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source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-18-common-expressions-used-by-students/
Tuesday, 30 October 2018
Monday, 29 October 2018
Extensive Reading in English for Beginners #6 - Where Things Come From
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source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-beginners-6-where-things-come-from/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-beginners-6-where-things-come-from/
How to teach British and American functional language
New Entry: 'How to teach British and American functional language' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/how-to-teach-british-american-functional-language.html
What’s the Difference? ‘So’ and ‘So That’
If you asked even the most knowledgeable Americans, they probably could not tell you more than a few meanings for the word “so.” It is an everyday word that most people use without even realizing its complexity. But this mysterious little word can act as an adverb, pronoun or conjunction, with many meanings as each. In all, there are more than 25 meanings for “so.” That’s one powerful word! Today, we will tell you about three phrases that English learners have trouble with: “so” “so that” and “so adjective/adverb that.” We’ll discuss each one then compare them. Therefore… Let's start with “so” as a coordinating conjunction – a word that joins two or more things, such as sentences or other words. When used in this way, it means "therefore" or "for that reason." For this meaning, “so” joins two complete sentences and shows the result of something in the second sentence. Take a listen: The apartment was too hot, so we opened the window. The first sentence provides the action or situation: The apartment was too hot. It is joined by “so” to the second sentence which explains the resulting action: opening the window. In order to… OK, now we move to “so that,” a phrase that begins adverb clauses. You may recall that an adverb clause shows a relationship between two actions. It joins a main clause, or complete sentence, to a dependent clause, or incomplete sentence, and shows how they relate. “So that” means “in order to” which answers the question “Why?” We use it to begin adverb clauses of purpose. Let’s hear an example: It helps to lower blood sugar so that you feel less hungry. The adverb clause is “so that you feel less hungry.” It shows the purpose for the action in the main clause. Why does it help to lower blood sugar? To feel less hungry. “So that” can also come at the beginning of a sentence but this is rarer and usually sounds stilted to Americans. Listen: So that you feel less hungry, it helps to lower blood sugar. One important note is that the word “that” is optional for “so that” in spoken English, so it may disappear. Here’s how that sounds: It helps to lower blood sugar so you feel less hungry. But without “that,” how will you know that the meaning is “in order to”? One signal is that there is often a modal verb in the adverb clause. Modal verbs include can, could, may, might, will and others. Here’s how that might sound: It helps to lower blood sugar so you can feel less hungry. The modal verb in the adverb clause is “can.” To the level described… Finally, let’s discuss the phrasing “so adjective/adverb that.” This is different from both meanings we’ve talked about. To try to put it simply, it means “to the level described.” Here are some examples: This morning, the construction was so loud that we could not sleep. This means that the construction was loud to a level that prevented us from sleeping. In the phrase “so adjective/adverb that,” the word “that” begins a type of clause called a “complement clause," but we will not talk about that in today’s program. What’s important today is knowing that the word “that” for this phrase is also optional and may disappear. Here’s how it sounds: This morning, the construction was so loud we could not sleep. So, how might you know the meaning if “that” disappears? Well, you can listen for an adjective after “so.” The adjective in our example is “loud.” Comparing the three Now, we’ll compare the three phrases. You will hear three sentences that sound similar but have different meanings: He is funny, so his friends laugh at him. The meaning here is: He is funny. Therefore, his friends laugh at him. Here’s the next one: He makes jokes so that his friends will laugh. This means: He makes jokes for the purpose of making his friends laugh. It answers the question, “Why does he make jokes?” Notice the modal “will” in the adverb clause. Now for the last meaning: He is so funny that his friends laugh at him. It means: He is funny to such a level that it makes his friends laugh at him. Now for one more set to help you examine the meanings: She studied hard, so she was able to win a scholarship. The meaning here is: She studied hard. Therefore, she was able to win a scholarship. And the next one: She studied hard so that she could win a scholarship. It means: She studied hard for the purpose of winning a scholarship. Again, you see a modal in the adverb clause: could. And lastly: She studied so hard that she won a scholarship. This means: She studied hard to such a degree that she won a scholarship. You probably noticed that some examples other than those with “so that” have modal verbs. All three of today’s phrases can have modals, but “so that” adverb clauses commonly have them. Well, we’re so happy that you stayed around for today’s program. Don’t forget to do the practice so that you can remember what you learned! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. ________________________________________________________________ Words in This Story phrase – n. a word or group of words that express an idea but do not usually form a complete sentence clause – n. a part of a sentence that has its own subject and verb stilted – adj. awkward especially because of being too formal optional – adj. available as a choice but not required modal verb – n. a verb that is usually used with another verb to express ideas such as possibility, necessity and permission scholarship – n. n amount of money that is given by a school or organization to a student to help pay for the student's education practice – v. to do something again and again in order to become better at it ______________________________________________________________ Now, you try it! Rewrite each example with a "so" phrase from today’s program. If an example is two separate sentences, make it into one sentence. Example: I woke up early. For that reason, I went to the market. (so) I woke up early, so I went to the market. We were having a great time. Therefore, we invited them to our house for dinner. (so) Meet me at the theater by 7pm to get good seats. (so that) His eyes were very tired. He could not read the words on the page. (so adjective that) We took a taxi to the party to avoid waiting outside in the cold. (so that) The dog ate the food very quickly. There was no food left for the other dogs. (so adverb that) She stayed in the U.S. for three months for the purpose of studying English. (so that) My phone broke. Therefore, I bought a new phone. (so) I didn’t want to go. For that reason, I didn’t stay long. (so) I wrote this program in order to show the difference between phrases. (so that)
source https://learningenglish.voanews.com/a/what-s-the-difference-so-and-so-that-/4627372.html
source https://learningenglish.voanews.com/a/what-s-the-difference-so-and-so-that-/4627372.html
Sunday, 28 October 2018
Blow through
New Entry: 'Blow through' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/blow.html#Blow-through
Saturday, 27 October 2018
Lesson 8: Are You Busy?
Summary Anna wants to apologize to her co-workers. She learns what they do at the same time every day. Speaking In this video, learn to say the new words. Learn to talk about three times of the day. You can also download the Activity Sheet and practice with a friend. Pronunciation In this video, you learn how Americans make hesitation noises, like um, to give themselves more time to think of an answer. You can also learn how to use emphasis when you apologize and accept an apology. Conversation Anna: Hello, everyone. Here I am at my new job! Yesterday at my first day of work … Well, let’s not talk about yesterday. Today is a new day! Today I want to apologize to my co-workers. Anna: Hi, Anne. Are you busy? Anne: Hi, Anna. Yes. At 10 a.m. I am writing. Every day I do my morning show. Sorry! Anna: Okay. See you later, maybe. Anne: Maybe I’ll see you later. Anna: Hi, Jonathan. Are you busy? Jonathan: Yes, I’m busy. When the studio light is on, I am recording my evening show. Anna: Right. Sorry about yesterday. Jonathan: No worries. Anna: May I see the studio? Jonathan: Um, maybe another time? Right now I am busy. Anna: Sure. Okay, ’bye. Jonathan: ‘Bye. Anna: Hi, Amelia! Are you busy? Amelia: I’m a little busy. Anna: I want to say I’m sorry for yesterday. Amelia: It’s okay, Anna. Anna: Well, I am sorry. Amelia: It’s okay, Anna. Come by this afternoon. Anna: Okay. Caty: Anna. Anna: Yes, Ms. Weaver. Caty: Are you busy? Anna: Yes, Ms. Weaver. I am busy. Caty: My office. 5:00 p.m. Anna: 5:00 p.m. Caty: Come in. Co-Workers: Surprise! Anna: A party! Awesome! And I still have my job! Phew!* Until next time! * Phew! is a sound used to show that you are relieved, tired, or hot Writing What do you do every morning? You can see some examples in the Activity Sheet. Click on the image to download it, and practice talking with a friend about when you are busy. Write to us in the Comments section. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Use What You Know. We have knowledge about the world we use when learning a new language or a new skill. Here is an example. In this lesson's video, Anna learns that her co-workers do things at the same time each day. She understands this idea because she also has to do work at the same time every day. She uses what she knows and remembers not to bother her co-workers at the times they are busy. How do you use what you know in studying English? Write to us in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Listening Quiz Test your understanding by taking this listening quiz. Play the video, then choose the best answer. New Words afternoon - n. the middle part of the day : the part of the day between noon and evening apologize - v. to express regret for doing or saying something wrong : to give or make an apology evening - n. the last part of the day and early part of the night job - n. the work that a person does regularly in order to earn money later - adj. happening near the end of a process, activity, series, life, etc. light - n. a source of light (such as an electric lamp) maybe - adv. possibly but not certainly morning - n. the early part of the day : the time of day from sunrise until noon now - adv. at the present time studio - n. the building or room where an artist works surprise - n. an unexpected event, piece of information, etc. yesterday - n. the day before 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 a conversation about activities. 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 - Short answers; simple present tense to describe routine activities Topics: Times of day: morning, evening, afternoon Speaking & Pronunciation Focus: Times of day; regular activities; hesitation noise "um;" apologizing with stress or intonation ______________________________________________________________ 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-8-are-you-busy/3253185.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-8-are-you-busy/3253185.html
Friday, 26 October 2018
Know Your Verbs #13 - Verb: “Hold”
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source https://www.englishclass101.com/lesson/know-your-verbs-13-verb-hold/
source https://www.englishclass101.com/lesson/know-your-verbs-13-verb-hold/
What’s the Difference? ‘So’ and ‘So That’
If you asked even the most knowledgeable Americans, they probably could not tell you more than a few meanings for the word “so.” It is an everyday word that most people use without even realizing its complexity. But this mysterious little word can act as an adverb, pronoun or conjunction, with many meanings as each. In all, there are more than 25 meanings for “so.” That’s one powerful word! Today, we will tell you about three phrases that English learners have trouble with: “so” “so that” and “so adjective/adverb that.” We’ll discuss each one then compare them. Therefore… Let's start with “so” as a coordinating conjunction – a word that joins two or more things, such as sentences or other words. When used in this way, it means "therefore" or "for that reason." For this meaning, “so” joins two complete sentences and shows the result of something in the second sentence. Take a listen: The apartment was too hot, so we opened the window. The first sentence provides the action or situation: The apartment was too hot. It is joined by “so” to the second sentence which explains the resulting action: opening the window. In order to… OK, now we move to “so that,” a phrase that begins adverb clauses. You may recall that an adverb clause shows a relationship between two actions. It joins a main clause, or complete sentence, to a dependent clause, or incomplete sentence, and shows how they relate. “So that” means “in order to” which answers the question “Why?” We use it to begin adverb clauses of purpose. Let’s hear an example: It helps to lower blood sugar so that you feel less hungry. The adverb clause is “so that you feel less hungry.” It shows the purpose for the action in the main clause. Why does it help to lower blood sugar? To feel less hungry. “So that” can also come at the beginning of a sentence but this is rarer and usually sounds stilted to Americans. Listen: So that you feel less hungry, it helps to lower blood sugar. One important note is that the word “that” is optional for “so that” in spoken English, so it may disappear. Here’s how that sounds: It helps to lower blood sugar so you feel less hungry. But without “that,” how will you know that the meaning is “in order to”? One signal is that there is often a modal verb in the adverb clause. Modal verbs include can, could, may, might, will and others. Here’s how that might sound: It helps to lower blood sugar so you can feel less hungry. The modal verb in the adverb clause is “can.” To the level described… Finally, let’s discuss the phrasing “so adjective/adverb that.” This is different from both meanings we’ve talked about. To try to put it simply, it means “to the level described.” Here are some examples: This morning, the construction was so loud that we could not sleep. This means that the construction was loud to a level that prevented us from sleeping. In the phrase “so adjective/adverb that,” the word “that” begins a type of clause called a “complement clause," but we will not talk about that in today’s program. What’s important today is knowing that the word “that” for this phrase is also optional and may disappear. Here’s how it sounds: This morning, the construction was so loud we could not sleep. So, how might you know the meaning if “that” disappears? Well, you can listen for an adjective after “so.” The adjective in our example is “loud.” Comparing the three Now, we’ll compare the three phrases. You will hear three sentences that sound similar but have different meanings: He is funny, so his friends laugh at him. The meaning here is: He is funny. Therefore, his friends laugh at him. Here’s the next one: He makes jokes so that his friends will laugh. This means: He makes jokes for the purpose of making his friends laugh. It answers the question, “Why does he make jokes?” Notice the modal “will” in the adverb clause. Now for the last meaning: He is so funny that his friends laugh at him. It means: He is funny to such a level that it makes his friends laugh at him. Now for one more set to help you examine the meanings: She studied hard, so she was able to win a scholarship. The meaning here is: She studied hard. Therefore, she was able to win a scholarship. And the next one: She studied hard so that she could win a scholarship. It means: She studied hard for the purpose of winning a scholarship. Again, you see a modal in the adverb clause: could. And lastly: She studied so hard that she won a scholarship. This means: She studied hard to such a degree that she won a scholarship. You probably noticed that some examples other than those with “so that” have modal verbs. All three of today’s phrases can have modals, but “so that” adverb clauses commonly have them. Well, we’re so happy that you stayed around for today’s program. Don’t forget to do the practice so that you can remember what you learned! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. ________________________________________________________________ Words in This Story phrase – n. a word or group of words that express an idea but do not usually form a complete sentence clause – n. a part of a sentence that has its own subject and verb stilted – adj. awkward especially because of being too formal optional – adj. available as a choice but not required modal verb – n. a verb that is usually used with another verb to express ideas such as possibility, necessity and permission scholarship – n. n amount of money that is given by a school or organization to a student to help pay for the student's education practice – v. to do something again and again in order to become better at it ______________________________________________________________ Now, you try it! Rewrite each example with a "so" phrase from today’s program. If an example is two separate sentences, make it into one sentence. Example: I woke up early. For that reason, I went to the market. (so) I woke up early, so I went to the market. We were having a great time. Therefore, we invited them to our house for dinner. (so) Meet me at the theater by 7pm to get good seats. (so that) His eyes were very tired. He could not read the words on the page. (so adjective that) We took a taxi to the party to avoid waiting outside in the cold. (so that) The dog ate the food very quickly. There was no food left for the other dogs. (so adverb that) She stayed in the U.S. for three months for the purpose of studying English. (so that) My phone broke. Therefore, I bought a new phone. (so) I didn’t want to go. For that reason, I didn’t stay long. (so) I wrote this program in order to show the difference between phrases. (so that)
source https://learningenglish.voanews.com/a/what-s-the-difference-so-and-so-that-/4627372.html
source https://learningenglish.voanews.com/a/what-s-the-difference-so-and-so-that-/4627372.html
Thursday, 25 October 2018
What’s the Difference? ‘So’ and ‘So That’
If you asked even the most knowledgeable Americans, they probably could not tell you more than a few meanings for the word “so.” It is an everyday word that most people use without even realizing its complexity. But this mysterious little word can act as an adverb, pronoun or conjunction, with many meanings as each. In all, there are more than 25 meanings for “so.” That’s one powerful word! Today, we will tell you about three phrases that English learners have trouble with: “so” “so that” and “so adjective/adverb that.” We’ll discuss each one then compare them. Therefore… Let's start with “so” as a coordinating conjunction – a word that joins two or more things, such as sentences or other words. When used in this way, it means "therefore" or "for that reason." For this meaning, “so” joins two complete sentences and shows the result of something in the second sentence. Take a listen: The apartment was too hot, so we opened the window. The first sentence provides the action or situation: The apartment was too hot. It is joined by “so” to the second sentence which explains the resulting action: opening the window. In order to… OK, now we move to “so that,” a phrase that begins adverb clauses. You may recall that an adverb clause shows a relationship between two actions. It joins a main clause, or complete sentence, to a dependent clause, or incomplete sentence, and shows how they relate. “So that” means “in order to” which answers the question “Why?” We use it to begin adverb clauses of purpose. Let’s hear an example: It helps to lower blood sugar so that you feel less hungry. The adverb clause is “so that you feel less hungry.” It shows the purpose for the action in the main clause. Why does it help to lower blood sugar? To feel less hungry. “So that” can also come at the beginning of a sentence but this is rarer and usually sounds stilted to Americans. Listen: So that you feel less hungry, it helps to lower blood sugar. One important note is that the word “that” is optional for “so that” in spoken English, so it may disappear. Here’s how that sounds: It helps to lower blood sugar so you feel less hungry. But without “that,” how will you know that the meaning is “in order to”? One signal is that there is often a modal verb in the adverb clause. Modal verbs include can, could, may, might, will and others. Here’s how that might sound: It helps to lower blood sugar so you can feel less hungry. The modal verb in the adverb clause is “can.” To the level described… Finally, let’s discuss the phrasing “so adjective/adverb that.” This is different from both meanings we’ve talked about. To try to put it simply, it means “to the level described.” Here are some examples: This morning, the construction was so loud that we could not sleep. This means that the construction was loud to a level that prevented us from sleeping. In the phrase “so adjective/adverb that,” the word “that” begins a type of clause called a “complement clause," but we will not talk about that in today’s program. What’s important today is knowing that the word “that” for this phrase is also optional and may disappear. Here’s how it sounds: This morning, the construction was so loud we could not sleep. So, how might you know the meaning if “that” disappears? Well, you can listen for an adjective after “so.” The adjective in our example is “loud.” Comparing the three Now, we’ll compare the three phrases. You will hear three sentences that sound similar but have different meanings: He is funny, so his friends laugh at him. The meaning here is: He is funny. Therefore, his friends laugh at him. Here’s the next one: He makes jokes so that his friends will laugh. This means: He makes jokes for the purpose of making his friends laugh. It answers the question, “Why does he make jokes?” Notice the modal “will” in the adverb clause. Now for the last meaning: He is so funny that his friends laugh at him. It means: He is funny to such a level that it makes his friends laugh at him. Now for one more set to help you examine the meanings: She studied hard, so she was able to win a scholarship. The meaning here is: She studied hard. Therefore, she was able to win a scholarship. And the next one: She studied hard so that she could win a scholarship. It means: She studied hard for the purpose of winning a scholarship. Again, you see a modal in the adverb clause: could. And lastly: She studied so hard that she won a scholarship. This means: She studied hard to such a degree that she won a scholarship. You probably noticed that some examples other than those with “so that” have modal verbs. All three of today’s phrases can have modals, but “so that” adverb clauses commonly have them. Well, we’re so happy that you stayed around for today’s program. Don’t forget to do the practice, so that you can remember what you learned! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. ________________________________________________________________ Words in This Story phrase – n. a word or group of words that express an idea but do not usually form a complete sentence clause – n. a part of a sentence that has its own subject and verb stilted – adj. awkward especially because of being too formal optional – adj. available as a choice but not required modal verb – n. a verb that is usually used with another verb to express ideas such as possibility, necessity and permission scholarship – n. n amount of money that is given by a school or organization to a student to help pay for the student's education practice – v. to do something again and again in order to become better at it ______________________________________________________________ Now, you try it! Rewrite each example with a "so" phrase from today’s program. If an example is two separate sentences, make it into one sentence. Example: I woke up early. For that reason, I went to the market. (so) I woke up early, so I went to the market. We were having a great time. Therefore, we invited them to our house for dinner. (so) Meet me at the theater by 7pm to get good seats. (so that) His eyes were very tired. He could not read the words on the page. (so adjective that) We took a taxi to the party to avoid waiting outside in the cold. (so that) The dog ate the food very quickly. There was no food left for the other dogs. (so adverb that) She stayed in the U.S. for three months for the purpose of studying English. (so that) My phone broke. Therefore, I bought a new phone. (so) I didn’t want to go. For that reason, I didn’t stay long. (so) I wrote this program in order to show the difference between phrases. (so that)
source https://learningenglish.voanews.com/a/what-s-the-difference-so-and-so-that-/4627372.html
source https://learningenglish.voanews.com/a/what-s-the-difference-so-and-so-that-/4627372.html
Upper Intermediate #10 - English Pickup Lines
Learn English with EnglishClass101.com! As a police officer in the United States, you are wary of telling people your phone number in English. You meet some strange people because of the nature of your job, and you’ve found that in the United States city where you live, you never know what’s on the minds of [...]
source https://www.englishclass101.com/lesson/upper-intermediate-10-english-pickup-lines/
source https://www.englishclass101.com/lesson/upper-intermediate-10-english-pickup-lines/
How creative should we be?
Rob and Neil discuss what it takes to be creative - and they also teach you vocabulary.
source http://www.bbc.co.uk/programmes/p06pt7zx
source http://www.bbc.co.uk/programmes/p06pt7zx
Tuesday, 23 October 2018
It is a ____ issue.
New Entry: 'It is a ____ issue.' has just been added to the Language Polls area of UsingEnglish.com.
source https://www.usingenglish.com/poll/1209.html
Must-Know American English Slang Words & Phrases #17 - Expressions Related to Mediation
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source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-17-expressions-related-to-mediation/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-17-expressions-related-to-mediation/
Monday, 22 October 2018
How to teach giving and asking for directions
New Entry: 'How to teach giving and asking for directions' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/how-to-teach-giving-asking-for-directions.html
Sunday, 21 October 2018
Lesson 7: What Are You Doing?
Summary Anna is starting her work at The News. She goes around the office meeting her co-workers. She learns they are all busy. Speaking In this video, learn to say the new words. Also, learn how to use the Present Continuous tense and ask questions to clarify. You can also download the worksheet and practice with a friend. Pronunciation In this video, you learn about how Americans shorten verbs in the Present Continuous tense. You will also learn a shorter for of the question phrase, "What are you doing?" Conversation Caty: Come in. Caty: Well, Anna, welcome. Anna: Thank you. Caty: I am your boss, Caty Weaver. But, please call me Caty. Anna: Thank you, Ms. Weaver. Caty: Just Caty. Anna: Sure thing, Ms. Weaver. Caty: Okay then. Are you excited? Anna: Yes, I am excited! Caty: So sorry, but I am busy. Please meet your co-workers. But remember, they are busy working. Anna: Sure. Thanks, Ms. Weaver. Anna: Hi there! I’m Anna. Anne: Hi, Anna. I’m Anne. Anna: Nice to meet you. What are you doing? Anne: Um, I’m writing. Anna: You are writing! You are writing a lot! Anna: (Spills papers) Oh! Oh dear. Anne: No! No! That's okay. Anna: I am sorry! Anne: That’s okay. Really. Anna: I am sorry! Anne: Please. Please. Please stop. Please. Anna: Sorry. Sorry. Jonathan: (in the studio) “and people all around the world are waiting to hear news about the next president…” Anna: Jonathan, hi! Remember me? I live in your building. Jonathan: Oh. Uh. Hi, Anna. Anna: What are you doing? Jonathan: I am doing my show! Anna: Oh, sorry. Are you recording? Jonathan: Yes! And, now I have to record again! Anna: Sorry. Have a good show. Jonathan: Thank you. Anna: Sorry. Amelia: The word of the day is social. Social - Anna: Oh! Hi! Amelia: - is an adjective. Anna: Hi! I’m Anna! Amelia: Hi. I’m Amelia. Anna: Nice to meet you! Anna: What are you doing? Amelia: I’m reading. Anna: Are you reading the news? Hi! Amelia: No, I’m reading for my show. Amelia: (to camera person) Can I read again? Anna: Sorry. Anna: This day is not going well. Caty: Anna! Hi! What’re you doing? Anna: I am bothering people, Ms. Weaver. Caty: Let’s go to my office and talk. Anna: I like to talk with you, Ms. Weaver. Caty: It’s Caty. Anna: Right. Thanks ... Ms. Weaver Writing What are you doing now? What are your friends doing? Here is an example: "I am reading and my friends are listening to music." Send us an email or write to us in the Comments section. You can also download the worksheet. Practice writing the activity 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 Ask to Clarify. In the video you see Anna ask Amelia: "What are you doing?" Amelia answers, "I’m reading." Then Anna asks a question to clarify: "Are you reading the news? Asking a question to clarify is a very useful learning strategy, because it helps you get more information. You can also learn new words when someone explains more about what they said. Write to us in the Comments section or send us an email about how you ask questions to clarify what you want to know. Teachers, see the Lesson Plan for more details on teaching 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. (If the quiz does not work for you here please see the side column or use this link.) New Words boss – n. the person whose job is to tell other workers what to do bother – v. to annoy someone or to cause someone to feel annoyed busy – adj. actively doing something excited – adj. very enthusiastic and eager about something nervous – adj. having or showing feelings of being worried and afraid about what might happen news – n. information that is reported in a newspaper, magazine, or a television news program office – n. a building or room in which people work at desks doing business or professional activities read – v. to look at and understand the meaning of letters, words, symbols, etc. record – v. to store (something, such as sounds, music, images, etc.) on tape or on a disk so that it can be heard or seen later show – n. a television or radio program work – v. to do things as part of your job write – v. to create (a book, poem, story, etc.) by writing words on paper or on a computer ______________________________________________________________ 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 and using action verbs in the Present Continuous tense. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Present continuous tense; Questions for clarification Topics: Everyday activities; Checking understanding Speaking & Pronunciation Focus: Asking questions to clarify; Shortened form of Present Continuous verbs. _______________________________________________________________ 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-7-what-are-you-doing/3240468.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-7-what-are-you-doing/3240468.html
Saturday, 20 October 2018
Ask Alisha: Your English Questions Answered #45 - Simple Past vs Paste Participle vs Perfect Tense - Basic English Grammar
Friday, 19 October 2018
Singular and Plural- Competitions Speaking Game
New Entry: 'Singular and Plural- Competitions Speaking Game' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-singular-and-plural-competitions-speaking-game/
What is 'scumbro' fashion?
There's a new look which some people are calling 'scumbro'. But what does is mean?
source http://www.bbc.co.uk/programmes/p06p93jj
source http://www.bbc.co.uk/programmes/p06p93jj
Thursday, 18 October 2018
Four Adverbs: Just, Already, Still, Yet
Sometimes, the most common words in the English language can cause the most trouble. Today, we will talk about four adverbs that are often unclear to English learners. All four words relate to time in some way. They are “just,” “already,” “still” and “yet.” There are a few reasons for the lack of clarity. Some English learners mistake “just” and “already” as having the same meaning. The same is true for the adverbs “still” and “yet.” Another reason for the lack of clarity may be that, in some languages, a single adverb can have many meanings. In Portuguese, for example, the word “já” means “already” and “yet” and sometimes “just.” Whatever the reason, we are here today to lessen confusion around these adverbs and help you use them correctly. First, close your eyes and imagine a telephone call between two friends going to the movies. You will hear the four adverbs used. Think about their meanings and how each is different: Hi, Sue! How’s it going? Hey, quick question: Should we buy tickets online or at the theater? Don’t worry. I already got the tickets! I bought them this morning. You’re the best. Thanks! Anytime. Anyway, I just left the house. I’ll be at the theater in 20 minutes. OK. But I’m still getting ready. And I have not eaten yet. But I’ll get a taxi and be there around 6:15. That works! When I find seats, I’ll text you the row number. Perfect! See you soon. What did you learn about the four adverbs and their differences? Just Let’s start with the word “just.” We use “just” to say that an action has happened very recently or a short time ago. You heard one speaker say this: Anyway, I just left the house. The speaker means “I left the house a very short time ago.” How long a very short time is will depend on the situation. For example, imagine that you had been going to a university for four years and graduated two weeks ago. You talk to a family member and they ask what is new. You say: I just graduated from college! I’m so happy to finally be done. The word “just” was correctly used here because the idea that something happened recently often depends on the time length of the action. Four years is a long time, so graduating two weeks ago is still very recent. Already The word “already” is different than “just.” We usually use “already” to say that an action has happened early or sooner than expected. Here is the example from the phone call: Don’t worry, I already got the tickets! Here, the speaker means “I got the tickets sooner than expected." His friend Sue did not expect that the tickets had been purchased. The speaker did not use the word “just” here because they bought the tickets several hours ago. And, in this situation, that is not a short time ago. Still Now, we turn to the adverb “still.” We use “still” to say that an action is not yet finished, especially if we expected it to finish sooner. Here is the example from the phone call: OK. But I’m still getting ready. The speaker is saying, “I haven’t finished getting ready.” And, she probably expected to be ready sooner, especially since the movie starts soon. Yet And, finally, we have the word “yet.” “Yet” is used for actions that someone is watching for or expecting to happen. Unlike “still,” with “yet,” there is no evidence that something was expected to finish sooner than now. “Yet” is usually used in questions and negative sentences. A negative sentence is one that contains the word “not.” Listen to the example of “yet” from the phone call. Notice that the sentence is negative: And I have not eaten yet. We also use “yet” in questions, as in this example: Have you eaten yet? No, I haven’t. Yet vs. Still As you know, in English grammar, there is always an exception to the rule. Although we mainly use “yet” in negative sentences, we sometimes use the word “still." The meaning is very similar but the tone is different. Listen to two negative sentences. One uses “yet,” while the other uses “still”: She hasn’t graduated yet. She still hasn’t graduated. To a native English speaker, the word “still” here has a judgmental tone. It sounds like the speaker thinks the woman has been in school too long. Here’s another example that shows a tone change between "yet" and "still": They haven’t heard from the doctor yet. They still haven’t heard from the doctor. In this example, the word “still” sounds like they have been waiting a long time to hear from the doctor. They might even be frustrated about having to wait. So, do you have a better sense of these four adverbs yet or do you still have questions? Or both? Visit our website, where you can practice. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. _____________________________________________________________ Words in This Story ticket - n. a piece of paper that allows you to see a show, participate in an event or travel on a vehicle graduate – v. to earn a degree or diploma from a school, college, or university row – n. a line of seats in a theater, stadium or another place grammar – n. the set of rules that explain how words are used in a language tone – n. a quality, feeling, or attitude expressed by the words that someone uses in speaking or writing frustrated – adj. very angry, discouraged or upset because of being unable to do or complete something practice – v. to do something again and again in order to become better at it ______________________________________________________________ Practice Complete the sentences with the correct word: The book was supposed to be here last week but it ___ hasn’t arrived. I’ve ____ been to the Air and Space Museum. Let’s try the Museum of Natural History instead. She ____ arrived ten minutes ago. We’re going to catch up first then we’ll come meet you. Have you left work ____? I want to tell you a funny story about my day! Is the food ready ___? He’s hungry. Do you ____ live in Washington, DC? My bag was ____ here a minute ago. Where did it go? I ___ know what you got me for my birthday! Adverb Meaning Position Example Just An action happened a very short time ago Usually before the main verb I just left the house. Already An action happened sooner than expected Usually before the main verb I already got the tickets! Still An action was expected to finish sooner Usually before the main verb But I’m still getting ready. Yet An action is expected to happen Usually at the end of the sentence And I have not eaten yet.
source https://learningenglish.voanews.com/a/four-adverbs-just-already-still-yet-/4618921.html
source https://learningenglish.voanews.com/a/four-adverbs-just-already-still-yet-/4618921.html
Learn American English: The Top 10 Superstitions and Beliefs #2 - Stepping on Cracks and a Rabbit’s Foot
Learn about American culture with EnglishClass101.com! Every country has its superstitions, and the United States is no exception. Whether you believe in them or not, learning about superstitions is a great way to find out more about American culture…and learn more English along the way! In this video lesson, you will learn about superstitions related to [...]
source https://www.englishclass101.com/lesson/learn-american-english-the-top-10-superstitions-and-beliefs-2-stepping-on-cracks-and-a-rabbits-foot/
source https://www.englishclass101.com/lesson/learn-american-english-the-top-10-superstitions-and-beliefs-2-stepping-on-cracks-and-a-rabbits-foot/
Wednesday, 17 October 2018
Flying Officer Biggles
New Entry: 'Flying Officer Biggles' 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=27296
RN
New Entry: 'RN' has just been added to the Chatlish area of UsingEnglish.com. This entry is only available in our members' area.
source https://www.usingenglish.com/members/idioms/view.php?show=Chatlish&entry_id=27297
Deadname
New Entry: 'Deadname' 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=27295
Amount to
New Entry: 'Amount to' has just been added to the Phrasal Verbs area of UsingEnglish.com.
source https://www.usingenglish.com/reference/phrasal-verbs/amount.html#Amount-to
Tuesday, 16 October 2018
Must-Know American English Slang Words & Phrases #16 - Expressions that Involve Cars
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-16-expressions-that-involve-cars/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-16-expressions-that-involve-cars/
English Grammar Made Easy #30 - Yet vs. Already
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source https://www.englishclass101.com/lesson/english-grammar-made-easy-30-yet-vs-already/
source https://www.englishclass101.com/lesson/english-grammar-made-easy-30-yet-vs-already/
Monday, 15 October 2018
Extensive Reading in English for Absolute Beginners #10 - Weather
Lesson Audio Download MP3 Dialog Download MP3
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-10-weather/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-10-weather/
Designing and Selling Inventions- Passive Voice
New Entry: 'Designing and Selling Inventions- Passive Voice' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-designing-and-selling-inventions-passive-voice/
Sunday, 14 October 2018
Learning French Course Rocket French Review
Many people learn French as a second language when they’re younger, but it doesn’t often stick. Classroom teaching methods aren’t the best way to do things any more, and there …
source http://www.gr8english.com/learning-english/learning-french-course-rocket-french-review.html
source http://www.gr8english.com/learning-english/learning-french-course-rocket-french-review.html
Saturday, 13 October 2018
Friday, 12 October 2018
Know Your Verbs #12 - Verb: “Live”
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source https://www.englishclass101.com/lesson/know-your-verbs-12-verb-live/
source https://www.englishclass101.com/lesson/know-your-verbs-12-verb-live/
Lesson 6: Where Is the Gym?
Summary Anna is looking for the gym in her new apartment building. She meets Pete and he gives her directions. Anna finds many different places in the apartment building. Finally, she finds the gym. Speaking Watch the video and practice the new words and learn about using prepositions. You can also download the worksheet and practice with a friend. Pronunciation In this video, you learn about how Americans greet each other in informal situations. You will also learn how to ask clarification questions by beginning your sentence with a statement, then making your voice go up at the end of the sentence to form a question. Conversation Anna: Hi there! I’m Anna and I live in Washington, D.C. Every day I learn more about this great city. People in Washington like to work out! Oh, hi, Pete. How’s it going? Pete: Hi, Anna. It’s going great. How’s it going with you? Anna: Things are awesome! Pete, I want to work out. Where is the gym? Pete: The gym is across from the lounge. It’s next to the mailroom. Go that way. Anna: Thanks, Pete! (Anna walks away) Pete: No, Anna! Not that way! Go that way! (In the mailroom) Anna: Oh, Pete. This is not the gym. Pete: That’s right, Anna. This is the mailroom. Anna: The gym is across from … what? Pete: The gym is across from the lounge. Anna: Across from the lounge. Right. Thanks! (In the lounge) Anna: Pete! This is not the gym! Pete: The gym is across from the lounge. It is behind the lobby. Anna: Right. Right. See you. Pete: See you, Anna! Anna: See you. Pete: See you, Anna. (In the garage) Anna: This is not the gym. This is a parking garage. Anna: Hello? Pete? (On the rooftop) Anna: This is not a gym. This is a rooftop. (In the gym) Anna: Pete! Pete? Pete: I want to work out too! Join me! Anna: I’m good. Writing What are some of the rooms in your house? Write to us in the Comments section. Tell us what you do in the rooms. You can also download the worksheet. Practice writing the names of rooms in an apartment building. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Ask Questions to Clarify. In the video you see Anna ask Pete about the gym. She uses a statement and a question word together to clarify Pete's directions to the gym. Pete says,"The gym is across from the lounge." Later, Anna asks him, "The gym is across from … what?" Write to us in the Comments section or send us an email about how you ask questions to clarify what you want to know. Teachers, see the Lesson Plan for more details on teaching 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 across from – prep. on the opposite side from (someone or something) behind - prep. in or to a place at the back of or to the rear of (someone or something) elevator – n. a machine used for carrying people and things to different levels in a building every – adj. used to describe how often some repeated activity or event happens or is done gym – n. a room or building that has equipment for sports activities or exercise lobby – n. a large open area inside and near the entrance of a public building (such as a hotel or theater) lounge – n. a room with comfortable furniture for relaxing mailroom – n. a room in which mail is processed and sorted next to – prep. at the side of (someone or something) parking garage – n. a building in which people usually pay to park their cars, trucks, etc. rooftop – n. the cover or top of a building or vehicle work out – phrasal verb to perform athletic exercises in order to improve your health or physical fitness ______________________________________________________________ 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 talk about the location of rooms in an apartment building. 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: next to, behind, across from Topics: Informal greetings; Asking questions and clarifying information about location; Naming places; Rooms and services in an apartment Learning Strategy: Ask Questions to Clarify Speaking & Pronunciation focus: using prepositions, asking for clarifying information; informal greetings _______________________________________________________________ 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-6-where-is-the-gym/3225958.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-6-where-is-the-gym/3225958.html
Thursday, 11 October 2018
How to Talk About Preferences
Imagine that you are at a restaurant for breakfast. You want something to drink, but you are not sure what. When the server walks over to your table, he says: Let me help. Do you prefer coffee or tea? You answer: I prefer tea to coffee. You just told the server about a general preference. The server then makes a few suggestions about the teas available. When we are given choices, there are special phrases we use to say which thing we like more than another. We call these choices “preferences.” In our program today, we will show you how to use general and specific preferences. We have different phrases for each. General Preferences To begin, let's look at general preferences. A general preference is something you like more as a whole. It is not tied to a specific event or time. It is simply a fact about your likes. For example, you probably like one style of music more than another style. And, you like one kind of food more than another food. Phrases we usually use for general preferences are “prefer” and “like better.” They have the same meaning. Prefer… Let’s talk about the word “prefer” and hear the coffee and tea example again: Do you prefer coffee or tea? Notice that the word “or” is used in the question form. In the answer, we use the preposition “to” or “over.” I prefer tea to coffee. I prefer tea over coffee. As you might know, in English, when we answer a question, we do not usually answer with full wording. If asked about a preference, you can simply name the preference, like this: I prefer tea. Here is another example of a question and answer: Do you prefer living in the city or the suburbs? I prefer living in the city. In American English, “prefer” is a little more formal but still common enough to use in everyday speech. Like better… But Americans are more likely to use the phrase “like…better” when talking with others. We use the word “than” after this phrase. Here is how we do that in a question and answer: Do you like tea or coffee better? I like tea better than coffee. Again, when answering, we usually only name the preference: I like tea better. Here is another example of a question and answer: Do you like living in the city or the suburbs better? I like living in the city better. Notice that, in question form, the word “better” comes at the end of the question. Specific Preferences Now, let’s turn to specific preferences. A specific preference is something you like or want more at a given point in time, either right now or in the future. We use the expressions “would prefer” and “would rather” to talk about such things. These phrases have the same meaning. Would rather… Let’s look at the phrase “would rather.” It is much more common in American spoken English than “would prefer.” For both phrases, we almost always use the short form of the word “would” with a personal pronoun. We call the shortened form a “contraction.” For example, the contraction of “I would” is “I’d.” When "would" is contracted, it looks and sounds just like the letter “d.” Listen to the normal form and the contraction of “would rather.” With “would rather,” we use the word “than” in the response. Would you rather go out or stay home? I would rather go out than stay home. I’d rather go out than stay home. Again, we usually only name the preference in responses. I’d rather go out. And, if there is only one main verb after “would rather,” we do not say it two times. Here is an example: Would they rather study French or English? And the answer: They’d rather study English. Notice that the verbs “go,” “stay” and “study” are in simple form – the basic form without “to” before it or any letters at the end. After “would rather,” we always use the simple form of verbs. Would prefer… Just like “would rather,” we can use “would prefer” to talk about specific preferences. But, to Americans, “would prefer” sounds more formal and we do not use it often in speaking. Here is an example of a question and answer: Would you prefer to go out or stay home? I’d prefer to go out. Note that, when Americans do use “would prefer,” we usually only name the preference, as in the example. However, when the answer mentions both choices, Americans usually say it this way: I’d prefer to go out than stay home. The sounds of “would” It may take time for you to become comfortable with the sounds of the contraction of “would” with personal pronouns. It helps to pay attention to what comes after the d sound. If you hear the word “rather” or “prefer” afterward, then you know someone is telling you about a preference. And, I could say a lot more on this subject, but I’d rather end it here! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. George Grow was the editor. What are some types of foods, music and other things that you prefer? Write to us in the Comments. We would love to hear from you. _____________________________________________________________ Words in This Story prefer – v. to like someone or something better than someone or something else phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence style – n. a way in which something is done, created, or performed suburb – n. a town or other area where people live in houses near a larger city formal – adj. suitable for serious or official speech and writing comfortable – adj. causing no worries, difficulty, or uncertainty mention – v. to talk about, write about, or refer to in a brief way
source https://learningenglish.voanews.com/a/how-to-talk-about-preferences/4605975.html
source https://learningenglish.voanews.com/a/how-to-talk-about-preferences/4605975.html
All About S2 #1 - British English - Top Five Reasons to Study English
Learn English with EnglishClass101.com! You have always been fascinated by the beautiful language and culture of Britain. But we have all felt that feeling before…the nagging feeling that just prevents us from taking that last tiny, little step that gets us the things we want most in life. Sometimes it’s an extra helping of rich, [...]
source https://www.englishclass101.com/lesson/all-about-s2-1-british-english-top-five-reasons-to-study-english/
source https://www.englishclass101.com/lesson/all-about-s2-1-british-english-top-five-reasons-to-study-english/
Curbing our plastic addiction
Could we live without plastic? Rob and Neil discuss the progress that's being made.
source http://www.bbc.co.uk/programmes/p06njkdy
source http://www.bbc.co.uk/programmes/p06njkdy
Tuesday, 9 October 2018
English Grammar Made Easy #29 - Never vs. Ever
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source https://www.englishclass101.com/lesson/english-grammar-made-easy-29-never-vs-ever/
source https://www.englishclass101.com/lesson/english-grammar-made-easy-29-never-vs-ever/
Verb Patterns- Sentence Completion Guessing Games
New Entry: 'Verb Patterns- Sentence Completion Guessing Games' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-verb-patterns-sentence-completion-guessing-games/
Monday, 8 October 2018
Sunday, 7 October 2018
Saturday, 6 October 2018
Friday, 5 October 2018
Lesson 5: Where Are You?
Summary Anna visits Marsha at a friend's house. Anna and Marsha see many rooms in the house. They talk about what people do in each room. Speaking Watch the video and practice talking about locations. You can also download the worksheet and practice talking about the rooms in a house with a friend. Pronunciation Learn two different ways to ask questions in this video. Conversation Anna: Hello, everyone! Today my friend Marsha is at her friend's house. She says it is beautiful. I want to see this house! Here we are! Anna: Marsha, I am in the kitchen! It is a beautiful kitchen! Marsha: It is beautiful. We cook in the kitchen. Anna: I eat in the kitchen. Marsha: We relax in the living room. Anna: I relax in the living room. Marsha, let’s go upstairs! Marsha: Anna? Where are you? Anna: Marsha, I am in the bathroom! I wash in the bathroom. Marsha: I am in the bedroom. We sleep in the bedroom. Anna: I sleep in the bedroom! Writing What are some of the rooms in your house? Write to us in the Comments section. Tell us what you do in the rooms. You can also download the worksheet. Practice writing the names of rooms in a house. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. Plan to Learn is an important learning strategy because it helps you arrange your best learning conditions. You organize the resources and tools you need to study well. Here is an example of how to use this strategy. Oluchi knows she needs to have a quiet place to study. She takes her English homework to a quiet corner of her home, and turns off her phone and radio. She brings a cup of coffee to help her stay awake. She makes sure her dictionary is near and that she has pencils and paper to write notes. When she begins studying, everything she needs is in easy reach. Her full attention can focus on what she wants to learn. How about you? What conditions help you to study better? Some people like a little background noise, like in a cafe. Others need a very quiet place. Do you have a favorite chair or place in your home where you study well? Do you work better when you study with a friend or in a small group? Write to us in the Comments section or send us an email about your best learning conditions. Teachers, see the Lesson Plan for more details on teaching 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 bathroom - n. a room with a sink and toilet and usually a bathtub or shower beautiful - adj. very good or pleasing; having beauty bedroom - n. a room used for sleeping eat - v. to take food into your mouth and swallow it house - n. a building in which a family lives kitchen - n. a room in which food is cooked living room - n. a room in a house for general family use relax - v. to spend time resting or doing something enjoyable sleep - v. to rest your mind and body by closing your eyes upstairs - adv. on or to a higher floor of a building wash - v. to clean (something) with water and usually soap ______________________________________________________________ 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 the names of rooms in a house. 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 + location Topics: Asking about location; Naming places and activities Learning Strategy: Plan to Learn Speaking and Pronunciation: BE + location; question intonation _______________________________________________________________ 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-5-where-are-you/3168971.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-5-where-are-you/3168971.html
Thursday, 4 October 2018
Old Grammar Rules You Can Break
Like many languages, English is constantly changing. And today it is changing faster than ever. Mobile phones, social media, increased travel and other things have connected the world more closely and changed how we speak…and write. The changes are happening so quickly that English dictionaries now add hundreds of words and phrases every year. And, just as these things change, so too do grammar rules. In an earlier Everyday Grammar program, we told you about a few grammar rules that are dying. Today, we will tell you about three rules that some experts say are outdated and never had strong reasoning behind them. Breaking these rules is acceptable in all but the most formal writing, such as business letters and some kinds of academic writing. We will begin with one of the most common rules: Number 1. "Never split an infinitive." Generations of English speakers have been taught that it is wrong to split an infinitive. But, today, even respected dictionaries such as the Oxford English Dictionary say there is no worthy defense for the rule. Infinitives are the unchanged forms of verbs. You can identify one by the word “to” in front of a verb. For example, “to have,” “to go” and “to make” are all infinitives. Split infinitives happen when we put an adverb in the middle. Here’s an example: He began to flatly deny the abuse charges. In this sentence, the infinitive “to deny” is separated by the adverb “flatly” and it sounds very natural. But, when you use the “no split infinitives” rule, the adverb can go in two places – either before the infinitive: He began flatly to deny the abuse charges. …or at the end of the sentence: He began to deny the abuse charges flatly. While the first example sounds fine, the second is mechanical and feels unnatural. Patricia O’Connor is a former New York Times Book Review editor and writes about English. In her book, “Woe is I,” she writes that the rule on split infinitives comes from a famous 1864 British grammar book that tried to apply rules of Latin to English. Today, even the writing style guidebooks of large media agencies reject this old-fashioned grammar rule. So, unless you have a teacher or employer who has banned split infinitives, this is a rule you can dismiss. Number 2: "Never begin a sentence with a conjunction." The words “and,” “but” and “or” come from a group of words called coordinating conjunctions. These words connect two or more structures, such as sentences or clauses. For example, “I washed the car and I took the dog for a walk” connects two complete sentences. So, technically, you can break these into separate sentences: “I washed the car. And I took the dog for a walk.” Many grammar books (and teachers) teach that you should not begin a sentence with “and” “but” or “or.” But surely you’ve noticed that, here at VOA Learning English, we break this old rule... a lot. And we are not alone. Many other news agencies, books, websites and other media break the rule. In his book “The Story of English in 100 Words,” linguist David Crystal says that writers have begun sentences with “and” and “but” since the 16th century, including William Shakespeare. He explains the rule’s unusual history: During the 19th century, some schoolteachers took against the practice of beginning a sentence with a word like “but” or “and,” [probably] because they noticed the way young children overused them in their writing. Yet, instead of limiting usage, Crystal says, teachers banned conjunctions for opening sentences. This has had a lasting effect, creating the idea that sentences beginning with these conjunctions are incomplete. That is untrue. However, if you are going to break the rule, find out if your school or job permits it. In addition, you must do it correctly, which means: Know what a complete sentence is. For instance, “And it’s good” is a complete sentence; it has a subject and predicate but “And is good” is not; it’s missing a subject. Lastly, don’t start sentences with these conjunctions too often. It can become tiresome for your reader. Now, onto our third old rule. Number 3: "Use 'each other' for two and 'one another' for more than two." Traditionally, we have been taught that “each other” refers to two people or things and “one another” refers to more than two people or things. We call these phrases reciprocal pronouns. Here's an example with “each other”: The two animals looked at each other. And here’s an example with “one another”: Family members usually like one another. Today, this rule is disappearing, and for good reason. Respected dictionaries, such as the American dictionary Merriam-Webster, seem to think it has always been nonsense. Merriam-Webster writes that good writers have used "each other" and "one another" interchangeably since at least the 16th century. Others agree. In their book “Longman Guide to English Usage,” British grammar experts Janet Whitcut and Sidney Greenbaum write that “there is no basis” for the rule. So, unless told otherwise, you can use “each other” and “one another” interchangeably in any writing situation. Know what is permitted While these three grammar rules have strange beginnings and are disappearing from modern English, it is important to know the writing style of your workplace, school or university. If you are ever unsure about current opinion on a grammar rule, the safest thing to do is to use it. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. Do you use the rules from today’s program? How do you feel about them changing? What are some English grammar rules that you like or dislike? Write to us the Comments area. _____________________________________________________________ Words in This Story dictionary – n. a book that contains words listed in alphabetical order and that gives information about the words' meanings, forms and pronunciations phrase – n. a brief expression that is commonly used academic – adj. of or relating to schools and education clause – n. a part of a sentence that has a subject and verb linguist – n. a person who studies language and the way languages work predicate – n. the part of a sentence that expresses what is said about the subject interchangeably – adj. capable of being used in place of each other
source https://learningenglish.voanews.com/a/it-s-time-to-break-these-old-grammar-rules/4598241.html
source https://learningenglish.voanews.com/a/it-s-time-to-break-these-old-grammar-rules/4598241.html
Past and Future- Opposites Reversi Memory Game
New Entry: 'Past and Future- Opposites Reversi Memory Game' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-past-and-future-opposites-reversi-memory-game/
Upper Intermediate - British English #7 - Knowing What’s Important in a British Workplace
Learn English with EnglishClass101.com! You’re on the phone to your mum, telling her all about your new British job. “There’s a gym, and a cafe, and a yearly team-building trip, and…” she cuts you off and says she wants to know one thing: what the actual job title is! In your excitement, you forget to [...]
source https://www.englishclass101.com/lesson/upper-intermediate-s2-7-knowing-whats-important-in-a-british-workplace/
source https://www.englishclass101.com/lesson/upper-intermediate-s2-7-knowing-whats-important-in-a-british-workplace/
Describing Generation Z
Have you grown up with social media? You could belong to Generation Z.
source http://www.bbc.co.uk/programmes/p06mx8w4
source http://www.bbc.co.uk/programmes/p06mx8w4
Tuesday, 2 October 2018
Must-Know American English Slang Words & Phrases #14 - Expressions for Describing a Good Friend
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source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-14-expressions-for-describing-a-good-friend/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-14-expressions-for-describing-a-good-friend/
The 100 most useful acronyms for EFL learners
New Entry: 'The 100 most useful acronyms for EFL learners' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/100-most-useful-acronyms-for-efl-learners.html
Monday, 1 October 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. An affirmative contraction is a contraction that confirms a piece of information. Let’s hear an example: Are you in the library? 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: Have you been to the new café yet? 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: They’re not at the meeting place. In this sentence, the contraction is they + are. 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
Opinions on Travel Vocabulary with Collocations
New Entry: 'Opinions on Travel Vocabulary with Collocations' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-opinions-on-travel-vocabulary-with-collocations/
It is likely ____.
New Entry: 'It is likely ____.' has just been added to the Language Polls area of UsingEnglish.com.
source https://www.usingenglish.com/poll/1208.html
Extensive Reading in English for Absolute Beginners #9 - In the Classroom
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source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-9-in-the-classroom/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-9-in-the-classroom/
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