepare for the test?” is an example. The auxiliary verbs “has” and “been” are separated by the subject. For the purpose of today’s program, we will not focus on these complex verb tenses. QUASM for modals OK, here’s something a lot simpler: modals verbs, also called “modals” or “modal auxiliaries.” We sometimes call them “modal auxiliaries” because they are a kind of helping verb. Modals include “can” “could” “should” “might” “would” and many more. Object questions containing modals also follow the QUASM pattern. Listen for the pattern in these examples: Where should I drop off my dry cleaning? How can we improve our customer service? OK, that’s our time for today. If you made it to the end of this three-part series, congratulations! Now, I have three questions for you: What did you learn in this three-part series? Who can help you practice forming questions? Do you know what kinds of questions each of these is? For practice exercises and more, visit our website. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. _____________________________________________________________ Words in This Story practice – v. to do something again and again in order to become better at it pattern – n. the regular and repeated way in which something happens or is done phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence focus – v. to direct your attention or effort at something specific modal verb – n. a verb that is usually used with another verb to express ideas such as possibility, necessity, and permission dry cleaning – n. clothing or cloth items that need to be or have been dry-cleaned customer – n. someone who buys goods or services from a business _____________________________________________________________ Practice Exercises Now, you try it! Use these practice exercises to help you improve at forming object questions. Write your responses in the Comments area. 1 - Make these statements into object questions. You can use the QUASM pattern to help you. Example: I work at Voice of America. (where) Where do you work? (answer) We are meeting at 4pm for dinner. (when) You should bring fruit salad to the party. (what) You can improve your English by practicing every day. (how) My friend said we could use her camping gear. (what) I bought this painting at an art show in Maryland. (where) He was singing in the rain this morning. (why) Bobby has two children. (how many) You need two cups of sugar for the cake. (how many) 2 - Practice saying the example questions from today’s program. Doing this can help the pattern and sound of object questions feel much more natural to you. Object Question Examples Question Word Auxiliary Verb Subject Main Verb What do Americans eat for breakfast? How did you make that dish? How many cards do I have in my hand? Where are you going for Thanksgiving? How can we improve our customer service? Forming Questions Parts 1, 2 and 3 Subject Questions who/which/what + main verb + object Who called you? Which motorbike gets the best mileage? Object Questions QUASM = question word + auxiliary verb + subject + main verb Where did you get those shoes? Why is everyone standing around? Yes / No Questions ASM = auxiliary + subject + main verb Did you watch the Emmy Awards last night? Does this color look good on me?
source https://learningenglish.voanews.com/a/where-did-you-learn-english-forming-questions-part-3-object-questions/4578531.html
source https://learningenglish.voanews.com/a/where-did-you-learn-english-forming-questions-part-3-object-questions/4578531.html
Thursday, 20 September 2018
Where Did You Learn English? Forming Questions, Part 3
Imagine you are meeting a group of English learners to practice your speaking skills. The group leader puts everyone into small practice groups. The people in your group begin to ask each other questions. Here are some questions you might hear or ask: What do you like doing for fun? When did you come to the U.S.? Where did you learn English? Object questions These are all examples of object questions, and we are going to tell you about them today. Object questions are sometimes called “wh-questions” or “five w” questions” because they begin with one of five “wh” words: “who,” “what,” “when,” “where” and “why.” They can also begin with “how,” “how much” or “how many.” What is QUASM? There is a simple, dependable pattern to remember when forming object questions. It is called QUASM and it works for most verb tenses. The QU in QUASM stands for “question word.” The A stands for “auxiliary verb.” You may recall that auxiliary verbs are helping verbs – such as “do” “be” and “have”—that we use to form questions and verb tenses. The S in QUASM stands for “subject.” And the M stands for “main verb.” Let’s see how QUASM applies to object questions in a few verb tenses. Simple present In the simple present and simple past tenses, we use a form of the verb “do” as the auxiliary verb. Here are some object questions in the simple present tense. What do Americans eat for breakfast? Where does she go to school? Now, we’ll find QUASM in one of these examples. In the question “What do Americans eat for breakfast?” our question word is “what”; the auxiliary verb is “do”; the subject is “Americans”; and the main verb is “eat.” Simple past Moving on to simple past, the form of “do” will always be “did,” which is the past tense. Here are some examples. Listen for the QUASM pattern in each and make a note of the question word, auxiliary verb, subject and main verb: Where did you learn English? How did you make that dish? How much / How many As we said earlier, object questions can also begin with “how much” or “how many.” We often use these phrases for questions in simple present or simple past verb. And, there is usually a noun after the phrase and before the auxiliary verb. Listen to two examples: How much money did you spend on fall clothes? How many cards do I have in my hand? In these questions, the nouns “cards” and “money” do not affect the QUASM pattern. You can think of the phrases how much- or how many + noun as the QU in QUASM. Other verb tenses So, what about object questions in other verb tenses? How do you choose an auxiliary verb for them? The answer is easy: use whichever auxiliary verb that the verb tense uses. For example, we form the present continuous tense with the auxiliary verb be + -ing. In object questions, we put this verb tense into the QUASM pattern. Listen for the pattern in these questions: Where are you going for Thanksgiving? Why is everyone standing around? You can still hear the be + -ing verb tense, but it is separated by the subject. Unlike the simpler tenses, some complex verb tenses in English, such as the perfect continuous tenses, have two auxiliary verbs. Object questions in such tenses do not follow the QUASM pattern. The question “What has she been studying to prepare for the test?” is an example. The auxiliary verbs “has” and “been” are separated by the subject. For the purpose of today’s program, we will not focus on these complex verb tenses. QUASM for modals OK, here’s something a lot simpler: modals verbs, also called “modals” or “modal auxiliaries.” We sometimes call them “modal auxiliaries” because they are a kind of helping verb. Modals include “can” “could” “should” “might” “would” and many more. Object questions containing modals also follow the QUASM pattern. Listen for the pattern in these examples: Where should I drop off my dry cleaning? How can we improve our customer service? OK, that’s our time for today. If you made it to the end of this three-part series, congratulations! Now, I have three questions for you: What did you learn in this three-part series? Who can help you practice forming questions? Do you know what kinds of questions each of these is? For practice exercises and more, visit our website. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. _____________________________________________________________ Words in This Story practice – v. to do something again and again in order to become better at it pattern – n. the regular and repeated way in which something happens or is done phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence focus – v. to direct your attention or effort at something specific modal verb – n. a verb that is usually used with another verb to express ideas such as possibility, necessity, and permission dry cleaning – n. clothing or cloth items that need to be or have been dry-cleaned customer – n. someone who buys goods or services from a business _____________________________________________________________ Practice Exercises Now, you try it! Use these practice exercises to help you improve at forming object questions. Write your responses in the Comments area. 1 - Make these statements into object questions. You can use the QUASM pattern to help you. Example: I work at Voice of America. (where) Where do you work? (answer) We are meeting at 4pm for dinner. (when) You should bring fruit salad to the party. (what) You can improve your English by practicing every day. (how) My friend said we could use her camping gear. (what) I bought this painting at an art show in Maryland. (where) He was singing in the rain this morning. (why) Bobby has two children. (how many) You need two cups of sugar for the cake. (how many) 2 - Practice saying the example questions from today’s program. Doing this can help the pattern and sound of object questions feel much more natural to you. Object Question Examples Question Word Auxiliary Verb Subject Main Verb What do Americans eat for breakfast? How did you make that dish? How many cards do I have in my hand? Where are you going for Thanksgiving? How can we improve our customer service? Forming Questions Parts 1, 2 and 3 Subject Questions Question word + main verb + object Who called you? Which motorbike gets the best mileage? Object Questions QUASM = question word + auxiliary verb + subject + main verb Where did you get those shoes? Why are you wearing that funny hat? Yes / No Questions ASM = auxiliary + subject + main verb Did you watch the Emmy Awards last night? Does this color look good on me?
source https://learningenglish.voanews.com/a/where-did-you-learn-english-forming-questions-part-3-object-questions/4578531.html
source https://learningenglish.voanews.com/a/where-did-you-learn-english-forming-questions-part-3-object-questions/4578531.html
Snowflakes and taking offence
The word 'snowflake' has been used as an insult. We discuss what it takes to be offended.
source http://www.bbc.co.uk/programmes/p06lnfk0
source http://www.bbc.co.uk/programmes/p06lnfk0
Wednesday, 19 September 2018
Lewk
New Entry: 'Lewk' has just been added to the Slang area of UsingEnglish.com. This entry is only available in our members' area.
source https://www.usingenglish.com/members/idioms/view.php?show=Slang&entry_id=27291
David Boon
New Entry: 'David Boon' 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=27290
How British is your Technical English?
New Entry: 'How British is your Technical English?' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-how-british-is-your-technical-english/
Tuesday, 18 September 2018
Must-Know American English Slang Words & Phrases #12 - Expressions Related to Failure
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-12-expressions-related-to-failure/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-12-expressions-related-to-failure/
Humblebrag
Brag if you must - just don’t humblebrag! Find out what that means with Rob and Feifei.
source http://www.bbc.co.uk/programmes/p06lgyqg
source http://www.bbc.co.uk/programmes/p06lgyqg
Monday, 17 September 2018
Extensive Reading in English for Absolute Beginners #8 - Plant Parts
Lesson Audio Download MP3 Dialog Download MP3
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-8-plant-parts/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-8-plant-parts/
British and American body language and gestures
New Entry: 'British and American body language and gestures' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/british-american-body-language-gestures.html
Sunday, 16 September 2018
Friday, 14 September 2018
Lesson 3: I'm Here!
Let's Learn English is a course for English learners. Certified American English teachers designed the course for beginners. There are 52 lessons. Every fifth lesson, there is a review of the previous lessons. Each week, there is a new lesson with video showing the lives of young Americans. The lesson includes instruction in speaking, vocabulary and writing. There are also printable worksheets, assessments and lesson plans for individual learners and English teachers. We encourage you to follow the weekly lessons and share your progress with us through comments and email. Summary Anna is in her new apartment. She wants to cook dinner. She tries to call Marsha for help. Speaking Listen to the teacher in the video. Use your computer or phone to record yourself saying the words. Use this video to practice the new words for this lesson, learn how to answer the telephone, and practice asking for someone. Download the worksheet and practice speaking English by asking and answering questions about addresses. Pronunciation Practice shortened sounds with the verb BE using this video. Conversation Anna: I am in my new apartment! Great! I live with Marsha. We’re roommates. I want to cook dinner. Oh! Hmmm. Is there a supermarket near here? Marsha knows. Marsha's work number is 555-8986. Man: Hello. Anna: Hello. Is this Marsha? It is Anna. Man: I am sorry. You have the wrong number. Anna: Oh. Is this 555-8986? Man: No. This is 555-8689. Anna: Oh. Excuse me! Man: Okay. 'Bye. Anna: One more time. 555-8986. Please be Marsha. Marsha: Hello. This is Marsha. Anna: Yes, Marsha. I want to cook dinner. Marsha: Excuse me? Anna? Is that you? Anna: Oh, yes. I am here! Marsha: Good. You are there. Anna: I want to find a supermarket. Marsha: Oh, okay. The supermarket is at 1500 Irving Street. It is near the apartment. Anna: Great! Goodbye! Marsha: Goodbye, Anna. (Later) Anna: There is a big supermarket on our street. And Marsha says I am a good cook! Until next time! Bye! Writing Click to download the Activity Sheet and practice writing the names and addresses of friends or classmates. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The strategy for this lesson is Look for Ways to Practice. Good language learners are always looking for new and different ways to practice using the language they want to learn. Here is an example of a learner who uses this strategy. Alex wants to be more confident when he speaks English. He downloads podcasts of conversations in English. When he is walking or riding in a car he listens and repeats each sentence he hears. He writes text messages and emails in English, using the new words he wants to learn. Every day he talks with anyone who will speak English with him. Sometimes people ask him, "Did you live in an English speaking country?" because he is so confident in using English. Alex laughs and says "Someday!" and looks for more ways to practice. For more information on using this strategy, see the Lesson Plan. How about you? How do you find ways to practice speaking English? Write us an email or leave a comment in the Comments section. Listening Quiz See how well you understand the lesson by taking this quiz. Each question has a video. Play the video and choose the correct answer. __________________________________________________________________ New Words cook - v. to prepare (food) for eating especially by using heat dinner - n. the main meal of the day excuse - v. to forgive someone for making a mistake or doing something wrong find - v. to get or discover something or someone that you are looking for here - adv. in this place or at this location live - v. to have a home in a specified place near - adv. close to something or someone sorry - adj. feeling sorrow or regret supermarket - n. a store where customers can buy a variety of foods and household items there - adv. in that place or at that location want - v. to desire or wish for something wrong - adj. not suitable or appropriate for a particular purpose, situation, or person ______________________________________________________________ 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. This week, use it to practice writing addresses in English. For Teachers See the Lesson Plan for this lesson for ideas and resources. Send us an email if you have comments or questions. Grammar focus: Place pronouns: here, there Topics: Apologizing: sorry, excuse me Learning Strategy: Look for Ways to Practice Speaking and Pronunciation focus: Contractions with BE; polite telephone expressions 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-3-i-am-here/3126527.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-3-i-am-here/3126527.html
Know Your Verbs #10 - Verb: “Hear”
Lesson Video Download Video
source https://www.englishclass101.com/lesson/know-your-verbs-10-verb-hear/
source https://www.englishclass101.com/lesson/know-your-verbs-10-verb-hear/
Thursday, 13 September 2018
Forming Questions, Part 2: Yes or No Questions
English can be a complex language to master. It has a lot of rules – and breaks many of them. No matter your level of English, forming questions can be one of the more vexing parts of mastering the language. The good news is that we are here today to make that process easier. In a recent Everyday Grammar, we told you about subject questions – questions we ask when we want to learn the who or the which of an action. Today, we will tell you about yes or no questions. A yes or no question is a question that expects an answer of “yes” or “no.” For example: Are you coming to the show? Has she been to Montreal? Does this color look good on me? As you can hear, yes or no questions do not begin with common question words such as “why,” “where,” “what,” “how,” “when,” and “which.” Using Auxiliaries Instead, they often begin with the verbs “do,” “be” or “have.” You already know these three verbs as among the most common in English. But they have a second, separate usage: as auxiliary verbs. We use auxiliary verbs with main verbs to do things like form questions and verb tenses. Auxiliary verbs are sometimes called “helping verbs” because they help main verbs to carry meaning. We form yes or no questions with an auxiliary verb + subject + main verb. Listen for that structure in the examples: Are you coming to the show? Has she been to Montreal? Does this color look good on me? ‘Do’ ‘does’ and ‘did’ Notice that the last example begins with “does.” When we use “do,” “does,” or “did” to begin a yes or no question, it shows there was no auxiliary present in its statement form. Present simple and past simple statements do not contain auxiliary verbs. For example, the statement form of the question “Does this color look good on me?” is “This color looks good on me” and is present simple. Let’s hear a few more statements and their question forms. Notice that the statements do not contain an auxiliary verb. And, the questions follow the same structure, auxiliary verb + subject + main verb: I went to the kitchen. Did you go to the kitchen? You speak English well. Do you speak English well? He lives in Washington, D.C. Does he live in Washington, D.C.? Using Modals Not all yes or no questions begin with auxiliary verbs. Many begin with modal verbs. We use modal verbs to express possibility, necessity and permission. Sometimes, modal verbs are called “modal auxiliaries.” But, for today, we will simply call them “modals” or “modal verbs.” “Can,” “could,” “may,” “might,” and “should” are examples of modal verbs. We form these yes or no questions with a modal verb + subject + main verb. Listen for that structure in these examples: Can we meet for lunch tomorrow? Should I take her advice? May I have your name, please? Be + subject Some yes or no questions have neither an auxiliary nor a modal. When we ask yes or no questions where the main verb is “be,” the structure becomes be + subject. Let’s hear how that sounds: Is she the owner of the company? Was he ready when you arrived? Are you a language teacher? Other verb tenses At times, there is more than one auxiliary verb in a yes or no question. Or, there is a modal verb plus one or more auxiliary verbs. This happens in yes or no questions with perfect tenses and with passive questions. For example, in the question, “Should I have been attending all of the meetings?” the verb tense is present perfect continuous. There is the modal “should” and the auxiliaries “have” and “been.” But, for today, we’ll stay with basic forms of yes or no questions. The goal is that you gain confidence in forming these questions. And, that comes with practice. Answering yes or no questions By now, you might be wondering: How do I answer a yes or no question? You can answer with a simple “yes” or “no.” But, suppose you wanted to answer with something a little longer. When we answer yes or no questions, we do not usually repeat the full question. Instead, we answer with the auxiliary or modal from the question. The structure is yes or no + subject + auxiliary or modal. Here’s what it sounds like with auxiliaries: Did you go to the bathroom? Yes, I did. Has she been to Montreal? Yes, she has. Are you a language teacher? Yes, I am. And, with modals: Should I take her advice? No, you shouldn’t. May I have your name, please? Yes, you may. Can we meet for lunch tomorrow? Yes, we can. Notice that the auxiliary or modal in each answer matches the auxiliary or modal from each question. So, do you want to practice yes or no questions now? Check out the exercises on our website and write your responses in the Comments area. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. ______________________________________________________________ Words in This Story vexing – adj. irritating or worrying confidence – n. a feeling or belief that you can do something well or succeed at something practice – n. to do something again and again in order to become better at it aloud – adj. in a way that can be clearly heard comfortable – adj. being in a state of physical or mental ease _____________________________________________________________ Practice Exercises Now, you try it! Use these practice exercises to help you improve at forming yes or no questions. 1- With a friend or family member, practice saying aloud the example questions, statements and responses from today’s program. Doing this can help you become much more comfortable with the sound and structure of yes or no questions. 2- Make the below statements into yes or no questions. Then, respond to each question: Example: I have a pen. (Statement) Do you have a pen? (Question) Yes, I do. (Answer) I have a pen. We can take the dog to the park. You are annoyed with me. This is the first time I’ve traveled abroad. He has been in the meeting for a long time. They understood the teacher’s explanation. The woman likes the gift. I should stay home tonight. 3- After doing the two practice exercises above, try writing your own yes/no questions. Remember that, the more you practice, the more you will improve. Write your responses in the Comments area.
source https://learningenglish.voanews.com/a/forming-questions-part-2-yes-no-questions/4565799.html
source https://learningenglish.voanews.com/a/forming-questions-part-2-yes-no-questions/4565799.html
English Vocab Builder #129 - Travel
Lesson Audio Download MP3
source https://www.englishclass101.com/lesson/english-vocab-builder-129-travel/
source https://www.englishclass101.com/lesson/english-vocab-builder-129-travel/
Dating apps: How our brains react
Rob and Dan discuss love and teach you new items of vocabulary in just 6 minutes!
source http://www.bbc.co.uk/programmes/p06l1f7j
source http://www.bbc.co.uk/programmes/p06l1f7j
Wednesday, 12 September 2018
Days of the week- Make me say Yes
New Entry: 'Days of the week- Make me say Yes' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-days-of-the-week-make-me-say-yes/
Tuesday, 11 September 2018
Out of your depth
A phrase for when you're struggling to do something.
source http://www.bbc.co.uk/programmes/p06kvgsb
source http://www.bbc.co.uk/programmes/p06kvgsb
Rocket French Course For Learning French Fast
Learning a new language is something many people want to achieve, but often they find they don’t have time to attend classes. Finding time in your busy schedule to sit down and learn anything can be difficult, let alone finding time to practice a new language. Luckily, learning online is very easy, especially with a […]
source http://www.power-english.net/english-learning/rocket-french-course-for-learning-french-fast.html
source http://www.power-english.net/english-learning/rocket-french-course-for-learning-french-fast.html
Monday, 10 September 2018
Lesson 2: Hello, I'm Anna!
Let's Learn English is a course for English learners. Certified American English teachers designed the course for beginners. There are 52 lessons. Every fifth lesson, there is a review of the previous lessons. Each week, there is a new lesson with video showing the lives of young Americans. The lesson includes instruction in speaking, vocabulary and writing. There are also printable worksheets, assessments and lesson plans for individual learners and English teachers. We encourage you to follow the weekly lessons and share your progress with us through comments and email. Summary Anna moves to Washington, DC. She goes to her new apartment and meets a new friend. Speaking Listen to the speaker in the video. Use your computer or phone to record yourself saying the words. Listen to yourself, then listen to the video again. Can you say the words the same way? If not, listen carefully and try again. Pronunciation Watch the video to learn about linked sounds, or how speakers say "you're" for "you are." Conversation Jonathan: Hey, Pete! Who’s your friend? Pete: She is Anna. She is new to D.C. Jonathan: Where are you from? Anna: I am from a small town. Jonathan: Well, welcome to D.C. Anna: Thank you. Jonathan: I am Jonathan. I am in apartment B4. Anna: I am in apartment C2. Marsha is my roommate. Jonathan: I know Marsha. She is nice. Pete: And I am in Apartment D7. I have to go now. Anna: Oh! Pete: Remember to call Marsha at work. Tell her you’re here. Anna: Right, thanks, Pete. Nice to meet you! Jonathan: You too, Bye. Anna: Apartment C2, here I come! Writing We often write our name and address on forms. Americans write and say an address this way: name, number, street city, state, zip code, country. How do people in your country address an envelope? Anna sends a letter to her family. Look at how she writes the address: Now download the worksheet and practice filling in a form and addressing an envelope. Learning Strategies Learning strategies are the thoughts and actions that help make learning easier or more effective. This lesson's learning strategy is preview. To preview is to look over what you will study in advance. During the preview, remember what you already know about the topic and the language, and think of what you need to learn. Here is an example: Mari previews the video for Lesson 2 of Let's Learn English. She sees the title is "Hello, I'm Anna." She thinks, "This lesson is about meeting people. What words do I know in English for when I meet people? What do people usually say and do?" She knows, "Nice to meet you" from Lesson 1. She remembers hearing "Where are you from?" in class. She wants to know if the new friends ask other questions. Mari keeps this in mind as she watches the video. When she hears Jonathan ask, "Where are you from?" she smiles and thinks, "I know what that means already!" She watches carefully to see how Anna answers the question. Preview is an important learning strategy because it helps you prepare for what you will learn. Do you use this strategy when you are learning? Send us an email or write to us in the comments section. See the Lesson Plan for more details. Listening Quiz See how well you understand the lesson by taking this quiz. Each question has a video. Play the video and choose the correct answer. _____________________________________________________________ New Words know - v. to have met and talked to (someone) meet - v. to see and speak to (someone) for the first time. Anna meets Pete near her apartment. call - v. to make a telephone call. I call once a week to talk to my parents. friend - n. a person who you like and enjoy being with. Meet my friend, Anna. number - n. a number or a set of numbers and other symbols that is used to identify a person or thing or a telephone number. I am in apartment number D7. remember - v. to have or keep an image or idea in your mind of (something or someone from the past) or to think of (something or someone from the past) again. Do you remember me? roommate - n. a person who shares a room, apartment, or house with someone else. Anna and Marsha both live in apartment C2 because they are roommates. work - n. the place where you do your job. She is not at work today. 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 writing addresses in English. For Teachers Click on the Lesson Plan to learn how to teach this lesson in your classroom. The Activity Sheet and script of the video are included in the Lesson Plan. Grammar Focus: BE + noun; BE + location ; Subject pronouns: I, you, he, she, we, they Topics: Welcoming & Leave-taking, Spelling names aloud Pronunciation: Contractions with BE Speaking Focus: Vocabulary; saying your address _______________________________________________________________ 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. Poll
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-2-hello/3113733.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-2-hello/3113733.html
Sunday, 9 September 2018
English Vocab Builder #146 - School Supplies
Lesson Audio Download MP3
source https://www.englishclass101.com/lesson/english-vocab-builder-146-school-supplies/
source https://www.englishclass101.com/lesson/english-vocab-builder-146-school-supplies/
Saturday, 8 September 2018
I can't believe ____ did that.
New Entry: 'I can't believe ____ did that.' has just been added to the Language Polls area of UsingEnglish.com.
source https://www.usingenglish.com/poll/1207.html
Ward off
New Entry: 'Ward off' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/ward.html#Ward-off
Friday, 7 September 2018
Crime & Punishment- Extended Speaking Bluffing Game
New Entry: 'Crime & Punishment- Extended Speaking Bluffing Game' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-crime-punishment-extended-speaking-bluffing-game/
Thursday, 6 September 2018
The Sounds of Grammar with Betty Azar
For VOA Learning English, this is Everyday Grammar. Today we have a special guest host. Betty Azar is the most successful writer of grammar textbooks in the world. Generations of English learners will recognize her best-selling book Understanding and Using English Grammar. The famous blue grammar book, now in its fourth edition, is in use at language schools across the world. Ms. Azar also supports research and professional development in the English language teaching field. Today Ms. Azar will offer some advice on how to hear the sounds of grammar. STUDENT: "English speakers talk too fast! I can't understand what they're saying." BETTY AZAR: Does that sound familiar? It's a common complaint of English language learners, one I've heard often from my university-level ESL students through the years. Normal contracted speech, especially in everyday conversational usage, can speed by like a bullet train. It can leave learners feeling a little dazed as they try to catch the meaning. For most adult learners, reading is, of course, much easier to understand. When understanding English is just between you and the written page, you can go as slowly as you want. You can go back and read words again, perhaps break down the grammar. You can even leisurely look up the meaning of a word. And at least in writing there are spaces between words. If only that were true in speaking! If only speakers paused briefly between words, it would be so much easier for learners. Teachers in second language classes often speak slowly and distinctly, as I am doing now. But in the real world, well, it's not going to happen. Or, to say that in normal contracted speech, Well, i'snotgonnahappen. Speakers squeeze sounds together, or drop sounds, or say them so softly and quickly that a listener can barely hear them. When you listen to my sentence again, notice that the t is almost completely dropped from it's, and going to becomes gonna. Well, i'snot gonna happen. As a teacher, I've often heard students say things like Bye. I leaving now. I see you tomorrow. What's missing? The grammar sounds are missing, in this case the m and l sounds for am and will. Listen for them in the corrected sentences: Bye. I'm leaving now. I'll see you tomorrow. The m and l sounds are barely said aloud. But a native speaker hears them. Do you? Listen again. Bye. I'm leaving now. I'll see you tomorrow. And then, sometimes native speakers drop not only sounds but complete words. Listen to this: Bye. ‘M leavin' now. See you tomorrow. If you're saying "Not fair!," you're not the first English learner to feel that way! Grammar students learn that am, is, are and helping verbs (for example, will, have, would) are often contracted with pronouns in both speaking and writing, as in I'm and I'll. But most students also find it helpful to know that in everyday spoken English these verbs are usually contracted with nouns and question words, too. Here's a sentence about a man named Tom. Tom is a noun. In writing, you will see Don't worry. Tom will be here soon. In speaking, you will hear Don't worry. Tom'll be here soon. Listen for Tom will again: Don't worry. Tom'll be here soon. Here's another example of a contraction with a noun: My book is on the table. becomes My book's on the table. And another example, this time with are: In writing you will see My books are on the table. In speaking you will hear My books're on the table. Again: My books're on the table. The verb sounds are so quick that it's almost impossible to hear them unless you expect to hear them. Listen again: My book's on the table. My books're on the table. Question words (such as where, when, why) are similarly contracted in speech. In writing, each word is separate. For example: Where are the students? Where have they gone? In spoken English, the question word is contracted with the verb: Where're the students? Where've they gone? Again: Where're the students? Where've they gone? No wonder it's hard for learners to catch these grammar sounds! If you think English speakers talk really fast, you're right. They do! Do and did are also often reduced. Listen for do you : D'you know Mrs. Lee? Again: D'you know Mrs. Lee? Did can be a quick d sound when it's combined with a question word. Listen for where did and what did: Where'd she go? What'd she do? Again: Where'd she go? What'd she do? Here's another example of shortened spoken English that my students usually enjoy. Two people are talking. D'ja eat yet? No, d'joo? In other words, spoken slowly: Did you eat yet? No, did you? Did is a good example of a function word. A function word gives grammar information. In the sentence Did you eat yet?, did tells us that the speaker is talking about the past and is asking a question. In contrast, eat is a content word. So are words such as Tom, yesterday, lunch. Content words have specific meanings. Function words are the ones that are the hardest to hear in speech. Content words are usually said more clearly and loudly. Along with helping verbs, other common function words are and, to, the, and a. Let's look at and. And shows the relationship between two nouns: Bob and Tom tells us there are two people. Like most function words, and is usually reduced: I had lunch with Bob ‘n Tom yesterday. A learner could easily think that "Bobbintom" is one word! To is usually reduced to a slight t sound: Let's ask Tom to come with us. sounds like Let's ask Tom t'come with us. Again: Let's ask Tom t'come with us. The and a can be especially hard for learners to hear. Listen for the and a: In class yesterday, I asked the teacher a question. Even if you know the and a are supposed to be there, you have to listen hard to hear them. Listen again: In class yesterday, I asked the teacher a question. Native speakers can hear the softer sounds of function words, but it can be very difficult for second language learners to hear them. Knowing some grammar can help. For example, learners are more likely to hear and to say Bye. I'm leaving now. I'll see you later if they are familiar with the forms and meanings of verb tenses. If learners don't know what grammar sounds they're supposed to hear, chances are they won't hear them. If they don't hear them, chances are they won't include them in their own speaking and writing. In other words, an awareness of grammar can prepare you to understand what you're hearing, and hearing the sounds of grammar can, in turn, help you use English more accurately. I'm Betty Azar. Betty Azar wrote this story as a contributor for VOA Learning English. Adam Brock was the producer. Jill Robbins was the editor. You can visit Betty Azar's website at www.azargrammar.com. Betty Azar would like to thank Stacy Hagen for sharing her expertise in the grammar-listening connection. Learners can find many answers to grammar questions at the Azar Grammar Exchange. _________________________________________________________________ Words in This Story contracted – participial adj. shortened dazed – participial adj. confused and surprised squeeze – v. push close together leisurely – adv. in a slow, relaxed way contraction – gramm. two words combined into one word, e.g., I am = I'm chances are (that) - idiomatic phrase. it is probable (that) in turn - idiomatic phrase. as a result Try this quiz on the article to test your understanding. Now it's your turn. Do you have trouble understanding spoken English? What advice do you have for learners?
source https://learningenglish.voanews.com/a/sounds-of-grammar-betty-azar/3413558.html
source https://learningenglish.voanews.com/a/sounds-of-grammar-betty-azar/3413558.html
Do you have a sedentary lifestyle?
How does being physically inactive affect your health? Dan and Catherine find out.
source http://www.bbc.co.uk/programmes/p06kgbyl
source http://www.bbc.co.uk/programmes/p06kgbyl
Gengo English #7 - Don’t Answer the English Questions Incorrectly!
Learn English with EnglishClass101.com! You’re finally in America and you couldn’t be happier! The first thing you need to do is get checked in. You make your way to the counter, trying to remember all the helpful English phrases you practiced with EnglishClass101.com! The clerk at the counter asks you in English, “Passport, please.” Shuffling [...]
source https://www.englishclass101.com/lesson/gengo-english-7-dont-answer-the-english-questions-incorrectly/
source https://www.englishclass101.com/lesson/gengo-english-7-dont-answer-the-english-questions-incorrectly/
Wednesday, 5 September 2018
Lesson 1: Welcome!
Let's Learn English is a course for English learners. Certified American English teachers designed the course for beginners. There are 52 lessons. Every fifth lesson, there is a review of the previous lessons. Each week, there is a new lesson with video showing the lives of young Americans. The lesson includes instruction in speaking, vocabulary and writing. There are also printable worksheets, assessments and lesson plans for individual learners and English teachers. We encourage you to follow the weekly lessons and share your progress with us through comments and email. Summary Anna moves to Washington, DC. She meets Pete at her new apartment. Speaking Watch the video and record yourself. Listen to yourself. Then listen to the video again. Pronunciation In careful speech, we say words with a small break. In everyday speech, the sounds come together with little or no break. Watch the video to learn about how the sounds change. Practice the example. Conversation Pete: Hi! Are you Anna? Anna: Yes! Hi there! Are you Pete? Pete: I am Pete Anna: Nice to meet you Anna: Let's try that again. I'm Anna Pete: I'm Pete. "Anna" Is that A-N-A? Anna: No. A-N-N-A Pete: Well, Anna with two "n's" ... Welcome to ... 1400 Irving Street! Anna: My new apartment! Yes! Writing Introduce yourself in the Comments section. Download the worksheet to learn the alphabet and numbers. For a fun way to learn the alphabet, watch the alphabet video below. Learning Strategy Each week we teach a new learning strategy. The first one is Set a Goal. When we set a goal, we decide what we want to do or learn. You are studying English with VOA Learning English. What do you want to learn? Here is an example: Pat works at a coffee shop. She wants to greet her customers in English. She sets a goal: "In three months, I will feel confident in greeting customers in English." Learning Strategies are the thoughts and actions that help make learning easier or more effective. Setting a goal is an important learning strategy because it gives you a strong reason to keep studying. What is your goal for learning English this year? Send us an email or write to us in the Comments section. See the Lesson Plan for more details. Listening Quiz Check how well you understand the lesson with this quiz. Play the video and choose the correct answer. New Words apartment - n. a usually rented room or set of rooms that is part of a building and is used as a place to live. She lives in an apartment. meet - v. to see and speak to someone for the first time. Pete meets Anna on the street. new - adj. not known before; recently bought or rented. Anna has a new friend. nice - adj. good and enjoyable . It is nice to see you. street - n. a road in a city, town, or village. Anna lives on Irving Street. try - v. to make an effort to do something. Please try to say it again. welcome - interjection. used as a friendly greeting to someone who has arrived at a place. Welcome to America! _______________________________________________________________ Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. For Teachers Download a lesson plan for this lesson here. Let us know your thoughts about this lesson in our Comments section or send us an email. Grammar focus: BE + name in introductions; BE + location Topics: Meeting people; Personal information; Learning the Alphabet (Activity sheet); Learning the Numbers 1-20 (video) Speaking & Pronunciation focus: Meeting people; Pronouncing linked sounds
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-one/3111026.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-one/3111026.html
Tuesday, 4 September 2018
Ward off
New Entry: 'Ward off' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/ward+off.html
Monday, 3 September 2018
How to teach TOEIC Listening Part Two: Question Response
New Entry: 'How to teach TOEIC Listening Part Two: Question Response' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/how-to-teach-toeic-listening-part-two-question-response.html
Extensive Reading in English for Absolute Beginners #7 - Feelings
Lesson Audio Download MP3 Dialog Download MP3
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-7-feelings/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-7-feelings/
Sunday, 2 September 2018
Saturday, 1 September 2018
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