English proverbs have several things in common.
# They are short and concise
# They provide advice (which is usually gained from experience)
# Some are very popular and are very common in everyday speech. Practice makes perfect
Some people confuse proverbs with Idioms but they are different. An idiom does not provide the listener with advice and sometimes is more difficult to understand when you first read or hear it.
Do you know any more popular English Proverbs?What do you think the following proverbs mean?
# A penny saved is a penny gained
# Don't put all your eggs in one basket
# Better late than never
Scroll down to the bottom of the page for the answers.
The million dollar question is,
How can English Proverbs help me learn English?
Here is what you should do
1) Find a list of English proverbs.
2) Choose those that are interesting and useful FOR YOU.
3) Everyday, choose one and try to incorporate it into your day.
Try to say it to other people when appropriate. Try to write it in e-mails. Try to think of situations where you could use it. Try to use the proverb over and over until it becomes second nature.
Do this for each proverb. A new day = a new proverb. Do this for one week and then go back and review the proverbs again. Practice makes perfect and in order to really learn it you need to practice over and over again.
Need a list of proverbs? I found a great one for English proverbs and the Spanish equivalent.
Answers:
# A penny saved is a penny gained
- This means that if you save a little you have something. Generally, it is better to do a little than to do nothing at all. In terms of learning English, studying for 20 minutes a day is better than doing nothing.
# Don't put all your eggs in one basket
- This is warning you not to depend on one thing. For example, making money. Do not invest all your money in one stock or share. If that stock falls then you lose all your money.
# Better late than never
- Ok, imagine that you are 60 and you decide that you want to learn English. Many people might tell you that it is too late to learn a language. You could turn to them and say, "better late than never". This proverb encourages people to try things because it is better to try a bit late than not to try at all.
Read More..
January 24, 2010
January 12, 2010
Types and Functions of Clauses
A clause is essentially a phrase, but with both a subject and predicate (more on those in the next post). Clauses are either dependent or independent. An independent clause can exist by itself as a complete sentence (as in “I love grammar.“), while a dependent clause cannot.
Dependent or Subordinate Clauses
A dependent or subordinate clause depends on an independent clause to express its full meaning (as in “Because I love grammar.”). These clauses begin with a dependent word, like a subordinating conjunction or a relative pronoun.
Dependent clauses can function as nouns, adjectives, and adverbs :
* Noun Clause – “The boy wondered if his parents bought him what he wanted for Christmas.” A noun clause can replace any noun in a sentence, functioning as a subject, object, or complement (see English Grammar: Basic Sentence Elements).
* Adjective Clause (or relative clause) – “I listened to the song that you told me about.” An adjective clause describes a noun just like an adjective. Which song? The new song, the good song, the song that you told me about. Often called relative clauses, they’re either restrictive or nonrestrictive (also called defining and non-defining, essential and nonessential, or integrated and supplementary):
o Restrictive Clause – “The building that they built in San Francisco sold for a lot of money.” A restrictive clause begins with a relative pronoun like that or who (or sometimes which – see Which Versus That). It specifies or restricts the noun; in this case, it specifies which building the speaker is referring to. Note: the relative pronoun is often omitted (“The building (that) they built”), leaving what is called an elliptical clause or contact clause.
o Nonrestrictive Clause – “The building, which they built in San Francisco, sold for a lot of money.” A nonrestrictive clause begins with a relative pronoun like which or who. It adds extra information about an already-specific noun; in this case, there’s only one building to talk about, whereas the example for the restrictive clause implies that there could be several buildings.
* Adverb Clause – “I’ll do the laundry when I’m out of clothes.” Like all adverbials, adverb clauses express when, where, why, and how something occurs. A dependent clause is an adverb clause if you can replace it with an adverb, as in “I’ll do the laundry later.”
Dependent or Subordinate Clauses
A dependent or subordinate clause depends on an independent clause to express its full meaning (as in “Because I love grammar.”). These clauses begin with a dependent word, like a subordinating conjunction or a relative pronoun.
Dependent clauses can function as nouns, adjectives, and adverbs :
* Noun Clause – “The boy wondered if his parents bought him what he wanted for Christmas.” A noun clause can replace any noun in a sentence, functioning as a subject, object, or complement (see English Grammar: Basic Sentence Elements).
* Adjective Clause (or relative clause) – “I listened to the song that you told me about.” An adjective clause describes a noun just like an adjective. Which song? The new song, the good song, the song that you told me about. Often called relative clauses, they’re either restrictive or nonrestrictive (also called defining and non-defining, essential and nonessential, or integrated and supplementary):
o Restrictive Clause – “The building that they built in San Francisco sold for a lot of money.” A restrictive clause begins with a relative pronoun like that or who (or sometimes which – see Which Versus That). It specifies or restricts the noun; in this case, it specifies which building the speaker is referring to. Note: the relative pronoun is often omitted (“The building (that) they built”), leaving what is called an elliptical clause or contact clause.
o Nonrestrictive Clause – “The building, which they built in San Francisco, sold for a lot of money.” A nonrestrictive clause begins with a relative pronoun like which or who. It adds extra information about an already-specific noun; in this case, there’s only one building to talk about, whereas the example for the restrictive clause implies that there could be several buildings.
* Adverb Clause – “I’ll do the laundry when I’m out of clothes.” Like all adverbials, adverb clauses express when, where, why, and how something occurs. A dependent clause is an adverb clause if you can replace it with an adverb, as in “I’ll do the laundry later.”
Note: appositives can include clauses, but I’ve yet to find a source mentioning an “appositive clause.” They’re generally regarded as a type of noun phrase, even though they can be restrictive or nonrestrictive like relative clauses.Read More..
Labels:
english grammar,
types of clauses
January 1, 2010
Intermediate English Listening
Below is a list of Intermediate English Listening & Speaking Books, CDs and educational materials about this subject.
1. Pronunciation Matters: Communicative, Story-Based Activities for Mastering the Sounds of North American English by Lynn Earl Henrichsen, Brent Green, Atsuko Nishitani, Carol Lynne Bagley, Paperback: 112 pages, Publisher: University of Michigan Press / ESL
Using story-based approach, Pronunciation Matters provides ESL / EFL learners with almost two hundred practical communicative and motivating toward mastery of English sound contrasts in the troubled North America to other speakers. Address unit that many areas experienced ESL / EFL teachers have been noted as a problem for English language learners - not just the vocals and consonants, but also stress and intonation, for example. In the context of carefully engineered to focus on important voice contrast in English North America. Blackboard-style drawings illustrate each context and to make practice more meaningful and interesting.
2. American Accent Training (American Accent Training) by Ann Cook, Paperback: 210 pages, Publisher: Barron's Educational
Second edition, now on 5 audio CDs, is for the foreign-born students and business people working, traveling or studying in the United States and Canada. Through extensive intonation and pronunciation exercises, students learn how to speak standard American Accent. At the same time, listening comprehension increased dramatically. Additional materials include detailed instructions nationality eight languages (Chinese, Japanese, Indian, Spanish, French, German, Russian and Korean), access to a comprehensive website, and referral to a phone analyst who qualify for any diagnostic speech analysis. Also includes colored markers for written exercises, and a mirror to practice accurate pronunciation.
3. Active Listening 1: Introducing Skills for Understanding Audio CDs (Active Listening) by Marc Helgesen, Steven Brown, Dorolyn Smith, Audio CD, Publisher: Cambridge University Press
On Listening to the lowest level the series, three-level listening course in English North America took on the latest research in the understanding. It started low high medium text offers 20 attractive, task-based units, each built around a topic, function or grammatical theme. Active listening activate students' knowledge about a topic before they listen, give them a frame of reference to make predictions about what they heard. Students learn to listen through a careful balance of core activities, including listening, listening to specific information, and make conclusions. Main features: - a "Before You Begin" unit to develop awareness of listening strategies - listening to the scheme pre-development activities - balanced carefully listened to the various tasks - the natural recordings with various accents - short readings to provide cross-cultural information -- a speaking activity in every unit. Active Listening level consists of Student's Book, an interleaved Teacher Edition, two cassette, and three audio CDs.
4. Listening 3; Cassette (2): Upper-intermediate by Joanne Collie, Stephen Slater, Adrian Doff (Series Editor), Audio Cassette, Publisher: Cambridge University Press
Cambridge Skills for Fluency is a learner centered on various materials designed to develop students' fluency and confidence in listening, speaking, reading and writing. The books are at four levels from pre-intermediate to advanced and suitable for use as supplementary texts or as core texts on skills development courses. Each book in the Cambridge Skills for Fluency series: improving fluency by presenting a variety of both old and new topics in creative ways and imaginative, genuinely engages students' interest and encourage them to share personal reactions and opinions fluently - focus on skills But certain other integrated skills in a way that reflects real life use of language - contains twenty units designed to take about one hour of class time, a detailed contents map and brief teaching notes.
5. Intermediate Listening Comprehension: Understanding and Remembering Spoken English (College ESL) by Patricia dunkel, Phyllis L. Lim, Paperback: 177 pages, Publisher: Heinle & Heinle
Intermediate Listening Comprehension 2 / E is a program of intensive training in listening to the smooth development.
6. Ship or Sheep? Student Book: An Intermediate Pronunciation Course (Introducing English Pronunciation) by Ann Baker, Paperback: 176 pages, Publisher: Cambridge University Press
This is a comprehensive pronunciation course for intermediate students of English. Provide a systematic practice of English pronunciation, stress, and intonation through a variety of exercises and interesting activities. The program is accompanied by the practice of recording all the material on three cassettes. Books and tapes are both designed for use in the classroom and by students working alone.
7. Extra Book and Audio CD Pack listening: A Resource Book of Multi-Level Skills Activities; Paperback: 136 pages Publisher: Cambridge University Press
Listening Extra contains a bank of imaginative photocopiable materials designed for young adults (16 +) and adults. There are more than 50 easy-to-prepare activities elementary, secondary and senior secondary levels. The material offers teachers a refreshing approach to 18 familiar topics and can be used to supplement existing coursebooks. These activities are designed around authentic scenarios and practice listening skills, such as listening to the details, identifying emotions or listening to opinions. At the same time as the key to practice listening skills, integrating activities other skill areas. Students exposed to a variety of native and non-native speaker accents. Recordings include various genres of radio and television to academic lectures, presentations and dialogue conversation.
Read More..
1. Pronunciation Matters: Communicative, Story-Based Activities for Mastering the Sounds of North American English by Lynn Earl Henrichsen, Brent Green, Atsuko Nishitani, Carol Lynne Bagley, Paperback: 112 pages, Publisher: University of Michigan Press / ESL
Using story-based approach, Pronunciation Matters provides ESL / EFL learners with almost two hundred practical communicative and motivating toward mastery of English sound contrasts in the troubled North America to other speakers. Address unit that many areas experienced ESL / EFL teachers have been noted as a problem for English language learners - not just the vocals and consonants, but also stress and intonation, for example. In the context of carefully engineered to focus on important voice contrast in English North America. Blackboard-style drawings illustrate each context and to make practice more meaningful and interesting.
2. American Accent Training (American Accent Training) by Ann Cook, Paperback: 210 pages, Publisher: Barron's Educational
Second edition, now on 5 audio CDs, is for the foreign-born students and business people working, traveling or studying in the United States and Canada. Through extensive intonation and pronunciation exercises, students learn how to speak standard American Accent. At the same time, listening comprehension increased dramatically. Additional materials include detailed instructions nationality eight languages (Chinese, Japanese, Indian, Spanish, French, German, Russian and Korean), access to a comprehensive website, and referral to a phone analyst who qualify for any diagnostic speech analysis. Also includes colored markers for written exercises, and a mirror to practice accurate pronunciation.
3. Active Listening 1: Introducing Skills for Understanding Audio CDs (Active Listening) by Marc Helgesen, Steven Brown, Dorolyn Smith, Audio CD, Publisher: Cambridge University Press
On Listening to the lowest level the series, three-level listening course in English North America took on the latest research in the understanding. It started low high medium text offers 20 attractive, task-based units, each built around a topic, function or grammatical theme. Active listening activate students' knowledge about a topic before they listen, give them a frame of reference to make predictions about what they heard. Students learn to listen through a careful balance of core activities, including listening, listening to specific information, and make conclusions. Main features: - a "Before You Begin" unit to develop awareness of listening strategies - listening to the scheme pre-development activities - balanced carefully listened to the various tasks - the natural recordings with various accents - short readings to provide cross-cultural information -- a speaking activity in every unit. Active Listening level consists of Student's Book, an interleaved Teacher Edition, two cassette, and three audio CDs.
4. Listening 3; Cassette (2): Upper-intermediate by Joanne Collie, Stephen Slater, Adrian Doff (Series Editor), Audio Cassette, Publisher: Cambridge University Press
Cambridge Skills for Fluency is a learner centered on various materials designed to develop students' fluency and confidence in listening, speaking, reading and writing. The books are at four levels from pre-intermediate to advanced and suitable for use as supplementary texts or as core texts on skills development courses. Each book in the Cambridge Skills for Fluency series: improving fluency by presenting a variety of both old and new topics in creative ways and imaginative, genuinely engages students' interest and encourage them to share personal reactions and opinions fluently - focus on skills But certain other integrated skills in a way that reflects real life use of language - contains twenty units designed to take about one hour of class time, a detailed contents map and brief teaching notes.
5. Intermediate Listening Comprehension: Understanding and Remembering Spoken English (College ESL) by Patricia dunkel, Phyllis L. Lim, Paperback: 177 pages, Publisher: Heinle & Heinle
Intermediate Listening Comprehension 2 / E is a program of intensive training in listening to the smooth development.
6. Ship or Sheep? Student Book: An Intermediate Pronunciation Course (Introducing English Pronunciation) by Ann Baker, Paperback: 176 pages, Publisher: Cambridge University Press
This is a comprehensive pronunciation course for intermediate students of English. Provide a systematic practice of English pronunciation, stress, and intonation through a variety of exercises and interesting activities. The program is accompanied by the practice of recording all the material on three cassettes. Books and tapes are both designed for use in the classroom and by students working alone.
7. Extra Book and Audio CD Pack listening: A Resource Book of Multi-Level Skills Activities; Paperback: 136 pages Publisher: Cambridge University Press
Listening Extra contains a bank of imaginative photocopiable materials designed for young adults (16 +) and adults. There are more than 50 easy-to-prepare activities elementary, secondary and senior secondary levels. The material offers teachers a refreshing approach to 18 familiar topics and can be used to supplement existing coursebooks. These activities are designed around authentic scenarios and practice listening skills, such as listening to the details, identifying emotions or listening to opinions. At the same time as the key to practice listening skills, integrating activities other skill areas. Students exposed to a variety of native and non-native speaker accents. Recordings include various genres of radio and television to academic lectures, presentations and dialogue conversation.
December 25, 2009
Children who speak English
Children who speak English as their first language is now a minority in central London primary school, official figures showed yesterday.
Children with different native languages form the majority in the primary elections in 13 of the 33 boroughs of London and near Slough.
In inner London, 54 percent of elementary school students and 48.5 percent in secondary institutions do not speak English as their first language. This is for 159,340 children are amazing.
Across the country, English is a foreign language is more than one in seven primary children - nearly half a million.
The figures from the Department of Children, Schools and Families pointed to the huge demographic changes over the decades. About one fifth of students from ethnic minorities - up from 11 percent in 1997.
There is concern that the school's financial distress as more and more young people need help with English.
Heads' leader has urged the Government to fund schools adequately and provide fair treatment to them during the inspection with a large concentration of non-English speakers.
The figures show there are 14 council areas where the children of primary school with English as their second language in the majority - 13 London boroughs and the Slough.
In Tower Hamlets nearly four out of five young children do not have English as their native language. In other areas, including Leicester, Luton and Bradford proportion closer to 50 percent.
For the primaries as a whole, 15.2 percent are non-native English speakers - up from 14.4 percent last year.
Enlarge main number graphic.jpg
The figures indicate that many new arrivals have settled in London. Lowest population of young people with English as a second language in the South and West North East.
Sir Andrew Green, from Migrationwatch think-tank, said: "These figures confirm the huge impact of immigration happened to our society.
As tight as the government funds them, this would have a negative impact as children with English as an additional language will require additional fees. "
He added: "In inner London it is difficult to know who the children of immigrants who should have to integrate with because they are exceeding the number of local children."
The numbers reflect the five-fold increase in immigration since the ruling Labor Party. Net immigration has increased from 48,000 in 1997 to 237,000 in 2007.
A DCSF spokeswoman stressed that the figures' show only language that was originally affected children in the home, regardless of whether they speak English fluently in the future. Only a relatively few new entrants to the acute problem of communication. "
"We are increasing funding in the Ethnic Minority Achievement Grant to £ 206million in 2010, to bring students weak in English up to speed. We also equip schools to offer effective English as an Additional Language teaching for new arrivals."
Figures yesterday showed that the recession has brought the first increase in four years in the number of children qualifying for free school meals.
Read More..
Children with different native languages form the majority in the primary elections in 13 of the 33 boroughs of London and near Slough.
In inner London, 54 percent of elementary school students and 48.5 percent in secondary institutions do not speak English as their first language. This is for 159,340 children are amazing.
Across the country, English is a foreign language is more than one in seven primary children - nearly half a million.
The figures from the Department of Children, Schools and Families pointed to the huge demographic changes over the decades. About one fifth of students from ethnic minorities - up from 11 percent in 1997.
There is concern that the school's financial distress as more and more young people need help with English.
Heads' leader has urged the Government to fund schools adequately and provide fair treatment to them during the inspection with a large concentration of non-English speakers.
The figures show there are 14 council areas where the children of primary school with English as their second language in the majority - 13 London boroughs and the Slough.
In Tower Hamlets nearly four out of five young children do not have English as their native language. In other areas, including Leicester, Luton and Bradford proportion closer to 50 percent.
For the primaries as a whole, 15.2 percent are non-native English speakers - up from 14.4 percent last year.
Enlarge main number graphic.jpg
The figures indicate that many new arrivals have settled in London. Lowest population of young people with English as a second language in the South and West North East.
Sir Andrew Green, from Migrationwatch think-tank, said: "These figures confirm the huge impact of immigration happened to our society.
As tight as the government funds them, this would have a negative impact as children with English as an additional language will require additional fees. "
He added: "In inner London it is difficult to know who the children of immigrants who should have to integrate with because they are exceeding the number of local children."
The numbers reflect the five-fold increase in immigration since the ruling Labor Party. Net immigration has increased from 48,000 in 1997 to 237,000 in 2007.
A DCSF spokeswoman stressed that the figures' show only language that was originally affected children in the home, regardless of whether they speak English fluently in the future. Only a relatively few new entrants to the acute problem of communication. "
"We are increasing funding in the Ethnic Minority Achievement Grant to £ 206million in 2010, to bring students weak in English up to speed. We also equip schools to offer effective English as an Additional Language teaching for new arrivals."
Figures yesterday showed that the recession has brought the first increase in four years in the number of children qualifying for free school meals.
December 23, 2009
Learn to Speak English Fluently
From a student point of view, the problem with England is that it is too rich in constructions and vocabulary, ie: There are lots of words and constructions that have similar meanings. An error occurred when students remember half of one construction and half from the other, they end up with a hotch-potch at best "one, but understandable" and at worst "nonsense".
1.Choosing English for Use or Recognition purpose only
The English do not use every phrase and word in the English language. They have a favorite phrase they use time and time again. I recommend that when you teach more than one way to say the same thing, choose only one version to learn accurately for future use. Then other store (s) vaguely in your mind for future purposes only recognition.
2. Trap to Avoid
Native English speakers modify their language according to their situation, as you would do in your own language. Unless you have constant exposure to English over the years, you can not hope to do this. The trick therefore is to choose the best English-language universal purposes and to identify other versions of the English language, so you're not at a disadvantage. Thus, you will avoid misunderstandings and you will be able to assess the quality of the English people.
Although the following knowledge is essential to understand the English language (and perhaps for some exams), I suggest you avoid them as much as possible when speaking in normal situations: --
Idioms, Phrasal word, Slang (which can sound insolent when used at the wrong time)
3.Avoiding grammatical errors when speaking
Many students who have difficulty with the use of the present perfect, because the use is not in accordance with similar looking tense in their own language. If it helps you, it is possible to avoid at all perfect now using: --
SIMPLE PAST + SPECIAL TIME
for example: I have been to Tunisia. (Time unknown)
I went to Tunisia some time ago. (Exact time unknown)
I have just finished their homework. (Recent, but time is unknown)
I finished my homework a few moments ago (the latest, but the exact time unknown)
Read More..
1.Choosing English for Use or Recognition purpose only
The English do not use every phrase and word in the English language. They have a favorite phrase they use time and time again. I recommend that when you teach more than one way to say the same thing, choose only one version to learn accurately for future use. Then other store (s) vaguely in your mind for future purposes only recognition.
2. Trap to Avoid
Native English speakers modify their language according to their situation, as you would do in your own language. Unless you have constant exposure to English over the years, you can not hope to do this. The trick therefore is to choose the best English-language universal purposes and to identify other versions of the English language, so you're not at a disadvantage. Thus, you will avoid misunderstandings and you will be able to assess the quality of the English people.
Although the following knowledge is essential to understand the English language (and perhaps for some exams), I suggest you avoid them as much as possible when speaking in normal situations: --
Idioms, Phrasal word, Slang (which can sound insolent when used at the wrong time)
3.Avoiding grammatical errors when speaking
Many students who have difficulty with the use of the present perfect, because the use is not in accordance with similar looking tense in their own language. If it helps you, it is possible to avoid at all perfect now using: --
SIMPLE PAST + SPECIAL TIME
for example: I have been to Tunisia. (Time unknown)
I went to Tunisia some time ago. (Exact time unknown)
I have just finished their homework. (Recent, but time is unknown)
I finished my homework a few moments ago (the latest, but the exact time unknown)
Read More..
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