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Tuesday 29 November 2011
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Lesson Plan: Teaching Argumentative Essay
Lesson Plan: Teaching Argumentative Essay
A Form 4 lesson plan on the the teaching of argumentative essay. It gives ideas to teachers on how to use common daily topics like “Tuition: Good or Bad?” to expose students to the concept of argumentative essay.
Download The File
A Form 4 lesson plan on the the teaching of argumentative essay. It gives ideas to teachers on how to use common daily topics like “Tuition: Good or Bad?” to expose students to the concept of argumentative essay.
Download The File
Lesson Plan: It’s All About Movies
Lesson Plan: It’s All About Movies
Students love watching movies and using it as a tool to learn English can be effective and interesting. Here is a lesson plan that specifically designed for the topic of “Movies”by Bogglesworldesl.com. The lesson plan comes in two parts and teachers can use them according to the levels of their students. It also comes with several very useful worksheets that can be adapted.
To download the lesson plans, please visit the page at BogglesworldESL’s Movie Lesson Plan.
You may also browse through their other lesson plans.
Students love watching movies and using it as a tool to learn English can be effective and interesting. Here is a lesson plan that specifically designed for the topic of “Movies”by Bogglesworldesl.com. The lesson plan comes in two parts and teachers can use them according to the levels of their students. It also comes with several very useful worksheets that can be adapted.
To download the lesson plans, please visit the page at BogglesworldESL’s Movie Lesson Plan.
You may also browse through their other lesson plans.
Lesson Plan: Facebook and social networking
Lesson Plan: Facebook and social networking
Allowing students to talk on topics that interest them is one way to encourage interaction in the class. Of course, for teenagers these days, Facebook is perhaps the most talk-about issue.
Sharing this lesson plan by Sally Trowbridge available via British Council BBC Website. She designed a lesson (with worksheets) about the topic. It is targeted for lower-intermediate students.
Please visit this site to download it.
Have you used this topic as part of your lesson? Mind sharing with others?
Note: Browse through British Council’s list of other lesson plans too.
Allowing students to talk on topics that interest them is one way to encourage interaction in the class. Of course, for teenagers these days, Facebook is perhaps the most talk-about issue.
Sharing this lesson plan by Sally Trowbridge available via British Council BBC Website. She designed a lesson (with worksheets) about the topic. It is targeted for lower-intermediate students.
Please visit this site to download it.
Have you used this topic as part of your lesson? Mind sharing with others?
Note: Browse through British Council’s list of other lesson plans too.
You Might Need Extra Help
You Might Need Extra Help
If you try these tips and still aren't seeing improvement, you can always ask for help. Tell your teacher and your mom or dad that you're having trouble. Some kids have occupational therapy to help them with handwriting skills. But many kids can improve their handwriting if they work at it with the help of a grownup.
Adults can encourage you and give you fun ways to practice, practice, practice. Your parent or teacher can be a kind of coach, cheering you on. And when you notice your handwriting is getting better, what should you do? Use that wonderful writing to write your coach a thank-you note!
If you try these tips and still aren't seeing improvement, you can always ask for help. Tell your teacher and your mom or dad that you're having trouble. Some kids have occupational therapy to help them with handwriting skills. But many kids can improve their handwriting if they work at it with the help of a grownup.
Adults can encourage you and give you fun ways to practice, practice, practice. Your parent or teacher can be a kind of coach, cheering you on. And when you notice your handwriting is getting better, what should you do? Use that wonderful writing to write your coach a thank-you note!
The Five Steps
Here are five steps that really work!
1. Get a Great Grasp
Try this — hold your pencil at the top near the eraser and try to write your name. Pretty tough, huh? But when you hold your pencil the correct way, writing is much easier. The best way to hold a pen or pencil is to let it rest next to the base of your thumb. Hold it in place with your thumb, and your index and middle fingers. See the photo below.
2. Let the Lines Be Your Guide
Lined paper is your friend! Those lines can help you create letters that are the right size and proportion. Proportion means that one thing is the right size compared with the other. So your lowercase "a" should be half the height of a capital "A."
Be sure to fill up the lined space completely. Those capital letters should stretch from the bottom line to the top one. Lines also can keep you writing straight instead of uphill or downhill. When you don't have lines, like when you're creating a poster, you can use a ruler and draw light pencil lines so your title will be the right size and look perfectly straight.
3. Slow Down
If your writing is hard to read or you erase a lot, try slowing down a little. For some kids, going slower solves the problem. If you rush, it's hard to control where you stop and start your letters, and you end up making more mistakes. Did you ever erase so hard it ripped a hole in the paper? We hate that!
4. Lower the Pressure
Some kids press down really hard when they write. That makes it harder to make the smooth lines needed for writing, especially cursive. Try easing up, don't grip the pencil as tightly, and let your pencil mark the paper without going all the way through. You'll break fewer pencil points, too!
5. Play Games
Say what? You heard us right. Games can improve your handwriting. Lots of games require you to write or draw pictures. So even though it's not official schoolwork, you're still using the skills you need to control your pencil better. To have better control of how your hands move, try games like Jenga or Don't Spill the Beans.
And if you want to strengthen the muscles you need for writing, you can also do that while you're playing board games. How? Use a clothespin instead of your fingers to pick up your game piece and move it around the board.
After a long board game, how about some imaginative play? Pretend you're a movie star or famous athlete. Now, what do you do when your fans rush up to meet you? Give them your autograph, of course!
How Handwriting Works
You've been writing since you were a little kid. It started with scribbles and crayons and now it's pens, pencils, and cursive with all those swooping, swirling letters. Some kids love handwriting and others hate when it's time to put pencil to paper. Why?
Maybe a parent or teacher has complained about your handwriting: "Be neater!" "Too messy!" "I can't read this!" Oh dear, that's no fun. You're trying to get it right, but you can't get your thoughts down neatly.
The good news is that just about everyone can improve their handwriting. But first, let's take a moment to think about just how complicated writing really is. It's not like sneezing or breathing, which your body does for you without you even thinking about it.
How Handwriting Works
With handwriting, your body and mind need to do many different things all together and in the right order. Your shoulder needs to stay steady while your wrist and elbow move in just the right way. Did we mention your eyes have to follow what your hand is doing? And that's not all. You need the brainpower to know how words and letters are supposed to look and make decisions about what you want to write — Is the answer to Question 4 "flipper" or "flapper"?
So with all that going on, you can imagine that different kids have different problems when it comes to handwriting. Sometimes a medical problem is a reason that kids struggle with writing. For example, kids who have attention deficit disorder (ADD or ADHD) find it hard to sit still and focus on what they need to do. They might write too fast or start answering a question and forget to finish it. Kids who have trouble with their muscles, like those with Down syndrome or cerebral palsy, also could have difficulty writing.
But lots of other kids have writing woes, too. Are you one of them? Or maybe you would just like to make your already-OK handwriting a little bit better.
Storytelling Skills List
People tell stories every day You probably do too!
Have you ever told someone a story you have heard from someone else?
Have you told someone a story you have read in a book or magazine?
Or a story you have seen on TV or a video or heard on a storytape or CD?
Have you told someone of real life things that have happened to you, or someone else?
You are a storyteller, and probably a good one!
Everybody has some Storytelling skills
You probably tell stories already, using a few traditional techniques. See if you can add one or two more skills each time you tell a story, and that way build up your skills. Maybe you could add some more skills to the list below.
Here is a Storytelling Skills List. Tick off the skills you use:
Have you ever told someone a story you have heard from someone else?
Have you told someone a story you have read in a book or magazine?
Or a story you have seen on TV or a video or heard on a storytape or CD?
Have you told someone of real life things that have happened to you, or someone else?
You are a storyteller, and probably a good one!
Everybody has some Storytelling skills
You probably tell stories already, using a few traditional techniques. See if you can add one or two more skills each time you tell a story, and that way build up your skills. Maybe you could add some more skills to the list below.
Here is a Storytelling Skills List. Tick off the skills you use:
- Sit on comfy chairs, or cross-legged on the floor, and look around you audience with a welcoming smile and bright eyes.
- Say where you got your story from:- for example, a book, a film, a person, your life, a dream or your imagination.
- Try to create an atmosphere, like casting a good spell. Set the scene for your audience. Start with the time, place and weather of the story.
- Use facial expressions, to show the feelings of your characters, their nature or personality, or the situation they are in, eg shy or cold.
- Speak more slowly and loudly than normal, so everyone can hear, and sit near anyone hard of hearing. Vary the speed, pace and volume of your voice where appropriate. Make your voice melodic and interesting.
- Use your hands, shoulders and body as much as you can, to show shapes of objects, scenery, actions and feelings. Use mime and gesture to "paint the story", like a picture.
- Role-play any dialogue, with characterful voices. Help the audience to feel sympathy for the characters and their situation.
- Use other sounds, for example, weather sounds, like wind or rain; happening sounds, like explosions or rustling; animal sounds; emotional sounds, like sighs, sobs, yawns. You can ask the audience to help you, by making the sounds.
- Leave a space between words or sentences sometimes, to create an atmosphere.
- Look around the audience with expectation. Occasionally surprise them with a loud noise, but do not frighten very young children.
- Involve your audience if you like, with phrases like "As you know the sea is deep and mysterious..." or ask them questions like "What might a sea monster look like"?
- Keep the traditional style of storytelling, but develop your own style inside and around that. - Buy storytelling tapes to learn from them.
- Try to go to workshops or festivals where you can hear storytellers. Join or form a local storytelling club. Keep in touch with other clubs.
- Collect stories from magazines, books, films, videos, TV, people, your own experience and your imagination.
Where do you tell stories?
Where do you tell stories?
Anywhere safe and sound.
You can best tell stories in a quiet, comfy place in company of people you can trust. If you feel you could be bullied, teased or laughed at unfairly, it spoils things. But you can build trust. You can tell a story up a mountain, in a garden, a car, a castle, or home. You can create the story’s atmosphere almost anywhere. If you sit in a circle, you feel you are sharing. You can take turns to tell a story each, short or long, (not too long!). Or you could pass a story round the group, that is:- one starts and the next one continues, right round the group. A shy person could just do a few words, or a little bit of mime, or some sounds, even with a percussion instrument. Everybody’s contribution is valuable. They all help to move the story on. Good listeners are important for a story too.
Anywhere safe and sound.
You can best tell stories in a quiet, comfy place in company of people you can trust. If you feel you could be bullied, teased or laughed at unfairly, it spoils things. But you can build trust. You can tell a story up a mountain, in a garden, a car, a castle, or home. You can create the story’s atmosphere almost anywhere. If you sit in a circle, you feel you are sharing. You can take turns to tell a story each, short or long, (not too long!). Or you could pass a story round the group, that is:- one starts and the next one continues, right round the group. A shy person could just do a few words, or a little bit of mime, or some sounds, even with a percussion instrument. Everybody’s contribution is valuable. They all help to move the story on. Good listeners are important for a story too.
Whom do you tell a story to? Yourself? A crowd?
Whom do you tell a story to? Yourself? A crowd?
Preachers tell stories to a crowd. If they are good, a crowd gathers to hear them. You can tell stories to yourself, to an imaginary friend, a doll, a pet or even a baby brother or sister who can’t follow the words but likes the sounds.
You can tell a story to a teacher, a group, or a class; even to a whole school, though for that you would need to build up your voice volume. You can tell a story to a friend, a group of friends old or new, or a storytelling club, if you join or visit one. You can tell a story at home to one or two of your family members or at a bigger family gathering, like on holiday, at Christmas or other Festivals.
You can even tell a story to someone who is not listening, and practise for the time when someone will. You can even tell a story to someone who is bullying you or others. You can also listen to a story in a foreign language. You can even learn enough of another language, including signing for the deaf, to be able to tell a story to someone who has that language.
Preachers tell stories to a crowd. If they are good, a crowd gathers to hear them. You can tell stories to yourself, to an imaginary friend, a doll, a pet or even a baby brother or sister who can’t follow the words but likes the sounds.
You can tell a story to a teacher, a group, or a class; even to a whole school, though for that you would need to build up your voice volume. You can tell a story to a friend, a group of friends old or new, or a storytelling club, if you join or visit one. You can tell a story at home to one or two of your family members or at a bigger family gathering, like on holiday, at Christmas or other Festivals.
You can even tell a story to someone who is not listening, and practise for the time when someone will. You can even tell a story to someone who is bullying you or others. You can also listen to a story in a foreign language. You can even learn enough of another language, including signing for the deaf, to be able to tell a story to someone who has that language.
How long is a Story? How long is a piece of string?
How long is a Story? How long is a piece of string?
Stories can be very long or very short, or something in between. Sometimes the short ones are the best. A long story should never be boring. Then it stops being a story.
Stories can be very long or very short, or something in between. Sometimes the short ones are the best. A long story should never be boring. Then it stops being a story.
Storytelling Techniques, Hints and Tips
Storytelling Techniques, Hints and Tips
Storytelling is good for you! Storytelling develops your imagination. It also develops your powers of description. It teaches you to "hold an audience", so people listen to you.
Storytelling helps you to appreciate others and yourself. You discover hidden talents of your own. You gain more confidence and self esteem. Storytelling helps you gain empathy for creatures and people. You learn truly to value and enjoy the Natural World. You learn facts and words in an enjoyable way.
Storytelling makes you laugh and teaches you to make others laugh, or feel emotions. It helps you feel part of a group. The group can plan other projects, like outings or visits. Storytelling can improve you lifestyle.
Storytelling is good for you! Storytelling develops your imagination. It also develops your powers of description. It teaches you to "hold an audience", so people listen to you.
Storytelling helps you to appreciate others and yourself. You discover hidden talents of your own. You gain more confidence and self esteem. Storytelling helps you gain empathy for creatures and people. You learn truly to value and enjoy the Natural World. You learn facts and words in an enjoyable way.
Storytelling makes you laugh and teaches you to make others laugh, or feel emotions. It helps you feel part of a group. The group can plan other projects, like outings or visits. Storytelling can improve you lifestyle.
Simple English Sentence Construction
Simple English Sentence Construction
One of the most challenging aspects of learning a new language is understanding how to string together all the words you’ve learned into a cohesive sentence. This is especially difficult, since the English language tends to structure its sentences differently than many other languages, so you won’t just be learning new words – you’re actually learning a whole new way of speaking. However, it’s extremely important that you understand the basics of putting together a sentence – even with all the vocabulary in the world, you’ll still sound like a foreigner if you don’t order your sentences correctly.
Before we get started putting sentences together, let’s take a moment to review the two most important elements of the English language – nouns and verbs. Nouns are words that describe people, places or things. The words “banana,” “capitol,” and “girl,” are all nouns. Verbs, on the other hand, describe actions. For example, the words “walk,” “talk,” and “sing,” are all verbs. Of course, there are many more complicated elements of the English language, like prepositions, conjunctions, adverbs and adjectives, but for now, we’ll just focus on the role of nouns and verbs in simple sentence construction.
At the most basic level, a sentence must have both a noun that is the subject of the sentence and a verb to be considered complete. The sentence, “The girl walked,” is complete, even if it isn’t very complex. In this case, “the girl” is both a noun and the subject of the sentence. You can determine whether or not a noun is the subject of a sentence if the verb describes an action being taken by the noun. Here, the word “walked” describes what the girl is doing. The sentence, “Walked the dog,” is not complete, since there is no clear subject. “The dog” did not walk itself, and the word “walked” implies that someone else is walking the dog.
Simple English sentences all start this way – with a noun that acts as a subject and a verb that describes what the subject is doing. This is different from many other languages, where the verb is often modified to indicate the subject of the sentence. For example, in Spanish, the word “vamanos” means “we go”, whereas in English, the two words must be written separately to form a complete sentence. In Italian, the same phrase would be translated “andiamo”, where the base verb “vada” is modified to indicate the subject (”we”) of the sentence.
Obviously, English sentences can be much more complicated, but when you’re first getting started with the language, focus on identifying the subject and verb pairs in each sentence you hear and speak. Verbs can be tricky, as there are many different verb tenses that can be used to indicate when the action is occurring. For example, in the sentence “I go,” the present tense of the word “go” indicates that the action is occurring in the present. The same sentence can be modified to “I went,” where the base verb “go” has been modified to demonstrate that the action has already occurred. Unfortunately, there aren’t always clearly defined rules for which verb tenses should be used in any given situation, but with practice, these will begin to come naturally to you.
One of the most challenging aspects of learning a new language is understanding how to string together all the words you’ve learned into a cohesive sentence. This is especially difficult, since the English language tends to structure its sentences differently than many other languages, so you won’t just be learning new words – you’re actually learning a whole new way of speaking. However, it’s extremely important that you understand the basics of putting together a sentence – even with all the vocabulary in the world, you’ll still sound like a foreigner if you don’t order your sentences correctly.
Before we get started putting sentences together, let’s take a moment to review the two most important elements of the English language – nouns and verbs. Nouns are words that describe people, places or things. The words “banana,” “capitol,” and “girl,” are all nouns. Verbs, on the other hand, describe actions. For example, the words “walk,” “talk,” and “sing,” are all verbs. Of course, there are many more complicated elements of the English language, like prepositions, conjunctions, adverbs and adjectives, but for now, we’ll just focus on the role of nouns and verbs in simple sentence construction.
At the most basic level, a sentence must have both a noun that is the subject of the sentence and a verb to be considered complete. The sentence, “The girl walked,” is complete, even if it isn’t very complex. In this case, “the girl” is both a noun and the subject of the sentence. You can determine whether or not a noun is the subject of a sentence if the verb describes an action being taken by the noun. Here, the word “walked” describes what the girl is doing. The sentence, “Walked the dog,” is not complete, since there is no clear subject. “The dog” did not walk itself, and the word “walked” implies that someone else is walking the dog.
Simple English sentences all start this way – with a noun that acts as a subject and a verb that describes what the subject is doing. This is different from many other languages, where the verb is often modified to indicate the subject of the sentence. For example, in Spanish, the word “vamanos” means “we go”, whereas in English, the two words must be written separately to form a complete sentence. In Italian, the same phrase would be translated “andiamo”, where the base verb “vada” is modified to indicate the subject (”we”) of the sentence.
Obviously, English sentences can be much more complicated, but when you’re first getting started with the language, focus on identifying the subject and verb pairs in each sentence you hear and speak. Verbs can be tricky, as there are many different verb tenses that can be used to indicate when the action is occurring. For example, in the sentence “I go,” the present tense of the word “go” indicates that the action is occurring in the present. The same sentence can be modified to “I went,” where the base verb “go” has been modified to demonstrate that the action has already occurred. Unfortunately, there aren’t always clearly defined rules for which verb tenses should be used in any given situation, but with practice, these will begin to come naturally to you.
Onomatopoeia Words: Sound Words
Onomatopoeia Words: Sound Words
There are some basic types of words present in many of the world’s languages. An intermediate to advanced student of the English language is likely familiar with some of the basic types already. One common type of word is known in English as a “noun” and another kind is known as a “verb.” There is another type of word that is common to many world languages, which students of the English language may find entertaining to learn. The type of word is known as onomatopoeia and is usually a word that actually sounds like what the word represents. Onomatopoeia is a long English word to describe something surprisingly fun and easy for students to understand. A comic book is a common place where a lot of onomatopoeia can easily be found. The word “boom” is one such example. The word can be used both as a noun and as a verb to describe some kind of explosion taking place. Here are some more onomatopoeia words that are relatively common in English writing and conversation.
Zip / Zipper
The word “zip” is commonly used as a verb to refer to the action of zipping a common type of fastener known as a “zipper.” For instance, “He zipped the zipper on his jacket.” The word can also be used to describe fast movement. “The bird zipped past the turtles.”
Splash
The word “splash” is used to describe some of a liquid flying into the air from a larger area of liquid. The word can be used as a noun or a verb. Here is an example: “The puppy made a big splash when it jumped in the pool. A lot of water splashed into the air.”
Clap
The word “clap” you may already know and it is another common onomatopoeia word that sounds like what it describes. When people put their hands together quickly it makes a “clap” sound. When people repeat the sound many times it is called “clapping.” The word can also be used to describe other sounds, such as a loud and quick sound that may be heard when there is lightning in the sky. This is known as a “thunder clap.”
Meow
The word “meow” is one of the many onomatopoeia words that are used to describe the sounds that animals make. The word can be used as a noun or a verb. For instance, “The cat meowed. It was a quiet meow.”
Click
The word “click” is one of the many onomatopoeia words that are used to describe mechanical sounds. “Click” is a rather common word used in modern computing. A person using a computer “clicks” a button on a mouse. The word can be used to describe any action where there is a quick and relatively quiet sound of metal or plastic. Again, “click” can be used as both a noun and a verb. For instance, “I clicked the mouse. It was just one click.”
There are many more fun onomatopoeia words to learn, and hopefully this article has introduced some of the common types.
There are some basic types of words present in many of the world’s languages. An intermediate to advanced student of the English language is likely familiar with some of the basic types already. One common type of word is known in English as a “noun” and another kind is known as a “verb.” There is another type of word that is common to many world languages, which students of the English language may find entertaining to learn. The type of word is known as onomatopoeia and is usually a word that actually sounds like what the word represents. Onomatopoeia is a long English word to describe something surprisingly fun and easy for students to understand. A comic book is a common place where a lot of onomatopoeia can easily be found. The word “boom” is one such example. The word can be used both as a noun and as a verb to describe some kind of explosion taking place. Here are some more onomatopoeia words that are relatively common in English writing and conversation.
Zip / Zipper
The word “zip” is commonly used as a verb to refer to the action of zipping a common type of fastener known as a “zipper.” For instance, “He zipped the zipper on his jacket.” The word can also be used to describe fast movement. “The bird zipped past the turtles.”
Splash
The word “splash” is used to describe some of a liquid flying into the air from a larger area of liquid. The word can be used as a noun or a verb. Here is an example: “The puppy made a big splash when it jumped in the pool. A lot of water splashed into the air.”
Clap
The word “clap” you may already know and it is another common onomatopoeia word that sounds like what it describes. When people put their hands together quickly it makes a “clap” sound. When people repeat the sound many times it is called “clapping.” The word can also be used to describe other sounds, such as a loud and quick sound that may be heard when there is lightning in the sky. This is known as a “thunder clap.”
Meow
The word “meow” is one of the many onomatopoeia words that are used to describe the sounds that animals make. The word can be used as a noun or a verb. For instance, “The cat meowed. It was a quiet meow.”
Click
The word “click” is one of the many onomatopoeia words that are used to describe mechanical sounds. “Click” is a rather common word used in modern computing. A person using a computer “clicks” a button on a mouse. The word can be used to describe any action where there is a quick and relatively quiet sound of metal or plastic. Again, “click” can be used as both a noun and a verb. For instance, “I clicked the mouse. It was just one click.”
There are many more fun onomatopoeia words to learn, and hopefully this article has introduced some of the common types.
English Grammar Components
English Grammar Components
When you’re learning the English language, you may feel overwhelmed when it comes to all the different grammar components. There are so many variables that affect the choice of words, even in everyday conversations. In order to get the most from your English lessons, you’ll need to understand all the different grammatical elements that are used. The following is a listing of some of the most commonly used English grammar components and what each one means.
Pronouns: Personal pronouns will often take the place of a person’s name. There are four different cases of personal pronouns: subjective, objective, genitive, and possessive. Pronouns may also have number, person, or gender attributes. Here are some examples:
Subjective: These are pronouns that are used in the subject of the sentence and include “I,” “you,” “he,” “she,” “it,” “we,” “you,” and “they.” An example of a subjective pronoun used in a sentence is, “I have a book.” In this case, “I” is the subject of the sentence and has taken the place of the speaker’s name.
Objective: These are words that are used as the object of the sentence and include “me,” “you,” “him,” “her,” “us,” “you,” and “them.” An example of an objective pronoun used in a sentence is, “Give her the book.” In this case, “her” is the object of the sentence.
Genitive: These are words that generally used to modify noun phrases. This type of pronoun is also called an “attributive possessive pronoun.” These pronouns include “my,” “your,” “his,” “her,” “our,” and “their.” An example of a possessive adjective is, “This is your book.” In this case, “your” demonstrates ownership of the book without actually giving the name of the owner.
Possessive: These pronouns occur in the object of the sentence and include “mine,” “yours,” “his,” and “hers.” An example of a possessive pronoun is, “This book is ours.” In this case, “ours” shows a more detailed point of ownership of the book.
Participles: Participles are verbs that are used as adjectives and commonly end in “–ed” or “–ing.” A participle expresses a deed or state of action. Since participles are used as verbs, they usually end up modifying nouns and pronouns. The following are two examples of participles in action:
“The crying baby woke up.”
“The burning wood smells good.”
Past participles usually end in “–en,” “-ed,” “-d,” “-t,” and “-n.”
Prepositions: These are words that are used to link one part of a sentence to another. Here’s an example: “The dog slept on the floor.” The preposition in the sentence is the word “on,” which connects the dog to the floor.
Verbs: Verbs are action words. In the sentence, “I caught the ball,” the verb is the word “caught.” Many of these verbs will be spoken, written, and read differently, depending on the choice of nouns or pronouns. If you’re ever stumped, try speaking with someone who is fluent in English. While they may not be able to tell you “why” something is wrong, they can tell you the correct way to conjugate different verb tenses.
It’s not as difficult as you may think to learn English grammar; however, it will take dedication and patience. It’s best to set aside a specific time each day to study – if not, it’s easy to become frustrated and quit.
When you’re learning the English language, you may feel overwhelmed when it comes to all the different grammar components. There are so many variables that affect the choice of words, even in everyday conversations. In order to get the most from your English lessons, you’ll need to understand all the different grammatical elements that are used. The following is a listing of some of the most commonly used English grammar components and what each one means.
Pronouns: Personal pronouns will often take the place of a person’s name. There are four different cases of personal pronouns: subjective, objective, genitive, and possessive. Pronouns may also have number, person, or gender attributes. Here are some examples:
Subjective: These are pronouns that are used in the subject of the sentence and include “I,” “you,” “he,” “she,” “it,” “we,” “you,” and “they.” An example of a subjective pronoun used in a sentence is, “I have a book.” In this case, “I” is the subject of the sentence and has taken the place of the speaker’s name.
Objective: These are words that are used as the object of the sentence and include “me,” “you,” “him,” “her,” “us,” “you,” and “them.” An example of an objective pronoun used in a sentence is, “Give her the book.” In this case, “her” is the object of the sentence.
Genitive: These are words that generally used to modify noun phrases. This type of pronoun is also called an “attributive possessive pronoun.” These pronouns include “my,” “your,” “his,” “her,” “our,” and “their.” An example of a possessive adjective is, “This is your book.” In this case, “your” demonstrates ownership of the book without actually giving the name of the owner.
Possessive: These pronouns occur in the object of the sentence and include “mine,” “yours,” “his,” and “hers.” An example of a possessive pronoun is, “This book is ours.” In this case, “ours” shows a more detailed point of ownership of the book.
Participles: Participles are verbs that are used as adjectives and commonly end in “–ed” or “–ing.” A participle expresses a deed or state of action. Since participles are used as verbs, they usually end up modifying nouns and pronouns. The following are two examples of participles in action:
“The crying baby woke up.”
“The burning wood smells good.”
Past participles usually end in “–en,” “-ed,” “-d,” “-t,” and “-n.”
Prepositions: These are words that are used to link one part of a sentence to another. Here’s an example: “The dog slept on the floor.” The preposition in the sentence is the word “on,” which connects the dog to the floor.
Verbs: Verbs are action words. In the sentence, “I caught the ball,” the verb is the word “caught.” Many of these verbs will be spoken, written, and read differently, depending on the choice of nouns or pronouns. If you’re ever stumped, try speaking with someone who is fluent in English. While they may not be able to tell you “why” something is wrong, they can tell you the correct way to conjugate different verb tenses.
It’s not as difficult as you may think to learn English grammar; however, it will take dedication and patience. It’s best to set aside a specific time each day to study – if not, it’s easy to become frustrated and quit.
Common English Prefixes
Common English Prefixes
English has many interesting mechanics for an English language student to use for easier memory and understanding of English words. Many of the words in the English language are actually made of more than one part. Many of these parts are historically documented as having originated in other languages. Knowing what some of these smaller words mean can help a student understand a larger word that begins with the smaller word. The beginning of a word is known in English as a prefix. Here are some common English prefixes and an explanation of each so that you can better understand new words without a dictionary. It should be noted that a dictionary is always good to reference, even when the parts of a word are understood.
Uni
One common example is the prefix “Uni” that is used in many English words. The word is Latin for “One” and essentially is present in words representing an indivisible whole. Here are some of the words “Uni” is used in and also their meanings. “Unity” is a state of indivisible togetherness. “Unison” is singing together in perfect harmony. “Uniform” means that a form is always the same and this is why identical clothing worn by many people in an organization is called a uniform.
Act
Some prefixes are actually a commonly used English word. Here is another prefix used in many common English words. “Act” is a prefix that basically means “to do”, just as the word “Act” when it is used in a normal sentence. Here are some of the words the prefix “Act” is used in and also their meanings. An “Activity” is something to do. “Activity” can also be used when saying that something is happening or being done. “Action” is a word that means doing something. “Activation” means to enable the possibility to do.
Auto
“Auto” is a prefix that essentially means “self.” This is used as a prefix in words for things that are able to be complete by themselves. Here are some words “Auto” is used in and also their meanings. “Automatic” is a word that means something happens without anyone doing something. “Automobile” is a vehicle that moves along without needing to be pulled by a horse. “Autopilot” is a mode in which a plane can fly without a pilot. An “Autobiography” is a biography (story about a person) that is written by the person it is about. See how much easier understanding words can be when you know what the parts mean?
Bene
The prefix “Bene” is used in many English words and essentially means good or positive. Here are some of the common words using the prefix “Bene.” “Benefit” is a word meaning a positive gain or improvement. It can also be used as a word for an event raising funds for an organization, such as a charity. “Benefactor” is a person or organization that gives positive support to another person or organization. “Beneficial” is an adjective describing something that provides a good improvement.
Hopefully this introduction to some of the common prefixes of English words has helped you to better understand new English words you may find along the way.
English has many interesting mechanics for an English language student to use for easier memory and understanding of English words. Many of the words in the English language are actually made of more than one part. Many of these parts are historically documented as having originated in other languages. Knowing what some of these smaller words mean can help a student understand a larger word that begins with the smaller word. The beginning of a word is known in English as a prefix. Here are some common English prefixes and an explanation of each so that you can better understand new words without a dictionary. It should be noted that a dictionary is always good to reference, even when the parts of a word are understood.
Uni
One common example is the prefix “Uni” that is used in many English words. The word is Latin for “One” and essentially is present in words representing an indivisible whole. Here are some of the words “Uni” is used in and also their meanings. “Unity” is a state of indivisible togetherness. “Unison” is singing together in perfect harmony. “Uniform” means that a form is always the same and this is why identical clothing worn by many people in an organization is called a uniform.
Act
Some prefixes are actually a commonly used English word. Here is another prefix used in many common English words. “Act” is a prefix that basically means “to do”, just as the word “Act” when it is used in a normal sentence. Here are some of the words the prefix “Act” is used in and also their meanings. An “Activity” is something to do. “Activity” can also be used when saying that something is happening or being done. “Action” is a word that means doing something. “Activation” means to enable the possibility to do.
Auto
“Auto” is a prefix that essentially means “self.” This is used as a prefix in words for things that are able to be complete by themselves. Here are some words “Auto” is used in and also their meanings. “Automatic” is a word that means something happens without anyone doing something. “Automobile” is a vehicle that moves along without needing to be pulled by a horse. “Autopilot” is a mode in which a plane can fly without a pilot. An “Autobiography” is a biography (story about a person) that is written by the person it is about. See how much easier understanding words can be when you know what the parts mean?
Bene
The prefix “Bene” is used in many English words and essentially means good or positive. Here are some of the common words using the prefix “Bene.” “Benefit” is a word meaning a positive gain or improvement. It can also be used as a word for an event raising funds for an organization, such as a charity. “Benefactor” is a person or organization that gives positive support to another person or organization. “Beneficial” is an adjective describing something that provides a good improvement.
Hopefully this introduction to some of the common prefixes of English words has helped you to better understand new English words you may find along the way.
Basic Guide to Essay Writing
Basic Guide to Essay Writing
An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task.
Either way, your essay will have the same basic format.
If you follow a few simple steps, you will find that the essay almost writes itself. You will be responsible only for supplying ideas, which are the important part of the essay anyway.
Don't let the thought of putting pen to paper daunt you.
Get started!
These simple steps will guide you through the essay writing process:
Decide on your topic.
Prepare an outline or diagram of your ideas.
Write your thesis statement.
Write the body.
Write the main points.
Write the subpoints.
Elaborate on the subpoints.
Write the introduction.
Write the conclusion.
Add the finishing touches.
An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task.
Either way, your essay will have the same basic format.
If you follow a few simple steps, you will find that the essay almost writes itself. You will be responsible only for supplying ideas, which are the important part of the essay anyway.
Don't let the thought of putting pen to paper daunt you.
Get started!
These simple steps will guide you through the essay writing process:
Decide on your topic.
Prepare an outline or diagram of your ideas.
Write your thesis statement.
Write the body.
Write the main points.
Write the subpoints.
Elaborate on the subpoints.
Write the introduction.
Write the conclusion.
Add the finishing touches.
A Basic Introduction to Adverbs
A Basic Introduction to Adverbs
In the English language, adverbs are words that are used to enhance verbs and other parts of a sentence, excluding nouns. As with prepositions and pronouns, you’ll need to be careful about how you use adverbs. When used properly, they can make your sentences exciting and give them a comfortable pace. Unfortunately, when used incorrectly, they can make your sentence drag, or even appear repetitive. If you’re new to reading and writing in English, you may not be immediately aware of how adverbs affect your sentence structure. As you continue to practice, this is one area where you can look to improve or change your communication style.
Using Adverbs to Enhance Verbs
In many sentences, you’ll want to describe how an individual performed a specific action. This may include conveying how much time it took, the quality of the performance, and so on. For example, you might start out with the sentence “Bob ran to the corner”. You can use any number of adverbs to convey how Bob ran. You could say “Bob quickly ran to the corner”, or “Bob easily ran to the corner”. In the first sentence, “quickly” conveys a sense that Bob could have moved much more slowly. While you may also think that the second sentence conveys the same meaning, consider that “easily” is more likely to mean Bob ran without encountering some difficulty, even if he didn’t go quickly.
Finding Adverbs in a Sentence
There are an infinite number of words that can be used as adverbs. While it isn’t always easy to determine where adverbs are in a sentence, it’s important to try and sort out what these kinds of words are enhancing. In some cases, you can find them just before or just after a verb. You may also find adverbs by looking for words that end in “ly”. Learning to identify these words quickly will help clarify your own spoken and written English.
Avoiding Repetitious Sounds When Using Adverbs
Even though there are many kinds of adverbs in the English language, they can have similar endings. Using too many of them in a sentence or paragraph can make your sentence lag, so it’s important to use them with care. As a general rule of thumb, unless you need to convey some aspect of a verb that’s beyond an ordinary standard, it’s best not to use adverbs. However, if you want to use them to increase your expression, try to find ones that have a different ending or beginning sound.
As you might expect, every language has adverbs and rules for determining how they are used. In English, you can find them in almost any part of a sentence. In some cases, they may even be used to enhance words other than verbs. Perhaps it can be said that when trying to learn how to work with adverbs, it’s best to listen and read as much as possible in English, in order to get a feel for good quality adverb usage, rather than following stringent grammar rules.
In the English language, adverbs are words that are used to enhance verbs and other parts of a sentence, excluding nouns. As with prepositions and pronouns, you’ll need to be careful about how you use adverbs. When used properly, they can make your sentences exciting and give them a comfortable pace. Unfortunately, when used incorrectly, they can make your sentence drag, or even appear repetitive. If you’re new to reading and writing in English, you may not be immediately aware of how adverbs affect your sentence structure. As you continue to practice, this is one area where you can look to improve or change your communication style.
Using Adverbs to Enhance Verbs
In many sentences, you’ll want to describe how an individual performed a specific action. This may include conveying how much time it took, the quality of the performance, and so on. For example, you might start out with the sentence “Bob ran to the corner”. You can use any number of adverbs to convey how Bob ran. You could say “Bob quickly ran to the corner”, or “Bob easily ran to the corner”. In the first sentence, “quickly” conveys a sense that Bob could have moved much more slowly. While you may also think that the second sentence conveys the same meaning, consider that “easily” is more likely to mean Bob ran without encountering some difficulty, even if he didn’t go quickly.
Finding Adverbs in a Sentence
There are an infinite number of words that can be used as adverbs. While it isn’t always easy to determine where adverbs are in a sentence, it’s important to try and sort out what these kinds of words are enhancing. In some cases, you can find them just before or just after a verb. You may also find adverbs by looking for words that end in “ly”. Learning to identify these words quickly will help clarify your own spoken and written English.
Avoiding Repetitious Sounds When Using Adverbs
Even though there are many kinds of adverbs in the English language, they can have similar endings. Using too many of them in a sentence or paragraph can make your sentence lag, so it’s important to use them with care. As a general rule of thumb, unless you need to convey some aspect of a verb that’s beyond an ordinary standard, it’s best not to use adverbs. However, if you want to use them to increase your expression, try to find ones that have a different ending or beginning sound.
As you might expect, every language has adverbs and rules for determining how they are used. In English, you can find them in almost any part of a sentence. In some cases, they may even be used to enhance words other than verbs. Perhaps it can be said that when trying to learn how to work with adverbs, it’s best to listen and read as much as possible in English, in order to get a feel for good quality adverb usage, rather than following stringent grammar rules.
What is Grammar?
What is Grammar?
Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules*. If we use the word "rules", we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call "grammar" is simply a reflection of a language at a particular time.
Do we need to study grammar to learn a language? The short answer is "no". Very many people in the world speak their own, native language without having studied its grammar. Children start to speak before they even know the word "grammar". But if you are serious about learning a foreign language, the long answer is "yes, grammar can help you to learn a language more quickly and more efficiently." It's important to think of grammar as something that can help you, like a friend. When you understand the grammar (or system) of a language, you can understand many things yourself, without having to ask a teacher or look in a book.
So think of grammar as something good, something positive, something that you can use to find your way - like a signpost or a map.
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