Lesson Video Download Video
source https://www.englishclass101.com/lesson/english-grammar-made-easy-s2-71-answer-vs-reply-vs-respond/
Tuesday, 30 July 2019
Must-Know American English Social Media Phrases #3 - Watching Sports
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-social-media-phrases-3-watching-sports/
source https://www.englishclass101.com/lesson/mustknow-american-english-social-media-phrases-3-watching-sports/
Monday, 29 July 2019
Make Your Own Conditionals- Discussion Questions
New Entry: 'Make Your Own Conditionals- Discussion Questions' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-make-your-own-conditionals-discussion-questions/
Lesson 46: May I Borrow That?
Summary Anna finds out it's Marsha's birthday. She wants to give her a present. But she does not have much money. What will she do? Speaking In this video, learn how to say the new words. Then learn how to talk about borrowing or lending. Pronunciation Use this video to practice the pronunciation of words that end with an "r" sound in American English. Conversation Anna: Have a nice day at work Marsha! Marsha: You too, Anna. Oh, wait. Do you have pen and paper I can borrow? Anna: Of course. Marsha: We are meeting at this restaurant tonight. Anna: What is happening tonight? Marsha: Today is my birthday. We are celebrating at 7pm tonight. Did you forget? Anna: Sorry, Marsha! I gotta go! See you later! Marsha: Don't forget! Tonight … 7pm! Anna: I forgot Marsha’s birthday! And I don’t get my paycheck until next week. I know. I'll make her a gift. I’ll just have to borrow a couple of things. Anna: Amelia, may I borrow your stapler? Amelia: Sure. I can lend you my stapler, Anna. But please return it. It’s my favorite stapler. Anna: You can trust me. I understand. One time, I loaned my stapler to the wrong person. Anna: Thanks, Amelia. Amelia: Don’t mention it. Bye, stapler! Anna: Jonathan! Can I borrow your scissors? Jonathan: Oh! Hi, Anna! What’re you doing? Anna: Can I borrow your scissors? Sorry to bother you. Jonathan: Yes, I can lend them to you, but you must return them. These scissors -- they are the sharpest scissors in the office. Watch. Anna: Wow, those are sharp. I will be very careful. Jonathan: Okay. Anna: And I’ll bring them back tomorrow. Jonathan: Good. Anna: Thank you. Jonathan: You're welcome. Anna: Happy Birthday, Marsha! (gives Marsha a gift) Marsha: Thanks, Anna! I love birthday gifts! Anna, it is … interesting. What is it? Anna: Well, I know you love hats. And you need office supplies. So, this is your own office supply hat! Marsha: Wow! That is a lot of office supplies! Anna: Many people loaned or shared their supplies with me. Some people really love their office supplies. It has paper, pens, tape, erasers, rubber bands, binder clips, paper clips, and a light! Marsha: What is the balloon for? Anna: The balloon will help your friends find you. Let’s try it! You get a seat in the restaurant - I will find you! Anna: Sometimes all the money in the world can’t buy the perfect gift. Until next time! Writing In this lesson, Anna makes a gift for her friend Marsha. Did you ever make a gift for a friend or a family member? What was it? How did you make 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 borrowing and lending office supplies. You can now fill in the activity sheet on the computer! Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Act it Out. When we act out something, using our body instead of using words, we are finding another way to communicate our meaning. That helps when we do not know a word, or when it is too loud to talk. We can also use this strategy to build stronger memories of the things we are learning. In this lesson, Anna wants to ask Jonathan if she can borrow his scissors. But he is listening to loud music, so she acts out using scissors. He understands that she wants to use his scissors easily before he hears her question. Do you ever act out the new words you are learning in English? Try it with the new words for office supplies in this lesson. Say each word and make an action with your hands as if you are holding or using that thing. Does it help you learn the new words? 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 borrow - v. to take and use (something that belongs to someone else) for a period of time before returning it bring back - phrasal verb. to return with (something or someone) celebrate - v. to do something special or enjoyable for an important event, occasion or holiday gift - n. something that is given to another person lend - v. to give (something) to (someone) to be used for a period of time and then returned loan - v. to give (something) to (someone) for a period of time mention - v. to talk or write about something or someone in a brief way don't mention it -used to answer someone who has just thanked you for something paycheck - n. the money that you regularly earn sharp - adj. having a thin edge that is able to cut things supplies - n. [plural] : things (such as food, equipment, fuel, and so on) that are needed for a particular purpose Office Supplies ______________________________________________________ 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 borrowing and lending things. For Teachers Grammar: Verbs lend, borrow, and loan Topics: Asking for permission Learning Strategy: Act It Out Pronunciation: Words that end in "r" in American English 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. ____________________________________________________________ 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-46-may-i-borrow-that/3723588.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-46-may-i-borrow-that/3723588.html
Sunday, 28 July 2019
English Vocab Builder #169 - Bank
Lesson Audio Download MP3
source https://www.englishclass101.com/lesson/english-vocab-builder-169-bank/
source https://www.englishclass101.com/lesson/english-vocab-builder-169-bank/
I saw it ____ the TV news.
New Entry: 'I saw it ____ the TV news.' has just been added to the Language Polls area of UsingEnglish.com.
source https://www.usingenglish.com/poll/1220.html
Saturday, 27 July 2019
English Kids’ Songs: Easy Videos for Beginners #26 - Red Rat Ran
Learn English with EnglishClass101.com! This series is an easy way to improve your child’s English level and discover new music at the same time. Learn the song’s key words and phrases, then add it to your playlist to master it 100%. By listening over and over, your kids will [...]
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-26-red-rat-ran/
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-26-red-rat-ran/
Friday, 26 July 2019
Thursday, 25 July 2019
Using Past Forms to Describe Present, Future
Imagine that your cousin wants to ask his longtime girlfriend to marry him. And he needs you to help him find the right wedding ring. So, he takes you along to the ring shop. At the shop, an employee asks your cousin this: Were you looking for any style in particular, sir? But wait – why did the speaker use a past verb form to talk about something that is happening now? Why not say, “Are you looking…?” The answer is that past forms do not always have a past meaning. In some situations, we use past tenses to describe the present, or even the future. Today, we will explore a few of those situations: expressing urgency; showing uncertainty about plans; making polite requests; and presenting unreal possibilities. To express urgency The first one we’ll talk about is expressing urgency. Picture yourself being on a trip with family. You are in one city and will travel by bus to another. It’s important for your group to get to the bus station on time – and your bus leaves in an hour! Which of these examples sounds more urgent? The bus will be there at 12. It’s time to leave. The bus will be there at 12. It’s time we left. Right! The second sounds more urgent. The first example just means, “We should leave now.” But the second makes leaving sound more serious. It expresses the idea: “We really should have already left by now.” We also use the phrase “It’s time…” to say that non-urgent things should have happened already. Here’s an example: All of my shoes are old! It’s time I bought a new pair. The speaker uses the past tense “bought” to express something that needs to happen in the near future. For undecided plans Next, let’s talk about undecided plans. There are a few ways to say you have not yet decided what you want to do. For example, you can use modal verbs like “may,” as in “I may drive to the beach this weekend.” Another way to express uncertainty about plans is to use a past tense verb. Which of these examples sounds more uncertain? I'm thinking of driving to the beach this weekend. I was thinking of driving to the beach this weekend. Both examples show uncertainty, but the past continuous shows more uncertainty. The speaker used “was thinking” to show that she has not made up her mind. Maybe she won’t even go to the beach at all! Use of the past continuous is common in expressing that plans are indefinite, especially when you use them with the verbs “think” and “consider.” To be polite Next, I was wondering if we could talk about being polite. In English, polite language is less direct than casual language. So, in polite questions and requests, we often use past verb forms, including the past continuous. Suppose you had trouble with your computer and dropped it off for repairs. A few days later, you call the repair shop to find out if it’s ready. Which of these do you think sounds more polite? Hi, is my computer ready yet? Hi, I was wondering if my computer was ready yet. Exactly – the second is far more polite. The first sentence is too direct and could be taken as rude in some instances. Note that, in writing, sentences about someone “wondering” something end with a period, not a question mark. Here’s another example to consider. Which sounds more polite? Are you free Tuesday? We hope you can watch the baby. Are you free Tuesday? We were hoping you could watch the baby. Again, the second sounds more polite with “were hoping” – the past continuous. In the first, use of the simple present “hope” sounds as if the speaker assumes the answer will be yes. For unreal situations And now onto unreal situations. In English, there are a lot of ways to express hypotheticals. And, when the situation presented is unreal or unlikely, we use a past tense to express distance from reality. We do this, for example, in some conditionals and with statements about wishes. For instance, we would say: “I wish I had a million dollars” not “I wish I have a million dollars.” Another way to present a hypothetical is with the verb “suppose.” This verb has two main uses: making suggestions and expressing possibility. When we present unreal or less certain possibilities with “suppose,” we use a past verb form. In fact, I did so a few minutes ago. Listen to two examples. Which sounds less realistic? You’ll recognize one of them: Suppose you have trouble with your computer and drop it off for repairs. Suppose you had trouble with your computer and dropped it off it for repairs. The second example sounds less likely, as it should; it is only an imaginary situation. The phrase “what if” has the same meaning as “suppose” and is used in the same way, for example: What if you had trouble with your computer and dropped it off for repairs. Well, it’s time I said goodbye. When you get a chance, I was wondering if you could try out the grammar exercise. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Kelly Jean Kelly was the editor. *Some British English speakers use a past tense verb with “suppose” for making suggestions, as in, “Suppose we met for lunch today.” ______________________________________________________________ Practice Practice the grammar you learned today! Change each of the examples below to a past verb form to make it more polite, more urgent, less definite, or more unlikely. Example: Can you take me to the doctor? (make polite) Answer: I was wondering if you could take me to the doctor. I might do some gardening on Sunday. (make less definite) Is your report finished? (make polite) It’s very late! It’s time to go to bed. (make more urgent) Suppose you are a famous athlete. (make unlikely) I hope you can help me move next week. (make polite) _____________________________________________________________ Words in This Story tense – n. a form of a verb that is used to show when an action happened phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence uncertainty – n. he quality or state of being doubtful or unknown casual – adj. suited for ordinary use when you are relaxing; not suited for serious or official speech and writing drop off – phrasal verb. to take something or a someone to a place and then leave rude – adj. not having or showing concern or respect for the rights and feelings of other people assume – v. to think that something is true or probably true without knowing that it is true hypothetical – n. not real: imagined as an example
source https://learningenglish.voanews.com/a/using-past-forms-to-describe-present-future/5010896.html
source https://learningenglish.voanews.com/a/using-past-forms-to-describe-present-future/5010896.html
Using Past Forms to Describe Present, Future
Imagine that your cousin wants to ask his longtime girlfriend to marry him. And he needs you to help him find the right wedding ring. So, he takes you along to the ring shop. At the shop, an employee asks your cousin this: Were you looking for any style in particular, sir? But wait – why did the speaker use a past verb form to talk about something that is happening now? Why not say, “Are you looking…?” The answer is that past forms do not always have a past meaning. In some situations, we use past tenses to describe the present, or even the future. Today, we will explore a few of those situations: expressing urgency; showing uncertainty about plans; making polite requests; and presenting unreal possibilities. To express urgency The first one we’ll talk about is expressing urgency. Picture yourself being on a trip with family. You are in one city and will travel by bus to another. It’s important for your group to get to the bus station on time – and your bus leaves in an hour! Which of these examples sounds more urgent? The bus will be there at 12. It’s time to leave. The bus will be there at 12. It’s time we left. Right! The second sounds more urgent. The first example just means, “We should leave now.” But the second makes leaving sound more serious. It expresses the idea: “We really should have already left by now.” We also use the phrase “It’s time…” to say that non-urgent things should have happened already. Here’s an example: All of my shoes are old! It’s time I bought a new pair. The speaker uses the past tense “bought” to express something that needs to happen in the near future. For undecided plans Next, let’s talk about undecided plans. There are a few ways to say you have not yet decided what you want to do. For example, you can use modal verbs like “may,” as in “I may drive to the beach this weekend.” Another way to express uncertainty about plans is to use a past tense verb. Which of these examples sounds more uncertain? I'm thinking of driving to the beach this weekend. I was thinking of driving to the beach this weekend. Both examples show uncertainty, but the past continuous shows more uncertainty. The speaker used “was thinking” to show that she has not made up her mind. Maybe she won’t even go to the beach at all! Use of the past continuous is common in expressing that plans are indefinite, especially when you use them with the verbs “think” and “consider.” To be polite Next, I was wondering if we could talk about being polite. In English, polite language is less direct than casual language. So, in polite questions and requests, we often use past verb forms, including the past continuous. Suppose you had trouble with your computer and dropped it off for repairs. A few days later, you call the repair shop to find out if it’s ready. Which of these do you think sounds more polite? Hi, is my computer ready yet? Hi, I was wondering if my computer was ready yet. Exactly – the second is far more polite. The first sentence is too direct and could be taken as rude in some instances. Note that, in writing, sentences about someone “wondering” something end with a period, not a question mark. Here’s another example to consider. Which sounds more polite? Are you free Tuesday? We hope you can watch the baby. Are you free Tuesday? We were hoping you could watch the baby. Again, the second sounds more polite with “were hoping” – the past continuous. In the first, use of the simple present “hope” sounds as if the speaker assumes the answer will be yes. For unreal situations And now onto unreal situations. In English, there are a lot of ways to express hypotheticals. And, when the situation presented is unreal or unlikely, we use a past tense to express distance from reality. We do this, for example, in some conditionals and with statements about wishes. For instance, we would say: “I wish I had a million dollars” not “I wish I have a million dollars.” Another way to present a hypothetical is with the verb “suppose.” This verb has two main uses: making suggestions and expressing possibility. When we present unreal or less certain possibilities with “suppose,” we use a past verb form. In fact, I did so a few minutes ago. Listen to two examples. Which sounds less realistic? You’ll recognize one of them: Suppose you have trouble with your computer and drop it off for repairs. Suppose you had trouble with your computer and dropped it off it for repairs. The second example sounds less likely, as it should; it is only an imaginary situation. The phrase “what if” has the same meaning as “suppose” and is used in the same way, for example: What if you had trouble with your computer and dropped it off for repairs. Well, it’s time I said goodbye. When you get a chance, I was wondering if you could try out the grammar exercise. I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Kelly Jean Kelly was the editor. *Some British English speakers use a past tense verb with “suppose” for making suggestions, as in, “Suppose we met for lunch today.” ______________________________________________________________ Practice Practice the grammar you learned today! Change each of the examples below to a past verb form to make it more polite, more urgent, less definite, or more unlikely. Example: Can you take me to the doctor? (make polite) Answer: I was wondering if you could take me to the doctor. I might do some gardening on Sunday. (make less definite) Is your report finished? (make polite) It’s very late! It’s time to go to bed. (make more urgent) Suppose you are a famous athlete. (make unlikely) I hope you can help me move next week. (make polite) _____________________________________________________________ Words in This Story tense – n. a form of a verb that is used to show when an action happened phrase – n. a group of two or more words that express a single idea but do not usually form a complete sentence uncertainty – n. he quality or state of being doubtful or unknown casual – adj. suited for ordinary use when you are relaxing; not suited for serious or official speech and writing drop off – phrasal verb. to take something or a someone to a place and then leave rude – adj. not having or showing concern or respect for the rights and feelings of other people assume – v. to think that something is true or probably true without knowing that it is true hypothetical – n. not real: imagined as an example
source https://learningenglish.voanews.com/a/using-past-forms-to-describe-present-future/5010896.html
source https://learningenglish.voanews.com/a/using-past-forms-to-describe-present-future/5010896.html
Candyflip
New Entry: 'Candyflip' 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?entry_id=27348
CK1
New Entry: 'CK1' 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?entry_id=27349
Are you at risk from online fraud?
Have you fallen for a scam? Sam and Rob discuss and teach you fraud-related vocabulary.
source http://www.bbc.co.uk/programmes/p07hmc12
source http://www.bbc.co.uk/programmes/p07hmc12
Are you at risk from online fraud?
Sam and Rob discuss criminal methods, hear from anti-fraud experts and teach vocabulary.
source http://www.bbc.co.uk/programmes/p07hskvk
source http://www.bbc.co.uk/programmes/p07hskvk
Wednesday, 24 July 2019
Word Formation- List Dictation Game
New Entry: 'Word Formation- List Dictation Game' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-word-formation-list-dictation-game/
Tuesday, 23 July 2019
English Grammar Made Easy S2 #70 - Common Idioms
Lesson Video Download Video
source https://www.englishclass101.com/lesson/english-grammar-made-easy-s2-70-common-idioms/
source https://www.englishclass101.com/lesson/english-grammar-made-easy-s2-70-common-idioms/
Milk it
A phrase about taking advantage of a situation to gain sympathy or respect
source http://www.bbc.co.uk/programmes/p07hlmdn
source http://www.bbc.co.uk/programmes/p07hlmdn
Monday, 22 July 2019
Lesson 45: This Land is Your Land
Summary Anna and Marsha are going on a road trip! Follow them across the United States as they see the sights. Will they still be friends when they finish the trip? Speaking In this video, learn how to say the new words. Then learn about using the future continuous verb tense to talk about planned events. Pronunciation Use this video to learn about the reduced form of "will" in the future continuous tense. Conversation Anna: You know I love Washington, D.C. But I want to see more of the United States. My roommate Marsha and I will be on vacation at the same time. So, we are going on a road trip together! Hi, Marsha! Marsha: Hi! Anna: I packed my bags and I am ready to go! Marsha: Did you make a list of all the places you want to see? Anna: I did. I want to see New York City and the Statue of Liberty! Marsha: And I want to see Mount Rushmore! Anna: (Anna writes) Mount Rushmore. Marsha: And don’t forget the Grand Canyon! Anna: (Anna writes) Let’s not forget California’s redwood forest! There are so many places to see! Marsha: We will be driving for a long time. So, we might get bored. Anna: Bored? No way! We can talk. Marsha: Or not talk. Anna: We can play word games. We can sing! You know, our trip is like that famous American song. (sings) "This land is your land, This land is my land …"* Marsha: (sings) "…from California to the New York island ..." BOTH: “... to the redwood forest to the Gulf stream waters ... this land was made for you and me!” Marsha: Will we be stopping soon? Anna: We won’t be stopping soon. Marsha: I’m hungry. Anna: Marsha, we just left D.C.! We’ll be eating lunch in about 2 hours. Can you wait? Marsha: I guess. Anna: Here, have an apple. It’s organic! (Anna throws the apple. It goes out the window.) Marsha: Thanks. Marsha: Okay, we will be arriving in New York City very soon! Anna: I can’t wait to see The Big Apple! Marsha, look! There she is! Marsha: The Statue of Liberty! Anna: She is awesome! Anna: Marsha, in ten minutes, guess what we’ll be seeing? Marsha: What? Anna: The largest rocking chair in the world! Marsha: No, we won’t be seeing that. Anna: Marsha, it’s on my other list -- Best Roadside Sights. (Marsha grabs the paper and throws it out the window.) Anna: Oh no! We littered! And my list is gone. Don't worry. I brought the book. (lifts up large book, starts reading) (Later) Anna: … and that is why I am so afraid of sheep. Marsha: (snores a little) Anna: Wow, I feel better. Marsha, you are a great listener. Marsha: (waking up) Where are we? Anna: We will be entering North Dakota any minute now! Marsha: North Dakota! We are going in the wrong direction! We want to go to South Dakota! Anna: No problem. I will just exit the highway. We will be going south … in just a minute. There. Done! We're going south! Okay, we will be stopping for gas and a bathroom break in about an hour. Marsha: Then we will be very near to Mount Rushmore! Anna: Yay! Dead presidents’ heads on the side of a mountain! Anna: We did it, Marsha! We made it to California! It’s beautiful! Marsha: And we saw everything on the list! Anna: Well, we saw everything on page 1 of the list. Marsha: What do you mean "page 1?" Anna: Oh. Here are pages 2, 3 and 4! We’ll be very busy driving back to Washington, D.C. Until next time … ! * This Land is Your Land was written by American folk singer Woody Guthrie. See below for the lyrics and videos of Woody Guthrie and Pete Seeger and Bruce Springsteen performing the song. Writing In this lesson, Anna and Marsha take a road trip. Did you ever take a road trip or a journey with a friend? Where did you go and what did you do there? Did you see any sights along the way? If you have not taken a road trip, tell us about where you would like to go on a road trip. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice predicting what will happen on your road trip across the United States. Please note, our activity sheets now can be completed on the computer. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Predict. When we predict, we are using what we know to say what will happen in the future. In using English, it is helpful if you can predict what is coming up in a story that you are reading or something that you are listening to. This helps your brain prepare to understand the next part of the story. In this lesson, Anna shows Marsha her long list of places she wants to see. She predicts that they will be busy on their trip back to Washington, D.C. Do you ever predict when you are reading or listening in 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 break - n. a brief period of time during which someone stops an activity direction - n. the course or path on which something is moving or pointing enter - v. to go or come into (something) exit - v. to go out of a place or situation highway - n. a main road that connects cities and towns land - n. the solid part of the surface of the Earth litter - v. to throw or leave trash on the ground in a public place pack - v.to put (something) into a bag or suitcase so that you can take it with you place - n. a specific area or region of the world ready - adj. prepared to do something road trip - n. a long trip in a car or truck, etc (use image also) rocking chair - n.< chair that moves back and forth on rockers that are attached to its legs PLACE NAMES ______________________________________________________________ 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 the future continuous tense to talk about plans. ____________ 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: Future continuous verb tense Topics: Talking about upcoming events; Expressing desires to see sights or do activities on a trip Learning Strategy: Predict Speaking & Pronunciation: Reduced form of "will" in the future continuous verb tense ____________________________________________________________ Here is a complete version of the song, This Land is Your Land. This Land Is Your Land Words and Music by Woody Guthrie This land is your land This land is my land From California to the New York island; From the red wood forest to the Gulf Stream waters This land was made for you and Me. As I was walking that ribbon of highway, I saw above me that endless skyway: I saw below me that golden valley: This land was made for you and me. I've roamed and rambled and I followed my footsteps To the sparkling sands of her diamond deserts; And all around me a voice was sounding: This land was made for you and me. When the sun came shining, and I was strolling, And the wheat fields waving and the dust clouds rolling, As the fog was lifting a voice was chanting: This land was made for you and me. As I went walking I saw a sign there And on the sign it said "No Trespassing." But on the other side it didn't say nothing, That side was made for you and me. In the shadow of the steeple I saw my people, By the relief office I seen my people; As they stood there hungry, I stood there asking Is this land made for you and me? Nobody living can ever stop me, As I go walking that freedom highway; Nobody living can ever make me turn back This land was made for you and me. © Copyright 1956 (renewed), 1958 (renewed), 1970 and 1972 by Woody Guthrie Publications, Inc. & TRO-Ludlow Music, Inc. (BMI) For a modern cover of the song, here are Pete Seeger and Bruce Springsteen. 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/lesson-45-this-land-is-your-land/3710209.html
source https://learningenglish.voanews.com/a/lesson-45-this-land-is-your-land/3710209.html
Extensive Reading in English for Beginners #14 - Sad
Lesson Audio Download MP3 Dialog Download MP3
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-beginners-14-sad/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-beginners-14-sad/
Sunday, 21 July 2019
Saturday, 20 July 2019
English Kids’ Songs: Easy Videos for Beginners #25 - Mac and Mom
Learn English with EnglishClass101.com! This series is an easy way to improve your child’s English level and discover new music at the same time. Learn the song’s key words and phrases, then add it to your playlist to master it 100%. By listening over and over, your kids will learn English [...]
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-25-mac-and-mom/
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-25-mac-and-mom/
Ask Alisha: Your English Questions Answered #83 - What is a Modal Verb? English Grammar for Daily Life Conversations
Friday, 19 July 2019
Know Your Verbs #32 - Verb: “Kill”
Lesson Video Download Video
source https://www.englishclass101.com/lesson/know-your-verbs-32-verb-kill/
source https://www.englishclass101.com/lesson/know-your-verbs-32-verb-kill/
Thursday, 18 July 2019
Phrasal Verbs: Come Back, Come Up
Braveheart was released over 20 years ago, yet is still popular among American movie-lovers today. The 1995 film tells the story of William Wallace, a Scottish knight who led a rebellion against English rule. Actor Mel Gibson directed the film and also played Wallace. In the movie, he said the following lines: “Would you be willing to trade all the days from this day to that for one chance … to come back here and tell our enemies that they may take our lives, but they'll never take our freedom!” Today we will explore Gibson’s statement. Specifically, we will study how he used a very common phrasal verb. But first, let us begin with a few definitions. Phrasal Verbs Phrasal verbs are made up of two or more words - verbs and particles. The particle is often a short word like back or up. When used together, the verbs and particles have an idiomatic meaning. In other words, the phrasal verb means something other than what the individual words suggest. As we have noted in other programs, the English language has thousands of phrasal verbs. The good news is that some phrasal verbs are more common than others are. Norbert Schmitt and Mélodie Garnier are language experts. They developed a list which ranks the most common phrasal verbs. They called it the PhaVE list. We talked about some of the most common phrasal verbs in another Everyday Grammar program. Today, we will explore two common phrasal verbs. They both have the verb “come.” They are come back and come up. #1 Come back Schmitt and Garnier put come back at #3 on their list. When English speakers use come back, they almost always mean to return to a place or a conversation topic. Think back to the lines from Braveheart: “…for one chance to come back here and tell our enemies that they may take our lives, but they'll never take our freedom!” Mel Gibson said come back with the meaning of returning to a place. The word here suggests that he is talking about a place. How might an English speaker use come back to mean to return to a conversation topic? Here is an example. Imagine you are watching some kind of a debate on television, or TV. It could involve politicians, political commentators, or even news broadcasters. 1: I understand you. 2: I’m not sure that you do, I keep coming back to this point… In the exchange, you heard the speaker say, “coming back to this point.” The words “to this point” suggest that the speaker is talking about returning to something said earlier. #2 Come up (Come up with and come up) Now, let us turn to a different phrasal verb: come up. Schmitt and Garnier put it at #4 on their list. English speakers use come up in different ways. One common way is to add the word with. So, English speakers often use the expression come up with. Come up with often means to bring forth or produce. Imagine you are at a high-tech company in the United States. An employee describes a very good idea or answer to a problem. You might ask, “How did you come up with that idea?” In this case, you are asking how the employee thought of the idea. You are asking for the steps that led the employee to form their idea. Think of come up with as an intelligent phrasal verb. Intelligent people come up with solutions to problems. English speakers use come up without the word 'with' to mean something different: “happen soon.” When speakers use come up, they often use it in the present progressive tense. For example, TV or radio broadcasters often say, “a new program is coming up,” or “a shocking interview is coming up after the break.” In both cases, the speaker is using coming up to suggest that something will be happening soon. The verb tense can also give you an idea about what they are suggesting. Closing thoughts Now, let’s come back to our main subject: phrasal verbs. Learning phrasal verbs is not easy. But you can make the learning process easier by studying and using small numbers of them at a time. Over time, you will slowly build up a set of many phrasal verbs that you can understand and use. How should you practice with them? You could start by coming up with examples of your own. And that’s Everyday Grammar. I’m John Russell. And I’m Jill Robbins. John Russell wrote this story for VOA Learning English. George Grow was the editor. _____________________________________________________________ Words in This Story knight – n. a soldier in the past who had a high social rank and who fought while riding a horse and usually wearing armor rank – v. to rate or place (someone or something) in a position among a group of people or things that are being judged conversation – n. an informal talk involving two people or a small group of people; the act of talking in an unofficial way topic – n. a subject or issue being discussed progressive tense – v. a verb tense that is used to mean an action or a state that is continuing to happen interview – n. a meeting involving two or more people during which information is collected practice – v. to train by repeated exercises We want to hear from you. Write to us in the Comments Section.
source https://learningenglish.voanews.com/a/phrasal-verbs-come-back-come-up-/5002597.html
source https://learningenglish.voanews.com/a/phrasal-verbs-come-back-come-up-/5002597.html
Gradable and Extreme Adjectives- Speaking Card Game
New Entry: 'Gradable and Extreme Adjectives- Speaking Card Game' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-gradable-and-extreme-adjectives-speaking-card-game/
Shame
Why is 'shame' the emotion of now? We discuss this and teach you new vocabulary as well.
source http://www.bbc.co.uk/programmes/p07h33m2
source http://www.bbc.co.uk/programmes/p07h33m2
Tuesday, 16 July 2019
Must-Know American English Social Media Phrases #2 - A Visit to the Mall
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-social-media-phrases-2-a-visit-to-the-mall/
source https://www.englishclass101.com/lesson/mustknow-american-english-social-media-phrases-2-a-visit-to-the-mall/
Learning Strategies #10 - How to Expand Vocab
Lesson Video Download Video
source https://www.englishclass101.com/lesson/learning-strategies-10-how-to-expand-vocab/
source https://www.englishclass101.com/lesson/learning-strategies-10-how-to-expand-vocab/
Sunday, 14 July 2019
English Vocab Builder #168 - Real estate
Lesson Audio Download MP3
source https://www.englishclass101.com/lesson/english-vocab-builder-168-real-estate/
source https://www.englishclass101.com/lesson/english-vocab-builder-168-real-estate/
Cable
New Entry: 'Cable' 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?entry_id=27347
Calvin Klein
New Entry: 'Calvin Klein' 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?entry_id=27346
First Letter- Phonics Miming Game
New Entry: 'First Letter- Phonics Miming Game' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-first-letter-phonics-miming-game/
Saturday, 13 July 2019
Lesson 44: Making Healthy Choices
Summary Anna is hungry. She goes to the supermarket and looks for good foods to eat. But she has a problem. One part of her wants junk food. The other part wants healthy food. Which part will win? Speaking In this video, learn how to say the new words. Then learn the difference between "mustn't" and "don't have to." Pronunciation Use this video to practice the pronunciation of "mustn't." Conversation Anna: Hi there, Ashley! Ashley: Anna! Hi! Where are you going? (Anna’s stomach growls loudly) Ashley: What was that? Anna: I’m hungry. When I’m hungry, I only want to eat junk food! But I know I should eat healthy food. So, I fight with myself. One side says, ‘You should eat healthy food.’ The other side says, ‘But I want to eat junk food!’ Ashley: Well, Anna, go to the Giant supermarket. You should be able to find all kinds of food there - for all of you. Anna: Good idea, Ashley. See you later! Ashley: 'Bye, Anna. Anna: Wow! This supermarket is huge! Look at all of these fruits and vegetables! I should eat more vegetables. Healthy: Good idea, Anna. You must eat more vegetables … like celery! Junky: Celery?! Do you know what the web says about celery? Anna: No, what? Junky: “Celery is 95 percent water - 100 percent NOT ice cream. I love the web!” Healthy*: Anna, you mustn’t eat junk food. Junk food will kill you. Junky*: You are being silly. Healthy: No, you are! Junky: No, you are. Anna: Will you two please be nice to each other? It is important to eat healthy foods. But, a little junk food will not kill me. Hmm, ice cream. Ice cream does sound good. Junky: Take this cart to the frozen food aisle! Healthy: No wait, go back! Go back! We forgot fruit. Go back!! Anna: Okay, we are in the frozen food aisle! Junky: Mmm, ice cream! Healthy: Mmm, frozen peas! Junky: Nobody says, ‘Mmm, frozen peas. They say, ‘Mmm, ice cream! Healthy: Mmm, frozen peas!! Junky: Mmm, ice cream!! Anna: I am not going to tell you two again! Stop fighting! Anna: I smell fresh bread! I love the smells of a bakery! Healthy: Oh, Anna, let’s buy a fresh loaf of whole wheat, organic bread! Junky: You don’t have to buy bread. Buy some donuts, Anna! Healthy: You mustn’t buy donuts. They are only fat and sugar. Junky: Exactly! You know, you are really no fun at all. Healthy: And you must think having high cholesterol is fun. Junky: Everyone likes donuts! That is why you don’t have friends! Healthy: And that is why your cholesterol is so high! Junky: My cholesterol is none of your business!! Healthy: And I have lots of friends!! Anna: Stop it! Stop it! Stop it! I am sick and tired of the both of you!! Anna: I know what you two need! Junky: Anna! What are you doing? Healthy: Put me down! Anna: You two need to cool off! Anna: I am going to go buy my healthy food and my junk food! Good bye! Anna: Until next time … Note: "Healthy" and "Junky" are Anna's thoughts about what she should eat. Writing In this lesson, Anna goes shopping. She thinks about the foods that are good for her and the ones that are not so good. What do you think about when you shop for food? Do you sometimes fight with yourself as Anna does in this lesson? Write a short conversation about the thoughts you have while you are shopping. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about different kinds of foods. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Classify. When we classify we sort things into categories, or looks for things that are different or the same. Classifying helps us to organize and remember new information. In this lesson, Anna classifies foods into two groups: healthy and junk food. She knows that she should eat more healthy foods. But she also like to have some junk foods, like ice cream. Do you ever classify the new things you are learning in 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 aisle - n. a passage where people walk through a store or market bakery - n. a place where bread, cakes, cookies, and other baked foods are made or sold cart - n. (shopping cart) a metal basket on wheels used to hold groceries while you are shopping cholesterol - n. a substance that is found in the bodies of people and animals, a high percentage raises the risk of coronary heart disease cool off - phrasal verb. to become calm after a period of anger or conflict fat - n. an oily solid or liquid substance in food freeze - v. to become a hard substance (such as ice) because of cold (past participle: frozen) healthy - adj. good for your health or healthful junk food - n. food that is not good for your health because it contains high amounts of fat or sugar kill - v.to cause the death of (a person, animal, or plant) must - modal verb. used to say that something is required or necessary organic - adj. food that is grown or made without the use of artificial chemicals smell - n. the quality of a thing that you can sense with your nose smell - v. to use your nose to sense smells sugar - n. a sweet substance usually in the form of white or brown crystals or white powder that comes from plants and is used to make foods sweeter whole wheat- adj. made from wheat from which no part (such as the bran) has been removed FOODS 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 classifying foods and giving advice using mustn't or don't have to. For Teachers Grammar: Mustn’t vs. Don’t have to, Must vs. Should Topics: Expressing concern, Nutrition; Types of foods; Complimenting about food choices Learning Strategy: Classify Pronunciation: Pronouncing must & mustn’t 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. ____________________________________________________________ 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-44-making-healthy-choices/3688552.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-44-making-healthy-choices/3688552.html
English Kids’ Songs: Easy Videos for Beginners #24 - Bad Bat
Learn English with EnglishClass101.com! This series is an easy way to improve your child’s English level and discover new music at the same time. Learn the song’s key words and phrases, then add it to your playlist to master it 100%. By listening over and over, your kids will learn English [...]
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-24-bad-bat/
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-24-bad-bat/
Friday, 12 July 2019
The More I Practice, the More I Remember
Hello. Today we will start with a question for you: When you practice English more, do you remember more? If your answer is yes, one way you can say this is: The more I practice, the more I remember. But suppose your answer is no. Maybe you have been practicing more but seem to be remembering less. You could say this: The more I practice, the less I remember. Both examples show a cause and an effect. They show that an increase or decrease of something causes an increase or decrease of something else. In English, there are a few ways to express cause and effect relationships. One way is with a kind of comparison called a “correlative comparative.” It is also called a “the/the comparative” and that is what we will call it today. These comparatives have many structures. And, on our program today, we will explore a few. Keep in mind that you don't need to memorize any of them. Short and simple To begin: The shortest, simplest structure is made of just four words. Suppose, for instance, you are having a barbecue today. Your best friend is coming to the event. But he asks if he can also bring a friend of his. You say: Sure! The more, the merrier. “The more, the merrier” is a popular expression. It means an activity is more enjoyable with more people. It can also mean a greater amount of something is better. If you were to say this expression as a complete sentence, it might sound like this: The more (there are), the merrier (it is). But the subjects and verbs were left out of both parts of the sentence because their meaning is already understood. Next, suppose someone at the barbecue requests a glass of lemonade. You ask her how much ice she would like in her drink. And, she answers by saying: A lot, please! The colder, the better. She is saying that she enjoys the taste of very cold lemonade. The structure the + comparative adjective + the better is a very common one in the/the comparatives. For instance: How do you like your coffee? The stronger, the better. Which car should we rent? The cheaper, the better. Adding nouns The next structure we’ll explore adds nouns. Watch what happens when we do this for the example about the cold drink: The colder the lemonade, the better the taste. The speaker is expressing the same meaning as “the colder, the better,” but with a little more detail. Notice again that the verbs are missing. That is almost always the case when the understood verb is “be.” (The full statement would be, “The colder the lemonade is, the better the taste is” but we do not say it this way.) In addition, often the second noun is not necessary because it is understood. So the phrase usually ends with the words “the better,” like this: The colder the lemonade, the better. Another example of this structure is a fairly common expression. Have a listen: The bigger the risk, the greater the reward. It means when people take a bigger risk, their reward will be greater. Comparing actions Now, let’s look at a few longer structures that are made of two clauses. The first one deals with actions. Suppose you are talking to someone but he or she is ignoring much of what you’re saying. Listen to an example: The more I talk, the less you listen. Notice that both sides of the sentence are clauses: They each have their own subject and verb. In the first, the subject and verb are “I talk.” In the second, the subject and verb are “you listen.” Here’s another one: Imagine that a group of people traveled overseas together. They had a good time. But before the trip, their visas had arrived late. This made them more anxious as each day passed. You could express it this way: The longer they waited, the more anxious they became. Notice this sentence is also in the past tense. Past and present tenses are common in these comparatives. Comparing things With the/the comparative clauses, you can also talk about two things, so the structure changes a little. Let’s take an example you can probably relate to: The more time you spend with VOA Learning English, the more money you can save on English classes. In this example, we are showing a relationship between time and money. Here's another example: The more games the U.S. women’s soccer team won, the more attention they got on social media. This example shows a relationship between game wins and social media attention. Mixed structures We have talked today about the/the structures that mirror each other. But not all such comparatives follow a mirroring structure. In fact, many do not. Here’s one example: The more music he performs, the better. Here, the first clause “The more music he performs” uses the structure for comparing things, the second half uses the simplified “the better” from earlier in the program. Well, that’s our time for this week. Again, avoid trying to memorize the structures. Instead, listen for the/the comparatives in everyday speech. And, try using them to show a cause and an effect. The more you use them, the easier they will become. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. Here are just a few structure examples from today’s program. Examples Structures The cheaper, the better the + comparative (comma) the + comparative The bigger the risk, the greater the reward. the + comparative + the + noun (comma) the + comparative + the + noun The longer they waited, the more anxious they became. the + comparative + subject + verb (comma) the + comparative + subject + verb _____________________________________________________________ Words in This Story practice – v. to do something again and again in order to become better at it memorize – v. to learn something so well that you are able to remember it barbecue – n. an outdoor meal or party at which food is cooked on a barbecue phrase – n. a group of two or more words that express a single idea but does not form a complete sentence clause – n. a part of a sentence with its own subject and verb anxious – adj. afraid or nervous especially about what may happen mirror – v. to be very similar to something
source https://learningenglish.voanews.com/a/the-more-i-practice-the-more-i-remember/4995040.html
source https://learningenglish.voanews.com/a/the-more-i-practice-the-more-i-remember/4995040.html
Thursday, 11 July 2019
The More I Practice, the More I Remember
Hello. Today we will start with a question for you: When you practice English more, do you remember more? If your answer is yes, one way you can say this is: The more I practice, the more I remember. But suppose your answer is no. Maybe you have been practicing more but seem to be remembering less. You could say this: The more I practice, the less I remember. Both examples show a cause and an effect. They show that an increase or decrease of something causes an increase or decrease of something else. In English, there are a few ways to express cause and effect relationships. One way is with a kind of comparison called a “correlative comparative.” It is also called a “the/the comparative” and that is what we will call it today. These comparatives have many structures. And, on our program today, we will explore a few. Keep in mind that you don't need to memorize any of them. Short and simple To begin: The shortest, simplest structure is made of just four words. Suppose, for instance, you are having a barbecue today. Your best friend is coming to the event. But he asks if he can also bring a friend of his. You say: Sure! The more, the merrier. “The more, the merrier” is a popular expression. It means an activity is more enjoyable with more people. It can also mean a greater amount of something is better. If you were to say this expression as a complete sentence, it might sound like this: The more (there are), the merrier (it is). But the subjects and verbs were left out of both parts of the sentence because their meaning is already understood. Next, suppose someone at the barbecue requests a glass of lemonade. You ask her how much ice she would like in her drink. And, she answers by saying: A lot, please! The colder, the better. She is saying that she enjoys the taste of very cold lemonade. The structure the + comparative adjective + the better is a very common one in the/the comparatives. For instance: How do you like your coffee? The stronger, the better. Which car should we rent? The cheaper, the better. Adding nouns The next structure we’ll explore adds nouns. Watch what happens when we do this for the example about the cold drink: The colder the lemonade, the better the taste. The speaker is expressing the same meaning as “the colder, the better,” but with a little more detail. Notice again that the verbs are missing. That is almost always the case when the understood verb is “be.” (The full statement would be, “The colder the lemonade is, the better the taste is” but we do not say it this way.) In addition, often the second noun is not necessary because it is understood. So the phrase usually ends with the words “the better,” like this: The colder the lemonade, the better. Another example of this structure is a fairly common expression. Have a listen: The bigger the risk, the greater the reward. It means when people take a bigger risk, their reward will be greater. Comparing actions Now, let’s look at a few longer structures that are made of two clauses. The first one deals with actions. Suppose you are talking to someone but he or she is ignoring much of what you’re saying. Listen to an example: The more I talk, the less you listen. Notice that both sides of the sentence are clauses: They each have their own subject and verb. In the first, the subject and verb are “I talk.” In the second, the subject and verb are “you listen.” Here’s another one: Imagine that a group of people traveled overseas together. They had a good time. But before the trip, their visas had arrived late. This made them more anxious as each day passed. You could express it this way: The longer they waited, the more anxious they became. Notice this sentence is also in the past tense. Past and present tenses are common in these comparatives. Comparing things With the/the comparative clauses, you can also talk about two things, so the structure changes a little. Let’s take an example you can probably relate to: The more time you spend with VOA Learning English, the more money you can save on English classes. In this example, we are showing a relationship between time and money. Here's another example: The more games the U.S. women’s soccer team won, the more attention they got on social media. This example shows a relationship between game wins and social media attention. Mixed structures We have talked today about the/the structures that mirror each other. But not all such comparatives follow a mirroring structure. In fact, many do not. Here’s one example: The more music he performs, the better. Here, the first clause “The more music he performs” uses the structure for comparing things, the second half uses the simplified “the better” from earlier in the program. Well, that’s our time for this week. Again, avoid trying to memorize the structures. Instead, listen for the/the comparatives in everyday speech. And, try using them to show a cause and an effect. The more you use them, the easier they will become. I’m Alice Bryant. Alice Bryant wrote this story for VOA Learning English. George Grow was the editor. Here are just a few structure examples from today’s program. Examples Structures The cheaper, the better the + comparative (comma) the + comparative The bigger the risk, the greater the reward. the + comparative + the + noun (comma) the + comparative + the + noun The longer they waited, the more anxious they became. the + comparative + subject + verb (comma) the + comparative + subject + verb _____________________________________________________________ Words in This Story practice – v. to do something again and again in order to become better at it memorize – v. to learn something so well that you are able to remember it barbecue – n. an outdoor meal or party at which food is cooked on a barbecue phrase – n. a group of two or more words that express a single idea but does not form a complete sentence clause – n. a part of a sentence with its own subject and verb anxious – adj. afraid or nervous especially about what may happen mirror – v. to be very similar to something
source https://learningenglish.voanews.com/a/the-more-i-practice-the-more-i-remember/4995040.html
source https://learningenglish.voanews.com/a/the-more-i-practice-the-more-i-remember/4995040.html
Pronunciation S2 #1 - Consonants in British English
Learn British English with EnglishClass101.com! Ah, we would be lost without English consonants, wouldn’t we? While vowels make the English language sound more melodic, if we didn’t have the English consonants, we’d end up sounding like we were cooing to babies all day long. And while that might be a good thing when you’re reasoning [...]
source https://www.englishclass101.com/lesson/pronunciation-s2-1-consonants-in-british-english/
source https://www.englishclass101.com/lesson/pronunciation-s2-1-consonants-in-british-english/
Learning Strategies #9 - How to Practice Speaking
Lesson Video Download Video
source https://www.englishclass101.com/lesson/learning-strategies-9-how-to-practice-speaking/
source https://www.englishclass101.com/lesson/learning-strategies-9-how-to-practice-speaking/
Do you care if you're poor when you're old?
Neil and Rob talk about financial planning and teach you money-related vocabulary.
source http://www.bbc.co.uk/programmes/p07glyzq
source http://www.bbc.co.uk/programmes/p07glyzq
Tuesday, 9 July 2019
To fight tooth and nail
Learn a phrase about working hard to get just what you want.
source http://www.bbc.co.uk/programmes/p07gdnl2
source http://www.bbc.co.uk/programmes/p07gdnl2
Monday, 8 July 2019
Extensive Reading in English for Beginners #13 - Angry
Lesson Audio Download MP3 Dialog Download MP3
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-beginners-13-angry/
source https://www.englishclass101.com/lesson/extensive-reading-in-english-for-beginners-13-angry/
Must-Know American English Social Media Phrases #1 - Out to Dinner
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-social-media-phrases-1-out-to-dinner/
source https://www.englishclass101.com/lesson/mustknow-american-english-social-media-phrases-1-out-to-dinner/
How to use body language and gestures in EFL classes
New Entry: 'How to use body language and gestures in EFL classes' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/how-to-use-body-language-gestures-in-efl-classes.html
Sunday, 7 July 2019
Lesson 43: Time for Plan B
Summary Anna lost her wallet and needs to go to her class. She is calling her friends to get help. Who will help her find money for the train? Speaking In this video, learn how to say the new words. Then learn about using modal verbs, like "would" and "could," to ask for help politely. Pronunciation Use this video to learn about using informal pronunciation with "what are you" and "would you." Conversation Anna: Hey there! Tonight, I am teaching my ukulele class. It is far away. So, I am going to ride the Metro. Oh, no! I lost my wallet! It has my Metro card, my credit card and my money! Oh, no! Anna: It's times like this I remember my father’s important words. He said, “Anna, never … ” No wait, “Always have emergency money.” .” (Anna pulls an envelope out of her bag and looks inside) It's empty. Time for Plan B. ‘Extra Emergency Money.’ (Anna pulls another envelope out of her bag and looks inside) Anna: No! It's empty too! Anna, it's time for Plan C. Anna: Hi, Marsha! Marsha: Hi Anna. What’s up? Anna: I’m stuck downtown without any money. Would you be able to come downtown? Please? Marsha: Anna, I can’t. I’m too busy. I have to give a big presentation in one hour. Sorry! Anna: That's ok. Good luck with your presentation! Marsha: Thanks! Anna: Time for Plan D. Anna: Hi, Jonathan! How’s it going? Jonathan: Hey, Anna. Things are great. What’s up? Anna: Well, I was wondering if you could give me some money. Jonathan: What? Anna: See, I lost my wallet and I’m stuck downtown and I -- Jonathan: Anna, I wish I could. I'm at the airport with my mother. Her flight leaves in two hours. Anna: That’s okay. Tell your Mom to have a nice trip! Jonathan: I do wish I could help. Thanks. Anna: 'Bye. Anna: This is serious. Time for … Plan E. Ashley: Hello. Anna: Hi, Ashley! What are you doing? Ashley: Oh! Hi Anna! Anna: (Anna hears a child crying through the phone.) Ashley, I was wondering, uh, would you be able to come downtown? And could you give me $20? Ashley: Anna, I can’t. Anna: I’ll pay you back the money. I promise. Ashley: Anna, I’m not worried about the money. I’m babysitting. (off-camera to niece) That was very, very, bad! Anna: Well, losing your wallet is bad, but it's not the end of the world, Ashley. Ashley: I was talking to my niece, Anna. Anna: Well, thanks anyway, Ashley! Ashley: Good luck getting money. Anna: Good luck babysitting! Ashley: Thanks. Anna: Well, Plans A, B, C, D and E did not work. Think, Anna, think. Time for Plan F. Anna: (singing) Won't you give, could -- Thank you very much, sir! -- would you give me money, won't you give -- Thank you very much! -- could you give, won't you give me money -- until next time! -- won't you give me money? Writing In this lesson, Anna needs help from a friend. Did you ever have a problem that a friend helped you to solve? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice using what you know to make polite requests and excuses. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Use What You Know. When we use what we know, we solve problems in communication by thinking of familiar words or structures, and trying to communicate with them. In this lesson, Anna learns that her friends cannot help her. She uses what she knows, playing the ukulele, to get the money she needs to ride on the train. Do you ever use what you know when you speak 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 airport - n. a place where aircraft land and take off and where there are buildings for passengers to wait in and for aircraft to be sheltered babysit - v. to take care of a child while the child's parents are away could - modal verb. used in speech to make a polite request or suggestion downtown - adv. to, toward, or in the main or central part of a city or town emergency - n. an unexpected and usually dangerous situation that calls for immediate action empty - adj. containing nothing flight - n. a journey on an airplane presentation - n. an activity in which someone shows, describes, or explains something to a group of people wallet - n.a small folding case that holds paper money or credit cards without - prep. not having or including (something) wonder- v. to have interest in knowing or learning something worried - adj. feeling or showing fear and concern because you think that something bad has happened or could happen would - modal verb. used to ask a polite question or to make a polite request, offer, or invitation ______________________________________________________________ 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 making excuses in response to requests for help. 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: Could; Would; Be able to; Have got to; Too + adjective Topics: Asking and telling about ability to do things; Review of Giving an Excuse; Expressing past & future ability or obligation Learning Strategy: Personalize Speaking & Pronunciation: Using modal verbs to make polite requests; Informal pronunciation of "what are you & would you" ____________________________________________________________ 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-43-time-for-plan-b/3666458.html
source https://learningenglish.voanews.com/a/lets-learn-english-lesson-43-time-for-plan-b/3666458.html
Saturday, 6 July 2019
English Kids’ Songs: Easy Videos for Beginners #23 - Odd on Top
Learn English with EnglishClass101.com! This series is an easy way to improve your child’s English level and discover new music at the same time. Learn the song’s key words and phrases, then add it to your playlist to master it 100%. By listening over and over, your kids will learn English [...]
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-23-odd-on-top/
source https://www.englishclass101.com/lesson/english-kids-songs-easy-videos-for-beginners-23-odd-on-top/
Friday, 5 July 2019
Know Your Verbs #31 - Verb: “Cut”
Lesson Video Download Video
source https://www.englishclass101.com/lesson/know-your-verbs-31-verb-cut/
source https://www.englishclass101.com/lesson/know-your-verbs-31-verb-cut/
Fun & Easy English #4 - American Supermarkets
Lesson Video Download Video
source https://www.englishclass101.com/lesson/fun-easy-english-4-american-supermarkets/
source https://www.englishclass101.com/lesson/fun-easy-english-4-american-supermarkets/
Beeswax
New Entry: 'Beeswax' 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?entry_id=27345
Expanding Aptis Speaking Part One- Answers Activities
New Entry: 'Expanding Aptis Speaking Part One- Answers Activities' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-expanding-aptis-speaking-part-one-answers-activities/
Common Phrasal Verbs with ‘Go’
In the early 1970’s, Motown Records released the Marvin Gaye song “What’s Going On.” The song asks for a peaceful solution to social problems. “What’s Going On” is very famous in the United States. It appears in fourth place on “Rolling Stone” magazine’s list of the 500 greatest songs of all time. Here are a few of the lines from the song: Picket lines and picket signs Don't punish me with brutality Talk to me, so you can see Oh, what's going on What's going on Today, we will show you how this famous song can teach you about English Grammar. Specifically, it can show you how English speakers use phrasal verbs. First, we begin with some definitions. What are phrasal verbs? Phrasal verbs have two or more words: verbs and particles. Particles are short words such as on, over and in. Phrasal verbs have an idiomatic meaning. In other words, the verb and particle together mean something different than what the individual words suggest. So, for example, the phrasal verb “find out” has the verb “find” and the particle “out.” However, the term “find out” means to discover. English speakers use many phrasal verbs – perhaps thousands. Many of these verbs have two or more meanings. Luckily, there is hope. You do not need to learn all of them. Some phrasal verbs are fairly common. And, even when phrasal verbs have multiple meanings, English speakers often use one meaning more than the others. Today, we will talk about three of the most common phrasal verbs. All of them have the verb go. Mélodie Garnier and Norbert Schmitt are language experts. They created a list, called the PHaVE list, which they say ranks the most commonly used phrasal verbs. Among the 10 most frequently used phrasal verbs, three have the verb “go.” We will look at each one in turn. #1 Go on The most common, according to Garnier and Schmitt, is the phrasal verb “go on.” “Go on” can have several meanings, but the most common one is “happen” or “take place.” At the beginning of this report, you heard part of the Marvin Gaye song “What’s Going On.” Now, you know that Gaye could have sung, “What’s happening” or “what is taking place.” You might hear the words “go on” in the news or when two people are talking to each other. For example, you might hear someone talking about a debate going on in a political party. #2 Go out Another common phrasal verb is “go out.” It came in number 8 on Garnier and Schmitt’s PHaVE list. When English speakers use “go out,” they often mean to leave a place to go to a social event. For example, American teenagers might make plans to “go out” on Friday night. They might make plans to go out for dinner, or go out to the movies. Teenagers might also talk about what they did over the weekend. So a person might say “I went out with friends on Friday night.” This is the past tense form of “go out.” #3 Go back Our final phrasal verb for today is “go back.” The PhaVE list ranks this at number 5 on the list of most commonly used phrasal verbs. When English speakers use “go back,” they almost always mean to return to a place, time, activity or a subject they talked about earlier. Here is an example from the American film, “Happy Gilmore.” In the movie, people try to make the villain, Shooter McGavin, lose a golf game by distracting him. Here is what he says: “Go back to your shanties!” Here, Shooter McGavin is telling others to return to their homes. Shanty is a term for a small, poorly built shelter. McGavin believes that all the people who are at the golf match are poor and should not be there. Now you can understand why he is the villain in the film! Closing thoughts Learning and using phrasal verbs can be difficult, but you can do it. Try studying small numbers of phrasal verbs. Keep note of the different meanings, and try using them in different sentences. But after all of your hard work, be sure to go out and have fun! I'm Ashley Thompson. And I’m John Russell. John Russell wrote this story for VOA Learning English. George Grow was the editor. _____________________________________________________________ Words in This Story picket – n. a person or group of people who are standing or marching near a place to protest something brutality – n. cruel, harsh, and usually violent treatment of another person rank – v. to place (someone or something) in a particular position among a group of people or things that are being judged villain – n. someone who does bad things in a story or movie distract – v. to direct one’s attention to a different object or in a different direction We want to hear from you. Write to us in the Comments Section.
source https://learningenglish.voanews.com/a/common-phrasal-verbs-with-go-/4985201.html
source https://learningenglish.voanews.com/a/common-phrasal-verbs-with-go-/4985201.html
Thursday, 4 July 2019
Common Phrasal Verbs with ‘Go’
In the early 1970’s, Motown Records released the Marvin Gaye song “What’s Going On.” The song asks for a peaceful solution to social problems. “What’s Going On” is very famous in the United States. It appears in fourth place on “Rolling Stone” magazine’s list of the 500 greatest songs of all time. Here are a few of the lines from the song: Picket lines and picket signs Don't punish me with brutality Talk to me, so you can see Oh, what's going on What's going on Today, we will show you how this famous song can teach you about English grammar. Specifically, it can show you how English speakers use phrasal verbs. First, we begin with some definitions. What are phrasal verbs? Phrasal verbs have two or more words: verbs and particles. Particles are short words such as on, over and in. Phrasal verbs have an idiomatic meaning. In other words, the verb and particle together mean something different than what the individual words suggest. So, for example, the phrasal verb “find out” has the verb “find” and the particle “out.” However, the term “find out” means to discover. English speakers use many phrasal verbs – perhaps thousands. Many of these verbs have two or more meanings. Luckily, there is hope. You do not need to learn all of them. Some phrasal verbs are fairly common. And, even when phrasal verbs have multiple meanings, English speakers often use one meaning more than the others. Today, we will talk about three of the most common phrasal verbs. All of them have the verb go. Mélodie Garnier and Norbert Schmitt are language experts. They created a list, called the PHaVE list, which they say ranks the most commonly used phrasal verbs. Among the 10 most frequently used phrasal verbs, three have the verb “go.” We will look at each one in turn. #1 Go on The most common, according to Garnier and Schmitt, is the phrasal verb “go on.” “Go on” can have several meanings, but the most common one is “happen” or “take place.” At the beginning of this report, you heard part of the Marvin Gaye song “What’s Going On.” Now, you know that Gaye could have sung, “What’s happening” or “what is taking place.” You might hear the words “go on” in the news or when two people are talking to each other. For example, you might hear someone talking about a debate going on in a political party. #2 Go out Another common phrasal verb is “go out.” It came in number 8 on Garnier and Schmitt’s PHaVE list. When English speakers use “go out,” they often mean to leave a place to go to a social event. For example, American teenagers might make plans to “go out” on Friday night. They might make plans to go out for dinner, or go out to the movies. Teenagers might also talk about what they did over the weekend. So a person might say “I went out with friends on Friday night.” This is the past tense form of “go out.” #3 Go back Our final phrasal verb for today is “go back.” The PhaVE list ranks this at number 5 on the list of most commonly used phrasal verbs. When English speakers use “go back,” they almost always mean to return to a place, time, activity or a subject they talked about earlier. Here is an example from the American film, “Happy Gilmore.” In the movie, people try to make the villain, Shooter McGavin, lose a golf game by distracting him. Here is what he says: “Go back to your shanties!” Here, Shooter McGavin is telling others to return to their homes. Shanty is a term for a small, poorly built shelter. McGavin believes that all the people who are at the golf match are poor and should not be there. Now you can understand why he is the villain in the film! Closing thoughts Learning and using phrasal verbs can be difficult, but you can do it. Try studying small numbers of phrasal verbs. Keep note of the different meanings, and try using them in different sentences. But after all of your hard work, be sure to go out and have fun! I'm Ashley Thompson. And I’m John Russell. John Russell wrote this story for VOA Learning English. George Grow was the editor. _____________________________________________________________ Words in This Story picket – n. a person or group of people who are standing or marching near a place to protest something brutality – n. cruel, harsh, and usually violent treatment of another person rank – v. to place (someone or something) in a particular position among a group of people or things that are being judged villain – n. someone who does bad things in a story or movie distract – v. to direct one’s attention to a different object or in a different direction We want to hear from you. Write to us in the Comments Section.
source https://learningenglish.voanews.com/a/common-phrasal-verbs-with-go-/4985201.html
source https://learningenglish.voanews.com/a/common-phrasal-verbs-with-go-/4985201.html
Must-Know American English Slang Words & Phrases #13 - Expressions Related to Food
Lesson Audio Download MP3 Review Download MP3
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-13-expressions-related-to-food/
source https://www.englishclass101.com/lesson/mustknow-american-english-slang-words-phrases-13-expressions-related-to-food/
The rise of women's football
Sam and Catherine discuss the Women's World Cup and teach new related vocabulary.
source http://www.bbc.co.uk/programmes/p07fz5yb
source http://www.bbc.co.uk/programmes/p07fz5yb
Wednesday, 3 July 2019
How to teach international body language and gestures
New Entry: 'How to teach international body language and gestures' has just been added to the Articles area of UsingEnglish.com.
source https://www.usingenglish.com/articles/how-to-teach-international-body-language-gestures.html
Hit the deck
New Entry: 'Hit the deck' has just been added to the Idioms area of UsingEnglish.com.
source https://www.usingenglish.com/reference/idioms/hit+the+deck.html
Stack the deck
New Entry: 'Stack the deck' has just been added to the Idioms area of UsingEnglish.com.
source https://www.usingenglish.com/reference/idioms/stack+the+deck.html
Deek
New Entry: 'Deek' 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?entry_id=27342
Please plus Verb for Offers and Commands in Emails
New Entry: 'Please plus Verb for Offers and Commands in Emails' has just been added to the Lesson Plans area of UsingEnglish.com.
source https://www.usingenglish.com/teachers/lesson-plans/view-please-plus-verb-for-offers-and-commands-in-emails/
Tuesday, 2 July 2019
English Vocab Builder #167 - Fairy Tale
Lesson Audio Download MP3
source https://www.englishclass101.com/lesson/english-vocab-builder-167-fairy-tale/
source https://www.englishclass101.com/lesson/english-vocab-builder-167-fairy-tale/
Learning Strategies #8 - How to Practice Reading
Lesson Video Download Video
source https://www.englishclass101.com/lesson/learning-strategies-8-how-to-practice-reading/
source https://www.englishclass101.com/lesson/learning-strategies-8-how-to-practice-reading/
Learning Strategies #7 - How To Practice Writing
Lesson Video Download Video
source https://www.englishclass101.com/lesson/learning-strategies-7-how-to-practice-writing/
source https://www.englishclass101.com/lesson/learning-strategies-7-how-to-practice-writing/
How to Replace That-Clauses with 'So'
As a general rule, the English language aims to avoid repetition. That’s why, on Everyday Grammar, we talk about ways to shorten sentences – in spoken English and in some forms of writing. Shortened speech helps us avoid restating what we, or others, have just said. For example, my sister and I just exchanged text messages that demonstrate how to say something in only a few words. I’ll share our messages with you. She would like to use something of mine, so she wrote: Hey, do you have an extra air bed? Some friends are visiting this weekend. I responded: I think so!! I’ll check tonight. In my text, the word “so” shortened a longer sentence. “I think so” means “I think that I have an extra air bed.” When we use “so” this way, we are replacing a group of words known as a that-clause. On a past Everyday Grammar program, we introduced this idea. Today, we will look at the grammar in steps. Step 1: What is a clause? The first step is to understand what a clause is. A clause is a part of a sentence with its own subject and verb. Many sentences in English contain two or more clauses. Imagine I wrote a longer text to reply to my sister: I think that I have an extra air bed. This sentence has two clauses – a main clause and supporting clause. The main clause is “I think.” Its subject is “I” and verb is “think.” The main clause is joined to a second clause that gives us more information – in this case, a that-clause. “That I have an extra air bed” is the that-clause. It begins with the word “that” and has its own subject and verb. Its subject is “I” and verb is “have.” Step 2: Replacing that-clauses Now let’s move to step two – how to replace that-clauses with “so.” There are a few kinds of that-clauses in English, and not all can be replaced with “so.” We mostly do it when sentences follow the structure subject + verb + that-clause. This kind of that-clause is a noun clause. But remembering that term is not important for today’s lesson. We replace that-clauses with “so” only after a limited number of verbs, including: think, believe, hope, guess, suppose, assume, imagine, know, say and tell Most of these verbs (except “say” and “tell”) can express uncertainty or an opinion. “Say” and “tell” are reporting verbs, which we can use to talk about what someone else said. Step 3: Hearing examples All of this will become clearer in step three – hearing examples. Let’s now listen to a few. I recently asked a friend if she’d won an award for small businesses in New York. Her response was something like this: I haven’t gotten an answer yet. But I really hope so!! Later, she found out that she was a winner! Our next example has a reporting verb. Notice that there’s just one speaker: I'm not sure if Alfredo's coming to the watch party. He said so. But it’s after 5pm and I haven’t seen him. We can shorten that-clauses in our own speech, not just in responses. And this last one answers a suggestion: Should we wait until tomorrow to go hiking? I suppose so. It’s close to sunset so the bugs will be out now. Step 4: The missing “that” OK, onto step four. I imagine this step will be a huge help as you continue studying English. When native speakers say or write things, we often leave out the word “that” in that-clauses. In fact, I did it a few sentences ago. Did you catch it? Here’s a clue: I said “I imagine…” Recognizing missing “thats” will help you understand and write English better. Step 5: Negative forms Now for step five: negative forms. When we replace that-clauses with “so” in negative sentences, we do it differently for different verbs. After the verbs “think,” “believe,” “say,” and some others, we make the negative this way: I don’t suppose so. The witness didn’t say so. Rachel doesn’t think so. But, after the verbs “guess” and “hope,” we form the negative without the verb “do” and put “not” at the end, like this: I guess not. We hope not. We do not say, “I don’t guess so” or “We don’t hope so.” What you can do Wow, we covered a lot today! Don’t try to remember it all. Instead, look and listen for signals of that-clauses anywhere that English is used. You can start by paying attention when people use the verbs “think,” “believe,” “guess” and “hope” in positive or negative form. Then, ask yourself if the speaker or writer used a full that-clause, left out the word “that” or replaced the clause completely with “so.” For instance, at a restaurant or market, a worker might ask a customer, “Would you like anything else today?” The customer might respond, “I don’t think so, thanks.” And, I think we are done for today, too! I’m Alice Bryant. Alice Bryant wrote this story for Learning English. Kelly Jean Kelly was the editor. _____________________________________________________________ Practice You heard me give many examples of shortened that-clauses with “so” in today’s program. Look at the examples below and complete their full that-clauses. (about the business award) I haven’t gotten an answer yet. But I really hope so!! But I really hope that __________________!! I am not sure if Alfredo is coming to the watch party. He said so. He said that ____________________. Should we wait until tomorrow to go hiking? I suppose so. I suppose that _____________________. 4. Would you like anything else today? I don’t think so, thanks. I don’t think that ____________________, thanks. ______________________________________________________________ Words in This Story conversation - n. an informal talk involving two people or a small group of people :the act of talking in an informal way text - n. a message sent on a mobile phone introduce - v. to mention or refer to something for the first time clue - n. something that helps a person find something negative - adj. expressing denial or refusal positive - adj. describing a factual sentence ______________________________________________________________ A note about “told” The common American expression “I told you so” (or the shorter “Told you so” or “Told you”) has a meaning other than it seems. It means “I warned you about something and you did not listen to my warning.” This is usually considered unkind so it’s best to avoid using the expression.
source https://learningenglish.voanews.com/a/how-to-replace-that-clauses-with-so-/4973455.html
source https://learningenglish.voanews.com/a/how-to-replace-that-clauses-with-so-/4973455.html
Subscribe to:
Posts (Atom)