Speaking VIII (Classroom Questions)

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Classroom Questions

What's your name? What is this? What is that? How do you say it in English? How do you spell it? Please say it again. Please speak more slowly. I don't understand. I'm sorry.

My name is Robert. You can call me Bob That's a pencil It's a desk. Eraser. E-R-A-S-E-R. All right. Okay. Listen carefully. Let me explain. That's okay.

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Speaking VII (Simple Shopping)

Simple Shopping

 

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1. Where are the pencils? 2. How much is this mirror? 3. How much does this cost? 4. How much are these? 5. Do you have any t-shirts? 6. That comes to $26.59. 7. That will be $17.48.

They're on the second shelf. It's $19.95. That one is $5.00. They're $4.00 each. What size? Medium or Large? Here's $30.00. Here's $17.50. Keep the change.

Okay, thanks. Okay. I'll take it. How about this one? That's too expensive. Large. Your change is $3.41 Thanks.

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Speaking VI (Expressing Likes and Dislikes)

Expressing Likes and Dislikes

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1. I like fruit. 2. Helen likes sports. 3. Ms. Cramer doesn't like coffee. 4. Tony does not like action movies. 5. Does Terry like swimming? 6. Does Phil like soft drinks? 7. Does Sheila like salad? 8. Do you like Chinese food?

What kind? What kind of sports? Really? Does she like tea? Oh. What kind does he like? Yes, he does. No, he doesn't. No, she does not. Yes, I do. No, I don't. A little.

Oranges and bananas. Football and tennis. Yes, she does. (He likes) drama.

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Speaking II (Paraphrasing)

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Paraphrasing

Paraphrasing involves restating someone else's ideas in your own words.
There are several phrases that can be used to introduce paraphrasing :

So . . . (rephrase the other person's ideas)
In other words . . . (paraphrase)
I understand. (You're saying that . . .)
Oh. I see. (You want to say that . . . )
I get it. (You mean . . .)
So, what you mean is . . .
Let me see if I understand you correctly. . .
What I think you're saying is . . .
If I'm hearing you correctly . . .

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Speaking I (Commenting)

Commenting

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If you would like to make a comment or insert a remark in an ongoing conversation, it is polite to acknowledge what someone has just said before stating your own ideas.

Some phrases

That's interesting. I think that...
Interesting point. I would add...
Hmmm. I hadn't thought of that before.
Questions can also be a useful way of bringing new ideas into a conversation:
What do you think about . . .
Have you considered . . .
What about . . .
Sometimes a more direct approach is appropriate:
Can I add something here?
(Do you) mind if I interject something here?

 

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Speaking V (Requesting and Offering)

Requesting

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(Simple imperative verb): - Help me.*
Please + verb (more polite) - Please help me.

Can you . . . ? - Can you help me?
Will you . . . ? - Will you help me?
Could you (please) . . . ? - Could you help me?
Would you (please). . . ? - Would you please help me?
Would you mind (V+ing) . . . ? - Would you mind helping me?
Could you possibly . . . ? - Could you possibly help me out here?
(very polite) Would you be so kind as to . . . ? - Would you be so kind as to help me (with this)?

1. Give me a paper towel. 2. Please mail this letter for me. 3. Would you please turn down that music? 4. Will you type my term paper for me? 5. Would you give me a ride home? (Could you . . .)

Here you are. Okay. I'll stop by the post office on my way home. Sorry. Is it bothering you? Sure. When do you need it? Sorry. I'm not going in that direction. *This is also used in commands: Example, Go to your room!

 

Offering

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1. Here. Have a cookie. 2. Would you like some pie? 3. How about a glass of wine? 4. What will you have (to drink)? 5. Would you like some more cake? 6. Can I get you some milk or something?

Thanks. No thank you. It looks delicious though. Thanks, but I don't drink (alcohol). Orange juice will be fine. Sure. It's really good. Did you bake it yourself ? Well, a glass of water would be okay.

 

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Speaking IV (Giving Directions)

Giving Directions

 

Click this link for the audio : http://www.eslgold.com/images/sp_ask_dir.mp3

(First,) go down this street (for ____ blocks).
(Then,) turn left/right at the traffic light.
(After that,) go straight on _____ Street until you get to the ______.
(When you get to the _____,) turn left/right again.
(Then,) stay on_______Avenue for about _______ yards/meters.
It's on your left, next to the __________. You can't miss it

1. Excuse me. Is there a grocery store around here?

• Yeah. There's one right across the street.

2. Can you tell me how to get to Phoenix?

• Sorry. I don't live around here.

3. Where's Tanner's Leather Shop?

• It's on the corner of Holly and Vine. Next to the library.

4. How do you get to the bank?

• Go straight down this street for two blocks. Turn left when you get to Maple Street. Stay on Maple for half a block. It's on the left hand side.

 

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Speaking V (Classifying)

Classifying

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There are five kinds of . . .
There are two types of . . .
There are three categories of . . .

We can divide (this) into three parts:

1)
2)
3)

This can be broken down into four sections.

They are:
A)
B)
C)
D)

 

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Speaking IV (Interrupting)

Interrupting

This is link for the audio : http://www.eslgold.com/images/sp_interrupt.mp3

Interrupting politely

Excuse me,
Pardon me,
Sorry to interrupt,
May I interrupt (for a minute)?
Can I add something here?
I don't mean to intrude, but . . .
Could I inject something here?
Do you mind if I jump in here?

Getting back to the topic

Anyway,
Now, where was I?
Where were we?
What were you saying?
You were saying . . .
To get back to . . .

 

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Speaking III (Analyzing Problems)

Analyzing Problems

This is link for the audio : http://www.eslgold.com/images/Analyzing%20problems.wma

Focusing on the main problem/issue

What is the main problem?
What is the real issue (here)?
(I think) the major problem is . . .
Our primary concern is . . .
The crux of the matter is . . .
(As I see it), the most important thing is . . .
The main problem we need to solve is . . .
We really need to take care of . . .
It all comes down to this:

Asking for input

What should we do about it?
What needs to be done?
What do you think we should do?
What are we going to do about it?
Do you have any suggestions?
Any ideas?

Making Recommendations

I recommend that . . .
I suggest that . . .
I would pke to propose that . . .
Why don't we . . .

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Speaking II (Giving Instructions)

Giving Instructions

This is the link for the audio : http://www.eslgold.com/images/sp_giv_inst.mp3

Asking for Instructions

How do you (do this)?
How do I . . . ?
What is the best way to . . . ?
How do I go about it?
What do you suggest?
How do you suggest I proceed?
What is the first step?

Giving Instructions

First, (you) . . .
Then, (you) . . .
Next, (you) . . .
Lastly, (you) . . .

Sequencing

Before you begin, (you should . . .)
The first thing you do is . . . .
I would start by . . .
The best place to begin is . . .
To begin with,

Starting out

After that,
The next step is to . . . The next thing you do is . . .
Once you've done that, then . . .
When you finish that, then . . .

Continuing

The last step is . . .
The last thing you do is . . .
In the end,
When you've finished,
When you've completed all the steps,

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Speaking I (Discussion Techniques)

Discussion Techniques

This is link for the audio :  http://www.eslgold.com/images/sp_disc_tech.mp3

Opening a discussion

To begin with,
We need to discuss . . .
determine
find out
Let's start by (V ing)
We'll start by (V ing)
The problem here is . . .
issue
question

The important thing (here) is . . .
The main thing we need to discuss is . . .
Let's look at . . .
It looks like . . .
It appears that . . .

Asking for input

What do you think?
How about you?
How do you feel about that?
Any ideas on that?

Responding

That sounds like a) good idea.
Sounds good.
The problem with that is . . .
That raises the issue of . . .
brings up

 

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Speaking III (Talking About Something)

Sometimes you may talk with other person about something like family, place, favourite thing etc. Some people think that talking about something is very difficult but actually it is not difficult. Learn how to talk about some topic is very important, Why ??? because if you use so many wrong words, the person that talks with you probably will not understand what you have said.
So, click the links below to to learn it :

Talking about family
Talking about here and now
Talking about favourite things
Talking past actions
Talking about life events

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Speaking II (Introducing People and Yourself)

Introducing someone or ourself is one of the materials for beginner learners. So, have you learned how to introduce yourself in English ?

If you have not, just click the links below :

Introducing People

Introducing Yourself

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Speaking I (Pronunciation)

Pronunciation

Pronunciation is very difficult to correct if you have been speaking English for a long time. As you know, practice does not make perfect, it makes permanent. That means if you practice incorrectly, it will become permanent. You need to correct this problem before moving forward because having bad pronunciation is one of the most difficult aspects of speaking to someone who does not speak English well.

The pronunciation lessons provided here are American English pronunciation and will provide you with an explanation, instruction, and audio files to help you pronounce sounds correctly. If you don't have access to a native speaker to give you feedback, I encourage you to record and listen to yourself. Although it might be tedious, you'll be surprised at how helpful this actually is.

Below are the links to learn this lesson :

http://www.talkenglish.com/LessonDetails.aspx?ALID=001
http://www.talkenglish.com/LessonDetails.aspx?ALID=002
http://www.talkenglish.com/LessonDetails.aspx?ALID=003 
http://www.talkenglish.com/LessonDetails.aspx?ALID=004
http://www.talkenglish.com/LessonDetails.aspx?ALID=005
http://www.talkenglish.com/LessonDetails.aspx?ALID=006
http://www.talkenglish.com/LessonDetails.aspx?ALID=007
http://www.talkenglish.com/LessonDetails.aspx?ALID=008
http://www.talkenglish.com/LessonDetails.aspx?ALID=009
http://www.talkenglish.com/LessonDetails.aspx?ALID=010
http://www.talkenglish.com/LessonDetails.aspx?ALID=011
http://www.talkenglish.com/LessonDetails.aspx?ALID=012
http://www.talkenglish.com/LessonDetails.aspx?ALID=013
http://www.talkenglish.com/LessonDetails.aspx?ALID=014
http://www.talkenglish.com/LessonDetails.aspx?ALID=015
http://www.talkenglish.com/LessonDetails.aspx?ALID=016
http://www.talkenglish.com/LessonDetails.aspx?ALID=017
http://www.talkenglish.com/LessonDetails.aspx?ALID=018
http://www.talkenglish.com/LessonDetails.aspx?ALID=019

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Grammar V (Inversion)

Inversion

What do these sentences have in common?
Not only is he difficult to understand, but he is also funny.
Never have I understood less about women.
Scarcely have they been on time.

These are all inverted sentences. Inverted sentences are sentences with an irregular verb placement of the verb before the subject. Follow the instructions below to learn how and when inverted sentences are used in English.
 
Use of Question Form
In this case, the question form (auxiliary + subject + main verb) takes the place of the standard positive sentence structure (i.e. He goes to work every day):
 
Examples
Not only do I enjoy classical music, but I also have a season ticket to the symphony.
Seldom has the boss been so upset!

In this case, the question form is substituted for standard sentence structure in a statement. Generally, an inversion is used to stress the uniqueness of an event and begins with a negative.
 
Negative Adverbials
 
Time expressions: never, rarely, seldom
These time expressions are used with a perfect form or with modals and often include comparatives:
 
Examples
Never have I been more insulted!
Seldom has he seen anything stranger.
 
Time expressions: hardly, barely, no sooner, or scarcely
These time expressions are used when a there are a succession of events in the past.
 
Examples
Scarcely had I got out of bed when the doorbell rang.
No sooner had he finished dinner, when she walked in the door.
 
After 'Only' Expressions such as 'only after', 'only when', 'only then', etc.
'Only' is used with a time expression.
 
Examples
Only then did I understand the problem.
Only after understanding the situation does the teacher make a comment.
 
After 'Little'
'Little' is used in a negative sense.
 
Examples
Little did he understand the situation.
Little have I read concerning nanotechnology.
 
Inversion after 'So', 'Such', and 'That'
'So'
'So + adjective ... that' combines with the verb 'to be'.
 
Examples
So strange was the situation that I couldn't sleep.
So difficult is the test that students need three months to prepare.
 
'Such'
'So + to be + noun ... (that)':
 
Examples
Such is the moment that all greats traverse.
Such is the stuff of dreams.
 
Inverted Conditional Forms
Sometimes conditional forms are inverted as a means of sounding more formal. In this case, the conditional 'if' is dropped and the inverted forms takes the place of the 'if clause'.
 
Examples
Had he understood the problem, he wouldn't have committed those mistakes.
Should he decide to come, please telephone.

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Grammar IV (If Sentences)

If Sentences

Introduction:

English learners should learn if sentences, also known as conditional forms, in order to discuss various possibilities that are either realistic or imaginary. Follow the introduction below, you will find a grammar overview and explanation for each tense. Once you are familiar with these forms, use the referenced materials to practice and further your understanding of these forms. Teachers can print out the comprehension materials related to the materials, as well as the suggested lesson plans with point-by-point instructions on how to teach the conditional forms in class.

The Basics: What Are If Sentences?:

If sentences are used to discuss things that happen based on the condition that something else happens. There are three main types of if sentences.

Use an if sentence in the first conditional to consider real, possible events in the present or future:
If it rains, I'll take an umbrella.

Use an if sentences in the second conditional to speculate about unreal, improbable events in the present moment or future:
If I had a million dollars, I'd buy a big house.

An if sentence in the third conditional concerns imaginary (unreal) outcomes of past events:
If he had spent more time studying, he would have passed the exam.

If Sentence Forms Overview:

If Sentence # 1 = First Conditional
If + S + present simple + objects, S + will + verb + objects
-> If the boys finish their homework early, they will play baseball.
 
If Sentence # 2 = Second Conditional
If + S + past simple + objects, S + would + verb + objects
-> If he bought a new car, he would buy a Ford.
 
If Sentence # 3 = Third Conditional
If + S + past perfect + objects, S + would have + past participle + objects
-> If she had seen him, she would have discussed the issues with him.

Study If Sentences In Depth:

Here is a detailed guide to all conditional forms with examples, important exceptions to the rules and a structure guide. The alternate guide provides options for advanced level learners. Finally, this guide to choosing between the first or second conditional provides further help on deciding whether to use the real or unreal conditional.

Test Your Understanding of If Sentences:

Once you've studied the rules - or if you already know the rules - test your knowledge:
Conditional Forms Quiz
For advanced level learners here is a reading dialogue comprehension exercise that focuses on using the third conditional.

Teach a Lesson about If Sentences:

This first and second conditional forms lesson employs reading comprehension about emergencies to help students discover and review the forms. Once students are comfortable with the form, they discuss other difficult or unusual situations using the first and second conditional
This conditionals tic-tac-toe is a great game to help students review all three if sentence forms.
Finally, here is a printable conditional form quiz to use in class.

If Sentence Activities:

Practice if sentences with grammar chants. Using these chants, you and your classes can practice the structure so that it becomes natural and easy to remember.
Conditional 1 Chant
Conditional 2 Chant
Conditional 3 Chant

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Grammar III (Guide to Reported Speech)

Guide to Reported Speech

 

The Basics: Reported Speech:

Reported speech is used in both written and spoken English. Intermediate level English learners should study the reported speech in order to relate what others have said. Strong knowledge of the reported speech shows a command of tense conjunctions, as well as the proper use of pronouns and time expressions which must be changed. English learners should use this guide to explore detailed instructions, as well as use practice activities appropriate to this form. Teachers can print out the lesson plans, grammar charts and other reported speech learning materials introduced in this guide.
Reported Speech (also referred to as 'indirect speech') refers to a sentence reporting what someone has said. It is almost always used in spoken English.

• If the reporting verb (i.e. said) is in the past, the reported clause is in a past form. This form is usually one step back into the past from the original.
  For example:
  
  • He said the test was difficult.
  • She said she watched TV every day.
  
  
• If simple present, present perfect or the future is used in the reporting verb (i.e. says) the tense is retained.
  For example:
  
  • He says the test is difficult.
  • She has said that she watches TV every day.

Study Reported Speech in Depth:

The reported speech calls for changes in tenses, pronouns and time expressions. This reported speech guide provides all the information required. Reported speech generally uses the verbs 'say' and 'tell'. However, there are also a number of other reporting verbs that are much more descriptive (admit, reveal, suggest, etc.)
When changing verbs in reported speech, it's important to know your tenses well. This verb tense chart will help you review.

Test Your Knowledge of Reported Speech:

Once you've studied the rules - or if you already know the rules - test your knowledge. Practice using this form with the reported speech worksheet that provides a quick review and exercise. There's also a reported speech quiz which provides immediate feedback on correct or incorrect answers.

Teach a Lesson about Reported Speech:

Here are lessons on the site which focus on the past simple or past continuous and their use with other tenses.
Reported Speech - integration lesson for upper level students
Best Friend - Friend from Hell - fun conversation lesson which includes reporting back on what has been said

Activities with the Reported Speech:

Some activities that will help you practice:
Guess Who I Bumped Into? - Reported speech reading comprehension activity
Having a Hard Time Finding a Job - Dialogue reading of two conversations, the second of which reports on the first about someone who's having a hard time finding a job, includes a follow-up comprehension quiz

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Grammar II (Differences between Action and Stative Verbs)

Differences between Action and Stative Verbs

All verbs in English are classified as either stative or action verbs (also referred to as 'dynamic verbs'). Action verbs describe actions we take (things we do) or things that happen. Stative verbs refer to the way things 'are' - their appearance, state of being, smell, etc. The most important difference between stative and action verbs is that action verbs can be used in continuous tenses and stative verbs can not be used in continuous tenses.

For example:

Action Verbs
She's studying math with Tom at the moment. AND She studies math with Tom every Friday.
They've been working since seven o'clock this morning. AND They worked for two hours yesterday afternoon.
We'll be having a meeting when you arrive. AND We are going to meet next Friday.
Stative Verbs
The flowers smell lovely. NOT Those flowers are smelling lovely.
She heard him speak in Seattle yesterday afternoon. NOT She was hearing him speak in Seattle yesterday afternoon.
They'll love the concert tomorrow evening. NOT They'll be loving the concert tomorrow evening.
Common Stative Verbs

There are many more action verbs than stative verbs. Here is a list of some the most common stative verbs:
be
hate
like
love
need
belong
believe
cost
get
impress
know
reach
recognize
taste
think
understand

You may notice that some of these verbs can be used as action verbs with different meanings. For example, the verb 'to think' can either express an opinion, or the process of considering. In the first case, when 'think' expresses an opinion it is stative:

I think she should work harder on her math.
She thinks he is a fantastic singer.
'Think', however, can also express the process of considering something. In this case 'think' is an action verb:

They're thinking about buying a new house.
She's thinking of joining a health club.

Generally, stative verbs fall into four groups:
 
Verbs Showing Thought or Opinions
know
believe
understand
recognize

Verbs Showing Possession have
own
belong
possess

Verbs Showing Senses
hear
smell
see
feel

Verbs Showing Emotion
love
hate
want
need

If you are unsure of whether a verb is an action verb or a stative verb ask yourself the following question:

Does this verb relate some sort of process or a state? If it relates a process, then the verb is an action verb. If it relates a state, the verb is a stative verb.

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Grammar I (Focus on Adjectives Ending in -ic and -ical)

Focus on Adjectives Ending in -ic and -ical

Many adjectives end in either '-ic' or '-ical'.

Examples of Adjectives ending in '-ic':
athletic
energetic
prophetic
scientific

Example Sentences:

The boys are very athletic and play a variety of sports
I didn't realize you were so energetic! You've completed 10 exercises in the last hour.
His writings were very prophetic and some think show the way of the future.
Many feel that the only valid way to learn is the scientific approach.

Examples of Adjectives ending in '-ical':
 magical
diabolical
cynical
musical

Example Sentences:

We had a magical evening at the concert.
His political use of the military was diabolical.
I wish she weren't so cynical. I don't know whether I can believe anything she says.
You Timothy is quite musical and plays the piano well.
An extension of the adjective ending '-ical' is the adjective ending in '-logical'. These adjectives tend to be used with scientific and medical related terms.

Examples of Adjectives ending in '-logical':
psychological
cardiological
chronological
ideological

Example Sentences:

The psychological study of patients has led to many helpful discoveries.
The cardiological unit of the hospital has saved many lives.
The chronological listing of each King's reign can be found on page 244.
Many feel that an ideological approach to our political problems will not solve anything.

There are a few cases in which both adjective endings are used with slight changes in meaning. Here are some of the most common:

economic / economical
economic = relating to economics and finance
economical = money saving, frugal

Example Sentences:
The economic picture looks pretty depressing for the next few quarters.
It's economical to reuse your banana peels as compost.

historic / historical
historic = famous and important
historical = dealing with history

Example Sentences:

The historic Battle of the Bulge was fought in Belgium.
The historical significance of Da Vinci's writings was discussed in Peter Gould's essay.

lyric / lyrical
lyric = relating to poetry
lyrical = resembling poetry, musicality, etc.

Example Sentences:

Lyric poetry reading can help you find the music of everyday language.
His lyrical approach to scientific writing help to popularize the subject.

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Grammar VIII (Interjections)

Interjections

An interjection is a word that expresses some kind of emotion. It can be used as filler. Interjections do not have a grammatical function in the sentence and are not related to the other parts of the sentence. If an interjection is omitted, the sentence still makes sense. It can stand alone.

• Ouch! That hurts.
• Well, I need a break.
• Wow! What a beautiful dress!

When you are expressing a strong emotion, use an exclamation mark (!). A comma (,) can be used for a weaker emotion.

Interjections do the following:

1. Express a feeling—wow, gee, oops, darn, geez, oh:

• Oops, I’m sorry. That was my mistake.
• Geez! Do I need to do it again?
• Oh, I didn’t know that.

2. Say yes or no—yes, no, nope:

• Yes! I will do it!
• No, I am not going to go there.
• Nope. That’s not what I want.

3. Call attention—yo, hey:

• Yo, will you throw the ball back?
• Hey, I just wanted to talk to you about the previous incident.

4. Indicate a pause—well, um, hmm:

• Well, what I meant was nothing like that.
• Um, here is our proposal.
• Hmm. You really need to be on a diet.

[Quiz 8.1]

What should be B’s expression?

A: I got a perfect score on the math exam.
B:                      (Well. Wow! or Um.)

[Quiz 8.2]

What should be C’s expression?

C:                     ! (Nope, Hey, or Geez) My computer just broke.

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Grammar VII ( Conjunctions)

Conjunctions

 

Coordinating Conjunctions and Correlative Conjunctions

A conjunction joins words or groups of words in a sentence.

• I ate lunch with Kate and Derma.
• Because it is rainy today, the trip is canceled.
• She didn’t press the bell, but I did.

There are three types of conjunctions:

1. Coordinating Conjunctions
     a. Connect words, phrases, or clauses that are independent or equal
     b. and, but, or, so, for, yet, and not

2. Correlative Conjunctions
     a. Used in pairs
     b. both/and, either/or, neither/nor, not only/but also

3. Subordinating Conjunctions
     a. Used at the beginning of subordinate clauses
     b. although, after, before, because, how, if, once, since, so that, until, unless, when, while, where, whether, etc.

Coordinating Conjunctions

1. And—means "in addition to":

• We are going to a zoo and an aquarium on a same day.

2. But—connects two different things that are not in agreement:

• I am a night owl, but she is an early bird.

3. Or—indicates a choice between two things:

• Do you want a red one or a blue one?

4. So—illustrates a result of the first thing:

• This song has been very popular, so I downloaded it.

5. For—means "because":

• I want to go there again, for it was a wonderful trip.

6. Yet—indicates contrast with something:

• He performed very well, yet he didn’t make the final cut.

Correlative Conjunctions

1. Both/and

• She won gold medals from both the single and group races.
• Both TV and television are correct words.

2. Either/or

• I am fine with either Monday or Wednesday.
• You can have either apples or pears.

3. Neither/nor

• He enjoys neither drinking nor gambling.
• Neither you nor I will get off early today.

4. Not only/but also

• Not only red but also green looks good on you.
• She got the perfect score in not only English but also math.

[Quiz 7.1]

Write the correct conjunction in each sentence.

1)                      my friend                      I are taking the geography class.
2) Do you want to go swimming                      golfing?
3) I studied grammar for a long time,                      I still make mistakes.
4)                      wood                      bricks can be used as homebuilding materials.
5) I wasn’t feeling well this morning,                      I had to go to work.

Subordinating Conjunctions

Subordinating Conjunctions

1. Although—means "in spite of the fact that":

• Although it was raining, I ran home.
• She showed up, although she felt sick.
• Although my mom told me to come home early, I stayed out late.

2. After—indicates "subsequently to the time when":

• Please text me after you arrive at the shopping mall.
• We were forced to stop watching TV after the electricity went out.
• I always tell my daughter that she can have dessert after she eats her dinner.

3. Before—indicates "earlier than the time that":

• He had written a living will before he died.
• Before he contacted me, I was going to call him.
• I need to finish the dishes before my wife gets home.

4. Because—means "for the reason that":

• Because he was smart and worked hard, he was able to make a lot of money.
• They stopped building the house because it was pouring.
• I love dogs because they are so cute.

5. How—means "the way in which":

• I wonder how you did it.
• He explained how he completed it in a few days.
• Can you show me how you fixed the computer?

6. If—means "in the event that":

• If it is sunny tomorrow, we can go to the beach.
• If I receive a promotion, you will be the first to know.
• You can watch TV if you finish your homework.

7. Once—indicates "at the moment when":

• Once you see him, you will recognize him.
• Once the light came on, we all shouted with joy.
• Call me once you start having contractions.

8. Since—means "from the time when":

• I’ve been a singer since I was young.
• Since he graduated, he has been doing nothing.
• This building has been remodeled three times since I lived here.

9. So that—means "in order to":

• So that she could keep her position, she didn’t complain at all.
• He finished his work as fast as possible so that he could leave early.
• He worked harder for a raise so he could buy a nice car.

10. Until—means "up to the time that":

• Don’t go anywhere until I come back.
• She didn’t realize her talent in painting until her teacher mentioned it.
• They won’t allow us to sit until everyone arrives.

11. Unless—means "except, on the condition":

• You will not pass the exam unless you get a score of 80 or higher.
• I will not tell you anything unless you tell me what you know first.
• Unless you ask her, you will never know.

12. When—means "at that time":

• When I came in the room, everyone looked at me.
• I woke up when my baby was crying.
• I started looking for a gas station when my gas light went on.

13. While—means "during the time":

• Someone called you while you were at the meeting.
• We met while we were working at the University.
• My dog started barking while I was talking on the phone.

14. Where—indicates "in the place":

• This is where I came from.
• Please tell me where you are going.
• I need to know where John hid the present.

15. Whether—means "if it is true or not":

• We will have a picnic whether it rains or not.
• It is time to decide whether we should take action.
• You need to decide whether or not you are hungry.

[Quiz 7.2]

Fill in the blanks with an appropriate conjunction.

1) Could you email me                      you receive the offer?
2) I want to buy it                      it is expensive or not.
3) Don’t do that                      I allow it.
4)                      you are confident with it, you should go for it.
5) I didn’t enroll this semester                      I could go backpacking in Europe.
6) My neighbor’s cat has been missing                      last Friday.
7)                      I own a house, I am required to pay property taxes.

Conjunctive Adverbs

Conjunctive adverbs are words that join independent clauses into one sentence. A conjunctive adverb helps you create a shorter sentence.

When you use a conjunctive adverb, put a semicolon (;) before it and a comma (,) after it.

• We have many different sizes of this shirt; however, it comes in only one color.

Some examples of conjunctive adverbs are: accordingly, also, besides, consequently, finally, however, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, otherwise, still, therefore, then, etc.

• The due date for the final paper has passed; therefore, I could not submit mine on time.
• There are many history books; however, none of them may be accurate.
• It rained hard; moreover, lightening flashed and thunder boomed.
• The baby fell asleep; then, the doorbell rang.
• The law does not permit drinking and driving anytime; otherwise, there would be many more accidents.

Conjunctive adverbs look like coordinating conjunctions (and, but, or, so, for, yet, nor); however, they are not as strong as coordinating conjunctions and they are punctuated differently.

A conjunctive adverb is also used in a single main clause. In this case, a comma (,) is used to separate the conjunctive adverb from the sentence.

• I woke up very late this morning. Nevertheless, I wasn’t late to school.
• She didn’t take a bus to work today. Instead, she drove her car.
• Jack wants a toy car for his birthday. Meanwhile, Jill wants a dollhouse for her birthday.
• They returned home. Likewise, I went home.

[Quiz 7.3]

Choose the right conjunctive adverb for the sentence.

1) Hurry up;                     , you will be late for the train.
2) I studied hard for the exam;                     , I failed.
3) Tom is a sportsman;                     , his brother Tom is athletic.
4) He didn’t go to college.                     , he started his own business.
5) He is not good-looking.                     , he is popular among girls.

Continue

Grammar VI (Auxiliary Verbs)

Auxiliary Verbs

Auxiliary Verbs "Be," "Do," "Have"

  An auxiliary verb helps the main (full) verb and is also called a "helping verb." With auxiliary verbs, you can write sentences in different tenses, moods, or voices. Auxiliary verbs are: be, do, have, will, shall, would, should, can, could, may, might, must, ought, etc.

• I think I should study harder to master English.
• I am having a cup of coffee.
• You have been practicing hard.
• It was written by a petitioner.
• You may choose what you like.

The verb forms of be, do, and have can be used either as a main (full) verb or an auxiliary verb. The following examples show these verbs used as auxiliary verbs.

1. "Be" as an auxiliary verb

a. Used in progressive sentences:

• I am taking a bath.
• She is preparing dinner for us.
• They have been studying all night.

b. Used in passive sentences:

• I was given a free meal.
• He was seen by fans at the airport.
• This song has been sung by all nations.

2. "Do" as an auxiliary verb

a. Used in negative sentences:

• I do not know the truth.
• She doesn’t agree with me.
• They didn’t arrive here yet.

b. Used in questions:

• Do you want to have another one?
• Did he finish his homework?
• Do we need to keep going straight?

3. "Have" as an auxiliary verb

a. Used in perfect sentences:

• I have been following you for a mile.
• We have done a lot so far.
• She had been queen of the town.

[Quiz 6.1]

Identify all auxiliary verbs in the following paragraph.

I have just heard that you didn’t attend the meeting yesterday. Did you have a conflict with that time? I must ask that you explain the reason.


[Quiz 6.2]

Which of the following sentences does not show any auxiliary verbs?

1) I didn’t have any reason to go there.
2) Have we practiced this song enough?
3) Three seats have been reserved for us.
4) I am a professor in the economics department.

Auxiliary Verbs "Will/Would" and "Shall/Should"

The verbs will, would, shall, should, can, could, may, might, and must cannot be the main (full) verbs alone. They are used as auxiliary verbs only and always need a main verb to follow.

Will

Used to express desire, preference, choice, or consent:

• I will take this duty.
• Will you stop talking like that?

Used to express the future:

• It will rain tomorrow.
• The news will spread soon.

Used to express capacity or capability:

• This bucket will hold two gallons of water.
• This airplane will take 200 passengers.

Used to express determination, insistence, or persistence:

• I will do it as you say.

Would (past form of will)

Often used in auxiliary functions with rather to express preference:

• I would rather go shopping today.
• We’d rather say something than stay quiet.

Used to express a wish or desire:

• I would like to have one more pencil.

Used to express contingency or possibility:

• If I were you, I would be so happy.

Used to express routine or habitual things:

• Normally, we would work until 6 p.m.

Shall

Mainly used in American English to ask questions politely (it has more usages in British English). For the future tense, will is more frequently used in American English than shall.

• Shall we dance?
• Shall I go now?
• Let’s drink, shall we?

Often used in formal settings to deliver obligation or requirement:

• You shall abide by the law.
• There shall be no trespassing on this property.
• Students shall not enter this room.

Should (past form of shall)

Often used in auxiliary functions to express an opinion, suggestion, preference, or idea:

• You should rest at home today.
• I should take a bus this time.
• He should be more thoughtful in the decision-making process.

Used to express that you wish something had happened but it didn’t or couldn’t (should + have + past participle):

• You should have seen it. It was really beautiful.
• I should have completed it earlier to meet the deadline.
• We should have visited the place on the way.

Used to ask for someone’s opinion:

• What should we do now?
• Should we continue our meeting?
• Should we go this way?
• Where should we go this summer?

Used to say something expected or correct:

• There should be an old city hall building here.
• Everybody should arrive by 6 p.m.
• We should be there this evening.

[Quiz 6.3]

Fill in the blanks using an appropriate auxiliary verb.

1) I                     leave now. It is too late.
2) You                     have seen him. His dance was amazing.
3)                     we have lunch together?
4) I                     like a cup of tea, please.
5)                     we read the email?

Auxiliary Verbs "Can/Could" and "May/Might/Must"

Can

Used to express ability (to be able to do something):

• I can make jewelry.
• He can’t speak French.
• Can you open this jar?

Used to ask for permission:

• Can I use your bathroom?
• Can I leave now?
• Can I raise the volume?

Used to make requests or suggestions:

• Can I have more napkins?
• Can I have the bill?
• You can take this spot if you like.
• You can do whatever you want.

Could (past form of can)

Describes an ability that someone had in the past:

• I could swim when I was young.
• You could see the boat sinking.
• They could tell he was nervous.

Often used in auxiliary functions to express permission politely:

• Could I take this jacket with me?
• You could borrow my umbrella.
• Could you please let me pass you?
• Could I get you more water?

Used to express possibility:

• All of them could ride in the van.
• You could always stay at our house.
• Could it be true?
• This plan could really work out.

May

Used to ask for formal permission:

• May I come in?
• May I say something now?
• May I ask one question?

Used to suggest something that is possible:

• She may agree with this plan.
• They may not be happy about what happened.
• It may shower tonight.

Might (past form of may)

Used to suggest a smaller possibility than may does (actually, might is more common than may in American English):

• He might have finished it.
• I might go see a doctor.
• I might not come this time.
• It might be right.
• You might have lost it.
• The store might have been closed today.

Must

Used to express something formally required or necessary:

• I must complete the project by this week.
• The government must provide health care for everybody.
• Everyone must save the natural resources of the earth.
• The building must have a fire alarm.
• You must answer my question right now.

Used to show that something is very likely:

• He must be a genius.
• You must be joking!
• There must be an accident.
• She must be very tired.

[Quiz 6.4]

Choose the right word for each blank.

1) She                      (can, could, may, might, must) have practiced a lot. Her performance was amazing.
2) I can’t find my watch anywhere. I                      (can, could, may, might, must) have lost it.
3) Professor,                      (can, could, may, might, must) I ask a question?
4)                      (can, could, may, might, must) you please lower your voice?
5) You                      (can, could, may, might, must) be kidding! How is that possible?
6) I                      (can, could, may, might, must) speak both English and Chinese fluently.

Continue

Grammar V (Active Voice and Passive Voice)

Active Voice and Passive Voice

 

Verbs are either active or passive in voice. In the active voice, the subject and verb relationship is straightforward: the subject is a do-er. In the passive voice, the subject of the sentence is not a do-er. It is shown with by + do-er or is not shown in the sentence.
Passive voice is used when the action is the focus, not the subject. It is not important (or not known) who does the action.

• The window is broken. (It is not known who broke the window, or it is not important to know who broke the window.)
• The class has been canceled. (The focus is on the class being canceled. It is not important to know who canceled it.)
• The passive voice is often used. (The focus is on the passive voice. It is not important to explain who the writer is.)

Passive voice should be avoided when you want more clarity in writing. However, in some cases, you need to use passive voice to stress the action, not the actor. Also, passive voice can be considered more polite, as it sounds less aggressive or dramatic.

• That building was built in 1990.
• The car was invented about a hundred years ago.
• I was told that Mary moved to a different country.
• Your business is appreciated.
• She was elected to city council.
• It was rumored that the company would lay off a few people soon.
• It is recommended that the billing process be shortened.

You can easily rewrite an active sentence to a passive sentence. The object in the active sentence becomes a subject in the passive sentence. The verb is changed to a “be” verb + past participle. The subject of the active sentence follows by or is omitted.

• Sam wrote a letter to Jamie.
• A letter was written to Jamie by Sam.



• The government built a new bridge.
• A new bridge was built by the government.



• I recommend that you apply for this position.
• It is recommended that you apply for this position.

[Quiz 5.1]

Rewrite the following sentence in passive voice.

John gave me a bunch of flowers on my birthday.

[Quiz 5.2]

Choose the sentences written incorrectly in the passive voice.

1) I was eaten an ice cream.
2) The song was sung by a singer.
3) I was deceived by the TV program.
4) The concert was finished at 12 p.m.
5) He was written a novel.
6) The tennis match was aired on TV.
7) He was treated kindly.
8) I have been managed a company since 2004.

Continue

Grammar IV (Infinitives)

Infinitives Part 1

An infinitive is a verb combined with the word to. Most often, an infinitive acts as a noun in the sentence. Less frequently, it acts as an adjective or an adverb.

• I want to go home early today.
• I hope to be chosen as a member.
• I prefer to go there earlier.
• You need to consider various rules in writing sentences.
• You have to explain your reasoning in detail.
• You might wish to act as a teacher.
• To leave for a vacation is my only wish at this time.
• A common mistake in a relationship is not to trust the other person.
• Help me to save the trees!
• To be mentally healthy, you must read books.
• Do you want me to fill out this form?
• Here is our to-do list.
• It was nice to meet you.
• It is time to move on.
• I am young enough to change my habits.
• Don’t forget not to make grammar mistakes.
• You are required to leave all your belongings here.
• I came to see a doctor today.
• You have to work harder to succeed.
• I need to take three more classes to finish my graduate study.
• I got closer to the speaker to listen clearly.
• Be sure to check if you have tickets.
• I am going to buy the new computer.

Generally, it is not common to split to and the verb except for when you want to emphasize the verb.

• I want you to immediately stop doing that.
• You have to seriously work hard to succeed.
• You need to definitely explain your reasoning in detail.

[Quiz 4.1]

Fill in the blanks.

1) I am going                      (learn) English.
2) It is common                      (make) a grammar mistake.
3) Did you come                     (clean) my house?

Infinitives Part 2

Commonly, an infinitive is used with the subject it. The sentence structure is "It is                      + infinitive.…" It refers to the infinitive. This expression is used in many ways.

• It is time to do math.
• It is common to think that way.
• It is appropriate to keep a low profile.
• It was nice to see you.
• It was my pleasure to meet you.
• It was my honor to have dinner with you.
• It is good to see you.
• It was great to go on a trip with them.

Both gerunds and infinitive phrases can function as nouns, in a variety of ways. Gerunds and infinitives can follow certain verbs but not others. You need to remember which verbs can be followed by only a gerund or only an infinitive.

Verbs that can precede only gerunds:
consider, suggest, enjoy, deny, avoid, miss, mind, practice, postpone, resist, finish, quit, give up, put off

Verbs that can precede only infinitives:
offer, decide, hope, attempt, promise, agree, afford, deserve, refuse, undertake, learn, fail, seem, appear, tend, pretend, choose, demand, desire, guarantee, claim, manage, determine, expect, want, wish

Verbs that can precede either gerunds or infinitives without changing meanings:

continue, like, love, begin, start, propose, neglect, stand, hate

Verbs that can precede either gerunds or infinitives but change meanings:

forget, remember, stop, try

• I stopped watching the movie. (I no longer watched the movie.)
• I stopped to watch the movie. (I stopped what I was doing to watch the movie.)

[Quiz 4.2]

Fill in the blanks.

1) I decided                      (leave) the job.
2) She pretended                      (know) me.
3) He desires                      (be) a professor.
4) The company considered                     (sell) its main building.
5) I expect                      (win) at this game.
6) Do you enjoy                      (take) care of your pet?
7) She hopes                      (go) on a vacation.
8) Did you fail                      (pass) the exam?
9) They want me                      (take) this position.
10) It is great                     (hear) that they agreed                      (share) the land.

Continue

Grammar III (Gerunds)

Gerunds

A gerund (verb + ing) acts like a noun in a sentence.

• Seeing is believing.
• Running a marathon is not an easy thing to do.
• Watching TV is sometimes harmful.
• Eating is always fun.
• My hobby is painting.
• She loves babysitting her sister.
• I like listening to music.
• I wasted all my afternoon by taking a nap.
• I am afraid of singing a song on a stage.

Often, a possessive noun or pronoun comes before a gerund.

• I hope that you don’t mind my using your pen.
• Don’t be mad about my leaving early.
• I don’t want you misunderstanding.
• You will be amazed by my writing.

[Quiz 3.1]

Fill in the blanks.

1) I enjoy                      (draw) as a hobby.
2) She likes                      (buy) clothes.
3) Children are fond of                      (play) with water.
4)                      (dance) is my favorite thing to do.
5) I am upset at his                      (break) the rule.

Continue

Grammar II (Perfect Progressive Tense)

Perfect Progressive Tense

The perfect progressive tense describes actions that repeated over a period of time in the past, are continuing in the present, and/or will continue in the future.

The present perfect progressive tense tells you about a continuous action that was initiated in the past and finished at some point in the past; however, the action has some relation to the present time. Use have/has + been + ing.

• It has been raining, and the street is still wet.
• I have been running, and I am still tired.
• She has been practicing the piano, and she is much better now.

The past perfect progressive tense illustrates a continuous action in the past that was completed before another past action. Use had + been + ing.

• It had been raining, and the street was still wet.
• I had been running, and I was still tired.
• She had been practicing the piano, and she had gotten much better.

The future perfect progressive tense indicates a continuous action that will be completed in the future. Use will + have + been + ing.

• By tonight, it will have been raining several hours, and the street will be very wet.
• By next summer, I will have been running for almost a year, and I will be fit and healthy.
• By the time of the concert, she will have been practicing the piano for several months, and she will be much better.

[Quiz 2.1]

Choose the incorrect sentence from the following.

1) I have been sleeping all day today.
2) They will have been walking for almost an hour by the time they arrive at their destination.
3) She have been eating a lot recently.

Continue

Grammar I (Progressive and Perfect Tense)

Progressive and Perfect Tense

 

Progressive Tense

The progressive tense involves action that is, was, or will be in progress at a certain time. In the progressive tense, verbs are formed with a "be" verb + ing.

run

• I am running a marathon right now. (present progressive)
• I was running a marathon at this time last year. (past progressive)
• I will be running a marathon next Sunday. (future progressive)

eat

• I am eating lunch now.
• I was eating lunch when you saw me.
• I will be eating lunch in the meeting.

learn

• I am learning English at my desk.
• I was learning English the last two years.
• I will be learning English then.

cook

• I am cooking my supper now.
• I was cooking our dinner when you called me.
• I will be cooking breakfast by the time you come home.

Perfect Tense

The present perfect tense describes an action that started in the past and continues to the present time. Use has/have + the past participle form of the verb.

The past perfect tense describes an action that started and ended in the past. Use had + the past participle form of the verb.

The future perfect tense describes future actions that will occur before some other action. Use will have + the past participle form of the verb.

run

• I have run several marathons this year. (present perfect)
• I had run many marathons in the past. (past perfect)
• I will have run a marathon by the time I turn 30. (future perfect)

learn

• I have learned a lot about English grammar this semester.
• I had learned the basics of English grammar in elementary school.
• I will have learned a lot about English grammar when I finish college.

know

• I have known her since I was young.
• I had known her until she passed away.
• I will have known her for 20 years next month.

cook

• I have cooked supper every night this week.
• I had cooked supper every night until the stove broke.
• I will have cooked supper every night by the time this diet ends.

[Quiz 1.1]

Using the following sentence and create three more sentences using the present, past, and future progressive tenses.

I sing a song on the big stage.


[Quiz 1.2]

Fill in the blanks with the correct form of the verb given.

1) He                      (exercise) hard since last year.
2) I                      (study) math as my major since high school.

Continue

Grammar X (Indefinite and Definite Articles)

Indefinite and Definite Articles

The words a, an, and the are special adjectives called articles.

Indefinite Articles—a, an

an—used before singular count nouns beginning with a vowel (a, e, i, o, u) or vowel sound:

• an apple, an elephant, an issue, an orange

a—used before singular count nouns beginning with consonants (other than a, e, i, o, u):

• a stamp, a desk, a TV, a cup, a book

Definite Article—the

Can be used before singular and plural, count and non-count nouns

1. Indefinite Article (a, an)

Used before singular nouns that are unspecified:

• a pencil
• an orange

Used before number collectives and some numbers:

• a dozen
• a gallon

Used before a singular noun followed by a restrictive modifier:

• a girl who was wearing a yellow hat

Used with nouns to form adverbial phrases of quantity, amount, or degree:

• I felt a bit depressed.

2. Definite Article (the)

Used to indicate a noun that is definite or has been previously specified in the context:

• Please close the door.
• I like the clothes you gave me.

Used to indicate a noun that is unique:

• Praise the Lord!
• The Columbia River is near here.

Used to designate a natural phenomenon:

• The nights get shorter in the summer.
• The wind is blowing so hard.

Used to refer to a time period:

• I was very naïve in the past.
• This song was very popular in the 1980s.

Used to indicate all the members of a family:

• I invited the Bakers for dinner.
• This medicine was invented by the Smiths.

[Quiz 10.1]

Choose the correct article in each sentence.

1) Did you bring                      (a, an, the) umbrella?
2) Are you looking for                      (a, an, the) shampoo?
3) I checked                      (a, an, the) mailbox again.
4) Can I have                      (a, an, the) spoon please?
5) I was born into                      (a, an, the) poor family.
6) She will come back in                      (a, an, the) hour.
7) Have you been to                      (a, an, the) Space Needle Tower in Seattle?
8) I would love to talk to one of                      (a, an, the) managers.
9) What                      (a, an, the) amazing view!
10) The helicopter landed on                      (a, an, the) roof of a building.

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