Learn English speaking: May 2019

Friday, 31 May 2019

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source https://www.englishclass101.com/lesson/ask-alisha-your-english-questions-answered-76-common-english-grammar-mistake-rise-vs-raise/

Thursday, 30 May 2019

Too and Either: Short Responses of Agreement

In English conversation, when we respond to a speaker, we often do not repeat all of their words. Instead, we may say just a few words. The speaker understands our meaning based on what is being said in the conversation. You will hear and see examples of this everywhere that English is spoken. On the American television show The Simpsons, for instance, Bart Simpson is a rebellious youth. He likes to play tricks on others. His favorite person to trouble is Groundskeeper Willie, an unpleasant man who works on the grounds at Bart’s school. Listen to a short exchange between Bart and Willie: Willie, I’ve got a girlfriend. Really? Well, uh, I do, too. She’s…a bikini model from Sweden. Haha, that’s great. Bart walks away, seemingly not believing Willie. But suddenly, Willie’s beautiful Swedish girlfriend appears. You heard Willie say, “I do, too” in response to Bart. English speakers everywhere use short responses like this one in speech and some kinds of writing. On an earlier Everyday Grammar program, we talked about using the words “so” and “neither” in short responses of agreement. Today, I will talk about “too” and “either.” All four words can be used to say that what is true for some person is also true for us. The word “too” shows agreement with positive statements. And the word “either” shows agreement with negative statements. You will hear and see examples of both today. How are they formed? But first, let's talk about how to form these statements. When we use “too” and “either” to show agreement, they appear at the end. The structure for “too” is: Subject + Auxiliary / Be + Too Auxiliary verbs are helping verbs that do things like help form verb tenses. The verbs “do,” “be” and “have,” for example, can act as auxiliary verbs or main verbs, depending on how they are used. In Willie’s statement “I do, too,” the word “I” is the subject and “do” is the auxiliary. “Too” comes at the end and, in written form, often follows a comma. The structure for “either” is: Subject + Auxiliary / Be + Either If Bart had said, “I don’t have a girlfriend” and that was also true for Willie, his response could have been, “I don’t either.” When we use “too” and “either” this way, the verb tense in the response matches the verb tense in the original statement. I do, too / I don’t either Let’s look at the simple present verb tense first and I will show you what I mean. We can say “I do, too” and “I don’t either” to agree with statements in the simple present tense. Listen to an exchange between speakers: She speaks a second language. I do, too. She doesn’t speak a second language. I don’t either. Note that the auxiliary verb “do” is used in simple present tense in the responses. I am, too / I’m not either But when the main verb is “be,” we do not use an auxiliary verb. To agree with simple present statements when the main verb is “be,” we can say, “I am, too” and “I’m not either.” Listen to this exchange: Ivan is an international student. I am, too. Ivan is not an international student. I’m not either. Present continuous Pay close attention to this next one. We also say “I am, too” and “I’m not either” to agree with statements in the present continuous verb tense. This verb tense is sometimes called “be + -ing.” Jocelyn is going to the antique show. I am, too. Jocelyn isn’t going to the antique show. I’m not either. Here, the verb “be” acts as an auxiliary verb. The main verb is “go” and it’s in the -ing form. I did, too / I didn’t either Now, we will move to the simple past tense. We can say, “I did, too” and “I didn’t either” to agree with statements in the simple past tense. Let’s hear how our speakers use them: We watched The Simpsons yesterday. I did, too. We didn’t watch The Simpsons yesterday. I didn’t either. I was, too / I wasn’t either And, lastly, we can say, “I was, too” and “I wasn’t either” to agree with simple past statements when the main verb is “be.” Here’s what our speakers say: I was happy about the book deal. I was, too. I wasn’t happy about the book deal. I wasn’t either. You can find examples with other verb tenses as well as modal auxiliary verbs on our website: learningenglish.voanews.com. Closing thoughts And now for a few closing thoughts. You might be wondering about the expressions “Me too” to respond to positive statements and “Me neither” to respond to negative statements. In English, these expressions are very informal but, in everyday conversation, completely acceptable. Another thing to note is that “too,” “either,” “so” and “neither” are not just for responses. Sometimes one speaker can state two or more agreeing ideas. For example: Pene was happy about the book deal. I was, too. Well, that’s all for today. Listen and watch for these short responses everywhere you hear and see English being used. If you like watching The Simpsons, for instance, you’ll find lots of examples. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. ______________________________________________________________ We use short responses of agreement with most verb tenses and some modal verbs. Below are a few examples. Verbs Examples Use “have” or has” for present perfect They have been to Cartagena. I have, too. They haven’t been to Cartagena. I haven’t either. Use “will” or “won’t” for simple future Ivone will return the clothes tomorrow. I will, too. Ivone won’t return the clothes tomorrow. I won’t either. For modal verbs, repeat just the modal (“would” “can” “should” and others) I would enjoy playing an instrument. I would, too. I wouldn’t enjoy playing an instrument. I wouldn’t either. She can stand on her hands. I can, too. She can’t stand on her hands. I can’t either. ______________________________________________________________ Words in This Story respond – v. to say or write something as an answer to a statement, question or request conversation – n. an informal talk involving two people or a small group of people : the act of talking in an informal way positive – adj. showing or expressing support, approval, or agreement negative – adj. expressing denial or refusal comma – n. a punctuation mark used to separate words or groups of words in a sentence match – v. to be equal to antique – n. art, furniture or jewelry that was made at an earlier time and is often valuable modal / modal auxiliary – n. a verb that is usually used with another verb to express ideas such as possibility, necessity, and permission

source https://learningenglish.voanews.com/a/too-and-either-short-responses-of-agreement/4936054.html

Advanced #1 - The English Meeting that Started it All

Learn English with EnglishClass101.com! You’ve been preparing for this English meeting for months now, and you couldn’t be more nervous! It’s the first time since you joined this American company that you’ll be leading a meeting, and you’re just hoping you don’t screw up and get a reputation for choking! In this English Advanced lesson, you [...]

source https://www.englishclass101.com/lesson/advanced-1-the-english-meeting-that-started-it-all/

Are you a 'vampire shopper'?

Neil and Rob discuss their shopping habits and give you vocabulary for free!

source http://www.bbc.co.uk/programmes/p07brhrd

What to do when you can't sleep

Neil and Rob talk about insomnia and teach you the related vocabulary.

source http://www.bbc.co.uk/programmes/p07brfk2

Tuesday, 28 May 2019

English Grammar Made Easy S2 #62 - Common Vocabulary Differences between American & British English

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Clever clogs

Will wearing new shoes make Feifei more intelligent? Join her and Rob in this programme.

source http://www.bbc.co.uk/programmes/p07bjx7m

Friday, 24 May 2019

Lesson 38: She's My Best Friend!

Summary In this lesson, Anna's best friend from her hometown, Penelope, visits Washington, D.C. Anna tells Penelope about her friends and her job. Is Penelope going to make a change in her life? Speaking In this video, learn how to say the new words for this lesson and the rules of making superlative adjectives. Pronunciation Use this video to learn about stressing the superlative adjectives in a sentence. Conversation Anna: Hello! I have great news. My best friend from my hometown is coming here -- to Washington, D.C.! I can’t wait to catch up with her! Oh! I gotta go. Her train arrives in 10 minutes! Anna: Penelope! Penelope: Anna! I am really happy to see you! Anna: Me too! How was your trip? Penelope: It was fine. Anna: Let me help you with your bags. Penelope: I’m really excited to be in Washington, D.C.! I can’t wait to hear about … everything! Anna: I have so much to tell you. Let’s go to my apartment. We can talk over a hot cup of tea. Penelope: I love your apartment building, Anna. Is your rent expensive? Anna: Well, I have a roommate. So, we split the rent. Penelope: Oh, that’s right. Is your roommate nice? Anna: Marsha is the nicest person I know in this city. Sometimes she worries too much. And she says I’m the messiest cook she knows. But we are great roommates. Penelope: So, Anna, is it hard to make friends in D.C.? Anna: At first it was hard. But now, Marsha is a good friend. And there’s Pete. Of all the people I know in D.C., Pete is the most serious and also the silliest. Penelope: He sounds … interesting. Anna: Jonathan and Ashley are two other good friends of mine. In the city, they are the friendliest people I know. They always help me when I need it. Penelope: Your friends sound great! So, tell me about your job. Anna: I love my work! I make a children’s show called the “Time Traveling Treehouse.” Penelope: Anna, that is the best job for you! Do you remember when we were little? We played in that old treehouse behind my family’s house for hours! Anna: I forgot about that! We thought it really time traveled! Penelope, it is really good to talk to you. New friends are good. But old friends are the best. Penelope: I know. Our hometown isn’t the same now. You are not there. Anna: No crying. Why don't you move here and live with me and Marsha? Penelope: Anna, I can’t leave our hometown. You forget -- I love my job, too. Anna: I didn’t forget. You are the most famous turkey farmer I know! Penelope: Thanks, Anna. Anna: Come on. Let’s go eat dinner at one of D.C.’s most famous restaurants. Penelope: Awesome! Anna: That’s the restaurant, Penelope. I’ll be right there. Anna: I have a great apartment. I love my work. And I have awesome friends -- both old and new. I am the luckiest woman in Washington, D.C. (sound of thunder) Anna: Until next time ? Writing Who is the most important person in your life? They can be a family member or a friend. Tell us about them using some superlative adjectives like nicest, silliest, the most _____ and so on. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice using superlative adjectives. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Evaluate. When we think about the good or bad qualities of someone or something, we are evaluating. In this lesson, Anna tells her friend Penelope about her new life and friends in Washington, D.C. She evaluates by using words like best, nicest, friendliest, messiest and silliest. Anna says, "New friends are good. But old friends are the best. " We can also evaluate our English language skills by testing ourselves. You can take the quizzes in these lessons, have a friend listen while you repeat new words and phrases, or record yourself and listen to your own pronunciation. How do you evaluate or check your use of English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ______________________________________________________________ New Words catch up (with) - phrasal verb. to talk to someone you have not seen for some time and find out what they have been doing cry - v. to produce tears from your eyes often while making loud sounds because of pain, sorrow, or other strong emotions expensive - adj. costing a lot of money famous - adj. known or recognized by very many people friendly - adj. acting like a friend friendliest - superlative adj. lucky - adj. having good luck luckiest - superlative adj. messy - adj. not clean or tidy messiest superlative adj. nice - adj. kind, polite, and friendly nicest - superlative adj. rent - n. money that you pay in return for being able to use property and especially to live in an apartment or house that belongs to someone else silly - adj. silliest - superlative adj. playful and funny split - v. to divide (something, such as money or food) among two or more people or things tea - n. a drink that is made by soaking the dried leaves of an Asian plant in hot water train - n. a group of vehicles that travel on a track and are connected to each other and usually to an engine turkey - n. a large American bird that is related to the chicken and that is hunted or raised by people for its meat ______________________________________________________________ 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 superlative adjectives. 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: Superlative Adjectives Topics: Describing people, places, & things; Reporting details; Identifying positive & negative personal qualities Learning Strategy: Evaluating Speaking & Pronunciation Focus: Stressing superlative adjectives ____________________________________________________________ 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-38-shes-my-best-friend/3591967.html

Thursday, 23 May 2019

The 'By-phrase' and the Passive Voice

In a famous scene in the American film Clerks, two of the characters have a disagreement. They debate which “Star Wars” film is the best. "Empire had the better ending. I mean, Luke gets his hand cut off, finds out Vader's his father, Han gets frozen and taken away by Boba Fett. It ends on such a down note. I mean, that's what life is, a series of down endings.” You just heard an example of the passive voice: “Han gets frozen and taken away by Boba Fett.” Today, on Everyday Grammar, we will examine how the passive voice is used in the English language. Specifically, we will look at how English speakers use the “by-passive” or a “by-phrase” to show who did what. First, let’s talk about some definitions. The “by-passive” and the “by-phrase” Passive sentences usually do not say who the agent is. The agent is often a person, but it could also be a group of people or even an organization. In any event, passive sentences generally do not make it clear who is doing an action. Consider this situation. Imagine you leave your bicycle somewhere. You return later to get the bicycle and continue your trip, but you cannot find it. Then someone tells you, “Your bike was stolen.” Here, the identity of the person who stole the bike is unknown. However, sometimes it is important to give the identity of the person, even when using the passive voice. When this is the case, English speakers often use a by-phrase -- the word “by” followed by a noun or noun phrase. We call this the “by-passive.” How would our sentence about the bicycle change if it included a “by-phrase?” Imagine a police officer shows you video camera images of the person stealing your bicycle. The officer might identify the thief by saying the following: “Your bicycle was stolen by an old woman.” Now, you might be asking yourself why English speakers would use the passive voice with a by-phrase instead of the active voice. In our example, the officer could have said, “An old woman stole your bicycle.” The by-passive and active voice have a stylistic difference. But the two sentences have the same basic meaning. There are several reasons why English speakers use the by-passive instead of the active voice. Reason #1 – New vs. Old Information The first reason is that English speakers like to give information in a specific order. English speakers often put “old” information at the beginning of the sentence. The old information relates to people or things that readers or listeners already know about. English speakers like to put “new” information at the end of the sentence. These additional details or facts usually are more important than the “old” information. So, in our example, the “new” or surprising information is that it was an old woman who stole the bicycle. You already knew about the disappearance of the bike when you watched the video. In other words, the bike’s disappearance was “old” information to you. Reason #2 – The Agent Noun Phrase is Long The second main reason that English speakers use the by-passive is because the agent noun phrase is long. Consider this example: “Your bicycle was stolen by an old woman who was wearing a clown costume.” Here, the phrase, “an old woman who was wearing a clown costume,” is somewhat long. English speakers often choose to use the passive voice instead of the active voice when the agent noun phrase is lengthy. If the sentence were in the active voice, it might be something like this: “An old woman who was wearing a clown costume stole your bicycle.” Once again, in this case, the difference between the active voice and passive voice is about style and emphasis. What can you do? We gave you examples of the by-passive in everyday speech and popular culture. But you should know that the by-passive is probably most common in another kind of communication: academic writing. Susan Conrad and Douglas Biber are two experts on the English language. They note that the by-passive is especially common with some verbs. Those verbs are special because they identify a kind of information, not a human agent. Nevertheless, you now have the tools to recognize when an academic writer is using the passive voice. If you read a sentence that starts with “The health of the economy is determined by ________,” you should recognize that you are probably dealing with the passive voice. You can also probably predict that a noun or noun phrase follows the word “by.” Understanding this idea will help you identify the passive voice and give you a better chance of understanding the main idea of a passive sentence. The passive voice is difficult, and you should use it carefully. But looking carefully for clues, such as “by-phrases,” can help you understand when English speakers use it. And that’s Everyday Grammar. This story was read by John Russell. And by Jill Robbins. John Russell wrote it for Learning English. George Grow was the editor. _______________________________________________________________ Words in This Story scene – n. a part of a play, movie or story in which an action or activity takes place character - n. a person who appears in a story, book, play, movie, or television show bicycle – n. a foot-powered vehicle with two wheels stylistic - adj. of or relating to a way of doing things costume - n. the clothes that are worn by someone (such as an actor) who is trying to look like a different person or thing emphasis - n. special importance or attention given to something academic – adj. of or related to a school or studies We want to hear from you. Write to us in the Comments Section.

source https://learningenglish.voanews.com/a/the-by-phrase-and-the-passive-voice/4926701.html

Audio Blog #13 - Valentine’s Day

Learn English with EnglishClass101.com! Ah, sometimes the trials and tribulations of childhood never quite leave us. Don’t we all remember those times in grade school when we discovered some people just didn’t like us? In many places, the angst of Valentine’s Day rituals are the most painfully memorable. The children all brought little stacks of [...]

source https://www.englishclass101.com/lesson/audio-blog-13-valentines-day/

Tuesday, 21 May 2019

English Grammar Made Easy S2 #61 - How Many vs. How Much (question patterns)

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source https://www.englishclass101.com/lesson/english-grammar-made-easy-s2-61-how-many-vs-how-much-question-patterns/

Couch surfing

Looking for a sofa to sleep on? Learn a phrase to describe you actions.

source http://www.bbc.co.uk/programmes/p079tyv9

Monday, 20 May 2019

Lesson 37: Let's Agree to Disagree

Summary In this lesson, Anna meets a new friend. Phil is new to Washington, D.C. and he feels lost in the city. Anna asks him to make the city a friendlier place. Speaking Use this video to earn the new words for this lesson. Then, learn how to give a reason when you say your opinion. Pronunciation Use this video to learn how to pronounce possessive pronouns. Conversation Anna: You know, I am from the country and sometimes I miss it. But I really like life in the city! I love the city. Oh, look. Someone lost a bag. Maybe it's theirs. Excuse me. Is this bag yours? Dr. Jill: No. It's not mine. It might be hers. Anna: Excuse me. Is this bag yours? Sarah: No. It's not mine. It might be his. Anna: Thank you. Hello. Is this bag yours? Phil: Yes, that's mine. These are all my travel things. Thank you, thank you! Anna: Are you okay? You seem ... nervous. Phil: Well, this is my first visit to Washington, D.C. I'm from a small town in the country. I feel a little lost. Anna: I am from the country too! And I understand. When I first came here, I felt lost ... all the time. Phil: So, do you like living in the country or in the city? Anna: I like to live in the city. Phil: Why? Anna: The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there is theater and music. And, there are more jobs. That is why I'm here. Phil: Well, I agree. There is more culture in the city and there might be more jobs. But the country has more nature! It's peaceful and beautiful. There are more trees and mountains. The air is clean. You can go hiking and camping. The city is not beautiful. It's noisy and dirty. Anna: I disagree. I think all the different buildings are beautiful. And I like to watch all the different people. Phil: That's another thing that is different. People in the country are friendly. They always say "hello!" Here, no one says "hello." I think city people are rude. Anna: Well, I agree. Country people are friendly. But I don't think city people are rude. I think they're just busy. Phil: That's a good point. Anna: Look at me. I live in the city and I said "hello" to you. Phil: But you are from the country. Anna: I have an idea. Let's say "hello!" to people -- to many people! Phil: What? Why? Anna: Well, if we say "hello," maybe they will say "hello" to other people ... Hello! Phil: ... and they will say "hello" to more people! That's a great idea! I'm glad you found my bag. Anna: Come on. Let's go say "hello" to people. Anna: We don't have to agree with people. They have their opinions. We have ours. And as we like to say, you can always agree to disagree! Until next time...! Hello! Writing What is the best place to live? Tell us about where you live now or where you want to live. Be sure you give a reason for your opinion. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice sharing opinions. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Personalize. This means connecting new information to our own feelings and experiences. When we are listening in English, we personalize by thinking about how what we hear is like our own experience. When speaking or writing, we can use what we know to communicate. In this lesson, Anna tells Phil why she likes living in the city. She is personalizing by thinking about the things she likes: "The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there is theater and music. And, there are more jobs." Can you find another example in this lesson of someone personalizing and giving a reason for their opinion? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. _____________________________________________________________ New Words agree - v. to have the same opinion dirty - adj. not clean disagree - v. to have a different opinion friendly - adj. acting like a friend or kind and helpful nature - n. the physical world and everything in it that is not made by people noisy - adj. making a lot of loud or unpleasant noise opinion - n. a belief, judgment, or way of thinking about something peaceful - adj. quiet and calm or without noise rude - adj. not polite ______________________________________________________________ Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice giving your opinion and asking others for theirs. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Possessive Pronouns (mine, ours, their, theirs, her/hers, his/his) Topics: Exchanging Opinions; Agreement & disagreement; Comparing things, places, & people Learning Strategy: Personalize Speaking & Pronunciation Focus: Giving a reason for your opinion; Pronouncing possessive pronouns ____________________________________________________________ Now it's your turn. How are you using Let's Learn English? Send us an email, answer the poll or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-37-lets-agree-to-disagree/3574029.html

All About American English — Talk Show #34 - Famous English Quotes

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Extensive Reading in English for Absolute Beginners #15 - The Coral Reef

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source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-15-the-coral-reef/

Saturday, 18 May 2019

Improve English Speaking By Listenin Practice

In this lesson we are going to practice English speaking with the listen and answer method. Now watch below video and you will listen to some sentences. Then we will ask you many questions about the sentences. You must answer every questions outloud. If you need more time, you can use the pause button and […]

source https://www.power-english.net/real-english-conversations/improve-english-speaking.html

Thursday, 16 May 2019

A Simple Sentence with Seven Meanings

In some languages, speakers say each word in a sentence with equal stress. That is true for Japanese, for example. But, as you know, that is not true for English. If you are listening to this program, you just heard me add stress to the word “not” to help make that message clear. When we talk about stress in spoken language, we are talking about saying something louder and holding the sound a little longer. English speakers use two kinds of stress together when they speak: word stress and sentence stress. Word stress is saying one syllable of a word louder and longer than the other syllables. The word “painting,” for instance, has two syllables. The stress is on the first syllable. Sentence stress is saying a word or words in a sentence louder and longer than the other words. On this Everyday Grammar program, I will use a simple sentence to show you what that sounds like and how meaning can change completely when the sentence stress changes. Rachel Smith is an American English pronunciation expert based in Philadelphia, Pennsylvania. Her YouTube channel, Rachel’s English, has become a respected tool for learning about pronunciation. Smith notes that, in English, even when you use the same words, you can get very different meanings. A stress exercise Today, we will do a listening exercise to explore the connection between sentence stress and meaning. I chose a sentence that English language teachers have been using for years. By the end of the program, you will understand its simple genius. It goes like this: I didn’t say he stole the money. Naturally, some words carry a little more stress than others. That is just how English works. But notice that one single word doesn’t grab your attention. Yet, by putting stress on one word each time, we can give the seven-word sentence seven different meanings. So, let’s get started with the exercise. Listen to the sentence again: I didn’t say he stole the money. I think you can identify which word is being stressed. But do you know what the stress means? The speaker stressed the word “I” more than all the other words. But what does she mean? She is trying to say that she is not the person who said the man stole the money. Somebody else said it. Now, listen to what happens when we move the stress to the second word: I didn’t say he stole the money. Here, the speaker’s meaning is, “It is not true that I said he stole the money. You think I said it but I did not.” Now, let’s move the stress to the third word and see how the meaning changes: I didn’t say he stole the money. What does the speaker mean now? It sounds like she wanted to suggest that the man stole the money. But she did not want to directly say it. Alright. Now for the next one. By now you might be able to guess the meaning. Listen here: I didn’t say he stole the money. Here, the speaker is suggesting that someone else stole the money, not the man identified in the sentence. Now, we move to the fifth word in our example. Let’s hear how it sounds: I didn’t say he stole the money. What the speaker is trying to say here is, “Maybe he just borrowed the money. Maybe he didn’t steal it.” Onto the next one, word number six. This one might be a little tricky, so pay attention: I didn’t say he stole the money. In this case, the speaker is suggesting that she is talking about some other money, not the specific money being discussed. And, finally, we have this last example. I didn’t say he stole the money. Here, the speaker is suggesting that the man stole something else. For example, maybe he stole jewelry or some other valuables. Closing thoughts Well, I hope you enjoyed this exercise. At home, you can practice saying the sentence seven times, moving the stress to a different word each time. Some of you may feel strange about putting stress on one specific word. But it is a communication tool that sounds perfectly natural in English when used correctly. As you pay attention to native English speakers, you will notice that we use the tool often. You can find examples on television and in films, for example. Try repeating what the speakers say. Native English speakers often depend on sentence stress to understand what someone else is saying. It can be just as meaningful as word choice. So, improving your sentence stress will help you to express your intended meaning more clearly as you speak. It will also help you to understand English speakers better. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. _______________________________________________________________ Words in This Story stress – n. greater loudness or force given to a word or part of a word in speech syllable – n. any one of the parts into which a word is naturally divided when it is pronounced pronunciation – n. the way in which a word or name is pronounced channel – n. a television, radio or internet station genius – n. a part of something that makes it unusually good or valuable grab – v. to get the attention or interest of someone or something guess – v. to form an opinion or give an answer about something when you do not know much about it specific – adj. special or particular practice – v. to do something again and again in order to become better at it intend – v. to want something to express a particular meaning

source https://learningenglish.voanews.com/a/a-simple-sentence-with-seven-meanings/4916769.html

Learn English in Three Minutes #25 - Using, Like, Filler Words

Learn common English conversation topics with EnglishClass101.com’s English in Three Minutes series! In the US, manners are important, and this step-by-step video teaches you some of the basics you need to be polite while speaking English. A native English teacher will explain the simple phrases necessary. In this lesson, you’ll learn how to use filler words [...]

source https://www.englishclass101.com/lesson/learn-english-in-three-minutes-25-like-yknow-um-filler-words/

A Simple Sentence with Seven Meanings

Being slim: Is it in our genes?

Neil and Dan talk about diets and serve you a tasty helping of vocabulary.

source http://www.bbc.co.uk/programmes/p079djv4

Tuesday, 14 May 2019

How to Learn English with our FREE Innovative Language 101 App!

source https://traffic.libsyn.com/innovative/eng_app_ad_vo_ILL_360p.mp4

English Grammar Made Easy S2 #60 - 1st, 2nd, 3rd POV

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source https://www.englishclass101.com/lesson/english-grammar-made-easy-s2-60-1st-2nd-3rd-pov/

Like riding a bike

Learn an English expression about skills we never forget.

source http://www.bbc.co.uk/programmes/p0794jnj

Sunday, 12 May 2019

Lesson 36: I Can Fix This!

Summary Anna bought the wrong foods for the dinner she and Marsha planned for some friends. They are coming in thirty minutes. What will Anna make with the unusual ingredients she bought? Speaking Use this video to practice saying the new words and learn some prepositions of location: in, on, under, and inside. Pronunciation Use this video to learn how to change your intonation when saying compound nouns like pancake mix, shopping list, and peanut butter. Conversation Anna: Last time on Let’s Learn English, Marsha and I invited friends to a dinner party but I shopped with the wrong list. Guests are coming soon. Marsha is worried but I have a plan. Let’s see what it is. Anna: I just need a couple of ingredients. Marsha, please hand me the flour. Marsha: Anna, where is the flour? It's not in the cabinets. Anna: I put the flour inside the refrigerator. Marsha: Why? Anna: It’s cold and dry in the refrigerator. See, it says: “Put in a cold, dry place.” Okay, now, Marsha, please hand me the eggs. Marsha: Anna, where are the eggs? Anna: The eggs are inside the cabinet under the sink. Marsha: Anna, why are the eggs in here? Anna: On the farm, we always put the eggs there. How else can the chickens see them? Okay. You clean the living room. I will make dinner. Marsha: What are you going to make with these ingredients? Anna: I have a plan. Marsha: Okay, the apartment is clean. The kitchen is not. What are you cooking? Anna: I made my favorite recipe: peanut-butter-banana pancakes! Marsha: You made breakfast. Anna: Yes! I call it let’s-eat-breakfast-for-dinner dinner! Marsha: Anna! Mmm! Hey, this tastes good! Anna, you made it work! Anna: That’s our guests! Marsha: I’ll answer the door. Anna: I’ll finish here. Anna: Like I said, sometimes Marsha worries too much. When something goes wrong with your plan, just change the plan! Till next time! Writing What is your favorite recipe? Is it an easy food to cook? Tell us about it. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about locations in the kitchen. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Substitute. That means using one thing instead of another. In using English, if you can't think of a word, you can use a phrase that means the same thing. Let's say you cannot remember the word "huge." You can say "very, very big" instead and communicate the same meaning. Or, you can use a gesture with your arms out to your side. Gestures are another way to substitute when communicating in your second language. In this lesson, after Anna makes pancakes for dinner, she says, "Yes! I call it let’s-eat-breakfast-for-dinner dinner!" She substitutes a breakfast food for a dinner food. Marsha agrees with Anna's substitution. She says, "Anna, you made it work! How about you? Do you ever substitute in speaking English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ______________________________________________________________ New Words breakfast - n. the first meal of the day cabinet - n. a piece of furniture that is used for storing things and usually has doors and shelves dry - adj. having no or very little water or liquid egg - n. a hard-shelled oval thing from which a young bird is born flour - n. powder made from a grain (especially wheat) that is used in cooking for making bread or cakes inside - p. in or into the inner part of (something or someone) recipe - n. a set of instructions for making food refrigerator - n. a device or room that is used to keep things (such as food and drinks) cold sink - n. a wide bowl that has a faucet for water and a drain at the bottom and is usually positioned in a counter taste - v. to have a particular flavor under - p. in or to a lower place than (something) ______________________________________________________________ Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about locations in the kitchen. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus: Prepositions of location Topics: Asking the location of items; Names of locations in the kitchen Learning Strategy: Substitute Speaking & Pronunciation Focus: Intonation patterns of compound nouns ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-36-i-can-fix-this/3568962.html

Thursday, 9 May 2019

Science Fiction and the Passive Voice

The Terminator movies, featuring actor Arnold Schwarzenegger, have been some of the most popular films ever made. They tell the story of a resistance leader and the robots sent from the future to kill him. They can also offer a lesson about English grammar. Listen to this line from “Terminator 2: Judgment Day.” “The first Terminator was programmed to strike at me in the year 1984, before John was born. It failed.” Today, we are going to examine that statement as an example of the passive voice. We will also show you how you can use direct and indirect objects with the passive voice. First, let’s talk about some definitions. What is the passive? English speakers use the passive voice for two main reasons. First, they might not know who did an action. Second, they might not think telling who did an action is important. At the beginning of this report, you heard the following line in the passive voice. “The first Terminator was programmed to strike at me in the year 1984, before John was born.It failed.” Why did the speaker use the passive voice? Because the person doing the action was unknown. In other words, no one knows the person (or machine) who programmed the Terminator. In addition, that information might not be important. What is important is that the Terminator is now on a mission! If the statement were in the active voice, it would be: Someone programmed the first Terminator to strike at me in the year 1984, before John was born. Direct and indirect objects Betty Azar, a grammar expert, notes that English speakers generally use only transitive verbs, or verbs followed by an object, in the passive voice. English speakers do not generally use intransitive verbs, verbs that do not take an object, in the passive voice. What are objects, you might ask? In grammar, we talk about direct objects and indirect objects. The direct object receives the verb’s action. The indirect object identifies the person who received the action. Here is an example using James Cameron, who directed the first Terminator movie. You could say, “The Academy of Science Fiction, Fantasy, and Horror Films gave James Cameron an award.” That sentence is in the active voice. “The Academy of Science Fiction, Fantasy, and Horror Films” is the subject, and “gave” is the verb. The direct object is “an award,” and the indirect object is “James Cameron.” But let’s say you do not know who gave James Cameron the award. How could you use the passive voice to change the sentence? Here are two options. You could make the direct object the subject and say, “An award was given to James Cameron.” Or, you could make the indirect object the subject and say, “James Cameron was given an award.” In other words, either the direct object or indirect object can take the subject position in a passive voice sentence. Here is another example, using the statement you heard at the beginning of the report. In the active voice, it might sound something like this: “Someone gave the Terminator an order.” “An order” is the direct object and “the Terminator” is the indirect object. In the passive voice, the indirect object can come first, as in, “The Terminator was given an order.” Or, the indirect object can come second, as in, “The order was given to the Terminator.” Closing thoughts Today, we explored the passive voice and both direct and indirect objects. We showed you that both kinds of objects could be the subject in a passive sentence. The next time you are watching films or reading, try to find examples of the passive voice. Ask yourself if the examples you find fit into the patterns we talked about today. Try to identify the direct and indirect objects. Be sure to record what you find and make note of questions that you have. With time and practice, you will soon be able to identify the passive voice with ease. A word of caution, however. You should be careful about using the passive voice in your own writing and speaking. While the passive voice is useful, English speakers often prefer reading and listening to sentences in the active voice. English speakers consider active voice sentences to be clearer. The passive voice is like a sharp kitchen knife: it is a very useful tool, but one that should be used with great care. And that’s Everyday Grammar. I’m Jill Robbins. And I’m John Russell. John Russell wrote this story for Learning English. Kelly Jean Kelly was the editor. _____________________________________________________________ Words in This Story feature – n. to have or include (someone or something) as an important part resistance – n. a secret organization that fights against enemy forces who have gained control of a region, country, etc. program – v. to give (a computer) a set of instructions to perform a particular action : to create a program for (a computer) pattern – n. something that happens in a regular and repeated way We want to hear from you. Write to us in the Comments Section.

source https://learningenglish.voanews.com/a/science-fiction-and-the-passive-voice/4910484.html

Can we trust a smart speaker?

These devices listen to our every command. But when does 'listening' become 'spying'?

source http://www.bbc.co.uk/programmes/p078r919

English Grammar Made Easy #12 - The Differences between “Say,” “Tell,” and “Speak”

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source https://www.englishclass101.com/lesson/english-grammar-made-easy-12-the-differences-between-say-tell-and-speak/

Tuesday, 7 May 2019

English Grammar Made Easy S2 #59 - Common Homophones

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source https://www.englishclass101.com/lesson/english-grammar-made-easy-s2-59-common-homophones/

On fire

Can you be on fire without any flames?

source http://www.bbc.co.uk/programmes/p078j101

Monday, 6 May 2019

Extensive Reading in English for Absolute Beginners #14 - The Ocean

Lesson Audio Download MP3 Dialog Download MP3

source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-absolute-beginners-14-the-ocean/

Sunday, 5 May 2019

Lesson 35: Let’s Make Dinner!

Summary In this lesson, Anna and Marsha are planning a dinner party. But Anna comes home from the store with some unusual foods for dinner. Speaking In this video, learn about using measure words, like "jar of" and "bag of." Pronunciation Use this video to learn about the reduced pronunciation of the word "of" before measure words. Conversation Anna: Hi there! Washington, D.C. has many fun places to eat. But, sometimes it's more fun to cook. In fact, tonight Marsha and I are cooking for friends. Well, she is cooking. I am doing the shopping. (phone rings) It’s Marsha. Hi, Marsha. Marsha: Hi, Anna. Do you have the shopping list? Anna: Yes, I told you: I have the shopping list. Can you hear it? Marsha: Okay, good. I hear the list. Anna, please buy all the ingredients on the list. Anna: Yes, Marsha, I will. Marsha: And do not spend too much time shopping. Anna: No, Marsha, I won’t. See you later. Anna: Sometimes, Marsha worries too much. I love shopping! And, I did not spend too much money. Oh, no! But I did spend too much time! I have to return home now! Marsha: Anna, what took you so long? Our guests will be here soon! Anna: Don’t worry, Marsha. I bought everything on the list. Marsha: Let me see. You bought a bunch of bananas, a box of pancake mix, a bag of coffee … Anna, this is all wrong! Anna: What do you mean wrong? I bought a jar of peanut butter and a loaf of bread … no, wait … two loaves of bread. Marsha: Anna, these are the wrong ingredients! Anna: These ingredients are all on the list! I took this list from the counter. Marsha: Anna, this is the shopping list for breakfast. I said, take the shopping list - on the refrigerator - for dinner! Anna: Marsha, there was no shopping list - on the refrigerator - for dinner! Marsha: Oh no! It’s on the floor!! Anna/Marsha: Ahh!!! Ahh!!! Marsha: What are we going to do? Anna: When do our guests arrive? Marsha: They arrive in 30 minutes! Anna: I can fix this. Do you trust me? Marsha: Do I have to? Anna: Yes. (The story continues next week) Writing Do you like shopping for food? What do you like to make for a dinner with guests? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about foods and measure words. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Cooperate. When we work together to meet a goal we are cooperating. In this lesson, Anna and Marsha are planning a dinner party. They cooperate to share the work. Anna says, "In fact, tonight Marsha and I are cooking for friends. Well, she is cooking. I am doing the shopping." We can also cooperate by practicing English language skills with a friend or classmate. How do you use this cooperating strategy in your study of English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ______________________________________________________________ New Words banana - n. a long curved fruit with a thick peel that is yellow when it is ripe bought - v. past tense of buy: to get (something) by paying money for it box - n. a container that is made of a hard material (such as wood, metal, or cardboard) and that usually has four straight sides bread - n. a baked food made from a mixture of flour and water bunch - n. a group of things of the same kind that are held or tied together or that grow together counter - n. a long, flat surface on which food is prepared in a kitchen floor - n. the part of a room on which you stand ingredient - n. one of the things that are used to make a food or product jar - n. a glass container that has a wide opening and usually a lid loaf - n. an amount of bread that has been baked in a long, round, or square shape (plural: loaves) mix - n. a dry mixture of ingredients that is sold in one package and used for making something (such as a type of food) pancake - n. a thin, flat, round cake that is made by cooking batter on both sides in a frying pan or on a hot surface peanut butter - n. a creamy food made from peanuts shopping list - n. a list of things to be bought at a shop or store told - v. past tense of tell: to give information to (someone) by speaking or writing trust - v. to believe that someone or something is reliable, good, honest, or effective ______________________________________________________________ Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice talking about foods and measure words. For Teachers See the Lesson Plan for this lesson for ideas and more teaching resources.Send us an email if you have comments on this course or questions. Grammar focus: Partitives (measure words); Count/Non-count Nouns (review) Topics: Giving reasons for concern Learning Strategy: Cooperate Speaking & Pronunciation Focus: Reduced “of” before consonants and vowels (in partitives) ____________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

source https://learningenglish.voanews.com/a/lets-learn-english-lesson-35-lets-make-dinner/3571922.html

Saturday, 4 May 2019

English Easy Practice Course Review

English easy practice course just as the name suggests is a way to learn the English language easily and fast, they offer a number of courses from the basic level …

source https://www.gr8english.com/real-english-lessons/english-easy-practice-course-review.html

Thursday, 2 May 2019

Short Form Yes, No Questions

Hello! Do you have a minute? …because I want to tell you something about yes/no questions. As you may know, a yes/no question is a question in which the expected answer is either “yes” or “no.” I just used one such question when I asked, “Do you have a minute?” But in the real world, native English speakers might not always form questions fully when they speak to you. Instead, they might say something like, “You have a minute?” or even “Got a minute?” Short questions like these are common in informal situations, especially in spoken English. For example, “Got a Minute?” has been used as a name for website columns and radio shows on issues from health to career choices to saving money. In addition, “Got a Minute” was the name of a word game in the 1970s. We see and hear shortened questions everywhere – such as in music, movies and advertisements. A well-known example is the “Got Milk?” advertising campaign, which was launched in the 1990s and ran for 20 years. In the ad, famous actors, fashion models and musicians promoted the drinking of milk. Today, I will show you how to shorten yes/no questions. Ready? Good -- because you just heard another example. And it was probably easy to guess the meaning is: Are you ready? Forming yes/no questions On an earlier program, we talked about how to form standard yes/no questions. Knowing this first will help you understand how to shorten them. So here’s a quick refresher: We form most yes/no questions this way: Auxiliary Verb + Subject + Main Verb For example: Do you have a minute? Here, the word “do” is the auxiliary verb, followed by the subject “you” and the main verb “have.” Auxiliary verbs are often called “helping verbs.” We use them with main verbs to do things like help form questions and verb tenses. Most standard yes/no questions begin with “do,” “be” or “have.” But in other yes/no questions, “be” is the main verb and there is no auxiliary. We form them like this: Be + Subject For example: Are you ready? Here, “be” is the main verb, followed by the subject “you.” When we shorten yes/no questions, we usually do it in one of two ways: drop the auxiliary / be (or) drop the auxiliary / be and the subject. Drop Auxiliary Let’s first talk about dropping the auxiliary verb. In informal situations, it is often unnecessary to use the auxiliary verbs “do,” “be” or “have” at the start of yes/no questions. Listen to this example: We’ve been walking for an hour. Oh. You getting tired? Yes, and my feet hurt. Here, the auxiliary “be” was dropped from the start of the question “You getting tired?” The standard question would be “Are you getting tired?” Here is another example: The internet is not working. The cable company call yet? A crew is supposed to be here by 3 this afternoon. No, I haven’t heard the phone. Here, the auxiliary verb “do” was dropped from the start of the question, “The cable company call yet?” The standard question would be, “Did the cable company call yet?” Drop Auxiliary & Subject We can make even shorter yes/no questions by dropping both the auxiliary verb and the subject. However, we can only drop the subject when the subject is “you.” Listen to another version of the earlier conversation, this time without the auxiliary verb or subject “you”: We’ve been walking for an hour. Oh. Getting tired? Yes, and my feet hurt. Let me now return to something I talked about at the start of the program. You remember the questions “Got milk?” and “Got a minute?” They both start yes/no questions with the word “Got.” Such questions come from this standard form: Do + you + have... To shorten questions that begin with the words “Do you have…?” we often drop the auxiliary verb “do” and the subject “you.” But we take a third step: We change the main verb “have” to “got.” So, you get questions like, “Got a pen?,” Got the time?” and the ones you heard earlier: “Got a minute?” “Got Milk?” Drop Be OK, let’s now move to the verb “be.” Earlier, I told you that sometimes “be” in yes/no questions acts as the main verb, not an auxiliary. In questions where the main verb is “be” and it is present tense, we can often drop the “be” verb. In this next exchange, the main verb “be” has been dropped from the question: My presentation is tomorrow. You nervous? No, I feel great! Again, the main verb “be” was dropped. The standard question would be, “Are you nervous?” Drop Be & Subject And, finally, we will look at the shortest possible form: one-word yes/no questions. We usually make them from a specific three-word structure: Are + you + adjective Two examples are the questions “Are you ready?” and “Are you nervous?” To shorten questions like these, we drop “be” and the subject “you.” Here’s the last exchange again, this time with both “be” and the subject “you” dropped: My presentation is tomorrow. Nervous? No, I feel great! Final thoughts By now, you might be wondering: What if the yes/no question begins with another auxiliary verb, like “will” or “would,” or a modal auxiliary, like “should” or “might”? These verbs express tenses or meanings that are lost when they are removed. So avoid shortening such questions. Well, it looks like I needed more than a minute of your time. Got another minute? If so, try the practice on our website: learningenglish.voanews.com! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. George Grow was the editor. _____________________________________________________________ Practice Now, you try it! Give the full standard question form for these shortened yes/no questions: Need more time? Going to class now? Got any ideas? You been there before? Hungry? Want to come with us? Next, shorten these standard yes/no questions by dropping the auxiliary or the verb “be.” For some, you can also drop the subject. Have you ever been to D.C.? Are you coming with us? Does she speak Spanish? Did you see the movie? Are you finished? Has the class ended yet? _____________________________________________________________ Words in This Story informal – adj. not suited for serious or official speech and writing column – n. an article that appears regularly and that is written by a specific writer or deals with a specific subject promote – v. to make people aware of something, such as a new product, through advertising guess – v. to give an answer about something when you do not know much or anything about it standard – adj. accepted and used by most of the educated speakers and writers of a language tense – n. a form of a verb that is used to show when an action happened conversation – n. an informal talk involving two people or a small group of people cable – n. the wiring system that provides internet access, phone services and television channels specific – adj. special or particular modal – n. a verb that is usually used with another verb to express possibility, necessity, and permission

source https://learningenglish.voanews.com/a/short-form-yes-no-questions/4898081.html

English Vocab Builder #13 - Weather

Learn English with EnglishClass101.com! Our English vocabulary lists are listener favorites, and now we’ve made it even better! In each lesson, you’ll hear the English words and phrases from the English vocabulary lists. Join us for English Vocab Builder! In this lesson, you’ll learn words and phrases about the Weather. Click [...]

source https://www.englishclass101.com/lesson/english-vocab-builder-13-weather/

Evolution and anxiety

Has anxiety been good for humans?

source http://www.bbc.co.uk/programmes/p0782sq2