Lesson 13: Happy Birthday, William Shakespeare!

Summary It's a Sunday afternoon in Washington, D.C. Anna is bored. She finds something interesting to do when she hears music playing.    Speaking In this video, learn to say the new words. Learn to talk about cause and effect. You can also download the Activity Sheet and practice talking about your usual - and unusual - activities. Pronunciation ​In this video, you ​learn about what happens when two words with same sound come together.​ Conversation   Anna: Hello! In Washington D.C. there are many things to do on a Sunday afternoon. I like to exercise. I like to shop. I like to garden. But today I feel bored. When I feel bored I always look for something unusual to do! I hear music. Let’s go see! What is going on here? Rebecca: It’s a big birthday party for the writer William Shakespeare. Anna: This is a party for William Shakespeare? Rebecca: Yes! Anna: Awesome! Rebecca: Awesome! Anna: This is a drum band. I never listen to a drum band. But today I am listening to a drum band because it’s Shakespeare’s birthday! Anna: This is a puppet show.  I never watch puppet shows. But today I am watching a puppet show because it’s Shakespeare’s birthday! Anna: My clothes are usual. His clothes are unusual. Anna: In Washington, D.C. seeing a politician or even the President is usual. Seeing the Queen of England is very unusual! Your majesty! Anna: This is sword fighting. I never sword fight. But today I am sword fighting because it’s Shakespeare’s birthday! Anna: There are many things to do on a Sunday in Washington, D.C. -- some usual, some unusual. Anna: Today, I am not bored because … it is William Shakespeare’s birthday!   Writing What do you usually do on a Sunday afternoon? (Or on your day off.)​ Send us an email or write about how frequently you do different activities in the Comments section. Click on the image below to download the Activity Sheet and practice with a friend. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Make an Inference. Learning English is easier when you can make an inference about meaning. Here is an example. Rory is traveling. At the airport, he is looking for his airline when he walks into a woman by mistake. She yells at him, "Hey, don't be so inconsiderate! Watch where you're going!" Rory does not know the word "inconsiderate." But the woman's angry face and loud voice help him to understand that she is angry. He makes the inference that "inconsiderate" means "rude," or "impolite," and he quickly apologizes. "Oh, I'm very sorry! I am looking for the airline desk."  The woman says, "Okay, but be more careful." How do you make inferences 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. ______________________________________________________________ New Words   band – n. a usually small group of musicians who play popular music together because – conj. for the reason that birthday - n. the day when someone was born or the anniversary of that day bored – adj. tired and annoyed by too much of the same thing; not interested drum - n. a musical instrument that is made with a thin layer of skin or plastic stretched over the end of a round frame and that is played by hitting the skin or plastic with sticks or with your hands exercise – v. physical activity that is done in order to become stronger and healthier fight - v. to use weapons or physical force to try to hurt someone, to defeat an enemy, etc. or to struggle in battle or physical combat party - n. a social event in which entertainment, food, and drinks are provided politician - n. someone who is active in government usually as an elected official President - n. the head of the government in some countries puppet - n. a doll that is moved by putting your hand inside it or by pulling strings or wires that are attached to it Queen -  n. a woman who rules a country and who usually inherits her position and rules for life shop – v. to visit places where goods are sold in order to look at and buy things show - n. a performance in a theater that usually includes singing and dancing sword - n. a weapon with a long metal blade that has a sharp point and edge unusual - adj. different or strange in a way that attracts attention usual – adj. done, found, or used most of the time or in most cases, or normal or regular watch -  v. to look at (someone or something) for an amount of time and pay attention to what is happening   ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice using frequency adverbs to talk about      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: Frequency adverbs, cause and effect phrases Topics: Usual and unusual activities Learning Strategy: Make an Inference Speaking & Pronunciation Focus: Using frequency adverbs to talk about cause and effect; blended sounds ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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Know Your Verbs #15 - Verb: “Stand”

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Do You See What I See?

  It was beautiful in Washington, DC, this morning! I could see the sun shining and hear birds singing. So, I decided to walk to work. As I walked down 6th Street, I smelled a delicious scent. I followed it and found a lovely French bakery! There, I saw all kinds of baked goods. So, I bought a delicious croissant and it tasted wonderful. Now that I’m here, I can tell you all about sense verbs – verbs related to the five senses: smell, hearing, sight, taste and touch. Some senses have more than one verb. We’ll see examples of many of them today. But first, let’s learn what makes these verbs so special. Why are they special? To start, sense verbs can act as linking verbs or action verbs, giving each verb two or more meanings. Linking verbs connect the subject to a word or group of words that describe or identify it. Take the sentence “My forehead feels hot.” Here, “feels” is a linking verb. It connects the subject (my forehead) to the description of it (hot). But, as action verbs, sense verbs describe a physical or mental action. For example, “I felt my forehead” and “I touched my forehead” use action verbs. They express having put one’s hand on the forehead, which is a physical action. Making sentences Second, linking verbs and action verbs have different sentence structure. For linking verbs, the structure is subject + linking verb + more information about the subject. As linking verbs, sense verbs are often followed by adjectives or the word “like” plus a noun phrase. They are not followed by objects or adverbs. In the sentence, “My forehead feels hot,” the word “hot” is an adjective that describes the subject (my forehead). We do not use adverbs – such as hotly – after linking verbs. And, if I say, “My forehead feels like a frying pan,” I am using the linking verb structure like + a noun phrase. The noun phrase is “a frying pan.” For action verbs, the structure is subject + action verb + the rest of the sentence. As action verbs, sense verbs are often followed by objects. In the sentence, “I touched my forehead,” the words “my forehead” are the object. Happening now? Third, we do not usually use sense linking verbs in continuous forms – the be + -ing verb forms. We would not say, for example, “My forehead is feeling hot” even if it is happening right now.   But, as action verbs, we sometimes do use sense verbs in the continuous form. For example, someone might ask by phone, “Did you taste the food?” And, the other person might answer, “I am tasting it right now.”   A little verb game! Okay, now let’s play a game! I will give you two examples for each sense. Your job is to think about which uses a linking verb and which uses an action verb. Then, write your answers in the comments area. Here’s a hint: If you can replace the verb with “is” and the sentence still makes sense, it is probably a linking verb. For example, if I replace “feel” with “is,” the sentence “My forehead is hot” still makes sense. Touch We will start with the sense of touch. One example is about physical touch. The other is a description of a physical state: Feel my skin. It’s so dry. Your skin does feel dry! Here – use my lotion. Smell Now, let’s try the verb “smell.” One meaning is about using the nose to physically take in a smell. The other is about noticing the smell of something. She leaned over and smelled the food. Your food smells delicious. Can I have some? Taste Next is the verb “taste.” One meaning is to take a small amount of food into the mouth to learn its flavor. The other describes the flavor of something. Can you taste the fish? I added more lemon. I just tried it. It tastes like a big lemon! Sight For the sense of sight, we can use the verb “see” or “look,” depending on what we want to say. It’s really dark in here. I can’t see anything! I just found the lights. Wow, you look frightened. Hearing And, finally, we move to the sense of hearing. We can use the verb “hear” or “sound,” depending on what we want to say. Now for examples. I hear singing outside my window. I wonder who it is. Your voice sounds lovely! Where’d you learn to sing?   Well, we hope you liked what you heard. See you next week! And don’t forget to tell us your answers in the comments area. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor.   subject linking verb more about subject  My forehead  feels  hot.  The chocolate croissant  tasted  wonderful.  It  smells  like a flower.   subject action verb object  I  felt  my forehead.  She  tasted  the chocolate croissant.  The woman  smelled  the flowers.   _______________________________________________________________ Words in This Story scent – n. a pleasant smell that is produced by something croissant – n. a type of bread roll that has a curved shape and is usually eaten at breakfast  forehead – n. the part of the face above the eyes object – n. a noun, pronoun or noun phrase which indicates the person or thing that receives the action of a verb pan – n. a usually shallow and open metal container that has a handle and that is used for cooking or baking lotion – n. a liquid that is rubbed onto your skin or hair flavor – n. the quality of something that you can taste

source https://learningenglish.voanews.com/a/do-you-see-what-i-see-/4678707.html

Do You See What I See?

  It was beautiful in Washington, DC, this morning! I could see the sun shining and hear birds singing. So, I decided to walk to work. As I walked down 6th Street, I smelled a delicious scent. I followed it and found a lovely French bakery! There, I saw all kinds of baked goods. So, I bought delicious croissant and it tasted wonderful. Now that I’m here, I can tell you all about sense verbs – verbs related to the five senses: smell, hearing, sight, taste and touch. Some senses have more than one verb. We’ll see examples of many of them today. But first, let’s learn what makes these verbs so special. Why are they special? To start, sense verbs can act as linking verbs or action verbs, giving each verb two or more meanings. Linking verbs connect the subject to a word or group of words that describe or identify it. Take the sentence “My forehead feels hot.” Here, “feels” is a linking verb. It connects the subject (my forehead) to the description of it (hot). But, as action verbs, sense verbs describe a physical or mental action. For example, “I felt my forehead” and “I touched my forehead” use action verbs. They express having put one’s hand on the forehead, which is a physical action. Making sentences Second, linking verbs and action verbs have different sentence structure. For linking verbs, the structure is subject + linking verb + more information about the subject. As linking verbs, sense verbs are often followed by adjectives or the word “like” plus a noun phrase. They are not followed by objects or adverbs. In the sentence, “My forehead feels hot,” the word “hot” is an adjective that describes the subject (my forehead). We do not use adverbs – such as hotly – after linking verbs. And, if I say, “My forehead feels like a frying pan,” I am using the linking verb structure like + a noun phrase. The noun phrase is “a frying pan.” For action verbs, the structure is subject + action verb + the rest of the sentence. As action verbs, sense verbs are often followed by objects. In the sentence, “I touched my forehead,” the words “my forehead” are the object. Happening now? Third, we do not usually use sense linking verbs in continuous forms – the be + -ing verb forms. We would not say, for example, “My forehead is feeling hot” even if it is happening right now.   But, as action verbs, we sometimes do use sense verbs in the continuous form. For example, someone might ask by phone, “Did you taste the food?” And, the other person might answer, “I am tasting it right now.”   A little verb game! Okay, now let’s play a game! I will give you two examples for each sense. Your job is to think about which uses a linking verb and which uses an action verb. Then, write your answers in the comments area. Here’s a hint: If you can replace the verb with “is” and the sentence still makes sense, it is probably a linking verb. For example, if I replace “feel” with “is,” the sentence “My forehead is hot” still makes sense. Touch We will start with the sense of touch. One example is about physical touch. The other is a description of a physical state: Feel my skin. It’s so dry. Your skin does feel dry! Here – use my lotion. Smell Now, let’s try the verb “smell.” One meaning is about using the nose to physically take in a smell. The other is about noticing the smell of something. She leaned over and smelled the food. Your food smells delicious. Can I have some? Taste Next is the verb “taste.” One meaning is to take a small amount of food into the mouth to learn its flavor. The other describes the flavor of something. Can you taste the fish? I added more lemon. I just tried it. It tastes like a big lemon! Sight For the sense of sight, we can use the verb “see” or “look,” depending on what we want to say. It’s really dark in here. I can’t see anything! I just found the lights. Wow, you look frightened. Hearing And, finally, we move to the sense of hearing. We can use the verb “hear” or “sound,” depending on what we want to say. Now for examples. I hear singing outside my window. I wonder who it is. Your voice sounds lovely! Where’d you learn to sing?   Well, we hope you liked what you heard. See you next week! And don’t forget to tell us your answers in the comments area. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Caty Weaver was the editor.   subject linking verb more about subject  My forehead  feels  hot.  The chocolate croissant  tasted  wonderful.  It  smells  like a flower.   subject action verb object  I  felt  my forehead.  She  tasted  the chocolate croissant.  The woman  smelled  the flowers.   _______________________________________________________________ Words in This Story   scent – n. a pleasant smell that is produced by something croissant – n. a type of bread roll that has a curved shape and is usually eaten at breakfast  forehead – n. the part of the face above the eyes object – n. a noun, pronoun or noun phrase which indicates the person or thing that receives the action of a verb lotion – n. a liquid that is rubbed onto your skin or hair flavor – n. the quality of something that you can taste

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All About American English — Talk Show #20 - English Scary Stories

Learn English with EnglishClass101.com! English is a versatile language, and every speaker has their own favorite words and phrases. This new video lesson will help you boost your English vocab while you listen to our hosts Alisha and Michael chat about some English topics.In this lesson, [...]

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Do you take photos of your food?

Rob and Neil talk about food photos on social media.

source http://www.bbc.co.uk/programmes/p06t5dl1

Guess the Future Time- Predictions Practice

New Entry: 'Guess the Future Time- Predictions Practice' has just been added to the Lesson Plans area of UsingEnglish.com.

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Pea-souper

Is it a meal or a type of weather?

source http://www.bbc.co.uk/programmes/p06szt5x

Must-Know American English Slang Words & Phrases #22 - Expressions Related to Amounts

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English Grammar Made Easy #36 - Use of “almost”

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Extensive Reading in English for Beginners #8 - On a Rainy Day

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Everyday Grammar: Using 'Whose'

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News #242 - You Don’t Want To Miss This Massive Update from EnglishClass101

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Ask Alisha: Your English Questions Answered #50 - Here is the Best Advice to Start Talking English

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Video News #20 - Free English Gifts of the Month - December 2018

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Agent Nouns

New Entry: 'Agent Nouns' has just been added to the Glossary area of UsingEnglish.com.

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Bacon butty

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

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Tuning

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

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Giving Directions- Miming Games

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

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Lesson 12: Meet My Family

Summary Anna is feeling homesick. Marsha helps her by listening to her talk about her family.   Speaking In this video, learn to say the new words. Learn to ask a friend to talk about a problem. You can also download the Activity Sheet and practice talking about your family. Pronunciation ​In this video, you ​learn about how Americans pronounce the word "aunt" in different parts of the country. Conversation   Anna: Hello! Washington, D.C. has many beautiful parks. In fact, this park reminds me of my home very far away. Marsha: Anna, here's your coffee. Anna: Thanks, Marsha. Marsha: What's wrong? Anna: I'm thinking about my family. I'm feeling homesick. Marsha: Do you want to talk about it? Anna: Sure! I have some photos. Marsha: Yes. Yes, you do! Anna: Photos really help. Anna: This is my mother and this is my father. They are rodeo clowns. Marsha: What do rodeo clowns do? Anna: They make jokes at a rodeo. They make people laugh. Marsha: That-That';s very different. Marsha: Who is that woman in the picture? Anna: That is my Aunt Lavender. She is my mom's sister. She loves gardening and makes spoons. Marsha: She makes spoons? Anna: Of course. Marsha: That, too, is very different. Anna: Oh! This is my Uncle John. He is my father's brother. Marsha: What does Uncle John do? Anna: He's a chicken farmer. And makes guitars. He's awesome, and I'm his favorite niece. Marsha: Who are they? Anna: They are my cousins. They are my Uncle John's daughter and son. Marsha: What do they do? Anna: They raise sheep and make sweaters. Marsha: Yeah, that's not a surprise. Marsha: Thanks for showing me your family photos. Your family is very different. Anna: I do feel better. Thanks for listening. I have many more photos! Marsha: Yeah. Yeah, you do. Anna: Washington, DC is my new home. But I like remembering my old home, too. Anna's Family Tree This is a family tree. Anna tells Marsha about her parents. Her mother and father are rodeo clowns. Her father's parents are from Italy. These grandparents speak Italian. Anna's mother's parents live in California. These grandparents have a farm and raise horses. Anna's mother's sister is Aunt Lavender. She loves gardening. Anna's father has a brother. His name is John. Uncle John makes guitars. Uncle John has a daughter and a son. They are Anna's cousins. They raise sheep. Anna's brother has two children. They are Anna's niece and nephew.   Writing Are you from a big family or a small family? Write to us to tell us about two people in your family. What do they do? What do they make? Send us an email or write about them in the Comments section. Click on the image below to download the Activity Sheet and practice with a friend.   Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Find Patterns. Learning is easier when you can find and apply patterns. Here is an example. Carlos is learning the names of family members in English. He sees a pattern. Some words change when you talk about the next generation. "Father" changes to "grandfather." When someone is related by marriage, the word "in-law" is used. "Sister" changes to "sister-in-law." Carlos thinks he can use this pattern to help remember the new words in English. How do you find and use patterns 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 See how well you learned the lesson by taking this listening quiz. Play the short video and choose the best answer. ______________________________________________________________ New Words clown - n. someone who often does funny things to make people laugh different - adj. not ordinary or common; unusual feel - v. used to describe or ask about someone's physical or mental state garden – v. to work in a garden; to take care of the plants in a garden guitar - n. a musical instrument that is held against the front of your body and that has usually six strings which are played with your fingers or with a pick homesick - adj. sad because you are away from your family and home joke - n. something said or done to cause laughter laugh - v. to show that you are happy or that you think something is funny by smiling and making a sound from your throat make - v. to build, create, or produce (something) by work or effort park -  n. piece of public land in or near a city that is kept free of houses and other buildings and can be used for pleasure and exercise photo (photograph) -  n. a picture made by a camera raise -  v. to keep and take care of (animals or crops) remind - v. to cause (someone) to remember something rodeo - n. an event in which people compete at riding horses and bulls, catching animals with ropes, etc. sheep - n. an animal with a thick woolly coat that  is often raised for meat or for its wool and skin spoon - n. an eating or cooking tool that has a small shallow bowl attached to a handle sweater - n. a warm usually knitted piece of clothing for the upper part of your body Family Relationships aunt - n. the sister of your father or mother or the wife of your uncle brother - n. a boy or man who has one or both of the same     parents as you cousin - n. a child of your uncle or aunt daughter - n. a female child family - n. a group of people who are related to each other father - n. a male parent mother - n. a female parent nephew - n. the son of your brother or sister niece - n. a daughter of your brother or sister sister - n. a girl or woman who has one or both of the same parents as you son - n. a male child uncle - n. the brother of your father or mother or the husband of your aunt   ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about family members.     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: Auxiliary do and the verb make Topics: Family members​; family relationships Learning Strategy: Find and Apply Patterns Speaking & Pronunciation Focus: Ask about a problem; varied ways to pronounce "aunt" ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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The Verbs Let, Allow and Permit

  The verbs “let,” “allow” and “permit” are part of a group of verbs called “causatives.” These verbs express how one person or thing causes something else to happen. For instance, if I said, “She let me borrow the book,” the subject (she) is not the person who borrowed the book. Instead, she caused someone (me) to borrow it. In a past Everyday Grammar program, we told you about the causative verbs “make,” “get” and “have.” Today, we will tell you about “let,” “allow” and “permit” – three verbs that deal with permission. These verbs are synonyms - words with very close meanings. They mean: to give permission to someone or something to do something or to make it possible for someone or something to have or do something Making causatives We will look at each verb. But let’s begin by talking a little bit more about causatives.   In a causative sentence, the subject does not perform the action of the main verb. Instead, the subject (a person or thing) causes the action to happen to the object (another person or thing).  Causative sentences start with a subject, followed by a causative verb, then an object and then the main verb. Think of it as X causing Y to do something. How to use Let Okay, now let's talk about “let.” It is the most informal of the three verbs. Listen to some examples and make a note of which sentences are about possibility and which are about permission. You will also hear that the main verbs – go, enjoy and cook – are in simple form. The simple form is the most basic form of a verb without “to” before it or “s” at the end. Have a listen: I let my children go to the game every week. The warm days let us enjoy the end of summer. Let the vegetables cook for about 20 minutes. How to use Allow Now, let’s look at “allow.” It is more formal than “let” but less formal than “permit.” You can use it in everyday situations. You may also find it in official rules, such as street, building and office signs. With “allow,” we use the infinitive form for main verbs. The infinitive form is “to” plus the simple form of the verb. In the following examples, make a note of the meaning of “allow” in each. Which sentences are about permission? Which are about possibility? And, note the use of infinitive main verbs: My teaching skills allow me to help English learners. Her parents do not allow her to eat beef. They do not allow us to smoke in the building. You may have noted that two examples are in the negative form. When talking about rules, we often use “allow” in the negative to say what people must not do. The passive form Now, let’s take a quick break to talk about the passive form, an important form for these verbs. The verbs “allow” and “permit” are often used in passive sentences. You may remember our past programs on passive voice. In a passive sentence, the subject is acted upon, or receives the action of the verb. The subject is often not mentioned in the sentence. When we speak or write about official rules, we often use passive voice. Let’s hear the smoking rule again, this time in the passive: Smoking is not allowed in the building. The person or people who made the rule are not mentioned because it is not relevant to the statement. How to use Permit Now, onto “permit” – the most formal of the three verbs. We use it for everyday rules, such as those of a family. We also use it when talking about making things possible. But, in American English, “permit” is more common in sentences about official rules, such as in signs and handbooks that state what you are not permitted to do. And, like “allow,” we use the infinitive form for main verbs with “permit.” Listen for the infinitives in these examples: Her parents do not permit her to eat beef. The city does not permit pets to ride the Metro.    The zoo does not permit visitors to feed the animals. Again, for official rules, we often use passive voice. Let’s hear two of the examples as passive: Pets are not permitted to ride the Metro. Visitors are not permitted to feed the animals. Imagine these as public signs. Most public signs are not complete sentences. What you often will see is very short wording, such as “smoking not permitted.”  It is important to note that not all sentences with “let” “allow” and “permit” follow the causative sentence structure. Well, I hope you enjoyed letting me tell you all about these causative verbs today. I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. Caty Weaver was the editor. _______________________________________________________________ Practice Now, you try it! Practice using today's causative verbs. Read the instructions below and do the exercises. Exercise 1 During today’s program, I asked you to make a note of the meanings in the example sentences. Which sentences were about giving permission? Which were about making something possible? Write your answers in the comments area. Exercise 2 Answer the following questions in complete sentences. Be sure to use causative sentence structure. You can use the table below as a guide. Write your answers in the comments area. Example: Question: Does your job let you take a lunch break? Answer: Yes, my job lets me take a lunch break. (Or) No, my job does not let me take a lunch break.   Did the changes permit you to have more free time? Will you let me pay for dinner tonight? Does the museum allow visitors to take pictures? Do your parents allow you to drive their car? Should we let the dog run around the park? Does your school permit students to eat in class?    subject  causative verb  object  main verb  The warm days  let  us  enjoy…  Her parents  (do not) allow  her  to eat…  The zoo  (does not) permit  visitors  to feed…   _______________________________________________________________ Words in This Story   informal – adj. not suited for serious or official speech and writing formal – adj.  suitable for serious or official speech and writing negative – adj. referring to a word or statement that means “no” or that expresses a denial or refusal mention – v. to talk about, write about or refer to something or someone, especially in a brief way handbook – n.  a small book of instruction or guidance on a subject pet – n. an animal, such as a dog, cat, bird, or fish, that people keep mainly for pleasure

source https://learningenglish.voanews.com/a/let-me-tell-you-about-let-allow-and-permit/4666675.html

The smell of coffee

Neil and Catherine discuss the science of why coffee often smells better than it tastes.

source http://www.bbc.co.uk/programmes/p06skc52

Survival Phrases #28 - Riding the American Taxi

Learn English travel phrases with EnglishClass101.com! A little English can go such a long way! Whether you’re traveling, visiting, or sightseeing, EnglishClass101.com has all the essential travel phrases just for you! In this lesson, we cover a high frequency English phrase sure to be of use on your trip, travels or vacation to the USA. In [...]

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Know Your Verbs #14 - Verb: “Lose”

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Weather- Things in Common Game

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Must-Know American English Slang Words & Phrases #21 - How to Describe Someone Negatively

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English Grammar Made Easy #35 - Use of “only”

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Throw in the towel

Learn a phrase about giving up.

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He left the team so we have one ____ working.

New Entry: 'He left the team so we have one ____ working.' has just been added to the Language Polls area of UsingEnglish.com.

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Health Opinions

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English Vocab Builder #151 - Summer Clothes and Accessories

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Everyday Grammar: Zero Articles to Make Generalizations

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Ask Alisha: Your English Questions Answered #49 - American vs British English 3 Big Differences!

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Lesson 11: This Is My Neighborhood

Summary Anna has many things to do. She needs to go to the library, post office, bank, and store. Marsha helps her find these places in their neighborhood. Speaking In this video, learn to say the new words. Learn to thank someone for giving you help. You can also download the Activity Sheet and practice talking about the places in your neighborhood. Pronunciation ​In this video, you ​learn to show strong feelings by saying words slower and louder. Conversation   Anna: Hello! DC is a city for walking. In our neighborhood, I can do all my errands. Marsha, before we get ice cream, I need to return three books to the library. Where is the library? Marsha: It is on this street on the corner. Anna: Awesome! Marsha: Let's go! Anna: Marsha, I can return the books here. Marsha: Anna, what are those in the books? Anna: Marsha, these are letters to my family and friends back home … four letters! Is there a post office near here? Marsha: Um, no. The post office is far from here. But there is a mailbox across from the store. Anna: Awesome! Let’s go! (At the mailbox) Anna: Marsha, now I need to buy stamps. Marsha: Do you have cash? Anna: No. Is there a bank near here? Marsha: There is a bank behind you. Anna: Thanks, Marsha. You know our neighborhood so well. Anna: Now I have cash. I can buy stamps. Marsha: That store sells stamps. Anna: Wait here. Anna: I have stamps. Marsha: Wow, you’re fast. Anna: Thank you, thank you letters, for sending my words… my love … to my family and friends -  Marsha: Do you have more cash? Anna: I do! Marsh and Anna: Ice cream!! Anna: I love my new neighborhood! Everything is near our apartment! Even hair salons*, and ice cream! Anna: Until next time! *salon - n. a business that gives customers beauty treatments (such as haircuts) Writing Where do you do errands in your neighborhood? Write to us to tell us about three places you go in your neighborhood. Send us an email or write about them in the Comments section. Click on the image below to download the Activity Sheet and practice with a friend.       Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is ​Ask Questions. When we are learning a language, asking questions helps us practice and get new information. Here is an example. Tatiana is visiting her friend in New York. Her friend goes to work one day and gives Tatiana a map of the city. Tatiana wants to run in Central Park. She walks out of the apartment and sees a woman with two children. Tatiana thinks, "I need help with the map. I do not know where this apartment is on the map." She asks the woman, "Excuse me. Is Central Park near here?" The woman smiles and says, "Yes, walk to the bus station and turn left. It's not far away." Tatiana asks, "Thank you. Can you show me where we are on the map?" The woman shows Tatiana her friend's street on the map. "Have a nice day!" she says as she walks away. Tatiana is happy she can ask questions in English. She soon finds the park and has a great run. How do you ask questions to practice speaking English and learn in 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   bank - n. a business where people keep their money, borrow money, etc., or the building where such a business operates buy - v. to get (something) by paying money for it cash - n. money in the form of coins and bills corner - n. the place where two streets or roads meet errand - n. a short journey that you take to do or get something fast - adj. moving or able to move quickly get - v. to obtain (something) ice cream - n. a frozen food containing sweetened and flavored cream library - n. place where books, magazines, and other materials (such as videos and musical recordings) are available for people to use or borrow mailbox - n. a public box in which letters and packages are placed to be collected and sent out post office - n. a building where the mail for a local area is sent and received return - v. to bring, give, send, or take (something) to the place that it came from or the place where it should go sell - v. to exchange (something) for money send - v. to cause (a letter, an e-mail, a package, etc.) to go or to be carried from one place or person to another stamp - n. a small piece of paper that you buy and then stick to an envelope or package to pay the cost of mailing it store - n. a building or room where things are sold ______________________________________________________________ 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: Prepositions (across from, behind); Cardinal numbers indicating quantity; Singular/Plural introduction Topics: Describing neighborhoods; Asking for information​ Learning Strategy: Ask Questions Speaking & Pronunciation Focus: Expressing gratitude, emphasis on words expressing feelings ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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British English Reading Comprehension for Absolute Beginners #6 - Using a Hotel Pick-Up Service

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British English Reading Comprehension for Absolute Beginners #7 - Checking Out Hotel Facilities

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British English Reading Comprehension for Beginners #8 - Reading a Special Notice on a Lunch Menu

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How to Make a Complaint in English

  Imagine that you are visiting friends or family in an English-speaking country. You need to have a few pieces of clothing professionally cleaned for a party. So you take them to a dry cleaner. When you go to get your clothing from the cleaners, the man working there is friendly. He hands you the clothes, smiles and says, “That will be $21.50 please.” But you see a problem. There is now a hole in your favorite shirt and your pants have changed color. You are very unhappy. But how do you express this effectively? Most of us do not enjoy complaining. But sometimes we must do it to get a solution.   In this Everyday Grammar program, we will tell you how to make a complaint in English. An effective complaint often has three steps: explaining the problem; stating your feelings; and asking for action. Explain the problem The first step is to explain the problem. To do it effectively, you must use polite, respectful language. In English, polite language is usually indirect. For example, if you are at a restaurant and the server forgets to bring your drink, saying, “You didn’t bring my drink” may be too direct. It may sound critical and cause the server to become defensive. So here are a few phrases you can use to politely explain your problem. Let’s start with “I think you may have…” Oh, hi! I think you may have forgotten to bring my drink. Here is another opening line: “I’m sorry to have to say this but…” Hi. How’s it going? I’m sorry to have to say this, but I noticed some damage to my clothing. Or you can simplify it with the words: “I just noticed…” Hi. How’s it going? I just noticed some damage to my clothing. Here’s another useful phrase: “I’m sorry to bother you, but…” Hi, there. I’m sorry to bother you, but my hotel room is a little cold. Or you might say: “There seems to be a mistake…” Hi! How are you? There seems to be a mistake on my billing statement. I think you may have overcharged me. Note that, in the last example, the speaker used two phrases: “There seems to be a mistake…” and “I think you may have…” State your feelings The second step is to say how you feel about the problem. This step is often not necessary. It will depend on how bad the problem is. Some problems have easy, quick solutions. For example, politely telling people that they forgot something or overcharged you usually leads to a speedy solution. But imagine that you are receiving poor service at a hotel or restaurant or that a repair shop has damaged your belongings. Or, maybe there is a continuing issue at your apartment building. In these cases, you may need to express how you feel.   Always begin with step 1 – politely explaining the problem. Then, you can use phrases like “This is…” or “It is…” followed by one or more descriptive words. Let’s hear an example of someone telling their building manager about a problem: Hi Vanessa. I’m sorry to have to say this but there is still a mouse problem in my apartment. This has been an issue for three months now. It is unacceptable that the problem hasn’t been resolved. This was a continuing issue, so the speaker used step 2. But, again, use your best judgment to decide whether this step is needed. Ask for action The third step is to ask for action to be taken on the problem. This is an important step. Some people do steps 1 and 2, but forget step 3. Depending on who the listener is, you or they may need to ask someone else to take action. In such cases, ask for the store’s manager. Here is how you can do that in person: Could I please speak with the manager? And by phone: Could you please redirect my call to the manager? Other times, the listener can solve the problem themselves. You can use indirect questions to ask for action. Listen to a few examples: Would it be possible to reimburse me? Is there any chance you could turn the heat up? You can read more about indirect questions in a past Everyday Grammar program. Connecting the steps Now, let’s put the steps together. Let’s hear a short exchange about the damaged clothing: OK. That’ll be $21.50 please. Oh, gosh... I just noticed some damage to my clothing. The shirt has a hole and the pants have changed color. Hmm. I cleaned those myself. I don’t remember damaging anything. But these pieces are new and I’ve only worn them once. Is there any chance you could reimburse me? Let me get the manager. Well, we don’t know how this dispute ends. But we know the complainer was polite and used steps 1 and 3. Using step 2 might depend on the manager’s response. Making complaints is never easy but knowing how to do it right can it a lot easier! I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. George Grow was the editor. _____________________________________________________________ Practice Now, you try it! Look at the situations below and choose one or two to practice making a complaint. Write your answers in the comments area. Situation 1: You have been planning a trip for months and are very excited. But it’s 12 hours of travel time, including two flights. Your first flight is delayed three times, which will cause you to miss your connecting flight. That means you will also miss a special event tomorrow at your destination. And you already bought tickets to the event. Talk to the airline worker about the problem. Situation 2: Your professor puts students into small groups for a big project. The project is 25% of your final grade. You are in a group with two other people. One is a hard worker. But the other texts people a lot and doesn’t do enough work. The hard working student is not bothered by the lazy student. But you are. Talk to the lazy student or the professor about the problem. Situation 3: Your Internet company recently changed your data plan without your permission. The cost of your monthly bill is now double what is was. You have been trying to reach the billing department for a week but they keep putting you on hold for more than 20 minutes. Your payment is now late. You finally reach a representative by phone. Talk to them about the problem. ______________________________________________________________ Words in This Story   dry cleaner – n. a shop where clothes and other cloth items are cleaned using special chemicals complain – v. to say or write that you are unhappy, sick, or uncomfortable, or that you do not like something polite – adj. having or showing good manners or respect for other people bother – v. to cause someone to feel annoyed phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence mouse – n. a very small animal that has a pointed nose and a long, thin tail manager – n. someone who runs a business or department reimburse – v. to pay someone an amount of money equal to an amount that person has spent data – n. information that is produced or stored by a computer  

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Passive Voice Problems and Solutions- Speaking

New Entry: 'Passive Voice Problems and Solutions- Speaking' has just been added to the Lesson Plans area of UsingEnglish.com.

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What chickens can teach us about hierarchies

What can chickens help us learn about the way we organise ourselves?

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English Vocab Builder #84 - Washington’s Birthday

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

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Must-Know American English Slang Words & Phrases #20 - Slang Words to Describe a Man

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English Grammar Made Easy #34 - Which vs That

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A walk in the park

Is walking in the park easy? It can be if you learn this phrase!

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Extensive Reading in English for Beginners #7 - Growing Plants

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Everyday Grammar: 'Which' to Modify a Whole Sentence

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News #241 - Top 5 Ways to Learn New English Words, Phrases & Speak More English

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Ask Alisha: Your English Questions Answered #48 - When to Use the Simple Past Tense in English? English Grammar for Beginners

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Lesson 10: Come Over to My Place

Summary Ashley is visiting Anna. She calls to find out how to go to Anna's apartment. Ashley learns about Anna's neighborhood.   Speaking In this video, learn to say the new words. Learn to give directions to a place. You can also download the Activity Sheet and practice giving directions to a friend.   Pronunciation In this video, you  learn what it means when Americans make their voice go up after a sentence. Conversation Anna: Hi! Today, my friend Ashley, is coming over. I am showing her my new apartment! Oh! That’s Ashley calling. Anna: Hi Ashley! Ashley: Hi Anna! I’m coming to your apartment. Where is your apartment? Anna: My apartment is near the Columbia Heights Metro. Ashley: It is near the Columbia Heights Metro? Anna: Yes. Exit the Metro and turn right. Then at the bus station turn left. Then walk straight ahead. Ashley: Okay. Exit Metro, turn right, turn left, then go straight ahead? Anna: Yes. My apartment is near a coffee shop. Ashley: Okay. See you soon! Anna: Hi,  Ashley. Ashley: Anna,  Which coffee shop? There are three coffee shops. Anna: Okay, my apartment is across from a big department store. Ashley: A big department store? Ah, I see it! Anna: Okay! Bye, Ashley. See you soon! Ashley: Okay. See you soon. Anna: Ashley! Ashley! Ashley! Over here! It’s Anna! It’s Anna! Hi! Anna: I love having my friends over. Come on! Ashley: Great!   Writing How do you tell someone how to find your school? Or where you work? Try writing directions to a place near you. Send us an email or give us directions in the Comments section. Click on the image below to download the Activity Sheet and practice with a friend.             Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Use Images. When we listen to directions, it helps to use an image in our mind or on a screen or paper to understand them better. Here is an example. Marcos wants to go to his friend Lucia's house. He asks her to give him directions. As he listens, he draws a map on a piece of paper. Lucia says, "Turn right at the supermarket." Marcos draws a box with an 'S' on his map. He draws an arrow (=>) to the right. When he is walking to Lucia's house, he thinks of the map. He remembers the supermarket and the arrow. He turns right and finds Lucia's house. How do you use images to understand and remember 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 the listening quiz. ______________________________________________________________ New Words ahead - adv. to or toward the place where someone is going bus - n. a large vehicle that is used for carrying passengers especially along a particular route at particular times coffee shop - n. a small restaurant that serves coffee and other drinks as well as simple foods department store - n. a large store that has separate areas in which different kinds of products are sold exit - v. to go out of a place left - adj. located on the same side of your body as your heart       adv. to or toward the left Metro - n. an underground railway system in some cities (also called subway) right -  adj. located on the side of your body that is away from your heart station -  n. place where buses, trains, etc., regularly stop so that passengers can get on and off straight - adv. in a straight or direct way then - adv. used to indicate what happened or happens next turn -  v. to cause your body or a part of your body to face a different direction walk - v. to move with your legs at a speed that is slower than running ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice giving directions.   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: Locating places; Imperatives; There is /There are Topics: Giving directions; Sequence of events with then Learning Strategy: Use Images Speaking & Pronunciation Focus:  Giving simple directions; Using rising intonation to check understanding ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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The Road Signs of English

  If you are driving a car, you will probably see many traffic or road signs. They provide information about how fast to go, which way to turn and whether a road ends or begins. Languages also have signs that provide direction when speaking to others or writing. In English, we call these words “discourse markers.” Think of them as road signs for language.  We use discourse markers to signal a beginning or end of a conversation, list the order of ideas, react to a speaker, change the subject and do other things. In other Everyday Grammar programs, we talked about such markers as “you know,” “well” and “okay.” Today, we will examine a few uses of discourse markers in informal, natural speech.  Everyday, natural speech Some are used only used in informal speech, while others are for formal writing and speech. You hear and see informal markers in conversations, text messages, songs, classrooms and on broadcast programs and social media. Let us hear how they sound in a short conversation between two friends. In the following exchange, you will hear the markers “hey,” “by the way,” “let’s see” and “so.” Think about the purpose of each one: Hey, Tasha! How is it going? Good! I haven’t seen you in weeks. How have you been? Busy, but great! By the way, what are you doing tomorrow night? Let me see. I am planning on voting tomorrow afternoon but will be free after that! What did you have in mind? So, there is a book signing at Dream Bean coffee house tomorrow at 6 o’clock. Want to come? That sounds great! Did you catch the purpose of each? The word “hey” is used to get the attention of the listener. In this case, it is also a very informal way of saying hello. English speakers use “by the way” and “so” to lead into a statement or question. But the words “by the way” inform the listener of a change in direction of the conversation. Lastly, the words “let’s see” show that the speaker is trying to remember something.   Use 1: starting a conversation Now, let’s talk about four uses of discourse markers. I just used one in the last sentence. Did you catch it? It was the word “now.” We use it and other words and phrases to mark the start of a conversation or announce an idea. “Now” can introduce the idea or show a change in subject. In Everyday Grammar programs, you have heard us use the markers “now,” “okay,” “so” and “alright.” These all tell the listener to pay attention because the speaker may offer a new piece of information.   Use 2: ending a conversation Some of the same discourse markers are also used to end a conversation. For example, one might use the words “okay” or “alright” to inform the listener you will soon finish what you are saying. Take a listen: Just saw your message. Alright, I’m late for a meeting. I will call you later. I have got to go! Another word we often use is “anyway.” Here is the same example with that word: Just saw your message. Anyway, I’m late for a meeting. I will call you later. I have got to go! Use 3: changing the subject Now, let’s turn to useful words and phrases for changing the subject. Notice I used “now” to move to another part of today’s subject. You may have noticed the flexibility of some discourse markers. Some have more than one use. But be careful: Others do not. “Anyway” is an example of a flexible marker. English speakers not only use it to suggest a conversation’s end. We also use it to signal that we will start talking about something else. And, as you heard earlier, “by the way” is an effective phrase for quickly changing direction. Another phrase is “That reminds me.” When someone has just said or done something that helps us remember something else, one might say, “That reminds me.” Here is how it might be used: Hey, do you know what the dinner special is? Yeah, it’s teriyaki chicken. Oh, that reminds me, I forgot to take the chicken out of my freezer!  Use 4: responding to speaker Other discourse markers assure speakers that the listener is paying attention to what they are saying. They can show interest in, surprise at, excitement for or agreement with what the speaker is saying. Words that show interest include “yeah” and “I see.” “Oh really” and “really” usually show surprise. And “exactly” and “right” show agreement. Here’s an example of a speaker showing agreement: I hate riding the 43 bus! It is crowded and really stinks. Exactly! That is why I take the train. Okay, well, now that you have learned some road signs of the English language, we hope you will drive safely! I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Reference  Start conversation  End conversation  Introduce idea  Change subject  Respond to speaker  Hey, so, well  Alright, anyway, okay  Now, okay  By the way, that reminds me, now  Yeah, I see, really, oh really, exactly, right   Words in This Story   discourse – n. the use of words to exchange thoughts and ideas conversation – n. an informal talk between two people or a small group of people informal – adj. relaxed in tone : not suited for serious or official speech and writing o’clock – n. according to the clock flexible – adj. able to change or to do different things assure – v. to make something certain introduce – v. to present something for discussion or consideration

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The Road Signs of English

  If you are driving a car, you will probably see many traffic or road signs. They provide information about how fast to go, which way to turn and whether a road ends or begins. Languages also have signs that provide direction when speaking to others or writing. In English, we call these words “discourse markers.” Think of them as road signs for language.  We use discourse markers to signal a beginning or end of a conversation, list the order of ideas, react to a speaker, change the subject and do other things. In other Everyday Grammar programs, we talked about such markers as “you know,” “well” and “okay.” Today, we will examine a few uses of discourse markers in informal, natural speech.  Everyday, natural speech Some are used only used in informal speech, while others are for formal writing and speech. You hear and see informal markers in conversations, text messages, songs, classrooms and on broadcast programs and social media. Let us hear how they sound in a short conversation between two friends. In the following exchange, you will hear the markers “hey,” “by the way,” “let’s see” and “so.” Think about the purpose of each one: Hey, Tasha! How is it going? Good! I haven’t seen you in weeks. How have you been? Busy, but great! By the way, what are you doing tomorrow night? Let me see. I am planning on voting tomorrow afternoon but will be free after that! What did you have in mind? So, there is a book signing at Dream Bean coffee house tomorrow at 6 o’clock. Want to come? That sounds great! Did you catch the purpose of each? The word “hey” is used to get the attention of the listener. In this case, it is also a very informal way of saying hello. English speakers use “by the way” and “so” to lead into a statement or question. But the words “by the way” inform the listener of a change in direction of the conversation. Lastly, the words “let’s see” show that the speaker is trying to remember something.   Use 1: starting a conversation Now, let’s talk about four uses of discourse markers. I just used one in the last sentence. Did you catch it? It was the word “now.” We use it and other words and phrases to mark the start of a conversation or announce an idea. “Now” can introduce the idea or show a change in subject. In Everyday Grammar programs, you have heard us use the markers “now,” “okay,” “so” and “alright.” These all tell the listener to pay attention because the speaker may offer a new piece of information.   Use 2: ending a conversation Some of the same discourse markers are also used to end a conversation. For example, one might use the words “okay” or “alright” to inform the listener you will soon finish what you are saying. Take a listen: Just saw your message. Alright, I’m late for a meeting. I will call you later. I have got to go! Another word we often use is “anyway.” Here is the same example with that word: Just saw your message. Anyway, I’m late for a meeting. I will call you later. I have got to go! Use 3: changing the subject Now, let’s turn to useful words and phrases for changing the subject. Notice I used “now” to move to another part of today’s subject. You may have noticed the flexibility of some discourse markers. Some have more than one use. But be careful: Others do not. “Anyway” is an example of a flexible marker. English speakers not only use it to suggest a conversation’s end. We also use it to signal that we will start talking about something else. And, as you heard earlier, “by the way” is an effective phrase for quickly changing direction. Another phrase is “That reminds me.” When someone has just said or done something that helps us remember something else, one might say, “That reminds me.” Here is how it might be used: Hey, do you know what the dinner special is? Yeah, it’s teriyaki chicken. Oh, that reminds me, I forgot to take the chicken out of my freezer!  Use 4: responding to speaker Other discourse markers assure speakers that the listener is paying attention to what they are saying. They can show interest in, surprise at, excitement for or agreement with what the speaker is saying. Words that show interest include “yeah” and “I see.” “Oh really” and “really” usually show surprise. And “exactly” and “right” show agreement. Here’s an example of a speaker showing agreement: I hate riding the 43 bus! It is crowded and really stinks. Exactly! That is why I take the train. Okay, well, now that you have learned some road signs of the English language, we hope you will drive safely! I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Reference  Start conversation  End conversation  Introduce idea  Change subject  Respond to speaker  Hey, so, well  Alright, anyway, okay  Now, okay  By the way, that reminds me, now  Yeah, I see, really, oh really, exactly, right   Words in This Story   discourse – n. the use of words to exchange thoughts and ideas conversation – n. an informal talk between two people or a small group of people informal – adj. relaxed in tone : not suited for serious or official speech and writing o’clock – n. according to the clock flexible – adj. able to change or to do different things assure – v. to make something certain introduce – v. to present something for discussion or consideration

source https://learningenglish.voanews.com/a/the-road-signs-of-english/4650241.html

The Road Signs of English

  If you are driving a car, you will probably see many traffic or road signs. They provide information about how fast to go, which way to turn and whether a road ends or begins. Languages also have signs that provide direction when speaking to others or writing. In English, we call these words “discourse markers.” Think of them as road signs for language.  We use discourse markers to signal a beginning or end of a conversation, list the order of ideas, react to a speaker, change the subject and do other things. In other Everyday Grammar programs, we talked about such markers as “you know,” “well” and “okay.” Today, we will examine a few uses of discourse markers in informal, natural speech.  Everyday, natural speech Some are used only used in informal speech, while others are for formal writing and speech. You hear and see informal markers in conversations, text messages, songs, classrooms and on broadcast programs and social media. Let us hear how they sound in a short conversation between two friends. In the following exchange, you will hear the markers “hey,” “by the way,” “let’s see” and “so.” Think about the purpose of each one: Hey, Tasha! How is it going? Good! I haven’t seen you in weeks. How have you been? Busy, but great! By the way, what are you doing tomorrow night? Let me see. I am planning on voting tomorrow afternoon but will be free after that! What did you have in mind? So, there is a book signing at Dream Bean coffee house tomorrow at 6 o’clock. Want to come? That sounds great! Did you catch the purpose of each? The word “hey” is used to get the attention of the listener. In this case, it is also a very informal way of saying hello. English speakers use “by the way” and “so” to lead into a statement or question. But the words “by the way” inform the listener of a change in direction of the conversation. Lastly, the words “let’s see” show that the speaker is trying to remember something.   Use 1: starting a conversation Now, let’s talk about four uses of discourse markers. I just used one in the last sentence. Did you catch it? It was the word “now.” We use it and other words and phrases to mark the start of a conversation or announce an idea. “Now” can introduce the idea or show a change in subject. In Everyday Grammar programs, you have heard us use the markers “now,” “okay,” “so” and “alright.” These all tell the listener to pay attention because the speaker may offer a new piece of information.   Use 2: ending a conversation Some of the same discourse markers are also used to end a conversation. For example, one might use the words “okay” or “alright” to inform the listener you will soon finish what you are saying. Take a listen: Just saw your message. Alright, I’m late for a meeting. I will call you later. I have got to go! Another word we often use is “anyway.” Here is the same example with that word: Just saw your message. Anyway, I’m late for a meeting. I will call you later. I have got to go! Use 3: changing the subject Now, let’s turn to useful words and phrases for changing the subject. Notice I used “now” to move to another part of today’s subject. You may have noticed the flexibility of some discourse markers. Some have more than one use. But be careful: Others do not. “Anyway” is an example of a flexible marker. English speakers not only use it to suggest a conversation’s end. We also use it to signal that we will start talking about something else. And, as you heard earlier, “by the way” is an effective phrase for quickly changing direction. Another phrase is “That reminds me.” When someone has just said or done something that helps us remember something else, one might say, “That reminds me.” Here is how it might be used: Hey, do you know what the dinner special is? Yeah, it’s teriyaki chicken. Oh, that reminds me, I forgot to take the chicken out of my freezer!  Use 4: responding to speaker Other discourse markers assure speakers that the listener is paying attention to what they are saying. They can show interest in, surprise at, excitement for or agreement with what the speaker is saying. Words that show interest include “yeah” and “I see.” “Oh really” and “really” usually show surprise. And “exactly” and “right” show agreement. Here’s an example of a speaker showing agreement: I hate riding the 43 bus! It is crowded and really stinks. Exactly! That is why I take the train. Okay, well, now that you have learned some road signs of the English language, we hope you will drive safely! I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Reference  Start conversation  End conversation  Introduce idea  Change subject  Respond to speaker  Hey, so, well  Alright, anyway, okay  Now, okay  By the way, that reminds me,  Yeah, I see, really, oh really, exactly, right   Words in This Story   discourse – n. the use of words to exchange thoughts and ideas conversation – n. an informal talk between two people or a small group of people informal – adj. relaxed in tone : not suited for serious or official speech and writing o’clock – n. according to the clock flexible – adj. able to change or to do different things assure – v. to make something certain introduce – v. to present something for discussion or consideration

source https://learningenglish.voanews.com/a/the-road-signs-of-english/4650241.html

Thot

New Entry: 'Thot' 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=27300

The Road Signs of English

  If you are driving a car, you will probably see many traffic or road signs. They provide information about how fast to go, which way to turn and whether a road ends or begins. Languages also have signs that provide direction when speaking to others or writing. In English, we call these words “discourse markers.” Think of them as road signs for language.  We use discourse markers to signal a beginning or end of a conversation, list the order of ideas, react to a speaker, change the subject and do other things. In other Everyday Grammar programs, we talked about such markers as “you know,” “well” and “okay.” Today, we will examine a few uses of discourse markers in informal, natural speech.  Everyday, natural speech Some are used only used in informal speech, while others are for formal writing and speech. You hear and see informal markers in conversations, text messages, songs, classrooms and on broadcast programs and social media. Let us hear how they sound in a short conversation between two friends. In the following exchange, you will hear the markers “hey,” “by the way,” “let’s see” and “so.” Think about the purpose of each one: Hey, Tasha! How is it going? Good! I haven’t seen you in weeks. How have you been? Busy, but great! By the way, what are you doing tomorrow night? Let me see. I am planning on voting tomorrow afternoon but will be free after that! What did you have in mind? So, there is a book signing at Dream Bean coffee house tomorrow at 6 o’clock. Want to come? That sounds great! Did you catch the purpose of each? The word “hey” is used to get the attention of the listener. In this case, it is also a very informal way of saying hello. English speakers use “by the way” and “so” to lead into a statement or question. But the words “by the way” inform the listener of a change in direction of the conversation. Lastly, the words “let’s see” show that the speaker is trying to remember something.   Use 1: starting a conversation Now, let’s talk about four uses of discourse markers. I just used one in the last sentence. Did you catch it? It was the word “now.” We use it and other words and phrases to mark the start of a conversation or announce an idea. “Now” can introduce the idea or show a change in subject. In Everyday Grammar programs, you have heard us use the markers “now,” “okay,” “so” and “alright.” These all tell the listener to pay attention because the speaker may offer a new piece of information.   Use 2: ending a conversation Some of the same discourse markers are also used to end a conversation. For example, one might use the words “okay” or “alright” to inform the listener you will soon finish what you are saying. Take a listen: Just saw your message. Alright, I’m late for a meeting. I will call you later. I have got to go! Another word we often use is “anyway.” Here is the same example with that word: Just saw your message. Anyway, I’m late for a meeting. I will call you later. I have got to go! Use 3: changing the subject Now, let’s turn to useful words and phrases for changing the subject. Notice I used “now” to move to another part of today’s subject. You may have noticed the flexibility of some discourse markers. Some have more than one use. But be careful: Others do not. “Anyway” is an example of a flexible marker. English speakers not only use it to suggest a conversation’s end. We also use it to signal that we will start talking about something else. And, as you heard earlier, “by the way” is an effective phrase for quickly changing direction. Another phrase is “That reminds me.” When someone has just said or done something that helps us remember something else, one might say, “That reminds me.” Here is how it might be used: Hey, do you know what the dinner special is? Yeah, it’s teriyaki chicken. Oh, that reminds me, I forgot to take the chicken out of my freezer!  Use 4: responding to speaker Other discourse markers assure speakers that the listener is paying attention to what they are saying. They can show interest in, surprise at, excitement for or agreement with what the speaker is saying. Words that show interest include “yeah” and “I see.” “Oh really” and “really” usually show surprise. And “exactly” and “right” show agreement. Here’s an example of a speaker showing agreement: I hate riding the 43 bus! It is crowded and really stinks. Exactly! That is why I take the train. Okay, well, now that you have learned some road signs of the English language, we hope you will drive safely! I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. George Grow was the editor. ______________________________________________________________ Reference  Start conversation  End conversation  Introduce idea  Change subject  Respond to speaker  Hey, so, well  Alright, anyway, okay  Now, okay  By the way, that reminds me,  Yeah, I see, really, oh really, exactly, right   Words in This Story   discourse – n. the use of words to exchange thoughts and ideas conversation – n. an informal talk between two people or a small group of people informal – adj. relaxed in tone : not suited for serious or official speech and writing o’clock – n. according to the clock flexible – adj. able to change or to do different things assure – v. to make something certain introduce – v. to present something for discussion or consideration

source https://learningenglish.voanews.com/a/the-road-signs-of-english/4650241.html

Ship full sail

New Entry: 'Ship full sail' 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=27299

Loneliness

Can you feel lonely in a crowded place? Neil and Sam discuss and teach some vocabulary.

source http://www.bbc.co.uk/programmes/p06r4tmq

English Prepositions Made Easy #13 - Will Your Stomach Interrupt this American Show?

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

source https://www.englishclass101.com/lesson/english-prepositions-made-easy-13-will-your-stomach-interrupt-this-american-show/

Monthly Review Video #2 - English November Review - 10 Habits of Highly Effective Language Learners

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source https://www.englishclass101.com/lesson/monthly-review-video-2-english-november-review-10-habits-of-highly-effective-language-learners/

Opinions on Health

New Entry: 'Opinions on Health' has just been added to the Lesson Plans area of UsingEnglish.com.

source https://www.usingenglish.com/teachers/lesson-plans/view-opinions-on-health/

Lesson 9: Is It Cold?

Summary Anna wants to know about the weather in Washington, D.C. She asks her phone. The phone tells her about the weather - but is the phone right?   Speaking In this video, learn to say the new words. Learn to talk about weather and how to make your voice go up or down to show feelings with the word, "oh." You can also download the Activity Sheet and practice talking about weather with a friend. Pronunciation ​In this video, you ​learn how Americans say short answers with no break between the words.  Conversation   Anna: Oh, hi, everyone! Here in Washington, DC, the weather changes often. One day is cold and windy. But the next day is warm and sunny!  So, every day I check the forecast. Hello, Phone? What is today’s temperature? Phone: Today it is 18 degrees ... Anna: Eighteen degrees! That is cold! Phone: … eighteen degrees Celsius. Anna: Oh, Celsius. That is 65 degrees Fahrenheit. That’s warm. Phone: Yes, Anna. It is warm. Anna: Excuse me, Phone. Is it windy today? Phone: No, it is not windy today. Anna: Is it sunny today? Phone: Yes, Anna. It is sunny. Anna: Excuse me, Phone? Phone: Yes, Anna. Anna: Is it snowy today? Phone: No, Anna. It is not snowy. Anna: Thank you, Phone! Anna: Today the weather is warm and sunny -- great for seeing Washington, D.C. Anna: Phone! It is not warm and sunny! It is cold and windy and snowy! Phone: Anna, it is not cold, windy, or snowy. It is warm and sunny … in Mexico City, Mexico. Anna: Oh. I see. Mexico. Anna: Washington weather changes often. Remember to check the forecast -- the right forecast. Phone: Yes, Anna. Next time remember to check the right fore… Anna: Okay, thank you Phone. Goodbye, Phone. Anna: Until next time!   Writing What is the weather where you are? You can see some examples in the Activity Sheet. Click on the image below to download it. Send us an email or write to us about your town's weather 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 Look for Ways to Practice. We learn to speak by practicing often. Here is an example. Nina sits on the bus next to a friendly American woman. Looking for a way to practice English, Nina asks, "What is the weather in your city?" The woman tells her about her home town, Tampa, Florida. "It's very warm and sunny." Nina can now practice speaking English with the woman until her bus stop.  How do you find ways to practice 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 Celsius - adj. relating to or having a scale for measuring temperature on which the boiling point of water is at 100 degrees and the freezing point of water is at 0 degrees change - v. to become different check -v. to get information by looking at something, asking about something, etc. cold - adj. having a very low temperature​ degree - n. a unit for measuring temperature Fahrenheit - adj. relating to or having a scale for measuring temperature on which the boiling point of water is at 212 degrees above zero and the freezing point is at 32 degrees above zero forecast - n. a statement about what you think is going to happen in the future​ phone - n. a device that is connected to a telephone system and that you use to listen or speak to someone who is somewhere else​ snowy - adj. having falling snow or covered with snow​ sunny - adj. having plenty of bright sunlight​ temperature - n. a measurement that indicates how hot or cold something is; a measurement in degrees showing the heat of something (such as air or water)​ warm - adj. somewhat hot; not cool or cold​ weather - n. the temperature and other outside conditions (such as rain, cloudiness, etc.) at a particular time and place windy - adj. having a lot of wind ______________________________________________________________ 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 weather in different places. 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: Short answers;  Topics: Talk about weather; agree and disagree; use Fahrenheit or Celsius Speaking & Pronunciation Focus: Intonation of 'oh;' reduced form of short affirmative answers

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-9-is-it-cold/3261789.html

How to teach British and American grammar

New Entry: 'How to teach British and American grammar' has just been added to the Articles area of UsingEnglish.com.

source https://www.usingenglish.com/articles/how-to-teach-british-american-grammar.html

Must-Know American English Slang Words & Phrases #19 - Expressions for Someone Who is Annoying

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source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-19-expressions-for-someone-who-is-annoying/

English Grammar Made Easy #33 - Taste vs Flavor

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source https://www.englishclass101.com/lesson/english-grammar-made-easy-33-taste-vs-flavor/

Dumbphone

Learn a new name for old tech

source http://www.bbc.co.uk/programmes/p06qwwdp

Use Fewer Words but Say More

  American comedian George Carlin is remembered for telling jokes about politics, religion and even the English language. He used humor to express his dislike of things such as misused words and the overuse of common expressions. One of his pet peeves was when television reporters and program hosts used redundancies. The word “redundancy” has a few meanings. The one we will explore today involves use of a word or phrase that repeats something else and is not needed. Carlin made fun of redundant phrases such as “honest truth” “plan ahead” and “join together” in his stand-up comedy act and books. On this Everyday Grammar program, we will talk about common redundancies and suggest ways to avoid them in writing. Why use redundancy? English speakers often speak in a repetitive style. It is so deeply ingrained in us that we rarely notice it. In fact, I just used a somewhat redundant phrase: deeply ingrained. So why do English speakers use redundancy? Well, we sometimes do it for emphasis. One might say, “Personally, I would rather go to the parade.” The word “personally” is unneeded but makes a stronger statement. Other times, redundancy makes very direct language sound kinder, such as in indirect questions. Redundant language also is used in some forms of writing, such as literature, speech writing and legal writing. But in other kinds of formal writing, redundancy is not a good idea. That includes school-related and business writing. It can weaken statements and make readers lose interest in the subject. “Less is more” is a good rule to follow as one attempts to produce quality written work. So now let’s explore five common redundancies to look out for. Introducing examples The first one is in setting up examples. In formal writing, we use phrases like “for example” “for instance” and “such as” to present examples. So, adding the phrases “and so on” “and more” or the Latin term “et cetera” to a list of examples is redundant. Here is an example of what to avoid: Carlin often joked about redundant phrases such as “honest truth” “plan ahead” and “join together” and more. You can rewrite it by removing the phrases “such as” or “and more.” You don’t need both. Adding information Another problem happens when trying to present additional information on a subject. When starting a sentence with phrases such as “in addition to” “like” or “also,” one should avoid using one of these same phrases in the statement. Here is an example of what not to write: In addition to condemning the violence, they also protested the new policies. You should remove the word “also” in the second part of the sentence since “in addition to” already expresses the idea of “also.” Redundant pairs Another problem is what are called “redundant pairs” -- two words that together suggest each other. This includes a phrase such as “future plans.” We know, for instance, that “plans” are about the future. “End result” and “final outcome” are other examples. Redundant pairs can also involve putting a useless preposition after a verb. Think of the phrase “protest against.” The verb “protest” already expresses the idea of being “against” something. Overusing adverbs Another kind of redundancy is the overuse or misuse of adverbs. The adverbs “very,” “really,” “extremely” and “incredibly” are examples of intensifiers. They make adjectives stronger. Intensifiers are often not a wise choice for formal writing, however. “Very unique” is an example of a misused intensifier. The word “very” is redundant because “unique” means “very special or unusual.” Other adverbs are simply needless. Two such examples are the phrases “shouted loudly” and “completely destroyed.” We know that destruction suggests total ruin and shouting refers to being very loud. Time-related phrases Writers in English are also guilty of wordy time-related phrases. For example, the phrase “period of time” and “time period” are redundant since “period” refers to a measure of time. A few others are “at the present time” (which can be replaced with “at present”); “delay until later” (which can be replaced with “delay”); and “since the time when” (which can be replaced with “since”). Writing sample Now, let’s hear an example of a sentence that uses more words than necessary to express an idea. It comes from the Purdue University Online Writing Lab: Before the travel agent was completely able to finish explaining the various differences among all of the many very unique vacation packages his travel agency was offering, the customer changed her future plans. And here is how Purdue suggests rewriting it: Before the travel agent finished explaining the differences among the unique vacation packages his travel agency was offering, the customer changed her plans. The rewritten sentence is shorter and clearer. Ways to avoid redundancy Here are three things that may help you avoid redundancy in formal written work: First, plan time to write. This will give you space to carefully examine and rewrite your work until you are satisfied with the result. Starting a formal writing task late is never a good idea. Choose your words wisely. As you write, use words that help remove redundant language. Instead of writing “very tired,” for instance, write “exhausted.” Instead of “looked closely,” you might write “examined.” And, finally, avoid fillers – words and phrases that add no meaning but just fill space, such as wordy time phrases. Supervisors and professors usually disapprove of and can easily identify fillers. I’m Alice Bryant.   Alice Bryant wrote this story for Learning English. George Grow was the editor. _______________________________________________________________ Words in This Story   pet peeve – n. something that annoys or bothers a person very much host – n. a person who talks to guests on a television or radio show phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence ingrained – adj. deeply rooted: existing for a long time and very difficult to change emphasis – n. a forceful quality in the way something is said or written unique – adj. very special or unusual online – adj. done over the Internet various – adj. referring to several different or many different things, people, etc. task – n. a piece of work that has been given to someone

source https://learningenglish.voanews.com/a/use-fewer-words-but-say-more/4638445.html